IMPROVING STUDENTS READING COMPREHENSION ACHIEVEMENT IN NARRATIVE TEXT THROUGH PAIRED STORY TELLING TECHNIQUE.
ACKNOWLEDGEMENT
First of all, the writer would like to thank to ALLAH SWT for the
blessings that he finally completed this thesis.
This thesis is aimed at fulfilling one of the requirements for the degree of
SarjanaPendidikan at English Department, Faculty Languages and Arts, State
University of Medan.
In completing this thesis, the writer encountered some difficulties but
many people helped her in facing them. So, the writer would like to express her
gratitude and love to:
1. Prof. Dr. IbnuHajarDamanik,M.Si, Rector of State University of Medan
2. Dr. Isda Pramuniarti, M.Hum, Dean of Faculty Languages and Arts.
3. Prof. Dr. Hj. Sumarsih, M.Pd, Head of English Department.Rika S.Pd,
M.Hum, Secretary of English and Literature Department, Dra.
MasitowarniSiregar, M.Ed, Head of English Education Study Program.
4. Prof. Dr. Busmin Gurning, M.Pd, her advisor, who has given his time,
support, guidance, kindness, contributions, and patience in correcting and
helping her in finishing this thesis.
5. Her beloved parents, Lukman Siregar, A.MA and Murnifor their pray,
love, support, and everything they have given to the writer not only in
completing this thesis but also in her life.
6. Her beloved best friends, Eka Novita , Kurniawan Novian Putra, Shela
Muthia Ramud , Nurjannah, Daud Hamonangan, Faisal Hakim ,
i
Nursa’adah, Marhamah Melisda All students of class Ext A 09 that
could not be mentioned one by one, for their support, information,
encouragement, and assistance.
7. The headmaster of SMA Persatuan Amal Bakti Dra. Hj. Roslaini and the
English teacher Bapak Hairul Huda for all their permission and support
to do this thesis. Also all the students of class XI SMA Persatuan Amal
Bakti, for their good attention and their best in doing the test.
It is realized that this thesis is far from perfect. Therefore, comments,
critics, suggestions, and advises are expected from the readers.
Medan, Desember 2013
The Writer,
Hafizhah Siregar
Nim. 209321001
ii
ABSTRACT
Siregar, Hafizhah. Improving Students’ Reading comprehension Achievement
in narrative text Through paired story telling technique. A Thesis.English
Department.Faculty of Languages and Arts.State University of Medan. 2013.
This study attempted to improve students’ reading comprehension achievement in
narrative text through paired story telling technique. This study was conducted by
using classroom action research. The subject of the research was class XI SMA
PAB 1 Medan which consisted of 25 students. The research was conducted in two
cycles and every cycle consisted of three meetings. The instruments for collecting
the data were quantitative data (Reading test) and qualitative data (diary notes,
observation sheet and questionnaire sheet). Based on reading scores, students’
score kept improving in every evaluation. In the test I the mean was 65.28 in the
test II the mean was 71.16. Based on observation sheet it was found that teachinglearning process ran well. Students were active, enthusiastic, and interested in
reading. The result of the research showed that applying paired story telling
significantly improved students’ reading comprehension achievement.
iii
TABLE OF CONTENT
Page
ABSTRACT ..............................................................................................................i
ACKNOWLEDGEMENT .......................................................................................i
TABLE OF CONTENTS.........................................................................................iv
LIST OF TABLES ...................................................................................................vi
LIST OF FIGURES ................................................................................................vii
LIST OF APPENDIXES .........................................................................................viii
CHAPTER I :
INTRODUCTION
A. The background of Study........................................................1
B. The Problem of study.............................................................2
C. Objective the study .................................................................2
D. The Scope of Study.................................................................2
E. The Significance of the Study.................................................3
CHAPTER II :
REVIEW OF LITERATURE
A. Theoretical Framework ...........................................................4
B. Reading ...................................................................................4
C. The purpose of reading ...........................................................5
1. Reading to search for simple information ..........................5
2. Reading to learn from text .................................................5
3. Reading to integrate information, write and critique text ..6
4. Reading for general comprehension ..................................6
D. Reading Comprehension .........................................................6
1. Level of Reading Comprehension .....................................7
a. Literal comprehension ...................................................8
b. Interpretative Comprehension .......................................8
c. Critical Comprehension.................................................8
d. Creative Comprehension ...............................................8
E. Narrative Text .........................................................................9
1. Types of Narrative .............................................................9
2. The parts of Narrative text .................................................9
F. Cooperative Learning .............................................................11
G. Types of cooperative Learning ...............................................12
H. Paired story telling technique .................................................12
I. The Benefit of paired story telling technique .........................13
J. The Application of paired story telling technique ..................14
K. Conceptual Framework ...........................................................16
iv
CHAPTER III : RESEARCH METHOD
A. Research Design .....................................................................19
B. The Subject of the research.....................................................21
