The Effectiveness of Question Generation Strategy on Students' Reading Comprehension of Narrative Text (A Quasi-experimental Study at the Eighth Grade Students of SMPN 1 Tambun Selatan)
By:
DWI RAHMAWATI 1112014000026
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA
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Skripsi, Department of English Education, Faculty of Educational Sciences, Syarif
Hidayatullah State Islamic University.
Keywords: Effectiveness, Question Generation Strategy, Narrative Text, Reading Comprehension
This research was aimed to obtain the empirical evidence of the effectiveness in using question generation strategy on students’ reading comprehension of narrative text. To get the extended information about the result, this study also tried to find out how well question generation strategy works on students’ reading comprehension of narrative text. The research method used in this research was a quasi-experimental study. The sample was taken from the second grade students of SMPN 1 Tambun Selatan by using purposive technique sampling. The total sample was 80 students who were divided into experimental class and control class. The experimental class was taught by using Question Generation Strategy while the control class was taught without using Question Generation Strategy. The tests were used as the primary instrument in this research, namely pre-test and post-test. They consisted of 25 multiple choice questions. The t-test was used to analyze the data. The post-test score and the gained score were calculated and the result revealed that they were significant; 0.022 and 0.012. Both of the significant score of the t-test is < 0.05. Therefore, H1 was accepted that there was an effect of
using Question Generation Strategy on the students’ reading comprehension of narrative text. Moreover, Cohen’s d effect size which was used to measure how
well Question Generation Strategy affects students’ reading comprehension shows the result 0.52. It meant that Question Generation Strategy had a moderate effect
on students’ reading comprehension of narrative text. Therefore, it could be concluded that Question Generation Strategy had a moderate effect on students’ reading comprehension of narrative text.
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Selatan)”, Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta.
Kata kunci: Pengaruh, Question Generation Strategy, Teks Naratif, Pemahaman Membaca
Penelitian ini bertujuan mendapatkan bukti empiris tentang pengaruh penggunaan Question Generation Strategy terhadap pemahaman membaca siswa dalam teks naratif. Untuk mendapatkan informasi yang lebih luas, penelitian ini juga mencoba untuk mengetahui seberapa baik pengaruh penggunaan Question Generation Strategy pada pemahaman membaca siswa dalam teks naratif. Metode penelitian yang digunakan dalam penelitian ini adalah penelitian kuasi-eksperimen. Sampel diambil dari siswa kelas VIII SMPN 1 Tambun Selatan dengan menggunakan purposive teknik sampling. Total sampel sebanyak 80 siswa yang dibagi menjadi kelas eksperimen dan kelas kontrol. Kelas eksperimen diajarkan dengan menggunakan Question Generation Strategy sedangkan kelas kontrol diajarkan tanpa menggunakan Question Generation Strategy. Dalam penelitian ini, tes dalam bentuk pre-test dan post-test digunakan sebagai instrumen utama yang terdiri dari 25 pertanyaan pilihan ganda. t-test digunakan untuk menganalisis data. Skor post-test dan skor yang diperoleh dihitung dan hasilnya menunjukkan bahwa mereka yang signifikan; 0.022 dan 0.012. Kedua skor signifikan dari t-test adalah <0,05. Oleh karena itu, H1 diterima yakni ada
pengaruh dalam penggunaan Question Generation Strategy pada pemahaman membaca siswa dalam teks naratif. Selain itu, Cohens’ d effect size digunakan untuk mengukur seberapa baik Question Generation Strategy memengaruhi pemahaman membaca siswa menujukkan hasil 0.52. Hal ini berarti bahwa Question Generation Strategy memiliki pengaruh moderat/sedang terhadap pemahaman membaca siswa dalam teks naratif. Oleh karena itu, dapat disimpulkan bahwa Question Generation Strategy memiliki pengaruh yang moderat/sedang terhadap pemahaman membaca siswa dalam teks naratif.
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All praised be to Allah, Lord of the world, who has given the writer His love and compassion to finish the last assignment in her study. Peace and salutation be upon to the prophet Muhammad SAW., his family, his companion, and his adherence.
Thanks to the writer’s beloved mom and dad and family for giving her love, motivation, guidance, and pray all the time. Her sister, Nuzulia Apriliani, and her brothers, Ahmad Hubbudin and Ahmad Khudori.
Thanks to Nida Husna, M.Pd., M.A.TESOL and Atik Yuliyani, M.A.TESOL as the advisors for their patience, kindness, time, guidance, and suggestion in assisting the writer writing this Skripsi.
It is a pleasure to acknowledge the help and contribution to all of lecturers, institution, and friends who have contributed in different ways hence this research report is processed until it finish. In this process of finishing this research report, the writer would like to express her deepest gratitude to:
1. Prof. Dr. Ahmad Thib Raya, M.A., the Dean of the Faculty of Educational Sciences Syarif Hidayatullah State Islamic University Jakarta.
2. All lecturers and staff of Department of English Education, who has dedicated to educate and teach the writer as long as her study in State Islamic University Syarif Hidayatullah Jakarta.
3. Dr. Alek, M.Pd., as the Head of Department of English Education and Zaharil Anasy, M.Hum., as the Secretary of Department of English Education who have given support to all of English Department students to finish their study
4. The principal and all of the teachers and staff in SMPN 1 Tambun Selatan, for giving permission to the writer to do PPKT in this school.
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7. All of writer’s friends in English Education Department A class academic year 2012, for the great friendship, support, togetherness, happiness and knowledge they have shared. May Allah the Almighty bless them all, so be it. Especially for the writer’s beloved girls, Mayristanti, Hanifah Az-Zahra, Mega Wulandari, Hanifah Ulfa Safarini, and Rizqa Faturrahmah Farhah. The writer realizes that this “skripsi” cannot be considered perfect without critiques and suggestions. Therefore, it is such a pleasure for her to get critiques and suggestions to make this “skripsi” better.
Jakarta, November 2016
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ACKNOWLEDMENTS ... iii
TABLE OF CONTENTS ... v
LIST OF TABLES ... vii
LIST OF PICTURES ... ix
LIST OF APPENDICES ... x
CHAPTER I: INTRODUCTION ... 1
A. Background of the Study ... 1
B. Identification of the Problem ... 4
C. Limitation of the Problem ... 4
D. Formulation of the Problem ... 4
E. Objective of the Study ... 5
F. Significance of the Study ... 5
CHAPTER II: THEORETICAL FRAMEWORK ... 6
A. Reading Comprehension of Narrative Text ... 6
1. The Elements of Narrative Text ... 10
2. The Generic Structure of Narrative Text ... 16
3. The Language Features of Narrative Text ... 18
B. Question Generation Strategy ... 20
1. The Understanding of Question Generation Strategy ... 20
2. The Purposes of Question Generation Strategy ... 22
C. Steps to Apply Question Generation Strategy on Reading Narrative Text ... 23
D. Previous Study ... 24
E. Thinking Framework ... 25
F. Hypothesis ... 26
CHAPTER III: RESEARCH METHODOLOGY ... 27
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D. The Instrument of the Research ... 28
1. Conceptual Definition ... 29
2. Theoretical Definition ... 29
E. Data Collection Technique ... 30
F. Data Analysis Technique ... 30
1. Normality Test ... 30
2. Homogeneity Test ... 31
3. Hypothesis Testing ... 31
4. Effect Size Test ... 32
G. Statistical Hypothesis ... 33
CHAPTER IV: RESEARCH FINDING AND INTERPRETATION ... 34
A. Research Finding ... 34
1. The Description of the Data ... 34
2. The Analysis of the Data ... 42
B. Interpretation ... 47
CHAPTER V: CONCLUSION AND SUGGESTION ... 49
A. Conclusion ... 49
B. Suggestion ... 49
REFERENCES ... 51
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Table 4.2 Pre-test and Post-test Score of Control Class ... 36 Table 4.3 Table of Data Statistics of Pre-test Result of
Experimental Class ... 37 Table 4.4 Table of Frequency Distribution of Pre-test Result of
Experimental Class ... 38 Table 4.5 Table of Data Statistics of Pre-test Result of
Control Class ... 38 Table 4.6 Table of Frequency Distribution of Pre-test Result of
Control Class ... 39 Table 4.7 Table of Data Statistics of Post-test Result of
Experimental Class ... 40 Table 4.8 Table of Frequency Distribution of Post-test Result of
Experimental Class ... 40 Table 4.9 Table of Data Statistics of Post-test Result of
Control Class ... 41 Table 4.10 Table of Frequency Distribution of Post-test Result of
Control Class ... 41 Table 4.11 Normality Pre-test Results between Experimental
Class and Control Class ... 42 Table 4.12 Normality Post-test Results between Experimental
Class and Control Class ... 42 Table 4.13 Homogeneity Pre-test Results between Experimental
Class and Control Class ... 43 Table 4.14 Homogeneity Post-test Results between Experimental
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Appendix 3. The Instrument of Validity Test of Pre-Test ... 56
Appendix 4. The Answer Key of Validity Test of Pre-Test... 61
Appendix 5. The Blueprint Test of Validity Test of Post-Test ... 62
Appendix 6. The Instrument of Validity Test of Post-Test ... 63
Appendix 7. The Answer Key of Validity Test of Post-Test ... 68
Appendix 8. The Blueprint Test of Pre-Test ... 69
Appendix 9. The Instrument of Pre-Test ... 70
Appendix 10. The Answer Key of Pre-Test ... 75
Appendix 11. The Blueprint of Post-Test ... 76
Appendix 12. The Instrument of Post-Test ... 77
Appendix 13. The Answer Key of Post-Test ... 82
Appendix 14. Lesson Plan of Experimental Class ... 83
Appendix 15. Lesson Plan of Control Class ... 90
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of the study, identification of the problem, limitation of the problem, formulation of the problem, objective of the study, and significance of the study.
