THE EFFECT OF APPLYING STORY GRAMMAR STRATEGY ON STUDENTS` ACHIEVEMENT IN READING COMPREHENSION OF NARRATIVE TEXT.
THE EFFEC
FECT OF APPLYING STORY GRAM
MMAR
STRATEGY
TEGY ON STUDENTS’ ACHIEVEMEN
EMENT
IN READING
R
COMPREHENSION OF
NARRATIVE TEXT
A THESIS
Submitt
itted as Partial Fulfillment of the Requiremeents
for the Degree of Sarjana Pendidikan
MELDA RATNA SARI SIBARANI
M
R
Registration
Number 2103121030
ENGLISH
GLISH AND LITERATURE DEPARTM
MENT
FACU
CULTY OF LANGUAGES AND ARTS
TS
STA
STATE
UNIVERSITY OF MEDAN
2015
ACKNOWLEDGEMENT
First of all, the writer would like to express her praises to Almightily
Jesus Christ who has blessed and given the ability to the writer to complete this
thesis as a partial fulfillment for the requirement for the degree of Sarjana
Pendidikan (S-1) at the English Department of Faculty of Languages and Arts,
State University of Medan.
This thesis would not have been possible without the guidance and the
help of several individuals who always contributed and extended their valuable
assistances in the preparation and completion of this thesis. The writer’s special
appreciation goes to:
Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Languages and Art Faculty.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department.
Dra.Meisuri, M.A., as the Secretary of English Department.
Nora Ronita Dewi,S.S,M.Hum., the Head of English Education Study
Program.
Prof. Dr. Berlin Sibarani, M.Pd., her first Thesis consultant.
Dra. Sortha Silitonga, M.Pd., her Academic Advisor and her Reviewer,
Prof. Dr. Lince Sihombing, M.Pd., and Dr. Anni Holila Pulungan,
M.Hum., as her Reviewers.
All the lectures of English and Literature Department who have taught,
guided, and advised her throughout the academic years.
Euis Sri Wahyuningsih, M.Pd and Mr. Pantes, Administrative staffs of
English Department.
Drs. Sucipta, M.Pd, the headmaster of SMP Negeri 2 Kualuh Leidong.
Her beloved parents, Ferdinand Sibarani and Mariati br. Marpaung, for
the patience, affection, prayer and everything that have given not only in
finishing her study but also in her entire life. Her dearest sisters: Rengsi
Rosinta Sibarani and Linda Hasiholan Sibarani, S.Pd., for their endless
ii
love. And her brother in law: Tua Harianto Simamora. And also her niece
Paskah Roulina Sianipar, Marthalita Roulina Sianipar, Christabel
Julinese Roulina Sianipar, and Emmanuella Roulina Sianipar.
Her closest cousins, Hertina Veronika Simatupang, Fanny Octavia Sibarani,
Hans Bertoni Simanjuntak, Kristin Enjelina Simanjuntak, Kiki Pangaribuan,
Josua Alfonso Simanjuntak, for their helps, love and supports.
Her best therapists, Viviana Melina Simanjuntak, S. Pd., Ingrid Laurensia
Simanungkalit, S.Pd., Rizky Atika Sari, S.Pd., Dian Werdhyati Bangun,
S.Pd., her best bullying motivator: The Boogeyman Randy Adhitya
Hutabarat, S.Pd., and her closest friends: Bintang Purnama Sari, S.Pd., Kak
Ledianti S, Elfrida, Maya, Kak Melyn for the friendship, helps, having
special time and happy memories.
Her best friends since Senior High School , Hanna Noveria Marbun, S.E.,
Oristia Giovanni Sihombing, S.H., for their support, love, and care. Her
bestfriends since Junior High School, Marudut Sinaga and Romian
Rumapea, for their support and prayers. Her bestfriends since childhood,
Agustina Pangaribuan, Lina Tua Simatupang, Okce Siagian, Astria
Siburian, Lidia Malau, Ester Silalahi, and Benhur Pandiangan, for their
never ending care.
Her special partner, Mario Sinabariba, S.E, for his care, love, and prayers.
The writer’s best colleague friends especially for ReAction 2010, PPLT
SMP/SMA IMMANUEL 2013, PPBS Community and people who direct or
indirectly contributed in this study, your kindness means a lot to her.
