(A Quasi-experimental Study at the Second Grade Students of Mts. AT-TAQWA Batu Ceper- Tangerang)
“A Skripsi”
Presented to the Faculty of Tarbiyah and Teachers Training in Partial Fulfillment of the Requirements
for Degree of “S. Pd.” (S-1) in the Department of English Education
By: Irma
NIM 1110014000110
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
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All praises be to Allah, Lord of the world, who has given the writer guidance and strength in completing this “skripsi”. Then peace and blessing be upon the Prophet Muhammad SAW, to his family, his relatives, and his followers.
In this opportunity, the writer would like to express her greatest gratitude and honor to her beloved parents, Firdaus Arsyad and Sulastri for their love, prayer, encouragement, understanding, and support in material and immaterial that helped the writer to finish this “skripsi”. She also would like to thank to her two brothers, Muammar S, Pd and Ahmad Hafiz who always support, help, and motivate the writer to finish her study.
Furthermore, the writer would like to address her great honor and deepest gratitude to her advisor Drs. Syauki, M.Pd and Drs. Ratna Sari Dewi, M. Pd, for their time, guidance, kindness, contributions, and patience in correcting and helping her during completing this “skripsi”.
The writer reliazed that wihout support and and motivation from people around her, she could not finish this “skripsi”. Therefore, she also would like to give thanks and appreciation to:
1. Prof. Dr. Ahmad Thib Raya, MA, as the Dean of Faculty Tarbiyah and Teachers Training Syarif Hidayatullah Islamic State University Jakarta. 2. Dr. Alek, M.Pd, as the head of Department of English Education.
3. Zaharil Anasy, M. Hum, as the secretary of Department of English Education. 4. Dr. Fahriany, M.Pd, as the academic advisor of Class C 2010 and all lecturers of EED who always give their motivation and valuable knowledge during her
study at Syarif Hidayatullah Islamic State University Jakarta.
v knowledge that they have shared.
8. All friend of Sufeli’s rent house who always support, help, and motivate the writer to finish this “skripsi”.
9. To any other person whose names cannot be mentioned one by one for their contribution to the writer during finishing her “skripsi”.
Finally, the writer admits that her writing is still far from being perfect. Therefore, she hopes some suggestions and criticizes from the reader for this “skripsi”. Hopefully, it will be so valuable for her and for a better result in the future.
Jakarta, May 19th 2016
vi ABSTRACT
Irma (1110014000110). The effectiveness of Using Short Story towards
Students’ Reading Comprehension of Narrative Text; A Quasi-experimental Study at the Second Grade Students of Mts. AT-TAQWA Batu Ceper- Tangerang. A Skripsi of English Education Department at the Faculty of Tarbiyah and Teachers Training, Syarif Hidayatullah Jakarta State Islamic University Jakarta, 2016.
Advisor: Drs. Syauki, M.Pd. and Dr. Ratna Sari Dewi, M.Pd. Keywords: Short story, Reading Comprehension, Narrative Text
The objective of this study was to obtain the empirical evidence about the effectiveness of using short story towards students’ reading comprehension of narrative text at the second grade students of Mts AT-TAQWA Batu Ceper Tangerang. The sample of this study was 80 students taken from the second grade of Mts AT-TAQWA, Batu Ceper Tangerang. 40 students were from the experimental class, and the others were from the controlled class.
The method used in this study was a quantitative method that designed a quasi-experimental. It meant that the writer used two classes in which one of them was as experimental class, and another was as controlled class. The experimental class was a class which got treatment or being taught by using short story and the controlled class was taught by using material that was usually used in the class. In collecting the data, the writer conducted test twice to both the class in which one was as pre-test and another was post-test. The pre-test was used to know the students’ ability in comprehending narrative text before they were given treatment. Whereas, the post-test was used to know whether there was the students’ improvement in comprehending narrative text after giving short story as the treatment. Type of the tests used was multiple choices in which every test consisted of thirty questions. And in analyzing the data, the writer used t-test formula to find out whether there was a significant difference between two variables in this study.
vii ABSTRAK
Irma (1110014000110). The effectiveness of Using Short Story towards
Students’ Reading Comprehension of Narrative Text; A Quasi-experimental Study at the Second Grade Students of Mts. AT-TAQWA Batu Ceper-Tangerang. Skripsi jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta,2016.
Pembimbing: Drs. Syauki, M.Pd. and Dr. Ratna Sari Dewi, M.Pd. Kata Kunci: Short story, Reading Comprehension, Narrative Text
Tujuan penelitian ini adalah untuk menemukan bukti empiris tentang keefektifisan penggunaan short story terhadap pemahaman membaca siswa tentang teks naratif dikelas dua Mts AT-TAQWA Batu Ceper, Tangerang. Sample dari penelitian ini adalah 80 siswa yang diambil dari kelas dua Mts AT-TAQWA Batu Ceper. 40 siswa berasal dari kelas eksperimen, sedangkan 40 siswa yang lain berasal dari kelas kontrol.
Metode yang digunakan dalam penelitian ini adalah quantitatif metode yang berdesign kuasi- eksperimental. Itu berarti bahwa penulis menggunakan dua kelas yang mana satu kelas adalah sebagai kelas eksperimental, sedangkan yang lainnya kelas kontrol. Kelas eksperimental merupakan kelas yang mendapatkan perlakuan atau diajarkan dengan menggunakan short story, sedangkan kelas kontrol merupakan kelas yang diajarkan dengan menggunakan material yang biasa digunakan didalam kelas. Didalam mengumpulkan data, penulis menggunakan dua jenis tes yang mana satu sebagai pre-test, sedangkan yang lainnya adalah sebagai post-test. Pre-test digunakan untuk mengetahui kemampuan siswa didalam memahami teks naratif sebelum mereka diberikan perlakuan atau treatmen. Sedangkan post-test digunakan untuk mengetahui apakah ada peningkatan didalam memahami teks naratif setelah diberi perlakuan atau treatmen. Jenis dari kedua tes tersebut adalah pilihan ganda yang mana masing-masing tes tersebut berisi 30 pertanyaan. Adapun didalam menganalisis data, penulis menggunakan rumus t-tes untuk menemukan apakah ada perbedaan signifikan diantara dua variabel didalam penelitian ini.
