THE USE OF TEACHING NARRATIVE TEXT USING JUMP READING TO IMPROVE THE STUDENTS’ ORAL READING SKILLS(A CLASSROOM ACTION RESEARCH OF THE EIGHTH GRADE STUDENTS OF MTS TARQIYATUL HIMMAH IN THE ACADEMIC YEAR 2016/2017). - Test Repository

THE USE OF TEACHING NARRATIVE TEXT USING JUMP
READING TO IMPROVE THE STUDENTS’ ORAL READING
SKILLS
(A Classroom Action Research of the Eighth Grade Students of
MTS Tarqiyatul Himmah in the Academic Year 2016/2017)
Submitted to the Board of Examiners as a Partial Fulfillment of the
Requirements for
Degree of Sarjana Pendidikan (S.Pd)
English Education Department of Teacher Training and Education Faculty
State Institute for Islamic Studies ( IAIN) Salatiga

By:
MUKMINATUL AFIFAH
113-12-165
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES ( IAIN )
SALATIGA
2017

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MOTTO

“No Pain, No Gain”

“My name (Mukminatul Afifah) is my motto”

“Sabar iku, pasrah marang gusti”
-Sulaiman Hardi-

iv

DEDICATION
This graduating paper is dedicated to:

1.

My God the Almighty

2.

My beloved father (Sulaiman Hardi) and mother (Puji Astuti), thanks for
all of the prayers, struggle, and sacrifice

3.

My beloved little brother Ahmad Dwi Pujianto and Muhammad Nizamul
Zain, thank for your motivation and smile

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ACKNOWLEDGEMENT
In the name of Allah, The Most Gracious and The Merciful, The Lord of
Universe. Because of Him, the researcher could finish this graduating paper as
one of the requirement for Sarjana Pendidikan in English Education Department
of Teacher Training and Education Faculty of State Institute for Islamic Studies

(IAIN Salatiga).
Eighthly, peace and salutation always be given to our prophet Muhammad
SAW who has guided us from the darkness to the lightness. However, this success
would not be achieved without supports, guidance’s, advices, helps and
encouragements from individual and institution, and the researcher somehow
realize that appropriate moment for me to deepest gratitude for:
1. Dr. Rahmat Hariyadi, M.Pd. as the Rector of State Institute for Islamic
Studies (IAIN) Salatiga
2. Suwardi, M.Pd as the Dean of Teacher Training and Education Faculty
3. Noor Malihah, Ph.D as the Head of English Education Department
4. Rr. Dewi Wahyu Mustikasari, S.S., M.Pd. as counselor who has educated,
supported, directed and given the researcher advices, suggestions, and
recommendation for this graduating paper from beginning until the end
5. My lecturers in IAIN Salatiga, thanks for teaching and giving a lot of their
worth knowledge to the researcher
6. All of the staff who have helped the researcher in processing of graduating
paper administration

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vii

ABSTRACT
Afifah, Mukminatul. 2017. THE USE OF TEACHING NARRATIVE TEXT
USING JUMP READING TO IMPROVE THE STUDENTS’ ORAL
READING SKILLS(A CLASSROOM ACTION RESEARCH OF THE
EIGHTH GRADE STUDENTS OF MTS TARQIYATUL HIMMAH IN
THE ACADEMIC YEAR 2016/2017). Graduating Paper. English Education
Department of Teacher Training and Education Faculty at the State Institute
for Islamic Studies (IAIN) Salatiga. Counselor: Rr. Dewi Wahyu Mustikasari,
S.S., M.Pd
Key Words: Oral Reading, Jump Reading Strategies, Narrative text
This research aims at improving the students’ oral reading skill through
using jump reading in teaching narrative text of the Eighth grade students of MTS
Tarqiyatul Himmah Kauman Lor in the academic year 2016/2017.The objectives
of this research is (1) to describe the implementation of using jump reading in
teaching narrative text to improve students’ oral reading skill, (2) to indentify
improvement of using jump reading in teaching narrative text to improve the
students’ oral reading skill. The methodology of the research was classroom
action research which consist of three cycles. The number of the students in this

research was 17 students. In completing the research, the researcher used field
notes, documentation and test orally as the instruments of the collecting data. By
conducting classroom action research, it was found that the implementation of
jump reading improved students’ oral reading skills in teaching narrative text. The
result of this research showed that the findings in cycle III was higher that the
KKM (Minimum Mastery Criterion) of MTs Tarqiyatul Himmah on score 70 in
the academic year of 2016/2017. The mean of score of post test in cycle III was
74,26. Based on the result of this research, it could be concluded that the
implementation of jump reading strategies improved the students’ oral reading
skills in teaching narrative text of the Eighth grade students of MTs Tarqiyatul
Himmah Kauman Lor in academic year of 2016/2017.

