Improving student's reading comprehention of narrative text through story mapping (a classroom action research at eight grade students of SMP PGRI 2 Ciputat)
(A Classroom Action Research at Eight Grade Student of SMP PGRI 2 Ciputat)
By:
ANNA AGUS SELVIANA 208014000024
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2014
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Praise be to Allah, Lord of the worlds, who has given the writer His love and compassion to finish the last assignment in her study. Peace and salutation be upon the prophet Muhammad SAW, his family, his companion, and his adherence.
On this opportunity, the writer would like to express her greates gratitude and honor to her beloved families, especially her parents –H. Syafi’i and Hj. Nani Rohani– who have given their greates love, prayer, and moral encouragement. It also will be expressed to the whole of her families for their biggest love and kindness to support her in finishing this “skripsi”. Also, she would like to address her greatest thanks to her advisors Dr. Ratna Sari Dewi, M.Pd. and Zaharil Anasy, M.Hum. for their time, valuable guidance, helps, corrections, and suggestions during completing this “skripsi”.
The writer’s sincere gratitude also goes to:
1. All lecturers, especially those of in English Education Department, who always give their motivation and valuable knowledge and also unforgettable experience during her study at Faculty of Tarbiyah and Teachers’ Training of State Islamic University Syarif Hidayatullah Jakarta.
2. Drs. Syauki, M.Pd. the chairman of English Education Department and Zaharil Anasy, M.Hum. the secretary of English Education Department.
3. Dra. Nurlena, MA, Ph.D. the Dean of Faculty of Tarbiyah and Teachers’ Training of State Islamic University Syarif Hidayatullah Jakarta.
4. All her family, especially her beloved brothers Rahmat Hidayat and Ahmad Ridwan and also their wife.
5. All her beloved friends at syarif Hidayatullah State Islamic University, especially Syarifatunnisa, Eka Sasmiasih, Iin Suryani and all friends who have always been great friends and always given their support especially classmates in English Education Department Class A for academic 2008.
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who reads her “skripsi" for valuable improvement.
Jakarta, 25 September 2014 The Writer
Anna Agus Selviana 208014000024
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Grade Student of SMP PGRI 2 Ciputat), Skripsi, English Education
Department, The Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta.
Advisor : 1. Dr. Ratna Sari Dewi, M.Pd
2. Zaharil Anasy. M.Hum
Keywords : Reading Comprehension, Narrative Text, Story Mapping
The objective of the research was to get empirical evidence of the improving students’ reading comprehension of narrative text through story mapping technique. The method of this research was classroom action research which was conducted in two cycles. The subject of this research was the 2nd Grade of SMP PGRI 2 Ciputat at Academic Year 2013/2014 with total number of students 34. The research instruments were the observation and test form. The result of this study shows that the students’ improved their understanding of narrative text during teaching and learning process by using story mapping. It is proven by the data which derived from this study. From the observation, it could be seen that the students were more active and interested in learning narrative text and from the result. There were three tests conducted, those are pre-test 1 and post-test 2. The improvement of students’ understanding of narrative text can be seen clearly in the improvement of their achievement in pre-test and post-test. The result of pre-test and post-test showed the significant improvement. The mean of pre-test score is 48.35. The minimal mastery level criterion (KKM) in SMP PGRI 2 Ciputat is 70 (seventy). It means there were only 2.94% of the whole students could pass the KKM. The mean of post-test 1 score is 61.64. It is proven that 17.64% students passed KKM. Next, the mean of post-test 2 score is 76.58. The percentage of students who could get the above the KKM in post-test 2 is 85.29%. From this research finding, it showed that story mapping technique could improve the students’ reading comprehension of narrative text.
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Grade Student of SMP PGRI 2 Ciputat), Skripsi, Jurusan Pendidikan
Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta
Pembimbing : 1. Dr. Ratna Sari Dewi, M.Pd
2. Zaharil Anasy. M.Hum
Kata Kunci : Pemahaman membaca, Teks Naratif, Story Mapping
Tujuan dari penelitian ini adalah untuk mendapatkan bukti empiris tentang peningkatan pemahaman siswa terhadap teks narasi dengan menggunakan tehnik peta cerita. Metode yang digunakan dalam penelitian ini adalah penelitian tindakan kelas yang berlangsung dua putaran. Subjek dari penelitian ini adalah siswa-siswa kelas 8 SMP PGRI 2 Ciputat yang berjumlah 3 siswa. Instrumen penelitian yang digunakan adalah lembar observasi dan bentuk test. Dari hasil penelitian ini menunjukan bahwa pemahaman siswa akan teks naratif meningkat selama kegiatan belajar mengajar dengan menggunakan story mapping. Itu dibuktikan dari data yang diperoleh pada penelitian ini. Pertama, dari observasi, dapat dilihat bahwa siswa lebih aktif dan tertarik dalam belajar teks narrative, dan kemudian data dari hasil tes. Ada tiga tes yang dilaksanakan, yaitu pre-test, post-test 1 dan post-test 2. Peningkatan pemahaman siswa akan teks naratif dapat dilihat dengan jelas dari pencapaian mereka dalam pre-test dan post-test. Rata-rata nilai pre-test adalah 48.35. Kriteria Ketuntasan Minimal (KKM) di SMP PGRI 2 Ciputat adalah sebesar 70 (tujuh puluh).itu artinya hanya 2.94% dari keseluruhan siswa yang dapat melampaui KKM. Rata-rata post-test 1 adalah sebesar 61.64%. Ini membuktikan bahwa sebanyak 17.64% siswa telah melampaui KKM/. Selanjutnya, pada post-test 2 didapat didapat rata-rata 76.58. persentase siswa yang mendapat nilai diatas KKM adalah sebesar 85.29. Dari hasil tersebut dapat disimpulkan bahwa tehnik peta cerita dapat meningkatkan secara signifikan pemahaman membaca siswa terhadap teks narasi.
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ENDORSEMENT ... iii
ACKNOWLEDGEMENT ... iv
ABSTRACT ... vi
TABLE OF CONTENT ... viii
CHAPTER I : INTRODUCTION A. Background of the Study ... 1
B. Identification of the Problem ... 3
C. Limitation of the Problem ... 4
D. Formulation of the Problem ... 4
E. Objective of the Study ... 4
CHAPTER II : THEORETICAL FRAMEWORK A. Reading ... 5
1. Definition of Reading ... 5
2. The Purposes of Reading ... 7
3. Kinds of Reading ... 8
B. Narrative Text ... 10
1. The Understanding of Narrative Text ... 10
2. The Purposes of Narrative Text ... 13
3. The Schematic Structures of Narrative Text ... 14
4. The Language Features of Narrative Text ... 17
C. Story Mapping ... 19
1. The Understanding of Story Mapping ... 18
2. The Purposes of Story Mapping ... 20
3. The Techniques of Using Story Mapping ... 20
D. Teaching Narrative Text Using Story Mapping ... 22
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CHAPTER III : RESEARCH METHODOLOGY
A. The Time and Place of The Study ... 26
B. The Method of Research ... 26
C. The Subject and the Object of The Study ... 26
D. The Writer’s Role on the Study ... 26
E. Action Procedure ... 27
F. The Classroom Action Research (CAR) Procedures ... 30
1. Cycle 1 ... 30
a. Planning Phase ... 30
b. Acting Phase ... 30
c. Observing Phase ... 30
d. Reflecting Phase ... 31
2. Cycle 2 ... 31
a. Planning Phase ... 31
b. Acting Phase ... 31
c. Observing Phase ... 31
d. Reflecting Phase ... 32
G. The Technique of Collecting Data ... 32
H. The Technique of Data Analysis ... 33
I. The Criteria of the Action Success ... 34
CHAPTER IV : RESULT AND DISCUSSION A. Data Description ... 35
1. The Result of Pre Observation ... 35
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c. Observing ... 38
d. Reflecting ... 38
3. Cycle 2 ... 39
a. Planning ... 39
b. Acting ... 40
c. Observing ... 40
d. Reflecting ... 41
C. The Discussion of the Data after CAR ... 42
CHAPTER V : CONCLUSION AND SUGGESTION A. Conclusion ... 48
B. Suggestion ... 48
BIBLIOGRAPHY ... 50
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LIST OF FIGURES
1. Figure 2.1 Graphic Story Map ... 21 2. Figure 3.1 Kurt Lewin’s Action Research Design... 28. 3. Figure 4.1 The Students’ Reading Score of Pretest, Posttest 1, and
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1. Syllabus of Second Grade of High School ... 52
2. Lesson Plan ... 74
3. The Instrument of Pretest ... 85
4. The Instrument of Posttest 1 ... 91
5. The Instrument of Posttest 2 ... 97
6. The Blueprint Test of Pre-test ... 102
7. The Blueprint Test of Post-test 1 ... 103
8. The Blueprint Test of Pre-test 2 ... 104
9. Observational Notes for Need Analysis Before CAR ... 111
10. Observational Notes for Need Analysis in Cycle 1... 112
11. Observational Notes for Need Analysis in Cycle 2... 113
12. Answers Key (Pre-test, Post-test 1, Post- test 2) ... 114
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CHAPTER I
INTRODUCTION
This chapter presents the general account of the present study. It covers background of study, identification of the study, limitation of study, research problems, and objective of the study.
