THE USE OF STORY GRAMMAR IN TEACHING READING NARRATIVE TEXT.
THE USE OF STORY GRAMMAR
IN TEACHING READING NARRATIVE TEXT (A Case Study at One Junior High School in Kuningan)
A Thesis
Submitted in Partial Fulfillment of the Requirements for Master Degree in English Education
By
Ika Sartika
1102521
ENGLISH EDUCATION PROGRAM
SCHOOL OF POST GRADUATE STUDIES
INDONESIA UNIVERSITY OF EDUCATION
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COPYRIGHT
THE USE OF STORY GRAMMAR
IN TEACHING READING NARRATIVE TEXT (A case Study at One of Junior High School in Kuningan)
oleh: Ika Sartika S.Pd IKIP Bandung, 1994
Sebuah Tesis yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Magister Pendidikan (M.Pd) pada Sekolah Pascasarjana Universitas Pendidikan
Indonesia Program Studi Pendidikan Bahasa Inggris
© Ika Sartika 2014 Universitas Pendidikan Indonesia
Agustus 2014
Hak Cipta dilindungi undang-undang.
Tesis ini tidak boleh diperbanyak seluruhnya atau sebagian, Dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis
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ABSTRACT
This study is concerned with the implementation of story grammar as proposed by Florida Center for Reading Research (2007) and Gardill &Jitendra (1999).The participants of the study were 30 ninth grade students of one junior high school in kuningan. It aims to answer the following research questions: 1) How can story grammar develop students’ reading comprehension of narrative text? 2) What are
the students’ responses towards the use of story grammar in improving their
reading comprehension of narrative text? This study employed a qualitative case study research method. The data were gathered from three resources: a) classroom observation in which the researcher acted teacher in implementing story grammar. These data gained to provide information about the process of implementing story grammar in teaching reading comprehension of narrative text, b) questionnaire
and c) interview to provide information about the process and the students’
responses towards the use of story grammar strategy in teaching reading narrative text. The results of the study show that: 1) the teacher in general was successful in applying the story grammar based on the procedure of teaching instruction suggested by Florida Center for Reading Research (2007) and Gardill & Jitendra
(1999). It can be seen from the development of the students’ comprehension of
narrative text in terms of identifying parts of story, reading comprehension test
and retelling the story, 2) the students’ responses towards the application of story
grammar are positive because they thought that the program very helpful for them in comprehending narrative text. Based on the research findings, it is recommended that story grammar could be implemented in the teaching learning process and further research should involve a large number of students and teachers from different schools to gain more comprehensive result of the study.
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TABLE OF CONTENTS
COPYRIGHT………..i
APPROVAL SHEET………..ii
DECLARATION ... iii
PREFACE………...iv
ACKNOWLEDGEMENT ... v
ABSTRACT ... vi
TABLE OF CONTENT ... vii
LIST OF TABLES ... x
LIST OF APPENDICES ... xi
CHAPTER I: INTRODUCTION 1.1Introduction ... 1
1.2Background of the Study ... 1
1.3Research Question ... 3
1.4Purpose of the Study ... 3
1.5Significance of the Study ... 4
1.6Operational Definition of Important Terms ... 4
1.7Organization of Thesis ... 5
CHAPTER II: REVIEW OF THE LITERATURE 2.1 Introduction ... 6
2.2 Reading Comprehension ... 6
2.2.1 Definition of Reading and Reading Comprehension ... 6
2.2.2 Strategies for Reading Comprehension ... 11
2.2.3 Strategies for Teaching Reading Comprehension ... 14
2.3 Story Grammar ... 16
2.3.1 Definition of Story Grammar ... 17
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2.3.3 Assessment of Story Grammar ... 24
2.4 Narrative Text ... 26
2.4.1 The Characteristics of Narrative Text ... 27
2.4.1.1 Social Function of Narrative Text ... 27
2.4.1.2 Schematic Structure of Narrative Text ... 28
2.4.1.3 Language Feature of Narrative Text ... 30
2.5 Previous Study of Story Grammar ... 33
2.6 Conclusion of the Chapter... 35
CHAPTER III: RESEARCH METHOD 3.1 Introduction ... 36
3.2 Research site and Participants ... 36
3.3 Research Design ... 37
3.4 Data Collection... 38
3.4.1 Classroom Observation... 38
3.4.2 Questionnaire ... 39
3.4.3 Interview... 40
3.5 Data Analysis ... 41
3.5.1 Classroom Observation ... 42
3.5.2 Questionnaire ... 43
3.5.3 Interview... 43
3.6 Conclusion of the Chapter ... 44
CHAPTER IV: TEACHING PROGRAM 4.1 Introduction ... 45
4.2 Phases of Study ... 45
4.3 Preliminary Phase... 46
4.3.1 Inducting Teaching Program ... 46
4.3.2 Searching for Reading Material ... 48
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4.4 Teaching Program ... 52
4.4.1 Pre- Reading ... 53
4.4.2 While- Reading ... 54
4.4.3 Post- Reading ... 61
4.5 Post Teaching Phase ... 65
4.6 Conclusion of the Chapter ... 66
CHAPTER V: FINDINGS AND DISCUSSION OF DATA FROM QUESTIONNAIRE AND INTERVIEW 5.1 Introduction ... 68
5.2 Data from Questionnaire ... 68
5.2.1 Students’ Responses toward Comprehension of Narrative Text .... 69
5.2.2 Students’ Responses toward Retelling the Story ... 73
5.2.3 Students’ Responses toward the Use of Story Grammar ... 73
5.2.4 Summary of Discussion of Data from Questionnaire ... 74
5.3 Data from Interview ... 76
5.3.1 Students’ Responses toward Comprehension of Narrative Text .... 76
5.3.2 Students’ Responses toward Retelling the Story ... 78
5.3.3 Students’ Response toward the Use of Story Grammar ... 80
5.3.4 Summary of Discussion of Data from Interview ... 81
5.4 Conclusion of the Chapter ... 82
CHAPTER VI: CONCLUSION, LIMITATIONS OF THE STUDY AND RECOMMENDATIONS 6.1 Introduction ... 83
6.2 Conclusion ... 83
6.3 Limitation of Study ... 84
6.4 Recommendation... 85
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APPENDICES ... 99
LIST OF TABLES AND CHART Table 2.1The characteristics of narrative texts ... 31
