THE STRATEGIES IN TEACHING READING NARRATIVE TEXT APPLIED BY THE TEACHERS AT SECOND GRADE OF MAN MODEL PALANGKA RAYA

THE STRATEGIES IN TEACHING READING NARRATIVE TEXT
APPLIED BY THE TEACHERS AT SECOND GRADE OF MAN MODEL
PALANGKA RAYA
THESIS

Presented to the Department of Language Education of
the Faculty of Teacher Training and Education of the State Islamic Institute
of Palangka Raya in Partial Fulfillment of the Requirement for the Degree of
Sarjana Pendidikan Islam

By
M. RASYID
SRN. 1001120578

STATE ISLAMIC INSTITUTE OF PALANGKA RAYA
FACULTY OF EDUCATION AND TEACHER TRAINING
DEPARTMENT OF LANGUAGE EDUCATION
ENGLISH EDUCATION STUDY PROGRAM
1437 H/2016 M

i


i

i

MOTTO
“you

can say, you can do and be
responsible”

(“KAWA BA UCAP, KAWA MANGGAWI WAN KAWA MANYANDANG”)
By: TABALONG regency

i

i

THE STRATEGY IN TEACHING READING NARRATIVE TEXT APPLIED
BY THE TEACHER AT SECOND GRADE OF MAN MODEL OF

PALANGKA RAYA
ABSTRACT
The purpose of this study to find out the strategy in teaching narrative
text applied by the teacher at second grade of MAN Model of Palangka Raya,
this research is for knowing what the strategy is applied in teaching narrative
text by the teacher at second grade of MAN Model Palangkaraya.
This study used descriptive qualitative design since this study concerns
with process. The samples of this study are five English teachers. To find out
the data the writer used observation, interview and documentation. To
analyze the result of the data the writer used editing, coding and tabulating.
The result of the study, are as follows. First of all, strategies used by the
teachers in MAN MODEL Palangka Raya for teaching reading are
monitoring comprehension 5, metacognition 4.6, graphic and semantic
organizers 3.6, answering question 4.6, generating questions 4.2, recognizing
story structure 4.2, summarizing 4.6.The teacher HLMH used MNT COM
and MTG strategy in teaching learning. These strategies can be identified
because in the activities HLMH asks the students to use the teacher’s laptop
to check the spelling and asks the students understanding about the
material.The teachers JH SR and CRL used MNT COM strategy in teaching
learning. This strategy can be identified because in the activities JH SR and

CRL identify the difficult words. The teachers S M and CRL used MNT
COM strategy in teaching learning. This strategy can be identified because in
the activities S M and CRL explain the steps of drama. The teachers RSD and
CRL used MNT COM and ANS QUE strategy in teaching learning. These
strategies can be identified because in the activities RSD and CRL ask the
students whether they understand or not and the teachers ask the students to
write the answer on the white board.
The English teachers in MAN MODEL Palangka Raya, they supposed to
increase their ability to use the best strategies to help the students felt
motivated while English learning processes.
The teacher should be more active to apply the strategies in teaching
learning, the strategies should apply in whole skill not only in reading but
also for all skill in English and learning.
Keywords: Strategy, Reading and Narrative text.

