A"Skripsi"
Presented to the Faculty ofTarbiyah and Teachers Training
in Partial Fulfillment of The Requirements
For the Degree of S.Pd (Bachelor of Arts) in English Language Education
...
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By:
IMAS MASPUPAH
104014 000
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1'lasitiJ..asi : - - .DEPARTMENT OF ENGLISH EDUCAnON
FACULTY OF TAREIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
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I
THE EFFECTIVENESS OF TEACHING
NARRATIVE TEXT
BY USING STORY
MAPPING
(An Experiment. St.udy of the First Year Students of SMA 87 Jakarta Selatan)
A'Skripsi'
Presented to the Faculty of Tarbiyah and Teachers Training
in Partial Fulfillment of The Requirements
For the Degree of S.Pd (Bachelor of Arts)in English Language Education
By:
llUas Maspupah
104014000294
APPROVED BY
Advisor
Dra. Farida Hamid, M.Pd.
NIP. 150249910
DEPAR.TMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS
TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
that the 'Sic.ripsi' (scientific paper) entitled 'The Effectiveness of Teaching Narrative
Text
by
Using Story Mapping written by Imas Maspupah, student's registrationnumber: l(l4014000294, was exanlined by the committee on June 23'd 2009, and was
declared to have passed and, therefore, fulfilled one of the requirements for academic
title of 'SPd' (Bachelor of Arts) in English Language Education at the Department of
English Education.
Jakarta, June2yd 2009
EXAMINATION COMMITTEE
ｾ
L
CHAIRMAN : l'rs. Syauki. M.Pd. ( - )
NIP. 19641212 199103 1002 ｾ
" ,
SECRETARY : Neneng Sunengsih. S.Pd. ( )
NIP. 150293232
EXAMINER1 : Drs. Nasrun Mahmud, M.Pd. (
NIP. 150041070
",
---EXAMINER2 : Dra. Hidayati. M.Pd. ( ) ..
NIP. 19601027 1987032003
Acknowledged by:
ABSTRACT
MASPUPAH, IMAS, 2009, Tbe Effectiveness of Teacbing Narrative Text by Using Story Mapping (An Experimental Study at the First Year Students of SMA 87 Jakarta), Skripsi, English Department, the Faculty of Tarbiyah and Teachers' Training, SyarifHidayatullah State Islamic University Jakarta.
Advisor: Farida Hamid, M.Pd, Dra.
Key Words: narrative text and story mapping
This study is aimed at describing the objective condition the teaching narrative text by using story mapping at the first year students of SMA 87 Jakarta. It includes the students reading narrative text mastery by using story mapping, the effect of students' interest towards the students reading narrative text mastery, the students motivation that can be affect the students reading narrative text master·, in teaching learning process and the student achievements by using story mapping in teaching narrative text.
The aim of the research is to get the information about using story mapping in teaching narrative text, moreover it is conducted to get the effective technique in teaching narrative text at the first year of 87 Senior High School Jakarta. Sample of the research is as much 40 students and an English teacher. This research is using experiment method in the quantitative form by collecting data from documentation, observation and test.
The data collected in this research analyzed by using t-test. According to the result of statistical calculation, it is obtained the value of
to
(t observation) is 2, 22 and the value of t, from df (38) on degree of significance of 5% is 2, 02.Itmeans that the value ofto
is higher than tt. Based on the result, the null hypothesis (Ho) which says there is no significance influence in teaching narrative text by using story mapping is rejected.Itmeans that the alternative hypothesis (Ha) which says that here is significance influence in teaching narrative text by using story mapping is accepted.(An
SMA 87 Jakarta), Skripsi, English Education Department, Faculty of Tarbiya and Teachers' Training, UIN SyarifHidayatullah Jakarta.
Pembimbing: Farida Hamid, M.Pd, Dra
Key words: narrative text dan story mapping
Tujuan dari penclitian ini adalah untuk menggambarkan suatu kondisi yaitu kefektifitasan mengajar teks narrative dengan story mapping pada kelas X siswa Sekolah Menengah Atas Negeri 87 Jakarta. Tujuan tersebut antara lain, kefektifitasan mengajar teks narrative dengan menggunakan story mapping terhadap bacaan siswa, motivasi siswa yang dapat mempengaruhi keterampilan
membaca siswa dalam proses belajar mengajar, dan prestasi siswa ym;,'
menggunakan story mapping dalam pengajaran narrative
Selain itu tujuan dari penelitian ini adalah untuk mendapatkan inforrnasi tentang kefektifan mengajar narrative dengan menggunakan story mapping, selebihnya hal ini dilakukan untuk mendapatkan kefektifitasan teknik dalam mengajar narrative di kelas X siswa SMA Negeri 87 Jakarta. Siswa yang terrnasuk dalam penelitian ini berjumlah 40 orang dan seorang guru bahasa Inggris. Penelitian ini terrnasuk penelitian eksperimen dalam bentuk quantitative dengan mengumpulkan data-data dari dokumentasi, observasi dan test.
Data-data yang di kumpulkan dalam penelitian ini di analisa menggunakan test-t. berdasarkan hasil statistik, telah didapatkan nilai
to
yaitu sebesar 2,22 dan nilai dari tt dari df (38) pada taraf siguifikan 5% yaitu sebesar 2, 02. Dari hasil tersebut jelas bahwa nilaito
lebih tinggi dari pada tt. Selanjutnya, dapat ditarik kesimpulan bahwa hipotesis nihil (Ho) yaitu tidak ada pengaruh yang signifikan dari penggunaan story mapping dalam mengajar narrative ditolak. Sedangkan hipotesis alternative (Ha) yaitu ada pengaruh yang signifikan dari penggunaan story mapping dalam mengajar narrative diterima.ACNOWLEDGMENT
In the name ofAllah, the Beneficent, the MercifUl
All praises be to Allah, the Lord of the Worlds, by His help guidance, and
blessing finally the writer could finish this paper properly. Peace and blessing be
upon Muhammad SAW, his descendants, his companion and his followers.
On this great occasion, the writer would like to express her greatest honor to her
beloved family, her parents H.Muhammad and Nurilah, her sisters and brothers
(lin, Hana, Uswah, Raja and Abi) and especially to her beloved husband
(Kusnadi) who always gives support and moral encouragement in finishing her
study then, Ora. Hj. Farida Hamid, M.Pd as her advisor, thanks for her sincere and
generous help and professional advices.
The writer would like also to express her gratitude, thank and appreciation
to the following persons:
I. All lecturers of English Department who have taught and educated the
writer during her study at UIN SyarifHidayatullah Jakarta.
2. Drs. Syauki, M.Pd, the chief of English Department.
3. Prof. Dr. Dede Royada, M.A, the Dean of Faculty of Tarbiyah and
Teacher Training, UIN Syarif Hidayatullah Jakarta.
4. Ora. Hidayati, M.Pd, for her valuable help, guidance, correction and
suggestion in skripsi writing. This work would not be completed without
a great deal of help from her
5. Drs. Mh. Hadinoto, the headmaster of 87 Senior High School and staffs,
who has allowed the writer to observe and conduct the research there.