Table 4.1The phases of teaching program ... 46
Table 4.2 Narrative texts in teaching program ... 50
Table 4.3 The result of students’ identifying of story parts ... 58
Chart 4.1 The average score of reading comprehension test ... 63
Table 4.4 Summary of the teaching program ... 66
Table 5.1 Students’ responses toward comprehension of narrative texts ... 69
Table 5.2 Students’ responses toward retelling the story ... 73 Table 5.3 Students’ responses toward the use of story grammar . 73
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LIST OF APPENDICES
Appendix 1: Lesson plan ... 100
Appendix 2: Schedule for Teaching program ... 103
Appendix 3: Story maps ... 107
Appendix 4: Findings from data questionnaire ... 116
Appendix 5: Question list for students interview ... 120
Appendix 6: Interview transcription ... 121
Appendix 7: Reading assessment during teaching learning ... 134
Appendix 8: Reading comprehension test... 135
Appendix 9: The result of reading comprehension test ... 147
Appendix 10: Reading materials (narrative texts) ... 148
Appendix 11: Comprehension spontaneous and cued retelling .. 153
Appendix 12: Assessment criteria of comprehension spontaneous and Cued retelling ... 154
Appendix 13: List of cued questions ... 155
Appendix 13: The result of comprehension spontaneous and Cued retelling ... 156
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CHAPTER 1 INTRODUCTION
1.1Introduction
This section discusses some aspects including background of the study, research questions, purpose of the study, significance of the study, operational definition of important terms, and thesis organization.
1.2 Background of the study
Reading is very important not only for the students but also for teachers. Reading is believed as a required activity in learning most of all
subjects since reading has been proved in increasing students’ knowledge.
Reading has functions as a means to access information in the global era. It means that reading is a process of combining information from a text and
reader’s background knowledge to building meaning (Nunan, 2003).
Reading serves the wider role of extending our general knowledge of the world (Wallace, 1992 p. 7), and also it can use to access written worlds of ideas (Hood et al. 1996 p.33). Reading is not only for getting information but also facilities us for language learning. Reading can improve other general language skills and help to think in the target language, enlarge English vocabulary, improve writing skill and a good way to find out about new ideas, facts and experiences (Mikulecky and Jeffries, 1996 p. 1).
Concerning the importance of reading, students of junior high school are expected to have reading skills. Students are demanded to understand the content of various types of texts i.e. procedure, descriptive, recount, narrative and report (English curriculum, 2003). This study concerned how the students could gain the meaning from narrative text. The researcher
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research site, it was found that most students have difficulties in understanding and recalling details of narrative text. They have difficulties when asked to retell the events or response to the questions about the story to demonstrate their comprehension.
The phenomenon above describes that the strategy of teaching
reading mostly doesn’t provide opportunities for students to be aware of the
thinking process and it doesn’t motivate them to be interested in reading.
There are many factors influencing the failure of teaching reading in class
room. One of them is the lack of the teacher’s understanding of teaching
reading comprehension strategies. Furthermore, Pressley (2000) states that
teacher’s effective strategies will engage students and encourage them to
become active participants in reading process.
Therefore, in order to achieve the objective of teaching reading of narrative text, the teachers need to use an appropriate approach. For this reason, story grammar is used as one strategy in teaching reading
comprehension of narrative text. Story grammars are “an attempt to
construct a set of rules that can generate a structure for any story” (Rayner & Pollatsek, 1989. p.307).
Based on the previous studies it was found that teaching students about story grammars and how stories are structured will help them to comprehend better of narrative text, story grammar moves the teacher away from general explanations of story structure to the more specific story structure (e.g., that stories have characters, a theme, and a plot (Dymock, 2007 p. 162). Using story map in teaching story grammar can improve
students’ comprehension of narrative text (Baumann and Bergeron, 1993;
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asking questions that focus on story line leads to improve student’s comprehension of the story (Beck, 1984 cited in Amer, 1992. p. 713). The research conducted by Stetter and Hughes (2010) continued to study about story grammar that there is a need and important for educators to teach story grammar in the classroom along with other comprehension strategies, to improve reading comprehension of students with and without learning disabilities.
It is noteworthy that the previous research on story grammar has been conducted in English as a first language context in grade 3 to 5 students of primary school (Boulineau, et al., 2004). Research on story grammar conducted in EFL context has not been elaborated. Therefore, this
study attempts to identify how story grammar can improve students’ reading
comprehension of narrative text in ninth grade students at one junior high school by using case study to provide a detailed description of teaching and learning process. The study also to identify students’ response toward the use of story grammar.
1.3 Research Questions
This study addresses to answer the following research questions: 1. How can the use of story grammar develop students’ reading
comprehension of narrative texts?