Hasil dari penghitungan statistik menunjukkan bahwa nilai t0= 14.38 dan derajat kebebasan (df) adalah 78. Pada tabel signifikan 5% dengan df (78) adalah 1.665. Dengan membandingkan nilai t0 (13.71) dengan nilai tt (1.665), itu dapat dilihat bahwa nilai t0 lebih besar dibandingkan dengan nilai tt. Sehingga hipotesis alternatif (Ha) diterima namun menolak hipotesis nol (H0). Berdasarkan hasil tersebut, itu dapat disimpulkan bahwa penggunaan short story lebih effektif terhadap pemahaman siswa tentang naratif teks daripada tanpa menggunakan short story.
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STATEMENT OF AUTHENTICITY ... iii
ACKNOWLEDGEMENT ... iv
ABSTRACT ... vi
ABSTRAK ... vii
TABLE OF CONTENT ... viii
LIST OF TABLE ... xi
LIST OF FIGURES ... xii
LIST OF APPENDICES ... xiii
CHAPTER I INTRODUCTION ... 1
A.Background of the Study... 1
B.Identification of the Problem ... 7
C.Limitation of the Problem ... 7
D.Formulation of the Problem ... 7
E. Objective of the Study... 7
F. Significances of the Study... 8
CHAPTER II THEORETICAL FRAMEWORK ... 9
A.Reading Comprehension ... 9
1. The Definition of Reading Comprehension ... 9
2. The Purposes of Reading ... 11
3. The Principles of Reading 12 4. Strategies for Reading Comprehension ... 14
B.Communicative Language Teaching ... 14
1. The Definition of CLT method ... 14
2. The Principles of CLT method ... 16
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4. The Kind of Activities and Exercises to be Given ... 23
5. The Advantages of Short Story ... 25
D.Narrative Text ... 28
1. Understanding of Narrative Text ... 28
2. The Purposes of Narrative Text ... 30
3. Schematic Structures of Narrative Text ... 30
4. Language Features of Narrative Text ... 32
E. Relevant Previous Study ... 32
F. Thinking Framework... 36
G.Research Hypothesis ... 38
CHAPTER III RESEARCH METHODOLOGY ... 39
A.Place and Time of the Study ... 39
B.Method and Design of the Study... 39
C.Population and Sample of the Study ... 40
D.Technique of Data Collection ... 40
E. Technique of Data Analysis ... 43
F. Statistical Hypothesis ... 47
CHAPTER IV RESEARCH FINDING AND DISCUSSION ... 48
A.Research Finding ... 48
B.Interpretation and Discussion of the Data ... 65
CHAPTER V CONCLUSION AND SUGGESTION ... 67
A.Conclusion ... 67
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Tabel 3.2: Index of Difficulty ... 41
Table 3.3: Descriminating Power ... 42
Table 4.1: Students’ Score of Experimental Class ... 48
Table 4.2: Frequency Distribution oF Experimental Class Pre-test ... 49
Table 4.3: Frequency Distribution oF Experimental Class Post-test ... 50
Table 4.4: Students’ Score of Controlled Class ... 52
Table 4.5: Frequency Distribution oF Controlled Class Pre-test ... 53
Table 4.6: Frequency Distribution oF Controlled Class Post-test ... 54
Table 4.7: Calculation of Pre-test Normality in Experimental Class ... 56
Table 4.8: Calculation of Post-test Normality in Experimental Class ... 57
Table 4.9: Calculation of Pre-test Normality in Controlled Class ... 58
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Figure 4.2: Frequency Distribution oF Experimental Class Post-test ... 51
xiii
Appendix 2: Validity Analysis of Pre-test ... 74
Appendix 3:Reliability Analysis of Pre-test ... 78
Appendix 4:Pre-test ... 81
Appendix 5:Content Validity Post-test ... 87
Appendix 6:Validity Analysis of Post-test ... 88
Appendix 7:Reliability Analysis of Post-test ... 92
Appendix 8: Post-test ... 94
Appendix 9: Answer Key of Pre-test and Post-test ... 100
Appendix 10: Lesson Planning of Experimental and Controlled Class ... 101
Appendix 11: Frequency Distribution of Data ... 157
Appendix 12: Table Distribusi Probabilitas Nilai Baku ... 160
Appendix 13: Table Lillyfors ... 162
Appendix 14: Table Distribusi Probabilitas t-student ... 163
Appendix 15: Table r Product Moment ... 165
Appendix 16:Pengesahan Proposal Skripsi ... 166
Appendix 17:Surat Bimbingan Skripsi ... 167
Appendix 18:Surat Permohonan Izin Penelitian ... 168
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Language has important role for all people in the world. The language cannot be separated from them because it is their means of communication. They use it to communicate with others as social human. Beside that it is also used to express people’s idea, and feeling with others. It is based on Hornby’s definition that is in Oxford Learner’s Pocket Dictionary,” Language is way of expressing ideas and feelings using movements, symbols, and sounds.”1 Moreover, by using language people can predict how the user„s personality, education, society, and culture is.
Learning of a language is very important for us, especially English language. The first reason is that English is considered as an international language. It means that by using English language we can communicate with many people from others countries in the world. Another reason is that most of books, articles, journals of sciences, newspapers, magazines, advertisements, TV programs, and job vacancies
use English. We need to master English in comprehending all of them. If we can’t master it, we will lose much information. Even, we will get difficulties in developing our knowledge. Therefore, mastering and using English is very important in this era
for all people in the world.
Because of these reasons, Indonesian government involves English as a foreign language into the schools’ curriculum. The purpose is to ease all Indonesian students in developing their knowledge, especially in learning all information, and entering foreign schools/universities etc. To master English is not easy. The students have to master four language skills. The four language skills are listening, speaking, reading, and writing. In this study, the researcher will only focus on one of the skills, that is reading skill.
Mastering reading in English is very important because many books are written in English such as academic book, magazine, and newspaper. Reading becomes essential because it can develop our knowledge, through reading we can get a lot of
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information, enjoyments, and even problem solutions. Therefore, the ability to read the text in any forms will give many advantages in our life. But, mastering reading is very difficult because reading comprehension is remarkably comple, this activity involves many processing skills that are coordinated in very efficient combination.2 It means that reading is an action work, which is the readers need a lot of skills to be coordinated well in getting the comprehension of the text which they read.