A. Background of the Study
In language learning, reading is one of four important skills that students usually learned. Reading becomes a necessary skill to be mastered in order to get information in English. Reading is not only the process of reading a written language, but it also needs some skills to comprehend the whole text. Reading comprehension is an activity to understand and get what the text is all about.1 It means that the process aims to understand what the author means in written text by extracting and connecting the information being read and the readers’ background knowledge.
In Indonesia, like the three other skills—listening, speaking, and writing, reading is an important skill because it is a skill that needs to be taught based on Indonesia Curriculum. As stated in Curriculum 2006 (KTSP), there are some basic competencies of reading ability that students should master. The basic competencies are as follows:
“Merespon makna dalam teks tulis fungsional pendek sederhana secara
akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar. Merespon makna dan langkah retorika dalam esei pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan
sekitar dalam teks berbentuk recount dan narrative”.2
Moreover, reading is the most skill tested in national examination which demands the students to have high achievement in it. Besides, through reading, students can enhance their language mastery as they learn about new vocabulary, tenses structures, and information from the text they read. However, although some people said that learning reading seems easy but actually is not. The most
1
Deborah Daiek and Nancy Anter, Critical Reading for College and Beyond, (USA: McGraw-Hill, 2004), p. 5.
2
Badan Standar Nasional Pendidikan, Standar Isi Bahasa Inggris KTSP untuk SMP/MTs, (Jakarta: BNSP, 2006), p. 131.
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common problem faced by teacher when teaching reading is the class size is big like in Indonesia in which most classes in regular public schools are made up of huge number of students. It is difficult for teacher to make direct contact with all students or to give equal attention to each student in the class. Also, it is quite hard for teacher to monitor each student’s ability, performance, and learning motivation in learning reading. As stated by Ji Meng, it is quiet hard to organize dynamic and creative teaching and learning process in a big class.3 Moreover, when learning reading, it is quite difficult for teachers to ensure that all students have understood the text well.
Based on the writer’s observation on February 2nd 2016 at the eighth grade students in one of Junior High School in Jakarta of about teaching reading narrative text in the classroom, the teacher first read a narrative text from a book loudly. Then, he asked the students to read it by themselves and answer the questions from the task which had been provided in the book. After that, the students one-by-one came to the front of the class to write down the answers from the task while the others checked whether their friends’ answer was right or wrong. This learning activity always occurs in every teaching reading activity which can make students feel bored and less interested in the learning reading activity. Even, many students do not know what they have to find because they do not understand the text so they try to cheat to the other students about the answer of the questions.
That kind of learning reading activity actually tried to make students understand about what was on the text by giving them some questions after they read it. However, most of the students might only focus on getting the answer of the questions rather than understanding the text well. Moreover, students also might not comprehend the text because they could copy their friend’s work about the answer of the questions since the teacher could not handle or pay attention on every student. So, when students were asked about main idea of the text, plot of the text, moral value of the text, or other questions besides the questions that had
3
Jing Meng, Cooperative Learning Method in the Practice of English Reading and Speaking, Journal of Language Teaching and Research, 2010, Vol. 1, No. 5, pp. 701—703.
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been given on the book, the writer found that there were students who could not answer it due to they did not understand the text well.
Meanwhile, Erlianis in her research found that students still had low achievement in reading because they only focused on translating the text.4 The teacher only asked the students to translate 10-12 sentences from the text and then gave score on it. This learning reading activity actually made the students enriched their vocabulary, but it might not make students understood the text well because they only focused on translating the words rather than understanding the content of the text. Moreover, students might copy their friend’s work as the teacher did not give any requirements in translation process.
As stated above, the basic competencies of reading ability for Junior High School are to be able to comprehend the text and identify some information based on the text. Therefore, to achieve this goal, the writer intends to find a good strategy that may help teacher in teaching reading and help students improve their achievement in reading. Good strategy is one of the factors that influence the successful in teaching and learning reading.
Improving students’ reading comprehension in narrative text can be done by many ways, one of them is by using reading strategy which can stimulate students to engage with the text by connecting their background knowledge and the information they read. As Brown stated that before students read a text, it is very suggested that the teacher should spend time for introducing, predicting, and
activating students’ background knowledge.5
Sharon said that Question Generation strategy is a reading strategy in which students ask and answer meaningful questions about the key point or main ideas of the text.6 By asking questions, hopefully students could actively engage and interact with the text. Then, they are expected could learn more and had better memory when doing
4
Arina Erlianis, “The Effectiveness of Jigsaw Technique in Teaching Reading Comprehension of Narrative Text (A Quasi-Experiment Study at the Second Year Students of SMP N 110 Jakarta)”, Skripsi pada Sarjana UIN Syarif Hidayatullah Jakarta, 2014, p. 2, not published.
5
H. Douglas Brown, Teaching by Principles second edition, (San Fransicso: Addison Wesley Longman Inc., 2000), p. 315.
6
Sharon M. Look, Effective Instructional Strategies Series: Question Generation, (Hawaii: Pacific Resources for Education and Learning, 2011), p. 9.
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questions while reading. Therefore, through this study, hopefully Question Generation strategy might help students improving their reading comprehension.
Based on the explanation above, the writer intends to conduct a quasi-experimental study, entitled: “The Effectiveness of Question Generation Strategy on Students’ Reading Comprehension of Narrative Text (A Quasi-experimental Study at the Eighth Grade Students of SMPN 1 Tambun Selatan)”.
B. Identification of the Problem
Based on the background explained above, the problems in this study can be identified as follows:
1. Most of the students do not know what they want to find in the text.
2. Many other students cannot get the general view or the main idea of the text so they cannot get what the text is all about.
3. Other students cannot identify the characters of the story. 4. Some other students do not understand the plot of the story. 5. Many students do not get the moral value of the story. 6. Most of the students have lack of vocabulary.
7. Less of various strategies which are used by the teacher.
C. Limitation of the Problem
To improve students’ reading comprehension, the writer focuses the study on the effectiveness of question generation strategy on students’ reading comprehension of narrative text at the eighth grade students of SMPN 1 Tambun Selatan.
D. Formulation of the Problem
The formulation of the problem are “Was there any significant effect on using question generation strategy on students’ reading comprehension of narrative text at the eighth grade students of SMPN 1 Tambun Selatan?”and “To what extend did the question generation strategy affect students’ reading
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comprehension of narrative text at the eighth grade students of SMPN 1 Tambun Selatan?”
