THE EFFECT OF START WITH SIMPLE STORIES EXTENSIVE READING (SSS ER) METHOD ON STUDENTS READING COMPREHENSION ACHIEVEMENT IN NARRATIVE TEXTS.
THE EFFECT OF START WITH SIMPLE STORIES
EXTENSIVE READING ( SSS ER ) METHOD ON STUDENTS’
READING COMPREHENSION ACHIEVEMENT
IN NARRATIVE TEXTS
A THESIS
Submitted in partial fulfillment of the Requirement
for the Degree of Sarjana Pendidikan
By :
ANNISA NASUTION
NIM. 2113121006
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGE AND ARTS
STATE UNIVERSITY OF MEDAN
2015
ABSTRACT
Nasution, Annisa. The Effect Of Start With Simple Stories Extensive Reading
(SSS ER) Method On Students’ Reading Comprehension Achievement In
Narrative Texts. A Thesis. Medan: English Department, Faculty Languages
and Arts, State University of Medan 2015.
This study was aimed to find out the effect of Start With Simple Stories Extensive
Reading (SSS ER) method on the student’s reading comprehension achievement
in narrative text. This study used the experimental design. The population of this
study was the students of SMP N 6 Kisaran. There were 60 students were taken as
the sample, they were class VIII-1 as the experimental group and VIII-3 as the
control group.The data were acquired by using multiple choice tests which
consisted of 30 items. The data were analyzed by using t-test. The calculation
found that t-observed (4.433) was higher than t-table (2.000) at the level of
significance (α) 0.05 with the degree of freedom (df) 58. Therefore, teaching
reading comprehension of narrative text by using Start with Simple Stories
Extensive Reading method has significant effect on the student’s reading
comprehension achievement.
Key words : Start With Simple Stories Extensive Reading Method, Reading
Comprehension Achievement
i
TABLE OF CONTENTS
Pages
ABSTRACT ............................................................................................................ i
ACKNOWLEDGEMENT ................................................................................... ii
TABLE OF CONTENTS..................................................................................... iv
LIST OF TABLES .............................................................................................. vii
LIST OF APPENDICES ................................................................................... viii
CHAPTER I. INTRODUCTION
A. The Background of the Study ................................................................1
B. The Problem of the Study ......................................................................6
C. The Objective of the Study ....................................................................7
D. The Scope of the Study..........................................................................7
E. The Significance of the Study ...............................................................7
CHAPTER II. REVIEW OF LITERATURE
A. Theoretical Framework ..........................................................................9
1. Reading Achievement ...................................................................9
2. The Concept of Reading Comprehension ...................................10
a. Reading ...........................................................................10
b. Reading Comprehension .................................................11
c. The Purpose of Reading Comprehension........................13
d. The Level of Reading Comprehension ...........................15
e. The Process of Reading Comprehension ........................18
f. Factor Affecting Reading Comprehension .....................19
g. Teaching Reading Comprehension .................................22
3. SSS ER Method ..........................................................................23
a. SSS ER Method ..............................................................23
iv
b. The Procedure of SSS ER Method..................................25
c. The Advantages and Disadvantages of SSS ER .............. 27
d. Types of Text ..................................................................27
a). Narrative Text ...................................................28
b). Generic Structure ..............................................28
c). Grammatical Features .......................................28
d). Kinds of Narrative Text ....................................29
e). Example of Narrative Text................................29
B. Relevant Studies ...................................................................................30
C. Conceptual Framework ........................................................................32
D. Hypothesis ............................................................................................33
CHAPTER III. THE RESEARCH METHOD
A. Research Design ...................................................................................34
B. Population .............................................................................................35
C. Sample ..................................................................................................36
D. The Instrument of Collecting Data .......................................................37
E. The Procedure of Collecting Data ........................................................37
1. Pre-Test ....................................................................................38
2. Treatment .................................................................................38
3. Post-Test...................................................................................39
F. Scoring of Reading Test .......................................................................40
G. The Validity and Reliability of the Test ...............................................40
1. Validity of the Test...................................................................40