6. All teacher of 87 Senior High School who have given inspiration to the
writer.
7. First year 87 Senior High School Students who have help the writer in
is really a pleasure for her to receive critics to accomplish it and she hopes
that this work would be beneficial, particularly for her and for those who
are interested in. the write welcomes suggestions and comment from the
readers for the improvement of this skripsi.
June, 82009
TABLE OF
CONTENTS
ENDORSEMENT SHEET i
ABSTRACT IN ENGLISH. ii
ABSTRACT IN INDONESIAN .iii
ACKNOWLEDGEMENT .iv
TABLE OF CONTENTS v
LIST OF TABLES vii
LIST OF FIGURES viii
CHAPTER I
CHAPTER II
: INTRODUCTION
A. Background of the Study i
B. Scope and Limitation of the Stucly 3
C. Formulation of the Problem 3
D. Objective of the Study... .. .4
E. Significance of the Study 4
F. Hypothesis 5
G. Operational Definition 5
: THEORETICAL FRAMEWORK
A. Narrative Text
1. Definition and Kinds of Narrative Tcxt. 6 2. Purpose of Narrative Text. 8
3. Schematic structures 9
4. Linguistic Features ] 0
B. Story Mapping
I. Definition of Story Mapping 11
2. The Purpose of Story Mapping ] 3
Mapping 13
C. Teaching Narrative Text by Using Story
Mapping 16
CHAI'TER III : THE PROFILE OF THE SCHOOLSMA S7 JAKARTA
1. History of SMA 87 Jakarta 18 2. School Identity... .. 18 3. Vision & Mission 19
4. Curriculum ,... 1 ()
5. Facilities 19
6. Total of Students 20 7. Total of Teachers 21 8. Organization of SMA 87 23
CHAPTER IV : RESEARCH DESIGN
A. Research Design 24 B. Place and Time of the Research 24 C. Subj,ect of the Study 24 D. Research Instrument.. 25 E. Data and Source Data 25 F. Techniques of Collecting Data 25 G. Techniques of Data Analysis 26
CHAPTER V : RESEARCH FINDINGS AND DISCUSSIONS
A. Research Findings
1. Teaching Preparation... ...28 2. Kinds of Materials used by English Teacher
at SMA 87 Jakarta 28
3. The Ways Used by English Teacher to Evaluate the
Students Skill .30
B. Research Discussion
1. Teaching Preparation 30
2. Material Used at SMA 87 31
3. Evaluation Applied by the English Teacher in the
Classroom 31
4. Data Description 31
5. Data Interpretation... .. 37
CHAPTERVI :CONCLUSION AND SUGGESTION
1. Conclusions .
2. Suggestions, , 30
BIBLIOGRAPHy .
APPENDIXES
Vll
2. Table II Total of Students I8
3. Table III Total of Teachers I9
4. TableIVOrganization of SMA 87 Jakarta 22
5. Table V Score of Pre-test and Post-test ofExperimcnt Class 27
6. Table VI Score of Pre-test and Post-test of Control Class 28
7. Table VII Comparison of the Score of Expcriment and Control Class 29
[image:11.522.79.429.132.522.2]LIST OF FIGURES
I. Figure 2.1 J5
2. Figure 3.1 23
3. Figure 5.1 .30
[image:12.524.79.427.94.522.2]This chapter presents and discusses the background of the study, scope
and limitation of the study, formulation of the problem, objective ofthe study,
significance of the study, hypothesis and operational definition
A. Background of Stndy
Language is a communication used by people to communicate through
spoken and written language. English as an international language has been
used by all people in the world. The people of non native speaker use English
as their second langnage to communicate in many different kinds of social
situation and for many different purposes.
In educational, English has an important role. It could be seen that
language has been learned in any levels of education. For instance, in
Indonesia, English has been taught from elementary level up to the university.
Most books in the libraries of university and institutes are also written in
English.
English is different from Indonesian language. Every language has its
own rules and its own skills. In learning English, there are four skills listening,
speaking, reading and writing that should be mastered. One of important skill
is reading.
Reading is very essential for us in order to increase our knowledge.
This idea is supported by the fact that reading has become part of our daily
. /
life. We read many kinds of written materials from newspaper, magazine until
academic books. Through reading we can get a lot information, knowledge,
enjoyment and even problem solution. Therefore, the ability to read the text in
any form will give a great deal advantages in our life. Actually, the purpose of
2
he needs and like.Italso different from studying, because there is no test after
finish our reading.
Talking about reading activities, objectively on average, we can expect
to read every time and consider it as daily activities; we may read newspaper
every day of our life to find some news or science to expand our knowledge.
Learners may read book at school or at home, to achieve a good point on
every subject of study.
There are some problems for the learner to comprehend English
literary or book or any other printed materials. Most of them just have some
means or ability to pronounce and recognize the individual words for the text
without knowing the message or the meaning of what the author extends.
One of kind reading text is narrative text. Narrative text is a kind
text that describes a sequence of fictional or non fictional events.Itconsists of
orientation, complication or problem and resolution. It sometimes also makes
learners confused. The effect is that they do not understand plot ofthe story.
Asking the students to translate the story is usually ineffective
methods. They are very bored about that. As good teacher must be given a
method that learners enjoy it.
Learning a new language can be difficult process. However, the reward
is being able to communicate with a whole new country or cultural of people.
For that reason, many factors influence student's achievement in English, one
of them is teaching with strategy. For carrying out the various curricular
decisions, the teacher must learn how to employ a wide range of teaching
strategies that is methods of approaching the students.l Learning a new
language should be fun, interactive and exiting so, strategies are very
important for language learning be cause they are tools which are essential for
developing communicative competence. These strategies allow the teacher to
know certain technique of teaching and suitable method in giving the material
to consider student's ability in acquire material in the learning process.
To solve the problems in teaching narrative text, the teacher can use
suitable and interesting methods or techniques that are suitable for the
learners. Techniques depend on the teacher, the imagination, his creativity and
the condition of class, a certain problem can be solved with the various
techniques?
Based on the description above, the writer wants to propose one
teaching techniques that have been shown to be a beneficial teaching
technique in improving reading comprehension especially, in narrative text by
using story mapping.3 Story mapping is a graphic or semantic visual
representation of a story. This map illustrates way to provide an overview of a
story. It includes brief information about characters, setting, goal, event and
resolution.4
In teaching narrative text by using story mapping, the teacher ask the
student to read first the text then, make a conclusion by draw a graphic or
anything relate to the story.Itis to develop their comprehension in reading.
n.
Scope and Limitation of the StudyThe scope of this study focuses on using story mapping to improve
student's reading skill at SMA 87 Jakarta. To limit of the problems will be
discuss in this skripsi consists of: (a) the English teacher preparation before
teaching narrative text, (b) the kinds of materials used by the English teacher
in teaching narrative text and (c) the teacher's ways to evaluate the students'
skill in narrative text.