A.
Background of the StudyEnglish as an international language has been used by people in the world. The people of non-native speaker use English as their second language or their foreign language to communicate in many different kinds of social situation and for many different purposes. In education, English has important role, it could be seen that the language has been learned in any levels of education.
English is different from Indonesian. Every language has its own rules and its own skills. In learning English, there are four skills; listening, speaking, reading and writing, that should be mastered. Reading is very essential for us in order to increase our knowledge. This idea is supported by the fact that reading has become part of our daily life. Through reading we can get a lot of information, knowledge, enjoyment, and even problem solution. Therefore, the ability to read the text in any form will give a great deal advantages in our life.
There are some problems for the learners to comprehend English literary or book or any other printed materials. Most of them just have some means or ability to pronounce and recognize the individual words from the text without knowing the message or the meaning of what the author extends.
Narrative is one of reading texts. Narrative is a kind of text that describes a sequence of fictional events. It consists of orientation, complication or problem resolution. To solve the problems in teaching narrative text, the teacher can use suitable and interesting methods or techniques for the learners. Techniques depend on the teacher, the imagination, his creativity and the condition of class, a certain problem can be solved using the various techniques.
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Ideally, the second year students of Junior High School are learning and mastering some genres including narrative text applied in any aspects of language skills. Besides, the policy of the school in determining the minimum passing grade score should be attained; at least the minimal mastery level criterion (KKM) considering English subject gains score 70 (seventy). It is adapted from the school agreement at SMP PGRI 2 Ciputat.
However, most of second grade students of SMP PGRI 2 Ciputat are still difficult to achieve those targets because their knowledge of English is still low primarily on reading skill. Based on the unstructured interview result with the teacher concerning students’ reading test, there are some difficulties faced by students in reading activities such as: First, some of students was mastered vocabulary on the text but they could not understand the story. Second, they are difficult to find schematic structure of story. Third, they have difficulty differentiating past tense and present tense. Fourth, they also have difficulty in taking conclusion of text.
Based on the observation, the writer found the students’ activity in reading is not very interesting because the teacher usually asked every student to read orally then asked them to translate the story. Besides, during teaching and learning activity, the teacher explained the schematic structures and linguistic features of the story almost all of the time. Then the teacher gave them some minutes to do exercises meanwhile most of students did not pay attention to the teacher’s explanation before and even they did not do the exercises. Furthermore, the teacher rarely let his students memorizing the story and let them telling it in front of class.
After obtaining the causes of the problem, it is needed an alternative way to create suitable and interesting techniques related to students’ condition. They need to be delivered any practices to assist them in improving reading comprehension. In this research, the writer focuses on narrative text. Then, the writer realizes that all of those problems are impossible to be solved in a time. Therefore, the writer and the teacher focus on reading skill in comprehending the schematic structures
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of a story because it is the prior reading problem faced by most of students VIII grade SMP PGRI 2 Ciputat. That is why the writer tries to find out an appropriate strategy to improve students’ reading comprehension better that is through story mapping which is considered as one way of reading comprehension techniques toward narrative text. Story mapping is a means to provide an overview what a story discussion concerning the story elements through graphic or semantic map visualization.1Here, the writer’ basic assumption is students need to learn how to make visual images as they read narrative text in their reading and writing activities to enhance their reading comprehension. In other words, through the ability to note details, to organize the sequence of events would be essential to this type of reading skill.
Based on the description above, the writer interests to propose one teaching techniques that have been shown to be a beneficial teaching technique. The writer consequently would like to carry out a study under the title Improving Students’ Reading Comprehension Narrative Text through a Story Mapping (a Classroom Action Research at SMP PGRI 2 Ciputat).
B.
Identifications of the ProblemAccording to background of the study about improving students narrative text through story mapping, the writer involves identification of the problem involves:
1. Some of students were mastered vocabulary on the text but they could not understand the story.
2. Students have difficulties to find schematic structure of story. 3. Students difficult in taking conclusion of the text.
1
Pamela J. Farris, Teaching Reading: A Balanced Approach for Today’s Classroom, (New York: McGraw-Hill, 2004), p. 345.
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C. Limitation of the Problem
Through this paper, the writer would like to limit the problem on Improving Students Reading Comprehension of Narrative Text through Story Mapping at the second grade students of SMP PGRI 2 Ciputat. The writer would like to know how students understand the narrative text and how it is constructed through the implementation of Story Mapping Technique.
D. Formulation of the Problem
To make the study easy to understand, the writer formulates the problem as “Can story mapping make students’ reading comprehension of narrative text easy?”.
E. Objective of the study
The objective of the study is to know whether story mapping can make students’ reading comprehension of narrative text easy for the second year students of SMP PGRI 2 Ciputat. In addition, the objective of the study is to describe how the implementation of story mapping in developing students’ reading comprehension of narrative text.
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CHAPTER II
THEORETICAL FRAMEWORK
This chapter presents and discusses about the theoretical framework which is consists of general concept of reading, narrative text, story mapping, and teaching narrative text using story mapping
A. Reading
1. Definition of Reading
Reading is one of language skills and also called receptive skills which should be mastered by learners. By reading, learners could take ideas, information and message from the text. According to Savage and Mooney in their book Teaching Reading to Children with Special Need states that reading is a process of moving through printed language to meaning. 2 Based on definition above, reading is process a reader to extract the meaning or message from the text so a reader could take an author’s messages.
To strengthen statement above, according to Arthur W. Heilman, he defines that reading is a process of getting meaning from printed word or symbols. 3 It means that reading is to choose and to select word or symbol in getting meaning, because the readers involved some abilities to grasp the text. For instance, the readers need eyes movement to select and recognize some words.
Like De Boer and Dallman in their book The Teaching OF Reading argues that:
If a letter, a word, or a phrase is to be perceived, the eyes must pause long enough to take it in. Since in fluent reading the pauses or “fixations” may be as brief as one – fourth of a second, the reader has the illusion that he is reading as the eyes move from left to right on the page. Actually, the movement of the eyes from one stopping point to the next takes a fraction
2
John f Savage and Jean F. Mooney, Teaching Reading to Children with Special needs, (Boston: Allyn and Bacon Inc, 1979), p. 14
3
Arthur W Heilman, Principles and Practices of Teaching Reading: Second Edition, (Ohio: a Bell and Howell Company, 1967), p.8
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of a second, so that in effect the view of the words in a line seems continuous.4
It indicates that reading is as an active process which it is proved with eyes movement to recognize words and it depend on what the readers see and perceive in the text.