2. What are the students’ responses towards the use of story grammar in teaching reading narrative texts?
1.4 Purpose of the Study
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1. To investigate whether the use of story grammar can develop students’ comprehension in reading narrative texts.
2. To find out the students’ responses toward the use of story grammar in teaching reading narrative texts.
1.5 Significance of the study
There are some contributions that the study can offer for researchers, practitioners and policy makers (Creswell, 2003 p. 149). At least, the result of this study is significant for three perspectives:
(1) Theoretically, this study is expected to enrich the existing theories and literature on the practice of teaching story grammar.
(2) Practically, this study can provide information for the teachers on the use of story grammar in teaching reading comprehension, especially teaching reading narrative text for junior high school students.
(3) Professionally, this study may support the teachers in the research site to apply story grammar in their teaching reading in the classroom, and provide policy maker to promote this kind of reading instruction to apply in the schools of the regency.
1.7 Operational Definition of Important terms
In reporting the study, several terms are required to be clearly defined in order to avoid misunderstanding. The definitions of the terms in this study are as follows:
1. Story Grammar is defined as the system of rules used for describing the consistent features found in narrative text. These rules describe the story parts, arrangement of the parts, and how the parts are related, i.e. the internal structure of the story (Mandler, 1984 cited in Amer, 1992)
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2. Reading Comprehension is defined as “a process of simultaneously extracting and constructing meaning through interaction and involvement with written
language” (Snow, 2002 p.11)
3. Narrative is defined a text type which functions to provide entertainment by posing a problem that need to be resolved. In process of entertaining, they might pass on cultural tradition and values or they might provide insights into the human condition. ( Derewianka & Jones, 2012 p. 63)
1.8 Organization of Thesis
This paper consists of six chapters. Chapter one presents general description of the introduction to the topic of the study. Chapter two elaborates the theories to support the study. Chapter three outlines the methodology of the study, including: research site and participants, data collection technique and data analysis. Chapter four presents the teaching program. Chapter five presents findings and discussion of data from questionnaire and interview. The last chapter presents the conclusions, limitations of study and recommendations.
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CHAPTER III RESEARCH METHOD
3.1 Introduction
This chapter discusses the methods used in this study. It begins with research site and the participants.This resents the design of the study. Then it elaborates the way of collecting data and the methods of data analysis.
The design of the present study in this chapter was used to answer
the research questions; 1) can the use of story grammar develop students’ reading comprehension of narrative text? 2) what are the students’
responses toward the use of story grammar in teaching reading narrative texts?
3.2 Research Site and Participants
This research was conducted at one Junior High School in Kuningan. There are some reasons why this school was chosen. First, this study wanted to help this school to promoting the quality of English Education. Second, this study attempts to give contribution to this school in improving the
students’ English competence through reading ability by implementing story
grammar strategy. Third the researcher has been familiar with the students, the situation and the condition of the school since the researcher is one of the English teachers of the school. This research was conducted in class nine A. The researcher thought in this class regularly. Therefore, from the perspective of classroom observation in EFL, it would have been much better if the research had taken place in an ongoing and regular calss, this
can lead to “a natural and undisturbed lesson” (van Lier, 1988 cited in
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The participants of this study were 30 students of ninth grade of the school above. All participants were between 14-15 years of age. The researcher applies purposeful sampling in the study. As what Maxwell (1996) states that in qualitative research, purposeful sampling is suggested as it is a strategy in which particular settings, person, or events are selected deliberately in order to provide important information that cannot be gained as well from other choices.
3.3 Research Design
In line with the objective of the study, to find out the effectiveness of
story grammar in improving students’ comprehension in reading narrative text, this study uses a qualitative research design in the form of case study as the consideration that the researcher focused on the observing, interpreting, and understanding of the phenomenon of using story grammar in reading comprehension of narrative text. This is done to gain an in-depth understanding of the situation and meaning for those involved (Merriam, 1998). The reason why this study uses a case study is that according to Anderson (2005) education is a process and it requires a research method which is process oriented, flexible and adaptable to changing circumstances and a dynamic context, so given these boundaries, case study method is appropriate.As what Merriam (1998 p. 16) states that a case study is an intensive, holistic description and analysis of a single instance, phenomenon, or social unit. This means that, a case study provides a systematic way of looking at events, collecting data, analyzing information, and reporting the results and the result may gain a sharpened understanding of why the instance happened (Flyvbjerg, 2006). In line with educational research, a case study was carried out in a small single case that focused on educational experience or practice where the researcher acted as teacher (Stake, 1985 p.778; Freebody, 2003 p. 81 as cited in Emilia, 2005).
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Relevant to the statements above, the researcher applied a qualitative case study method because this study investigated a process of teaching reading narrative text using story grammar. In this case, the researcher performed the teaching program and tried to find out how the teaching stages in the implementation of story grammar help students in comprehending narrative text.
3.4 Data Collection
Three data collections were employed in this study. These were observation, questionnaire and interview. The data collections were conducted from August 2013 to September 2013. Each method of data collection will be discussed below.
3.4.1 Classroom Observation
The researcher used classroom observation to obtain data on what the activities done by the researcher and the participants. Marshal (1995) proposes that observation stage is particularly true for getting at tacit understanding and theory in use, and participants’ perspective that they are reluctant to state directly in interview or through questionnaire. Regarding this, in order to gain more detailed and accurate data the researcher applied an active participant observation.