E. Objective of the Study
The objective of the study was to prove that question generation strategy is effective on students’ reading comprehension of narrative text at eighth grade students of SMPN 1 Tambun Selatan and to what extend that the question
generation strategy affect students’ reading comprehension of narrative text at eighth grade of SMPN 1 Tambun Selatan.
F. Significance of the Study
This study is expected can be useful for teachers, students, and other researchers.
1. For students, hopefully, the strategy is expected can help them to have a better improvement on their reading comprehension achievement because it is expected that when using question generation strategy, students will know what their purpose in reading narrative text, they can be more active in understanding the content of the text, they become accustomed to generate questions in reading because it will facilitates them to achieve their reading purposes.
2. For teachers, this study is expected can be a source and teacher can take advantages in teaching reading because it is expected that when using question generation strategy, teachers can be more active in teaching reading, teacher can help students in improving their reading achievement and teachers have another strategy that can be use in teaching reading.
3. For other researcher, this study is expected to be a reference for who are interested in conducting similar studies. It is expected that the other researchers can see the differences between question generation strategies to other reading strategies.
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topics. First topic discussed is about reading comprehension of narrative text including the elements of narrative text, the generic structure of narrative text, and the language features of narrative text. The second topic discussed is about Question Generation Strategy including the understanding of question generation strategy, the purposes of question generation strategy, and the steps to apply question generation strategy. The third topic presented is previous study of this research. Next topic is thinking framework and the last is hypothesis of this study.
A. Reading Comprehension of Narrative Text
The process of reading cannot be separated with comprehension. Comprehension requires making meaning from words when listening, speaking, reading, and writing. Willis said that to comprehend a text, readers need to repeat continually and connect each word, sentence, or page of what they have read before.1 It means that readers need to understand what the writer means through his or her writing.
In similar Nostratiana stated that reading comprehension is a process in which the readers try to get and create meaning from the written language that they read. It is a communication between a writer and readers which the readers try to understand what the writer wants to say by connecting what they read to their background knowledge.2 One of the things that good readers do during the reading process is to make connections between background knowledge and the new information in the text. Readers filter new information to their own
1
Judy Willis, Teaching the Brain to Read, (USA: Association for Supervision and Curriculum Development, 2008), p. 126-127.
2
Mania Nosratinia and Hossein Shakeri, Does Reading Technique Use Correlate With Reading Comprehension of EFL Learners?, International Journal of Arts & Sciences, 2013, Vol. 6, No. 3, pp. 299—312.
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background information and life experiences and identify and sift which is the relevant information and which is not.
Similarly with Norstratiana, Israel and Duffy said that reading comprehension is an active and complex process in which the readers try to understand the text, get the meaning, and use it to the appropriate type of text, purpose and situation.3 It needs some specific skills like comprehending, interpreting, organizing idea, recalling background knowledge and experience to get the meaning from the text. Therefore, the essence of reading is to understand what the writer wants to say through the text and get the clear information from that.
Based on Tankersley, reading comprehension is influenced by three factors. The first factor is that the readers are able to understand the linguistic structures of the text. They know what the words or sentences mean. The second factor is that the readers are able to exercise metacognitive control over the content being read. This means that the reader is able to monitor and reflect on his or her own level of understanding while reading the material. The third and most important factor influencing comprehension is that the reader has sufficient background in the content and vocabulary being presented therefore they can understand the text easier.4 Sutarsyah explained that if readers do not know or never experience about the topic discussed in the text, they will have a serious problem to understand the text and will not be able follow the story nor predict the end of the story. Also, having enough background knowledge will make them feel more about the story and bring their personal view.5
Good readers need to have a purpose for reading and use their experiences and background knowledge to make sense of the text. Making connections is the key to comprehension. We have not comprehended the text yet unless we make connections and are able to process the words that we read at the thinking level.
3
Susan Israel and Gerald G. Duffy, Handbook of Research on Reading Comprehension, (New York: Routledge, 2009), p. 32.
4
Karen Tankersley, The Threads of Reading, (USA: Association for Supervision and Curriculum Development, 2003), p. 90.
5
Cucu Sutarsyah, Reading Theories and Practice, (Lampung: Lembaga Penelitian Universitas Lampung, 2013), p. 36.
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Readers should determine what their purpose for reading.6 According to Nunan, some purposes in reading are:
- To get information for certain purpose or because curious about a topic. - To know the newest news (what is happening or has happened).
- For refreshing, pleasure and excitement.7
By knowing the purpose of reading, it helps the readers comprehend the text because every genre text in English has their own purposes. Thus, the readers need to know their reading purposes before they read.
One genre text that Junior High School students learn is narrative text. Narrating or narrative is one of the most commonly text to read, compared with other English text. Because narrative text has been and continues to be a popular genre, there is a belief that students usually „pick up’ narrative text as their text to read and write „naturally’.8
Chatman and Attebery defined the narrative text is a kind of story either fictive or real which contains a series of events which are presented chronologically.9 Thus, special features of narrative text could be found in its sequence of events to attract the readers in order to build their curiosity throughout the story. Similar with Chatman and Attebery, Kane defined narrative text as a meaningful sequence of events told in words. The important thing in narrative text is how the events are ordered, not merely random. The sequence of events or usually known as chronology of the story always involves an arrangement of time. A straightforward movement from the first event to the last event is the simplest chronology. However, chronology is sometimes might be complicated by presenting the events in another order: for example, a story may
6 Cris Tovani, I Read It, but I Don’t Get It, (Maine: Stenhouse Publishers Portland, 2000), p. 24.
7
David Nunan, Designing Tasks for the Communicative Classroom,(UK: Cambridge University Press, 1989), p. 34.
8
Peter Knapp and Megan Watkins, Genre, Text, Grammar: Technologies for Teaching and Assessing Writing, (Sydney: University of New South Wales Press, 2005), p. 220.
9
Chatman, S., and B. Attebery, Reading Narrative Fiction, (New York: McMillan, 1993), p. 8.
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open with the final episode and then flash back to all that preceded it.10 The various of chronology which build the plot become more interesting are a special feature of narrative text which make the readers are interested in to read.
Anderson and Anderson defined that a narrative is a text that tells a story to entertain the audience. Narrative can be presented as written or spoken texts. Written narrative often takes form of novels. The story is said to be told in the first person. If a person outside the story is the narrator, then the story is being told in the third person.11
Similar with Anderson and Anderson, Wardiman et al., said that the purpose of narrative is to amuse, entertain and to deal with an actual or vicarious experience in different ways. Narrative deals with problematic events which lead to a crisis or turning point of some kind, which in turn finds a resolution.12
Also, Clouse stated that the purpose of narrative is to entertain the reader because of its good story makes the readers forget about themselves in a while. However, Clouse also said that narrative can do more than entertain the readers. It can also express the feelings presented in the story, inform the readers about a topic, and sometimes persuade the readers to do something talked in the story.13
Meanwhile, Knapp stated that narrative text cannot be said only has one purpose which is entertaining the readers. Although in fact it is true that narrative can be a medium for entertainment, narrative also has a powerful social role to be a medium for changing social opinions and attitudes. Narratives which presents in drama show the happening social issues and present their complexities and different perspectives in ways that are not possible in news reports and current affairs programs.14
10
Thomas S. Kane, The Oxford Essential Guide to Writing, (New York, Oxford University Press, Inc, 2000), p. 366.
11
Mark Anderson and Kathy Anderson, Text Types in English 3, (South Yarra: Macmillan, 1998), p. 3.
12
Artono Wardiman, Masduki B. Jahur, dan M. Sukirman Djusma, English in Focus 2 :
for Grade VIII Junior High School (SMP/MTs), (Jakarta: Pusat Perbukuan, Departemen
Pendidikan Nasional, 2008), p.98. 13
Barbara Fine Clouse, Patterns for a Purpose, (New York, McGraw-Hill, 2003), p. 160. 14
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Indeed, narrative text requires a content background for understanding.