C. Procedure of Research ............................................................21
1. First Cycle ..........................................................................21
a. Planning.........................................................................21
b. Action ...........................................................................22
c. Observation ..................................................................23
d. Reflection .....................................................................24
2. Second cycle .....................................................................24
D. The technique For analyzing Data .........................................24
CHAPTER IV : DATA ANALYSIS, FINDING AND DISCUSSION
A. Data Analysis .........................................................................27
B. Research Finding ...................................................................32
C. Discussion ..............................................................................33
CHAPTER V :
CONCLUSION AND SUGGESTION
A. Conclusion .............................................................................35
B. Suggestion .............................................................................35
REFERENCES ........................................................................................................37
v
LIST OF TABLES
List of table 4.1 Score of Reading ........................................................................27
List of table 4.2 The Percentage of Students Who Got Points 72 ......................28
List of table 4.3 The Percentage of Students in Cycle 1 ......................................28
List of table 4.4 The Percentage of Students in Cycle 2 ......................................29
List of table 4.5 The Percentage of Students Who Low in Cycle 1 and 2 ........30
List of table 4.6 The comparison of Students’ Reading Score ...........................31
vi
LIST OF FIGURES
1. Figure observation action Research .....................................................................20
vi
LIST OF APPENDIXES
1.
2.
3.
4.
5.
6.
Appendix A Lesson plan .................................................................................38
Appendix B Diary notes ...................................................................................55
Appendix C Interview sheet .............................................................................57
Appendix D Pre-Test .......................................................................................60
Appendix E Observation Sheet .........................................................................81
Appendix F Questionnaire Sheet ......................................................................82
vii
CHAPTER I
INTRODUCTION
A. Background of the Study
Reading is one of the most important skills in language learning besides
listening, speaking and writing. By reading, a reader does something to add
knowledge, information and pleasure, instruction to do something, and also to
know what happened. Brown (2000) states that reading is argued the most
essential skill for success in all educational context. For most learners reading is
the most important skill to be mastered in order to ensure suces not only in
learning English, but also in learning other subjects where reading English is
required.
In Educational unit level curiculum (Kurikulum Tingkat Satuan Pendidikan
(KTSP),the objective of teaching reading are clearly stated. One of the objectives
is students are expected to be competent in comprehending reading in various
English texts. For senior High School students, they were expected to be able to
comprehend the meaning of written text : recount, narrative, procedure,
descriptive,
news
item,
spoof,
report,
analytical
exposition,
hortatory
explanantion, discussion, and review in daily life context
Based on the writer’s experience during the teaching Practice in junior high
school ( PPLT 2012), it was found that in teaching reading, most of students were
just asked to read the text, then they answered some questions based on the text.
When the writer told them to tell some information from text, most of them didn’t
4
have any ideas or opinion to clarify the information from the text. This
situation happened because the technique used was not suitable.
The explanation above becomes the reason why the reseacher would like to
conduct a research by using paired story telling technique to improve students’
achievement in reading comprehension. The reason why the researcher chooses
paired story telling for study because paired story telling gives the students
opportunity to converse in English. Then, the verbal use of the English Will
improve the students’ skill in reading.
B.
Problem of the Study
The problem of the study is formulated as in the following :
Based on the background of the study, the researcher problem is formulated
as the following “ Does the use of paired story telling technique improve the
students achievement in reading comprehension in narrative text ?”
C.
Objective of the Study
In relation to the problem of the study, this study is usefulto improve
students’ achievement in reading comprehension by paired story telling technique.
D.
Scope of the Study
This study focuses on the relationship between the Paired story telling
technique and students’ achievement in reading comprehension on the second
grade students’ of SMAPab1 Medan Estate.
37
E. Signficance of the Study
Findings of the study are expected to be very useful for :
1) teacher who want to develop their ability in teaching reading,especially
reading narrative text,
2) student
who
want
to
Improve
their
achievement
on
reading
comprehension,
3) to help the research to get the information of paired story telling in
teaching reading.
35
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusion
Based on the result of the study, the conclusions are drawn as follows:
1. There is an improvement of students’ achievement in reading narrative text
if it is taught by using Paired story telling technique. It is showed from the
mean of the students’ scores pre test (43.16) and the mean of the post test
of cycle I (65.28) and the mean of the post test of cycle II ( 71.16). It
means that the use of Paired story telling could improve the students’
achievement in reading narrative text.