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TABLE OF CONTENT

COVER ........................................................................................................... i
DECLARATION ............................................................................................ ii
ATTENTIVE CONCELOR’S NOTES ........................................................ iii
STATEMENT OF CERTIFICATION ........................................................ iv

MOTTO .......................................................................................................... v
DEDICATION ................................................................................................ vi
ACKNOWLEDGMENT................................................................................ vii
ABSTRACT .................................................................................................... ix
TABLE OF CONTENT ................................................................................. x
LIST OF TABLE............................................................................................ xiv
CHAPTER I: INTRODUCTION ................................................................. 1
A. Background of the Research ..................................................................... 1
B. Problems of the Research.......................................................................... 3
C. Objectives of the Research........................................................................ 4
D. Significances of the Research ................................................................... 4
E. Limitation of the Research ........................................................................ 4
F.

Definition of the Key Term ....................................................................... 5

G. Graduating Paper Outline.......................................................................... 7
CHAPTER II: LITERATURE REVIEW.................................................... 9
A. Previous Research ..................................................................................... 9
B. Oral Reading ............................................................................................. 10

ix

1.

Definition of Oral Reading ................................................................ 10

2.

Purpose of Oral Reading .................................................................... 11

3.

Effective Oral Reading ...................................................................... 13

4.

Oral Reading Process ......................................................................... 14

5.

Teaching Oral Reading ...................................................................... 15

6.

Oral Reading Assessment .................................................................. 17

C. Narrative Text ........................................................................................... 21
1.

Definition of Narrative Text .............................................................. 21

2.

Generic Structure ............................................................................... 22

D. Jump Reading ............................................................................................. 22
1.

Definition of Jump Reading ............................................................... 22

2.

Purpose of Jump Reading .................................................................. 24

3.

Characteristic of Jump Reading ......................................................... 25

4.

Procedures of Jump Reading ............................................................. 26

CHAPTER III: RESEARCH METHODOLOGY ...................................... 27
A. Location of the Research...................................................................... 27
B. Research Design ................................................................................... 27
C. Subject of the Research ........................................................................ 28
D. Research Schedule ............................................................................... 28
E. Technique of Collecting Data .............................................................. 30
1. Test ................................................................................................. 30

2. Cycles of Classroom Action Research ........................................... 32
1) Cycle 1 ..................................................................................... 32
x

2) Cycle 2 ..................................................................................... 34
3) Cycle 3 ..................................................................................... 35
3. Techniques of Analyzing Data ....................................................... 37
CHAPTER IV: RESEARCH PROCESS AND DISCCUSION ................. 40
A. Implementation of Using Jump Reading in Teaching Narrative
Text to Improve the Students’ Oral Reading Skill of Eighth Grade
Students of MTS Tarqiyatul Himmah .................................................. 40
1. Cycle 1 ........................................................................................... 40
2. Cycle 2 ........................................................................................... 45
3. Cycle 3 ........................................................................................... 49
B. Improvement of Using Jump Reading in Teaching Narrative Text
to Improve the Students’ Oral Reading Skill of Eighth Grade
Students of MTS Tarqiyatul Himmah .................................................. 53
1. Cycle 1 ........................................................................................... 54
2. Cycle 2 ........................................................................................... 60
3. Cycle 3 ........................................................................................... 65

CHAPTER V: CONCLUSIONS AND SUGGESTIONS ........................... 72
A. Conclusions .......................................................................................... 72
1. Implementation of Using Jump Reading in Teaching Narrative
Text to Improve the Students’ Oral Reading Skill of Eighth
Grade Students of MTS Tarqiyatul Himmah ................................. 72
2. Improvement of Using Jump Reading in Teaching Narrative

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Text To Improve the Students’ Oral Reading Skill Of Eighth
Grade Students Of MTS Tarqiyatul Himmah ................................ 73
B. Suggestions ......................................................................................... 74
1. For Teacher .................................................................................... 74
2. For Students ................................................................................... 75
3. For Other Researcher ..................................................................... 75
REFERENCES ................................................................................... 76
APPENDICES

xii

LIST OF TABLE
Table 2.1: Rubric Oral Reading Score ............................................................. 20
Table 3.1: Research Schedule .......................................................................... 28
Figure 3.1 : Action Research Spiral ................................................................. 31
Table 4.1 : Students Score In The Pre-Test Of The Cycle 1 ............................ 53
Table 4.2 : Criteria Of Students Achievment Of Pre-Test 1 ............................ 54
Table 4.3 : Students Score In The Post-Test Of Cycle 1 ................................. 54
Table 4.4 : Criteria Of Students Achievement Of Post-Test 1 ......................... 55
Table 4.5 : Difference Square Of Pre-Test And Post-Test Cycle 1 ................. 55
Table 4.6 : Students Score In The Pre-Test Of The Cycle 2 ............................ 59
Table 4.7 : Criteria Of Students Achievment Of Pre-Test 2 ............................ 59
Table 4.8 : Students Score In The Post-Test Of Cycle 2 ................................. 60
Table 4.9 : Criteria Of Students Achievement Of Post-Test 2 ......................... 60
Table 4.10: Difference Square Of Pre-Test And Post-Test Cycle 2 ................ 61
Table 4.11: Students Score In The Pre-Test Of The Cycle 3 ........................... 64
Table 4.12: Criteria Of Students Achievement Of Pre-Test 3 ......................... 65
Table 4.13: Students Score In The Post-Test Of The Cycle 3 ......................... 66

