THE IMPLEMENTATION OF
“
NARRATIVE
BIG BOOK
”
IN TEACHING READING
COMPREHENSIONAT TENTH GRADE OF
MA MA’ARIF 8
IHYAUL ULUM
MANYAR-SEKARAN-LAMONGAN
THESIS
Submitted in partial fulfillment of the requirement for degree of Sarjana
Pendidikan (S.Pd) in Teaching English
By:
Ainin Rosyidah
NIM D05212002
ENGLISH TEACHER EDUCATION DEPARTMENT
FACULTY OF EDUCATION AND TEACHER TRAINING
SUNAN AMPEL STATE ISLAMIC UNIVERSITY
SURABAYA
LEMBAR PER Perpustakaan UIN Sunan Ampe ilmiah : Perpustakaan UIN Sunan Ampe kan, mengelolanya dalam bent menampilkan / mempublikasi kepentingan akademis tanpa pe saya sebagai penulis / pencipta da
Saya bersedia untuk menanggun Sunan Ampel Surabaya, segala Cipta dalam karya ilmiah saya i
Demikian pernyataan ini yang s UIN Sunan Ampel Surabaya, yang bertanda t
: Ainin Rosyidah : D05212002 : FTK/PBI
: pyscesyna@yahoo.com
u pengetahuan, menyetujui untuk membe mpel Surabaya, Hak Bebas Royalti Non-Ekskl
Tesis Desertasi Lain-lain
rative Big Book’ in Teaching Reading Comprehe Ma’arif 8 Ihyaul Ulum Manyar Sekaran Lamon rlukan (bila ada). Dengan Hak Bebas Royalti N mpel Surabaya berhak menyimpan, mengalih-bentuk pangkalan data (database), mendistribusi
sikannya di Internet atau media lain secara perlu meminta ijin dari saya selama tetap menc pta dan atau penerbit yang bersangkutan.
nggung secara pribadi, tanpa melibatkan pihak Pe gala bentuk tuntutan hukum yang timbul atas p
a ini.
ABSTRACT
Rosyidah, Ainin.2016. The Implementation of “Narrative Big Book” in Teaching Reading Comprehension at The Tenth Grade of MA Ma’arif 8 Ihyaul Ulum Manyar Sekaran Lamongan. Advisor: Rakhmawati, M.Pd.
Key Words :Big Book, reading comprehension, narrative text
TABLE OF CONTENTS
TITTLE SHEET... i
ADVISOR APPROVAL SHEET... ii
APPROVAL SHEET... iii
MOTTO... iv
DEDICATION SHEET... v
ABSTRACT... vi
ACKNOWLEDGEMENT... vii
PERNYATAAN KEASLIAN TULISAN... ix
TABLE OF CONTENTS... x
LIST OF TABLES... xii
LIST OF CHART... xiii
LIST OF APPENDICES... xiv
CHAPTER 1: INTRODUCTION A. Background of the Study ... 1
B. Statement of the Problem ... 5
C. Objectives of the Study ... 5
D. Significances of the Study ... 6
E. Scope and Limitation of the Study... 7
F. Definition of Key Terms ... 8
CHAPTER II: REVIEW OF RELATED LITERATURE A. Review of Related Literature ... 10
1. Big book ... 10
2. Narrative Big Book ... 17
3. Reading Comprehension ... 19
4.Student’s Response... 20
B. Review of Previous Study... 23
A. Research Design ... 27
B. Research Subject ... 28
C. Data and Source of Data ... 28
D. Data Collection Technique ... 30
E. Research Instruments ... 32
F. Data Analysis Technique... 33
G. Checking Validity of Findings... 35
H. Research Stages ... 36
CHAPTER IV: FINDING AND DISCUSSION A. Research Findings... 38
1. The Procedures of Implementing Narrative Big Book in Teaching Reading Comprehension ... 38
2.Students’ Responses to the Implementation of Narrative Big Book in Teaching Reading Comprehension ... 47
B. Discussion ... 55
1. The Procedures of Implementing Narrative Big Book in Teaching Reading Comprehension ... 55
2. Students’ Responses to the Implementation of Narrative Big Book in Teaching Reading Comprehension ... 62
CHAPTER V: CONCLUSION AND SUGGESTION A. Conclusion ... 66
B. Suggestion ... 67
REFFERENCES
LIST OF TABLE
Table 4.1The procedure of implementing Narrative big book in first meeting (Science class)
Table 4.2The procedure of implementing Narrative big book in first meeting (Social class)
Table 4.3 The procedure of implementing Narrative big book in second meeting (Science class)
Table 4.4 The procedure of implementing Narrative big book in second meeting (Social class)
Table 4.5Questions and Categories
Table 4.6Students response toward Student’s motivation
Table 4.7Students response toward Media display
Table 4.8Students response toward increasing understanding
Table 4.9Students response toward content of big book
Table 4.10Students response toward content of big book
Table 4.11Students response toward students’ motivation Table 4.12Students response toward media display
Table 4.13Students response toward increasing understanding
Table 4.14Students response toward content of big book
Table 4.15Students response toward media practicability
LIST OF CHART Chart 4.1Student Responses
LIST OF APPENDICES Appendix 1 Obsservation Checklist
Appendix 2 Interview Guide
Appendix 3 Questionnaire Sheet
Appendix 4 Questionnaire Result of Science and Social class
CHAPTER 1
INTRODUCTION
A. Background of the Study
In teaching English, Reading skill receives special focus in many second or foreign languages teaching situation. According to Richard, Many foreign language students often have reading as one of their most important goals. They want to be able to read for information and pleasure, for their career, and for study purposes.1Then Patel and Jane add that reading is not only a source of information and a pleasurable activity but also as a means of consolidating and extending one's knowledge of the language.2So that reading is certainly an important activity for expanding knowledge of a language. Hence, the students are expected to understand the content of reading text by reading comprehension skill.
Reading comprehension is the thinking process used to make meaning of what a person reads.3It goes to show that making meaning from text needs process. Comprehension is a complex process that demands much from the reader. The National Reading Panel defines comprehension as the intentional thinking during which meaning is constructed between the reader and text.4It
1
C.C. Block, L.B. Gambrell and M Pressley, Improving Reading Comprehension Instruction: Rethinking Research, Theory, and Classroom Practice(San Francisco: Jossey Bass, 2002),71.
2
Patel and Jain,English Language Teaching: Methods, Tools, and Technique(New York: Sunrise Publisher and Distribution, 2008),52.