In addition, it refers that reading involved the reader’s thinking, because the readers use their prior knowledge and experience background to comprehend the text. Here, John F. Mooney explains that:
“...the reader’s background and experience. The more a reader brings to a printed page in terms of knowledge and background, the better she or he will be able to understand what she or he reads. Concepts built thorough experience will enhance concepts gained through reading”.5
Here, to comprehend the texts, the readers need to build concept with using reader’s knowledge and experience. With reader’s knowledge and experience, it eases the readers to reconstruct the comprehension of reading text because the readers have sufficient knowledge to read.
Moreover, reading could not separate with reading comprehension. It is caused that the readers get the meaning with unity. The readers find the main ideas from one page to other page to take comprehension that the readers want.
Meanwhile John J. De Boer figured out that reading is an activity which involves the comprehension and interpretation of ideas symbolized by written or printed language. 6
Based on statement above, clearly, the readers read printed words together with getting comprehension through reading. From here, we could see more definition of reading comprehension from the experts. According to Robert C. Putt in his book A Basic Guide to Reading Instruction, “reading
4
John J De Boer, and Martha Dallmann, The Teaching of Reading: Revised Edition, (New York: Holt, Rinehart and Winston Inc., 1964), p, 20
5
John F Savage and Jean F. Mooney, Teaching Reading to Children Special Needs, (Boston: Allyn and Bacon Inc, 1979), p. 31
6
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comprehension means that the chill is able to get meaning what is being perceived in writing.”7
In conclusion, reading comprehension is to get ideas, information and author’s message from in printed page involved perceives and understands words relationship. Somehow, reading comprehension is not only to extracting meaning from printed words but it need active process in which the reader constructs meaning thorough some ability with a text.
2. The Purposes of Reading
There are many purposes in reading activity. The purpose for reading will help the readers focus on information, consequently such purpose are most effective when establish by the reader. Obviously, the purpose for reading should be established before a selection is read. Afterward, the stated purpose can be used as basic for discussion to determine whether the reader the reader has achieved his goal. As McDonough and Shaw quoted from William that usefully classified reading into:
a. “Getting general information from the text b. Getting Specific information from a text, and c. For pleasure or interest” 8
From the statement above it can be concluded there are two kinds purpose of reading activity. Reading for information usually used in reading task, it is probably seen an as a type of reading ability. Readers read because they have to read. It included the materials which are classified as nonfiction, sciences, social studies, articles, newspaper, etc. Weather reading for pleasure, the reader may read either quickly or slowly based on the way he/she likes, associated largely with novel, short stories, and poems.
7
Robert C. Putt, A Basic Guide to Reading Instruction: A Handbook for Classroom Teachers, (Boson: Universuty Press of AmerikaInc., 1983), p. 46
8
Jo McDonough and Christopher Shaw, Materialand Method in ELT: Teachers’ Guide, (Massachusetts: Blackwell PublishingLtd, 1993), p. 102.
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In addition, Rivers and Temperedly list the following examples of some of the reasons L2 student may need or want read: 9
a. To obtain information for some purpose or because we are curious about some topic
b. To obtain instruction how to perform some task for our work or daily life (e.g. knowing how appliance works)
c. To keep in touch with friends by correspondence or to understand business letters
d. To know when or where something will take place or what is available e. To know what happening or has happened (as reported in newspaper to
magazines, reporters)
2. Kinds of Reading
When people read, they read for a different purpose, and it determines how people read a text. There are two types of reading related to the purpose. Those are extensive and intensive reading. 10
a. Skimming
Skimming is defined as the ability to identify the main ideas while very rapidly and selectively skipping over the reading material. This is a technique used to find out how a news story, magazine article, or textbook chapter is organized and what is generally about without having to read the entire selection. When skimming, the reader goes through the reading material quickly in order to get the gist of it, to know how it is organized is to gain a quick overview in order to identify the main points. 11
9
Jo McDonough and Christopher Shaw, Materialand Method in ELT: Teachers’ Guide, (Massachusetts: Blackwell PublishingLtd, 1993), p. 102-103
10
Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman, 1983), p. 16
11
Peter Mather and Rita Mc Carthy, Reading and all that Jazz, (Boston: Mc Graw-Hill, 2007), p. 531
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b. Scanning
Peter Mather and Rita Mc Carthy stated that scanning is the process of quickly searching material in order to locate the specific bits of information. When scanning, the reader doesn’t star at the beginning and read through to the end. Instead, the reader only jumps around in the next trying to fine and locate specific information needed. 12
c. Intensive Reading
Intensive reading involves approaching the text under the guidance. It is often refers to the careful reading (or translation). The aim is to arrive at an understanding, not only of what the text means, but also how the meaning is produce, the how is as important as the what. 13
In other words, intensive reading is reading shorter text is extract specific information. This activity is likely more to emphasize the accuracy activity in evolving reading for detail. It is used to gaining a deep understanding of a text, which important for the reader. The process of scanning takes a more prominent role here than skimming. Reader is trying to absorb all the information given. For example, reading dosage, instruction for medicine.
d. Extensive Reading
Extensive reading should involve reading for pleasure what Richard Day calls joyful reading, the reader deals with longer texts as a whole, which requires the ability to understand the component parts and their contribution to the overall meaning, example: reading newspaper article, short story or novel.
12
Ibid., p. 526
13
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According to Jeremy Harmer that one of the fundamental conditions of a successful extensive reading program is that students should be reading material which they can understand. 14
This is enhanced if students have a chance to choose what they want to read, if the students have a chance to choose what they want to read, if the students are struggling to understand every word, the students can hardly be reading for pleasure. It is the main goal of this activity. This means that English teachers need to provide books which either by chance or because they have been especially written, are readily accessible to the students.
B. Narrative Text
1. The Understanding of Narrative Text
Before going to the definition of narrative text, it is better to know first definition of the text itself. The narrative paragraph can be fun to write because you tell a story or relate an event. Narratives have a beginning, middle, and an end. Any time you go to a movie or read a fiction book, you are looking at a narrative. Narrative text often describes events from the writer's life. According to narrative text describe a sequence of events or tell a story, in another word, narrative text is describing an experience. Text is a communicative event that must satisfy several conditions. That term told by Beaugrande and Dressler. According to that term, a traffic sign, a newspaper article and a novel are all texts that correspond to the differing rules of particular genres of text.
The entire genre mentioned before have particular linguistic features, fulfill particular functions and are bound to specific production and reception situations. 15
14
Jeremy Harmer, The Practice of English Language Teaching, (Pearson; Longman, 2004), Fourth Edition, p. 383
15
Stefan Titsher, et, al, Methods of Text and Discourse Analysis, (London: SAGE Publications, 2000), p. 21
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There are two main categories of texts, literary and factual. 16 Within these, there are various text types. Each type has a common and usual way of using language.
“Literary texts include aboriginal dreaming stories, movie scripts, limericks, fairy tales, plays, novels, song lyrics, mine and soap operas. They are constructed to appeal to our emotion and imagination”17. Literary texts can make us laugh or cry, think about our own life or consider our beliefs. There are main text types in this category such as narrative, poetic and drama. Media such as films, videos, television shows and CDs can also fall in this category.
Literary text is more emphasize or refers to informal things such as personal story or poetry. It is because the text attracts our feelings and imaginations so that we can laugh, be sad, be upset, or be touched after reading or watching the text itself.
Factual texts include advertisement, announcements, internet web sites, current affairs show, debates, recipes, reports and instructions. They present information or ideas and aim to show, tell or invite the audience. The main text types are recount, response, explanations, discussion, information report, exposition and procedure.
In the factual texts, the text is more inform the fact event than the literary text. This text informs about an event that happened and how that event happens from beginning to the end.