2. The observation sheet, interview sheet, supported by students’ actives
record, indicate that there is an improvement in students’ abilities. It is
shown that most of students became more active working in pairs and it is
strengthened by the improvement of their reading scores.
3. It is proved quantitatively and qualitatively that the application of paired
story telling improves the students’ achievement in reading narrative texts.
A. Suggestions
The result of the study showed that be use of paired storytelling improves
the students’ achievement on reading comprehension. The following suggestions
are offered :
36
1. To english teacher, it is better to use paired storytelling in teaching reading
because it can improve the students’ achievement on reading
comprehension.
2. To the students, it is suggested to use relevant topic to conduct the further
research by using paired storytelling.
3. For all the readers, may this research will bring you into good
understanding how to improve students’ achievement on reading
comprehension through paired storytelling.
REFERENCES
Alexander,J.Estille.1988.Teaching Learning-3rd Ed.Emriti : University of Tennese
Arikunto,S.2006.Prosedur Penelitian : Suatu Pendekatan Praktik.Jakarta : Rineka
Cipta
Brown,H.D.2000.Principles of Language Learning and Teaching-4th Ed : New
YorkLongman.Person Education
Grabe,W and Stoller,F.2002.Teaching and researching Reading.Harlow :
Longman.
Johnson, D.W, & Johnson, R.1999. Learning Together and Alone : Cooperative,
Competitive, and Individualistic Learning. Boston : Allyn & Bacon
Lie,Anita.2002.Cooperative Learning.Jakarta : Gramedia.
Otto,Wayne.1979. How to Teach Reading.Canada : Addition – Westley.
Partnership
for
reading
.
2005.Reading
Comprehension.May
23,2013.http://wik.ed.vios.edu/endex.php/reading comprehension
Wallace,M.J.1998. Action Research for Language Teachers.Cambridge :
CambridgeUniversity Press.
Wardhani,IDAK,Kuswaya Wihardit,Noehi Nasution.2006.Penelitian Tindakan
Kelas.Jakarta : Universitas Terbuka
Wiriaatmadja,Rochiati.2006.Metode Penelitian Tindakan Kelas.Bandung Remaja
Rosdakary.
Mc. Neil,J.D.1992. Reading Comprehension New Directions for Classroom
Practice,Third Edition. New York : Harper Collins
First of all, the writer would like to thank to ALLAH SWT for the
blessings that he finally completed this thesis.
This thesis is aimed at fulfilling one of the requirements for the degree of
SarjanaPendidikan at English Department, Faculty Languages and Arts, State
University of Medan.
In completing this thesis, the writer encountered some difficulties but
many people helped her in facing them. So, the writer would like to express her
gratitude and love to:
1. Prof. Dr. IbnuHajarDamanik,M.Si, Rector of State University of Medan
2. Dr. Isda Pramuniarti, M.Hum, Dean of Faculty Languages and Arts.
3. Prof. Dr. Hj. Sumarsih, M.Pd, Head of English Department.Rika S.Pd,
M.Hum, Secretary of English and Literature Department, Dra.
MasitowarniSiregar, M.Ed, Head of English Education Study Program.
4. Prof. Dr. Busmin Gurning, M.Pd, her advisor, who has given his time,
support, guidance, kindness, contributions, and patience in correcting and
helping her in finishing this thesis.
5. Her beloved parents, Lukman Siregar, A.MA and Murnifor their pray,
love, support, and everything they have given to the writer not only in
completing this thesis but also in her life.
6. Her beloved best friends, Eka Novita , Kurniawan Novian Putra, Shela
Muthia Ramud , Nurjannah, Daud Hamonangan, Faisal Hakim ,
i
Nursa’adah, Marhamah Melisda All students of class Ext A 09 that
could not be mentioned one by one, for their support, information,
encouragement, and assistance.
7. The headmaster of SMA Persatuan Amal Bakti Dra. Hj. Roslaini and the
English teacher Bapak Hairul Huda for all their permission and support
to do this thesis. Also all the students of class XI SMA Persatuan Amal
Bakti, for their good attention and their best in doing the test.
It is realized that this thesis is far from perfect. Therefore, comments,
critics, suggestions, and advises are expected from the readers.
Medan, Desember 2013
The Writer,
Hafizhah Siregar
Nim. 209321001
ii
ABSTRACT
Siregar, Hafizhah. Improving Students’ Reading comprehension Achievement
in narrative text Through paired story telling technique. A Thesis.English
Department.Faculty of Languages and Arts.State University of Medan. 2013.