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Table 4.14: Criteria Of Students Achievement Of Post-Test 3 ........................ 67
Table 4.15: Difference Square Of Pre-Test And Post-Test cycle 3 ................. 67

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CHAPTER I
INTRODUCTION
A. Background of the Research
Learning English involves the four kinds of English skills, there
are listening, reading, writing, and speaking. The teacher should apply
appropiate teaching strategies or method to establish. The effectivness of
English language teaching, especially reading to make the students enjoy
and receive the lesson. In this research, the resercher try to improve the
students’ oral reading skill, Hammond (2000, p.123) add that “The oral
reading skill provides a window for the listener to understand the
itegration of skill that students uses to read.”
According to the presurvey held on 26th of October 2016 that was
done by applied observation, most of the students in MTS Tarqiyatul
Himmah Kauman Lor had difficulties to understand how to read orally and
confident to read English text. First,it related to the condition of the
students who are lack of vocabulary. Eighth, the pronunciation and stress.
The last problem is about the fluency. In this case, the teacher were
supposed to be creative in teaching and learning process to created good
atmosphere in the class, to improve students’ oral reading skill, especially
in narrative text and make the English lesson more exciting. The
researcher chooses narrative text because it is appropiate with the syllabus
in the academic year of 2016/2017.

1

Concerning with those problems, the teacher as the main
component of education is challenged to be as creative as posibble to
provide opportunities for the students to expose and to reinforce the
students’ oral reading skill. In addition, to encourage the students to
practice their English. The reasercher tries to help the teacher to solve
students problem in oral reading skill through a suitable teaching
strategies, by which the students learn English with pleasant without any
frustation. Those activities may help the students to improve students’ oral
reading skill. Ariyani (et al. 2012) informs “Oral reading cannot only helps
us open our mouth but also improve our oral English evidently.”
After knowing the problem that faced by the students, the
researcher starts to prepare the instrument, and the focuses of this research
is improving oral reading skill, and the strategies uses jump reading, which
involves in whole group of oral reading. In addition, whole group is part of
the cooperative learning.
The instrument of jump reading as follows, informs that jump
reading must be directly thought to the students are seated on the tables or
in a pods. The group of the students begin reading with the teacher. The
teacher (jumps out) by removing his/ her voice in the last sentence of the
first paragraph. The teacher use a signal to indicate when the next groups
“jump in” to read. The order of groups cannot be predeterminated and
shouldn’t be in a predictable order. The signal can be a touch on the table,
the moving of an object from table to table, or the teacher moving to stand
2

near the next group. Group (jump out) on the final or initial sentences
(Kamei & Hannan, 2015). Its according to statements of Joliffe (2007, p.
3) “ coorperative learning not just group work, task are structured to
necessitate the interaction of pupils in pairs/groups.”
Based on the arguments above, the researcher thinks that it is
necessary to observe the use of teaching narrative text using jump reading
to improve students’ oral reading skill. Therefore, the researcher focuses
on the way of the teachers’ use jump reading strategies to improve
students’ oral reading skill. That is why the researcher chooses the title
“THE USE OF TEACHING NARRATIVE TEXT USING JUMP
READING TO IMPROVE THE STUDENTS’ S ORAL READING
SKILL (A Classroom Action Research of the Eighth Grade Students
of MTS Tarqiyatul Himmah in the Academic Year 2016/2017)”.
B. Problems of the Research
The researcher decides some problems of the research as follow:
1. How far is the implementation of using jump reading in teaching
narrative text to improve the students’ oral reading skill of eighth grade
students of MTS Tarqiyatul Himmah Kauman Lor in the academic
year 2016/2017?
2. How far is the improvement of teaching narrative text using jump
reading to improve students’ oral reading skill for eighth grade of
MTS Tarqiyatul Himmah in the academic year 2016/2017?

3

C. Objectives of the Research
1. To describe the implementation of using jump reading in teaching
narrative text to improve the students’ oral reading skill of eighth grade
students of MTS Tarqiyatul Himmah in the academic year 2016/2017.
2. To indentify improvement of using jump reading in teaching narrative
text to improve the students’ oral reading skill of eighth grade students
of MTS Tarqiyatul Himmah in the academic year 2016/2017.
D. Significances of the Researcher
The researcher hopes that this research could be usefull for the
teachers, the students and also the readers who read the results of the
research.
1. The results of this study hoped to be a usefull in the English teaching,
especially in improving oral reading skill.
2. The researcher hope the students could be interest in oral reading and
be able to improve their pronunciation, stress, fluency, and intonation.
3. This study is hoped to able help the readers or other researchers to do
the same related research.
E. Limitation of the Research
In this research,the researcher only focuses on teaching oral
reading using jump reading to the eighth grade of MTS Tarqiyatul
Himmah Kauman Lor in the academic year 2016/2017.