In this paper, the writer will only discuss one of the texts that are being used for her research that is narrative text. Anderson said:
A narrative is a text that tells a story to entertain the audience. Narrative can be presented as written or spoken texts. Written narratives often take the form of novels. The story is usually told by a narrator. If the narrator is one of the characters in the story it is said to be told in the first person. If a person outside the story is being told in the third person. 18
16
Mark and Kathy Anderson, Text Types in English 2 (SouthYarra:Macmillan,1997), p. 1-2
17
Ibid., p. 8
18
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The description above shows definition about narrative text. Narrative text is one of the texts that should be learnt by High School students. For some students, a narrative is considered as the most interesting text among the others. In line with it, Phelps-Gunn said that “The least difficult is narration. Narration involves a simple time ordering of events into an organized plot or pattern.” 19 But unfortunately, it is not supported by the fact that the students get low score in this material. Whereas, they ideally get good scores since the material is easy.
Another definition about narrative is stated by Anderson “narrative is a piece of text which tells story and in doing so, entertains or informs the reader or listener”. 20
Narrative text is a text which gives information about all of the factual text. So those, the reader or listener know more information from the text which is read.
In terms of media, narrative is the coherence/organization given to a series of facts. The human mind needs narrative to make sense of things. We connect events and make interpretations based on those connections. In everything we seek a beginning, middle and the end. We understand and construct meaning using our experience of reality and of previous texts. Each text becomes part of the previous and the next through its relationship with the audience.
There are many types of narratives. They can be imaginary, factual or a combination of both. They may include fairy stories, mysteries, science fiction, romance, horrors stories, fables, myths and legends, historical narratives, ballads, slice of life, personal experience. 21 Narrative text it easy reading for students because like reading a story. Their difficulties may be in reading comprehension.
19
Trisha Phelps-Gunn, Written Laguage Instruction, (London : Aspen Publication, 1982), p. 184
20
Mark, op. cit., p.8
21
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Chatman classified narrative text into four basic elements as follows:22 a. Characters
In every story, there must be characters that play in it. There are two characters take place within a story. They are main characters and secondary characters. A character is the single most important element in the narrative text. It describes physical of the character such as age, weight, height, even personality traits including the strength and weaknesses. 23 A character is the one who acts in the story itself. He or she plays the role of the story
b. Settings
Settings are what author writes to describe the reader where and when the story takes place. The setting addresses the location (where) and the period (when) of the story whether the story tells a reader among realistic, historical fiction or fantasy.
c. Plot
The plot includes a series of episodes or events written by the author to hold the reader’s attention and to build excitement as the story progresses. The plot contains an initiating event, starting the main character of the series of events toward problem solving. A good author will make the reader drown to the plot of the story that he writes.
d. Conclusion
The writer ends up the story by summarizing and telling the solution of the problems in the story. This part is called by conclusion.
2. The Purposes of Narrative Text
Basically, a narrative is written to amuse the readers. So, the readers are expected to enjoy the text which being read. It is in line Andersons who stated that the purpose of narrative that is to present a view of the world that
22
Chatman, S., and B. Attebry, Reading Narrative Fiction. (New York:McMillan, 1993), p. 23
23
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entertains or informs the reader or listener. 24 In addition, the aim of narrative, other than providing entertainment, can be to make the audience thinks about an issue, teach them a lesson, or excite their emotions. 25
3. The Schematic Structures of Narrative Text
In constructing narrative text, there are several steps that should be considered by the author. The elements of them are also provided to guide the readers in reading the text.
a. Orientation
This is the part which narrator tells the audience about who is in the story, when the story is taking place and where the action is happening. 26 It can also be called as introductory part of a story. So the reader can figure out what will happen next and who are involved in it.
b. Complication
This is the part of the story where the narrator tells about something that will begin a chain of events. These events will affect one or more of the characters. The complication is the trigger. 27 From this part the story begins. This is the part where the characters totally play their role.
c. Sequence of events
This is where the narrator tells how the characters react to the complication. It includes their feelings and what they do. The events can be told in chronological order (the order in which they happen) or with flashbacks. The audience is given the narrator’s point of view.28
d. Resolution
In this part of the narrative where the complication is sorted out or the problem is solved. It means that how is the problem that is created in the complication finally solved.
24
Mark Anderson and Kathy Anderson, Text Types in English 3, (South Yarra: Macmillan, 1997), p. 3
25
Ibid., p. 6
26
Ibid., p. 8
27
Mark and Kathy Anderson, Text Types in English 2, p South Yarra: Macmillan, 1997), p. 12
28
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In the following is the example of schematic structure of narrative text:29 The Smartest Parrot
Once upon time, a man had a wonderful parrot. There was no other parrot like it. The parrot could say every word, except one word. The parrot would not say the name of the place where it was born. The name of the place was Catano.
The man felt excited having the smartest parrot but he could not understand why the parrot would not say Catano. The man tried to teach the bird to say Catano however the bird kept not saying the word.
At the first, the man was very nice to the bird but then he got very angry. “You stupid bird!” pointed the man to the parrot. “Why can’t you say the word? Say Catano! Or I will kill you” the man said angrily. Although he tried hard to teach, the parrot would not say it. Then the man got so angry and shouted to the bird over and over; “Say Catano or I’ll kill you”. The bird kept not to say the word of Catano.
One day, after he had been trying so many times making the bird say Catano, the man really got very angry. He could not bear it. He picked the parrot and threw it into the chicken house. There were four old chickens for next dinner “You are as stupid as the chickens. Just stay with them” Said the man angrily. Then he continued to humble; “You know, I will cut the chicken for my meal. Next it
29
Josephine S.M., English on Sky SMP Book VIII, (Jakarta: Erlangga, 2007), p. p. 124. Title
Orientation
Sequence of Events Complication
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will be your turn, I will eat you too, stupid parrot”. After that he left the chicken house.
The next day, the man came back to the chicken house. He opened the door and was very surprised. He could not believe what he saw at the chicken house. There were three death chickens on the floor. At the moment, the parrot was standing proudly and screaming at the last old chicken; “Say Catano or I’ll kill you”.
(Adapted from Josephine S.M., 2007)
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4. The Language Features of Narrative Text
The language features usually found in a narrative text are: a. Specific characters or participants
b. Time words that connect events to tell when they occur c. Verbs to show the actions that occur in the story
d. Descriptive words to portray the characters and settings.30
The language features shown above are being used narrator. There is always being specific characters in every story. For instance, in the story of The Smartest Parrot above, the specific character is The Parrot. Time words are also used in that story, for example “One day...”, and also the last two language features.
The language features are provided to help the readers in understanding the story. By past tense used, the readers will know what happened in the story. Conjunction is also really important to describe the characters and settings of the story.
In the following is the example of language features of narrative text related to the story above:
Figure 2.1
Language Features of Narrative Text
No Linguistic Features Examples
1 Specific Participants The smartest parrot 2 Generic Participant A man
The Chickens
30
Mark and Kathy Anderson, Text Types in English 2, South Yarra: Macmillan, 1997), p. 8.
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3 Past Tense
Had, felt, tried, kept, got, pointed, said, shouted, picked, threw, continued, left, came back, opened, saw
4 Past Perfect Tense -
5 Action Verb -
6 Adverb of Time Once upon a time, one day, the next day, at the moment
7 Adverb of Place Catano, the chicken house 8 Coordinate Conjunction But, and, for
9 Temporal Conjunction Then, next, after
10 Saying Verb Say (said), shouted, screaming 11 Linking Verb Was, were
12 Modality Would, could, will
(Adapted from Josephine S.M., 2007)
C. Story Mapping
1. The Understanding of Story Mapping
Before we know exactly what the story mapping is, it is necessary to know the origin of story maps based on Pamela J. Farris:
The origin of story maps lies within story grammar research. The term story grammar refers to the hierarchical rules or psychological structures that people use to create and remember stories, the skeleton underlying a story, so to speak. These psychological models of comprehension and memory are used by both adults and children to encode and store in formation in their long-term memories.31
Based on that definition, in this sense, story mapping would be effective for the readers recognize the story in their long-term memories. It may be practical way for them to organize the story content into a coherent whole.
