From the explanation above, the researcher assumes that narrative text is a kind of text, which tells about series of events and also provides the resolution for the
problem that happen in the past. In this research, the researcher would focus on narrative text because the students’ comprehension in reading narrative is still low.
Even though narrative text is one of reading text that is mostly used in the reading test but many students in the first year of Senior High School do not really comprehend
this sort of text. They still have difficulty in finding the main idea and specific information of narrative text.
2.15Teaching Reading of Narrative Text using Graphic Organizer In developing students’ reading comprehension of narrative text, the researcherwould
like to present the application of graphic organizer technique. The researcher elaborates and constructs the following procedures of teaching reading
comprehension of English narrative text. The researcher takes some steps in the
presentation of graphic organizer as follows:
Pre-reading Activity
Before giving the reading material, the students to firstly doing some steps as follows: 1. The students greets the teacher.
2. The students discuss about the goals of the lesson and the roles of teacher and students in the lesson.
3. The students are asked leading question related to the topic of text. 4. The students are introduced the lesson procedures.
5. The students make some groups.
While reading activity
1. The students reviewabout narrative text 2. The students are given the text
3. The studentsdiscuss the text together based on their schemata by asking some question related to the topic.
4. The students are introduced the graphic organizer technique and explained its function as visual illustration that can help them to comprehend the text easier.
5. The students are explained about story map and show how to construct story map. 6. The students show and explain to the relation between the lines in the story map or
storyboard main idea and its detail information, reference of the pronoun, and difficult vocabulary in constructing the graphic organizer.
7. The students are given discussion ofgraphic organizerin the class 8. The students are explained the generic structure of the narrative text based on the
story map. 9. The groups of students are asked to discuss story map according to the text.
10. The students are asked to practice applying graphic organizer in reading comprehension of the given text individually
11. The student are evaluated their reading comprehension through reading test.
Post Reading activity
After the students read the text then they would do the following activities: 1. The students discuss their difficulties in the teaching learning process.
2. The students make conclusion of the lesson.
3. Teacher closes the meeting.
2.16 Teaching Reading of Narrative Text using Literal Translation Technique
The application teaching reading through Literal Translation Technique in the school is by translating the text to comprehend it. The students are given the text and then
read it aloud together. Then, they discuss it together while translating it, and when they find difficult vocabulary, they would look for it in the dictionary. The researcher
take some steps of teaching reading through Literal Translation technique would be used in the school is as follows:
Pre-reading activity
Before giving the reading material, the students are firstly doing some steps as follows:
1. The student open the class. 2. The student are brainstormed the reading material together with the class
While reading activity
While reading activity, the students then do the following steps: 1. The students get the reading text from the teacher.
2. The students read the text aloud together. 3. The students discuss the text based on their schemata
4. The students discussthe text together with their peers by translating it. 5. The studentsevaluate their reading comprehension through reading test.
Post reading activity
After the students read the text then they would do the following activities: 1. The students discuss their difficulty in the teaching learning process.
2. The studentsmake conclusion of the lesson. 3. Teacher closes the meeting.
2.17 Theoretical Assumption
Based on the previous explanation, the researcher assumed that using graphic organizer as technique of teaching reading might give positive effect in improving
students reading comprehension achievement. Graphic organizer could give the visual representation of the text or topic and its relationship among the ideas. By
utilizing graphic organizer in reading, it was assumed that students would get used to analyze the whole structure of the text. In graphic organizer, the students would be
able to find out the ideas of the text a draw relationship among the ideas visually. Thus, the students would
be able to comprehend the text well. As the result, students’ reading comprehension achievement could be improved.
2.18 Hypothesis
Therefore, the researcher came to the hypothesis that there was a significant difference of students’ reading comprehension achievement between students who are
taught through Graphic Organizer Technique and those who are taught through Literal Translation Technique.
III. RESEARCH METHODS
This chapter discusses about the methods of research used in this study, such as research design, population and sample, data collecting technique, research
procedures, and criteria of good test, data analysis, data treatment, and hypothesis testing.
3.1 Research Design
In this research, the researcher intends to find out the significant increase of students’ reading comprehension achievement by comparing graphic organizer
and literal translation in reading. To gain the objectives of the research, the researcher conducted quantitative design with pretest posttest experimental group
design. The researcher selected two classes, one as the experimental group oneand another as the experimental group two. According to Hatch and Farhady
1982:22 the design of the research is described as follows:
G1 : T1
X
1
T2 G2
: T1 X
2
T2
Notes: G1
: experimental group one G2
: experimental group two T1
: pre-test T2
: post-test