The researcher acted as the teacher and to construct validity for this observation, the researcher invited one of her colleague to get involved in this study as an observer to record all activities during the process to
contribute “to reducing the researcher’s perceptual biases” (Shimahara, 1988 p.87; van Lier, 1988 p.13 cited in Emilia, 2005, p.115). The instruments used in collecting the data are field notes (Patton, 1987;
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Silverman, 2005) and audio-recorded which were running descriptions of the participants and the researcher and their activities. The researcher observed the classroom activities during the program in four hours per week for seven weeks.
Recording process employed in this study was consists of audio recording. This tool recorded what the teacher and the students said in their interaction during the teaching and learning process. This aimed to obtain data the way teacher explained the activities which the students would perform, the way the students gave responses and the way the students did story retelling.
This study also used field note to capture the setting and the observer commentaries. The comments were about the factual description of what was going on, the setting, the participants and the activities done by the teacher and the students (Merriam, 1998 p. 106). In line with this van Lier (1998, cited in Emilia, 2008) says that observation notes focused on what was said and done by both the researcher and students in the interactional setting.
3.4.2 Questionnaire
Questionnaire was delivered to the students after the whole teaching process had been conducted. The type of questions designed in the questionnaire is the mixture of close and open ended types (Nunan, 1992 p. 143). It aimed to facilitate the participants to respond to the questions more easily and accurately, so that they reflect what the participants want to say (Nunan, 1992). A questionnaire is relevant to this study to find out the
students’ responses on whether or not story grammar provides students to
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The questionnaire was written in Indonesian to avoid misunderstanding. There are twelve questions (See appendix 4), question
number one asked the students’ opinion about their comprehension before
the use of story grammar strategy, questions number two to number nine
asked the students’ opinion of their comprehension of narrative text related
to the elements of the story after the use of story grammar strategy in reading instructions of narrative text, and questions number ten asked the students related to their opinion about retelling story, questions number
eleven to number twelve asked the students’ opinion towards the
implementation of story grammar in their classroom.
3.4.3 Interview
Interview in this study was conducted as one of instruments to collect the data. Susan Steinback (1998 as cited in Sugiono, 2006) says that interviewing provides a mean for a researcher to gain a deeper understanding of how participants in a study interpret the analyzed issue that uncover through observation alone. The purpose was to get clear and depth information about the issue being studied based on the research questions. The interviews were conducted in Bahasa Indonesia which was intended to obtain clear understanding of what was uttered by both the researcher and the participants. Before the interview, the interviewees were informed about (i) what was going to be discussed; (ii) the release of pseudonyms in the research report; (iii) the conversation would be tape-recorded to avoid loss of data, and to enable the researcher to transcribe it later, enabling an
in-depth analysis of the interviewees’ verbatim statements (Cohen, Manion and
Morrison, 2000:279 cited in Emilia, 2005 p.84).
The interview was held individually after the teaching program. An individual interview was chosen for one reason that is to allow for greater
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depth than is the case with other methods of data collection techniques, as
they could “provide access to what is inside an interviewee’s head, ... what he/she thinks” (Cohen and Manion, 1980 p. 242; 1985 cited in Emilia, 2005 p. 82). There were seven questions asked to the participants, questions
number one to number five related to students’ responses towards their
understanding of narrative text, question number six related to students’
responses towards retelling the story and number seven related to students’
responses towards the implementation of story grammar.
Semi-structure interview was used in this interview. It was used to enable the researcher to get all information required (without forgetting a
question), while at the same time to permit the participants’ freedom of
responses and description to illustrate the concepts (Field and Morse, 1985, p.67 cited in Emilia, 2005 p. 83). The interview lasted for 10 to 15 minutes for each participant and to avoid the loss of the data and to enable the researcher to transcribe it later, the interview was audio-taped. The interview questions and the transcriptions are provided as supplement in the appendices (see Appendices 5-6).
3.5. Data Analysis
This study analyzed data obtained qualitatively. The data were recorded, summarized and interpreted. Data analysis in this study was conducted during the study and at the end of the study. The analysis began with classroom observation, questionnaire and interview. Those instruments administered altogether to answer the research questions.
Data collected during the research were analyzed to find features to the feasibility of story grammar provide the students in comprehending narrative text. These data were categorized into categories by data collection
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techniques: observation data, questionnaire data and interview data. Each category of the data is lead to answer to research questions. Each of them is elaborated below.
3.5.1 Classroom Observation
The data from observation consisted of audio recording, researcher’s field note, the result of students reading comprehension test, the result of
students’ performance of retelling story and the result of students’
identifying of story parts. The analysis of the data was conducted during and after the data collection (Miles and Huberman, 1994). The act of transcribing all interaction between teacher and students during the process of teaching was done in the effort of obtaining clear picture of what exactly happened in the classroom during instruction process. In this case, inductive analytical approach (Alwasilah, 2002) was employed by which the data analysis was begun while being gathered. Ongoing data analysis and interpretation were based on data mainly from observations, in this case the activities of both teacher and students that occur during the teaching of reading narrative text were obtained. The activities that observe in teaching learning process are:
- Teacher’s method in teaching reading of narrative text by using story grammar strategy.
- The way the teacher presented the lesson, the steps of the learning process in teaching reading of narrative text by using story grammar strategy. - The progress of the students’ performance in comprehending narrative text
To observe the development of students’ comprehending of narrative
text the teacher used reading format assessment designed by Jhon Munro (2011). The reseacher also did reading assessment during teaching learning process, the format used in these activities adapted from Caldwell (2008).
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3.5.2 Questionnaire
The questionnaire used in this study as mentioned previously is open ended questionnaire. In the case of a written questionnaire, the question is used yes- no question followed by giving the reasons of the choice, the amount of space or the number of lines provided for the help to determine
the length and the fullness of students’ responses.