31
Pamela J. Farris, Teaching Reading: A Balanced Approach for Today’s Classrooms, (New York: McGraw Hill, 2004), p. 345.
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Beside of that, Oxford dictionary defines „story’ as “a description of events and people that the writer or speaker has invented in order to entertain people.” In other words story is regarded as a fiction selection to entertain a reader; as a part of pleasure. Meanwhile the definition of „map’ is “a drawing to describe or give information about something, especially the way it is arranged or organized.” It means that mapping could be defined as a sketch or drawing that shows location or relation between things or place.
Pamela J. Faris viewed that “mapping is an effective technique in teaching narrative text, and it is also an effective strategy to improve note taking and creative thinking skills.”32
Because through story mapping, a reader could be easily to illustrate the story structures and to categorize the main events in sequential order by writing key words of a story by using a reader’s own words.
The story map or story web present a graphic organizer that prepares a reader of a short story by previewing six critical components of any work of fiction:
a. Title b. Characters c. Settings d. Main events
e. Problems and conflicts f. Solution or resolution33
Considering the explanation above, story map is a graphic or semantic visual representation of a story. This map illustrates way to provide an overview of a story. It is usually implemented after a story has been read. It
32
Pamela J. Farris, Teaching Reading: A Balanced Approach for Today’s Classrooms, (New York: McGraw Hill, 2004), p. 346.
33
Larry Lawin, Paving the Way in Reading and Writing: Strategies and Activities to Support Struggling Students in Grades 6-12, (San Francisco: Jossey-Bass, 2003), p. 68.
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involves identifying and categorizing the main events in sequential order of a story.
2. The Purposes of Story Mapping
Story mapping has some purposes as follow:
a. Allows readers to create mental images from words in the text b. Enhances meaning with mental imagery
c. Links past experience to the words and ideas in the text d. Enables readers to place themselves in the story
e. Strengthens a reader’s relationship to the text f. Stimulates the imaginative thinking
g. Heightens engagement with text h. Brings joy to reading.34
From the purposes that mentioned above it can be concluded that use of story mapping are expected to facilitate and help the students getting a good understanding of a story or text.
3. The Techniques of Using Story Mapping
The general procedure to follow when preparing a basic story map includes the following steps:35
a. Read the story. Write a sequenced summary of the main ideas, key events, and characters that make up the plot of the story. b. Place the title, theme, or topic of the story in the center of the
graphic story map in a predominant box or at the top of the semantic chart.
c. Draw enough ties projecting out symmetrically from the center of the map to accommodate the major events of the story’s plot. Attach related pieces or second-level information from
34
Pamela J. Farris, Teaching Reading: A Balanced Approach for Today’s Classrooms, (New York: McGraw Hill, 2004), p. 512.
35
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the summary list to these ties in chronological order, moving clockwise around the center. The semantically organized chart is simply arranged by story elements, so information is transferred to it accordingly.
d. Draw additional ties projecting out symmetrically from each secondary box to accommodate the important details associated with the key plot event, adding relevant information from the summary list.
Based on the explanation above we can make the graphic of story mapping as below:
Main Characters Setting
Supporting Characters Problem
Solution
Story Map Tittle
and Author
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D. Teaching Narrative Text Using Story Mapping
There are some steps to teach narrative text using story mapping compiled from Farris’ book. They are: 36
Step 1: Introduce the concept of a story mapping together with what the benefits for students are. Tell them that story mapping would be helpful to develop their reading comprehension of a story.
Step 2: Explain the major components of story mapping through identifying a story first concerning to figure out the title, the theme of the story, the important characters and personality traits of specific participants of a story, then identifying the orientation or significant plot developments. It leads to sequence of action to note characters’ attempts in overcoming problems, then evoke, to get the solution. A teacher needs to give the interactive instruction for each story component clearly. Build questioning to students before or after reading the story to construct their motivation or check their comprehension. After students read a story, let them fill out section of the story map worksheet.
Step 3: Direct them when students commit error to reread the story using guidance question even modeling to help them come up with an appropriate response.
Step 4: Have students read independently. Encourage them to write the answers just using key words while the teacher is still questioning such as „who is the main character? What is he like? Where does the story take place? Etc.’ Then gives specific praise to students for appropriately identifying story mapping elements.
Step 5: Ask students through selected stories and complete the story map worksheet on their after students use the story mapping technique independently. Then, check students’ responses and conference individually with those students requiring additional guidance and support.
Step 6: Give students an evaluation. It is necessary to check their reading comprehension of a story using a printed test to gain working individually.
36
Pamela J. Farris, Teaching Reading: A Balanced Approach for Today’s Classrooms, (New York: McGraw Hill, 2004), p. 346.
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E. Relevant Study
Some studies dealing with this study were done by Dawi Anjani and Yuni Fatha Siskawaty Yantu. The short explanation of those studies explained in following section.
First research is from Dawi Anjani conducted in an experimental study on “teaching reading comprehension through story mapping”. She focused on the effectiveness of the application of using story mapping in teaching reading comprehension. The purpose of this study was to find out to know the effectiveness of the application of teaching reading comprehension through story mapping. The writer also intended to know the students achievement in learning reading comprehension by using story mapping. She used experimental method and use 15 questions of essay as an instrument to obtain the data. She took one class (VIII-A) of MTS Khazanah and she randomly selected the students and took 30 students as a sample of the research. The result was story mapping is effective to be used in the classroom to improve students’ achievement in reading comprehension competence. It can be seen from the result calculation of pretest and posttest. Also it can be seen from the t-test, the result is 2.04 < 4.67 >2.76. It proved that there is significant result of pretest and posttest.37
The second is from Yuni Fatha Siskawaty Yantu conducted in an experimental study on “Developing Students’ Ability in Writing Narrative Text by Using Story Map Technique” She focused on the story map technique develop the students’ ability in writing narrative text? The purpose of this study was to find out to find out whether the story map technique can improve the students’ ability in writing narrative text or not. She used quasi experimental method. She used narrative text writing about fable as an instrument, and she took second grade students of SMA Negri 2 Limboto and for the sample she took second grade students of science class. The result was story mapping are; firstly, it can be concluded that the story map technique can improve the students’ ability in writing narrative text also can increase the students’ awareness that story characters and events are interrelated.
37Dawi Anjani, “
Teaching Reading Comprehension Through Story Mapping” Skripsi at Syarif Hidayatullah State university Jakarta, Jakarta, unpublished
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It is supported by the result of this research that the hypothesis of this research is accepted. Secondly, in pre-test data the students’ highest score is 18 and the lowest score is 8, differences with the pre-test, in the post-test data the students’ score was improved where the lowest score is 18 and the highest score is 25. It means that, there is improvement score in post-test data. In addition, between the result pre-test and post-test there are significant differences result, it is caused by the application of story map technique as long the treatment time. Thirdly, the hypothesis of this research that is the students’ writing ability can be improved by using story map technique can be acceptable, because the result of research show that tcount (-8.70) ≤ tlist (2.02), based on the criteria of 45 hypothesis if tcount less than tlist, it means that the hypothesis of research is acceptable. 38
F. Thinking Framework
Story mapping is a technique of reading which is conducted to illustrate the story structures and to categorize the main events in sequential order by writing key words of a story by using a readers’ own words.
The Framework of Theoretical Thinking
Schema 2.1
38Yuni Fatha Siskawaty Yantu “Developing Students’ Ability In Writing Narrative Text
By Using Story Map Technique” Skripsi at Universitas Negri Gorontalo, Sulawesi, 2013 Techniques of
Reading
Story Mapping
Learning of Narrative Reading in
the Class
Students’ Abilities in Reading Increase
There is no Increase in Students’ Abilities in
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Based on thinking framework above, the writer formulates the basic of thinking as follows:
1. Reading technique is an implementation of reading teaching learning process that takes place and conducts in the classroom. Examples of reading technique include story mapping, mind mapping.