3
C.C. Block, op. cit. p.72.
4
National Reading Panel, ‘Teaching Children to Read: An Evidence-Based Assessment of the
Scientific Research Literature on Reading and Its Implications for Reading Instruction’,
2
implies that the reader interacts with the text content, using his or her vocabulary, background knowledge, skills, motivation to read that text, knowledge of text structure, and strategies to construct meaning.
Noticed in “Teaching Reading Comprehension Skill", Vicky Zygouris-Coe give some effective strategies to enhance reading comprehension. Visualizing is the one of those effective strategies. Visualizing involves students making mental images of the text they read (e.g., processes, events).5 Creating images that relate to the setting, characters, or plot of a narrative text, or a concept or process in expository text, can help students better recall what
they have read. It’s supported by Cain’s statement about visualizing as one of
some effective strategies to enhance reading comprehension.6
Talking about visualizing as one of some effective strategies to enhance
reading comprehension, an English teacher of MA Ma’arif 8 Ihyaul Ulum Lamongan uses narrative Bigbook to teach reading comprehension in classroom. Big-Book is a book which has a big size as well as the font.7Due to the size which is different from ordinary books, Big-Book can be seen easily from all part of the class. Besides, it has also colorful series pictures inside to help students became more understand about the content of the story or even
stimulate students’ imagination.8Lynch found that Big-Book creates secure and relaxed atmosphere in the classroom and attracts students’ attention in
5
Vicky Zygouris-Coe, ‘Teaching Reading Comprehension Skills’, National Association of Elementary School Principals, 2009.p.1
6K, Cain. ‘Reading Comprehension: Nature, Assessment and Teaching’ (Economic & Social
Research Council). 7
K.K.E Suyanto,English for Young Learners. (Jakarta: Bumi Aksara, 2007),21. 8
3
teaching and learning process.9Narrative big book is really helpful for teaching and learning process. As the teacher said, that using narrative big book could attract students’ interest in reading activityin the class.10
This research conducted at Tenth grade students in MA Ma’arif 8
Ihyaul Ulum Lamongan. Taking this school as focus of this research is based on preliminary research.11In 2014, the English score of National Examination in this school included in low score average. Then in 2015, this school score average was increased.The teacher, with his creativity in applying narrative big book, attracts his students who think that English is very difficult lesson. For the students, they feel difficult in learning English because they rarely face it in their daily life. They only get English from school and it looks so intern and strange.
There are seven researches which deal with big book. A research finds that big book and narrative scaffold can help students to achieve ability in writing narrative text.12 Other five researches focus on using bigbook to
improve students’ reading skill, especially for students in primary
school.13They find that big book is really effective to improve students’ ability
9
P Lynch, Using Big Books and Predictable Books. A Guide for Using Big- Books in the Classroom <http://www.scholastic.ca/bigbooks/AGuidetoUsingBigBooksintheClassroom.pdf> [accessed 20 February 2016].
10
Preliminary research conducted in February-March 2016 in MA Ma’arif 8 Lamongan.
11
Ibid.
12
Ika Fitriani and Bambang Yudi, ‘The Effectiveness Of Implementing Big-Book And
Narrative-Scaffold On The Students’ Achievement In Writing Narrative Texts’,State University of Malang.
13Anita Sari Kumala and Wahyu Pujiyono, ‘Aplikasi Big Book Berbasis Multimedia Dengan
Metode Story Telling Untuk Meningkatkan Minat Baca Anak’, Simposium Nasional Teknologi Terapan, 2 (2014); Aizan Yaacob and Annamaria Pinter, ‘Exploring the Effectiveness of Using Big Books in Teaching Primary English in Malaysian Classrooms’,MJLI, 5 (2008), 1–20; Zainab,
4
in reading. The last one, Susan and Barbara in their research find that by using big book, foreign language teacher candidates developed effective skills in teaching reading that include the development and use of a big book and the thematic unit that accompanied it.14
However, this research has different focus from those previous researches. This research takes Senior High School students as the subject in teaching-learning process of reading comprehension using narrative big book as researcher knows that this study hasn’t been assessed. Then, while those five previous studies about improving reading skill for students of primary school, this research describes how the way to implement narrative big book in teaching reading comprehension in upper level students who live in rural area and seldom meet English in their daily life.
Knowing those reasons above, it is important to describe how the way teacher uses a narrative big book and students’ response at MA Ma’arif 8
Lamongan after using narrative big book in learning reading comprehension process. Principally, this study will drive some benefits for both current and upcoming teachers at this school to improve their teaching strategies. It also gives benefit to other teachers who teach in rural school which has less
Bergambar Big-Book Di Kelas I MI Al-Islamiyah Kauman Bangil’ (unpublished Unpublished Undergraduate Thesis, State University of Malang, 2010); N Rachmadani, ‘Peningkatan
Keterampilan Bercerita Pada Siswa Kelas III Menggunakan Media Big Book Di SDN Jatimulyo I Malang’ (unpublished Unpublished Undergraduate Thesis, State University of Malang, 2011);
R.D. Aprilianti, ‘Peningkatan Keterampilan Membaca Bahasa Inggris Melalui Media Big Book Di
Kelas IV SDN Sidowarek II Kecamatan Ngoro Kabupaten Jombang’ (Unpublished Undergraduate Thesis, State University of Malang, 2009).
14
5
learning media and apply narrative big book to make their students more interesting and active in learning and teaching activity and also for increasing student’s understanding, because those are the reason why big book is
implemented in this senior high school. Hence, the researcher conducts this study to describe the implementation narrative big book in teaching reading comprehension and to know students’ response at the tenth grade students of
MA Ma’arif 8IhyaulUlumManyarSekaranLamongan.
B. Statement of the Problem
In this study, the researcher addresses specific problem dealing with narrative Bigbook in teaching reading comprehension as follow:
1. What are the procedures of implementing Narrative Big book in teaching reading comprehension at the tenth grade of MA Ma’arif 8 IHYAUL
ULUM Manyar Sekaran Lamongan?
2. What are the students’ responses to the implementation of Narrative Bigbook in teaching reading comprehension at the tenth grade of MA
Ma’arif 8 IHYAUL ULUM Manyar Sekaran Lamongan?
C. Objectives of the Study
This study conducted by the researcher has certain objective as follow:
1. To investigate the procedure of using Narrative Bigbook in teaching
reading comprehension at tenth grade of MA Ma’arif 8 IHYAUL
6
2. To know students’ response after their teacher implements Narrative Bigbook in teaching reading comprehension at tenth grade of MA Ma’arif 8 IHYAUL ULUM ManyarSekaran Lamongan.