C. Formulation of the Problem
In this study, the writer is necessary to do an evaluation of students on
teaching learning process of English especially in teaching narrative text at 87
2Mulyanto Soemardi.Pengajaran Bahasa Asing Sebuah Tiryauan Dar; Segi Metodologi,
(Jakarta: Bulan Binlang, 1975), p.14
3Sandra Silbesrtein,Technique an Resources in leaching Reading, (NewYork: Oxford
Universilj Press, 1994), p.49
4
Senior High School. The main problem of this study is"does the use of story
mapping can improve the students' skill in learning narrative text?"
The main problem is formulated into two sub problems as follows:
1. Does the teacher make the teaching preparation before teaching narrative
text?
2. What kinds of materials are used by the English teacher in teaching
narrative text?
3. How is the teacher's ways to evaluate the students' skill in narrative text?
D. Objective of the Study
In line with the statement of formulation of the problem stated above,
the general objective of this study is to evaluate the teaching learning process
of the English subject especially in teaching narrative text at 87 Senior High
School Jakarta. Objective ofthe study are follows:
1. To describe the preparation made by the English teacher in teaching
narrative text.
2. To describe the kinds of materials used by the English teacher in teaching
narrative text
3. To describe the teacher ways in evaluating the students' skill in narrative
text.
E. Significance ofthe Study
The findings or results of this study are expected to contribute to the
English teacher, students and other researchers. To English teacher, the
findings of this study are expected to be able to enrich the teachers'
knowledge in terms of the teaching narrative text in using story mapping at
first year of 87 Senior High School students Jakarta.
To students, the result of this study is expected to make process of
learning more communicative and enjoyable so that it will increase their
this study are hoped as a basic consideration and information to do the further
investigation.
F. Hypothesis
The statistic hypothesis states:
1. Alternative Hypothesis (Ha): there is significance difference between
the students' achievement in reading narrative text by using story
mapping and without using story mapping at 87 Senior High School,
Jakarta.
2. Null Hypothesis (Ho): there is no significance difference between the
students' achievement in reading narrative text by using story
mapping and without using story mapping at 87 Senior High SChOCh,
Jakarta
G. OperationalDefinition
The following are given to make the readers have the same
understanding or perception for some terms used in this study. They are also
intended to avoid ambiguity or misinterpretation. They are as follows:
1. Narrative textis a kind of text that describes a sequence of fictional
or non fictional events. Itconsists of orientation, complication or
problem and resolution.
2. Story Mappingis a graphic or semantic visual representation of a
story. This map illustrates way to provide an overview of a story. It
includes brief information about characters, setting, goal, event and
resolution.
3. SMA Negeri 87 Jakarta is the acronym of "Sekolah Menengah
CHAPTER II
THEORETICAL FRAMEWORK
This chapter presents and discusses about the theoretical
framework which is consist of narrative text, story mapping and teaching narrative
text by using story mapping which is comprise of defmition, the schematic
structure, linguistic features, the purpose, technique using story mapping,
advantages and disadvantages.
A. Narrative Text
1. Definition
According to Chatman, S. and B. Attebery (1993) "narrative is the
telling of a story or communication of a chain of events, fictive or real. Aspects
of narrative include how the story is told, the context in which it is presented,
and the construction of the story. J
In terms of media, narrative is the coherence/organization given to
a series of facts. The human mind needs narrative to make sense of things. We
connect events and make interpretations based on those connections. In
everything we seek a beginning, middle and the end? We understand and
construct meaning using our experience of reality and of previous texts. Each
text becomes part of the previous and the next through its relationship with the
audience.
I Chatman, S. and B. Attebery, .Reading Narrative Fietian.(New York: Mcmillan,1993), p.lS
2 The Media Student's Book(2nd Ed) Branston/Stafford (1999): Ch 3 Narratives, taken
Based on Wikipedia dictionary, narrative has definition such as;
"a narrative or story is a construct created in a suitable fonnat (written, spoken, poetry, prose, images, song, theater, or dance) that describes a sequence of fictional or non-fictional events. It derives from the Latin verbnarrare,which means "to recount" and is related to the adjective gnarus, meaning "knowing" or "skilled":[l] (Ultimately derived from the Proto-Indo-European root gnjj-, "to know".[2]) The word "story" may be used as a synonym of "narrative", but can also be used to refer to the sequence of events described in a narrative. A narrative can also be told by a character within a larger narrative.,,3
From description above, it can be said that narrative text has many
meanings. Narrative text has been learned since junior high school. Until now,
learners still confuse about it. Actually, narrative text is same with the story. Itis
only different tenn. When were child, we have been read Cinderella story. Itis
kinds of narrative text.Itconsists of fiction story.
There are many types of narrative. They can be imaginary, factual
or a combination of both. They may include fairy stories, mysteries, science
fiction, romances, horror stories, adventure stories, fables, myths and legends,
historical narratives, ballads, slice of life, personal experience. Narrative text is
easy reading for students because most of students like reading a story. Their
difficulties may be in reading comprehension.
Besides type of narrative, there are the basic elements of narrative
text is:
a. Characters
All stories have characters that the author presents in the story. These
are the easiest elements for students to locate. Many writers insist that
the character is the single most important element in the narrative text.
In the delineation of character has certain method at their disposal. They
8
can describe us character physically: age, height, weight and so forth.
They can develop the character through action: what he does in different
situations, how to react the problems. The author can also depict
character through dialogue: how the character talks, what he says.
Sometimes the author tells you what the character thinking.
b. Setting
Writers, to add interest, always let readers know where and when the
story takes place (for example, what period of history, or seasons of the
year). Sometimes the writer gives so many details it seems to paint a
picture you can see in your imagination. These details are called the
"setting" ofthe story.
c. Plot
Every story has on going events, plus actions by characters. A writer
usually starts a story by introducing characters and problems that they
face. The sequence of main actions by characters, as they respond to
and solve problems, is called plot.
d. Conclusion
At the end of a story, the author brings action to a climax the most
exciting point in the whole story. Then events are brought to a
"conclusion" here the writer brings together all the important things that
happened in the story, and tells how events work out for the characters.4
2. The Purpose
The basic purpose of narrative is to entertain, to gain and
hold a readers' interest. However narratives can also be written to teach or
infonn, to change attitudes / social opinions e.g. soap operas and television
dramas that are used to raise topical issues. Narratives sequence
people/characters in time and place but differ from recounts in that through the
sequencing, the stories set up one or more problems, which must eventually find
a way to be resolved.
3. Schematic Structure of Narrative Text
An effective narrative text has several significant
characteristics, which you may use as standard to guide your reading. In a
Traditional Narrative the focus of the text is on a series of actions:
a. Orientation
Orientation is introduction in which the characters, setting
and time of story are established. Usually answers who? when? where? e.g. Mr.
Wolf went out hunting in the forest one dark gloomy night.
b. Complication or problem
The complication usually involves the main character
(often mirroring the complications in real life).
c. Resolution
There needs to be a resolution of the complication. The
complication may be resolved for better or worse/happily or unhappily.
Sometimes there are a number of complications that have toberesolved. These
add and sustain interest and suspense for the reader.5
And for the example:
10
'.
