COMPREHENSION ON NARRATIVE TEXTS
THROUGH THE USE OF PRE-QUESTIONING AT THE
EIGHTH GRADE OF JUNIOR HIGH SCHOOL
MUHAMMADIYAH 4 METRO
By:
CICILIA NOVAYERI
Student Number: 0844887
Tarbiyah Department
English Education Program
STATE ISLAMIC COLLEGE (STAIN)
OF JURAI SIWO METRO
NARRATIVE TEXTS THE USE OF PRE-QUESTIONING STRATEGY
AT THE EIGHTH GRADE OF JUNIOR HIGH SCHOOL
MUHAMMADIYAH 4 METRO
Presented as a Partial Fulfillment of the Requirement For Degree of Sarjana Pendidikan (S. Pd. I)
In English Education Study Program
Written By: CICILIA NOVAYERI Student Number: 0844887
Tarbiyah Department English Education Program
STATE ISLAMIC COLLEGE (STAIN)
OF JURAI SIWO METRO
Abstrak Oleh
CICILIA NOVAYERI
Para siswa sulit memahami teks bacaan disebabkan oleh beberapa faktor seperti kurangnya strategi dan teknik dalam membaca, di samping itu banyak siswa yang tidak tertarik terhadap topik ysng disampaikan karena mereka merasa topik-topik tersebut sangat sulit untuk dipahami. Untuk mencapai ini semua guru harus memiliki strategi bagus untuk mengatasi masalah ini, salah satu strategi yang dapat digunakan adalah pre-questioning. Pre-questioning itu sendiri dapat membangun ketertarikan dan motivasi siswa sebelum mereka membaca teks secara keseluruhan.
Objek dalam penelitian ini adalah 20 siswa kelas 8 SMP Muhammmadiyah 4 Metro tahun ajaran 2012/2013. Bentuk penelitian ini adalah penelitian tindakan kelas. Penelitian ini telah dilaksanakan dalam dua siklus, setiap siklus telah dilaksanakan dalam tiga pertemuan. Dalam penelitian ini siswa diberikan tes awal (pre-test) sebelum melakukan treatment and tes akhir (post-test) setelah melakukan treatment.
Penelitan ini bertujuan untuk mengetahui apakah penggunaan pre-questioning dapat meningkatkan partisipasi siswa dalam membaca teks naratif. Metode pengumpulan data dalam penelitian ini adalah observasi, tes, dan dokumentasi. Ada seorang kolaborator yang mengamati proses pembelajaran dan pengumpulan data. Observasi digunakan untuk mendapatkan data tentang penguasaan siswa dalam pemahaman membaca. Tujuan dari tes awal dan tes akhir adalah untuk mengetahui sejauh mana pemahaman membaca siswa sebelum dan sesudah diberikan treatment. Kriteria siswa yang telah tuntas yaitu siswa yang mndapatkan nilai minimal 65.
Hasil dalam siklus 1 menunjukan bahwa rata-rata nilai pada pre-tes 1 adalah 57,5% atau 11 siswa tuntas dan pada pos-tes 1 adalah 66,25% atau 18 siswa tuntas. Hal yang sama pun terjadi pada sikus 2, terjadi kenaikan nilai yang siknifikan. Rata-rata nilai pada pos-tes 2 adalah 79% atau 20 siswa tuntas. Fakta ini menunjukan bahwa pengajaran Bahasa Inggris melalui strategi pre-questioning dapat meningkatkan pemahaman membaca pada teks narasi.
Abstract By
CICILIA NOVAYERI
The students difficulties in understanding reading text caused by some factors such as the low strategy and technique in reading. Beside it most of the students not interested to the topics because they feel that the topics are very difficult to be understood. To reach it the teacher must having good strategy in solves these problems, one of strategies that can be used is pre-questioning. Pre-questioning itself can build the students’ interest and motivation before they read the whole text.
The object this research was twenty students of eighth grade of Junior High School Muhammadiyah 4 Metro in academic year 2012/2013. The design of this research was a classroom action research. It was conducted in two cycles; each cycle was done in three meetings. In this research the students were given pre-test before treatment and post-test after treatment.