D. Significances of the Study
By conducting this study, the researcher hopes it can give the big contribution as the practical implication of the study to the teachers, readers and other researchers as follows:
1. Teachers
The result of this research significantly serves other teachers generally and English teacher specially to have strategies in improving some techniques in teaching English, such as teaching reading comprehension using big book. Moreover for teachers who teach in rural school which has less learning media. Then this research can give information to other English teachers that Big book can be used to teach reading for upper grade, for example Junior high school and Senior high school, because Big book is popularly used for teaching in primary school.Then they can apply narrative big book to make their students more interesting and active in learning and teaching activities.
2. Readers
7
absorb some knowledge about this teaching media, then they can imitate and apply it for their children. And for students, they can take benefit from it. They can apply narrative big book for learning reading comprehension independently. Then for general readers, this is kind of new information for them about teaching-learning media.
3. Further Researches
Indeed, the researcher also hopes that the result of this study is useful as the reference for other researchers to conduct the further research dealing with using narrative big book to teach reading comprehension.
E. Scope and Limitation of the Study
This study confines itself to the implementation of narrative big book in teaching reading comprehension. This research did not observe the whole dimension of teaching reading comprehension, but it’s only the process using
narrative big book in teaching reading comprehension. The process here means the procedure of teaching-learning reading comprehension using narrative big book.After doing observation in teaching-learning process, students’ response
of implementing this media will be found. In essence, the focus of this study is on investigating the way the teacher implement narrative big book and
8
F. Definition of Key Terms
In light of perspective of readers are different, the researcher lists the definition of important terms used in this study as an attempt to avoid misinterpreting among readers toward the concept of this study.
In this early discussion, the researcher finds out the term that should be recognized first by the readers,
1. Big book.
Suyanto stated that Big-Book is a book which has a big size as well as the font.15 Due to the size which is different from ordinary books, Big-Book can be seen easily from all part of the class. Besides, it has also colorful series pictures inside to help students became more understand about the content of the story or even stimulate students’ imagination.16Reflecting on
the Suyanto’s statement, big book in this research is defined as one of teaching-learning medias which can be used by teacher to attract students’
interest and understand about the content of the story in learning reading comprehension in senior high school. This kind of colorful book and has big size which is different from ordinary books. Then, the content of this big book ia about narrative text in English. So that it can be named asNarrative big book. This narrative big book is as teaching-learning media of
research’s object used by teacher at MA Ma’arif 8
IhyaulUlumManyarSekaranLamongan.
15
K.K.E Suyanto,English for Young Learners. (Jakarta: Bumi Aksara, 2007),21.
16
9
2. Reading comprehension
Reading comprehension is the students’ ability to understand the
meaning,find the main idea or purpose and to catch information from the
passage. Indeed, based on Block’s theory, reading comprehension meant in this study is reading skill which has purpose to understand the content of the text and it must be achieved by students as their skill in learning reading as suggested by English teaching syllabus and it includes the object of this study that had been observed by researcher.
3. Response
Response is social reaction of students in commenting influence or stimulus in their selves from repetition situation by other people, like teacher repetition in learning process or social phenomenon around school.17In this case, the meaning of response is reaction and comment of
MA Ma’arif 8 Ihyaul Ulum students toward the process of implementing narrative big book in teaching reading comprehension by the English teacher.
17 17
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Review of Related Literature
In this chapter, the researcher explicates several theories through reviewing some literatures related to this study. This theoretical construct deals with Big Book, Narrative text, Reading Comprehension and Students of MA Ma’arif 8
Lamongan.
1. Big book
Big-Book is a book which has a big size as well as the font.1Due to the size which is different from ordinary books, Big-Book can be seen easily from all part of the class. Besides, it has also colorful series pictures inside to help students became more understand about the content of the story or
even stimulate students’ imagination.2Lynch found that Big-Book creates
secure and relaxed atmosphere in the classroom and attracts students’
attention in teaching and learning process.3 Narrative big book is really helpful for teaching and learning process. As the teacher said, that using narrative big book can attract students’ interest in reading activity in the
✂
K.K.E Suyanto,English for Young Learners. (Jakarta: Bumi Aksara, 2007),21.
2
Ibid.
3
✄✄
class.Even big book was introduced as book for early reading instruction, but it can be used in the classroom with modification.4
a. Big book Content
Big book is kind of manual media, but multimedia principles are integrated in making this media. In multimedia, the principals are implemented in presentation slides, and then in big book, the principals are implemented in every pages of big book. According to Mayer cited by Ervina, multimedia instruction refers to the presentation of material using both words and pictures, with the intention of promoting learning. Basic principles used in big book are adopted from multimedia development.5 There are five basic principles integrated in big book. They are
(a) Coherence Principle
This principle does not use words, sound and graphic exaggeratedly. People learn better when extraneous material is excluded rather than included.6Coherence principle consists of three parts. They are
(i) Learning will be better when irrelevant words and pictures are not included inside presentation media.
(ii) Learning will be better when sounds or music are not included inside presentation media.
☎
Nambiar, MohanaK.Big Book for Little Readers Works in ESL Classroom Too.(Malaysia:EDRS,19991)p.1.
✆
Ervina, ‘Pengembangan Media Big Book Untuk PembelajaranNarrative Text Bahasa Inggris di SMP’,J-TEQIP, 5(2) (2014), 380.
6
✝ ✞
(iii) Learning will be better when unneeded words and symbol are omitted from presentation media.
According to Ervina in her research, in every pages of big book consist of pictures which relevant with plot and also keyword.7They help to increase learner’s understanding.
(b) Signaling Principle
Big book also uses signaling principle. Mayer states that people learn better when cues that highlight the organization of the essential material are needed.8 This principle gives stressing on organizing only the important material. So in this big book, the plot of narrative text deals with generic structure or story text arrangement systematic, start from introducing actor and setting, conflict, falling action and closing.
(c) Redundancy
Big book also uses redundancy principle. Based on Mayer, people learn better from graphics and narration than from graphics, narration, and printed text.9 It means, redundancy principle is stressing on avoiding over information source, even from picture, sound and also written. When there are many information sources in a media, it will disturb
students’ focus. So that the picture relevant with story and keyword
appropriated in big book will help students to be more focus. (d) Spatial Contiguity
✟
Ervina, ‘Pengembangan Media Big Book UntukPembelajaran Narrative Text BahasaInggris di
SMP’,J-TEQIP, 5(2) (2014), p.381.