The Smartest Animal
"Once there was a farmer from Laos. Every morning and every evening, he ploughed his field with his buffalo. One day, a tiger saw the farmer and his buffalo working in the field. The tiger was very surprised to see a big animal listening to a small animal. The tiger wanted to know more about the big animal and the small animal.
After the man went home, the tiger spoke to the buffalo; "you are so big and strong. Why do you do everything the man tells you?" The buffalo answered; "oh, the man is very intelligent". The tiger asked; "can you tell me how intelligent he is?" "No, I can't tell you", said the buffalo; "but you can ask him" So the next day the tiger asked to the man; "Can I see your intelligence?" But the man answered; "it at home". "Can you go and get it?" asked the tiger. "Yes" said the man; "but I am afraid you will kill my buffalo when I am gone. Can I tie you to a tree?"After the man tied the tiger to the tree, he didn't go home to get his intelligence. He took his plough and hit the tiger. Then he said; "Now you know about my intelligence even you haven't seen it,,6
Schematic Structure Aualysis
• Orientation: introducing specific participants; farmer and
his buffalo, setting in Laos.
• Complication: revealing a series of crisis: the tiger wanted
to know more about the farmer and the
buffalo, the tiger wanted to know about the
farmer's intelligence.
• Resolution: the crisis is resolve: the farmer hit the tiger
By making the schematic structure, students will be easy
understanding the story and they can memorize it for long time.
4. Linguistic Features
In narrative there are some linguistic features such as:
• Action verbs: Action verbs provide interest to the writing.
• Written in the first person (I, we) or the third person (he, she,
and they).
• Usually past tense
• Specific nouns: Strong nouns have more specific meanings,
e.g.oakas opposed totree.1
• Active nouns: Make nouns actually do something, e.g. It was
raining could become Rain splashed down or There was a
large cabinet in the lounge could become A large cabinet
seemed to fill the lounge.
• Use of adjective and adverbs: Writing needs judicious use of
adjectives and adverbs to bring it alive, qualiJY the action and
provide description and information for the reader.
• Focus on specific participant. Participant is the people, places
and things which can be related experientially in the story.
B.
Story Mapping
l.The Defmition of Story Mapping
Sometimes the goal of a reading lesson might beto examine the
various pieces of a story in a less teacher directed manner, in this case, once a
skill is taught, the students practice it within the current lesson and then use the
skill in specified lesson again and again throughout the year. One skill for
digging into a story to examine its parts is story mapping. As was mentioned
earlier in the chapter, when students develop a schema for stories, that is an
internal understanding of the expected pieces that make up a typical story, they
are better able to comprehend the narratives that they read. But before we discuss
about the definition of story mapping it is better for ustoknow the short story of
story mapping.
7Hetty Herawati, Marhaban,LKS: Bahasa·lnggris SMA Ice/as X,(Bogor: CV Bina
12
The origin of story maps lies within story grammar research. The
term story grammar refers to the hierarchical rules or psychological structures
that people use to create and remember stories the skeleton underlying a story, so
to speak. These psychological models of comprehension and memory are used by
both adults and children to encode and store information in their long term
memories.s
Story mapping or can be referred as mind mapping, idea mapping,
word mapping, etc is a term which describes a variety strategies designed to
show how key word or concept are related to one another through graphic
representation.
As we know, story is a text that gives reader an entertainment.
After read the story usually the reader get many experiences. Story text can mak,
the reader sad or happy. According to Oxford Dictionary story is an account of
past events, incidents, etc.9
Mapping can be defined as a sketch or drawing that shows location
or relation between things or place.1O Mapping is an effective technique for
teaching narrative text, and it is also effective for improving note taking and
creative thinking skills.
According explanation above, story map is a graphic or semantic
visual representation of a story. This map illustrates way to provide an overview
of a story. It includes brief information about characters, setting, problem, goal,
events and resolution.I I
Based on Hare,V., & Bingham, A. (1986), story mapping is a
technique used after a story has been read. It includes identifYing the main
elements, and categorizing the main events in sequential order. A graphic
8PamelaJ,e1.al.• Teaching Reading A BalancedApproachfor Today's Class Rooms.
(New York: Me Graw Hill), p. 345
9A.S Hornby, Oxford Advamced Leamer's Dictionary of Current English, (Oxford:
Oxford University Press, 2000), p. 1177
representation is often used to illustrate the story structure and sequence of
events.12
2. The Purpose of Story Mapping
A story map is a visual depiction of the settings or the sequence of
major events and actions of story characters. This procedure enables students
to relate story events and to perceive stTUcture in literary selections. By
sharing personal interpretations of stories through illustrations, students
increase their understanding and appreciation of selections. Story maps can be
used as frameworks for storytelling or retelling, and as outlines for story
writing.
The purposes are:
• to enhance students' interpretative abilities by enabling them to
visualize story characters, events and settings
• toincrease students' comprehension of selections by organizing and
sequencing main story events
• to develop students' sense of story which will assist storytelling,
retelling and writing
• to increase students' awareness that story characters and events are
interrelated
3. The Technique of Using Story Mapping
The general procedure to follow when preparing a basic story
mapping includes the following steps:
a. Read the story. Write a sequenced summary of the main ideas,
keys events, and characters that make up the plot of the story
12Hare, V.,& Bingham, A,Teaching students main idea comprehension.(New York:
14
b. Place the title, theme, or topic of the story in the center of the
graphic story map in a predominant bubble (figure 1) or at the
top ofthe semantic chart.
c. For the graphic organizer, draw enough ties projecting out
symmetrically from the center ofthe map to accommodate the
major events of the story's plot. Attach related pieces or
second level information from the summary list to these ties in
chronological order, moving clockwise around the center. The
semantically organized chart is simply arranged by story
elements, so information is transferred to it accordingly.
d. Draw additional ties projecting out symmetrically from each
secondary bubble to accommodate the important details
associated with the key plot event, adding relevant information
from the summary list.
e. Review the final story map for completeness13
Based on the explanation above we can make the graphic story
map as example:
Continue to the next page
13PamelaJ,el.al.. Teaching Reading A Balanced Approach/or Today's Class Rooms,
H o i h o
[image:27.521.80.441.94.507.2]S-ror-y
Map
Figure 2.1 Graphic Story Mappingl4
4. The Advantages and Disadvantages of Story Mapping
There are many advantages from story mapping. Firstly, for
teachers become more involved in thinking about the structure of the story they
are to teach and how each part of the story relatesJo the others. In other words,
completing a story map helps students to focus the lesson, leads to more
purposeful teaching, and results in a better quality learning experience for the
students.
Students, get benefit from the use of story maps too. Such concrete
representations aid readers in visualizing the story. Here are some advantages
for students:
1. Mapping enables students to store information in their
personal schema more efficiently
2. Facilitates the recall of story elements more completely and
accurately
3. Students can more easily see how the story pieces mesh
14Taken from, h.t.!P-://english.unitecnology.ac.nzJresources/units/hoiho/story map-:illf. 11
16
4. The students' knowledge continually applies when they
predict what might happen next in one story after another.