F. Definition of the Key Terms

4

In order to avoid misunderstanding of the concepts used in this
research, some definition are provided as the following:
1. Narrative Text
Rahman (2013, p. 3) informs “narrative text is a text that amuses,
entertains, and deals with actual or vicarious experience in different
ways. Narrative deals the problematic events which lead to a crisis or
turning point of some kind, which in turn find a resolution.”
According to Anderson (1997) as cited by Rahman (2013, p. 3)
state that,
Every text has the different generic structure, and the steps
constructing a narrative text are; a) Orientation, it can be a
paragraph, a picture or opening chapter in which the narrator tells
the audience about what, when and where the action is happening.
b) Complication a crisis arises, it sets off a chain of events that
influence what will happen in the story. c) Sequence of events, it
provides where the characters react to the complication. d)
Resolution the crisis is solved, for the better or for worse. It
provides a comment or moral value based on what has been learned
from the story (an optional step).

The researcher tells the students material about narrative text
before implementing the strategy. In addition, researcher give some
feedback when the students ask about them.
2. Jump Reading
Jump reading involves in whole group of oral reading, whole
group is part of the cooperative learning. Umiyati (2011, p.11) add that
“Whole group reading class session can be threaded, and in these
situation, the teacher must be considered based on the whole aspects of

5

the students developments and achievements.” It can be conclude that
the students will pick up the new concepts thought whole group
instruction.
The instrument of jump reading as follows, informs that jump
reading must be directly thought to the students are seated on the
tables or in a pods. The group of the students begin reading with the
teacher. The teacher (jumps out) by removing his/ her voice in the last
sentence of the first paragraph. The teacher use a signal to indicate
when the next groups “jump in” to read. The order of groups cannot
be predeterminated and shouldn’t be in a predictable order. The signal
can be a touch on the table, the moving of an object from table to table,
or the teacher moving to stand near the next group. Group (jump out)
on the final or initial sentences (Kamei & Hannan, 2015).
3. Oral Reading Skill
According to Oxford (2008, p. 307) “oral is spoken not written by
or the mouth”. In addition, Oxford (2008, p. 365) informs “reading is
root of read which means as looking at and understanding something
printed or written”.
Hammond (2000, p. 123) stated that ;
Oral reading provides a window for the listener to undestand the
integration of skills that the students uses to read. Students who
read accurately, quickly, and in phrased units, often doing better in
reading assesment, their attitudes toward reading are more positive,
and they are prefer to read for pleasure.
6

This research conducted for help the teacher to solve the students
problem in reading orally, which faced by students in their reading
procces.
G. Graduating Paper Outline
In order to make systemstic research, the researcher organizes this
research into five chapters, there are as follows:
Chapter I is introduction, and it contains of the background of the
research, problems of the research, objectives of the research,
significances of the research, limitation of the research, definiton of the
key terms, and graduating paper outline.
Chapter II is uderlying framework, and it contains the oral reading
defintion, purpose of oral reading, effective oral reading, oral reading
process, teaching oral reading, oral reading assesment. Eighthly, defintion
of narrative text, generic structure of narrative text, languange narrative
text. Thelast it contains jump reading defintion, puropses of jump reading,
and characteristic of jump reading.
Chapter III is literature review, and it contains the research setting,
description of the research schedule, research methodology, research
procedure, method of collecting data, research instrument.
Chapter IV is research process and discussion, and it contains the
implementation of using jump reading in teaching narrative text to
improve the students’ oral reading skill of Eighth grade students of MTS
Tarqiyatul Himmah. It also contains the improvement of using jump
reading in teaching narrative text to improve the students’ oral reading
7

skill of Eighth grade students of MTS Tarqiyatul Himmah in the academic
year 2016/2017.
Chapter V is closing. It contains of the conclusion and suggestions.
After that, it followed by references and appendices.

8

CHAPTER II
LITERATURE REVIEW
A. Previous Researches
In order to improve understanding to this research that focuses on
the oral reading skill, the researcher presents two relevant studies. The first
research has been done by Hidayah (2013). The objectives of this research
was to describe teaching reading using oral reading technique can improve
reading comprehension in the Eighth year of SMP N 02 Tuntang 2013.
The implementation using oral reading technique, the result of post-test
from cycle 1 and cycle 2 showed better than pre –test from cycle 1 and
cycle 2. From the data, the researcher concluded that the students grew
their motivation, brave to read English, and they can improved their
reading comprehension when oral reading applied in the class.
The second research has been done by Ariyani (2012). This
research is held to improve the students pronunciation especially in
English word in form short text used reading aloud. It is Classroom Action
Research was conducted in three cycles. The subject of this research is
grade VIII which is consists 25 students. The data is collected by using
field notes and by using formula of mean score. The result indicate the
students’ pronunciation in short text improve of each cycle by using read
aloud, it can be seen from the mean score on third cycle that it was
categorize as good.

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This research uses jump reading strategies as a new strategy in
improving students’ oral reading skill.