8
Ibid.
9
✠ ✡
According to Mayer, spatial contiguity principle is student learn better when corresponding words and pictures are presented near rather than far from each other on the page or screen.10The meaning is placing keyword or important and relevant words close to graphic or picture. So, it helps student to remember the words.
(e) Temporal Contiguity
In this principle, Mayer states that students learn better when corresponding words and pictures are presented simultaneously rather than successively.11Picture, keyword, difficult and new word which relevant each other are place in a slide or page. So student will comprehend the story easily.
b. Big book implementation
Then, how the way to implement big book is? Based on Strickland and Slaughter cited by Nambiar, patterned and predictable language is a key feature of most big books. The predictability of the language and the plot makes them easy for children to understand.12 The events repeat themselves and so does the pattern of language. With the aid of the illustrations and repeated readings, children, aware of the meaning of the
☛☞
Ervina, ‘Pengembangan Media Big Book UntukPembelajaran Narrative TextBahasaInggris di SMP’,J-TEQIP, 5(2) (2014), 382.
11
Ibid. ☛✌
✍ ✎
whole story, will anticipate certain words and eventually read along with the teacher.13
Based on Ervina in her research, developing big book, the way to implement big book is start with organize student’s seat arrangement.
Teacher shows the book to attract student’s attention and ask them to pay attention to the story thoroughly. Then teacher tells the story while open every pages of big book and uses stick as pointer to help student more focus on picture in big book. Besides that, it’s better if teacher presents the story slowly, so student can understand easily. Then teacher presents the story using strong expression, appropriate gestures and attractive voice.14
Strickland cited by Nambiar that many activities in big book which promote reading and meet curriculum objectives.15Here are the strategies that can be used to implement big book.
1. Activating prior knowledge
Before the actual reading the teacher can ask the children what they think the story is going to be about by engaging in a discussion of the title and the illustration on the cover page. The children by using clues from the text and their background knowledge are encouraged to make inferences and formulate predictions, a strategy that all proficient readers indulge in.
13
Ibid. ✏✑
Ervina, ‘Pengembangan Media Big Book Untuk Pembelajaran Narrative Text Bahasa Inggris di SMP’,J-TEQIP, 5(2) (2014), 385.
✏✒
✓ ✔
2. Modeling the thinking process
Strickland suggests that the teacher occasionally use the first reading to demonstrate how readers think when they read a text. As the teacher reads the story enthusiastically, the teacher thinks aloud about her own understanding. The teacher models self-queries such as, "I wonder if this story is going to be about...", "This is a little confusing but I will keep on reading to find out more"," This is a new word. Could it mean ...?" or " If I were ..., I wouldn't do it because..." The students as they observe the teacher soon realize that reading involves bringing together what they already know with what they actually see in print, in order to construct their own meaning. This is particularly significant for the less proficient readers, many of whom think that reading is limited to accurate decoding.
3. Tracking print
As the teacher reads aloud, she follows the text with her hand or a pointer. This ensures that the children can see exactly what the teacher is reading and they learn to associate sound to the printed symbol. In this manner, left-to-right progression and top-to-bottom concepts of print are being demonstrated within a meaningful context. In the same vein, the teacher can introduceterms of book language such as 'word', 'sentence', 'page', 'author' and 'title' in naturally occurring contexts, e.g. "I like this word because it reminds me of...".
✕6
As the teacher reads aloud, she can pause at suitable junctures to allow students to predict the words or phrases that should follow. The children will carry out the task easily and with pleasure because they have heard the words being repeatedly read and also because of the rhyming structures. Similarly at strategic points teachers can stop and ask children to predict what will happen next in the story. Besides the sense of fun and active involvement that is encouraged, children are also being trained to use the story line to anticipate and predict.
5. Language activities
Besides echo reading, choral reading or assisted reading, a host of language-based activities are feasible with the Big Book. It is true that as a result of repeated readings, students will be able to recognize words in context.
6. Other activities
✖ ✗
Book or normal-sized copies of the same story or taped versions should be made available for individual student's use.16
2. Narrative Big Book
In Curriculum 2004 narrative text is defined as a text which function is to amuse, entertain, and to deal with actual or various experience in different ways.17Narrative deals with problematic event lead to a crisis or turning point of some kind in turn finds a resolution. From the definition above, the researcher can conclude that narrative story is a story tells us about something interesting that has purpose to amuse or entertain the readers. It is connected with several essential characteristics to a successful big book learning experience by Karges-Bone. They are short stories that immediately engage learners’ interest, have a simple but interesting
storyline and contain elements of humor.18
Nambiar recommends texts for big books that are a rich source of activities to activate prior knowledge, model the thinking process, encourage predictive skills, and provide creative linguistic activities for all major curriculum objectives.19Then Anderson states that shared reading
atmosphere should be relaxed and mirror the family’s reading experience
✘6
Nambiar, MohanaK.Big Book for Little Readers Works in ESL Classroom Too.(Malaysia:EDRS,19991)p.5-8.
17
DepartemenPendidikandanKebudayaan.CBC Students Work Book Grade XIA. (Semarang. 2005)p.48
18
Karges-Bone, L.Bring on the big books (in the classroom). Reading Teacher, (Sidney:1992). 45(9), 743–744.
✙8
at home, building on both the child’s home and school experiences.20In this case narrative text is recommended for big book text.
We are using narrative when you tell a friend about something interesting that happen to you at work or at school, when we tell someone a joke. Anderson states that a good narrative uses word to paint a picture in our mind of:
1) what characters look like (their experience), 2) where the action is taking place (the setting), 3) how things are happening (the action).21
Then about generic structure of narrative text, Anderson states that the steps for constructing a narrative are:
1) Orientation/ exposition
The readers are introduced to the main characters and possibly some minor characters. Some indication is generally given of where the action is located and when it is taking place.
2) Complication/ rising action
The complication is pushed along by a serious of events, during which we usually expect some sort of complication or problem to arise. It just would not be so interesting if something unexpected did not happen. This complication will involve the main characters and oven serves to (temporally) toward them from reaching their goal.
3) Sequence of event/ Climax
20
Anderson, Mark.Text Type in English 2. (Australia: Mackmillan1997).p.60 21
✚9
This is where the narrator tells how the character reacts to the complication. It includes their feeling and what they do. The event can be told in chronological order (the order in which they happen) or with flashback. The audients is given the narrator’s point of view.