5. To enhance students' interpretative abilities by enabling
them to visualize story characters, events and setting
6. To increase students' comprehension of selection by
organizing and sequencing main story events
7. To develop students' sense of story which will assist story
telling, retelling and writing
8. To increase students' awareness that story characters and
events are interrelated!5
Then, disadvantages of story mapping are:
I. Story mapping can be use only in certain kinds of text, for
example narrative text
2. Teaching narrative text using story mapping need a longer time
than without using story mapping.
C.
Teaching Narrative Text
byUsing Story mapping
Teaching narrative text by using story mapping, takes a longer
time than without using story mapping. So, as a teacher we have to give the best
for the students. These are the steps to teach narrative text by using story
mapping:
Step 1: Introduce the concept of a story mapping to students and
preview main elements. Tell students that a story mapping can help them to better
understand a story's characters and events.
Step 2: Set aside at least four successive instructional days to
introduce the major components of the story mapping: (A) IdentifYing important
characters and their personalities and motivation, (B) IdentifYing main problem
15PamelaJ,PamelaJ,et.al.,Teaching Reading A Balanced Approachfor Today's Closs
and significant plot developments, (C) Noting characters' attempts to solve
problems, and(0)IdentifYing a narrative's overarching theme.
Interactive Instruction: Make the instruction of each story component
highly interactive, with clear teacher demonstration and use of examples. 'Think
aloud' as you read through a story with the class to illustrate to students how you
arrive at your conclusions. Elicit student discussion about the story. As you fill
out sections of the story map worksheet on the overhead, have students write responses on their own copies of the worksheet.
Step 3: Error Correction: When students commit errors, direct
them to the appropriate section ofthe narrative to reread it for the correct answer.
Use guide questions and modeling as necessary to help students to come up with
an appropriate response.
Step 4: After students have been introduced to the key story
mapping elements, the group is now ready to use that technique to analyze a
sample narrative passage. Have students read independently through a story.
Pause at pre-determined points to ask the group key questions (e.g., "Who is the
main character? What is she like?"). After discussion, encourage students to write
their answers on thestory map worksheetwhile you fill out the same worksheet as an overhead. Give specific praise to students for appropriately identifYing story
mapping elements.
Step 5: When students are able to use the story mapping
independently, ask them read through selected stories and complete thestory map
worksheet on their own. Check students' responses and conference individually
CHAPTER III
THE PROFaE OF THE SCHOOL SMA 87 JAKARTA
This chapter presents and discusses about history of SMA 87,
school identity, vision &mission, curriculum, facilities, total of students, teacher,
and organization of SMA 87 Jakarta
1.
History of SMA 87 Jakarta
Firstly, SMA 87 located on JI.Ulujami Raya Pasanggrahan, Jakarta
Selatan. Actually, until 2002, it really needs a new building because the old
building was very damage. Since
2002/2003,
first year of SMA 87 students havebeen stayed in new building that located on JI. Mawar II Rempoa Raya, Bintaro
South Jakarta based on decision of Dikmenti Provo OK! Jakarta. Then, two
months later, second year and third year of students learn in a new building.
New building of SMA 87 is in JI. Mawar II Rempoa Raya, Bintaro
Jakarta Selatan has vision and mission that can increase quality of education and
human resources. All of the teacher graduating Sland S2. Study starts at 6.30
A.M to 3.30 P.M every Monday until Thursdays, but on Friday finish at about
11.30 A.M and especially on Saturday only extracurricular class.
2.
School Identity
Name of School : SMA Negeri 87 Jakarta
Head Master
Address
Established
Status
Phone/Fax
: Drs. M.h. Hadinoto
: JI. Mawar II Rempoa Raya, Bintaro Jakarta
Selatan
: 1987
: State
3. Vision:
Superior in performance, spiritual and emotional intelligent
4. Mission:
• Doing believing and piety building through learning process
• Creating a conducive school to support teaching -learning process
and developing environment program
• Doing learner building to get the best achievement, behavior,
responsibility in culture
• Giving motivation in professionalism and spirit through
autonomous perception
5.
Curriculum
academic year 2007/2008, 87 Senior High School have already
applied KTSP which focused on student's acquiring of communication
ways used by people of target language, such as interpersonal and
transactional conversation, genre of writing text, and literature
understanding in the learning language.
KTSP is the only one curriculum that gives stakeholders of
education more rights to develop their syllabus, method and material of
teaching learning based on their students' need and the environment.
[image:31.524.61.462.164.691.2]6.
Facilities
Table 3.1
Facilities and extracurricular
NO
Facilities yes/NO
Extracurricular yes/ nono
1 MosqueiMushola -.J 1 Scout X
2 Library -.J 2 Pengajian Siswallembaga -.J
Dakwah Siswa
3 Toilet -.J 3 Buletin/student magazine X
21
Table 3.3
Total of eleven grade students
XI-IPA I 12 28 40
XI-IPA 2 13 27 40
25 55 80
XI-IPS I 20 15 35
XI-IPS 2 23 14 37
XI-IPS 3 22 15 37
XI- IPS 4 22 15 37
Total 112 114 226
Table 3.4
Total of Twelve Grade Students
XII-IPA I 12 28 40
XII-IPA 2 13 27 40
25 55 80
XII- IPS I 22 18 40
XII- IPS 2 22 16 38
XII-IPS 3 24 15 39
XII-IPS 4 23 15 38
116 119 235
Total 347 351 698
8. Teacher
All of the teacher based on their capabilities, so learning process
done very well. They graduated from many universities in and out of
[image:32.525.94.422.143.608.2]Especially in English teachers, they have the same vision of
teaching English in 87 Senior High School is take the students to be able
to communicate using English and of course to help them getting standard
graduated score which determined by the government.
Table 3.4
Number of SMA 87 Teachers
PNS 38
PTT
2
Honor 3
[image:33.526.90.430.159.525.2]9.
Organization of SMA 87 Jakarta
[image:34.524.57.501.160.581.2]Figure 3.1
Organization of SMA 87 Jakarta
23
School Committee
---
Principal Drs. H. Abdul Hamid, MSQ Drs. M H.HadinotoAdministration Affair Riyani Subiatin, SE
Student Affair Curriculum Affair I-- Facility Ora. Umi Harini Ora. Hermastuti M.R Drs. Kukuh HS, MM
Staffs
Staff
Staffs l. Suhadi, S.Pd
H.Dadi Supriadi, S.Pd l.Drs. Supardi 2. Hj. Winarti, S.Pd
2. Ora. Bakti Utami
3.
Safiuddin, S.PdI
Teachers
I
I
Counseling CoordinatorsI
This chapter presents and discusses about research design, place
and time of the study, subject of the study, research instrument, data and source
data, technique of collecting data and techniques of data analysis.