Medan, Agustus 2015
The Writer
Melda Ratna Sari Sibarani
NIM. 2103121030
iii
ABSTRACT
Sibarani, Melda Ratna Sari. 2103121030. The Effect of Applying Story
Grammar Strategy on Students’ Achievement in Reading Comprehension of
Narrative Text. A Thesis: English Department. Faculty of Languages and
Arts, State University of Medan. 2015.
This study deals with the effect of applying Story Grammar Strategy on students’
achievement in reading comprehension of narrative text. It was conducted by
using experimental research design. The population of this study was the grade
eight (VIII) students of SMP Negeri 2 Kualuh Leidong with four parallel classes.
The samples of the study were two classes divided into two groups, experimental
and control group which were chosen by using lottery technique. Sixty students
were taken as the samples. The experimental group was taught by using story
Grammar Strategy, while the control group was taught by using Conventional
Way. The instrument for collecting the data was a multiple choice test. The data
of this study were taken from the students’ score of reading test. Kuder
Richardson (KR20) formula was applied to obtain the reliability of the test. Based
on the calculation, it showed that the reliability of the test was 0.88 categorized as
high reliability. There were two data used in this research. They were pre-test and
post-test. Then, after analyzing the data, it was found that the value of tobserved was
4.28 with the degree of freedom (df)=58 at the level of significance p(0.05) =
2.00. It means that tobserved is higher than ttable (4.28 > 2.00). The result of this study
shows that Story Grammar Strategy has a significant effect on students’
achievement in reading comprehension of narrative text. It means that the
hypothesis is accepted.
Keywords: Story Grammar Strategy, Students’ Achievement,
Comprehension, Narrative Text, Experimental Design, Reading Test
i
Reading
TABLE OF CONTENTS
Page
ABSTRACT ............................................................................................................ i
ACKNOWLEDGEMENT.................................................................................... ii
TABLE OF CONTENTS..................................................................................... iv
LIST OF TABLES ............................................................................................... vi
LIST OF FIGURES ............................................................................................ vii
LIST OF APPENDICES ................................................................................... viii
CHAPTER I: INTRODUCTION .........................................................................1
A. The Background of the Study....................................................1
B. The Problem of the Study..........................................................6
C. The Objective of the Study........................................................6
D. The Scope of the Study .............................................................7
E. The Significances of the Study..................................................7
CHAPTER II: REVIEW OF LITERATURE .....................................................8
A. Theoretical Framework .............................................................8
1. Student Achievement in Reading.........................................8
2. Reading ................................................................................9
3. Reading Comprehension ....................................................10
a. Process of Reading Comprehension ..............................12
b. Level of Reading Comprehension .................................13
c. Assessment of Reading Comprehension........................14
4. Teaching Reading Based Genre..........................................15
5. Narrative Text.....................................................................16
6. Method of Language Teaching...........................................20
7. Cooperative Learning Strategy...........................................21
8. Collaborative Strategic Reading (CSR)..............................21
a. The Definition of CSR ...................................................21
b. The Purpose of CSR.......................................................22
c. The Procedure of CSR ...................................................23
9. The Advantages and Disadvantages of CSR ......................27
10.The Application of CSR on Reading Narrative Text .........28
B. Conceptual Framework ...........................................................30
C. Hypothesis ...............................................................................32
CHAPTER III: RESEARCH METHOD...........................................................33
A. Research Design ......................................................................33
B. Population and Sample............................................................34
iv
C.
D.
E.
F.
G.
The Instrument of Collecting Data ..........................................34
The Procedure of the Study .....................................................36
Scoring System........................................................................39
The Validity and Realibility of the Test ..................................40
Technique for Analyzing Data ................................................41
CHAPTER IV: DATA ANALYSIS AND RESEARCH FINDINGS ..............43
A. Data .........................................................................................43
B. Data Analysis ..........................................................................46
1. Testing Reliability of the Test ..........................................47
2. Test for Homogeneity of Variance...................................47
3. Data Analysis by Using T-Test Formula..........................47
C. Testing Hypothesis ..................................................................48
D. Research Findings ...................................................................48
CHAPTER V: CONCLUSION AND SUGGESTION......................................49
A. Conclusion...............................................................................49
B. Suggestion ...............................................................................49
REFERENCES.....................................................................................................51
v
LIST OF TABLES
Tables
Page
1.1 The Example Of Narrative Text.................................................................
3.1 Research Design ........................................................................................
3.2 Table of Specification ................................................................................
3.3 Treatment in Experimental Group ............................................................
3.4 Teaching Procedure for Control Group .....................................................
vii
21
28
30
33
36
LIST OF APPENDICES
Page
APPENDIX A. The Score of Pre Test and Post Test by Students of Control
Group .........................................................................