The research conduct in three

cycles, because the process of collecting data by ask the students readings
aloud come forward one by one in after and before the implementation of
jump reading strategies. Jump reading strategies were conduct in whole
group of the class consist 6 members in each group. The subject of the
research is the eighth grade of MTS Tarqiyatul Himmah in the academic
year 2016/2017.
B. Oral Reading
1. Definition of Oral Reading
According to Oxford (2008, p. 307) “Oral is spoken not written by
or for the mouth”. In addition, Oxford (2008, p. 365) inform "Reading
is root of "read" which means as looking at and understanding
something printed or written.” Reading is one of the language existing
skills beside speaking, writing, and listening. Achievement in learning
can be influenced significantly by the meaningful of the students in
reading.
Kasim & Seyit (2012, p. 79) state “Reading is very sophisticated
structure and includes many skills that require simultaneous
coordination to complete many reading tasks successfully.” Experts
define oral reading in different meanings. Reading is often viewed as a
solitary act, especially when the students are silence. Rasinski (2003,

10

p. 23) explainsthat “Reading can easily be used to build community
among students, particularly when they engage in oral reading.”
Hammond (2000, p. 123) informs “Oral reading provides a
window for the listener to understand the integration of skills that the
students uses to read. Students who read accurately, quickly, and in
phrased units, often doing better in reading assessment, their attitudes
toward reading are more positive, and they are prefer to read for
pleasure.” In this research, in the implementation of strategy, students
should work in group and improve their concentration for more
understand how to read the text correctly by listen from the other
group. Rasinski (2003, p. 19) add that,
The fact of the matter is oral reading not dead in elementary and
middle-school classroom. High quality forms of it, which the teacher
describes later, play an important role in reading education and should
be an integral part of any program, along with silent reading. Indeed, at
least one study has linked student oral reading at home with higher
overall reading achievement.
It can be conclude that oral reading is important aspect that always
uses not only in reading procces but also in every skill of learning
english procces.
2. Purpose of Oral Reading
Every activity has a purpose, so do oral reading. According to
Rasinski (2003, p. 23) the purpose of oral reading are:
a. Oral reading builds confidence
Oral reading performance has apotential to transform a self
conscious student into a star performer, especially when he or she

11

is coached and given opportunities to practice. In addition, oral
reading is the vehicle that allows them to find their voices. In this
research, students should learn about oral reading that focuses on
pronunciation, fluency, stress, intonation.The researcher hope that
students doing strategy with confidence and get their voices,
becouse this implement conducted work in group
b. Oral reading fosters fluency
Reading fluency is refers to the ability of readers to read
quickly, effortlessly, and efficiently with good, meaningful
expression, it means much more than accuracy in reading, while
many readers can decode words accurately they may not be fluent
or, as some reading scholar have termed, automatic in their word
recognition. In addition, students more focuses on the text and how
to read correctly that influence the reading fluency.
c. Oral reading connects spoken and written language
According to Staufer (1980) as cited by Rasinski (2003, p.
23) that,
Language experience can help the students to see the
connection between their oral speech and written words. In
order carry out this approach, a common experience, such
as field trip, than it will be shared by a group of students,
discussed in class, and then transferred into print, with the
teacher as scribe.
In this research, the researcher uses jump reading strategy with
narrative flashcardas a media for the implementation.

12

d. Oral reading is sharing with other
According to Smith and Jhonson (1976) as cited by
Rasinski (2003, p. 24)state that “These sharing may range from
reading to the teacher for diagnostic purposes of reading to the
whole class for skill development, information, or recreation.” In
addition,

this

research

uses

jump

reading

can

improve

concentrations and oral reading skill. In this research, oral reading
sharing with other was applied in processing jump reading when
the students read aloud the narrative text and the other group could
listened the group that was read.
3. Effective Oral Reading
Rasinski (2003, p. 26) state,
There are some goals of effective oral reading. The good model of
oral reading is an instruction in oral reading helps which develop
fluency in several ways. First, when the teachers read to their
students orally, in a natural manner, teachers model fluent reading.
Particularly, when the teachers draw attention and how to their
reading, teachers help students to see that meaning in reading is
carried not only in the words, but also in the way the words are
expressed.
Furthermore, Briggs (1978, p. 8) state “Oral reader can give the
listener a reading pattern to emulate. Besides that, the reader who
correctly applies reading skills can give the listener a feeling”. In
addition, while the students are reading orally, the peers may perceive
him or her as a poor reader who unwittingly mispronounces words and
changes perfectly readable print into enigma by ignoring punctuation

13

marks and by misapplying word attack skills. Therefore, an oral
reading performance could result in the reader’s loss of poise, social
status, and confidence. In the implementation of the strategy, students
should learn the text correctly by listen from other group that had been
read the text.
4. Oral Reading Process
Reading is one stand of literacy. The reading process is complex
and multidimensional. Effective teachers have an understanding of this
complexity and they are able to use range of teaching approaches that
produce confidence and independent readers.
Oral readings are used in three setting in the classroom:
a. According to Briggs (1978, p. 259) state that,
Oral reading is also used in small group where students have been
placed according to need, interest, or achievement. The teacher is
better able to meet the individual needs of the students by using
these groups. When the reading orally in this situation, the student
will read to a limited number of peers who have comparable ability
and achievement.
In accordance with the instrument of jump reading in this research,
it consists of several small groups. Each group, read text orally
according to the teacher instruments.
b. According to Dallman (et.al, 1974) “A whole class may constitute
the reading group. In this situation, the students read text orally to
all member of the class.” It is line with, the instrument that used in
implementation of jump reading.