4) Resolution/ falling action
In this part, the implication may be resolved for better or worse, but it is rarely left completely unresolved (although this is of course possible in certain types of narrative which leaves us wondering ‘How did it end”?)
5) Reorientation
It is an optional closure of event.22
3. Reading Comprehension
For many students, reading is the act of saying word to their teacher and their friend by looking at the passage. They have not learned that reading is a division of the main idea between the author and them. Reading is a one of the complex and the combination of both lexical and text-progressing skills that are widely be acquainted interactively.23 Before the students would learn how to comprehend their reading, the teacher should give some definition what is reading comprehension and how they do to apply in learning process. Brassell and Rasinski state more that reading refers to the ability to comprehend or make meaning from written text.24
22
Anderson, Mark.Text Type in English 2. (Australia: Mackmillan1997).p.61 ✛✜
Ibid.p.60. ✛✢
✣ ✤
A dictionary definition of the word read states that it is the ability to examine and comprehend the meaning of written words. Comprehension, then, is at the heart of any conventional definition of reading. Pang states that comprehension is the process of deriving meaning from connected text.25 It involves word knowledge (vocabulary) as well as thinking and reasoning. Therefore, comprehension is not a passive process, but an active one. The reader actively engages with the text to construct meaning.
Reading comprehension is the activity where the students actually understand what they read about. Snow states reading comprehension as the process of simultaneously extracting and constructing meaning through interaction and involvement with written language.26 He uses the words extracting and constructing to emphasize both the importance and the insufficiency of the text as a determinant of reading comprehension.
4. Student’s Response
Susanto states that response is reaction. It means acceptance or rejection toward what communicator said in a message.27Response is divided to be opinion and attitude. Opinion is overt response towards verbal problem which delivered written or oral, then attitude is convert response. It is
✥✦
Elizabeth S Pang and et all,Educational Practices Series -12: Teaching Reading(Geneva: International Bureau Educational, 2003).p.231
26
Snow, Catherine E.Reading for Understanding: Toward Research and Development Program in Reading Comprehension. (Santa Monica: Rand.,2002)p.71
✥✧
Mega, LailaWardhani.H:\Raira Megumi_
★ ✩
emotional and personal which is tendency to give positive or negative reaction to other people, object or certain situation.
According to Harvey and Smith, cited by Asnawi, define that response is readiness type in determining positive or negative attitude toward object or situation.28This definition shows that there is response division, they are:
a) Positive Response
A response, reaction or attitude that show, receive, admit, agree, and perform prevailing norms where person is.
b) Negative Response
Negative response is a response, reaction, or attitude that show rejection or disagree toward prevailing norms where person is.
Louise Thurson, cited by Ervina, response is inclining and feeling, curious and prejudice, detailed pre-understanding, ideas, afraid, threat and certain about specific thing. From that statement, response can be revealed by:
1. Influence or rejection 2. Judge
3. Like or dislike
4. Positive or negative of an object
✪8
✫✫
Attitude change can represent how response of person or group towards specific thing, like environment change or other situation. The response can be positive, that is affect, tend and hope to an object. A person with a positive response can be seen from cognitive, affective and psychometric step. In reverse, a person with negative response, when the information or an object changes he got do not influence his attitude or even avoid and hate the specific object.
Then Ervina states in his research, students’ response toward implementing big book isstudents’attitude change, acceptance or rejection, like or dislike, negative or positive, tend or avoid to big book implemented to them as object.29
Asnawi also cited Sudirman’s statement which said that relationship
formatting among response and stimulus (among action and reaction) is learning activity.30When they are exercised perpetually, response will be close, habitual and automatic. There are some principles or law about stimulus and response, they are:
1) Law Effect (subjective influence)
Stimulus and response relationship will be close to when espoused by pleasant or satisfaction and it will be decrease and lost when espoused by unpleasant.
2) Law of Multiple Response
✬9
Ervina, ‘Pengembangan Media Big Book Untuk Pembelajaran Narrative Text BahasaInggris di SMP’,J-TEQIP, 5(2) (2014), 382.
✭✮
✯ ✰
In problematic situation, response will not be received positively in short time, so socialization is needed to be applied to make it received by receptor. This procedure is called by Trial and Error.
3) Law of Exercise (purpose law)
Stimulus and response relationship will be close to when it is often used and it will be decrease or lost when it is seldom or never used. 4) Law of Assimilation (fitting law)
A person can fit himself or give response based on previous situation.
Meanwhile, student is learner who is studying in primary school, junior high school and senior high school. According to Arikunto, student is whoever registered as educative object in an education institute. Student as a school citizen has the right and obligation.31Student’s rights are learning the lesson, participating school activity, using school facilities, getting guidance and many others. Besides having the right, students have obligation in the school. They are attending the on time, participating learning process, participating examination process and other activities determined by school and obeying the school rule
So, it can be assumed that student’s response is social reaction of student
in commenting influence or stimulus in their selves from repetition situation by other people, like teacher repetition in learning process or social phenomenon around school. In this case, the meaning of response is
✱✲
✳ ✴
student reaction and comment toward the process of implementing narrative big book in teaching reading comprehension.
B. Review of Previous Study
In this part, the researcher reviews the previous studies conducted by other researchers that have similar focus with this study. Reviewing on the previous works, this study begins by reflecting on the study that has similar focus on bigbook. It comes from AizanYaacob and Annamaria Pinter with their research tittle “Exploring the Effectiveness of Using Big Books in Teaching Primary
English in Malaysian Classroom.”32The researcher finds that practice with Big Book changes the interaction patterns and learning opportunities. Students are actively involved and they contribute to the discussions and make spontaneous comments about the stories. Most importantly, the teacher’s elicitation skill is essential in enhancing students’ learning. This paper investigates the use of Big
Books in primary English in Malaysia where English is taught as an official second language. It draws on transcript data from one teacher from one
primary school to illustrate how students’ active participation and interest in
language learning emerged as the teacher introduced Big Books instead of the textbook.