2. Reliability of the Test ...............................................................42
H. Technique of Data Analysis .................................................................43
I. Statistical Hypothesis ...........................................................................44
v
CHAPTER IV. DATA AND DATA ANALYSIS
A. Data.......................................................................................................45
B. Data Analysis........................................................................................46
C. Testing Hypothesis ...............................................................................48
D. Research Finding ..................................................................................49
E. Discussion.............................................................................................50
CHAPTER V. CONCLUSION AND SUGGESTION
A. Conclusion ............................................................................................51
B. Suggestion ............................................................................................51
REFERENCES .....................................................................................................52
APPENDICES ......................................................................................................55
vi
LIST OF TABLES
Table 1.1. Students’ Reading Scores of Eight Grade ..........................................2
Table 2.1. Factors Affecting Reading Comprehension .....................................20
Table 3.1. Research Design ..................................................................................35
Table 3.2. Scenario of Treatment for Experimental Group by Using SSS
ER ........................................................................................................38
Table 3.4. Table of Specification .........................................................................41
Table. 4.1. The Data of Experimental Group and Control Group ..................45
Table.4.2. The Calculation of t-table and t-observed ........................................48
vii
LIST OF APPENDICES
APPENDIX A. The Students’ Score Of Pre-test And Post-test Of
Experimental Group ................................................................55
APPENDIX B. The Students’ Score Of Pre-Test And Post-Test Of Control
Group ......................................................................................56
APPENDIX C. The Statistical Analysis For Reliability Of The Test ..............57
APPENDIX D. The Data T-Test Of Experimental Group ..............................59
APPENDIX E. The Data T-Test Of Control Group ........................................60
APPENDIX F. The Calculation Of T-Test And T-Table .................................61
APPENDIX G. Table Percentage Points Of The T-Table ...............................63
APPENDIX H. Lesson Plan (experimental and control group) ......................64
APPENDIX I. Test ..............................................................................................82
APPENDIX J. Answer Sheet ..............................................................................89
viii
CHAPTER I
INTRODUCTION
A. The Background of the Study
Language, either English or Indonesian, consists of four skills, namely
reading, writing, listening, and speaking. Through these skills, people will be able
to understand and produce something. By reading and listening, then someone
will be able to write and say the thing (information) that is found from what is
read and heard. One of the first stages to get information is reading.
Reading is one of the important skills which have to be learned by the
students in order to master English well. Grabe and Stoler (2002:9) state that
reading is the ability to draw meaning from the printed page and interpret this
information appropriately. Reading is something related to the activity of
searching, founding, and collecting the information from the text and it is done
either silently or loudly.
To achieve the purpose of reading, which is to get general or detail
information from the text, the students have to comprehend the text in order to
understand the information effectively. Students will catch the information from
the text, if they comprehend the text.
According to Klingner (2007:2), “Reading comprehension is the process
of constructing meaning by coordinating a number of complex processes that
include word reading, word and word knowledge, and fluency. There is no
reading well without comprehending well.
1
2
Narrative is the one of reading material that is studied by the students in
Junior High School at Eight Grade. According to Pratyasto (2011), narrative is a
type of text that is proposed to amuse and to deal with actual and vicarious
experience in different ways, narrative also deals with problematic events which
lead to a crisis or turning points of some kind, which in turn found a resolution.
Based on the data gotten by observing and interviewing the teachers in
SMPN 6 Kisaran, showed that the students’ reading comprehension in English
Subject was low. It can be seen from Daftar Nilai Siswa of Eight Grade in SMPN
6 Kisaran. The Minimum Competence Criteria ( KKM ) is of 75. The students’
reading scores in second semester would be showed in table 1.1.
Table 1.1. Students’ Reading Scores of Eight Grade
CLASS
> 75
6 ( 16 % )
VIII – 1
3(9%)
VIII – 2
5 ( 14 % )
VIII – 3
6 ( 18 % )
VIII – 4
5 ( 13 % )
VIII – 5
Taken from Daftar Nilai Siswa of Eight
≥ 75
< 75
3(8% )
30 ( 76 % )
4 ( 13 %)
25 ( 78 % )
2(6% )
29 ( 80 % )
5 ( 15 % )
23 ( 67 % )
5 ( 13 % )
29 ( 74 % )
Grade at Second Semester 2014-2015 in
SMP N 6 Kisaran
After knowing students’ reading scores, it can be concluded that their
reading scores is still low and mostly under Minimum Competence Criteria
(KKM ).