14

c. The possession of necessary skills for oral reading should not be
the only criterion used for selecting students to read. The students
also are emotionally, socially, and physically ready. All of these
areas must be considered before a student is called to read orally in
group with an audience. Of course, the same rule applies to the
other academic activities as well.
5. Teaching Oral Reading
Richards (2002, p. 283) states “In situation of foreign language
teaching, reading receives a special focus. Many foreign language
students often have reading as one of their most important goals. They
want to be able to read information and pleasure. For their career and
for study purposes.” Good reading text also provides good models for
reading and provide opportunities to introduce new topics, to stimulate
discussion, and to study language. In addition, reading is a skill which
is highly valued by students and teachers as like in the classroom.The
reason teaching oral reading is very important, as follow:
a. Oral reading enhance fluency
According Rasinski (2013, p. 517) states,
Fluency is an essential part of successful reading. Fluency is based
on automacity (a reader’s ability to recognize words
automatically). If students want to be both automatic and fluent
readers, they need practice. Preparing to read text aloud
expressively provides students with the time and means to
recognize words automatically and to read a text with a high
percentage of accuracy. When the students practice by engaging in
repeated oral readings, their levels of fluency will increase
significantly.

15

It can be concluded, in research that improving oral reading skill,
students needs some ptactice with correct strategy in learning
English activities.
b. Oral reading is fun
Rasinski (2003, p. 19) points out that “Oral reading can be an
enjoyable experience. Most students love to hear their teachers
read aloud the very best trade books, for example listening to an
expressive and meaning filled voice can draw students into the
reading of magic.” The research, the material of oral reading is
narrative story for support the implementation of the learning
strategies. Its accordance with syllabus that uses in academic year
2016/2017.
c. Oral reading builds confidence
Davis (1997) as cited by Rasinski (2003, p. 20) state that,
When students read with expressive skills, they also develope more
confidence in themselves as readers. No longger limited either to
rapid word calling or to stumbling over print, students will
discover that, with practice and guidance, they can become fluent,
purposeful, and effective readers of the kinds of print material that
had previously frustrated or befuddled. And with repeated succes,
their confidence will rise.
This research indicates jump reading startegies as the right
way to build students confidence, because this strategy uses small
groups which make

the students feel enjoyable with this

atmosphere, and for other theory about the important of oral
reading skill, on the part purposes of oral reading was explained.

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Rasinski (2004, p. 47) explains that, “Instruction in teaching
oral reading skill, depends on the area which students require the
most help. Students with the difficulties in accuracy require
instruction in learnig how to decode words.”In research
instructional strategies, the researcher usually give the example to
the students, how to read

narrative correctly that focuses on

fluency, pronunciation, stress, intonation. The researcher guides the
students

when doing implementation of the learning strategies

(jump reading).
6. Oral Reading Assesment
An assesment of oral reading fluency perform as well as or better
than many other test of reading, because oral reading fluency task is
design to brief, reliable, and repeatable. In addition, oral reading
fluency tasks are controling the progress of individual student who are
risk for latter detrimental reading outcomes.
The scale focuses on the level of skill that students demonstrates in
phrasing and expression while reading aloud. After listening and
record students’ voices, the teacher rate the student’s reading
according to the level

that best describes the student’s overall

performance. Acording to Hudson, Lane, and Pullen (2005, p.707),
provides a more detailed assessment of the students’, as follow:
a. Students’ placed vocal emphasis on appropiate word.
b. Students’ voice tone rose an fell at appropiate points in the text.

17

c. Students’ inflection reflected punctuation in the text.
d. In narrative text with dialogue, student used appropiate vocal
tone to represent characters’ mental states, such as excitement,
sadness, fear, or confidence.
e. Students’ uses punctuation to pause appropiately at phrase
boundaries.
f. Students’ uses prepositional phrases to pause appropiately at
phrase boundaries.
g. Students’ uses subject- verb divisions to pause appropiately at
phrase boundaries.
h. Students’ uses conjunctions to pause appropiately at phrase
boundaries.
The research uses more easily quantifiable for assesing oral reading
accordance with these theory and reading curicullum. It consists four
aspects, such as prounciation, stress, fluency, intonation, and the
explanation as follow:
a. Pronunciation
Ariyani (2012, p. 1) states that,
Pronuciation is one of the essential noun based on the oral form
and the basic ability of speaking as well as other language. The
correct pronunciation in English is to help the students to
pronounce correctly. Clear pronunciation makes the students
easy to understand and produce inteligiable sound.