This research aimed to find out whether the use of pre-questioning strategy could increase the students’ participation and students’ mastery in reading comprehenison on narrative texts. The data collection method in this research was observations, test, and documentations. There was a collaborator who observed learning process and collecting the data. The observation was used to get the data of student mastery in learning reading comprehension. The purpose of pre-test and post test are to know how far the students have reading comprehension before and after being given treatment. The criteria of the students’ pass that got minimum score 65.
The result in cycle 1 showed that the average of pre-test 1 score was 57,5% or 11 students was pass and in the post-test 1 average score was 66,25% or 18 students was pass. It is same in the cycle 2 having significant up score. The average of post-test 2 average score was 79% or 20 students as pass. This fact show that teaching English by using pre-questioning strategy can increase the students’ reading comprehension on narrative texts.
MUHAMMADIYAH 4 METRO Name : Cicilia Novayeri
Student Number : 0844887
Study Program : English department Department : Tarbiyah
APPROVED BY:
To being examined (Munaqosyah) in Tarbiyah Department State Islamic Collage (STAIN) of Jurai Siwo Metro.
Sponsor Co. Sponsor
D rs. Kuryani, M. Pd Yusti Arini , M. Pd
NIP. 19620215 199503 1 001 NIP. 19750829 200312 2 002
Jl. Ki. Hajar Dewantara Kampus 15 A Iringmulyo Kota Metro Lampung 34111 Telp. (0725) 41507, Fax. (0725) 47296 e-mail: [email protected], Website: www.stainmetro.ac.id
RATIFICATION PAGE No:
The undergraduate thesis entitled “INCREASING THE STUDENTS’ READING
COMPREHENSION ON NARRATIVE TEXTS THROUGH THE USE OF PRE-QUESTIONING STRATEGY”, written by Cicilia Novayeri, NPM 0844887,
English Education Program, has been examined (Munaqosyah) in Tarbiyah Department on Friday, December 28th 2012
BOARD OF EXAMINERS:
Chairperson : Drs. Kuryani, M. Pd ( )
Examiner 1 : Dr. H. Zainal Abidin, M.Ag ( )
Examiner 2 : Yusti Arini, M. Pd ( )
Secretary : Syahreni Siregar, M.Hum ( )
PRINCIPAL
Prof. Dr. Edi Kusnadi, M. Pd
NIP. 19630711 199003 1 003
Nama : Cicilia Novayeri
NPM : 0844887
Program Studi : Pendidikan Bahasa Inggris
Menyatakan bahwa skripsi ini keseluruhan adalah hasil penelitian saya, kecuali bagian-bagian tertentu yang dirujuk dari sumbernya dan disebutkan dalam daftar pustaka.
Metro, September 2012 Yang menyatakan
Cicilia Novayeri
Name : Cicilia novayeri
Student Number : 084887
Study Program : English education
State that this undergraduate thesis is original, except certain parts of it quoted from the bibliography mentioned.
Metro, September 2012
Cicilia Novayeri
Allah Won’t Change The Destiny of Human Until They
Change If by Themselves
My beloved parent Bp. Sudarno and Ibu rukiyah (I know you will be always be there when I need your aboulder to rely on and thanks for your support, love,
and care).
My beloved sisters (Rizky Kurniaty, Nur Hidayati Anjani, Ayunda Pramudia Swari, who given motivation and thanks for your care).
My sponsor and co sponsor was guiding and was given me motivation My best friends, Fera Melisa, Maria, Anggar, Desima, Eni, Sella, Zuliya, April
thanks for your care.
My beloved friends and almamater STAIN Jurai Siwo Metro My beloved schools SMP Muhammadiyah 4 Metro.
the lord of world whom without His mercy and blessing, none of this world is possible. May peace will not stop to be upon our prophet Muhammad SAW, who has led us from the darkness to the lightness. Thank to Allah the writer could finish the undergraduate thesis.
The writer cannot stand alone, there were many persons who contributed their meaningful hands in accomplishing her undergraduate thesis that the writer could not mention one by one. The writer thanks to Mr. Prof. Dr. Edi Kusnadi, M. Pd as the Principal of STAIN JURAI SIWO METRO and Mr. M. Hariplish, MA as the Dean of Tarbiyah. The writer thanks to Mr. Drs. Kuryani, M.Pd as the first advisor who has contributed her expertise and idea to assist the writer. The writer also wishes to express her thanks to Mrs.Yusti Arini, M. Pd as the second advisor who has given knowledge and experience in finishing this undergraduate thesis. Therefore, critique and suggestion are needed to build up this undergraduate thesis to be better.