One of the factors caused the problem was when the student was given a
text and they were asked to comprehend the contents especially catch the main
information of the text, and then during the process of reading they found words
that they didn’t know its meaning, then they would quickly open the dictionary
3
and look its meaning. After that the students would write the meaning of the word
on the top of the English word. Then they would continue their reading, then find
a difficult word, open the dictionary, find meaning and write and so on until the
end of the text.
So, as the result, they didn’t understand the contents of the text, didn’t find
the information in, but only translated the meaning of each word. This way took a
long time to comprehend the text. Because they more focused on translating
unfamiliar words rather than took the core information of the text.
Beside that, students forced themselves to keep reading a text, although
they already felt bored in reading or even they stopped reading because they found
too many difficult words.
Those problems happened because almost the teachers always use the
lecturing method when teaching reading. They gave the text and then asked the
students to answer the questions that had been provided after the text. After trying
to comprehend the text then, they couldn’t understand, but because, they were
asked to answer the question so, the students more focused on answering the
questions rather than comprehending and getting main information from the text.
As a matter of fact, indirectly, teachers motivated students to answer the question
correctly, not really to understand well the content of the text. The students
predicted the answer by looking the similar words in question to words in the text.
If there was a same sentence in the question and paragraph , then they would think
it was the answer.
4
However, it was not ultimate goal of reading. As mentioned above, that
the success of reading is measured from comprehending and finding the
information from the text. Thus, the lecturing method can’t really measure
students' comprehending of a text.
So, after knowing the students’ problems in reading comprehension, it can
be concluded that there is an inappropriate method used to convey the reading
material. Method is also one of the factors that can affect the learning process.
Through methods, teachers and students can be helped to make the teaching and
learning process run well. But, of course, with a selective method that has been
adapted to the skills, materials, and students’ background.
So, the researcher attempted to apply the method beside the conventional
method, it is Start With Simple Stories Extensive Reading method (SSS ER) that
was
assumed could be appropriate method to convey the reading material,
especially for reading narrative text . Hopefully, this method can bring students to
leave their habit when they read, such as finding a difficult word, opening the
dictionary, searching for meaning, writing the meaning in the text, and stopping
their reading. This method was used to see how significant the method could
influence students' reading comprehension achievement in narrative text.
Akio (2006) says that Start with Simple Stories is a unique, simple and fun
language learning method enjoyed by students of various language levels and
social backgrounds. The reading material most English teachers recommend to
their students for this purpose is popular fiction.
5
Most English teachers put too much emphasize on looking up difficult
words in English-Indonesia dictionaries, and ask students to translate every
sentence into Indonesia if they want to comprehend the text. However, using
dictionaries put too much stress on students and hinder them from leaning
English.
Start with Simple Stories Extensive Reading method will provide a variety
and simple narrative text with the picture, and only consists of some difficult
vocabularies ranges between 3 up to 5 words. The students will not need open the
dictionary and find meaning, so, the students are able to comprehend the text and
the chronology of the story in narrative text more easily.
SSS ER method does not focus on the students’ answers to questions, but
on the comprehension of text correctly. SSS ER method will create fun and relax
reading activity in the classroom. Because the narrative text selected has been
already adjusted to the level of the class, the students’ favorite stories and
students’ interest. So that students will read the text without forcing to answer the
question because they like the stories.
The previous study conducted by Rozi (2010) in eight grade students of
SMP Negeri 2 Lubukliggau, found that it is a good method to conveying reading
material. At the proper time it can improve the students’ habit of reading and also
students’ reading achievement. Students got higher scores after reading many
stories. He used small library as his bigger reading sources. So, the students could
choose many kinds of simple stories that they wanted.
6
Another previous study conducted by Han (2009), in Spanish majoring of
South Korea, found that SSS ER method is affected well to the students’ reading
comprehension. The students could improve their vocabulary little by little. It
really helps students to leave their habit to memorize vocabularies. After reading
simple stories as much as possible, they would have many vocabularies. Then,
they would be able to comprehend the text easily. It starts higher progress from
the simple stories.
