21 d.
Insufficient phonological processing; that is, the understanding that sentences are comprised of words, words are made up of syllables, and
syllables are made up of individual sounds orphonemes;
e.
Expressive or receptive language difficulties; and
f. Difficulties with comprehension.
23
G. Procedure of Teaching Reading by Using story face
ProceduresSteps :
1. The teacher explains how to use story face
2. Applying story face in teaching reading
3. Teacher and students make the story face. The Story Face is
constructed by:
a. Making the eyes: two circles representing the setting and main
characters
b.
eyelashes: specific descriptors and secondary characters
c.
nose: problem
d. mouth: comprises a series of circles representing the main events
that lead to the solution 4.
The teacher will fill out the story map as a visual for the students as
both teacher and students read and reread the text to identify important information for the Story Face.
24
23
Lundberg, Teaching Students with Reading Difficulties and Disabilities A Guide for Educators. Saskatchewan Learning. America. 2004. p. 12
22
H. Teaching Reading Through Story Face
In teaching reading, teacher uses strategy for interested students in reading subject. Teaching reading through story face is teaching reading with
imagination and vizualization to find main of every component in each story. According to Randolph, the main ways are:
1. Preview the Story Face with students prior to reading a narrative text.
2. Review the information that students should identify while reading.
3. Students read the text and fill out the Story Face.
4. Creating a Story Face.
25
Students find their imagination through map and describe about the story their read. They will know setting, main characters, problems, events, and a
solution of the story. According to Staal that provides a visual frameworkfor understanding, identifying, and remembering elements in narrative text.
26
Teaching reading through story face is teaching reading using strategy map with make a shape with the main component story and arrange to be one
component looks like face. It helps students in teaching reading because students can visual or image the story. Teaching reading by using story face
makes students understanding in reading material.
24
W. Randolph, Common Core Teaching and Learning Strategies. Illinois State Board of education. Chicago. 2012. p. 85
25
Ibid p.45
26
Karen R. Harris Steve Graham, Teaching Reading Comprehension to Students with Learning Difficulties. Guildford Press. New York. 2007. p. 75
23
I. Advantages and Disadvantages of Teaching Reading Through Story Face
1. Advantage
The Advantages of teaching reading through story story face is teacher and students easier to find setting, main characters, problems, events, and
a solution from the story. According to Staal that described several strengths of the story face strategy when used with students in first
through fifth grades: It 1 is easy to construct, 2 is easy to remember, 3 can guide retelling, 4 is collaboratively learned through discovery,5
is flexible, and 6 provides a framework that can facilitate narrative writing.
27
Any other the advantages of teaching reading story face is the students can be vizualization about the story in the text. they know eaiser
the main component each story. It support from Randolph‟s statement, the advantages are:
a. The Story Face can be learned through discovery and is flexible in
how it accommodates resolutions, events, construction, and varying student ages and abilities.
b. It is an easy-to-use model for narrative writing composition.
28
2. Disadvantage
Disadvantages of teaching reading through story face is students have to read each item and combine to component in story face. It support from
27
Ibid. p. 75
28
Op. Cit. p. 85
24 Randolph‟s statment, the disadvantages is Have students read a piece of
literature at the appropriate grade level aloud to the teacher. Then have students tell you the main idea, supporting details of the piece, and any
other thoughts they may have about the text.
29
Teaching reading through story face is the students must be find each component of the story. The
students have to matching between components of the story and map.
29
Op. Cit. p. 45
25
CHAPTER III RESEARCH METHODOLOGY
A. Research Design
This research used descriptive qualitative research. Qualitative research is characterized by flexible, naturalistic methods of data collection and usually
does not use standardized instruments as its major data source.
1
Qualitative data consist of written records of observed behaviour that are analyzed
qualitatively.
This research is aimed to describe teaching reading through story face. To know process teaching reading through story face and using story face to
habituate students in reading.
B. Research Subject
Sample is subject in the research. James states that part of the population, and all possess some characteristic or characteristics that make them members of
the sample group.
2
Qualitative researchers select their participants based on their characteristics and knowledge as they relate to the research questions
1
Marguerite, et.al, Methods in Educational Research: From Theory toPractice, Jassey-Bass. San Francisco: 2010, p.112
2
James schreiber, Kimberly asner-self, Educational Research, John wileysons Inc., United States: 2011, p. 83