i

STRATEGI DALAM PENGAJARAN MEMBACA TEKS NARASI YANG
DIGUANAKAN GURU PADA KELAS DUA DI MAN MODEL PALANGKA
RAYA

ABSTRAK
Penelitian ini bertuajan untuk memberikan gambaran mengenai strategi
pengajaran teks narasi yang digunkan guru pada kelas dua di MAN Model
Palangka Raya. Oleh karena itu, tujuan utama penelitian ini adalah untuk
mengetahui strategi yang digunakan oleh guru dalam pengajaran teks narasi di
MAN Model Palangka Raya.
Penelitian ini menggunakan metode kualitatif. Sampel yang digunakan
adalah lima orang guru bahasa Inggiris. Untuk mengumpulkan data penulis
menggunakan observasi, wawancara, dan dokumentasi. Untuk menganalisa data
penulis menggunakan pengeditan, pengkodean, dan pentabelan.
Hasil dari penelitian ini yang pertama, stratgi yang digunakan guru di MAN
Model Palangka Raya dalam pengajaran membaca yaitu monitoring
comprehension 5, metacognition 4.6 , graphic and semantic organizer 3.6 ,
answering question 4.6 , generating questios 4.2 , recognizing story structure 4.2 ,
summarizing 4.6. Guru HLMH menggunakan MNT COM dan MTG strategi
stategi ini bisa di identifikasi karena dalam aktifitas aktifitas nya, HLMH meminta
murid nya untuk menggunakan laptop guru nya untuk mencek ejaan dan
memninta murid nya untuk memahami materi. Guru JH SR dan CRL
menggunakan MNT COM strategi dalam belajar mengajar, strategi ini bisa di
identifikasi dalam aktifitas JH SR dan CRL mengedentifikasi kata kata yang

susah. Guru Sm dan CRL menggunakan MNT COM stategi dalam belajar
mengajar, startegi ini bisa diedentifikasi karena SM dan CRL menjelaskan
langkah langkah dari drama. Guru RSD dan CRL menggunakan MNT COM and
ANS QUE strategi dalam belajar mengajar strategi strategin ini bisa di
edentifikasi karena RSD dan CRL meminta murid nya untuk menulis jawaban di
papan tulis.
Guru guru bahasa Inggris di MAN MODEL Palangka Raya mereka
mengharapkan untuk kemampuan merka menggunakan strategi yang terbaik
untuk menolong siswa termotivasi dalam belajar bahasa Inggris.
Guru harus lebih aktif untuk menerapkan strategi dalam proses belajar
mengajar, strategi harus digunakan di seluruh kemampuan tidak hanya dalam
membaca tetapi juga untuk semua kemampauan dalam proses belajar dan
mengajar bahasa Inggris.
Kata kunci : strategi, membaca, dan teks narasi

i

ACKNOWLEDGMENTS
First of all, the writer wishes to express his particular thanks to Allah
SWT. In this right chance, the writer would like to give greatest thanks to:

1.

Dr. Ibnu Elmi A.S Pelu. SH, M.H, as a Rector of State Islamic Institute of
Palangka Raya for his direction and permission of conducting this thesis.

2.

Drs. Fahmi, M.Pd, as the Dean of the Faculty of Tarbiyah and Teacher
Training the State Islamic Institute of Palangka Raya (IAIN), for his direction
and encouragement.

3.

Dra. Hj. Rodhatul Jennah, M. Pd, as the Vice Dean I of Faculty of Teacher
Training Education of the State Islamic Institute of Palangka Raya, for her
agreement so that the writer can complete the requirements of writing
this thesis.

4.


Hj. Hamidah, MA, as the Chair ofDepartment of Language Education, for her
agreement so that the writer can complete the requirements of writing this
thesis.

5.

M. Zaini Miftah, M.Pd, as the chief of English Education Study Program, for
his permission so that the writer can complete the requirements of writing this
thesis.

6.

Santi Erliana, M. Pd, as the first advisor, for her advice, suggestions,
motivation, and encouragement in conducting research and compiling this
thesis.

7.

Catharina Elmayantie, M. Pdas the second advisor for her advice,
suggestions, motivation, and encouragement in conducting and compiling this

thesis.

8.

Dra. Hj. Susilawaty, M.Pd as the head of master of MAN Model Palangka
Raya, for her time and opportunity that has been given during the
accomplishment of this thesis.

9.

Dra. Halimah,M.Pd, Jhon Sarip,S.Pd, Siti Masniah, S.Pd, Rasidi, S.Pd,I and
Carlie Skellington for the time and opportunity that have been given during
the accomplishment of this thesis.

i

10. Last, all of his friends of English Department Students in academic year of
2010 whom always share, support, and help in conducting research.
Greatest thanks are also addressed to his parents who always support, pray,
suggestions, and their affections sincerely to the writer’s effort in accomplishing

this study.
The writer realizes that the study is still far from the perfectness, therefore
some constructive critical and suggestions are welcomed. Finally, may Allah
always blessess us.
Palangka Raya, June 21th, 2016
The Writer