The data from the questionnaire were analyzed in two steps. First, the questions in the questionnaire were categorized into the central themes (Cresswell, 2008 p.251). The data from the questionnaire were categorized
based on students’ responses towards the implementation of story grammar
in teaching reading of narrative text. Second, simple computation and percentage were conducted. Every answer of each question is counted, if the percentage of students’ positive answer is more than 50%, then it is regarded as positive response.
3.5.3 Interview
The data from the interview were transcribed, categorized and interpreted to answer the research questions. All the interview data were analyzed in steps. First, the interview questions were put into categories. Next, the thematic analysis was developed referring to each research question. After that the data from interview were presented in condensed body of information.
Furthermore, the data from interview supported the data obtained from observation. The data from interview were intended to verify the data on what activities done in teaching learning process and validate the finding from data interview and questionnaire.
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In the present study, ongoing data analysis and interpretation were based on data mainly from observation, questionnaire and interview. In categorizing the data finding, some process of selecting, focusing, and simplifying the data into research questions was done when the data were completely collected (Merriam, 1998). In the conclusion process, some activities were done by the researcher such as; deciding what the data meant, explaining them and also providing some possible configurations on the findings (Miles and Huberman, 1984, p.22 cited in Silverman, 2005, p. 176).
3.6 Conclusion of the Chapter
This chapter has presented the information about the methods used in this study. It begins with research site and the participants. Presents design of the study. Then it elaborates the way of collecting data and the methods of data analysis employed in this study, including observation and questionnaire and interview. The overview of teaching program will be discussed in Chapter 4.
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CHAPTER V
FINDINGS AND DISCUSSIONS OF DATA FROM QUESTIONNAIRE AND INTERVIEW
5.1 Introduction
Chapter 4 has provided the description of the teaching program used in this study. It presented how the implementation of story grammar strategy in teaching reading narrative text.
This chapter presents the data analysis gained from the questionnaire and interview. It aims to answer the second research questions regarding the students’ responses toward the use of story grammar strategy.
5.2 Data from Questionnaire
The questionnaire was distributed after the teaching program. It was needed to answer the second research question. For this purpose, the questionnaire was given to the students in terms of yes, no questions and followed by the students reasons toward their chosen (Wray, et al., 1998 p. 174)
In the analysis of the result, the statements were categorized based on the theme. The first category was related to the students’ opinion related to their understanding of narrative text before and after implementing story grammar. The second category was related to students’ opinion of retelling the story. The third category was related to students’ opinion towards the implementation of story grammar. The data was presented with the discussion of the questionnaire items that are divided into three categories and the students’ responses towards each category that presented in average
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of percented. The result of the questionnaire will be discussed in following sections.
5.2.1 Students’ Responses toward Their Comprehension of Narrative Text
The table below is the data from the questionnaire that is related to the students’ responses to their understanding of narrative text.
Table 5.1
Students’ Responses toward comprehension of Narrative Texts No Aspect asked Description of Students’
Responses
F %
1. Students’ understanding of narrative text before using story grammar strategy in teaching reading narrative text.
Yes, it’s difficult to
understand the content of the story in narrative text
22 77,3%
No, It’s easy to understand. 8 26,7% 2. Students’ understanding
the setting of story after using story grammar strategy.
Yes, it help to understand the setting of the story. It is easier to find the setting of the story.
30 100%
No - -
3. Students’ understanding of the main character of the story.
Yes, it help to understand the main character of the story
30 100%
No - -
4. Students’ understanding the characteristic of the main character of the story.
Yes, it leads us to find the characteristic of the main character of the story.
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No 2 6,7%
5. Students’ understanding of the problem of the story.
Yes, it helps us to find the problem of the story.
22 73,3%
No, we still confused to determine the problem of the story.
8 26,7%
6. Students’ understanding of the resolution of the story.
Yes, it is helpful in understanding the resolution of the story.
27 90%
No 3 10%
7. Students’ understanding of the events of the story
Yes, it helps us to find the sequences of the events of the story.
27 90%
No 3 10%
8. Students’ understanding of ending of the story
Yes, it helps to find the end of the story.
29 96,7%
No 1 3,3%
9. Students’ understanding of moral value
Yes, it is easier to
understand moral value of the story
26 86,7%
No 4 13,3%
Questions number one to number nine dealt with the students’ responses related to their understanding of narrative text before implementing story grammar and after implementing of story grammar. From the result of the questionnaire, most students answered that narrative text is difficult to understand. It’s about 73.3% of the total of 30 students. They said they could not easily understand the content of the story in narrative text. Therefore, it can be said that before implementing story grammar most students found difficulties in comprehending narrative text.
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This is consistent with previous research in which stated that they found many students experience comprehension problem (Cornoldi and Oakhill, 1996; Pressley, 2006, cited in Dymock, 2007).
Questions number two to nine are related to the students’ opinion about their understandings of narrative text after the teacher implemented story grammar. The questions asked were based on the parts of the story. Questions number two and three are related to the students’ understanding of the setting and the character of the story. The result of the questionnaire shows that all the students (100%) said that story grammar help them to understand about the setting and the characters of the story.
Questions number four and five are related to the characteristic of the main character and the problem of the story. Two students (6.7%) found difficulties in understanding the characteristic of the main character and eight students (26.7%) found difficulties in understanding the problem of the story. They said that they still confused to determine the problem of the story.
In this case the researcher implemented “error correction” according to Gardill and Jitendra (1999). When students commits errors, direct them to the appropriate section of narrative text to reread it for correct answer, use guiding questions and modeling as necessary to help students to come up with an appropriate responses (Gardill and Jitendra, 1999).