Reading is one of the language skills that should be mastered by every student, especially the students are in Indonesia. It is caused by most of English test items
consists of reading text. For example; National Final Exam (UAN) for junior high school students 2014 consists of 50 items, which is 41 items focused on reading comprehension, the others are arrangement items.3 From that situation, it can be concluded that teachers really have to develop the students’ ability in comprehending the English text and have to teach the best ways in answering the English tests correctly such as how to find main idea, supporting detail, stated/unstated information, moral value, and so on. So, the students’ problems of reading text can be solved.
Based on syllabus of second grade of junior high school that recommended by the government, there are three English texts that should to be mastered by the students. They are descriptive, narrative, and recount text. In this study, the researcher will only focus on the ability of the second grade students of junior high school particularly in reading narrative text. Narrative text tells us about an interesting story that can make students enjoy. As stated by Pamela J. Farris, “reading narrative text is often referred to aesthetic reading because one reads it for enjoyment and pleasure.4
Before conducting the research, the researcher interviewed some English teachers and students of Mts. ATTAQWA Tangerang. The purpose is to know what
the teacher’s activity, and the students’ ability in English class is, especially in
2
NidaHusna, Step by Step to Reading Skills 1st Ed., (Jakarta: Pusat Bahasa dan Budaya UIN Syarif Hidayatullah), p. 7.
3
https://yustiparaya.files.wordpress.com/2014/05/un-bahasa-inggris-smp-mts-2014-kd-yulia-kiki-nurul.pdf accessed on April 01, 2015.
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teaching and learning narrative text. Based on the interview, the researcher got the information that there are still many second grade students whose English reading score are still low. The teacher said that the students still have inadequate vocabulary although they have learnt English since they were in elementary school. As the consequence, Most of the students just have an ability read the text without knowing the message of narrative text.
And then, the researcher also got information from some students of Mts ATTAQWA Tangerang. They said that reading is a boring activity. The reason is
that the teacher often asked them to translate the narrative texts into their target language and ask them to answer some questions based on the texts read. There is no activity in class that involves their participant and their own idea in teaching and learning activity. So, they are not motivated and interested in learning reading narrative text.
In addition, narrative texts used are texts that are only in the students’ worksheet (LKS). It means that the teachers did not try to use the narrative texts from other sources such as Internet or other books that probably have simple, easy, interested, and educational story. Moreover, they did not select every detail of the narrative texts first such as the content, the length, the vocabulary, the storyline of text, etc. As we know that the selecting every detail of narrative text is very crucial before giving the text to their students. The reason is because of choosing the wrong texts will make the students have negative responses like frustrated, or uninterested in learning narrative text.
Talking about the text in the students’ worksheet (LKS), the students said that their teacher gave them the narrative texts that are long enough whereas they still had inadequate vocabulary. The effect is that they become unmotivated to finish their reading. Even, they become dislike to learn English language. The researcher think
To overcome the problems above, there are two crucial components that have to be improved in the teaching and learning narrative text. The first component is the method. The students need so much an appropriate method in learning narrative text. The method does not only focus on translating the text but also focus on interesting activities that can give the students more chance to participate and use their own idea in learning English process, especially in learning narrative text. In this study, the researcher try to use a method named Communicative Language Teaching.
CLT is a method is found in 1970s. The emphasis in this method is on the
process of communication, rather than mastery of language forms.5 It means that in learning language, the students are more emphasized to communicate to others by using target language, rather than are emphasized them to master grammar of the target language. To build the communicative ability in class, the students are more often involved to participate in learning activities or learn in an independent way. Whereas the teachers just facilitate the communication process between all students in the classroom. In other word, the CLT method will make the teaching and learning activity more student-centered. The researcher thinks CLT can be an alternative method to be applied in learning reading text, especially in learning narrative text because it offers some interesting techniques that will make the students more active in class and more enthusiastic to learn the narrative text. In this study, the researcher will use two techniques of CLT method. They are such as Scrambled sentence and Picture story strip.
The scrambled sentence is one of teaching techniques in CLT method that teaches the students how to arrange narrative text which has been scrambled into the original order or based on the chronological order and the general structure correctly. They will be helped to understand more deeply general structure and language feature of the narrative text. Whereas the picture story strip is a CLT’s technique that teaches the students to predict what the story is going to tell about before giving the text. It will help them to convey the meaning of the text and to build positive response in learning narrative text. Through the CLT’s techniques the students’
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problems are expected to be solved. Beside that the learning narrative is expected to be more communicative, attractive, and effective. So, it does not only consist of translation activity but also meaningful activity.
The second component is the material. The students really need a material that is simple, easy, authentic, educational, interested, motivated, and enjoyable to learn reading comprehension of narrative text. The material that has the ideal features is short story. According to Collin and Slater in Handayani the short story can be used for EFL learners because the length of the story is appropriate for one or two class
sessions, it is not complicated for the students, it has variety of choices, and it can be used for all levels (from beginner to advance and for all ages (young learners to adult).6 And then, Lazar said that stories provide the teaching and learning material ’which is motivating, authentic and great educational value, enjoy, fun etc’.7 Based on the statements above, it can be concluded that the use of literary texts can be an alternative material in teaching reading because the features that it has.
The use of literature is not a new phenomenon in language class. It was used in 19th century when Grammar Translation Method (GTM) was still mostly used. However, literature was no longer used since structuralism approach began to dominate during the 1960s to the end of 1970s.8 Even when Direct Method, the Audiolingual Method, Communicative Language Learning, Suggestopedia, the Silent Way, Total Physical Response, The Natural Approach, and Communicative Approach magnificently dominated ESL/EFL teaching, literature was still ignored. Finally, since 1980s literature found its way back to EFL teaching. It is different from the way used by GTM. It is used an authentic material not as a source for translation.
The use of literature in language class is a matter that also interest many educators’ and researchers’ attention. Even, many researchers of some countries such as Iran, Persia, Indonesia and Libya had studied the effectiveness of using short story
6
Merli Puji Handayani, Using Children Short Stories to Enhance Students’ Reading Comprehension, Journal of English and Education, Vol. 1, 2013, p. 136.
7
G. Lazar, Literature and Language Teaching: A guide for teachers and trainers, (Cambridge: Cambridge University Press, 1993), p. 14-15.
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towards reading comprehension. In their studies, the researchers explained that the short story is a simple literary text will be easy to be read by the students in short time because the length is only two thousand words or fewer. Through simple and short storyline, they will be encouraged to continue reading it until the conflict is resolved. In other word, the short story can reduce their anxiety and help them to feel more relax while reading English text. It is authentic material too. It makes them ready for the types of the languages and cultural information of target language that they will find outside the classroom. And then, it is rich in language. It provides the
real examples of grammatical structures, and the essential vocabulary items. They will not only be taught to enhance their reading comprehension but also grammatical structures and vocabulary. To sum up, all of the researcheres find that the use of short story can give positive effect to the students’ reading comprehension. And, they also suggest English teachers to use short story as an alternative material in teaching language.