M. RASYID
SRN. 1001120578

i

DEDICATION

Thanks to Allah SWT for giving me everything and also my
prophet Muhammad Shalaullahualaihi wasallam. This thesis is
dedicated to some special people in my life as follows:
 My wonderful parents H. Mahyuni and Hj. Salasiahh Thanks
for your love, affection, praying and encouragement for my
study that I could not repay with such a greatest things and

also thanks a lot for my beloved uncle and aunt Halilullah and
Hj. Ni’mah always support me in motivation and financial.
 My wonderful sister Saidati Munawarah, also my cousin
Habib A Mansyuri, Muhammad Naseh, Nur Afivy and Fatima
Nabela
 My best friend Amrulah S. Pd, I, Ahmad Damayanti S. Pd,I ,
Abdul Halik, Muhammad Hamdan S. Pd,I, Muhammad
Uliannoor S. Pd,I and Muhammad Soleh S. Pd,I. Moch Zaid
Sidik, Januardi Hustanto, Atribut Suparmanto.
 All of my wonderful friends of English Education Study
Program with their support and helps. I am very happy to be part
of you in pacing our unforgetable life. Keepmoving forward,
never moving backward, and trus to our God who gives us
mercy and blessing wherever we life.

i

TABLE OF CONTENTS
PAGE OFCOVER ............................................................................................
APPROVAL OF THE THESIS ADVISORY COMMITE ..............................

OFFICIAL NOTE ............................................................................................
LEGALIZATION OF THE THESIS EXAMINING COMMITTEE ..............
ACKNOWLEDMENT .....................................................................................
ABSTRACT .....................................................................................................
DECLARATION OF AUTHENTICATION ...................................................
MOTTO ...........................................................................................................
DEDICATION .................................................................................................
TABLE OF CONTENTS .................................................................................
LIST OF TABLES ...........................................................................................
LIST OF FIGURES .........................................................................................
LIST OF ABBREVATIONS ...........................................................................
LIST OF APPENDICES ..................................................................................
CHAPTER I: INTRODUCTION
A. Background of the Study........................................................ 1
B. Research Problem...................................................................
C. Objective of the reseach .........................................................
D. Theoretical framework ...........................................................
E. Significance of the study ........................................................
F. Definition of Key Terms ........................................................
CHAPTER II: REVIEWE OF RELATED LITERATURE
A. Previous study .......................................................................
B. Reading ..................................................................................
1. The nature of raeding comprehension .................................
2. Problem in reading ...............................................................
3. Reading assessment .............................................................
4. The good reading instruction ...............................................
C. Reading Strategy ....................................................................
1. Nature of reading strategy ...................................................
2. Principle for teaching teenagers ...........................................
3. Reading micro skills ............................................................
4. Kinds of reading strategies .................................................
D. Narrative .................................................................................
1. Definition of Narrative ........................................................
2. Generic Structure of Narrative .............................................
3. The Language Feature of Narrative .....................................
CHAPTER III: RESEARCH METHOD
A. Research Type ...............................................................
B. Research Design ............................................................
C. Subject of the Research .................................................
D. Role of the Researcher in the Study ..............................
E. Research site ..................................................................

i

i
ii
iii
iv
v
vii
ix
x
xi
xii
xiv
xvi
xvii
xvii

6
7
7
8
8

10
15
15
17
20
21
23
23
24
27
28
31
31
32
33
38
39
40
40
40

F. Source of the data .......................................................... 40
G. Data collection Procedure .............................................. 41
1. observation ............................................................... 41
2. interview .................................................................. 42
3. documentation.......................................................... 42
H. Research Instrument ...................................................... 43
1. Interview guide line ................................................. 43
2. Observation checklist............................................... 43
3. Reading strategy checklist ....................................... 43
I. Data analysis Procedure ................................................. 44
1.Editing......................................................................... 44
2.Coding......................................................................... 44
3. Tabulating .................................................................. 45
CHAPTER IV : RESULT OF THE STUDY AND DISCUSSION
A. RESULT OF THE STUDY ............................................ 46
1. The strategies applied by the teachers in teaching
reading of narrative text ............................................
46
2. The teaching learning using strategy teachers in
teaching reading of narrative text .............................. 52
3. The frequency of using strategy in teaching reading
narrative text.............................................................. 59
B. Discussion ....................................................................... 59
CHAPTER V : CLOSURE
A. Conclusion ...................................................................... 62
B. Suggestion ....................................................................... 63
REFERENCES
APPENDICES
CURRICULUM VITAE