This study attempted to improve students’ reading comprehension achievement in
narrative text through paired story telling technique. This study was conducted by
using classroom action research. The subject of the research was class XI SMA
PAB 1 Medan which consisted of 25 students. The research was conducted in two
cycles and every cycle consisted of three meetings. The instruments for collecting
the data were quantitative data (Reading test) and qualitative data (diary notes,
observation sheet and questionnaire sheet). Based on reading scores, students’
score kept improving in every evaluation. In the test I the mean was 65.28 in the
test II the mean was 71.16. Based on observation sheet it was found that teachinglearning process ran well. Students were active, enthusiastic, and interested in
reading. The result of the research showed that applying paired story telling
significantly improved students’ reading comprehension achievement.
iii
TABLE OF CONTENT
Page
ABSTRACT ..............................................................................................................i
ACKNOWLEDGEMENT .......................................................................................i
TABLE OF CONTENTS.........................................................................................iv
LIST OF TABLES ...................................................................................................vi
LIST OF FIGURES ................................................................................................vii
LIST OF APPENDIXES .........................................................................................viii
CHAPTER I :
INTRODUCTION
A. The background of Study........................................................1
B. The Problem of study.............................................................2
C. Objective the study .................................................................2
D. The Scope of Study.................................................................2
E. The Significance of the Study.................................................3
CHAPTER II :
REVIEW OF LITERATURE
A. Theoretical Framework ...........................................................4
B. Reading ...................................................................................4
C. The purpose of reading ...........................................................5
1. Reading to search for simple information ..........................5
2. Reading to learn from text .................................................5
3. Reading to integrate information, write and critique text ..6
4. Reading for general comprehension ..................................6
D. Reading Comprehension .........................................................6
1. Level of Reading Comprehension .....................................7
a. Literal comprehension ...................................................8
b. Interpretative Comprehension .......................................8
c. Critical Comprehension.................................................8
d. Creative Comprehension ...............................................8
E. Narrative Text .........................................................................9
1. Types of Narrative .............................................................9
2. The parts of Narrative text .................................................9
F. Cooperative Learning .............................................................11
G. Types of cooperative Learning ...............................................12
H. Paired story telling technique .................................................12
I. The Benefit of paired story telling technique .........................13
J. The Application of paired story telling technique ..................14
K. Conceptual Framework ...........................................................16
iv
CHAPTER III : RESEARCH METHOD
A. Research Design .....................................................................19
B. The Subject of the research.....................................................21
C. Procedure of Research ............................................................21
1. First Cycle ..........................................................................21
a. Planning.........................................................................21
b. Action ...........................................................................22
c. Observation ..................................................................23
d. Reflection .....................................................................24
2. Second cycle .....................................................................24
D. The technique For analyzing Data .........................................24
CHAPTER IV : DATA ANALYSIS, FINDING AND DISCUSSION
A. Data Analysis .........................................................................27
B. Research Finding ...................................................................32
C. Discussion ..............................................................................33
CHAPTER V :
CONCLUSION AND SUGGESTION
A. Conclusion .............................................................................35
B. Suggestion .............................................................................35
REFERENCES ........................................................................................................37
v
LIST OF TABLES
List of table 4.1 Score of Reading ........................................................................27
List of table 4.2 The Percentage of Students Who Got Points 72 ......................28
List of table 4.3 The Percentage of Students in Cycle 1 ......................................28
List of table 4.4 The Percentage of Students in Cycle 2 ......................................29
List of table 4.5 The Percentage of Students Who Low in Cycle 1 and 2 ........30
List of table 4.6 The comparison of Students’ Reading Score ...........................31
vi
LIST OF FIGURES
1. Figure observation action Research .....................................................................20
vi
LIST OF APPENDIXES
1.
2.
3.
4.
5.
6.
Appendix A Lesson plan .................................................................................38
Appendix B Diary notes ...................................................................................55
Appendix C Interview sheet .............................................................................57
Appendix D Pre-Test .......................................................................................60
Appendix E Observation Sheet .........................................................................81
Appendix F Questionnaire Sheet ......................................................................82
vii
CHAPTER I
INTRODUCTION
A. Background of the Study
Reading is one of the most important skills in language learning besides
listening, speaking and writing. By reading, a reader does something to add
knowledge, information and pleasure, instruction to do something, and also to
know what happened. Brown (2000) states that reading is argued the most
essential skill for success in all educational context. For most learners reading is
the most important skill to be mastered in order to ensure suces not only in
learning English, but also in learning other subjects where reading English is
required.