According to Pamela J. Farris, “reading a narrative text in a historical period or
related to a scientific finding usually necessities having some related knowledge
in that specific area.”15
Consequently, readers need to develop background knowledge for literary elements in order to make connections.
When students know the elements in narrative texts, they can more easily follow the story line and make successful predictions about what will happen. In addition, understanding these elements develops higher-level thinking skills. The students can fully understand all aspects in narrative text and get what the author wants to say.
As Anderson and Anderson said that there are many different types of narrative text, such as, myths, fairytales, aboriginal dreaming stories, science fiction, historical fiction, and romance novels. Besides that, there is a brief narration called anecdote which is often useful as a secondary pattern in other types of text or essay.16 In addition, the common types of narrative text that eighth grade students usually learn are legend, folktales, fable, fairytales, science fiction.17
1. The Elements of Narrative Text
The elements that usually used in narratives text are: a. Plot
Plot is defined as an author’s careful arrangement of incidents in a narrative to achieve a desired effect. Series of actions presented in a narrative often come in chronological order. Traditionally, plots grow out of a conflict. It is described as a struggle both internal and external between the main character and an opposing force. Besides, plot also has structures which are commonly known as generic structures in most of narratives. 18
15
Pamela J. Farris, Carol J, Fuhler, and maria P. Walter, Teaching Reading: A Balanced Approached for Today’s Classroom, (New York: McGraw-Hill, 2004), p. 496.
16
Mark Anderson and Kathy Anderson, op. cit., p. 3. 17
http://study123english.blogspot.co.id/.../the-types-of-narrative-text.html, (retrieved on Novermber 2nd 2016).
18
Jane Bachman Gordon and Karen Kushner, Fiction: The Elements of the Short Story, (New York: McGraw-Hill Companies, 1999), pp. 1—2..
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Based on Chatman, plot means a “secret plan or conspiracy”. In narrative text, plot has two meanings. First is showing the pattern of narrative story and the second is telling what is going to happen next. Because of the secrecy, the plot of the narrative story will only be known after the readers read the story.19
In addition, According to Kane, there are four parts of plot; exposition, conflict and climax. Exposition is a part of the plot which gives the readers the background information about the characters and also tells what the readers need to know in order to understand why the characters act as they do in the story. The second part of plot is conflict which the problem raised in the story. The conflict can come from many aspect, such as the quarrel between the characters, physical obstacles to reach the goal, or psychological aspects of the characters. Next part is climax which is the resolution of the conflict and the closing event of narrative text. Lastly is denouement or the closing events of the narrative story.20
Figure 1. Plot Structure b. Setting
In a narrative, the author usually states where the story took place and in what time it happened. This is called setting. The author usually opens their narrative story by telling the setting—that is, the time and the place. The function of setting is as a backdrop for a story. Setting can be general, specific, or very detailed. It may serve some purposes, such as influencing action, defining character, or contributing to mood.
19
Chatman, S., and B. Attebery, op. cit., p. 20. 20
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Setting can be general, specific or very detailed. Setting in general (e.g. a city in Indonesia in the late nineteenth century), setting in specific (e.g. a building with ten floors high in 1945), and setting in detailed (e.g. the darkened parlor of
that mansion at four o’clock on the first Tuesday in December).21
In addition, other said that, setting is the environment in which a story or event takes place. Setting can include specific information about time and place (e.g. Boston, Massachusetts, in 1809) or can simply be descriptive (e.g. a lonely farmhouse on a dark night).22
Setting has some purpose in narrative story such as influencing action, defining character and contributing to mood. Authors can create a good setting in order to make readers has an expectation about the story. Meanwhile, Chatman states that setting also refers to climates of emotion, opinion, and attitude that involves in the story. The word atmosphere is sometimes used to refer to such climates, to the tone or mood of a narrative.23
c. Character
All narrative stories have at least a character to be presented. Based on Gordon, a character is a person created for a work of fiction. In some cases, the characters are veiled, autobiographical versions of the author or they are people the author knows. Narratives sometimes use real people in the real conflicts, with real feeling, needs, and fears. These details are used to make a story more alive, real, and exiting for the reader. The characters in the story include main characters and supporting characters.24
Based on Chatman, character is agent in narrative story that the actions they perform will explain and influence the narrative purposes. The characters have their own traits which become their identity and personality and distinguish the qualities of each character.25 Meanwhile as Kane said characters are usually people—sometimes can be real people, as in history books or newspaper stories,
21
Jane Bachman Gordon, op. cit., pp. 45-48. 22
http://udleditions.cast.org/craft_elm_setting.html, (retrieved on September 3rd 2016). 23
Chatman, S., and B. Attebery, op. cit., p. 63. 24
Jane Bachman Gordon, op. cit., p. 95. 25
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and sometimes it is imaginary ones, as in novels. Occasionally characters are animals as in fable, and even an environment feature can be a character (the sea, an old house).26
In addition, characters are some different people with different personalities who are involved in the events described by the story. There are two types of characters; primary characters and secondary characters. Primary characters are the heroes or the main roles of the story whose actions determine the plot of the story. Secondary characters have supporting roles to provide the main characters with information, material goods, services or whatever is needed in order to advance the plot.27
There are some common types of characters in narrative text:28
- Major or central characters are the central to the development and resolution of the story’s conflict. Most of the action of the story happens around these major characters.
Example of Major character from Kung Fu Panda is Po Ping (The Giant Panda). He was an overweight panda who was chosen to be the legendary Dragon Warrior. He must learn to be the legendary Dragon Warrior with Master Shifu and at the end he must fight with Master Tigress, the one who disagreed that Po became the Dragon Warrior.
- Minor characters are they who are not the central characters but they complement the major characters and help move the plot events forward. Example of Minor Character from Kung Fu Panda is Grand Master Oogway (The Old Tortoise). He was an elderly tortoise known to have been the previous senior headmaster of the Jade Palace and the founder of Kung fu itself. He was the one who believed that Po Ping would become the legendary Dragon Warrior.
- Dynamic character is someone who undergoes an important, internal change because of the action in the plot.
26
Thomas S. Kane, op. cit., pp. 366—367. 27
http://www.narrati.com/Narratology/Characters.htm, (retrieved on September 3rd 2016). 28
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Example of dynamic character from Kung Fu Panda is Master Shifu (The Little Red Panda). He was the one who was asked to train Po Ping to be the legendary Dragon Warrior by the Grand Master Oogway. In the beginning, he did not believe that Po Ping was able to be a Dragon Warrior, but as he spent the time with Po Ping, he changed his belief. He believed that Po Ping could be the Dragon Warrior and he started to train Po Ping.
- Static character is someone who does not change over time; his or her personality does not transform or evolve.
Example of static character from Kung Fu Panda is Mantis the Furious Five. From the beginning of the story, Mantis believed that Po Ping is the legendary Dragon Warrior and he believed that Po Ping was able to prove that he was qualified.
- Protagonist is the central person in a story, and is often referred to as the story's main character. He or she (or they) is faced with a conflict that must be resolved.
Example of Protagonist from Kung Fu Panda is Master Po Ping.
- Antagonist is the character(s) that represents the opposition against with the protagonist. In other words, the antagonist is an obstacle that the protagonist must overcome.
Example of Antagonist from Kung Fu Panda is Master Tigress (the strong tiger). He was adopted by Master Shifu and was trained by Master Shifu until he became a smart, strong and powerful tiger. He was gone from the Jade Palace and came back again when he wanted to prove that Po Ping was not suitable to be the Dragon Warrior, he fight with Po Ping. d. Point of view
Point of view in the narrative text can be first-person (by using “I”), second-person (by using “you”), and third-person (by using “he/she/it”). First-person narrators are usually called character-narrators. Most of writers use first-person point of view because it gives the authorities to them to insert his/her deeply feeling of actions in the story. Also, it gives the reader feeling of
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immediacy and closeness to the story but not all the feelings and personality in the story belong to the writers in reality. In addition, the character-narrator may be an observer standing on the edge of the action and watching what happens to others.