i

List of table

4.1 The result of reading strategy used by the teacher in MAN Model Palangka
Raya ........ 47
4.2 The teaching learning using strategy by HLMH
............................................................. 53
4.3 The teaching learning using strategy by JH RS and CRL
............................................... 54
4.4 The teaching learning using strategy by SM and CRL
................................................... 56
4.5 The teaching learning using strategy by RSD and CRL
..................................................57
4.6 Study schedule
………………………………………………………………………….58

i

REFERENCES
Alberti, Yemima, Improving Students’ Reading Comprehension On Narrative
Texts By Using Story Grammar Strategy At Grade Viiid Of Smp N
1pondok Kelapa Bengkulu Tengah, English Education Study Program
language And Arts Department Teachers’ Training And Education Faculty
Bengkulu University2014
Anderson, Jonathan, Efficient Reading; at a Practical,, Sydney: mc graw hill book
company, 1983.
Ary,Donal, and friends, Introduction to Research in Education Eight Edition,
Wadsworth Cengage Learnig, 2010.
Brown , H. Douglas, Teaching by principles: An interactive Approach to
Language Pedagogy, San Fransisco State University, 2001.
Carrell, P. L. The effects of rhetorical organization on ESL readers. TESOL
Quarterly, 18(3), 1984.
Denzim, Norman. K., Handbook of qualitative research (second edition), London:
Sage publications, inc. 2000,p. 805
Depdiknas, Pembelajaran Teks Naratif, Jarakta: 2002.
Dwi Arini Yuniarti and Yuliani Marta . Bahasa Inggris kelas XI, klaten: PT. Intan
Pariwara 2012.
E,Block, The comprehension strategies of second language readers. Tesol
Quaterly, 1986.
Fauzi, Endang ,Teaching English as a Foreign Language. Surakarta:
Muhammadiyah University Press. 2002.
Gall, Meredith D. et al., educational research: an Introduction (Eight Edition),
Baston: Pearson Education, 2007.
Gay,L.R. and Peter Airasian, Education Research, New York: Merill Prentice
Hall, 1992.
Given,The Sage Encyclopedia of Qualitative Research Method, California: Sage
Publication, Inc, 2008.

i

Iwai, Yuko,The Effects of Metacognitive Reading Strategies: Pedagogical
Implicationsfor EFL/ESL Teachers, Reseach journal: 2011
Klingner Janette K., Sharon Voughn, Alison Boardman, Teaching Reading
Comprehension to Students with Learning Difficulties, New York: The
Guilford Press, 2007.
Levin ,Richard I. and David S. Rubin, Statistics for Management
Li, Yusheng and Chuang Wang, An Empirical Study of Reading Self-efficacy and
the Use of Reading Strategies in the Chinese EFL Context, The Asian EFL
Journal Quarterly June 2010 Volume 12, Issue 2.
M. Barnett, (1988).More than meets the eye. Englewood Cliffs, N. J: Prentice Hall
Regents.
Marta, Yuliani cs. Bahasa Inggris kelas XI klaten: PT. Intan Pariwara 2012.
Moleong, Lexy J. Metodologi Penelitian Kualitatif,
Nunan, D.And Bailey, K.M. Exploring
Research. SherriseRoehr. 2009.