44
APPENDIX B. The Score of Pre Test and Post Test by Students of Experimental
Group .........................................................................
45
APPENDIX C. The Calculation of Reliability ...........................................
46
APPENDIX D. The Calculation of T-Test for Experimental Group ..........
48
The Calculation of T-Test for Control Group............
50
APPENDIX E. Precentage Points of The T Distribution............................
52
APPENDIX F. Lesson Plan ........................................................................
53
APPENDIX G. Reading Comprehension Test............................................
67
APPENDIX H. Answer Key.......................................................................
74
viii
CHAPTER I
INTRODUCTION
A. The Background of the Study
Reading is one of the most important skills in language learning besides
listening, speaking and writing. Without reading, one cannot access written
information. In reading process, students are expected to get knowledge and be
familiar with what the teacher has explained in the content, where as in
comprehension the students are expected to have more skills in order to get
meaning in the text. That is the purpose of reading comprehension. Therefore, it is
useless if one do not have reading competence, because reading competence
enables students to find the information in reading text.
The important point to be made about the reading is reading
comprehension. To master reading skill, the readers need good comprehension in
reading activity. In reading comprehension, reader must be able to get a deeper
understanding of information that presented in a text. It means that reading
comprehension involves thinking process. According to Westwood (2008:31)
reading comprehension is an active thinking process which a reader intentionally
constructs meaning to form a deeper understanding of information that presented
in a text. An active thinking process involves the activity of linking of new
information to the students’ experience or background knowledge.
Every student absolutely has the prior knowledge. Each of them carries
different schema or prior knowledge. Each of them carries different schema or
prior knowledge. It is not same for all students. But, in the fact most of the
1
2
students still get a lack in activating their prior knowledge during the
reading process, specifically in reading comprehension. Whereas, the
activation of prior knowledge makes up a great amount of the process
of reading comprehension. In this case, teachers have an important role.
The teacher should attempt to activate prior knowledge as much as
possible to reading text, allowing students to apply the prior knowledge
use while reading.
Because reading comprehension is the important thing in reading,
the students are expected to read various texts to get deeper
understanding of information or to have knowledge. Harmer (2003:208)
states that students sometimes have low expectation in reading
comprehension. The students think that understanding the passage is
difficult. And when the teacher in the past given them a text that they
have no interest, then they would predict that the future activities will
be boring. So when the teacher told them to tell some information from
their reading text, most of them didn’t have idea to tell some
information from what they’ve read. For Indonesian students, reading is
still difficult to learn, particularly in reading English material.
Based on the researcher’s experience when researcher was in
research in field (PPL), the researcher found that the students have a
difficulty when the students are asks to get some interesting messages
from their reading text. Although some students could read and
pronounce the words well but they could not understand to comprehend
3
the text well. And the result, most of them always get bad score in
reading comprehension and could not reach minimum passing score
(KKM). This condition really proves how bad the students achievement
in reading.
Narrative text includes any type of writing that relates a series of
events and includes both fiction (novels, short stories, poems) and
nonfiction (memoirs, biographies, news stories). Both forms tell stories
that use imaginative language and express emotion, often through the use
of imagery, metaphors, and symbols. Students need to know how narrative
texts work and how to read them, because stories are used for many
important purposes. The purpose of narrative text is to entertain, to gain
and hold a reader's interest; however, writers of memoirs and novels often
relate complex stories that examine universal ideas, events, and issues. In
addition, speakers, advertisers, and politicians use stories to persuade us to
accept or reject an idea.
In effect, students need to learn the purposes and methods of
narration in order to understand the narrative framework and to eliminate
frustration when they read. When students know the narrative elements,
they can more easily follow the story line and make successful predictions
about what is to occur. In addition, understanding these elements develops
higher-level thinking skills. For example, the complications in a plot are
4
related to cause and effect, and awareness of character's motives can lead
to analysis.
Teaching narrative text emphasizes on teaching student to utilize
story structure as an organizing framework for understanding aspects of
the stories they read. To comprehend the story, students need to know
about the generic structure of the story. Many researchers have
recommended that traditional concepts related to teaching reading
comprehension should be substituted by more innovative ones. Among
those innovative strategies is Story Grammar Strategy.