The Third-person point of view is usually used as the second choice for the writer in order to tell the reader a story about someone else. Here the writer seems to disappear, hidden completely behind his characters. We know an author exists because a story implies a storyteller. The last point of view is Second-person rarely used by the writer of a narrative.29
In addition, other said that besides first-person and third person narration, there are some other kinds of narration, such as second-person narration, third-person objective narration, third-third-person limited narration, and the last third-third-person omniscient narration.
In second-person narration, “you” are the agent talked in the story, for example, you walked alone in the street. But, as it is generally awkward to narrate
a story from “your” perspective, this type of narration is seldom used in narrating a story. Next, in third-person objective narration the narrator tells a third-person’s story (he, she, him, her), but the narrator only describes characters’ behavior and dialogue. The narrator does not reveal any character’s thoughts or feelings. Then, in third-person limited narration, the narrator is limited in describing a character’s thoughts and feelings through the other character’s explicit narration. And the last in third-person omniscient narration, the narrator becomes the one who knows everything about the characters’ thoughts and feelings.30
e. Theme
Based on the literary term theme is “an author’s insight or general observation about human nature or the human condition which is conveyed through characters, plot, and imagery.” Locating theme is not always easy. What the readers need to do to find a theme is focus on the elements of the story while reading. Then, examine the elements closely, and then rereading as needed.31
29
Thomas S. Kane, op. cit., p. 375. 30
http://www.ereadingworksheets.com/point-of-view/, (retrieved on September 3rd 2016). 31
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Theme is the central meaning of a narrative. It tells the reader what the text is about. Theme is expressed through what the characters say, do and think and through the characters’ actions that take place in the story. Theme is also revealed in how the plot and setting of the narrative are constructed and presented. Themes might also involve types of conflict, such as, individual and society, individual and nature, individual and himself, and individual and technology, etc.32
2. The Generic Structure of Narrative Text
Generally, narrative text has a generic structure which tells the plot of the story. There are as following:33
a. Orientation
In this paragraph the author introduces the background of the story. Thus, the narrator tells the audience who is in the story, the time when it is happening, the place where it is happening and what is going on. Throughout this part, the reader can get the insight of what probably happens next in the story.
b. Complication
This is the part of the story where the author tells about something that will begin an event. These events will affect one or more of the characters. This is where the characters play their role. Shortly, this is the part where the problem appears.
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 are usually told in chronological order (the order in which they happen) or with flashbacks. The audience is given the narrator’s point of view.
d. Resolution
In this part of the narrative, the story reaches its end. The complication is sorted out or the problem is solved. It has two possibilities; it can end in sad or happy ending.
32
http://classroom.synonym.com/theme-narrative-1732.html, (retrieved on 3rd September 2016).
33
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e. Coda
Some of narratives may present a coda at the last paragraph. Coda includes a moral or message to be learnt from the story.
Roro Anteng and Jaka Seger
Once upon a time, there was a king named King Brawijaya. He ruled Majapahit kingdom. He has a daughter named Roro Amteng. Roro Anteng fell in love with Jaka Seger. He was a man from the Brahmin Caste. King Brawijaya did not agree with their relationship.
Roro Anteng and Jaka Seger left Majapahit. They moved to a place near Mount Bromo. They ruled the region together. The people were prosperous under their leadership. However, they were unhappy because they had no children. Desperate, they decided to climb to the top of Mount Bromo. They prayed for help to the god of Mount Bromo. He granted their wish. However, the youngest child must be sacrificed in the crater of the volcano.
After giving birth to 25 children, Roro Anteng and Jaka Seger have to sacrifice their last child, Kesuma. If they broke their promise, they would be threatened with catastrophe. After Kesuma was sacrificed, they heard Kesuma’s voice. He told everyone not to forget to perform worship.
Until now the Tenggerese still perform the
annual Kasada festival to remember Kesuma’ sacrifice. The word „Tengger’ is derived from
the last syllables of Roro Anteng and Jaka Seger. They present annual offerings of rice, fruits, vegetables, livestock, and other local products.
Taken from Scaffolding for VIII Grade
Orientation
Complication
Resolution
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3. The Language Features of Narrative text
According to Mark and Kathy Anderson, narrative usually includes the following grammatical features, such as:34
a. Nouns that identify the specific characters and places in the story.
b. Adjectives that provides accurate description of the characters and setting. c. Verbs that show the actions that occur in the story.
d. Time words that connect events, telling when they occurred.
Meanwhile, according to Knapp and Watkins, there are six types of grammatical features of narrating:35
a. When sequencing people and events in time and space, narrating typically use action verbs and temporal connectives.
- Action verb, it is a verb that describes an action that persons, animals, or things can do. For example:
One day, the boy went to the forest. He saw a lion trapped in the rope. He
went slowly over the lion. When he got closer to the lion, the lion asked him to help him from the trap.
- Temporal connective, it tells us about the time in sequences or tells which events occur firstly and which events come next. For example:
Then, the boy tried to cut the rope by hand. After the rope had been cut,
the lion thanked to the boy. Finally, they became friends.
b. Recounts and stories are typically written in the past tense unless quoting direct speech. For example:
An owl was puzzled by this and went to ask the nightingale what the reason
was. “When I was captured,” explained the nightingale, “it was day and I was singing. In this way I learnt to be more carefully and to sing only at night.”
c. In action sequences, mainly action verbs are used. For example:
Bells were ringing, sirens screeching and people were running everywhere. d. Narratives often use action verbs metaphorically to create effective images.
34
Ibid., p. 3. 35
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It was a terrible argument. Words were flying everywhere.
e. Narratives often use rhythm and repetition to create particular effects.
Running. Running. The boy went running passingthrough the forest, leaving
his house faraway behind.
f. Play with sentence structure is another common feature of narratives. Often sentences comprising one word or a short phrase are used to create poignant effects; for example,
Anger, Silence. As the vengeful brother prowls the streets.
Rose slowly opened the old wooden door. Dark. There was nothing but black. The language features play significant role to assist in getting the meaning of a story. For instance, through past tense appeared, it tells the readers exactly as a major feature of a story used. Next, the use of conjunction is relatively necessary to describe the characters and setting. Hence, all of the language features are conveyed to construct the story more alive.
B. Question Generation Strategy
1. The Understanding of Question Generation Strategy
As stated above, one of important thing in good reading is know what the purposes of reading. As Sutarsyah said that reading purposes is one important factor that affecting reading comprehension.36 Before reading, the readers should have a purpose with their reading; what for and what they want to find. These purposes should come from their own intention and not from others.
Readers behave like this when their purposes of reading comes from other people in this case is teachers. In reading, they only pronounce the words, finish the assignment, and rarely come away with a thorough understanding. It is a waste of time; they have not constructed meaning and cannot use the information.37
Good readers have a purpose in reading and use their experiences and background knowledge to understand the text. A reader cannot be said comprehending a text unless he or she makes connections and is able to activate
36
Cucu Sutarsyah, op. cit., p. 37. 37
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their background knowledge to what they read.38 This will guide readers to get the information they want, they know what is important in the text, and what comprehension strategy should be used to enhance understanding.
A good reading comprehension can be achieved by many ways, such as building an effective reading method or building an appropriate reading strategy. One of the reading strategies which can be used to achieve a good reading comprehension is Question Generation Strategy. Question generation is one of reading comprehension strategies in which readers generate and answer meaningful questions about key point or main ideas while reading.39 Dorkchandra stated that question generation refers to having readers generate questions during the reading. Generating questions in reading is generally accepted as an effective strategy to improve L2 readers’ reading comprehension and to lead to be an active and good reader.40
Question generation is an important comprehension and self-regulatory
cognitive strategy. The act of composing questions focuses the student’s attention
on understanding the content of the text.41 Questioning also help them anticipate and focus on their reading. Tovani said that readers who are taught how to question the text can infer and clear up confusion better than those who simply decode words and accept ideas directly.42
By generating questions, students will actively engage and interact with the text. Students become aware of their ability to answer their questions and ultimately have a deeper understanding of the text. When using the question generation strategy, students can create their own questions and answer it by themselves rather than only answer questions created by the teacher or questions provided in the book. Therefore, reading activity becomes an active process as the
38
Judy Willis, op. cit., p. 127. 39
Sharon M. Look, Effective Instructional Strategies Series: Question Generation, (Honolulu, Pacific Resources for Education and Learning, 2011), p. 9.