It can be concluded that prounciation as important component
to support oral reading fluency. In the first aspect of the rubric

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assesment, the researcher rates pronunciation with five score
criteria
b. Stress
Chen (et. al 2012, p. 46) informs that “ Stress in English is
marked by length, greater loudness, a rise in pitch, and usually
vowel clarity.” According to Taylor (1996) as cited by Chen (
et.al 2012 p. 46) states “ Stress must be considered from the
prespective of both the speaker and listener.” The researcher in
the Eighth aspects rate the stress scale with focuses on students
use appropiate vocal tone to represent mental states, such as
excitement, sadness, fear, or confidence.
c. Fluency
Allington (2006, p. 94) points out “Ithink fluency is reading
in phrases, with appropriate intonation and porsody, fluency is
reading with expression.” Rapllica (et.al 2013) informs that “
Oral reading fluency is ability to read connected text qiuckly,
accurately with expression.”It can be conclude that fluent
reading is a particulary important skill for students as they
move throught the levels as they increasingly use longer read
lengthier narratives and research topics in dept.
d. Intonation
According to Murcia (et. al 1996) as cited by Park (2011, p.
6) state that “ Intonation has been characterized as the rising

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and

falling of the voice to various pitch level during the

articulation of an utterance.”For this research, intonation uses
by studentsvoice tone rose an fell at appropiate points in the
text.
In this reaesarch, the researcher presented these assesment in the
table as a rubric assesment oral reading skill that several scoring refers
to some of the theory , as follow:
Table.2.1
Rubric Oral Reading Score

No
1

2

3

Competency
Pronunciation

Stress

Fluency

Description

Score

Many wrong pronunciation

20- 34

Frequent
incorrect
pronunciation
Occasional
errors
in
pronunciation
Some
errors
in
pronunciation
No errors or minor errors

35-54

85- 100

Many cannot understood

20- 34

Frequent incorrect in stress

35-54

Occasional errors in stress

55- 69

Some error in stress

70- 84

No error or minor in stress

85- 100

Dominated by hesitation

20- 34

Frequent hesitation

35-54

20

55- 69
70- 84

4

Intonation

Occasional hesitation

55- 69

Minor hesitation

70- 84

No hesitation

85- 100

Many wrong intonation

20- 34

Frequent
incorrect
intonation
Occasional
errors
in
intonation
Some error in intonation

35-54
55- 69

No error in intonation

85- 100

70- 84

C. Narrative Text

1. Definition of Narrative Text
Rahman (2013, p. 5) states,
A narrative text is a text that amuses, entertains, and deals with
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. This kind of
story is very familiar and very easy to find in daily life,because
the themes of this story have close relationship with human life
and human characteristics.
According to Anderson (2002, p. 3) as cited by Rahman ( 2013, p.
6) states “ Give an example narrative texts which includes: myths,
fairytales, science fiction, and romance novels.” In this research, the
researcher uses narrative text about fable (stories about animal) with
expectations the students more interested with oral reading.
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2. Generic Structure
Anderson (1997) as cited by Rahman (2013, p. 7) points out that,
Every text has the different generic structure, and the steps
constructing a narrative text are; (Orientation) it can be a
paragraph, a picture or opening chapter in which the narrator tells
the audience about what, when and where the action is happening,
and then (Complication) a crisis arises, it sets off a chain of events
that influence what will happen in the story, after that (Sequence of
events) it provides where the characters react to the complication,
next (Resolution) the crisis is solved, for the better or for worse. It
provides a comment or moral value based on what has been learned
from the story (an optional step), and lastly (Coda) providing a
comment or moral based on what has been learned from the story
(an optional step).
Before implementing the learning strategies, researcher gives some
explanation about narrative text to the students. In addition,
researcher implement the learning strategies repeatly.
D. Jump Reading
1. Definition of Jump Reading
Jump reading is included in the whole group of oral reading
strategies, whole group is part of the cooperative learning. Meador
(2017, p. 2) states,
Whole group instruction is direct instruction using traditional
textbook or suplemental material with minimal diferentiation in
either content or assesment. In addition, the whole group
instruction is a great opportunity to review previously learned
skills to help the students maintain their proficiency in using them.
The research will implement until three times in every cycles. For
the material, the researcher uses narrative text and flashcard as a
media.The instrument of jump reading was conducted by researcher
with combine according these theory. This strategy must directly
22

thought to students and works best when the students are sat on the
table or in a pods. Before the implementation begin, teacher give
students’ narrative flash card as the material.
The group of students begin reading with the teacher, it according
to Meador (2017, p. 3) state “Introducting concepts in a whole group
setting gives the teacher the opportunity to present the basic material to
every students at once.”Rasinski ( 2003, p.26) point outs that,
First, when the teachers read to their students orally, in a natural
manner, teachers model fluent reading. Particularly, when the
teachers draw attention and how to their reading, teachers help
students to see that meaning in reading is carried not only in the
words, but also in the way the words are expressed.
The teacher (jump out) by removing her /his voice in the last
sentence of the first paragraph. The teacher uses signal to indicate
when the next group (jump in) to read. The order of group cannot be
predetermined and shouldnot be in predictable order. In line with idea
of Rasinski (2003, p. 23) informs that “Oral reading builds the
confidence and oral reading is the vehicle that allows them to find their
voices.”The signal can be touch on the table, the moving of an object
from table to table, or the teacher moving to stand near the next group.
Group (jump out) on the final or initial sentence.In addition, these
group classroom strategies constiutes the reading group. In this
situation, students will read orally by all members of the class.