Second

Language

Classroom

Nunan, David ,Language Teaching Methodology: A Texbook for Teachers.
London: International Book Distribution Ltd, 1998.
Oshima Alice and nn Hogue, Introduction to Academic writing.
P. L,Carrell, (1989). Metacognitive awareness and second language reading.
Modern Language Journal.
Permatasari, Intan, Improving Students’ Reading Skill Of Narrative Text By
Using Story Mapping Strategy: A Classroom Action Research At The
Eighth Grade Students Of Smp N 1 Undaan Kudu sIn The Academic Year
2011/2012, English Education Department Teacher Training And
Education Faculty Muria Kudus University2012.
R, Barthes, Introduction to the Structural Analysis of Narratives, in: Image-MusicText, London :Fontana . 1977.

i

R., Oxford, & Crookall, D. Research on Language learning strategies:
methods,language findings, andinstructional issues. Modern Language
Journal,1989.
Saldana, An Introduction To Codes And Coding, 2008.
Sari, Nila, Teaching Reading Narrative text by Using Very Important Point (VIP)
Strategy at Senior High School, Pgri Sumbar West Sumatera Padang :2013
Sari, Suci Kumala, The Effectiveness Of Using Semantic Mapping Strategy In
Teaching Reading Comprehension Of Narrative Texn (A Case of the
Eighth Grade Students of SMP Negeri 6 Semarang in the Academic Year
of 2012/2013)ENGLISH DEPARTMENT FACULTY OF LANGUAGES
AND ARTS SEMARANG STATE UNIVERSITY 2013
Serafini Frank, Class room reading assesments Portsmouth, 2010.
Setiyadi, Bambang dkk,TEFL II, PusatPenerbitanUniversitas Terbuka.
Sugiono.Metode Penelitian Pendidikan. Bandung:Alfabeta. 2007.
Sukardi, Metodelogi Penelitian Pendidikan : Kompetensi dan praktiknya.

i

ELECTRONIC REFERENCES
Brenda Power,choice literacy.com.articles-detail-view.(accessed on Monday, May
13th, 2013)
C.R.

Adler,Seven

Strategies

to

Teach

Students

Text

Comprehension

,http://www.readingrockets.org/article/seven-strategies-teach-students-textcomprehension (accssed on wednesday 13-Jan-16 09.00 pm)
C.R.

Adler,

What

the

problem

lookslike,http://www.readingrockets.org/helping/target/comprehension
(accessesed on 13-Jan-16 09.30 pm)
Dr. Cecep, qualitative research 18 April 2011
http://www.aagun.edu.au//aagun/dept/smec/iae(accessed on December 17th,2015)
http://www.readingrockets.org/helping/target (accessed on 14-Jan-14 09.33 pm)
http://www.rtinetwork.org/essential/tieredinstruction/tier1/effectiveteaching(acces
sed on 03-March-16 08.18 pm)
http://www01.sil.org/lingualinks/LANGUAGELEARNING/OtherResources/Gudl
nsFrALnggAndCltrLrnngPrgrm/ReadingSkill.htm(accessed

on

03-March-2016

07.57 pm)
International Academy of Education, Teaching Reading: Educational Practices
Series-12, (online), http://www.curtin.edu.au/curtin/dept/smec/iae (accessed on
Marc 20th, 2014)
www.mammodel-palangka raya.sch.id/html/guru/php1id=syllabus

i

INTERVIEW REFERENCES
Interview conducted with Halimah on May 12th 2016 at laboratory MAN Model
Palangka Raya
Interview conducted with JhonSarip on May 13th 2016 at laboratory MAN Model
Palangka Raya
Interview conducted with CarlieSkellington on May 13th 2016 at teacher room
MAN Model Palangka Raya
Interview conducted with SitiMasniah on May 17th 2016 at teacher room MAN
Model Palangka Raya
Interview conducted with Rasidi on May 20th 2016 at treasurer room MAN Model
Palangka Raya

i

M. Rasyid is the first son of H. Mahyuni
and Hj. Salasiah. He was born on October
13, 1992 in Amuntai, south Kalimantan.
He has one young sister.

He started his study in IbtidaiyahNahdlatussalam and graduated
on 2004. He continued his study MTs Nahdaltussalam and
graduated on 2007. Then he did his senior high school in Madrasah
AliyahNahdlatussalam and graduated on 2010.
In 2010, he desired to continue his study to the university level to
learn more about english. And finally he chose English Education
Study Program (TBI) and chose STAIN Palangka Raya as the
next place. Email: Muhammadrasyid192@gmail.com

i