Baiti (2013) in the XI-2 Social class of MAN Tengaran, found that SSS
ER method can improve the students’ reading comprehension because this method
used picture to make students easier in understanding the text. She said that the
picture could help them to interpret the story if they really didn’t know some
difficult words. The difficult word didn’t make them difficult to comprehend the
text. The text is simple and also has picture. After comprehending the text, they
were able answer the questions and got higher score.
So, by using SSS ER method, it does not only increase students’
achievement in reading comprehension, but also makes reading as students’ habit.
Based on the elaboration which was given, the SSS ER can provide a good
influence for the students' reading comprehension of narrative texts.
B. The Problem of the Study
Related to the background of the study, the problem of the study was
formulated as the following : “ Is there any significant effect of using Start with
7
Simple Stories Extensive Reading ( SSS ER ) method on students’ reading
comprehension achievement in narrative text ? “.
C. The Objective of the Study
This study was conducted to investigate whether there is some significant
effect of using SSS ER method on students’ reading comprehension achievement
in narrative text or not.
D. The Scope of the Study
There were many methods which could be applied to affect students’
reading comprehension in many kinds of text. But, this study focused on applying
SSS ER method on students’ reading comprehension achievement in narrative
text.
E. The Significance of the Study
The finding of this study would be expected to be useful for:
1. Theoretically
a. The finding of the research could be useful to use in language learning
process especially for reading comprehension of narrative text by using
SSS ER method.
b. The theory of the research paper could be used as the references for
those who want to conduct a research in English teaching-learning
process.
8
2. Practically
a. Especially for English teacher, to be creative to apply the method in
teaching reading comprehension in narrative text.
b. Students, to give them the information about other methods that could
help them to improve their reading comprehension achievement in
narrative text.
c. Researcher, to improve her ability to conduct the research especially in
teaching learning research.
REFERENCES
Akio, Furukawa. 2006. SSS Extensive Reading Method Proves to Effective Way to
Learn English. Science Education Group, 1(2) 1-8.
Arikunto, Suharsimi. 2006. Prosedur Penelitian : Suatu Pendekatan Praktik (Edisi
Revisi VI ). Jakarta : Rineka Cipta.
Ary, D., et al. 2010. Introduction to Research in Education ( Eight Edition ). The
United State of America : Nelson Education
Baiti, Y.S. 2013. The Implementation of Start With Simple Stories (SSS) Method to
Improve Students’ Reading Comprehension. NARAP, Volume, 2(1)1-3.
Bajracharya, I.K. 2007. A Study of Student Achievement and Effect of Parents’
Education on Grade VIII Students in Mathematics. Journal of Mathematics
Education Student’s Society of Nepal, 1 (1) 25-29
Bamford, Julian and Richard D. (2004) Extensive Reading Activities for Teaching
Language. Cambridge: Cambridge University Press.
Bima. 2001. Buku Pintar B. Inggris. Medan : BT/BS BIMA.
Brown, H.D. 2004. Language Assessment : Principles and Classroom Practices.
New York : Pearson Education.
Buehl, Dough. 2009. Classroom Strategies and Interactive Learning ( Third
Edition). Barksdale : International Reading Association.
Cain, K., and Oakhill, J. 2006. Assessment Matters : Issues in the Measurement of
Reading Comprehension. British Journal of Educational Psychology , 76,
679-708
Cain, K., and Oakhill, J. 2014. Reading Comprehension and Vocabulary : Is
Vocabulary More Important for Some Aspects of Comprehension ?.
Department of Psychology Fylde College : Lancaster University.
Cline, F., Johnstone, C., & King, T. (2006). Focus Group Reactions to Tthree
Definitions of Reading (As Originally Developed in Support of NARAP Goal
1). Minneapolis : National Accessible Reading Assessment Projects.
Cresswell, J.W. 2012. Education Research : Planning, Conducting, and Evaluating
Quantitative and Qualitative Research. Boston : Pearson Education.
52
53
Day, Richard, R. 2002. Top Ten Principles for Teaching Extensive Reading.
Reading in a Foreign Language, Volume 14 (2) 1-5.
Djuharie,O.S. 2007. Mengerti Bahada Inggris SMP/MTs. Bandung:
Penerbityrama Widya.
Gay, L. 1987. Educational Research : Competencies for Analysis and Aplication.
Ohio : Merrill.