40
Dentisak Dorkchandra, The Effects of Question Generating Strategy Instruction on
Fresmen’s Reading Comprehension and Use of English Tenses, Journal of Liberal Arts, Prince of Songkla University, 2013, Vol. 5, No. 2, pp. 32—45.
41
http://www.interventioncentral.org/academic-interventions/reading-comprehension/question-generation, (retrieved on June 20th 2016)
42
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students apply information acquired rather than passively collecting knowledge.
This will result students’ responsibility for their own learning.
In question generation strategy, students can be more active in comprehending a text and monitor their comprehension through the process of question-generation strategy. Through question- generation, teachers can identify
students’ reading problems and provide the solution.43 As stated by Dorkchandra when students generate questions, first, they identify what kind of information which is important to be an answer for a question. Then, they pose this information in question form and ensure that they can answer their own questions.”44
There are many different effective questioning strategies. Readers can pose questions before, during, and after reading. Posing questions before reading can help students build background knowledge, link to their prior knowledge, and make predictions about the text. Asking questions during reading is a way to monitor comprehension and check predictions. Questioning after reading can help students summarize the text and explore further areas of study.
In this study, the researcher tends to limit the students to generate questions during the reading process because the researcher wants to ensure that the students have a well comprehension about the text.
2. The Purposes of Question Generation Strategy
There are four main purposes of question generation strategy, they are: - Question generation improves students’ understanding of the text.
In specific, it makes students focus on the content of being read and the important ideas of the text. Also, students should understand the information of the text in order to create their own questions. Moreover, as stated by Kelley and Grace, generating question will help the students
43
Ali Akbar Khansir & Jamshid Gholami Dashti, The Effect of Question-Generation
Strategy on Iranian EFL Learners’ Reading Comprehension Development, English Language TeachingJournal, 2014, Vol. 7, No. 4, pp. 38—45.
44
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understand the world around them and the text they read. Readers can ask questions to clarify, make connections, conduct research or summarize.45 - Question generation leads students to active reading and processing. - When using question generation strategy, students will actively engage
with the text to find important ideas. In addition, students should synthesize the text and integrate their own background knowledge to the information being read. Moreover, questioning help readers to engage especially in reading a difficult or uninteresting material. Generating question help them focus on reading and can help them to actively control their learning.46
- Question generation helps students set their own purposes for reading. Students should be an active reader to be able to find the important ideas and turn the important ideas into questions. They are able to set their own purposes for reading by asking questions and seeking answers while reading.47 Based on Kelley and Grace, question answering and question generating give students a purpose for their reading, encourage comprehension monitoring, and assist them in connecting the new information with the concept that they already had.48
- Question generation increases students’ awareness of whether or not they comprehend what they are reading.
Clarifying questions ask who, what, why, when, and where. They help the reader understand elements of plot, character, and setting. Clarifying questions may indicate that a reader needs more support in order to clear up confusion. Answers to clarifying questions are usually found in the text quickly and easily.
45 Michelle J. Kelley and Nicki Clausen-Grace, Comprehension Shouldn’t Be Silent; from Strategy Instruction to Student Independence, (Newark, International Reading Assossiation, 2013), p. 157.
46
Chris Tovani, op. cit., p. 85. 47
Sharon M. Look, op. cit., pp. 11—12. 48
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C. Steps to Apply Question Generation Strategy in Learning Reading Narrative Text
Generally, question generation divests the readers to generate question whether before, during, or after reading. But, as stated above that the researcher tends to limit the students to generate questions only during the reading process because the researcher wants to ensure that the students have a well comprehension about the text. Therefore, these are the steps to apply question generation strategy, as follow:
a. Teacher firstly explain about question generation strategy, includes: - The concept of question generation strategy in reading narrative text - The purposes of question generation strategy
- When and how to use the strategy (steps of the strategy) in reading narrative text
- Some pre-requisite skill that the students need to have, such as; generating/creating WH-Questions and finding some important information in narrative text, such as; main idea of the narrative story, detailed information of the narrative story, and the elements of the narrative story.
b. Next, students read the narrative text silently.
c. During their reading process, the students have to find the important information in the text.
d. After that, they have to turn the important idea into a question. The questions are in the form of WH-questions (What, Where, When, Why, Who, and How).
e. The last, they need to answer the question based on the information on the narrative text they read.
When the students are able to answer all the questions that they made by themselves, teacher can check the students’ reading comprehension by asking them to tell what the text is all about to check if the students understand the text they read or not.
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D. Previous Study
The previous study “The effects of question generating strategy instruction on EFL freshmen’s reading comprehension and use of English tenses” conducted
by Dentisak Dorkchandra aims to find out whether the instruction of a question generation strategy facilitate university EFL freshmen’s to enhance reading comprehension and their ability to use English tenses. The data collection tools used was pre-and post-test conducted to 20 students in control group and 20 students in experimental group. The results in this study show that question-generating strategy instruction can significantly improve the Thai university
freshmen students’ reading comprehension and use of English tenses.49
The second previous study was “The Effect of Question-Generation Strategy on Iranian EFL Learners’ Reading Comprehension Development” conducted by Ali Akbar Khansir and Jamshid Gholami Dashti, aims to investigate the effectiveness of question-generation strategy on Iranian EFL third grade high
school students’ ability in reading comprehension passages via multiple-choice question. In this study, the participants were one hundred and twenty male and female students. To collect data, proficiency test, pre-test and post-test were administered in this study. The result of the study showed that question-generation strategy had significantly impact on the Iranian EFL third grade high school
learners’ in reading comprehension passages.50
The third previous study is “Effects of Question-Generation Training on Reading Comprehension” conducted by Beth Davey and Susan McBride, aims to explore the effects of training question generation on comprehension question performance, quality and form of generated questions, and accuracy of predicted comprehension. The sample is 260 sixth grade students which are placed in 1 of 5 experimental groups: question training, question-generation practice, inference question-response practice, literal question-response practice, and no-question control. The result indicates that students who are trained to generate questions for
49
Dentisak Dorkchandra, op. cit., pp. 32—45. 50
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expository passages outperformed the comparison groups on several comprehension and meta-comprehension measures.51
From the three previous studies above, there are several differences compared with this study. The first different thing is the sample. In those three previous studies, the samples are from fresh graduates, high school students and elementary students while in this research, the sample is the eighth grade of junior high school students. The second different thing is the target passages that the students want to improve their comprehension by using question generation strategy. The three previous studies uses question generation strategy to improve
the students’ reading comprehension in expository passage and passage in general while in this study, the students use question generation strategy to improve their reading comprehension in narrative text.
E. Thinking Framework
Reading is one of four important skills in English. It becomes a necessary skill to be mastered by students because the students can get new information, enrich their vocabulary, and improve their motivation to learn the language. Reading is not only the process of reading a written language, it is also a process which aims to understand what the writer means and or what the text is all about. However, students still have difficulties in comprehending the text or get what is in the text. Teachers should find an appropriate technique to teach reading in order to help students improve their comprehension. One of the techniques that can be
used by teachers to improve students’ reading comprehension especially in
narrative text is question generation strategy.
Question generation strategy is one of reading comprehensions strategies in which readers create and answer meaningful questions about key point or main ideas while reading.When using question generation strategy, students can create their own questions and answer it by themselves rather than only answer questions created by the teacher. By generating questions, students will actively engage and
51
Beth Davey and Susan McBride, Effects of Question-Generation Training on Reading Comprehension, Journal of Educational Psychology, 1986, Vol. 78, No. 4, pp. 256—262.
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interact with the text. Furthermore, students will have a deeper understanding of the text because they know what they need to find in the text. Therefore, they will have a better comprehension about the text.
F. Research Hypothesis
Research hypothesis of this study is: students’ reading comprehension of
narrative text that were taught by using Question Generation Strategy is higher
than students’ reading comprehension that were taught by using silent reading method.
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27
It talks about research design, place and time of the research, population and samples of the research, instrument of the data, data collection techniques, data analysis technique, and hypothesis of the research.