A. Research Design
The research design of this study is categorized as an experimental
research about the effectiveness of teaching narrative text by using story
mapping at SMA 87 Jakarta.Anexperimental study focuses on a treatment and
outcome. This study may also include two classes of 10thgrade students' they
are 10.3 and 10.6 of SMA 87 Jakarta, as the context in which the experiment is
conducted. The two classes were handled by different English teachers but they
own similar educational background. This study expected to give the visible
image ofteaching English include:
(a) The teaching preparation made by the English teacher, (b) kinds of
materials used by English teacher, (c) teacher's ways to evaluate the students'
skill in narrative text.
B. Place and Time of Research
The research was conducted at SMA 87 Jakarta that is located on
JI. Mawar 2 Rt 001/013 Rempoa Raya Bintaro Pesanggrahan Jakarta Selatan.
The research was held from February 10thto March 30th2009.
C. Subject of the Study
The subject of this study consists of the teacher and ten grade
students of SMA 87 Jakarta. There were 698 students who studied at SMA 87
Jakarta. The population of the ten grades was 237 students and divided into six
25
divided by 2 program, social and science. They are 11 IPAI, 11 IPA 2, 11 IPS
1, 11 IPS 2, 11 IPS 3 and 11 IPS 4. Then, for twelve grades were 235 students
are divided by 2 program, social and science. They are I2IPA 1, 12 IPA 2, 12
IPS I, 12 IPS 2, 12 IPS 3 and 12 IPS 4. There were four English teachers in that
school. The ten grade students handled by two teachers, and for eleven and
twelve grade handle by two teachers.
For the research, the writer took sample 20 students from 10.3 and
10.6, and total of sample is 40 students. The writer held field research by taking
the scores of 20 students each class by used odd of students register or random
sampling.
D. Research Instrument
For research instrument the researcher used three instruments to get
the data, they are observation, documentation and test.
E. Data and Source Data
The data of this study were three types, there are the teaching
preparation made by English teacher before teaching narrative text, kinds of
materials used by English teacher in teaching narrative text and the teacher's
ways to evaluate the students' skill in narrative text.
The data about the teaching preparations were made by the English
teacher of SMA 87 Jakarta were derived from teacher's documentation were
stated in her lesson plan, syllabus, and curriculum. Then, the data of the
evaluations are applied and given by English teacher to the students'
achievement in teaching and learning activities were obtained from the test,
students score and students' answer sheets.
F. Techniques of Collecting Data
There were three techniques were used by the researchers in
I.Observation
This observation is the main technique in collecting the data of
teaching preparation, teaching materials and the evaluations were used in the
teaching and learning process. The observation was conducted 2 times in
February 2009. In this case, the researcher acted as an observer who observed
the teaching-learning process without being involved in the process. Therefore,
this technique can be categorized as non-participant observation.
2. Documentation
This documentation was used to complete the data such as the
teaching preparations were made by the English teacher, syllabus, curriculum,
lesson plan, students score and students answer sheets.
3.Test
The test technique was used to fmd out the result of students'
achievement in learning narrative text and it is as main technique in collecting
the data. The test was applied in the experimental and controlled class to find
out of the score of the students' achievement in understanding narrative text and
it is as a comparative between experimental and controlled class. It was
conducted four times. For the first time is given pre-test for both of class and
three times for teaching and the last meeting is given post test. The test which
consists of 20 numbers of multiple choices and one essay is used to measure the
students' capability in reading skill especially in narrative text.
G. Techniquesor Data Analysis
The technique of data analysis of data from observation,
documentation and data from test were analyzed in some steps as below:
I. Data From Observation
The data from observation was conducted by the researcher to
make her easier in reporting the research report, this data analyze about the
27
2.Data from documentation
The data from documentation covered about the teaching
preparations were made by the English teacher in which applied to the teaching
and learning activitiesinthe classroom. In this step the researcher also analyzed
the teaching preparations were made.
3. Data from Test
This data was gained to find out the result score of students in
teaching narrative text by using story mapping in which applied into two
classes, experiment and controlled class. It was obtained from 10.3 as an
controlled class and 10.6 as an experiment class of SMA 87 Jakarta.
After getting the data from observation and evaluation using
statistic calculation ofthe t-test with significant 0, 05 as follows:
=
-;========1
MX-MY (NI+N2)(Nl. N2)
M =The average of score the result of learning from each group X = Class with using story mapping test (experiment class) Y = Class without using story mapping test (control class) N1 = Total of experiment class
Nz = Total of control class
df = Degree of freedom
=Nj +N
z
-21Sudjiono,AIlas,Pengantar Stalistik Pendidikan,(Jakarta:PT Raja Gravindo Peesado,
CHAPTER V
RESEARCH FINDINGS AND DISCUSSIONS
This chapter presents and describes about the findings of the
research based on the data were gathered during the research includes the
teaching preparations made by the English teacher before teaching narrative
text, kinds of materials are used by English teacher in teaching narrative and
the teacher's ways to evaluate the students' skill in narrative text.
A. Research Findings
The researcher found some findings from the research conducted at
SMA 87 Jakarta, which explained generally as follows:
1. Teaching Preparation
The teaching preparations had been made by the English teacher
will help her in conducting applying teaching-learning process in the class
and as a consideration for the learning objectives which are reached
regularly.
2. Kinds of materials used by English teacher at SMA 87 Jakarta
The instructional materials used in teaching-learning activities
gathered from the students' answer sheet by using story mapping in
29
After you read the story below, jill out this map!
THE SMARTEST PARROT
Once upon time, a man had a wonderful parrot. There was no other parrot like it.
The parrot could say every word, except one word. The parrot would not say the
name ofthe place where it was born. The name of the place was Catano.
The man felt excited having the smartest parrot but he could not understand why
the parrot would not say Catano. The man tried to teach the bird to say Catano
however the bird kept not saying the word.
At the first, the man was very nice to the bird but then he got very angry. "You
stupid bird!" pointed the man to the parrot. "Why can't you say the word?
Sac-Catano! Or I will kill you" the man said angrily. Although he tried hard to teach,
the parrot would not say it. Then the man got so angry and shouted to the bird
over and over; "Say Catano or I'll kill you". The bird kept not to say the word of
Catano.
One day, after he had been trying so many times to make the bird say Catano, the
man really got very angry. He could not bear it. He picked the parrot and threw it
into the chicken house. There were four old chickens for next dinner "You are as
stupid as the chickens. Just stay with them" Said the man angrily. Then he
continued to humble; "You know, I will cut the chicken for my meal. Next it will
be your turn, I will eat you too, stupid parrot". After that he left the chicken house.
The next day, the man came back to the chicken house. He opened the door and
was very surprised. He could not believe what he saw at the chicken house. There
were three death chickens on the floor. At the moment, the parrot was standing
Figure 5.1
Story Mapping
Setting
-Character
Problem
The Smartest Parrot
Solution
Adaptedfrom the students answer sheet.
3. The ways used by English teacher to evaluate the students skill
The ways used by English teacher to evaluate the students in
learning narrative text still used conventional strategy or GTM (Grammar
Translation Method).
B. Research Discussion
1. Teaching Preparation
From the observation which is conducted by the researcher, the
31
English teacher. The real English teacher made annual program, semester
program and lesson plan.