Story Grammar Strategy refers to the elements of a story
including the title, author, setting, main characters, conflict and
resolution, events, and conclusion. Story Grammar Strategy is an
interactive conceptualization of reading which is based on the
conceptualization that readers should be consciously aware of text
structure. According to this conceptualization, reading comprehension
is an interactive process, an interchange of ideas or a transaction
between the reader and the text. The reader interacts with the text and
relates ideas from the text to prior experiences to construct meaning.
Based on the explanation above, the writer will find out whether this
strategy effectively used in teaching reading comprehension and to
improve the students’ achievement in reading narrative text.
5
B. The Problem of the Study
Based on the previous discussion in the background of the study, a
research problem is formulated as the following: “Does the application
of Story Grammar Strategy significantly affect students’ reading
comprehension?
C. The Scope of the Study
The study is focused on the effect of using Story Grammar
Strategy in reading comprehension. This study is limited only on
reading narrative text.
D. The Objective of the Study
In relation to the problem, the objective of the study is to find out
whether Story Grammar strategy significantly affects the students’
reading comprehension.
E. The Significance of the Study
The results of this study are expected to give some useful
information both theoretically and practically.
6
1. Practically:
a. English
teachers
who
are
expected
to
improve
reading
comprehension of narrative text by adopting Story Grammar
Strategy in teaching learning process.
b. The students help them in comprehending narrative text easily and
to help students sharing ideas or opinion related to the text.
2. Theoretically:
a. The researchers who are supposed to update their knowledge or
information about how to improve reading comprehension of
narrative text.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the result of this study, the researcher found that the students’
achievement taught by using Story Grammar Strategy is higher than the students’
achievement taught by without Story Grammar Strategy. It is indicated from by
the data statistically that the result of calculation of t-test that t-observed value
4.28 is higher than t-table value 2.00 at the level of significant of 0.05, which
implies that the alternative Hypothesis (Ha) is accepted.
B. Suggestion
Based on the conclusion above, some suggestions are offered as follows :
1. It is suggested that English teachers apply Story Grammar Strategy in
teaching reading comprehension because it has been proved that the
strategy gave the better score to students’ achievement.
2. The students is suggested to apply this learning strategy in comprehending
a text. The students will find by applying Story Grammar Strategy is easier
to comprehend the text and get the unfamiliar words.
3. For the future studies, the researchers are suggested to conduct study based
on story grammar not only developing reading comprehension but also
stimulating students’ critical thinking about what they have read.
46
REFERENCES
Amer, A. (1992). The Effect of Story Grammar Instruction on EFL Students’
Comprehension of Narrative Text. Reading in a Foreign Language, 8, (2)
711-720.
Arikunto, S. 2006. Prosedur Penelitian: Suatu Pendekatan Pratek. Jakarta:
Rineka Cipta.
Beck, I. L. 1984. Developing comprehension: The Impact of Direct Reading
Lesson. Hillsdale: Lawrence Associations.
Best, J. W. & Khan, J. V. 2002. Research in Education 7th . New Delhi: Prentice
Hall.
Biocca, Frank. 2011. Television and Political Advertising Volume 1:
Psychological Processes. New York: Routledge.
Boulineau, T. 2004. Use of Story-Mapping to Increase the Story-Grammar Text
Comprehension of Elementary Students with Learning Disabilities. Disability
Quarterly, Vol. 27(2), 2004.
Brown, H. D. 1994. Principles of Language Learning and Teaching. New Jersey:
Prentice Hall, Inc.
Bui,Y. 2002. Using Story Grammar Instruction and Picture Books to Increase
Reading
Comprehension . Academic Exchange Quarterly ,6(2),127-133 .
Burns, Paul et al. 1984. Teaching Reading In Todays Elementary School. Boston:
Houghton Miffin Company.
Byram, Michael. 2004. Routledge Encyclopedia of Language Teaching and
Learning. London: Routledge.
Cooper, J.P. 1986. Improving Reading Comprehension. Boston: Houghton Mifflin
Co.
Dimino, Joseph. 2012. Story Grammar: An Approach for Promoting At-Risk
Secondary Students’ Comprehension of Literature.
Gallan, Janet A. 2008. New York State Grade 3 Elementary- Level English
Language Arts Test. New York: Barrons Educational Series Inc.
Gersten, R., Baker, S., Pugach, M., Scanlon, D., & Chard, D. (2001).