The others 93.3% students responded to the questions by saying yes, which they understood easily about the characteristics of the main characters, and the others 73.33% students said that story grammar helps them in understanding the problem of the story.
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Questions number 6 and 7 are related to students’ understanding of resolution and events of the story. The result of the questionnaire show that 27 (90%) students gave positive responses. They said that story grammar helps them in understanding resolution and events of the story, while the others, three students (10%) gave negative response.
Questions number 8 and 9 deal with the students’ understanding of ending of the story and moral value. Most of the students gave positive response. 96.7% of 30 students said that story grammar helps them in understanding ending of the story and 86.7% of 30 students gave positive response too in understanding moral value or the lesson can get from the story.
The findings above indicated that students succeeded in the maintenance phase in the areas of character, setting (place and time), but had trouble in theme, outcome, and reaction in the first phase, at last it showed positive effects of story grammar/story map training in accordance with Boulineau et al (2004) research/findings.
Based on the data above, it can be explained that most of the students believed that before they were involved in the study they found difficulties in understanding narrative text but after their involvement in the study they realized that story grammar strategy can help them to understand parts of the story. As what some writers argue that explicit instruction of story structure or story grammar can help students with or without learning disabilities make gains in their comprehension (Dimino, Taylor, & Gersten, 1995; Duke & Pearson, 2002; Williams, 2002; Arthaud and Goracke, 2006) Furthermore, this explicit steps help students organize their thinking and generalized their understanding to new situations (Pressley, 2002a).
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5.2.2 Students’ Responses toward Retelling the Story
The table below is the data from the questionnaire that is related to the students’ responses towards retelling the story.
Table 5.2
Students’ Responses toward retelling the story NO. Aspect asked Description of students
responses
F %
10 By knowing story parts in story grammar does it
help to retell the story.
Yes, it helps us to retell the story by using the story
map of story grammar.
20 66,7%
No, not always 10 33,3%
In the data given, it can be seen that 66,7% of 30 students consider using story grammar to retell the story, by using their own language to tell the story, the most important thing is they could remember the parts of the story. The other 33,3% of 30 students say even they can retell the story they still have difficulties in retelling it using English. As the previous research has shown the structure of narrative text can facilitate first and second or EFL readers recall of events (Carrel 1984) and found that after teaching a story grammar model the students not only increased their recall of events , but also their oral fluency (Falencia, 1997; Gonzales, 1997).
5.2.3 Students’ Responses toward the Use of Story Grammar
The table below is the data from questionnaire that is related to the students’ responses towards the implementation of story grammar.
Table. 5.3 The Students’ Responses toward the Use of Story Grammar
No. Aspect asked Description of
students’ Responses
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11. Students’ opinion of the implementation of story grammar.
Yes, using story grammar in teaching narrative text make students feel more interesting and excited
30 100%
No - -
12. Applying story grammar for future time.
Yes, to make the students understand the parts of the story it is important to apply this strategy in future time.
28 93,3%
No 2 6,7%
Having the data above, it can be seen that all students (100%) viewed the implementation of story grammar was good and interesting. They said story grammar strategy was more interesting and exciting. While 93,3% of 30 students gave positive responses to the question by saying yes toward the applying of story grammar for future time, they said that it could help them to understand the parts of the story easily.
5.2.4 Summary of Discussion of Data from Questionnaire
Data from questionnaire showed that generally students gave positive responses towards the implementation of story grammar. They said that story grammar helped them in understanding narrative text. This could be seen from the students’ answer to the questions related to their understanding of narrative text, retelling the story and the implementation of the teaching program. By comparing the result of questionnaire some indications are observed.
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First, in relation to the understanding of narrative text most of the students responded “yes” that story grammar using story map increased their comprehension. This finding in line with what the previous researchers said that for students with LD who read below grade level, even older students can benefit from explicit, effective instruction in story grammar and how to use it (Boulineau, et al, 2004; Dickson, Simmons, et al., 1998; Dimino, et al., 1990; Gardill & Jitendra, 1999). Research also supports the use of story mapping, the graphic counterpart of story grammar, as a tool for improving comprehension of narrative text by students with LD or reading problems.(Boulineau, et al., 2004; Gardill & Jitendra, 1999; Idol & Croll, 1987; Vallecorsa & deBettencourt, 1997).
Second, the students responses towards retelling the story after using story grammar also gave positive response, it’s about 66,7% of 30 students. It is indicated that the students could retell the story because they understood the story after identifying the parts of the story. According to other research, the different between student with and without LD in oral retelling is demonstrating knowledge of story structure (Griffith et al, 1985).
Third, 100% of students gave positive respons toward the implementation of story grammar. They said that in teaching reading of narrative text by using story grammar was more interesting and exciting. They said that the teacher should apply this strategy in teaching reading of narrative text for future time. This findings support the findings from the interview (it will be discussed in section 5.4.3) that the implementation of story grammar tend to increase the students’ understanding of narrative text and the process of teaching learning was more interesting ( Reutzel, 1986; Taylor, Alber & Walker, 2002).
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5.3 Data from Interview
As outlined in Chapter 3 that the interview was conducted after the teaching program and the questionnaire. It was intended to find out their responses towards the teaching programs and to verify the finding from observation and questionnaire (Creswell, 2008; McMillan and Schumacher, 2001).
The data from the interview were transcribed, categorized and interpreted to answer the research questions. All the interview data were analyzed in steps. First, the interview questions were put into categories. Next, the thematic analysis was developed referring to each research question. After that the data from interview were presented in condensed body of information (Kvale, 1996; cited in Emilia, 2005).