Grabe, W. and Stoller, F.L.2002. Teaching and Researching Reading ( First
Edition).Edinburg : Person Educated Limited.
Han, E. J. 2010. Extensive Reading Conjoined With Writing Activities as An
Effective Component of English as a Second/Foreign Language Programs.
Unpublished Thesis. University of Wisconsin-River Falls
Han, E.J. 2009. The Effect Of SSS ER Method On Students’ Writing And Language
Abilities. British Journal Education, Volume 3(2)75-91
Harmer, Jeremy.2007. The Practice of English Language Teaching 4 th Ed.
London : Longman.
Ignacio. 2011. Cohesion and the Teaching of EFL Reading. Forum, 31 (2) 12-21.
Jain, M., and Patel,F.M. 2008. English Language Teaching . Jaipur : Sunrise
Publisher and Distributor.
Kimberly. 2014. 9 Definitions of Reading Comprehension. Kimberly Tyson.
Logat : Comprehension, Dr. Kimberly’s Literacy Blog.
Klingner, K.J., et al. 2007. Teaching Reading Comprehension to Students with
Learning Difficulties. New York : London. The Guilford Press.
Koch, Thomas. 2006. Expanding the Power of Extensive Reading : Avoiding the
Rabbit Hole. Kinki University
Koch, Thomas. 2006. Production vs Process : Introducing Extensive Reading into
the Classroom. Kinki University.
Mariko, Kawate.2004. Start with Simple Stories and Enjoy Reading. Bulletin Board
in English.
Mclntyre, E., et al. 2011. Reading Instruction for Diverse Classroom. New York
London : The Guilford Press.
54
Othman, Yahya. 2003. Mengajar Membaca : Teori dan Aplikasi. Selangor : PTS
Publication and Distributing.
Pardiyono. 2007. Pasti Bisa : Teaching Genre Based Writing. Yogyakarta : ANDI
Rozi, F. 2010. The Effect Of Start With Simple Story Extensive Reading Method
On Students’ Reading Comprehension. Reading in a Foreign Language,
Volume 10(1) 2-10.
Steele, C. W. 1992. Critique Didn’t Bash. Writing and Learning 3(1) 5-6.
Santia, Y.S. 2013. The Implementation of Start With Simple Stories (SSS) Method
to Improve Students’ Reading Comprehension (A classroom Action Research
in the Eleventh Year 2012/013). Unpublished Thesis. STAIN Salatiga.
Tim Grasindo. 2014. Bongkar Soal Un Bahada Inggris Smp/Mts 2015(10 Tahun).
Jakarta : PT. Gramedia Widiasarana Indonesia.
Veviana, Devi. 2012. Improving Students’ Achievement in Reading Recount Text
Through the Application of Think Pair Share Strategy. Unpublished Thesis.
Unimed
Westwood, P.S. 2008. What Teacher Need to Know About Reading and Writing
Difficulties. Australia: ACER Press.
EXTENSIVE READING ( SSS ER ) METHOD ON STUDENTS’
READING COMPREHENSION ACHIEVEMENT
IN NARRATIVE TEXTS
A THESIS
Submitted in partial fulfillment of the Requirement
for the Degree of Sarjana Pendidikan
By :
ANNISA NASUTION
NIM. 2113121006
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGE AND ARTS
STATE UNIVERSITY OF MEDAN
2015
ABSTRACT
Nasution, Annisa. The Effect Of Start With Simple Stories Extensive Reading
(SSS ER) Method On Students’ Reading Comprehension Achievement In
Narrative Texts. A Thesis. Medan: English Department, Faculty Languages
and Arts, State University of Medan 2015.
This study was aimed to find out the effect of Start With Simple Stories Extensive
Reading (SSS ER) method on the student’s reading comprehension achievement
in narrative text. This study used the experimental design. The population of this
study was the students of SMP N 6 Kisaran. There were 60 students were taken as
the sample, they were class VIII-1 as the experimental group and VIII-3 as the
control group.The data were acquired by using multiple choice tests which
consisted of 30 items. The data were analyzed by using t-test. The calculation
found that t-observed (4.433) was higher than t-table (2.000) at the level of
significance (α) 0.05 with the degree of freedom (df) 58. Therefore, teaching
reading comprehension of narrative text by using Start with Simple Stories
Extensive Reading method has significant effect on the student’s reading
comprehension achievement.