2. Story mapping as one of reading technique can make impact for learner in stimulating their understanding after they read a paragraph.
3. Learning narrative reading is not easy for some students. The students have to tell and determine the correct language features and schematic structure of narrative. In addition, most of students have difficulties to organize their idea to be good writing. So, story mapping is used in learning narrative text. As we know that not all reading techniques are fit for all the kinds of paragraphs. Here, the story mapping will show their effects in reading narrative text or there is no increasing in the students’ ability in reading narrative text after applying story mapping.
G. Theoretical Hypothesis
Alternative hypothesis (Ha) : If there is an improvement in students’ score between pre-test and post-test; story mapping technique is effective used to teach reading of narrative text.
Null Hypothsis (Ho) : If there is no improvement in students’ score between pre-test and post-test; story mapping not effective used to teach reading narrative text.
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CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the object and subject of the research, time and place, research instrument, data sources, the role of writer in the research, the Classroom Action Research (CAR) procedures technique of collecting data, and technique of the data analysis.
A. The Time and Place of the Study
This research is carried out for 3 (three) months started from April up to June 2014. The place is SMP PGRI 2 Ciputat, academic year 2013/2014.
B. The Method of Research
The method used in this study is Classroom Action Research (CAR). To begin the Classroom Action Research (CAR), the researcher or the teacher needs to identify any problems real found in the classroom concerning students’ condition in learning.
C. The Subject and the Object of Study
The subject of this study is eight grade students of SMP PGRI 2 Ciputat in 2013/2014 academic year. The number of students consists of 34 as the population. It is chosen based upon the unstructured interview result with the English teacher at that class proving that they have the lowest achievement of reading test among the other second grade classes. The object of this story is story mapping technique to improve students’ reading comprehension in terms of narrative text.
D. The Writer’s Role on the Study
In this role, the writer is not only as the observer whilst the action but the writer acts as the English teacher in the research. She makes a lesson plan and pre-test before Classroom Action Research (CAR) and post-test after
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Classroom Action Research (CAR) in each final cycle. Then, the teacher carries out the action based upon the lesson plan that has been made. Furthermore, the writer also collect and analyzes data then reports the result of study.
E. Action Procedure
The writer uses Classroom Action Research (CAR) in this study, so she follows principles of CAR to collect the data. The research takes 2 cycles with four elements in each cycle as follow:
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The Kurt Lewin’s Design of CAR
CYCLE 1
CYCLE 2
(Adapted from Suharsimi Arikunto)
Figure 3.1
Based on the Kurt Lewin’s action research design above, the writer would like to describe further concerning the implementation of Classroom Action research (CAR) in the cycle one and cycle two as following:
Planning
Reflecting
Planning
Reflecting
Action
Observing
Acting
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Figure 3.2
Details of Action Plan modified by the writer
CYCLE 1
d
CYCLE 2
Planning Makking lesson plan Choosing suitable text Preparing teaching aids
Developing evaluation from for students.
Acting
Implementing lesson plan that has been made
Explaining the instruction for practicing
Observing Asking students’ responses
Observing the class while students are filling in the story map
Reflecting
Asking students’ difficulties Evaluating teaching and
learning process Analyzing atudents’
achievement
Revising lesson planning
Planning Naking new lesson plan
(changing the parts that should be revised)
Preparing teaching aids Preparing evaluation & posttest
Reflecting
Analyzing students’ progress based on their test score Discussing the result of the
implementation of the modified action & deciding wheter the action should be continued or not
Acting
Implementing new lesson plan Emphasizing the students the
schematic stuructures of narrative & how to paraphrase a story
Observing Obseving students’
participation. Observing students’
achievement (Students are given posttest 2 in the end of cycle 2)
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F. The Classroom Action Research (CAR) Procedures
The Classroom Action Research using Kurt Lewin’s design consists of four phases within one cycle. Those are planning, acting, observing, and reflecting. After accomplishing the first cycle, it will be probably found a new problem or the previous unfinished problems yet. Therefore, it is necessary to continue to the second cycle in line with the same concept of the first cycle. To make clear what happens in every phase. Here are the explanations:
1. Cycle 1
a. Planning Phase
By observing and interviewing before implementing CAR, the teacher can know the problems of the students in learning English reading especially in understanding narrative texts. So that, in this phase, the teacher makes the lesson plan to be used in teaching narrative text by using story mapping. In this phase, the teacher uses narrative texts and story map chart. The teacher also makes the evaluation from to know students’ achievement at the end of this cycle.
b. Acting Phase
The writer, as the teacher, carries out the planned action in this phase. The teacher asks the students about narrative text and their difficulties in understanding the texts. Then, the teacher explains the schematic structure and language features of narrative text. Next, the teacher introduces story map strategy to be used by students in learning narrative text. After that, students fill in the story map according to the texts which has been given.
c. Observing Phase
In this phase, the teacher observes the students’ response, participation, achievement and everything which is found during teaching and learning process. Sometimes, the teacher also asks some students’ opinion about the process of teaching and learning narrative text by using
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story mapping. When observing, the teacher should notice all of activities in the classroom. It is done in order to get accurate result in the end of the research.
d. Reflecting Phase
In this phase, the teacher reflects the whole action based on data that have been collected, and then it is necessary to hold evaluation before starting the next cycle. This phase is the teacher discuss the problems occurred in the class with students. Thus, the reflection is able to be determined after implementing the action and observation outcomes. If there are still some problems, so it needs to move to the next cycle. By continuing to the next cycle, it is expected that the unfinished problems yet can be solved and the goals can be reached.
2. Cycle 2
a. Planning Phase
Cycle 2 begins from making new lesson plan. It is aimed to change some parts that need to be revised during the implementation of cycle 1. As the planning phase in Cycle 1, here the teacher also makes preparation of teaching aids. Evaluation and posttest 2 are prepared to see students’ achievements in the end of this cycle. The teacher also re-selects the topics and teaching aids to motivate students, so that they will get a better understanding of the texts.
b. Acting Phase
In this phase, the teacher implements the new lesson plan. As the teacher, the writer also emphasizes and reviews schematic structures to the students in order to make the getting better understanding.
c. Observing Phase
The teacher observes students’ participation and achievement in this phase. Here, the writer tries to see whether students improve their
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understanding or not and differ their achievements between cycle 1 and cycle 2.
d. Reflecting Phase
The teacher analyzes students’ progress based on their test score. The teacher also discusses the result of the implementation of the modified action.
G. The Technique of Collecting Data
Technique of collecting data in this research is using qualitative data (experience-based) and quantitative data (number-based). The qualitative data consists of observation within the physical activity in the classroom and interview to be presented for the teacher. On the other side, the quantitative data uses pre-test and post-test.39 The completely explanation as follows:
1. Observation
In this case, the writer uses the unstructured or opened observation, to know the occurrences within learning process. It may be about the teacher’s performance during Classroom Action Research (CAR), class situation as reading activity, and students’ response concerning the use of story mapping technique. In general, all of the need aspects that should be noticed are to make sure whether the teaching learning processes in line with the lesson plan or not.
2. Interview
Before implementing Classroom Action Research, the writer asks the teacher to know students’ difficulties in reading narrative text comprehension, and the method or kinds of strategies usually used by the teacher. The interview also will be carried out after accomplishing Classroom Action Research (CAR) to know the teacher’s response toward the idea of Story Mapping technique.
39
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3. Test
The test used in this study is pre-test and post-test. The pre-test is done before implementing story mapping technique. It is to measure students’ reading comprehension at first. Meanwhile, the post-test is implemented after using story mapping technique. In this study, the test is done in form of multiple choices. The test is held on every second action of each cycle.