From the explanation above, the researcher is inspired to combine the short story and CLT method that had ever been ignored in 1970s. The researcher wants to find whether the use of short story will be still effective towards students’ reading comprehension if it is combined with Communicative Language Teaching or Grammar Translation Method only. According to Bretz in Pathan, “Stories can help in improving communicative competence of EFL students.”9 The statement shows us that there is a correlation between the use of story and Communicative Language Teaching. The correlation probably can be studied whether both of them can help the students to enhance their reading comprehension of narrative text or not. Therefore, to know it the researcher would like to conduct a research by the title: “The Effectiveness of Using Short Story towards Students’ Reading Comprehension of Narrative text: an Experimental Study at the Second Grade Students of Mts AT-TAQWA Batu Ceper, Tangerang.”
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B.
Identification of the Problem
Based on the background of the study above, there are many problems that can be identified in this research such as:
1. Students still got low score in comprehending the narrative text.
2. Students still has inadequate vocabulary in comprehending the narrative text. 3. Students just have an ability read the text without knowing the message, general
structure, and language feature of narrative text. 4. Teaching narrative text is still too teacher-centered.
5. Students have a little chance to participate in learning narrative text. 6. Teachers only use material of a source to teach narrative text. 7. There is no selecting the text before giving it to students.
8. Length of text used is not often appropriate with students’ ability.
9. Students have a little chance to use ideal material in learning narrative text.
C.
Limitation of the Problem
To avoid misunderstanding and to clarify the problem it is important to set limitation of the problem. The writer limits the study on the teaching English that concern on reading comprehension of narrative text by using short story at the second grade students of Mts AT-TAQWA Batu Ceper- Tangerang.
D.
Formulation of the Problem
The formulation of the problem which is going to be discussed in this study based on the limitation above is: “Is the use of short story effective towards students’ reading comprehension of narrative text?”.
E.
Objective of the Study
F.
Significances of the Study
This study is expected to bring benefits:
1.
For English Teachers
The present study hopefully will help English teachers to be able to provide the better material in teaching reading comprehension of narrative text.
2.
For English Students
The present study hopefully will help English learners in developing their reading comprehension by using short story.
3.
For the Next Researchers
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A.
Reading Comprehension
1.
The Definition of Reading Comprehension
As the writer is going to explain about the definition of reading comprehension, it is better to start with the definition of reading itself. In language skill, reading is one of receptive skill that has important role in language mastery development. Through reading, we can increase our chance in mastery the language skill because we will get much knowledge that correlate with other language skills, such as
listening, speaking, and writing. We can also get much knowledge about the sub-skill of language, such as grammar and vocabulary. As the illustration, when people read a Cinderella story, they are not only getting the story, but they also increase their knowledge about the language features found in the text,such as the use of action verb, adjectives, noun, and past tense. The information is useful in the development of language mastery. Therefore, as a receptive skill, reading hold important role as it becomes the gate of the language learning success. When people are accustomed to read, they will get much knowledge which leads them to master the target language easily. Here some definitions about reading from many experts.
According to William Grabe, he states, “Reading is also an interaction between the reader and the writer. The text provides information that the author wants the reader to understand in certain ways”.1From statement above, it is clear that reading means an interaction between author and reader in sharing the same information. What the reader understands has to be same with what the writer wants to tell in the text.
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Meanwhile, Andrew P. Johnson said that, “Reading is the practice of using the text to create the meaning. The two key words here are creating and meaning. If there is no meaning being created, there is no reading taking place”.2Thus, creating meaning from the text is the essential part when we read. It is become the main purpose of reading.
The last definition is given by I.S.P. Nation, he said ”An essential part of reading skill is the skill of being able to recognize written forms and so connect them with their spoken forms and their meanings”.3Certainly, it is clear that reading is all about taking the meaning of the text, in which there is an interaction between words on the text and the reader‟s mind.
Based on experts‟statements above, it can be concluded that the main point of reading activity is to get the deep understanding about the meaning, information, even the idea from the text we read. To get them, the reader has to build a good interaction between written text and his mind. Another name of deep understanding is comprehension. Comprehension occurs when we totally understand what the text is all about. Zamelman, Daniels, and Hyde as quoted from Pamela J. Farris stated that “The essence of reading is a transaction between the words of an author and the mind of a reader, during which meaning is constructed. This means that the main goal of reading instruction must be comprehension: above all, we want students to understand what is on a page”.4
Likewise, according to Behzadi, et.al, they said that, “In reading comprehension, readers get information from written texts and need to decode these data info meaningful messages so that they can understand the reading materials and achieve
2
Andrew P. Johnson, Teaching Reading and Writing: A Guidebook for Tutoring and Remediating Students, (Maryland: Rowman and Littelefield Education, 2008), p.3.
3
I.S.P. Nation, Teaching ESL/EFL Reading and Writing, (New York:Routledge, 2009), p. 9.
4
Pamela J. Farris, Carol J. Fuhler, and Maria P. Walhater, Teaching Reading: The Balanced
the purposes of reading”.5Undoubtedly, if we are talking about reading, we are talking about comprehension too because comprehension is the ultimate goal of reading.
“Comprehension is evident when readers can: a) Interpret and evaluate events, dialogues, ideas, and information. b) Connect Information to what they already know. c) Adjust current knowledge to include new ideas or look at those ideas in different way. d) Determine and remember the most important points in the reading. e) Read “between the lines” to understand underlying meanings”.6
Based on the description above, it may be said that comprehension is the core of reading activity which is built by the connection between the book‟s information and the reader‟s acceptance. Once the reader understands the information from the text then the reading purpose has been successfully fulfilled. By the time we comprehend the information of text, our chance in the development of language mastery is increased.
1.
The purposes of Reading
Reading is an activity with a purpose. A reader may read a text to gain information or verify existing knowledge. A reader may also read for enjoyment or to enhance knowledge of language which is being read.