Key words : Start With Simple Stories Extensive Reading Method, Reading
Comprehension Achievement
i
TABLE OF CONTENTS
Pages
ABSTRACT ............................................................................................................ i
ACKNOWLEDGEMENT ................................................................................... ii
TABLE OF CONTENTS..................................................................................... iv
LIST OF TABLES .............................................................................................. vii
LIST OF APPENDICES ................................................................................... viii
CHAPTER I. INTRODUCTION
A. The Background of the Study ................................................................1
B. The Problem of the Study ......................................................................6
C. The Objective of the Study ....................................................................7
D. The Scope of the Study..........................................................................7
E. The Significance of the Study ...............................................................7
CHAPTER II. REVIEW OF LITERATURE
A. Theoretical Framework ..........................................................................9
1. Reading Achievement ...................................................................9
2. The Concept of Reading Comprehension ...................................10
a. Reading ...........................................................................10
b. Reading Comprehension .................................................11
c. The Purpose of Reading Comprehension........................13
d. The Level of Reading Comprehension ...........................15
e. The Process of Reading Comprehension ........................18
f. Factor Affecting Reading Comprehension .....................19
g. Teaching Reading Comprehension .................................22
3. SSS ER Method ..........................................................................23
a. SSS ER Method ..............................................................23
iv
b. The Procedure of SSS ER Method..................................25
c. The Advantages and Disadvantages of SSS ER .............. 27
d. Types of Text ..................................................................27
a). Narrative Text ...................................................28
b). Generic Structure ..............................................28
c). Grammatical Features .......................................28
d). Kinds of Narrative Text ....................................29
e). Example of Narrative Text................................29
B. Relevant Studies ...................................................................................30
C. Conceptual Framework ........................................................................32
D. Hypothesis ............................................................................................33
CHAPTER III. THE RESEARCH METHOD
A. Research Design ...................................................................................34
B. Population .............................................................................................35
C. Sample ..................................................................................................36
D. The Instrument of Collecting Data .......................................................37
E. The Procedure of Collecting Data ........................................................37
1. Pre-Test ....................................................................................38
2. Treatment .................................................................................38
3. Post-Test...................................................................................39
F. Scoring of Reading Test .......................................................................40
G. The Validity and Reliability of the Test ...............................................40
1. Validity of the Test...................................................................40
2. Reliability of the Test ...............................................................42
H. Technique of Data Analysis .................................................................43
I. Statistical Hypothesis ...........................................................................44
v
CHAPTER IV. DATA AND DATA ANALYSIS
A. Data.......................................................................................................45
B. Data Analysis........................................................................................46
C. Testing Hypothesis ...............................................................................48
D. Research Finding ..................................................................................49
E. Discussion.............................................................................................50
CHAPTER V. CONCLUSION AND SUGGESTION
A. Conclusion ............................................................................................51
B. Suggestion ............................................................................................51
REFERENCES .....................................................................................................52
APPENDICES ......................................................................................................55
vi
LIST OF TABLES
Table 1.1. Students’ Reading Scores of Eight Grade ..........................................2
Table 2.1. Factors Affecting Reading Comprehension .....................................20
Table 3.1. Research Design ..................................................................................35
Table 3.2. Scenario of Treatment for Experimental Group by Using SSS
ER ........................................................................................................38
Table 3.4. Table of Specification .........................................................................41
Table. 4.1. The Data of Experimental Group and Control Group ..................45
Table.4.2. The Calculation of t-table and t-observed ........................................48
vii
LIST OF APPENDICES
APPENDIX A. The Students’ Score Of Pre-test And Post-test Of
Experimental Group ................................................................55
APPENDIX B. The Students’ Score Of Pre-Test And Post-Test Of Control
Group ......................................................................................56
APPENDIX C. The Statistical Analysis For Reliability Of The Test ..............57
APPENDIX D. The Data T-Test Of Experimental Group ..............................59
APPENDIX E. The Data T-Test Of Control Group ........................................60
APPENDIX F. The Calculation Of T-Test And T-Table .................................61
APPENDIX G. Table Percentage Points Of The T-Table ...............................63
APPENDIX H. Lesson Plan (experimental and control group) ......................64
APPENDIX I. Test ..............................................................................................82
APPENDIX J. Answer Sheet ..............................................................................89
viii
CHAPTER I
INTRODUCTION
A. The Background of the Study
Language, either English or Indonesian, consists of four skills, namely
reading, writing, listening, and speaking. Through these skills, people will be able
to understand and produce something. By reading and listening, then someone
will be able to write and say the thing (information) that is found from what is
read and heard. One of the first stages to get information is reading.