H. The Technique of Data Analysis
The analysis qualitative data used in this study is the observation of students’ activities during teaching learning process, and the interview before and after Classroom Action Research (CAR). In this case, the writer collected the entire data which have gained. In analyzing the numerical data, first the writer tries to get the average of students’ reading score per action within one cycle. It is used to know how well students’ score as a whole on reading skill. It uses the formula as below:40
X: mean
x: individual score n: number of students
Second, the writer tries to get the class percentage which pass the minimal mastery level criterion (KKM) considering English subject gains score 70 (seventy). It uses the formula:41
P : the class percentage F : total percentage score N : number of students
40
Sudjana, MetodaStatistika, (Bandung: PT. Tarsito, 2002), p. 67. 41
AnasSudijono, PengantarStatistisPendidikan, (Jakarta: PT. Raja GrafindoPersada, 2008), p. 43.
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Third, after getting mean of students’ score per actions, the writer identifies whether or not there might have students’ improvement score on reading comprehension from pre-test up to posttest score in cycle 1 and cycle 2. In analyzing that, the writer uses the formula:42
P: percentage of students’ improvement y: pre-test result
y1: post-test 1
P: percentage of students’ improvement y: pre-test result
y2: post-test 2
I. The Criteria of the Action Success
Classroom Action Research (CAR) is able to be called successful if it can exceed the criteria which have been determined, and fail if it is cannot exceed the criteria which have been detained. In this study, the research will succeed when there is 75% numbers of students could achieve some improvement scores from the pre-test until the second post-test in cycle two and/or they could pass the target score of the minimal mastery level criterion (KKM).43 The KKM that must be attained considering reading subject is 70 (seventy) which is adapted from the school agreement (SMP PGRI 2 Ciputat). If the criterion of the action success achieved, it means that the next action of the Classroom Action Research (CAR) would be stopped, but if this condition has not been reached yet, the alternative action would be done in the next cycle.
42
David E. Meltzer, The Relationship between Mathematics Preparation and Conceptual Learning Gains in Physics: A Possible Hidden Variable in Diagnostic Pretest Scores, (Iowa: Department of Physics and Astronomy, 2008), p.3.
43
Syaiful Bahri Djamarah dan Aswan Zain, Strategi Belajar Mengajar, (Jakarta: PT Rineka Cipta, 2006) p. 108.
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CHAPTER IV
RESEARCH FINDINGS
This chapter presents the result of research. In this case, it discusses the way to develop students’ reading comprehension of narrative text by using story mapping at VIII of SMP PGRI 2 Ciputat academic year 2013/2014. Related to the discussion of the result, it is divided into three parts. Those are before implementing the action, the implementation of the action, and discussion of all the data after implementing the action.
A. Data Description
1. The Result of Pre Observation
Pre observation was conducted to observe the process of teaching learning in reading activity before implementing the action. It was held on at VIII class of SMP PGRI 2 Ciputat academic year 2013/2014. There consisted of 34 students in the class. The pre-observation was conducted on the 7th and 12th April 2014. It was started at 07.30 A.M and finished at 09.00 A.M. In general, during the teaching learning process in the classroom, the teacher liked to dominate the class. Hence, there was less opportunity for students to be active in the class. Next, the teacher merely asked the students to read orally the text then they had to translate it into Bahasa Indonesia. After that, the students performed their works in front of the class to read that translation had been made. When the teacher asked students to perform in front of the class, they seemed not to have motivation moreover most of them were hardly to finish the task. In other words, they could not finish the work on time and the teacher often ignored that behavior. Instead, he asked students to continue the task at home. Furthermore, as the teacher was explaining the generic structure and language features of the narrative text most of students did not care of the teacher. Consequently, the students could not analyze the schematic structure of the story because of their difficulties in comprehending the text.
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2. The Result of Pre Test
The pretest had done before the Classroom Action Research (CAR). It was conducted on Thursday, May 7th 2014. It started at 09.00 A.M. There were actually 25 questions in multiple-choice form in which the students carried out the test during 30 minutes.
Based on the result of the pretest, the data showed that the mean score of pretest was 48.35. There was only one student who derived the score above the criterion of minimum completeness (KKM) meanwhile the other 32 students were below that criterion. The lowest achievement gained score 28. From that analyzing, it could be seen that almost of the students’ class VIII reading comprehension was still very low.
B. The Implementation of Teaching Narrative Text by Using Story Mapping a. CYCLE 1
1. Planning
In this phase, the writer and the teacher made a planning for the action based upon the problems faced by students toward reading comprehension. In this case, the writer determined the selected material and exercises into a lesson plan. Therefore, narrative text was chosen as the text to be delivered for students in which it was needed to break down into specific information. In the lesson plan, there were some stories should be identified into story mapping chart as a medium of students’ learning of narrative text. Beside of making lesson plan, the writer also prepared the posttest 1 to collect data, in order to know whether there are students’ improvement scores from pretest-posttest in cycle 1. So, in the end of teaching learning process the writer can know whether the technique works or not.
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2. Acting
The action of the cycle 1 was done on May 14th 2014. The teacher implemented the teaching learning process based on the lesson plan had been made. In this step the teacher taught the students by using the lesson plan that had been made before. In the first meeting of cycle one the teacher taught the students by giving deductive explanation of narrative text. The teacher asked the students to write down some notes that the teacher wrote on the whiteboard. The teacher also gave a chance for students to ask something about the material they do not understand yet. Students were given some example of narrative story in order they can analyze the structures of narrative text by themselves. And the teacher also asked some students to read the text aloud to know how good they can pronounce the reading text in English.
On the second meeting in the first cycle, the teacher started the lesson to the students by asked the students about their experience in reading narrative text and asked them to mention the title of narrative text they had read. Then, the teacher explained the generic structure of narrative text. The teacher had to pay more attention to the student. The teacher had to make sure that all students were ready to start the lesson, so all the students could pay attention to the teacher’s explanation. The teacher implemented the story mapping strategy as a model. The students seemed confused in the activity. It took quite long time for the students in understanding and implementing the steps of story map strategy in their reading activity. The teacher administers the test to measure the students’ comprehension. The students worked individually. The teacher monitored the students in their individual working. Some students seemed find some difficulties in doing the test. The teacher had to pay more attention in monitoring the students in their individual work, because there are some students were cheating in the test.
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3. Observing
In this phase, the observed the students’ tried to notice all activities in the physical classroom activity. It might be about the teacher’s performance, class situation, and students’ response. Related to the teacher’s performance, as a whole, he had accomplished the task in line with the lesson plan had been made. However, in a part of explaining the use of story mapping, it probably seemed unclear because the teacher’s direction was too fast. It could be seen from students’ task result which still wrote all sentences into the story mapping sheet not the key word.
In the second action of the first cycle, the students seemed more enthusiastic to do the exercise and to make note taking into story maps sheet. There were found some students who actively in answering the teacher’s questions correctly related to the schematic structures within the story maps sheet. In the expert group, the students asked each other about the vocabulary that they did not know the meaning. So they knew what the meaning of the words without look dictionary. But there are still many vocabularies they did not know, so they were forced to look at dictionary. After teaching learning process finished, in this observing phase was also carried out the posttest 1 exactly on the second action of the first cycle to measure how well the students’ reading comprehension of narrative text that had been studied. Based on the result of the posttest 1, the mean score of the class derived 61.64 in which there were 6 students who passed the KKM 70 (seventy).
4. Reflecting
The writer analyzed students’ achievement and progress based on their test score. In this phase, the writer also discussed the result of the implementation of the modified action and decided whether the action should be continued or not. From the writer’s observation, it could be seen that some students still got difficulties in elaborating specific information of the story map chart.
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However, regarding the first cycle, the writer and the teacher felt satisfied enough because their efforts to improve students’ reading comprehension of narrative text had been developed although not all the targets could not accomplish yet. Beside of that, the students seemed to accept the material easily by using story mapping. Most of them were not too much complicated anymore in determining and analyzing the schematic structures of the story.