Rivers and Temperly suggest that second language learners will want to read for the following purposes:
(a) To obtain information for some purpose or because we are curious about some topic; (b)To obtain instructions on how to perform some task for our work or daily life (e.g. knowing how an appliance works); (c) To act in a play, play a game, do a puzzle; (d) To keep in touch with friends by correspondence or to understand business letters; (e) To know when or where something will take place
5
Behzadi, et. al.., The Relationship Between Two Different Text Types and Reading Comprehension Strategy Use of Advanced EFL Learners. European Online Journal of Natural and Social Sciences, Vol. 2, 2013, p. 130.
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or what is available; (f)To know what is happening or has happened (as reported in newspapers, magazines, reports); (g)For enjoyment or excitement.7
Grabe and Stoller declared the purposes of reading activity, based on their opinion there are four main purposes of reading activity, those are:
(a) Reading to search for simple information.For most people, reading to search for simple information is a kind of common reading ability, reader typically scan the text for aspecific information or a specific word. Another type is skimming. It is a common part of many reading tasks and useful skill in its own right. (b) Reading to learn from text. It usually exists in academic and professional context when people need to learn a considerable amount of information from a text. This purpose usually carried out a reading rate somewhat slower than general reading comprehension (mainly due to rereading and reflection strategies to help remember information). (c) Reading to integrate information, write and critique texts.These are proposed to compose, select and critique information from text, and they represent common academic tasks that call upon the reading abilities needed to integrate information. (d) Reading for general comprehension.It requires very rapid and automatic processing of words, strong skills in forming a general meaning representation of main ideas, efficient coordination of many processes under very limited time constraints.8
To sum up, those definitions show thatto determine purpose of the readingis very crucial step that should be done before starting reading. When the purpose of reading is determined certainly it will ease the reader to determine what kinds of text that he wants to read and what kinds of technique that he has to use. So, information that the reader wants will be easy to be obtained.
2.
The Principles of Reading
According to Jeremy Harmer, there are some principles of reading:
a. Encourage students to read as often and as much as possible. The more studentsread, the better.
7
David Nunan, Designing Tasks for the Communicative Classroom, (Cambridge: Cambridge University Press, 1989), p.34.
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b. Students need to be engganged with what they are reading. Outside normal lesson time, when students are reading extensively, they should be involved in joyful reading- that is teachers should try to help them get as much pleasure from it as possible. During the lesson, teachers should also do the best to ensure that the students engganged with the topic and the activities they are asked to do while dealing with it.
c. Encourage students to respond the content of a text (and explore their feelings about it), not just concentrate on its construction. It is important for the students
to study reading texts in class in order to find out such things as the way they use language, the number of paragraphs they contain and how many times they use relative clauses. It is as well important that the students should be allowed to show their feelings about the topic.
d. Prediction is a major factor in reading. When someone reads a text, he/she usually have a good idea of the content before he/she actually stars reading. Book covers can give the readers a clue what is in the book, photographs, and headlines hint at what article is about before reading a single word.
e. Match the task to the topic when using intensive reading texts. Teachers need to choose good reading tasks; the right kinds of question, appropriate activities before during and after reading, and useful study exploitation when the topic of reading has been set.
f. Good teachers exploitreading texts to the full. Good teachers can integrate the reading text into interesting lesson sequences, using the topic for the discussion and further tasks, using the language for study and then activation, and using range of activities to bring the text to life. Where students have been doing extensive reading, the teachers should use whatever opportunities present themselves to provoke useful feedback.9
9
In summary, the goal of teaching reading is to help students to understand the text. These principles are to help the teachers to design teaching reading effectively. It should be designed based on students‟ reading purposes. It doesn‟t only focus on the reading skill, but it should also relate to other language skills. Then, the other important thing that teachers should do is to choose the appropriate teaching method and technique which influence to how students enjoy their reading activities. They should also give students‟ motivation to read a lot to develop their reading skills. In addition, the other important thing is teachers should encourage students to read as
often and as much as possible, and give chance the students to respond and help them to predict the content of the text. The teachers should also give good reading tasks and reading activities that relates to reading topic.
3.
Strategies for Reading Comprehension
According to H. Douglas Brown, there are ten strategies that should be understood by students when they want to improve their reading comprehension. Each of the strategies can give good tricks about what they should do when they read English text. The strategies are:
a) Identifying the purpose in reading. b) Using graphemic rules and patterns to aid in bottom up decoding (especially for the beginning level learners). c) Using efficient silent reading techniques relatively rapid comprehension (for intermediate to advanced levels). d) Skimming the text for the main ideas. e) Scanning the text for specific information. f) Using semantic mapping or clustering. g) Guessing when you are not certain. h) Analyze vocabulary. i) Distinguish between literal and implied meanings. j) Capitalize on discourse makers to process relationship.10
B.
Communicative Language Teaching
1.
The Definition of Communicative Language Teaching
Communicative language teaching is a method of teaching that appears from the theoritical perspective of the Communicative approach. It is found by some educators
10
believe that being able to communicate is more required than just master the linguistic competence.11From statement above, it is clear that through Communicative language teaching method learners will beprovided more opportunities to communicate than master language forms. Moreover Littlewood explained that Communicative Language Teaching pays attention to functional as well as structural aspects of language, then combining both of them into more fully communicative view and the goal of foreign language teaching is communicative ability.12 It means that learners will be more encouraged to have communicative abilitythan grammatical ability at the end foreign language learning.Based on expert‟sstatements above, it can be concluded that Communicative language teaching is a method thatwill more require learners to use their language and interact with others through pair or groupwork communicatively than to understand the structural aspects of language.So, the language learning will be seen as leaning to communicate. Because this method emphasizes on communicative ability, it will be shown that there will be more communicative interaction that encourages cooperative relationships among students.13 By applying Communicative language teaching in the classroom, hopefully the students will get a bigger chance to work on negotiating meaning.
To sum up, Communicative Language Teaching is a method that gives the students a place for practicing the linguistic competence they have had into the more meaningful activity.Through this method, we can also see that there is interdependence on language and communication.Someone cannot be called as amaster of language if he cannot use his language to express his own ideas, interact with others and understand the ideas of others. Therefore, to master a language the students have to motivate themselves to communicate to others as much as possible.
11
Diane Larsen and Freeman, Techniques and Principles in Language Teaching, (New York: Oxford University Press, 2000), p. 115.
12
William Littlewood, Communicative Language Teaching, (Cambridge: Cambridge University Press, 1981), p. 1.
13
2.