Reading is one of the important skills which have to be learned by the
students in order to master English well. Grabe and Stoler (2002:9) state that
reading is the ability to draw meaning from the printed page and interpret this
information appropriately. Reading is something related to the activity of
searching, founding, and collecting the information from the text and it is done
either silently or loudly.
To achieve the purpose of reading, which is to get general or detail
information from the text, the students have to comprehend the text in order to
understand the information effectively. Students will catch the information from
the text, if they comprehend the text.
According to Klingner (2007:2), “Reading comprehension is the process
of constructing meaning by coordinating a number of complex processes that
include word reading, word and word knowledge, and fluency. There is no
reading well without comprehending well.
1
2
Narrative is the one of reading material that is studied by the students in
Junior High School at Eight Grade. According to Pratyasto (2011), narrative is a
type of text that is proposed to amuse and to deal with actual and vicarious
experience in different ways, narrative also deals with problematic events which
lead to a crisis or turning points of some kind, which in turn found a resolution.
Based on the data gotten by observing and interviewing the teachers in
SMPN 6 Kisaran, showed that the students’ reading comprehension in English
Subject was low. It can be seen from Daftar Nilai Siswa of Eight Grade in SMPN
6 Kisaran. The Minimum Competence Criteria ( KKM ) is of 75. The students’
reading scores in second semester would be showed in table 1.1.
Table 1.1. Students’ Reading Scores of Eight Grade
CLASS
> 75
6 ( 16 % )
VIII – 1
3(9%)
VIII – 2
5 ( 14 % )
VIII – 3
6 ( 18 % )
VIII – 4
5 ( 13 % )
VIII – 5
Taken from Daftar Nilai Siswa of Eight
≥ 75
< 75
3(8% )
30 ( 76 % )
4 ( 13 %)
25 ( 78 % )
2(6% )
29 ( 80 % )
5 ( 15 % )
23 ( 67 % )
5 ( 13 % )
29 ( 74 % )
Grade at Second Semester 2014-2015 in
SMP N 6 Kisaran
After knowing students’ reading scores, it can be concluded that their
reading scores is still low and mostly under Minimum Competence Criteria
(KKM ).
One of the factors caused the problem was when the student was given a
text and they were asked to comprehend the contents especially catch the main
information of the text, and then during the process of reading they found words
that they didn’t know its meaning, then they would quickly open the dictionary
3
and look its meaning. After that the students would write the meaning of the word
on the top of the English word. Then they would continue their reading, then find
a difficult word, open the dictionary, find meaning and write and so on until the
end of the text.
So, as the result, they didn’t understand the contents of the text, didn’t find
the information in, but only translated the meaning of each word. This way took a
long time to comprehend the text. Because they more focused on translating
unfamiliar words rather than took the core information of the text.
Beside that, students forced themselves to keep reading a text, although
they already felt bored in reading or even they stopped reading because they found
too many difficult words.
Those problems happened because almost the teachers always use the
lecturing method when teaching reading. They gave the text and then asked the
students to answer the questions that had been provided after the text. After trying
to comprehend the text then, they couldn’t understand, but because, they were
asked to answer the question so, the students more focused on answering the
questions rather than comprehending and getting main information from the text.
As a matter of fact, indirectly, teachers motivated students to answer the question
correctly, not really to understand well the content of the text. The students
predicted the answer by looking the similar words in question to words in the text.
If there was a same sentence in the question and paragraph , then they would think
it was the answer.
4
However, it was not ultimate goal of reading. As mentioned above, that
the success of reading is measured from comprehending and finding the
information from the text. Thus, the lecturing method can’t really measure
students' comprehending of a text.
So, after knowing the students’ problems in reading comprehension, it can
be concluded that there is an inappropriate method used to convey the reading
material. Method is also one of the factors that can affect the learning process.