Ika Fitriani and Bambang Yudi Cahyono from State University of Malang found that the students who are taught by using Big-Book and Narrative-Scaffold have better narrative writing than the students who are taught without
✵✶
✷ ✸
using Big-Book and Narrative-Scaffold in terms of content, organization, grammar, vocabulary, and mechanics. In other words, Big-Book and Narrative-Scaffold are effective to help students in writing narrative texts. The researchers did this study is to investigate whether or not the students who are taught by using Big-Book and Narrative-Scaffold have better achievement in writing narrative texts than the students who are taught without using Big-Book and Narrative-Scaffold in terms of content, organization, grammar, vocabulary, and mechanics. This study employed quasi-experimental with nonrandomized control group, pretest-posttest design. The researchers used writing test, scoring rubric, and questionnaire as the instruments.33
Other past research comes from Susan Colville-Hall and Barbara O’Connor,
with the title “Using Big Books: A Standards-Based Instructional Approach for Foreign Language Teacher Candidates in a PreK–12 Program”. The result
shows that the teaching experience with big books in the urban school helps teacher candidates build confidence and a sense of self efficacy for the student-teaching phase of their program. These candidates developed effective skills in teaching reading that include the development and use of a big book and the thematic unit that accompanied it.34 Ultimately, the research conducted by Susan Colville-Hall and Barbara O’Connor has quiet difference with this study. It concern on big book as a standard-based instructional approach. While this
33
Ika Fitriani andBambang Yudi, ‘The Effectiveness Of Implementing Big-Book And
Narrative-Scaffold On The Students’ Achievement In Writing Narrative Texts’,State University of Malang.
34
✹6
study, focuses on descriptive study in teaching reading comprehension using narrative bigbook.
Reflecting on the other research, the researcher accordance to the research conducted by Ervina under the title “Pengembangan Media Big Book untuk Pembelajaran Narrative Text Bahasa Inggris di SMP” (Big book development for Narrative text Learning in Junior High School). The result shows that big book is admitted as more effective and efficient media for teaching-learning narrative text in Junior High School.35 The differences compared to this recent study shows that the research conducted by Ervina specifically analyzes teaching-learning narrative text, while this study focuses hardly on teaching reading comprehension.
35Ervina, ‘
CHAPTER III
RESEARCH METHOD
This part of study deals with research methodology which was designed as technique to collect and analyze the data.
A. Research Design
This research was typically designed as descriptive qualitative. A qualitative research is intended to explore reality about human behaviors withinnatural setting and context.1That is what Hatch states in his book. Then based on Wiersma, qualitative research investigates the complex phenomena experienced by the participants by the examining people’ words and action in
descriptive ways.2 Those theories were in line with the purpose of this study.
In this study, the writer could define research variable as “everything
which is decided by researcher to be researched for getting the information
and finding out the conclusion”.3
The data gained from the observation in the class by checking observation checklist and taking field note to know how the process of using narrative bigbook in teaching reading comprehension and
students’ responses after the teacher implemented this book were gained using questionnaire. The interview session was done by the writer with the English teacher of MA Maa’arif 8 Ihyaul Ulum Lamongan to confirm the data noted by the writer.
1
Hatch,J.A. Doing Qualitative Research in Education Setting. (Albany, New York: SUNY Press, 2002).p.57
2
Wiersma.Research Methods in Education: An Introduction. (NewYork: lB Lippincott Company, 1989),p.85
3
✼8
B. Research Subject
The subject of this study was the tenth grade student of MA Ma’arif 8
Ihyaul Ulum in teaching-learning process of reading comprehension using narrative bigbook. This research was held at MA Ma’arif 8 Ihyaul Ulum,
Hasyim Asy’ari Street No. 2, Manyar Village, Sekaran-Lamongan, East Java
on 7-8 August 2016, as teacher recommendation. The reason why this school was choosen by the researcher as the research site was because this school has no complete facilities to support teaching-learning process such as projector, speaker, and multimedia room. It made the teacher rises his creativity to teach his students, such as implementing big book.
Twenty five students in Science class and twenty five students in Social class of tenth grade in academic year 2016/2017 were chosen as the subject of this study. These classes consist of 15 females and 10 males in Science class, then 13 females and 12 males in Social class.
C. Data and Source of Data
In this study the researcher gathered the data from various sources. The description of the data and the source of data are explained below:
1. Types of Data
a. Primary Data
The primary data of this study is the data forms of classroom observation in teaching learning process using Narrative big book, and
students’ responses toward big book implementation at the tenth grade
✽9
b. Secondary Data
The secondary data is the forms of supporting data gotten from some sources, such as document dealing with the procedures of implementing big book and picture as proof of big book implementation. Furthermore, some theories were also taken by the researcher to support the data obtained.
2. Source of Data
a. Teacher and Students
The researcher designed interview for the teacher. The researcher interviewed the teacher to confirm the information gained by the researcher when the teacher implemented narrative big book in teaching reading comprehension in the classroom. The result of interview helpedthe researcher to answer the first research question.
The researcher gave questionnaires to the students in order to get information about students’ responses after their teacher implemented this media in their classes. The result of questionnaireshelped the researcher to answer the second research question.
b. Questionnaire
Wilsonand McLean cited in Firda, The researcher choosesstudent’s
✾ ✿
the data fast.4Additionally questionnaire was written data that could help the research to remain students’ answer or response.
In this research, the researcher collected the data by giving questionnaires to the students. This questionnaire was adapted from
previous study about student’s response by Ervina in Junior High School
7 Muaro Jambi.5 The type of questionnaire here used rating scale questionnaire where the research used likert scale to get information from participant. Likert scale is a psychometric response scale primarily used
in questionnaires to obtain participant’s preferences or degree of
agreement with a statement or set of statements.6
D. Data Collection Technique
In this study, datas were collected by techniques of doing observation, conducting interview and giving questionnaire. First, the researcher involved in classroom observation. Then, the researcher interviewed the English teacher and gave questionnaires to the students after teaching-learning process.
1. Observation
To answer the first question, the researcher involved in classroom observation through doing observation checklist to identify the procedure of teaching reading comprehension using narrative big book at the tenth grade.
❀
Iflakha, Nur, Firda.Student’s Perceptions About Their Reading Attitude Toward Academic
Journal Article in Reading Class of Fourth Semester English Teacher Education Department UIN Sunan Ampel Surabaya Academic Year 2013-2014. A Thesis. English Teacher Education
Department, Faculty of Education and Teacher Training, State Islamic University Surabaya.2014. ❁
Ervina, ‘Pengembangan Media Big Book Untuk Pembelajaran Narrative Text Bahasa Inggris di
SMP’,J-TEQIP, 5(2) (2014). 6
❂ ❃
The researcher was accompanied by the co-observer who recorded the observation using video recorder.Fromthis observation, the researchergot much information about teaching and learning process in the classroom. The writer also could understand more about how the teaching and learning process in English lesson especially teaching reading comprehension using Narrative big book. The result of observation session was described by the writer in order to give more information for the readers.