5.3.1 Students’ Responses toward Comprehension of Narrative Text
Most students said that before using story grammar strategy, it was difficult to understand narrative text but then they found it was easier to understand the story after using story grammar. First the parts of the story were introduced to the students then they identified parts of the story together with their friends. All the interviewees said that their understanding of narrative text increased. As what R#1 and R#4 explained:
It’s helpful in understanding narrative texts. It is also help me in identifying the parts of the story (R#1).
The lesson is easier to understand although sometimes I open the dictionary to make sure about the meaning of the words. But at least it is more interesting and I felt my understanding progress. (R#4).
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Asking the students about the parts of the story, which parts of the story were regarded easy to identify and which parts were difficult. In relation to the parts of the story all the interviewees said that setting, character, resolution and ending were easy to understand while problem of the main characters, and moral value were difficult to understand. As explained by R#3 and R#9:
In general I could identify the parts of the story but I felt hesitation in identifying the problem of the main character because there were several problems in the story.(R#3).
To find setting, character, problem, resolution, and ending were easy because it was written in the story while moral value was difficult to identify because we had to understand the story and then made the conclusion of the story in order to find moral value.(R#9).
These comments, that the students found difficulties in identifying moral value is parallel with what Arthaud & Goracke (2006) claimed that students with LD recall fewer elements of a story and seem to have trouble in identifying the more abstract elements of a story, such as theme. The previous studies suggested that interventions involving expansion of students’ knowledge of story structure, might improve their reading comprehension (Arthaud & Goracke, 2006; Dimino, Taylor, & Gersten, 1995; Duke & Pearson, 2002; NRP, 2000; RAND, 2002).
Further, when they were asked about the lesson could they get from the stories, they said that they got many lessons especially they could learn about the good characteristics of the characters and the moral values existed in the story. First they learned about the good characters and then they could apply it in their daily life. See what the respondents said below.
The lesson I could get from the story that I could decide which one was right and which one was wrong. Then I could apply the right one in my daily life. (R#6)
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I learned not only the good character and attitude of the main character but also learned about bad character. Good character to be applied in my life while bad character uses for self evaluation. (R#7)
The data above indicate that the students can get the lesson from the story. It is related to what Derewianka & Jones (2012) states that students learn from narrative text about various kinds of experience, the expression of emotion, the evaluation of qualities positively or negatively, and the judgment of human behavior.
5.3.2 Students’ Responses towards Retelling the Story
In relation to the students’ responses towards retelling the story, six of nine students said that they could retell the story after using story grammar strategy. According to them they could retell the story based on the parts of story and they used their own language to tell it simply. The evidences are as what they revealed in the excerpt below.
I could retell the story. First I had understood about the parts of the story then I retold it by using my own language.(R#8)
Yes, after using story grammar I could retell the story. It needn’t to tell it in detail we just told it what we have written in story map.(R#2)
By identifying the elements of story then I understood the content of the story. Therefore I could retell it directly. (R#1)
The data from interview above indicate that story grammar helped student in retelling the story. Although some of them still felt hesitation they could retell it or not. There are three of nine students who said that they still found difficulties in retelling the story because they had limited vocabularies when they had to retell it using English. This fact also found in the previous research that in the beginning few students had trouble but at last they showed positive effects of this activities (Boulineau, et al.,2004). See the excerpt below.
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I thought I wasn’t able to retell the story. I felt hesitation to retell the story I have
red. Moreover it was hard for me if I was asked to retell it in English because I have limited vocabularies. (R#6)
I sometimes have difficulties in retelling the story using English, I prefer to retell it in Indonesian. (R#4)
I couldn’t retell the story because I felt not confidence to retell it.(R#9)
The data above has shown that a few students still had difficulties in retelling the story because of their limited vocabularies and their self confidence. This fact showed that the teacher should give more opportunities and support to the students who used a number of hesitations, pauses, or repetitions in retelling the story because of their limited of vocabularies and lack of confidence.
First the teacher should explore more about vocabularies in the first session of the lesson. Discussing about vocabularies is important. This is parallel with what Hudson (2007) claims that vocabulary is a considerable factor in reading ability and facilitates comprehension. Regarding to students’ lack of confidence when retelling the story, Gebhard (2000) states that providing chances for the students to express themselves in meaningful ways potentially contributes to creating an interactive classroom. Furthermore, he explains:
Genuine communicative interaction is enhanced if there is an appreciation for the uniqueness of individuals in the class. Each student brings to the classroom unique language-learning and life experiences (both successful and un successful), as well as feelings about these experiences (including joy, anxiety, and fear). As teachers, we need to be sensitive to each individual’s background and affective state, to increase a classroom atmosphere conducive to interaction.
In this case, based on Gebhard’s explaination, the teacher should not interrupt the students while retelling story, although his utterances were
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error. The teacher must let him continue his retelling in order to provide a classroom atmosphere conducive for students to express their ideas freely without being distructed. This is in line with what Thornburry (2005) states that one of the speaking task criteria is to provide a convenient classroom atmosphere for learners to feel confident in order that they may use a target language autonomously without being distracted of over-correction from the teacher.
5.3.3 Students’ Responses towards the Use of Story Grammar
Referring to the questions related to students’ responses towards the implementation of story grammar, all students said that story grammar helped them to understand the content of narrative text and they said it was important to use story grammar to make the learning process interesting and exciting. See what they said in the excerpt below.