Metro, September 2012
Cicilia Novayeri 0844887
ABSTRAK... ABSTRACT... APPROVAL PAGE... RATIFICATION PAGE... ORISINALITAS PENELITIAN... STATEMENT OF RESEARCH ORIGINALITY... MOTTO... DEDICATION PAGE... ACKNOWLEDGEMENT... TABLE OF CONTENT... LIST OF TABLE... LIST OF FIGURE... LIST OF APPENDICES... CHAPTER I INTRODUCTION... A. Background of the Problem... B. Problem Identification... C. Problem Formulation... D. Objectives of the Study... E. Benefits of the Study... CHAPTER II REVIEW OF THE RELATED THEORIES... A. Theoretical Review... 1. Reading Comprehension... a. The Concept of Reading...
e. Factors influencing the Students’ Reading Comprehension 14 2. Narrative Text... 3. Pre-Questioning... a. Questioning Strategy... b. Pre-Questioning... c. Kinds of Pre-Questioning...
d. Kinds of Question in Reading Comprehension... 24 e. English Syllabus for Reading...
B. Action Hypothesis... CHAPTER III RESEARCH METHODOLOGY... A. Object of the Study... B. Location Setting and Subject of the Study... C. Data Collecting Method... D. Data Analysis Method...
CHAPTER IV RESULT OF RESEARCH AND INTERPRETATION... 35 A. Result of the Research...
B. Interpretation... CHAPTER V CONCLUSION AND SUGGESTION...
...60 A. Conclusion... B. Suggestion... BIBLIOGRAPHY APPENDICES xiii
Table 1. The Data of Reading Comprehension on Narrative Text... 3 Table 2. Teacher and Staff Names...
Table 3. The Number of Students... Table 4. The Students’ Score at Pre-test 1... Table 5. The Frequency of Students’ at Pre-test 1... Table 6. The Result of Observation Sheet... Table 7. The Frequency of Observation Sheet... Table 8. Result of the Students’ Post-test 1... Table 9. The Frequency of Students’ at Post-test 1... Table 10. The Result of Observation Sheet Cycle 2... Table 11. The Frequency of Observation Sheet Cycle 2... Table 12. Result of the Students’ Post-test 2... Table 13. The Frequency of Students’ at Post-test 2...
Table 14. The Percentage of Students’ Activities in Cycle 1 and 2... 55
Table 15. The Result Score of Students’ Pre-test and Post-test 1 ...
LIST OF FIGURE
Figure 1. The Map of Smp Muhammadiyah 4 Metro... 36 Figure 2. The Structure Organization of Smp Muhammadiyah 4 Metro ... 38
Figure 3. Graph of the Result of Pre-test and Post-test... 59
Appendix 3. Pre-test and Post-test in cycle I and cycle II Appendix 4. The Answer Key
Appendix 5. The Observation Sheet
Appendix 6. Permission of Research from State Islamic College
Appendix 7. Letter has been Conducted the Research from Smp Muhammadiyah 4 Appendix 8. The Consultation Card of Undergraduate Thesis from Sponsor
Appendix 9. The Consultation Card of Undergraduate Thesis from Co-Sponsor
CHAPTER I INTRODUCTION A. Background of the Problem
Language is an essential means of communication. Human being is language as a means in expressing his ideas, feeling and expectation to the other in interaction. The goal of language learning process is the students have capability of the language well.
English is one of the language in the world, English is very important role in communication process among many countries at many sectors, like economy, politics and education. English is taught in Indonesia as a foreign language. It is taught for students of Elementary school up to the University. The objective of the foreign instruction is the students have the ability to use English for communication, either in spoken or written form. They are prepared to be able to read, listen, speak and write well. But in fact, this goal seems difficult to be reached because the students often discouraged and low interest when they find the foreign language study is just like other subject, learning from the book only without any practice.
In addition, one of the English skill is reading. Reading is one of important ways to improve general language skills in English. It takes a very significant role in teaching English as a foreign or second language. By reading
the students can gain the information and expand their knowledge. Furthermore H. Douglas Brown explain that reading ability will be developed the association with writing, listening and speaking activities.1 Therefore, there are four types
reading. One of them is reading on narrative text.