2. Questionnaire
After teaching-learning process, the researcher gave questionnaires to the students to got information about students’ responses after their teacher
taught reading comprehension using narrative big book. It was for answering the second research question. The questionnaires were given to the students in the first and second meeting to get valid data.
3. Interview
After teaching process and questionnaire session, the researcher interviewed the teacher to confirm what researcher noted in observation. Interview took important role in this research. In this interview technique,
the writer applied “semi-structured” interview. Based on J. Amos Hatch,
❄ ❅
The writer interviewed the teacher by asking about the implementation of narrative big book. Then, the researcher took a note to memorize the important statements to add the information which was not available in observation session and strengthen several statements as a concrete proof.
E. Research Instruments
The research instruments of this study which applied by the writer are observation and interview in order to collect the valid data.
a. Observation Checklist
The writer used observation checklist as a guide for observing the teaching and learning process of using narrative bigbook in teaching reading comprehension. This instrumentwas used by the writer to know how the teacher usednarrative bigbook and learning process.Observation checklisthad made based on the strategies in implementing big book. Checklist technique was used as clear observation guide.
Observation checklist for identifying teaching procedure using big bookwas designed using “yes” or “no” checklist based onthe strategies of implementing big book stated by Strickland that there are 6 strategies.(See Appendix 1)
b. Interview Guideline
❆❆
guidancein implementing big book to confirm observation result noted by researcher.(See Appendix 2)
c. Questonnaire Sheet
In this research, questionnaire was prepared by researcher to gain the data to answer the second research question, that was about students’
response after their teacher implemented narrative big book in teaching reading comprehension. Questionnaire was given to students directly after teaching-learning process using narrative big book. It was good condtion
to gain students’ responses because what students feel about the
implementation narrative big book was still fresh in that condition. Questionnaire was the appropriate instrument to obtain the data from many participants. It was better than doing interview to students one by one.
F. Data Analysis Technique
In light of qualitative method, the researcher analyzed the data
descriptively.The writer collected and analyzed the data based on the data
collection technique which gained from observation and interview. Then questionnaire sheet was given after learning process. After gaining the data, the writer presented the result by describing the data from observation checklist, field note and interview result to answer the first research question. The writer presented the data about how the process of using narrative bigbook in teaching reading comprehension. After that, the writer presented the data about students’
❇ ❈
In detail, the data obtained from observation, interview and questionnaire will be analyzed through these following techniques :
1. Reducing data
Reducing data refers to choosing the primary data that only needed bythe researcher. Reducing data means to choose and focus on the main topic ofthe research.7To reduceddata in this study, the researcher ceded data as follows:
a) Categorizing the procedure of teaching reading comprehension using narrative big book.
b) Categorizing students’ responses to narrative big book implementation.
2. Data Display
After conducting the technique of reducing data, then the researcher setthe technique to display the data. In qualitative method, the data display are formed in short essay, graphic, matrix, network, flowchart, etc.8 By displaying data, the researcher was expected to understand the data which had been categorized to be arranged in good structure.In this study, the researcher displayed the data as follows:
a) The procedure of implementing big book
The researcher used the data tabulation of procedure of teaching reading comprehension using narrative big book based on the result of
❉
Sugiyono.Metode Penelitian Pendidikan: Pendidikan Kuantitatif, Kualitatif, dan R&D.
(Bandung:Alfabeta Bandung, 2012), 338 8
❊ ❋
observation checklist. The data from observation checklist combined with researcher’s note and the result of interview.
b) Students’ Responses
Firstly, the researcher used the data tabulation of students’ responses
based on questionnaire result. Secondly, from data tabulation, the researcher used percentages through this following formula to display
the data of students’ responses:
Finally, the researcher displayed the percentages ofstudents’ responses
from each classes.
3. Conclusion (Drawing or Verifying)
The last technique of analyzing the data was drawing conclusion. Theconclusion in qualitative research could answer the research questions, however it sometime couldnot answer the research question because qualitative research is not static when the researcher observed.9 In this study, the researcher drew the conclusion based on the data that had been interpreted by reflecting on the research questions.
G. Checking Validity of Findings
To meet the validity of the data, the writer conducted the classroom observation to the three classes in a couple of meeting to prove the procedure in teaching reading comprehension using narrative big book used by teacher
and students’ responses through questionnaire. The researcher alsoinvited the 9
Sugiyono.Metode....345
Result =Total of each item of students’ responses x 100 %
●6
presence of co observer and took video record in classroomobservation to attain the validation of findings in classroom observation. Besides,to check the validity of findings, the researcher confirmed the findings with the subject of research and theory used in this study.
H. Research Stages
This was structurally conducted as following stages: 1) Preliminary Research
In order to clarify the problems linked to this research, the researcher began this study by conducting preliminary research on March 2016. This preliminary research gave great information to the researcherabout the use of narrative big book in teaching reading comprehension occured in MA Ma’arif 8 Ihyaul Ulum Manyar Sekaran
Lamongan. Through this step, the researcher could also ensure and figure out the real teaching learning process using narrative big book in this school.
2) Designing Investigation
❍ ■
which were validated by the expert of reading skill. Finally, after accomplishing the requirement of good instrument, the observation checklist of implementing big book was consisted of 6 items and interview guide for teacher was consisted of 6 items. Furthermore, the questionnaire had 10 questions of students’ responses..(See Appendix 1-3)
3) Implementing Investigation
In term of investigating theimplementation of big book, the researcher began toobserve the procedure of teaching learning process using big book through observation checklist. The observer came to the class in four meeting, twice in science class and two other meetings in social class. Then,the researcher confirmed the procedure through did interview with the teacher. The teacher permitted the observer to have interview session only in the last meeting done. The last, the researcher gave the questionnaires to the students after teaching learning process in every class the observer attended.
4) Analyzing Data
After obtaining data from some instruments used in this research, theresearcher directly analyzed the data in attempt to get the answer of the research questions as stated in data analysis techniques above.
5) Concluding Data
CHAPTER IV
FINDING AND DISCUSSION
This chapter presents the research findings and discussion of the study. The researcher describes the data result in findings part. While in discussion, the researcher deduces the findings about the use of narrative big book in teaching reading comprehension at MA Ma’arif 8 Ihyaul Ulum Manyar Sekaran Lamongan.