A. Method and Design of the Research 1. Research Method
In this research, the researcher used quantitative research method as the researcher would use the data which was in the form of numerical data and statistical analysis data to analyze the data. The researcher used experimental design in order to find out whether or not the Question Generation Strategy affects
students’ reading comprehension of narrative text so an experiment was needed. 2. Research Design
A quasi-experimental design was used as the research design because the researcher did not randomly assign the participants as in true experimental but the researcher would use the participants which have been formed initially as the class. According to Creswell, in the quasi-experimental study, the researcher needs to use a whole which have been formed as classes to be the sample in the experiment and control group because the availability of the participants and the setting which did not allow to form an artificial group.1 So, it was the best for the researcher to use quasi-experiment in this research. Therefore, the researcher implemented Question Generation Strategy in the experimental class while students in control class taught using silent reading method.
1
John W. Creswell, Planning, Conducting, and Evaluating Quantitative and Qualitative Research, (Boston: Pearson Education, Inc., 2012) p. 309.
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Table 3.1 Research Design
Group Pre-test Treatment Post-test
Experiment T X T
Control T Y T
Notes:
X: Taught by using video
Y: Taught by using Silent Reading Method T: Reading Comprehension test of Narrative Text
B. Time and Place of the Research
The study was held on the first semester at SMPN 1 Tambun Selatan. It is located on Jl. Pendidikan 2, Kec. Tambun Selatan, Kab. Bekasi. The study was conducted on September—October 2016.
C. The Population and Samples of the Research
The population of the research is the eighth grade students of SMPN 1 Tambun Selatan. The total class of eighth grade is 9 classes, 8A—8I. Each class consisted of about 40 students, so the total population is 360 students. The writer chose the eighth grade students as the sample because reading skill was crucial for them in the preparation of facing the National Examination in the third grade.
The sample that was used in this study is two classes of the eighth grade students of SMPN 1 Tambun Selatan which the total is 80 students. The researcher used purposive technique sampling to determine the sample. In this case, 8A and 8B are chosen as the control class ad experiment class because both of them are handled by the same English teacher and those classes have similar competencies which can be appropriate to become the object of this research.
D. Instrument of the Research
Instrument of this research is Test. The test would be in the form of written test which consisted of 25 multiple choice questions made by the researcher and
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taken from some books of English for eighth grade which are English in Focus,
Scaffolding, Interactive English, and Cakrawala.
1. Conceptual Definition
Narration generally means any kind of explaining or telling of something. Narration is the act of telling a story, usually in some kind of chronological order.
Narrative is a text that tells a story to entertain the audience which contains a series of events which are presented chronologically. Narrative can be presented as written or spoken texts.
2. Operational Definition
The scores which obtained by the students on answering the test related to narrative text, consist of: (1) finding the main idea, (2) finding the specific information of the text, (3) finding the inference or conclusion of the text, (4) finding the communicative purpose of the text, (5) finding the generic structure of the text, (6) finding difficult words in the text, and (7) finding reference words in the text. The test was designed with multiple choices items in the number of 25 multiple choice questions with options A, B, C, and D. It meant there was one correct answer, while the others were distraction. The score was 1 for each correct
item and 0 for each incorrect item, so students’ total correct answer would be multiplied by 4 to get a perfect score, a hundred. (The blue print of the instrument could be seen on the appendices)
Before administering the test in the actual class, the researcher firstly did a pilot study in order to check the validity and reliability of the instrument. It applied out of both experimental and control class but still at the same grade or have a same English level. In this case, the researcher conducted a pilot study twice at the same school but in different class, 8C to test post-test and 8D to test pre-test. The instrument of the validity and reliability test was also in the form of reading comprehension of narrative text consisted of 30 multiple choice questions.
Anates for multiple choices application was used to measure the validity
and reliability of the data. The result of pilot study was used to revise the instrument and made it able to administer in the actual research classes. From the validity test of pre-test, there were 24 valid questions from 30 and from the
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validity test of post-test, there were 26 valid questions from 30 questions which were gained. Based on the standard of reliability test, 0.4-0.59 means the reliability of the test was medium, meanwhile 0.6-0.79 means the reliability of the test was strong, and 0.8-1.0 means the reliability of the test was very strong. In this research, the score of reliability test of pre-test was 0.8 which means that the reliability of pre-test was very strong, meanwhile the score of reliability test of
post-test was 0.66 which means the reliability of post-test was strong.
E. Data Collection Technique
Technique of collecting data in this research was pretest and posttest that was given to both experimental class and control class. In this research, the researcher gave pre-test to see students’ basic capability in reading before using Question Generation Strategy in reading class. The next test was post-test which measured the difference of the students’ score between the experimental class and control class after given the treatment.
F. Data Analysis Technique
The researcher used statistical calculation to find out the differences
between students’ score in experimental class (8B) which was taught using
Question Generation Strategy with students’ score in control class (8A) which
was taught using silent reading method. In this research, there are four tests which were calculated; normality test and homogeneity test, hypothesis test, and effect size test.
1. Normality Test
Normality test was done in both classes; the experiment class and control class. Normality Test was used to know whether the data from the sample group which was examined comes from the population of normal distribution or not. The normality test was calculated using Kolmogorov-Smirnov technique with requirement as follows:
- If the significance scores of (Asyim Sig 2 tailed) > 0.05, the data came from the normal population
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- If (Asyim Sig 2 tailed) < 0.05, the data did not come from normal population.
2. Homogeneity Test
After normality test gave indication that data was distributed normally, so it needed to do homogeneity test. Homogeneity Test was used to know the similarity of the two conditions or population. The researcher calculated the homogeneity test using Levene Technique with One Way ANOVA with requirement as follows:
- If the significance scores of (Asyim Sig 2 tailed) > 0.05 meant that the
students’ English level in experimental class and control class were at the same
- If (Asyim Sig 2 tailed) < 0.05 meant that the students’ English level in experimental class and control class were not at the same level.
3. Hypothesis Test
For The Hypothesis test, the researcher used t-test to find out whether there is significant difference between experimental class which was taught using Question Generation Strategy and control class which was not. The researcher did the t-test from post-test score of both classes and from the gained score of both classes. The researcher used SPSS v.20 to find the result in a form of significance
of t-test. After gaining the significance of t-test, the researcher compared the
significance of t-test with the significance degree which was 0.05. Testing hypothesis used criteria with significance degree 0.05. The conclusion was gained as follows:
If the significance of t-test < 0.05, H0 is rejected or H1 is accepted
If the significance of t-test > 0.05, H0 is accepted
H0: There is no effect of Question Generation Strategy on the students’
achievement in reading comprehension of narrative text.
H1: There is an effect of Question Generation Strategy on the students’
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4. Effect Size Test
Effect size was a way to measure the size of the difference between two groups. It was important for quantifying the effectiveness of a particular intervention. It facilitated us to find a more extended result in a research, like to find how well a strategy works in a research does.
In calculating effect size, the researcher used Cohen’s d with the manual formula2:
To get the pooled standard deviation, the formula is3:
√
Explanation:
d : Cohen’s d effect size
M1 : Mean score of post test experimental group M2 : Mean score of post test control group
SD1 : Standard deviation score of experimental group SD2 : Standard deviation score of control group
SDpooled : The average standard deviation score of the two scores from two groups
The standard criteria of Cohen’s d effect size were4: < 0.1
0.1 - 0.3 0.3 - 0.5 > 0.5
= trivial effect = small effect = moderate effect = large difference effect
The other Cohen’s d effect size interpretation was5:
2
http://staff.bath.ac.uk/pssiw/stats2/page2/page14/page14.html (retrieved on 1st November 2016).
3 Ibid. 4
http://meera.snre.umich.edu/power-analysis-statistical-significance-effect-size (retrieved on November 1st 2016).
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0.2 0.5 0.8
= Small/low effect
= Medium/moderate effect = Large/high effect
G. Statistical Hypothesis
In order to get the answer of the hypothesis above, the researcher proposed alternative hypothesis (H1) and null hypothesis (H0) which was provided as
follows:
H0 = sig. (2-tailed) of t-test > 0.05
H1 = sig. (2-tailed) of t-test < 0.05
Where:
H0: There is no effect of using Question Generation Strategy in learning
reading of narrative text.