Contemporary special education teaching. In V. Richardson, (Ed.),
47
48
Handbook of Research on Teaching (4th ed). Washington, DC: American
Educational Research Association.
Grabe, Willian and Stoller, F.L. 1988. Teaching and Researching Reading.
Britain: Pearson Education.
Harmer, Jeremy. 2003. The Practice of English Language Teaching ( Third
Edition). London: Longman.
Keir, June. 2009. Imaginative narrative: Perfecting the Art of Writing Stories.
Greenwood: Ready-Ed Publicators.
Klingner, J.K., Vaughn, Sharon. & Boardman, Alison. 2007. Teaching Reading
Comprehension to Students with Learning Difficulties. New York: The
Guilford Press.
Mahmoud,A. 2010. The Effect of Using Story Grammars on the Students’
Achievement. Journal of Al-Quds Open University for Research and
Studies -No.21 - October 2010.
Murza, Kimberly A. (2010). Story Grammar Instruction to Improve Narrative
Comprehension and Production in Preschool through Secondary Students.
Nunan, David. 2003. Practical English Language Teaching. New York: McGrawHill Companies, Inc.
Nuttal, Christine. 2005. Teaching Reading Skill. London: Macmilan Publisher
Pardiyono. 2007. Pasti Bisa! Teaching Genre-Based Writing. Yogyakarta:
Penerbit Andi.
Richard, Jack and Rodgers. 2001. Approaches and Methods in Language
Teaching. Cambridge: Cambridge University Press.
Turner, T. 1988. Comprehension: Reading for Meaning. London: Scott Foresman.
Vallecorsa,A.L.,&deBettencourt,L.U.1997. Using a Mapping Procedure to Teach
Reading and Writing Skills to Middle Grade Students with Learning
Disabilities.Education and treatmemt of children,20 (2),173-188.
Westwood, Peter S. 2008. What Teacher Need to Know about Reading and
Writing Difficulties. Melbourne: Australian Council for Educational
Reasearch.
Wiresma, William. 1980. Research Method In Education. F.E Peacock Publishers.
FECT OF APPLYING STORY GRAM
MMAR
STRATEGY
TEGY ON STUDENTS’ ACHIEVEMEN
EMENT
IN READING
R
COMPREHENSION OF
NARRATIVE TEXT
A THESIS
Submitt
itted as Partial Fulfillment of the Requiremeents
for the Degree of Sarjana Pendidikan
MELDA RATNA SARI SIBARANI
M
R
Registration
Number 2103121030
ENGLISH
GLISH AND LITERATURE DEPARTM
MENT
FACU
CULTY OF LANGUAGES AND ARTS
TS
STA
STATE
UNIVERSITY OF MEDAN
2015
ACKNOWLEDGEMENT
First of all, the writer would like to express her praises to Almightily
Jesus Christ who has blessed and given the ability to the writer to complete this
thesis as a partial fulfillment for the requirement for the degree of Sarjana
Pendidikan (S-1) at the English Department of Faculty of Languages and Arts,
State University of Medan.
This thesis would not have been possible without the guidance and the
help of several individuals who always contributed and extended their valuable
assistances in the preparation and completion of this thesis. The writer’s special
appreciation goes to:
Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Languages and Art Faculty.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department.
Dra.Meisuri, M.A., as the Secretary of English Department.
Nora Ronita Dewi,S.S,M.Hum., the Head of English Education Study
Program.
Prof. Dr. Berlin Sibarani, M.Pd., her first Thesis consultant.
Dra. Sortha Silitonga, M.Pd., her Academic Advisor and her Reviewer,
Prof. Dr. Lince Sihombing, M.Pd., and Dr. Anni Holila Pulungan,
M.Hum., as her Reviewers.
All the lectures of English and Literature Department who have taught,
guided, and advised her throughout the academic years.
Euis Sri Wahyuningsih, M.Pd and Mr. Pantes, Administrative staffs of
English Department.
Drs. Sucipta, M.Pd, the headmaster of SMP Negeri 2 Kualuh Leidong.
Her beloved parents, Ferdinand Sibarani and Mariati br. Marpaung, for
the patience, affection, prayer and everything that have given not only in
finishing her study but also in her entire life. Her dearest sisters: Rengsi
Rosinta Sibarani and Linda Hasiholan Sibarani, S.Pd., for their endless
ii
love. And her brother in law: Tua Harianto Simamora. And also her niece
Paskah Roulina Sianipar, Marthalita Roulina Sianipar, Christabel
Julinese Roulina Sianipar, and Emmanuella Roulina Sianipar.