The Principles of Communicative Language Teaching
There are some principles that will help coming to a better understanding of Communicative Language Teaching itself, they are:
a. The goal of teaching and learning activity is to enable students to communicate in the target language.
b. The teacher‟s role is as a facilitator where they facilitate students to do communication in the classroom.
c. Students use the language through communicative activities such as games, role plays, and problem-solving tasks.
d. The students interact a great deal with one another. e. The students do something useful with the language. f. Language is for communication.
g. The teachers emphasize language function and speaking skill in the class. h. The use of the students‟ native language is permitted in CLT
i. The teacher evaluates not only the student‟s accuracy, but also their fluency j. Error of form are tolerated during fluency-based activities and return the
students later with an accuracy-based activities.14
The principles above explain that Communicative LanguageTeaching will make each oflearning activities be morestudents-centered. The students will be given many more changes to participate in communicative activities.Whereas, their teacher just facilitates and creates them communicative situation in the class.
3.
Techniques in Communicative Language Teaching
Some techniques that can be used by the teachers when they use Communicative Language Teaching are authentic materials, scrambled sentences, language games, pictures strip story and role play.
a. Authentic Materials. Actually authentic materials are some materials that naturally come from native speaker of the target language. For the students with lower proficiency in the target language, it may be not possible to use authentic materials continously. It is still possible to be used, if the teacher uses realia that
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do not contain a lot of language such as timetables. When the teacher wants to use authentic material in the classroom, the students should be consideredto the level of students‟ capability.
b. Scrambled Sentences. In this technique, the teacher gives the students a text which sentences are in scrambled order. Then, they have to arrange the sentences into the original order. This type of exercises teaches them to understand more deeply cohesion and coherence, general structure and language features of the narrative text
c. Language Games. Language games is often used in Communicative Language Teaching because it makes the students enjoyable and it also gives the students valuable communicative practice.
d. Pictures Strip Story. The teacher will divide the students into several groups and then each group will get a picture strip story. One person in every group shows the first picture of the story to the other members and asks them to predict what the second picture would look like. At the end of this story, all of groups will compare the prediction they have made with the original picture.
e. Role Play. By conducting role play in the classroom, the students will get an opportunity to practice their communicative competence in different social context and in different social roles.15
In this study the writer only focus on using short story.
C.
Short Story
1.
The Definition of Short Story
The use of literature had been known since the nineteenth century. It was mostly used as material when English language was taught by using Grammar translation Method (GTM).So, the goal of foreign language in the time is to learn a language in order to read its literature or in order to benefit from the mental discipline and
15
intellectual development that result from foreign language study.16Based on the statement above, it can be concluded that literature had been used long time ago in foreign language teaching. Even, it was a popular material to learn language in the time. Moreover, the use of literature can give many advanteges, especially for students‟ mental discipline and intellectual development.
One of the literatures is short story. According to MacMillan, “Short story is a brief work of prose narrative.”17 It means that short story is a short prose narrative that usually can be read in short time. In other word, the reader does not need much
time to comprehend what the short story tells about.
Meanwhile, Lazar said that “Short story is a work of fiction. It tells one event in a very concentrated way, describessomething at moment of crisis, introduces people who are told do not really exist, has plot and characters who are somehow connected with each other.”18 From the definition above, it is clear that short story is a simple literary text which can be considered to be used as material in learning language because of its distinctive features.
Considering the statements above, short story is defined as a short fictional narrative in prose that can be read in short time. Beside that, it also has some distinctive features that will make the reader be more enjoyed in reading it than others.
2.
The Elements of Short Story
As the same as other fiction works, short story also has its own elements. But, some experts have different opinions about how many the short story‟s elements are.
16
Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching: A description and analysis, (New York:Cambridge University Press, 1986), p. 3.
17
MacMillan Literature Series, Introducing Literature, Signature Edition, (New York:Glencoe/McGrowHill, 1985), p.53.
18
Gordon and Kuehner said that the short story has six elements.19 MeanwhileDiyanni said that there sevenelements of the short story.The differences include, irony and symbol.According to Diyanni the irony and symbol are elements that will help the reader tocompress a great deal of meaning into a brief space and understand the works.20However, the two books still have same explanation when they elaborate the other elements such as plot, setting, character, point of view and tone, theme, and style. In this study, the writer explainsthe elements that are only in the Gordon and Kuehner‟s book.The elements are as follows:
a. Plot
Plot is the author‟s arrangements of the events in a narrative to get a desired effect. It is a series of actions that are usually organized in chronologically order. There are two aspects that construct a plot: causality and conflict. Causality is needed to substitute of two or more events. A conflict is an internal or external fight between the main character and the opposite character. When a story includes internal conflict, it means that the main character is in conflict with himselfor herself. It contrastes, an external conflict happen between the main character and another character, society, or natural forces.
Furthermore, the plot structure is divided into six events: exposition, initiating incident, rising action, climax, failing action, and resolution. Exposition is giving description of the situations that the reader needs to comprehend the story. The initiating incident is the event that changes the situation that is developed in exposition. The rising action means some events happened that develop complication in the story. Then, climax is the point of the greatest conflict, the emotional high point, the turning point in the plot, or the point where the opposite character gains the advantage. It is the event where the main character must choose some action that will
19
Jane Bachman Gordon, Karen Kuehner, Fiction: The Elements of Short Story, (New York: McGraw-Hill, 1999), p.1-247.
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make his/her situation may be worse or better. The events that follow the climax are known as falling action. Then, the falling action leads into the resolution of the story.
b. Setting
Setting is to describe time and place in the story. It can be general, specific, or every detailed. It may serve some purposes, such as influencing action, defining character, or contributing to mood.
c. Character
Character is a person createdfor work of fiction. It may autobiographical versions of the author, the people that author knows, the people that may the author has observed or overheard. The character is divided into twocategories, major and minor characters. The major characters are protagonist and antagonist characters. Meanwhile, the minor characters are confidant or confidante, foil, a stereotyped character, and piece of furniture character. These are the characters that support to develop plot of the story. Another way to classify the characters is the terms of active and static characters. The active characters are one who changes because of what happen in the story. Then, the static characters are the characters have same at the beginning until the end of the story.
d. Point of View and Tone
Point of view is where the author places her/him in the story. There are two main points of view: first person (I) and third person (he, she, they). The first person of view is the author creates a person or mask through which she/he tells the story. The first person of view may be a character in the story, the observer of events. The third person of view is divided into two parts:omniscient, and limited omniscient. The
characters, the topic, or the readers. It is similar like tone in speech. It is achieved by describing details of setting and characters, dialogue, and narrator‟s direct comment.
e. Theme
Theme is an author‟s insight or general observation about human nature or the human condition that is delivered by characters, plot, and imagery. There is rule to put themein the story. But, it can be identified in the factual details of plot, characters, and setting.
f. Style
Style is an author‟s characteristic way to say things in the story. It is divided into three components: diction, imagery, and symbols, and syntax. The first component is diction. It is the author‟s choice on using words. It can be chosen as general or specific, formal or informal, abstruct or concrete, common, jargon, and etc. The second component is imagery and symbol. Imagery is a term of senses. It involves sight, tastes, smell, touch, and hearing. It also associates with figure of speech like smile, metaphor, personification, hyperbole, and others. Then, a symbol is concrete anything like an object, a place, a character, and an action. The last component is syntax or sentence structure. It is the individual‟s pattern or arrangement of words and phrases.