2. Material used at SMA 87 Jakarta
The English teacher used the material in teaching-learning
activities from the text book and LKS, namely Bahasa Inggris untuk
SMAIMAkelas X and LKS Sakti Bahasa Inggris untuk SMA semester1.
3. Evaluation applied by the English teacher in the classroom
The English teacher made the evaluations for the students were
assignment and group work. The evaluations conducted while using story
mapping in teaching narrative text was running and test. The test used for
two classes, firstly for the experiment class where using story mapping and
second for controlled class without using story mapping in teachin)!
narrative text. The data of both classes described as data description, and
data interpretation.
a. Data Description
The writer held the research by taking the scores of 20 students
each class randomly and analyzed those score in order to find out whether
there is any significant difference on students' reading achievement in
reading comprehension test after they are taught by using story mapping,
and their scores as follow:
• Experiment class using Story Mapping
The result of pre-test is gained with range score between 50 and
80, the mean score is 64, 75 then, in the post-test, the range score is
between 75 and 90, and the mean score is 450. The result of data analysis,
Table 5.1
The Score ofPre test and Post test of Experiment Class
Student Pre·test PosHest Gained score
I
50
70
20
2
65
75
10
3
65
75
104
70
75
5
5
80
90
10
6
65
80
15
7
75
85
108
50
70
20
9
55
70
15
10
60
75
15
11
65
90
25
12
60
80
20
13
70
80
1014
70
80
1015
65
75
10
[image:43.521.93.415.148.717.2]33
17 75 85 10
18 80 80 0
19 50 75 25
20 55 75 25
N=20
LX=
1295LX
=9000 IX=285MX=64,75 MX=450 MX=14,25
• Control class without using story mapping
The result of pre-test is gained with range score between 45 and
80 and the mean score is 66. Then, the result of post-test is gained with
range score between 60 and 90, mean score is 74, 75.
Table 5.2
The Score of Pre test and Post test of Control Class
Student Pre-test Post-test Gained Score
I 65 80 15
2 75 75 0
3 70 80 10
4 80 85 5
5 85 90 5
6 75 75 0
[image:44.521.94.435.93.685.2]8
60
70
109
55
65
10
10
70
75
15
11
75
75
0
12
50
80
30
13
50
65
15
14
45
60
15
15
65
70
5
16
70
70
0
17
60
70
10
18
60
75
15
19
70
80
1020
75
80
5
N=20
I Y= 1320
I Y= 1495
IY=185
35
Table 5.3
Comparison ofthe Score of Student of Class X-6 (Experiment Class) and X-3 (Control Class)
No Xl X 2 Xl X2 Xl" X2"
I 85 55 9,5 -1,5 90,25 2,25
2 90 90 14,5 33,5 210,25 1122,25
3 70 65 -5,5 8,5 30,25 72,25
4 80 50 4,5 -6,5 20,25 42,25
5 75 60 -0,5 3,5 0,25 12,25
6 90 70 14,5 13,5 210,25 182,25
7 70 45 -5,5 -11,5 30,25 132,25
8 100 30 24,5 -26,5 600,25 702,25
9 95 35 19,5 -21,5 380,25 462,25
10 80 40 4,5 -16,5 20,25 272,25
II 65 50 -10,5 -6,5 110,25 42,25
12 50 35 -25,5 -21,5 650,25 462,25
13 70 75 -5,5 18,5 30,25 342,25
14 60 70 -15,5 13,5 240,25 182,25
15 90 80 14,5 23,5 210,25 552,25
17 85 60 9,5 3,5 90,25 12,25
18 80 40 4,5 -16,5 20,25 272,25
19 55 45 -20,5 -11,5 420,25 132,25
20 45 70 -30,5 13,5 930,25 182,25
N=20
LXI
= 1510 LXr l130LXI -
0 LX2-
0LXI" -
4294, 9 ｌｘｻｾ4478,2'\
< " , ./
After comparing between the score of the experiment and control
class, the analysis of data from the result both of class X6 and X3, the
result of calculation as follow:
ｍｘ］ｌｘ］ｾ］ＱＴＲＵ
N 20 •LY
185M Y = - = - = 9 2 5
N 20 '
MX-MY
LX2
+
Ly2 (Nx+Ny-2)I)
(NX+NY) (NX. NY)
5
1927,4 40
37
5
to
ｾ ｾＵＰＬＷＲＮ
0,1
5
to
ｾ ｾＵＬＰＷＲ
5
--
2,22
2,25
tt
5%
=2,02
1%
=2 11
,
df=(NX+NY)-2
=(20+20)-2
=40 -2 =38
The result oftt significant 0.05 = 2, 02, so, to > tt or 2, 22> 2, 02.It
means that experiment hypothesis (Ha) is accepted.
b. Data Interpretation
Based on the formula above, the writer obtained that to is higher
than tt in significant level 0, 05 is 2, 02, so to> tt or 2,22 > 2,02. Itmeans
that Ha is accepted, or there is significant difference between teaching
narrative texts by using story mapping than without story mapping.
[image:48.524.95.440.67.500.2]According to the explanation about analysis of the result on the
tables above, writer can conclude that using story mapping in teaching
narrative text is easier than without using story mapping at first grade of
SMA 87 Jakarta Selatan. So, the students' score of learning narrative text
taught by using story mapping are better than teaching narrative text
This chapter presents the conclusions based on the research findings
described in the previous chapter. Those conclusions are the answer to the
research problems stated in chapter one. It is also presents suggestions for
English teacher
A.CONCLUSION
From the explanation and procedure of learning above, teaching
narrative text by using story mapping has some advantages. For example;
enables students to store information in their personal schema more
iff
efficiently, facilitates the recall of story elements more completely and
accurately etc. Then, there are some new experiences which the teacher and
students can take. Teaching narrative text by using story mapping also make
students can motivated. Itcan see from the result of test which is held by
the writer.
According to the data, the writer obtained that to is higher thantt in
significant level 0,05 is 2,02, so to> ttor 2,22 > 2,02. It means that ha is
accepted, or there is significant difference between teaching narrative text
by using story mapping than without using story mapping.
B. SUGGESTION
There are some suggestions that can be given in relation to the
writer's conclusion. The suggestions are as follows:
I. Narrative text should be available in school library to give opportunity
to the students to increase their reading habit.
2. Teachers have to motivate students to be more relaxed in learning
English and tell them that English is easy and not to be afraid to make
39
3. Itis hoped that teachers should present story mapping technique clearly.
So, students understand about the learning.