Her closest cousins, Hertina Veronika Simatupang, Fanny Octavia Sibarani,
Hans Bertoni Simanjuntak, Kristin Enjelina Simanjuntak, Kiki Pangaribuan,
Josua Alfonso Simanjuntak, for their helps, love and supports.
Her best therapists, Viviana Melina Simanjuntak, S. Pd., Ingrid Laurensia
Simanungkalit, S.Pd., Rizky Atika Sari, S.Pd., Dian Werdhyati Bangun,
S.Pd., her best bullying motivator: The Boogeyman Randy Adhitya
Hutabarat, S.Pd., and her closest friends: Bintang Purnama Sari, S.Pd., Kak
Ledianti S, Elfrida, Maya, Kak Melyn for the friendship, helps, having
special time and happy memories.
Her best friends since Senior High School , Hanna Noveria Marbun, S.E.,
Oristia Giovanni Sihombing, S.H., for their support, love, and care. Her
bestfriends since Junior High School, Marudut Sinaga and Romian
Rumapea, for their support and prayers. Her bestfriends since childhood,
Agustina Pangaribuan, Lina Tua Simatupang, Okce Siagian, Astria
Siburian, Lidia Malau, Ester Silalahi, and Benhur Pandiangan, for their
never ending care.
Her special partner, Mario Sinabariba, S.E, for his care, love, and prayers.
The writer’s best colleague friends especially for ReAction 2010, PPLT
SMP/SMA IMMANUEL 2013, PPBS Community and people who direct or
indirectly contributed in this study, your kindness means a lot to her.
Medan, Agustus 2015
The Writer
Melda Ratna Sari Sibarani
NIM. 2103121030
iii
ABSTRACT
Sibarani, Melda Ratna Sari. 2103121030. The Effect of Applying Story
Grammar Strategy on Students’ Achievement in Reading Comprehension of
Narrative Text. A Thesis: English Department. Faculty of Languages and
Arts, State University of Medan. 2015.
This study deals with the effect of applying Story Grammar Strategy on students’
achievement in reading comprehension of narrative text. It was conducted by
using experimental research design. The population of this study was the grade
eight (VIII) students of SMP Negeri 2 Kualuh Leidong with four parallel classes.
The samples of the study were two classes divided into two groups, experimental
and control group which were chosen by using lottery technique. Sixty students
were taken as the samples. The experimental group was taught by using story
Grammar Strategy, while the control group was taught by using Conventional
Way. The instrument for collecting the data was a multiple choice test. The data
of this study were taken from the students’ score of reading test. Kuder
Richardson (KR20) formula was applied to obtain the reliability of the test. Based
on the calculation, it showed that the reliability of the test was 0.88 categorized as
high reliability. There were two data used in this research. They were pre-test and
post-test. Then, after analyzing the data, it was found that the value of tobserved was
4.28 with the degree of freedom (df)=58 at the level of significance p(0.05) =
2.00. It means that tobserved is higher than ttable (4.28 > 2.00). The result of this study
shows that Story Grammar Strategy has a significant effect on students’
achievement in reading comprehension of narrative text. It means that the
hypothesis is accepted.
Keywords: Story Grammar Strategy, Students’ Achievement,
Comprehension, Narrative Text, Experimental Design, Reading Test
i
Reading
TABLE OF CONTENTS
Page
ABSTRACT ............................................................................................................ i
ACKNOWLEDGEMENT.................................................................................... ii
TABLE OF CONTENTS..................................................................................... iv
LIST OF TABLES ............................................................................................... vi
LIST OF FIGURES ............................................................................................ vii
LIST OF APPENDICES ................................................................................... viii
CHAPTER I: INTRODUCTION .........................................................................1
A. The Background of the Study....................................................1
B. The Problem of the Study..........................................................6
C. The Objective of the Study........................................................6
D. The Scope of the Study .............................................................7
E. The Significances of the Study..................................................7
CHAPTER II: REVIEW OF LITERATURE .....................................................8
A. Theoretical Framework .............................................................8
1. Student Achievement in Reading.........................................8
2. Reading ................................................................................9
3. Reading Comprehension ....................................................10
a. Process of Reading Comprehension ..............................12
b. Level of Reading Comprehension .................................13
c. Assessment of Reading Comprehension........................14
4. Teaching Reading Based Genre..........................................15
5. Narrative Text.....................................................................16
6. Method of Language Teaching...........................................20
7. Cooperative Learning Strategy...........................................21
8. Collaborative Strategic Reading (CSR)..............................21
a. The Definition of CSR ...................................................21
b. The Purpose of CSR.......................................................22
c. The Procedure of CSR ...................................................23
9. The Advantages and Disadvantages of CSR ......................27
10.The Application of CSR on Reading Narrative Text .........28
B. Conceptual Framework ...........................................................30
C. Hypothesis ...............................................................................32
CHAPTER III: RESEARCH METHOD...........................................................33
A. Research Design ......................................................................33
B. Population and Sample............................................................34
iv
C.