Through methods, teachers and students can be helped to make the teaching and
learning process run well. But, of course, with a selective method that has been
adapted to the skills, materials, and students’ background.
So, the researcher attempted to apply the method beside the conventional
method, it is Start With Simple Stories Extensive Reading method (SSS ER) that
was
assumed could be appropriate method to convey the reading material,
especially for reading narrative text . Hopefully, this method can bring students to
leave their habit when they read, such as finding a difficult word, opening the
dictionary, searching for meaning, writing the meaning in the text, and stopping
their reading. This method was used to see how significant the method could
influence students' reading comprehension achievement in narrative text.
Akio (2006) says that Start with Simple Stories is a unique, simple and fun
language learning method enjoyed by students of various language levels and
social backgrounds. The reading material most English teachers recommend to
their students for this purpose is popular fiction.
5
Most English teachers put too much emphasize on looking up difficult
words in English-Indonesia dictionaries, and ask students to translate every
sentence into Indonesia if they want to comprehend the text. However, using
dictionaries put too much stress on students and hinder them from leaning
English.
Start with Simple Stories Extensive Reading method will provide a variety
and simple narrative text with the picture, and only consists of some difficult
vocabularies ranges between 3 up to 5 words. The students will not need open the
dictionary and find meaning, so, the students are able to comprehend the text and
the chronology of the story in narrative text more easily.
SSS ER method does not focus on the students’ answers to questions, but
on the comprehension of text correctly. SSS ER method will create fun and relax
reading activity in the classroom. Because the narrative text selected has been
already adjusted to the level of the class, the students’ favorite stories and
students’ interest. So that students will read the text without forcing to answer the
question because they like the stories.
The previous study conducted by Rozi (2010) in eight grade students of
SMP Negeri 2 Lubukliggau, found that it is a good method to conveying reading
material. At the proper time it can improve the students’ habit of reading and also
students’ reading achievement. Students got higher scores after reading many
stories. He used small library as his bigger reading sources. So, the students could
choose many kinds of simple stories that they wanted.
6
Another previous study conducted by Han (2009), in Spanish majoring of
South Korea, found that SSS ER method is affected well to the students’ reading
comprehension. The students could improve their vocabulary little by little. It
really helps students to leave their habit to memorize vocabularies. After reading
simple stories as much as possible, they would have many vocabularies. Then,
they would be able to comprehend the text easily. It starts higher progress from
the simple stories.
Baiti (2013) in the XI-2 Social class of MAN Tengaran, found that SSS
ER method can improve the students’ reading comprehension because this method
used picture to make students easier in understanding the text. She said that the
picture could help them to interpret the story if they really didn’t know some
difficult words. The difficult word didn’t make them difficult to comprehend the
text. The text is simple and also has picture. After comprehending the text, they
were able answer the questions and got higher score.
So, by using SSS ER method, it does not only increase students’
achievement in reading comprehension, but also makes reading as students’ habit.
Based on the elaboration which was given, the SSS ER can provide a good
influence for the students' reading comprehension of narrative texts.
B. The Problem of the Study
Related to the background of the study, the problem of the study was
formulated as the following : “ Is there any significant effect of using Start with
7
Simple Stories Extensive Reading ( SSS ER ) method on students’ reading
comprehension achievement in narrative text ? “.
C. The Objective of the Study
This study was conducted to investigate whether there is some significant
effect of using SSS ER method on students’ reading comprehension achievement
in narrative text or not.
D. The Scope of the Study
There were many methods which could be applied to affect students’
reading comprehension in many kinds of text. But, this study focused on applying
SSS ER method on students’ reading comprehension achievement in narrative
text.
E. The Significance of the Study
The finding of this study would be expected to be useful for:
1. Theoretically
a. The finding of the research could be useful to use in language learning
process especially for reading comprehension of narrative text by using
SSS ER method.
b. The theory of the research paper could be used as the references for
those who want to conduct a research in English teaching-learning
process.
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2. Practically
a. Especially for English teacher, to be creative to apply the method in
teaching reading comprehension in narrative text.
b. Students, to give them the information about other methods that could
help them to improve their reading comprehension achievement in
narrative text.
c. Researcher, to improve her ability to conduct the research especially in
teaching learning research.
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