4. Teachers can use many sources of English book that is related to the
teaching narrative text
5. It is necessary for teachers to give more exercise of the using story
Adams, Nick,Narrative Analysis,Cambridge: Cambridge University Press, 1994
Aeberso1d,Ann, Jo and Many Lee Field,From Reader to Reading Teacher,USA:
Cambridge University Press, 1997
Allen,Jeny,Aspect in Narrative,Virginia: Kogen Press, 1988
Canney and Winograd P, Schemata for Reading & Reading Comprehension
Peiformance, Urbana: University of 1l1inois, 1979
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Farris, Pamela J, Carol 1. Fuh1er and Maria P. Walther, Teaching Reading: A
Balanced Approach for Today's Classrooms, New York: The
McGraw-Hili, 2004
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2007
Harmer, Jeremy, The Practice of English Language Teaching, New York:
Longman Publishing, 1989
Hartono, Rudi, Genres of Texts, Semarang: English Department Facility of Language andArt,2005
Herawati, Hetty and Marhaban,LKS: Bahasa Inggris SMA kelas X, Bogor: CV Bina Pustaka, 2005
Hornby, AS,Oxford Advamced Learner's Dictionary ofCurrent English, Oxford:
Oxford University Press, 2000
Husna, Nida, Reading I, Jakarta: English Department of Tarbiyah ND Teachers'
Training Syarif Hidayatullah , 2004
Kaswani, Bambang and Tony Rogers, Informational English for SMA & MA,
Jakarta: PT Widy Utama, 2005
Maker, Janet, and Minnette Lenier, College Reading 2, California: Wadsworth
If(
Map,NTC Dictionary,Illinois: NTC, publishing Club, 1998
Mikulecky, Beatrice S, Linda Jeffries, Reading Power: Reading for Pleasure,
Comprehension Skill, Thinking Skills, Reading Faster, New York:
Longman, 1998
Murcia, Marianne Celce, Teaching Reading as a Second of Foreign Language,
Boston: Heinle& Heinle Publishers, 1991
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Heinemann, 1982
Osborn, Jean, Paul T. Wilson, and Richard C. Anderson, Reading Education,
Urbana: Lexington Books, 1985
Pakenham, Kenneth J, Making Connections: An Interactive Approach to
Academic Reading, New York: St. Martin's Press, 1994
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Jakarta: PT Pustaka IImu, 1980
Rotter, W, Your Companion 10
appreciation, Munchen:
in November, 5, 2008
English Texts:
Comprehension-analysis-Manz, 1978, taken from www.google.com.
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Wadsworth Publishing Company, 1985
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Oxford University Press, 1994
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Soemardi, Mulyanto, Pengajaran Bahasa Asing Sebuah Tinjauan Dari segi
Metodologi,Jakarta:Bulan Bintang, 1975
Wolfgang,Research in Text Theory, (New YorkWalter de Gruyter, 1978
CLASS
Multiple Choices: 20 Questions
Choose the best answer and put(X) on your answer sheet!
Text for no 1- 5
A fox fell into a well and couldn't get out. By and by a thirsty goat came along. Seeing the fox in the well it asked ifthe water was good. "Good", said the fox. "It's the best water I've tasted in all my life. Come down and try it yourself.
The goat was thirsty so he got into the well. When he had drunk enough he looked around and but there was no way to get out. Then the fox said," I have a good idea. You stand on your hind legs and put your forelegs against the side of the well. Then I'll climb on your back, from there I'll step on your horns, and I can get out And when I'm out I'll help you out ofthe well."
The goat did as he was asked and the fox got on his back and climbed out of the well. Then he coolly walked away. The goat called out loudly after him and reminded him of his promise to help him out The fox merely turned to him and said," if you only had thought carefully about getting out, you wouldn't have jumped into the well.
The goat felt very sad. He called out loudly. An old man walking nearby heard him and put a plank into the well. The goat got out and thanked the old man.
1. Who are the main characters in this story?
a. Fox and goat
b. Old man and fox
c. Fox and the horns
d. Goat and old man
2. Why did the goat jump into the well?
a. Because the goat was very smart
b. Because the goat was thirsty
c. Because the goat want to take a bath
3.Which of these proverbs will fit the story?
a. Tum over a new leaf
b. Don't judge a book by its cover
c. Look before you leap
d. Every cloud has its silver lining
4. What is kind ofthe text?
a. narrative
b. recount
c. spoof
d. orientation
5. The generic structure of the text is .
a. orientation> conflict> coda
b. orientation> conflict> twist
c. orientation> conflict> reorientation
d. orientation> conflict >complication> resolution
Text For no 6-10
In
long time a go there lived girl named Snow White. She lived with heraunt and uncle because her parents were dead.
One day she heard her uncle and aunt talking about leaving Snow White in
the castle because they both wanted to go to America and they didn't have enough
money to take Snow White.
Snow white did not want her uncle and aunt to do this so she ran away
from home when her aunt and uncle were having breakfast. She ran away into the
woods. She was very tired and hungry. Then she saw this little cottage. She
knocked but no one answered so she went inside and fell asleep.
Meanwhile, the seven dwarfs were coming home from work. They went
inside. There they found Snow White sleeping. Then, Snow White woke up. She
saw the dwarfs. The dwarfs said, what is your name? Snow white said, 'my name
This sentence show...
a. Orientation
b. reorientation
c. Complication
d. resolution
15. Who is the main character?
a. Farmer and tiger
b. Tiger and buffalo
c. Tiger
d. farmer
Text for no 16 - 20
Once upon a time, in West Java there was a widow. Her name is Nyimas Inten.
She was very rich. She never gives anything to the poor, so all of her neighbors
hate her.
One day there was a beggar. The beggar prayed to god. She wanted God to punish
her. Finally, Nyimas Inten drowned in a lake with all her properties. The lake was
called "Situ Bagendit." People believe Nyimas Inten is still alive as a leech.
16. Why all ofher neighbors hate her?
a. Because she is stingy
b. Because she is kind
c. Because she is rich
d. Because she is poor
17. What does the beggar do?
a. She gave anything
b. She punish him
c. She prayed to God
18. What does the beggar want?
a. She wants the God prayed her
b. She wants theGodpunish her
c. She wants the God drowned her
d. She wants the God gave her
19. Where does the story come from?
a. East Java
b. Jakarta
c. West Java
d. Jogja
20. What was called the lake?
a. Nyimas IoOOn
b. Situ Bagendit
c. Leech
d. Beggar
11. After you read the story below, fill out this map!
THE SMARTEST PARROT
Once upon time, a man had a wonderful parrot. There was no other parrot like it. The parrot could say every word, except one word. The parrot would not say the name ofthe place where it was born. The name ofthe place was Catano.
The man felt excited having the smartest parrot but he could not understand why the parrot would not say Catano. The man tried to teach the bird to say Catano however the bird kept not saying the word.
At the first, the man was very nice to the bird but then he got very angry. "You stupid bird!" pointed the man to the parrot. "Why can't you say the word? Say . Catano! Or I will kill you" the man said angrily. Although he tried hard to teach, the parrot would not say it. Then the man got so angry and shouted to the bird over and over; "Say Catano or I'll kill you". The bird kept not to say the word of Catano.
The next day, the man came back to the chicken house. He opened the door and was very surprised. He could not believe what he saw at the chicken house. There
were three death chickens on the floor. At the moment, the parrot was standing proudly and screaming at the last old chicken; "Say Catano or I'll kill you".
Setting
f--haracter Problem
I
The Smartest ParrotI
I
SolutionI
1. A
2. B
3. C
4. A
5. D
6. C
7. A
8. A