D.
E.
F.
G.
The Instrument of Collecting Data ..........................................34
The Procedure of the Study .....................................................36
Scoring System........................................................................39
The Validity and Realibility of the Test ..................................40
Technique for Analyzing Data ................................................41
CHAPTER IV: DATA ANALYSIS AND RESEARCH FINDINGS ..............43
A. Data .........................................................................................43
B. Data Analysis ..........................................................................46
1. Testing Reliability of the Test ..........................................47
2. Test for Homogeneity of Variance...................................47
3. Data Analysis by Using T-Test Formula..........................47
C. Testing Hypothesis ..................................................................48
D. Research Findings ...................................................................48
CHAPTER V: CONCLUSION AND SUGGESTION......................................49
A. Conclusion...............................................................................49
B. Suggestion ...............................................................................49
REFERENCES.....................................................................................................51
v
LIST OF TABLES
Tables
Page
1.1 The Example Of Narrative Text.................................................................
3.1 Research Design ........................................................................................
3.2 Table of Specification ................................................................................
3.3 Treatment in Experimental Group ............................................................
3.4 Teaching Procedure for Control Group .....................................................
vii
21
28
30
33
36
LIST OF APPENDICES
Page
APPENDIX A. The Score of Pre Test and Post Test by Students of Control
Group .........................................................................
44
APPENDIX B. The Score of Pre Test and Post Test by Students of Experimental
Group .........................................................................
45
APPENDIX C. The Calculation of Reliability ...........................................
46
APPENDIX D. The Calculation of T-Test for Experimental Group ..........
48
The Calculation of T-Test for Control Group............
50
APPENDIX E. Precentage Points of The T Distribution............................
52
APPENDIX F. Lesson Plan ........................................................................
53
APPENDIX G. Reading Comprehension Test............................................
67
APPENDIX H. Answer Key.......................................................................
74
viii
CHAPTER I
INTRODUCTION
A. The Background of the Study
Reading is one of the most important skills in language learning besides
listening, speaking and writing. Without reading, one cannot access written
information. In reading process, students are expected to get knowledge and be
familiar with what the teacher has explained in the content, where as in
comprehension the students are expected to have more skills in order to get
meaning in the text. That is the purpose of reading comprehension. Therefore, it is
useless if one do not have reading competence, because reading competence
enables students to find the information in reading text.
The important point to be made about the reading is reading
comprehension. To master reading skill, the readers need good comprehension in
reading activity. In reading comprehension, reader must be able to get a deeper
understanding of information that presented in a text. It means that reading
comprehension involves thinking process. According to Westwood (2008:31)
reading comprehension is an active thinking process which a reader intentionally
constructs meaning to form a deeper understanding of information that presented
in a text. An active thinking process involves the activity of linking of new
information to the students’ experience or background knowledge.
Every student absolutely has the prior knowledge. Each of them carries
different schema or prior knowledge. Each of them carries different schema or
prior knowledge. It is not same for all students. But, in the fact most of the
1
2
students still get a lack in activating their prior knowledge during the
reading process, specifically in reading comprehension. Whereas, the
activation of prior knowledge makes up a great amount of the process
of reading comprehension. In this case, teachers have an important role.
The teacher should attempt to activate prior knowledge as much as
possible to reading text, allowing students to apply the prior knowledge
use while reading.
Because reading comprehension is the important thing in reading,
the students are expected to read various texts to get deeper
understanding of information or to have knowledge. Harmer (2003:208)
states that students sometimes have low expectation in reading
comprehension. The students think that understanding the passage is
difficult. And when the teacher in the past given them a text that they
have no interest, then they would predict that the future activities will
be boring. So when the teacher told them to tell some information from
their reading text, most of them didn’t have idea to tell some
information from what they’ve read. For Indonesian students, reading is
still difficult to learn, particularly in reading English material.