Next, the teacher and the writer had to still reflect the improper implementation of using story mapping technique. Here, the writer gave her perceptions of the teaching learning process related to the last observation phase. First, the teacher still had difficulties in implementing the story mapping strategy in the class. In this case, the writer suggested to the teacher to walk around the class; to check students’ worksheet to avoid noting all sentences from the text into story map sheet. Second, the teacher’s explanation toward the lesson was too fast; at times it led students confuse and asked her to repeat the explanation. To solve this problem, the writer suggested giving explanation more clearly and slowly.
From the reflecting phase above, there must be more efforts to develop students’ reading comprehension of narrative text by using story mapping. It needed to be improved again in the next cycle. This effort was done in the next lesson plan of cycle two.
b. Cycle 2 1. Planning
The planning phase of the second cycle was implemented into a lesson plan. In this case, the writer modified the previous lesson plan based on the result of reflecting phase in the first cycle. The lesson plan which was used still related to story mapping in learning schematic structures of narrative text. However, there were some modifications in the second
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cycle; that was the teacher needed to give more time to the students in doing exercises of story mapping technique. It was caused to ensure their reading comprehension concerning schematic structure of a story and to emphasize on the students avoid noting whole sentences into story mapping worksheet. Beside of that, the writer still also prepared the unstructured observation sheet to note the classroom activities. And the writer also prepared the posttest 2 to collect the data.
2. Acting
The action of the cycle two was done on 4th June 2014. After reviewing the previous schematic structure of narrative text to students in order to make them getting better understand.
Before the students read the story that given by the teacher, they were given some minutes to identify and to look up the difficult words appeared in the text. And then, the students determined the schematic structures of the text by themselves. Afterwards, the teacher asked students some questions related to that reading passage. Then, the students initiated to do exercises into story mapping sheet by using their own words. Here, the teacher limited the time, it was about 10 minutes to accomplish the assignment, and hence they were courageous to finish the task on time. Furthermore, the students discussed the work result of story map sheet with the entire group in which for each group consists of four students. In this case, they matched the answers whether there was a different answer or not. Then, the teacher gave the correct answers of the questions based on the material discussion in the story mapping sheet. 3. Observing
In the second cycle, generally the class condition in learning process was better than the previous cycle. It could be seen from the students who were ready to follow the lesson and when they followed the reading lesson, most of them were enthusiastic to answer some questions given by the teacher. In doing task of story mapping, they enjoyed doing the
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individual exercises. Then, when they had a group work to discuss the schematic structures which was made into story mapping sheet, they were actively to participate within their group. Furthermore, when they were given exercises by the teacher, they did it individually without cheating one another. Related to the teacher’s performance, he showed some progresses. It meant that students could understand easily and could note the key words easily because the teacher’s explanation was explicit and not so fast. Automatically, it led a good feedback from students’ response in conveying their opinions. Shortly, most of students seemed quite active in the classroom and in doing reading exercises. In the second action of cycle two, the teacher was held on posttest 2 regarding students’ reading comprehension of narrative text. Based on the result of the posttest 2, the mean score of the class in reading test gained 76.58 in which there were 29 students who passed the KKM 70 (seventy).
4. Reflecting
The reflection of Classroom Action Research (CAR) was carried out after getting the score result of reading test. The writer and the teacher felt satisfied has much their efforts to improve the students’ reading comprehension of narrative text had been realized. The students could understand the passage easily. It was proven by their improving scores from the pretest 1. Furthermore, they could easily to analyze the schematic structures concerning orientation, complication, and resolution of the story. Indeed, they seemed more interesting during the teaching learning process.
After achieving the target research of where minimally 70% students who passed the KKM, therefore the writer and the teacher decided to stop the Classroom Action Research (CAR) because it had already succeeded. Hence, the writer and the teacher did not have to revise the plan.
Based on the result of the evaluation between the writer and the teacher, it could be assumed that the implementing of Classroom Action Research in developing students’ reading comprehension in terms of
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narrative text by using story mapping strategy was appropriate with the planning that had been discussed by the writer and the teacher previously. In this case, every action was planned as good as possible so that the reading activities could be accomplished well.
C. The Discussion of the Data After Classroom Action Research (CAR) The discussion of the data after implementing the action consisted of two parts. Those were the result of the result of posttest. For further descriptions as following:
Table 4.1
The Reading Scores of Pre-test, Post-test 1 and Post test 2
Students Pre-test Post-test 1 Post-test 2
1 40 60 80*
2 36 56 64
3 52 64 76*
4 76* 72* 92*
5 60 64 92*
6 32 52 80*
7 56 56 80*
8 40 56 76*
9 64 76* 96*
10 56 68 80*
11 40 60 72*
12 40 56 76*
13 36 60 68
14 56 60 80*
15 56 60 80*
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17 52 68 80*
18 32 56 80*
19 60 72* 88*
20 28 56 60
21 44 52 72*
22 40 60 60
23 56 60 80*
24 60 76* 72*
25 52 60 76*
26 44 56 76*
27 60 72* 80*
28 52 60 72*
29 52 60 68
30 36 52 68
31 56 60 76*
32 60 72* 76*
33 40 56 72*
34 40 68 76*
Mean:
̅ 48.35 61.64 77.67
To compare the test result between pretest and posttest of each cycle, the writer uses some steps. Those are calculating the students mean score of the test, calculating the class percentage, and calculating the students’ improvement score from pretest to posttest 1 and 2 into percentage. Based on the table above, it is shown that the lowest score of pre-test is 28 and the highest score of pre-test is 76.
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Observational Notes for Need Analysis
Action : 2nd cycle
Date : Wednesday, June 11th 2014 Time : 10.00 A.M – 11.30 A.M
Topic : The Schematic Structure of Narrative Text
What learners do What this involves
Teacher’s
purpose Comment
Reviewing the schematic structure of narrative text
Doing exercise in individual work(answer the questions based on the story)
Doing exercise in organizing the schematic structure of the story into story mapping sheet
Discussing the result of written form in story mapping sheet with other friends in the group.
Scoring
Students’ are
involved in: - Individual
work - Group work
Ss read any kinds of served
narrative
selection with the title: - Takatuliang, the Woodcarver The teacher explained again the schematic structure of narrative text and engage students to organize the idea of orientation, complication, and resolution of the story into story mapping
The teacher asked some question related to the concept of schematic structure and most of students could answer the
teacher’s
questions correctly
Some students seem
enthusiastic and feel easy to write the
keywords of the story into story mapping sheet.
The students discussed actively in their group; most of them spoke out their arguments.
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Answer key of pre-test
1.
A
11. B
21. B
2.
C
12. C
22.
C
3.
C
13. C
23.
D
4.
A
14. B
24.
D
5.
B
15. C
25.
A
6.
D
16.
B
7.
C
17. C
8.
B
18. B
9.
C
19. D
10.
B
20. A
Answer key of post-test 1
1.
D
11. C
21.
A
2.
D
12. C
22.
B
3.
B
13. C
23.
D
4.
B
14. A
24.
A
5.
D
15. D
25.
D
6.
D
16. D
7.
C
17. B
8.
B
18. C
9.
A
19.
A
10.
D
20. C
Answer key of post-test 2
1.
C
11. A
21. B
2.
A
12. D
22. A
3.
D
13. B
23. C
4.
B
14. C
24. B
5.
A
15. D
25. D
6.
C
16. C
7.
D
17. B
8.
B
18.
B
9.
D
19. A
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The Improvement of Students
’ Reading Score d
uring CAR
0 10 20 30 40 50 60 70 80 90 100
1 2 3 4
5 6 7
8 9 10 11 12
13 14 15 16 17 18 19 20
21 22 23 24
25 26 27 28
29 30 31 32 33 34
Pretest Post-test 1 Post-Test 2
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