Based on the description above, it can be concluded that short story has six basic elements. They are plot, setting, character, point of view, theme, and style. It relates each other to make complete story. The readers should identify these basic elements to help them comprehend overall the story.21
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3.
The Criteria for Selecting Short Stories
According to Pathan and Al-dersi there are six criteria that should be more paid attention by EFL teachers for selecting short-stories before using them for developing their students‟ reading comprehension of narrative text:
a. The short stories selected should be simple one for the beginners, and not so complex, that will suit their level and will not discourage them while attempting to read.
b. The short stories should be rich in language, providing maximum examples of various grammatical structure and useful vocabulary.
c. The short-stories should be in line with the norms of the Indonesian traditions, culture, and faith.
d. The stories selected, preferably, should be the one that are made into films to provide the students visual representation of them as well as to give the students much require foreign language exposure that will help them in overcoming pronunciation relates problems.
e. The stories selected should be linguistically ideal that will guarantee opportunities for integrating the four language skills in effective way not only for developing reading comprehension skill but all other related skill as listening, speaking, and writing as well.
f. The stories selected should be such that would motive the students to read and arouse love and liking for reading in them, thus, inculcating the habit of reading in English.22
To reach successful of using short story towards students‟ reading comprehension of narrative text, EFL teachers should more pay attention the criteria
above. While each criterion is followed well, the successful will be easy to be reached. And, the obstacles of using short story can be minimized well.
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4.
The Kind of Activities and Exercises to be Given
To overcome students‟ problem of reading comprehension, the teacher must not only pay attention the selection of the short-stories, but also the kind of activities and
exercises given in the class. From this selection, the teachers will be offered a perspective on what the kind of activities and exercises will be given while teaching reading comprehension in classroom. Pathan and Al-dersi state that there are some activities and exercises that can be given while using short-stories in the classroom:
a. Pre-Reading Activities
An ideal EFL reading comprehension skill class should begin with stimulating pre-reading activities. The purpose is to arouse the interest of the students in the text; as such activities will help in preparing them for what will follow after. The EFL teachers can use various activities for this purpose such as showing pictures of great people, writers, places, structures, and can ask the students if they know anything about these things etc. The teachers can also show a video clip relates to the story and ask the students about what will follow. The EFL teachers can also give information about the author‟s life or the historical and cultural background to the story. In pre -reading activities, the EFL teachers can give meanings of difficult words as well as can also give certain clues to the story to arouse the learners‟ interest in the story.
b. While- Reading Activities
The Pre-reading activities should be followed with the while-reading activities.
In the while-reading activities, the EFL teachers can ask various questions to the students such as looking for specific information in the text, or specific type of
should correct the students if they go wrong (but not by discouraging them). During this stage, teachers should demonstrate first and then ask the students to read. It is preferred that the teacher asks the learners to read silently first and then loudly in the class. This gives the students opportunity to practice reading, while correcting themselve.
c. After-Reading Activities
After reading the text, the teachers can give various post-reading or after-reading
activities. These can be asking simple factual questions, to test students‟ general comprehension, followed by advanced questions where students will be required to think critically for answering. This can follow should be made to integrate the reading comprehension skill with other productive language skills such as speaking and writing. Group discussions, debates, story narration, from different characters‟ points of view, guessing-games can also be encouraged for this purpose as well as for making the class interactive and interesting.
The EFL students can also be asked to enact any specific scene in the story, using the dialogues in the story, which will give them chance of practicing language in their real life. Also, they can be asked to find synonyms, and antonyms of specific words that will help them in expanding their vocabulary. They can be also asked to find out examples of different grammatical structures such as questions, commands, requests, exclamations etc from the text, and can be asked to either change them into other structures or use them in their own sentences in similar situations etc. This will help them not only in better understanding of such grammatical structures but also in using them for various functions in their real life communication.23
Based on the kinds of activities and exercises above, the writer can conclude that the EFL teachers have an important role in overcoming students‟ problem of reading
comprehension. They have to prepare and selectall activities and exercises will be
23
given while using short-stories in classroom. The kind of activities and exercises should be arranged from simple to complex. The purpose is to motivate and ease the students while comprehending the short-stories. They can start the activities by showing picture or video that relates the short story given (pre-reading activities), asking the students to read silently first and then loudly in class, looking general statement, and specific information of the text, etc (while-reading activities). And the last is by making group discussion, story narration, and guessing-games (After-reading activities).
5.
The Advantages of Short Story
According to Pathan and Al-Dersi in their journal, there are some advantages of using short stories. They are:
a. Short stories are considered as highly useful resource material in EFL classrooms as they provide rich linguistic input, effective stimuli, for students to express themselves in other languages, and a potential source of learner motivation. b. They can be the main teaching material in reading comprehension class as well
as can supplement the main course materials for the-in class and out of class activitiesof foreign language teaching, learning, and practice. The EFL teachers can exploit this aspect for the same purpose in their class.
c. Stories can be more beneficial than any other informational materials, in stimulating the acquisition process, as they provide authentic contexts for processing new language. So, they should form an important place in the teaching material, selected by the EFL teachers, to teach reading comprehension
skill.
d. The real examples of grammatical structures in stories, presented in a very simple
e. As stories increase foreign language students‟ insight into the country and the people whose language is being learnt, by providing cultural information about the target language, EFL students can also benefit from them. Also such use of stories will help them in fostering their ability to interpret discourse in different social and cultural target language contexts.