The implementation of story grammar helped us to understand the story through identifying the parts of it, so the implementation of story grammar in teaching narrative text was very good. (R#2)
Teaching reading of narrative text using story grammar was more interesting and exciting and also the students were easier to understand the story by identifying the parts of story and wrote it in story map.. (R#4)
I wanted story grammar strategy was always applied in teaching reading narrative text because it was made us more understand the content of the text. (R#8)
The data above indicate that the students could understand the general content of the text after using the implementation of story grammar. This is parallel with what Stetter and Hughes (2010) said that one way for teachers to support students’ comprehension of narrative text is to actively instruct them in using story grammar strategies. Story grammar provides students with a framework to help them understand narrative text and includes common element such as plot, character, setting and theme. All the
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students said that they were more focus in understanding the content of the story when they identified the parts of story using story map. These findings also show that the implementation of story grammar by using story map led to better comprehension of narrative text by students with learning disabilities or reading difficulties (Boulineau, et al., 2004; Gardill & Jitendra, 1999; Idol, 1987; Vallecorsa & deBettencourt, 1997).
5.3.4 Summary of Discussion of Data from Interview
This section is to summarize data from the interview. It was found that students’ responses toward the teaching program are positive. The Responses are related to three main points, they are students’ responses regarding to their understanding of narrative text including what the lessons they could get from the story, their responses about retelling the story based on the story map and their responses toward the implementation of the story grammar.
First, related to the students’ understanding of narrative text. According to the students, story maps helped them understand narrative text by identifying part of the story. Through these activities not only were they more focus on the content but it was also easier to understand the text. They also got many good lessons from the story. By identifying the moral values of each story they could learn good characters and they could apply them in their daily life.
Second, related to their responses about retelling the story based on the story map. Six of nine students said that they could retell the story because they had known the parts of the story and they claimed that it was not necessary to tell the story in detailed, they could tell it simply by using their own language. But three of nine students said that they still felt
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hesitatant to retell the story because of their limited vocabularies and their lack of self confidence.
Third, their responses toward the implementation of story grammar, all the students said that story grammar strategy was good to be applied in teaching reading of narrative text because it made them more focus and easier to understand the text. They also said that the process of teaching and learning were more interesting and exciting.
5.4 Conclusion of the Chapter
This chapter has focused on detailed description of the findings from observation regarding to the development of students’ reading comprehension and questionnaire and interview regarding to the students’ responses toward the teaching program. The following chapter will present the conclusion, the limitation of the study and recommendation.
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CHAPTER VI
CONCLUSION, LIMITATION OF THE STUDY AND RECOMMENDATIONS
6.1 Introduction
The previous chapter has presented the findings and the discussion
regarding the effect of story grammar on the students’ comprehension of
narrative text. It has also presented the findings and the discussion of the data collected from questionnaire and interview.
This chapter discusses the conclusion of the present study which deal with findings resulted from the analyses of classroom observation, questionnaire as well as interview. This chapter also exposes the suggestion concerning in this study.
6.2 Conclusion
This study investigated whether story grammar could be used to
develop students’ ability in comprehending narrative text and what the students’ responses towards the use of story grammar strategy. Based on the theories, the findings and the analysis described in the previous chapters, the present study comes to the conclusions as follows.
First, it is found that, the findings of the study indicated that story
grammar strategy could develop students’ reading ability. It could be seen from the result of students’reading comprehension test in three session of teaching program, the students’ performance of retelling the story and in
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Once the students were able to identify the story parts as guided in story grammar then they could understand what the story about even they could retell the story by using their own language.
Second, the students’ responses toward the use of story grammar were mostly positive.The data from questionnaire showed that in general the students gave positive responses toward story grammar strategy. They agreed that story grammar strategy was suitable for them.They regarded that it was very helpful for them in term of enhancing their reading comprehension. They found that the use of story grammar not only increased their ability in comprehending narrative text but also increased their speaking ability through retelling the story they was read. They liked to identify the parts of the story then discussed it with their friends. They said that they got many things from the discussion with their teacher and their friends especially related to the lesson (moral value) they got from the story. Everybody had different lesson, this happened depend on their different experiences toward the story.
6.3 Limitation of the Study
There are some limitations of the study. They are related to the object of investigation, the instruments, participants and the result of the study.
The first limitation is related to the objects of the study. This study only investigated the implementation of story grammar strategy in teaching
reading of narrative text and the students’ responses.
The second one is related to the instruments used in this study. They are observation, interview and questionnaire. The result of the study could
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be more comprehensive if the researcher used mix method in doing the research.
The third one is related to the number of participants, the present study only investigated 30 students. The result could be different if it involved a large number of the students from different schools and also involved more teachers in the same regency. Those could be strengthened the present findings.
6.4 Recommendations
Based on the above limitation of the study, there are some recommendations proposed for future research. The recommendations are intended to enrich and find the best way of teaching reading.
Some recommendations can be suggested: First, it will be beneficial if further research enlarge the object of the study not only reading skill of narrative text but also involving writing skill of narrative text.
Second, related to the instruments of data collection this study only used three data collections. It is suggested for future research use mix method in doing the research to gain more comprehensive and valid result.
They completed the real students’ ability in reading comprehension of
narrative text.
Third, it would be better if further research get involved more teachers and more students to gain different result of the same study and to examine the strength effectiveness of story grammar strategy.
Fourth, referring to the weaknesses in this study that the students with learning disabilities or low achiever still find difficulties in identify the
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theme of the story, it will be better if the other researcher investigating other way to solve this problem.
Finally, it is recommended that story grammar strategy can be used as an alternative in teaching reading of narrative text at different context and different level of education.
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