Reading is also something crucial and indispensable for the students because the success of their study depends on the greater part of their ability to read. If their reading skill is poor they are very likely to fail in their study or at least they will have difficulty in making progress. On the other hand, if they have a good ability in reading, they will have a better chance to succed in their study.
In reading, to comprehending the text the readers should be able to manage every part of the text, because it is easy to gain the comprehension in reading when the readers are able to organize the text. Sometimes, they may find form of pre-questioning and it is important for them to comprehend a reading text with having knowledge in general view of the text. Theoretically, pre-questioning itself can build the student’s interest and motivation before students read the whole text. Moreover, the students can predict what will be discussed on the text. In line with this study, students may improve their reading comprehension if they know about questioning and it is very important to understand about pre-questioning in order to get comprehension in reading.
1 H. Douglas Brown, Teaching by Principle, San Francisco: San Francisco state University,
The subject of this researcher is the eighth grade of Junior High School of Muhammadiyah 4 Metro at May 2nd 2012because they do not have sufficiency of
reading comprehension on narrative text and after doing the pra-survey get the result of bellow:
Table I
The Result Students of Reading Comprehension on Narrative Text No Score Total of the Students Percentage Interpretation
1 ≥ 65 8 40% Complete
2 < 65 12 60% Not Complete
Source: The writers archives, the taken on May 2nd 2012
It indicates that the mastery of their reading comprehension on narrative text needs to be increased. Because there were 12 students out of 20 students who got score under 65 as standard of minimum requirement in the Junior High School Muhammadiyah 4 Metro.
Based the explanation above, it can be known that the students’ reading comprehension is low, and after having an interview with the teacher and the students, the researcher find some cases in teaching English especially on reading subject. The main factor the increasing students not interest with the topic because they feel that very difficult to be understood.
Based on previous explanation, the researcher purpose “INCREASING THE STUDENTS’ READING COMPREHENSION ON NARRATIVE TEXTS THROUGH THE USE OF PRE-QUESTIONING STRATEGY AT THE EIGHTH GRADE OF JUNIOR HIGH SCHOOL MUHAMMADIYAH 4 METRO” as the title of the classroom action research.
B. Problem Identification
Based on the background above, the problems are identified as follows: 1. The students have difficulties to get information from the text.
2. The students need a long time to get accurate information from the text. 3. The less interest and motivation students in reading the text.
4. Most of the students have lowest in reading comprehension.
C. Problem Formulation
Based on the background above, the writer would like to formulate the problem as follow: Whether through the use of pre-questioning strategy can increase reading comprehension on narrative text?
D. Objectives of the Study
Based on the problem above, objective of the research is to know whether pre-questioning strategy can increase the student’s reading comprehension on narartive text.
E. Benefits of the Study
The result of the research are expected to be benefecial for several sides a. For the students
This classroom action research is implemented to help the students’ in reading comprehension on narrative text.
b. For the teacher
This classroom action give contribution to the English teacher of Junior High School Muhammadiyah 4 Metro about how to increase the students’ in reading, especially in reading comprehension on narrrative text.
c. For the school
To Junior High School Muhammadiyah 4 Metro, this classroom action research is implemented to give information in improving learning English in the future.
CHAPTER II
REVIEW OF THE RELATED THEORIES A. Theoretical Review
1. Reading Comprehension
a. The Concept of Reading
Anthony, Pearson, and Raphael in Thomas book state that “Reading is the process of constructing meaning through the dynamic interaction among the reader’s existing knowledge, the information suggested by the written language, and the context of the reading situation.1
Terminologically, there are many expert that have different definition for reading, but here to writer will take several definition according to the experts as follows. The first statement from Sanggam Siahaan, he state that “receptive written language skill is called reading. It is the skill of reader a group of reader to interpret information transferred by a writer.”2
Reading English text is important for us, because by reading the students get knowledge and information. But, for having as good reading is not easy thing the students more understanding about main idea of the reading. It can be found
1 Thomas SC Farell, Planning Lesson for a Reading Class (Singapore: SEAMEO Regional
Language Centre, 2002), p. 1
that there are many expert who defined reading based on their own research. Reading is the meaningful interpretation of printed or written verbal symbols.3
Based on that statement above reading is not only read,but needs thinking and our language skills. Moreover, reading (especially for English text) without using that skill. someone will get misunderstanding in comprehending what the another message on the reading.