f. As stories expose students to a wide variety of styles and language functions, they can help the EFL students to enhance their thinking and language abilities, as well as other study skills such as learning vocabulary, discovering questions,
evaluating evidence etc.
g. Stories are „practical for the English language teacher‟s to use as their length is long enough to cover, entirely, in one or two class sessions and they are not complicated for students to work with on their own which can be helpful for developing EFL students‟ self-dependency while learning foreign language. Being the product of creative writers, who have better command over language, stories are rich in language and can be ideal material for reading comprehension skill class. Therefore, the EFL teachers should take the advantage of these benefits for developing the reading skill of their students in effective way.
h. Stories are easy to finish, definite to understand and attract the students‟ attention more than any other normal passage which can be considered as another advantages for the EFL teachers to attract their students towards reading in English.
j. The use of the authentic, natural dialogues, in the short-stories, can also be helpful for the EFL students to get familiarized with actual, functional language use. They can also be helpful for the teachers to maintain high interest and intention levels of their students, which is quite crucial while developing reading comprehension skill in EFL classroom.
k. Stories command the reader‟s attention more effectively making him/her react emotionally with the events and leading to his/her personal involvement. This can be exploited to sustain the EFL students‟ attention in the class as well to motivate and promote reading among them, as most of them have negative attitude towards reading. Stories thus, can help arouse liking and love for reading in English among them.
l. As stories are contextual, they can help EFL students to develop various learning strategies such as predicting and guessing meaning of the difficult words from the context etc. This aspect of the use of short-stories can help a lot to EFL teachers not only in overcoming the vocabulary related problems of their students but also in effective fostering of their other target language skills.
m. Storiescan help in improving communicative competence of EFL students and in developing critical thinking and aesthetic appreciation. They also help in developing EFL students‟ interpretive abilities and expand their language awareness. So, they should be used in the EFL classrooms for the stated reasons. n. Stories provide the teaching and the learning material which is motivating,
authentic and has great educational value. Therefore, the EFL teachers should opt for them, instead of the informative materials which they use in reading comprehension skill class.
o. The controlled length, with the concise writing and with carefully selected vocabulary and lexis, is another linguistic benefit of the use of short-stories for
p. As stories are very enjoyable to read, provide examples of different styles of writing, and represent various authentic uses of the target language, they can be a good basis for vocabulary expansion and for effective foster of reading comprehension skill of EFL students.
q. Stories can expose the EFL students to rich, authentic language, which they otherwise will not encounter in foreign language learning context and listening to them, in the form of film, will help them in becoming aware of the rhythm, intonation and pronunciation of the target language.
r. Stories help develop EFL students‟ personal creative powers and other higher level thinking skills and can contribute in developing emotional intelligence as well.
s. Stories can also contribute in the personal growth of the EFL students and can be used by their teachers, as the best tool, for inculcating various moral and cultural values, which is very important for the future of any civilized society.24
From the description above, the use of short story is very useful for the students. Each part of the short story cangive the students many chances to enhance their insight of many countries, moral values, language skill, vocabulary, critical thinking, and emotional intelligence, etc. So that, short story can be an alternative material for English teachers in developing their students‟ reading comprehension of narrative text.
D.
Narrative Text
1.
Understanding of Narrative Text
There are many kinds of reading text which are learnt by the eight grade students of junior high school. The importance of learning a reading text will not only effect students‟ reading ability but also it will be a good model for English writing.Beside
24
that, reading texts also provide the opportunities to study language: vocabulary, grammar, punctuation, and the way to construct sentences, paragraphs, and texts. It‟s clear that the reading texts will give many advantages to the readers.
One of texts learnt is narrative text. Narrative text can be both in written and spoken forms. Narrative is a short writing, it consists of events in the order that they happen and it uses time order to organize the sentences.25From the concept above, narrative is one of story writing that is arranged chronologically based on the time order about the evens happened. Additionally, according to Anderson, narrative text
is a kind of texts which tells the story aimed to present view of the world that entertains or informs the readers or listeners.26 Throughout the story, narrative text conveys the entertainment and any kinds of information for reader who reads this text.Furthermore, narratives, from the Latin word narre „to make known to convey information, provide individuals with a tool for learning and teaching others about the world.27It means narrative text not only covers the story of people but also the explanation of science.From the explanations above, it can be concluded that narrative text is one of text types which tells a story of series or events to entertain and inform the reader.
There are many kinds of narrative text. There are humor, romance, crime, real-life fiction, historical fiction, mystery, fantacy, science fiction, diary novel, and adventure.28 Because of the many kinds and enjoyments the text offers, the students can have the options in reading and writing activities.
25
Alice Oshima and Han Hogue, Introduction to Academic Writing, (New York: Pearson Education, 2007, p. 27.
26
Mark Anderson and Kathy Anderson, Text Types in English 2, (Chapel: Macmillan Education Australia Pty Ltd, 1997), p.6.
27
Slavka Tomascikova, Narrative Theories and Narratives Discourse, Bulletin of the Transilvania Universilvania University of Brasov. Vol. 2(51), 2009, p.1.
28
2.
The Purposes of Narrative Text
A text always has a purpose what the reader can get after reading it. So does narrative text. There are some experts who explain the purpose of narrative text in their books. One of experts is Barbara Fine Clouse who wrote a book that entitled The Student Writer.She stated that there are five purposes of narrative text. The purposes
will reliaze the readers that narrative text is a text which does not only amuse them, but also help them to learn many things.The purposes are such as to entertain, to express feelings, to relate experience, to inform, to persuade.29
Another the purposes of narrative text stated by Mark Anderson, and Kathy Anderson area to provide entertainment, to make the audience think about the issue, teach them a lesson, or excite the emotions.30 It means that narrative text does not consist of humor story, but also moral and informational story.
Based on the purposes of narrative above, it can be concluded that the purposes of narrative are so various. Whatever the purposes are, the narrative text will always make the readers enjoy while they are reading it.
3.
The Schematic Structures of Narrative Text
Every English text has its own structure so does narrative text. The text structure related to “the way a text is organized to guide the readers in identifiying key information.”31
The function of the structure of text is to help the readers in understand the text easily. According to Anderson, the structure of narrative text consists of five points, they are:
29
Barbara Fine Clouse, The Student Writer, (New York:McGraw-Hill, 2006), p.186.
30
Mark Anderson and Kathy Anderson, Text Types in English 3, (Chapel: Macmillan Education Australia Pty Ltd, 1998), p.3.
31