H1: There is an effect of using Question Generation Strategy in learning
reading of narrative text.
If sig. (2-tailed) of t-test > 0.05, H0 (null hypothesis) is accepted, and H1
(alternative hypothesis) is rejected.
If sig. (2-tailed) of t-test < 0.05, H0 (null hypothesis) is rejected, and H1
(alternative hypothesis) is accepted.
5
Lee A. Becker, http://web.uccs.edu/lbecker/Psy590/es.htm (retrieved on November 1st 2016).
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34
CHAPTER IV
RESULT AND INTERPRETATION
This chapter discusses about result and interpretation of the study. The chapter provides the description of the data, the analysis of the data, and the interpretation of the data.
A. Result
1. The Description of the Data
After conducting the research at SMPN 1 Tambun Selatan, the writer got
the data by taking students’ pre-test and post-test score on reading narrative text test. The pre-test was given before the treatment and the post-test was given after the treatment.
In this research, the researcher gave treatments to both experimental class and control class about reading narrative text. In the experimental class the researcher implemented Question Generation Strategy (QGS), while in the control class the researcher implemented silent reading.
The Table 4.1 below showed the result of the test which was analyzed the
students’ scores of pre-test and post-test in experimental class (variable X). Table 4.1
Pre-test and Post-test score of Experimental Class Students
(X) Pre-test Post test
Gained score
1 88 96 8
2 48 84 36
3 72 96 24
4 56 80 24
5 84 92 8
6 56 76 20
7 64 84 20
8 76 84 8
9 64 80 16
10 68 88 20
11 68 84 16
(49)
13 28 76 48
14 68 84 16
15 88 96 8
16 52 88 36
17 56 80 24
18 44 76 32
19 88 92 4
20 56 88 32
21 56 96 40
22 60 84 24
23 60 76 16
24 88 96 8
25 68 88 20
26 52 76 24
27 64 92 28
28 60 80 29
29 56 80 24
30 52 76 24
31 68 84 26
32 84 92 8
33 52 84 32
34 56 80 24
35 52 88 36
36 64 80 16
37 40 84 44
38 88 96 8
39 36 76 40
40 48 84 36
Sum 2496 3404 927
Mean 62.4 85.1 23.2
Max 28 76 4
Min 88 96 48
Based on table 4.1 above, it could be seen some scores of pre-test and post-test of experimental from 40 students. The sum pre-test score of experimental class was 2496 while the sum post-test score of experimental class was 3404. The mean pre-test score was 62.4 and the mean post-test score was 85.1. The lowest score in the pre-test was 28 and the highest pre-test score was 88, while the lowest post-test score was 76 and the highest post-test score was 96.
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Table 4.2
Pre-test and Post-test Score of Control Class Students
(Y) Pre-test Post test
Gained score
1 72 92 20
2 48 76 28
3 72 84 12
4 56 76 20
5 80 88 8
6 56 72 16
7 76 88 12
8 76 84 8
9 72 80 8
10 68 80 12
11 68 84 16
12 72 88 16
13 48 72 24
14 68 84 16
15 80 88 8
16 52 72 20
17 56 76 20
18 52 76 24
19 76 92 16
20 56 88 32
21 56 76 20
22 60 84 24
23 60 84 24
24 76 92 16
25 68 88 20
26 60 84 24
27 64 80 16
28 60 76 16
29 64 80 16
30 52 76 24
31 68 80 12
32 80 92 12
33 52 72 20
34 64 80 16
35 60 88 28
36 64 80 16
(51)
38 80 88 8
39 48 72 24
40 48 72 24
Sum 2548 3268 720
Mean 63.7 81.7 18
Max 48 72 8
Min 80 92 32
Table 4.2 showed some scores in pre-test and post-test of control class from 40 students. The sum pre-test score of control class was 2548 while the sum post-test score of control class was 3268. The mean pre-test score was 63.7 and the mean post-test score was 81.7. The lowest score in the pre-test was 48 and the highest score was 80 and the lowest test score was 72 and the highest post-test score was 96.
1) Result of Pre-test of Experimental class and Control Class
The addition results from pre-test in class 8B as the experimental class of this research were presented in a table below:
Table 4.3
Table of Data Statistics of Pre-test Result of Experimental class
N Valid 40 Missing 0 Median 60.00
Mode 56
Std. Deviation 14.906 Variance 222.195
Range 60
From table 4.3 above, it showed that the total students of experimental class were 40 students, median score was 60.00. The median was the numerical value separating the higher half of a data sample, a population, or a probability distribution, from the lower half. Next, mode score which was defined as the element that appears most frequently among the students’ score was 56. The set of scores constitute a population determined as variance score was 222.195, and standard deviation was 14.906. Standard deviation was a quantity calculated to indicate the extent of deviation for a group as a whole. The range score was 60.
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19 19 34** 1+ 0-- 1+ 0 20 20 13++ 1** 3- 19- 0 21 21 36** 0 0 0 0 22 22 1- 1- 6--- 28** 0 23 23 4- 29** 2++ 1- 0 24 24 8--- 25** 2+ 1- 0 25 25 6+ 5- 4** 21-- 0 26 26 35** 0-- 1--- 0-- 0 27 27 2+ 27** 6-- 1- 0 28 28 1+ 0-- 3--- 32** 0 29 29 0-- 1+ 31** 4--- 0 30 30 5+ 5+ 12** 14- 0 Keterangan:
** : Kunci Jawaban ++ : Sangat Baik + : Baik
- : Kurang Baik -- : Buruk
---: Sangat Buruk
REKAP ANALISIS BUTIR ===================== Rata2= 18.61
Simpang Baku= 3.31 KorelasiXY= 0.49
Reliabilitas Tes= 0.66 Butir Soal= 30
Jumlah Subyek= 36
Nama berkas: D:\DOCUMENT\PROPOSAL SKRIPSI\NEW FOLDER\ANATES\UJI VALIDITAS POST-TEST.ANA
Btr Baru Btr Asli D.Pembeda(%) T. Kesukaran Korelasi Sign. Korelasi
1 1 0.00 Sedang 0.635 Sangat Signifikan 2 2 -10.00 Sukar 0.696 Sangat Signifikan 3 3 20.00 Mudah 0.644 Sangat Signifikan 4 4 10.00 Sukar 0.170 -
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5 5 50.00 Mudah 0.505 Sangat Signifikan 6 6 -20.00 Sangat Sukar 0.601 Sangat Signifikan 7 7 10.00 Mudah 0.451 Sangat Signifikan 8 8 20.00 Sedang 0.372 Signifikan 9 9 60.00 Sedang 0.500 Sangat Signifikan
10 10 70.00 Mudah 0.239 -
11 11 0.00 Sangat Sukar 0.386 Signifikan 12 12 60.00 Mudah 0.365 Signifikan
13 13 40.00 Sangat Mudah 0.437 Signifikan 14 14 90.00 Mudah 0.186 -
15 15 0.00 Sangat Sukar 0.637 Sangat Signifikan 16 16 50.00 Mudah 0.516 Sangat Signifikan
17 17 40.00 Sangat Mudah 0.420 Signifikan
18 18 -50.00 Sedang 0.393 Signifikan 19 19 10.00 Sangat Mudah 0.386 Signifikan 20 20 0.00 Sangat Sukar 0.176 -
21 21 0.00 Sangat Mudah 0.566 Sangat Signifikan 22 22 40.00 Mudah 0.526 Sangat Signifikan
23 23 40.00 Mudah 0.427 Signifikan 24 24 60.00 Sedang 0.390 Signifikan
25 25 10.00 Sangat Sukar 0.391 Signifikan 26 26 0.00 Sangat Mudah 0.401 Signifikan 27 27 40.00 Mudah 0.367 Signifikan
28 28 40.00 Sangat Mudah 0.441 Signifikan
29 29 10.00 Sangat Mudah 0.430 Signifikan 30 30 30.00 Sedang 0.535 Sangat Signifikan
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