In Educational unit level curiculum (Kurikulum Tingkat Satuan Pendidikan
(KTSP),the objective of teaching reading are clearly stated. One of the objectives
is students are expected to be competent in comprehending reading in various
English texts. For senior High School students, they were expected to be able to
comprehend the meaning of written text : recount, narrative, procedure,
descriptive,
news
item,
spoof,
report,
analytical
exposition,
hortatory
explanantion, discussion, and review in daily life context
Based on the writer’s experience during the teaching Practice in junior high
school ( PPLT 2012), it was found that in teaching reading, most of students were
just asked to read the text, then they answered some questions based on the text.
When the writer told them to tell some information from text, most of them didn’t
4
have any ideas or opinion to clarify the information from the text. This
situation happened because the technique used was not suitable.
The explanation above becomes the reason why the reseacher would like to
conduct a research by using paired story telling technique to improve students’
achievement in reading comprehension. The reason why the researcher chooses
paired story telling for study because paired story telling gives the students
opportunity to converse in English. Then, the verbal use of the English Will
improve the students’ skill in reading.
B.
Problem of the Study
The problem of the study is formulated as in the following :
Based on the background of the study, the researcher problem is formulated
as the following “ Does the use of paired story telling technique improve the
students achievement in reading comprehension in narrative text ?”
C.
Objective of the Study
In relation to the problem of the study, this study is usefulto improve
students’ achievement in reading comprehension by paired story telling technique.
D.
Scope of the Study
This study focuses on the relationship between the Paired story telling
technique and students’ achievement in reading comprehension on the second
grade students’ of SMAPab1 Medan Estate.
37
E. Signficance of the Study
Findings of the study are expected to be very useful for :
1) teacher who want to develop their ability in teaching reading,especially
reading narrative text,
2) student
who
want
to
Improve
their
achievement
on
reading
comprehension,
3) to help the research to get the information of paired story telling in
teaching reading.
35
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusion
Based on the result of the study, the conclusions are drawn as follows:
1. There is an improvement of students’ achievement in reading narrative text
if it is taught by using Paired story telling technique. It is showed from the
mean of the students’ scores pre test (43.16) and the mean of the post test
of cycle I (65.28) and the mean of the post test of cycle II ( 71.16). It
means that the use of Paired story telling could improve the students’
achievement in reading narrative text.
2. The observation sheet, interview sheet, supported by students’ actives
record, indicate that there is an improvement in students’ abilities. It is
shown that most of students became more active working in pairs and it is
strengthened by the improvement of their reading scores.
3. It is proved quantitatively and qualitatively that the application of paired
story telling improves the students’ achievement in reading narrative texts.
A. Suggestions
The result of the study showed that be use of paired storytelling improves
the students’ achievement on reading comprehension. The following suggestions
are offered :
36
1. To english teacher, it is better to use paired storytelling in teaching reading
because it can improve the students’ achievement on reading
comprehension.
2. To the students, it is suggested to use relevant topic to conduct the further
research by using paired storytelling.
3. For all the readers, may this research will bring you into good
understanding how to improve students’ achievement on reading
comprehension through paired storytelling.
REFERENCES
Alexander,J.Estille.1988.Teaching Learning-3rd Ed.Emriti : University of Tennese
Arikunto,S.2006.Prosedur Penelitian : Suatu Pendekatan Praktik.Jakarta : Rineka
Cipta
Brown,H.D.2000.Principles of Language Learning and Teaching-4th Ed : New
YorkLongman.Person Education
Grabe,W and Stoller,F.2002.Teaching and researching Reading.Harlow :
Longman.
Johnson, D.W, & Johnson, R.1999. Learning Together and Alone : Cooperative,
Competitive, and Individualistic Learning. Boston : Allyn & Bacon
Lie,Anita.2002.Cooperative Learning.Jakarta : Gramedia.
Otto,Wayne.1979. How to Teach Reading.Canada : Addition – Westley.
Partnership
for
reading
.
2005.Reading
Comprehension.May
23,2013.http://wik.ed.vios.edu/endex.php/reading comprehension
Wallace,M.J.1998. Action Research for Language Teachers.Cambridge :
CambridgeUniversity Press.
Wardhani,IDAK,Kuswaya Wihardit,Noehi Nasution.2006.Penelitian Tindakan
Kelas.Jakarta : Universitas Terbuka
Wiriaatmadja,Rochiati.2006.Metode Penelitian Tindakan Kelas.Bandung Remaja
Rosdakary.
Mc. Neil,J.D.1992. Reading Comprehension New Directions for Classroom
Practice,Third Edition. New York : Harper Collins