Based on the researcher’s experience when researcher was in
research in field (PPL), the researcher found that the students have a
difficulty when the students are asks to get some interesting messages
from their reading text. Although some students could read and
pronounce the words well but they could not understand to comprehend
3
the text well. And the result, most of them always get bad score in
reading comprehension and could not reach minimum passing score
(KKM). This condition really proves how bad the students achievement
in reading.
Narrative text includes any type of writing that relates a series of
events and includes both fiction (novels, short stories, poems) and
nonfiction (memoirs, biographies, news stories). Both forms tell stories
that use imaginative language and express emotion, often through the use
of imagery, metaphors, and symbols. Students need to know how narrative
texts work and how to read them, because stories are used for many
important purposes. The purpose of narrative text is to entertain, to gain
and hold a reader's interest; however, writers of memoirs and novels often
relate complex stories that examine universal ideas, events, and issues. In
addition, speakers, advertisers, and politicians use stories to persuade us to
accept or reject an idea.
In effect, students need to learn the purposes and methods of
narration in order to understand the narrative framework and to eliminate
frustration when they read. When students know the narrative elements,
they can more easily follow the story line and make successful predictions
about what is to occur. In addition, understanding these elements develops
higher-level thinking skills. For example, the complications in a plot are
4
related to cause and effect, and awareness of character's motives can lead
to analysis.
Teaching narrative text emphasizes on teaching student to utilize
story structure as an organizing framework for understanding aspects of
the stories they read. To comprehend the story, students need to know
about the generic structure of the story. Many researchers have
recommended that traditional concepts related to teaching reading
comprehension should be substituted by more innovative ones. Among
those innovative strategies is Story Grammar Strategy.
Story Grammar Strategy refers to the elements of a story
including the title, author, setting, main characters, conflict and
resolution, events, and conclusion. Story Grammar Strategy is an
interactive conceptualization of reading which is based on the
conceptualization that readers should be consciously aware of text
structure. According to this conceptualization, reading comprehension
is an interactive process, an interchange of ideas or a transaction
between the reader and the text. The reader interacts with the text and
relates ideas from the text to prior experiences to construct meaning.
Based on the explanation above, the writer will find out whether this
strategy effectively used in teaching reading comprehension and to
improve the students’ achievement in reading narrative text.
5
B. The Problem of the Study
Based on the previous discussion in the background of the study, a
research problem is formulated as the following: “Does the application
of Story Grammar Strategy significantly affect students’ reading
comprehension?
C. The Scope of the Study
The study is focused on the effect of using Story Grammar
Strategy in reading comprehension. This study is limited only on
reading narrative text.
D. The Objective of the Study
In relation to the problem, the objective of the study is to find out
whether Story Grammar strategy significantly affects the students’
reading comprehension.
E. The Significance of the Study
The results of this study are expected to give some useful
information both theoretically and practically.
6
1. Practically:
a. English
teachers
who
are
expected
to
improve
reading
comprehension of narrative text by adopting Story Grammar
Strategy in teaching learning process.
b. The students help them in comprehending narrative text easily and
to help students sharing ideas or opinion related to the text.
2. Theoretically:
a. The researchers who are supposed to update their knowledge or
information about how to improve reading comprehension of
narrative text.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the result of this study, the researcher found that the students’
achievement taught by using Story Grammar Strategy is higher than the students’
achievement taught by without Story Grammar Strategy. It is indicated from by
the data statistically that the result of calculation of t-test that t-observed value
4.28 is higher than t-table value 2.00 at the level of significant of 0.05, which
implies that the alternative Hypothesis (Ha) is accepted.
B. Suggestion
Based on the conclusion above, some suggestions are offered as follows :
1. It is suggested that English teachers apply Story Grammar Strategy in
teaching reading comprehension because it has been proved that the
strategy gave the better score to students’ achievement.
2. The students is suggested to apply this learning strategy in comprehending
a text. The students will find by applying Story Grammar Strategy is easier
to comprehend the text and get the unfamiliar words.
3. For the future studies, the researchers are suggested to conduct study based
on story grammar not only developing reading comprehension but also
stimulating students’ critical thinking about what they have read.
46
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