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2. Purpose of Jump Reading
Such as the other learning strategies, jump reading has some
purposes. They are as follow :
a. To motivate the sudents to more like with oral reading procces.
By using this strategies, the students learn to read smoothly,
build the fluency, consentration, confidence. In addition, it
could help the students in solving the problem, especially the
pronunciation, stress, fluency, and intonation. In line with idea
of Ariyani (et.al 2012) that “ Reading aloud has been shown to
increase accesibility to texts for students who are unable to read
text for themeselves.”
b. To make a suitable activities where the teacher acts a
controller, the purposes of group proccesing is to clarify and
improve the effectiveness of the members in contributing to the
joint effort to achieve the group golas.
c. To improve oral reading skill. In line with idea of Ariyani (et.al
2012) that “Oral reading cannot only helps us open our mouth
but also improve our oral English evidently.”
3. Characteristic of Jump Reading
The chracteristic of jump reading is whole group strategies, it has
means:
a. According to Meador (2017) state that “ Whole group is direct
instruction using traditional textbook or suplemental material

24

with minimal differentiation in either content or assesment, its
some times referred to as whole class instruction. Its typically
provided through teacher –led direct instruction.”
b. Umiyati (2011, p.13) informs that “ Whole group reading class
session can be threated, and in these situation, the teacher must
be considered based on the whole aspects of the students
development and achievement.”
From the explanation experts above, it can be concluded that the
students will pick up the new concepts throught whole group
instruction. Meador (2017) points out that “The whole group
instruction is most effective when it is immediately followed with
small group instruction.” Moreover, whole group instruction should
apply first, and it should immediately followed with small group
instruction.
In small group, students should tend participate more equally and
they also able to experiment. The major benefit of small group is to
improve students’ knowledge by sharing with other group member
and make students’ learning procces more fun.”It can be conclude that
both of them is a part of cooperative learning. In addition, its a
specific kind of collaborative learning. In cooperative learning,
students work together in smal groups on a structured activity. They
are individually accountable, for their work , and the work of group
as whole is also assesed.

25

4. Procedures of Jump Reading
The procedures of jump reading as mentioned by Kamei & Hannan
(et.al, 2015) as follow:
a. All the member of VIII A divided into some groups.
b. The teacher gives a flash card for each student in every group.
c. Informs that jump reading must be directly thought to the students
are seated on the tables or in a pods.
d. The group of the students begin reading with the teacher.
e.

The teacher (jumps out) by removing his/ her voice in the last
sentence of the first paragraph.

f. The teacher use a signal to indicate when the next groups (jump in)
to read.
g. The order of groups cannot be predeterminated and shouldn’t be in
a predictable order. The signal can be a touch on the table, the
moving of an object from table to table, or the teacher moving to
stand near the next group.
h.

Group (jump out) on the final or initial sentences.

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CHAPTER III
RESEARCH METODOLOGY
A. Location of the Research
This research was conducted in MTS Tarqiyatul Himman Kauman
Lor. This school is located at Desa Kauman Lor, Kecamatan Pabelan,
Kabupaten Semarang. MTS Tarqiyatul Himmah was build and started
educational isntitution since 1978, It stands in area 1034 m 2. There are
three grades of class : VII (A,B,C) , VIII (A,B,C), IX (A,B,C). The
headmaster of this school is Drs. Muh. Abdul Kholiq, M.Ag.
B. Research Design
This research is Classroom Action Research (CAR). According to
Koshy (2005, p. 2)that “ Action research as an enquiry, undertakens in
regour and understanding so as to constantly refine practice, the emerging
evidence –based outcomes with then contribute to the researching
practitioner’s continuing professional development.” Thomas (2007, p. 49)
also explains that “action research generally involves inquiring into one’s
own practice throught a procces of self monitoring that generally includes
entering a cycle of planning, acting, observing, and reflecting on an issue
or problem in order to improve practice.”Based on the explanation above,
It can be conclude that CAR is an effective media in improving the quality
of English teacher performance in instruction for students’ achievment in
the learning English classroom. The teacher asses the effectiveness their

27

own teaching activities and plan the improvement based on the result of
the assesment.
This CAR, the researcher began the research with submitted some
information with do simple interview with Mrs. Ninik Arifah, S.,Pd as
English teacher. The reasearcher and teacher worked together in many
activities, such as planning lesson plan, prepared the strategies to solve the
students problem, and disccusion proper material.
C. Subject of the Research
Subject of the research was the students of VIII A in MTS
Tarqiyatul Himmah Kauman Lor in academic year 2016/2017. There were
as many