A. Research Findings
The researcher has conducted the research on August 7th-8th, 2016 through the techniques of collecting data as stated in the research method. The data collected were devoted to answer the research question of what the
procedures and students’ responses of using narrative big book in teaching
reading comprehension. To show the result of this study conveniently, those findings are categorized based on the research questions of the study:
1. The Procedures of Implementing Narrative Big Book in Teaching
Reading Comprehension
This is the result of observation and interview about the procedure of using narrative big book in teaching reading comprehension. The further information will be explained in discussion.
a. First Meeting
39
observed. In this observation, the teacher prepared the material using narrative big book by the title “The Legend of Pineapple”. The teacher
prepared this material was for science and social class. So, even science or social class got the same topic and material. Here the procedures of each classes:
1. The prosedure of implementing “Narrative big book” in Science
class
The procedure was observed on Sunday, August 7th, 2016 at 8.30-10.00 am.
Table 4.1 The procedure of implementing Narrative big book in first meeting (Science class)
Teaching Activities Procedures
Pre teaching
• Teacher greeted the students
• The teacher gave brainstorming about
story in past time.
• Then the teacher connected the story in
past time with narrative text.
• Teacher asked to the students about what
they had known about narrative text. • Teacher showed the cover of big book.
Whilst teaching
• Teacher read the text in big book
expressively
• Teacher asked the students which one
40
• Teacher explained about some verbs in
past time included regular and irregular verb.
• He explained it while he wrote some
verbs in the white board.
• Teacher asks students to answer some
comprehending questions and write down it on students’ book.
• Teacher asks students to write down
their answer on whiteboard to be discussed together
Post teaching
• Teacher asked students to write the
material
•Teacher gave chance to students to ask
some questions
•Teacher gave feedback and closing.
Science class students showed more attention and curious along teaching-learning process.
2. The prosedure of implementing “Narrative big book” in Social
class
41
Table 4.2 The procedure of implementing Narrative big book in first meeting (Social class)
Teaching Activities Procedures
Pre teaching
• Teacher greeted the students
• The teacher gave brainstorming about
story in past time.
• Then the teacher connected the story in
past time with narrative text.
• Teacher asked to the students about what
they had known about narrative text. • Teacher showed the cover of big book.
Whilst teaching
• Teacher read the text in big book
expressively
• Teacher asked the students which one
the difficult vocabularies are.
• Teacher explained about some verbs in
past time included regular and irregular verb.
• He explained it while he wrote some
verbs in the white board.
• Teacher asks students to answer some
42
• Teacher asks students to write down
their answer on whiteboard to be discussed together
Post teaching
• Teacher asked students to write the
material
•Teacher gave chance to students to ask
some questions
•Teacher gave feedback and closing.
In social class, students responded with some comments, questions and joking. Then the teacher answered their questions while making a joke too. The teacher knew his students’ character well.
b. Second Meeting
a) The procedure of implementing “Narrative big book” in Science
class
The procedure was observed on Monday, August 8th, 2016 at 07.00-8.30 am.
Table 4.3 The procedure of implementing Narrative big book in second meeting (Science class)
Teaching Activities Procedures
Pre teaching
• Greeting
• Teacher did repetition to remind students
43
Whilst teaching
• Teacher explained generic structure of
“The Legend of Pineapple”.
• Teacher divided the students to be five
groups
• Students practice to identify the generic
structure of narrative texts prepare by the teacher in group.
• Teacher came to every group to check
their discussion result about generic structure.
• Students present their discussion result
in their places.
Post teaching
• Teacher gave feedback about students’
presentation
• Teacher gave opportunity to the students
to ask some questions • Greeting and closing
b) The procedure of implementing “Narratie big book” in Social class
The procedure was observed on Monday, August 8th, 2016 at 10.30-12.00 am.
44
Teaching Activities Procedures
Pre teaching
• Greeting
• Teacher did repetition to remind students
about previous material.
• He attracted the students with some
questions and read the narrative big book more.
Whilst teaching
• Teacher explained generic structure of
“The Legend of Pineapple”.
• Teacher divided the students to be five
groups
• Students practice to identify the generic
structure of narrative texts prepare by the teacher in group.
• Teacher came to every group to check
their discussion result about generic structure.
• Students present their discussion result
in their places.
Post teaching
• Teacher gave feedback about students’
45
• Teacher gave opportunity to the students
to ask some questions • Greeting and closing
The difference between first and second observation are the teacher gave full attention in social class. She observed the groups in several times. It was because the students of social class were over-active. They were so noisy. That was why the teacher gave more attention to this class as compared to science class. Though science and social class was provided with the same material, but they had different class situation. In science class the students were active too, but they were so calm and did the discussion very well. So, the teacher only observed each group once in a while because he knew that every member of discussion in each group was participated.
c. Interview Session
Interview session was done by the researcher with English teacher. He only wanted to be interviewed in the last meeting. Even the observation was done four times in science and social class. In interview session, teacher answered some questions from the researcher. It was about confirming what the researcher got while doing classroom observation.
46
Teacher asked the students to give more attention to him, so he can deliver some material connected to the subject easily. Then the teacher tried to tell a story happened in the pas time authentically. Then, he connected with narrative text.
2) Inviting the student to think about the material
Then the teacher read the narrative text on the big book for the first time to demonstrate the text expressively. He uses some engagement questions and statements which connected with the story.
3) Other media usage to support using big book
To support using big book, teacher usually uses a long ruler when he can not find stick. Other substitution thing is using his hand to point big book.
4) The way teacher invite the students to predict the next plot, word, phrase or sentences
In delivering the story using big book, the teacher gives a chance for students to predict what the next plot and story. Teacher said that even the answers are not completely right, it is better. It shows that the students give attention to the material. Sometimes the teacher decreases this step because the students can not answer anyway.
47
To make them attend their attention, teacher reads the text loudly but step by step. This is kind of reading technique to teach students which typically not able to understand the fast English reading. 6) Applying other activities to support teaching process using
“Narratie big book”
Teacher said that this big book was inspired from big book which generally used for student in primary school in learning reading and understanding some vocabularies. If the teacher only used this book as the pupils used this book, so the objective of the study would not be achieved. In this book, not only the story text he stuck on this book, but also the generic structure of narrative text and some comprehensive questions. After he read the text and explained generic structure, the following opportunity was for the students to answer the available questions. (See appendix 2)
2. Students’ Responses to the Implementation of Narrative Big Book in
Teaching Reading Comprehension
In term of investigating what students’ responses after their teacher used narrative big book in teaching reading comprehension in their class,
the researcher needs data of students’ responses. Based on classroom
observation, the researcher tabulated the data of students’ responses
which were obtained from questionnairesbased on categories.