The purpose of reading activity is looking at the text and trying to understand to message, so the reader catch the explicit and implicit information from the reading text the complex. Process individual in reading comprehending are devided into there catagories. The catagories involved vocabulary interaction, text comprehending instruction, teacher preparation and comprehending strategies instruction.
In fact to gain the aim of reading comprehension is not done by the students and but the English teacher have to play a part a expectator and motivation guide the students is to comprehend the English reading passage that is through by teacher because it is impossible for the students do matter this ability without helping from the English teacher. Therefore, English teachers should provide a step by step to facilitate the reading of complex reading materials.
Reading has been considered only as a visual activity, because we do with the eyes, Reading is also active process of predicting what is likely to come next. Our brain processes the visual information from our eyes, rapidly forming and revising hyphotesis about the form and content of what you are reading.
Thomas SC Farell states that “Prediction creates anticipation and gets students thinking about previous experiences the may have had about the topic before they read about it.”4 The purpose in using prediction is to motivate the
students to increase their comprehension. Thus, In this study the writer concluded that pre-questioning as the strategy to build up and to rise the students state in predicting what will face by then in the whole text.
b. The Concept of Reading Comprehension
It is necessary for the students of Junior High School to comprehend reading Comprehension is a process where the reader construct meaning by interacting with the text.
Jean Wallace and Charles Temple states the comprehension is “understanding new information in light of what we already know.”5 Inreading
comprehension, a reader should have knowledge about understanding the reading
4 Thomas SC Farel, Planning Lesson for a Reading Class (Singapore: SEAMEO Regional
Language Centre, 2002), p. 27
5 Jean Wallace Gillet Charles Temple, Understanding Reading Problems, United State of
passage. The common question on the passages are primary about the main ideas, details, and inference that can be drawn from the passages.
According to Harris and Sipay, Reading (comprehending) is a result of the interaction between the perception of the graphic symbols that the represent language, and the readers language skills, cognitive skills, and knowledge of the world.”6 It can be known that reading comprehension is a process of interaction
between the reader with the text and the reader relates the idea from the text to price experiences and their knowledge.
Based on the statement above, reading is not only, but also needs mind to think what we read and our language skills, without using that skills, someone will get misunderstanding in comprehending what the author message on the reading text. In comprehending a topic, the readers a interacts with the text relates to the pre-questioning of the text to prior knowledge of construct meaning which can be found in the text skimming.
1) Skimming
Skimming is reading strategy that involves students looking through the text rapidly for the general meaning of an article. Skimming means getting the main point or gist before reads for details. The idea of skimming is not only to get main idea of a passage but also increase the speed the reading.7
6 Albert J.Harris and Edward Sipay, Op. Cit, p. 12
7 Thomas SC Farel, Planning Lesson for a Reading Class (Singapore: SEAMEO Regional
Thus, in skimming the text, a reader needs to practice in order to he or she can learn the key word and phrases which can cover all the material he or she is reading. To do the skimming, the reader should go through a passage quickly, jumping over parts of it, in order to get a general idea of what it is about.
2) Scanning
Scanning is “reading strategy that involves students reading a text in order to find specific information, it is a slower process that skimming.”8 It can be
known that the students can learn that they do not have to read every word in the text in order to obtain specific information. To enable the students to scan effectively, he or she should know what kinds of information he or she need, also he or she should have the strong belief where he or she will find such information needed from the text. Scanning are two very useful strategies that will help the reader become a better reader.
c. The Model of Reading 1) Top-Down Model
The top-down model argues that readers bring prior knowledge and experiences to the text and that they continue to read as long as the text confirms their expectation.
2) Bottom-Up Model
The bottom-up model suggest that a reader reads the words, a sentences and looks at the organization of the text (without relating it to experiences or prior knowledge) in order to construct meaning from that was written text, meaning depends both on knowledge of vocabulary plus syntax.
3) Interactive Model
The interactive model argues that both top-down and bottom-up a process occur when a person reads a text.9
Models of reading above used by reader when the trying to understand the meaning of reading text, they use their previous knowledge and experiences of the topic when the trying to understand the meaning a passages.
d. Levels of Proficiencies in Reading
Following are readers of four different levels of proficiencies according to Allice C. Omagio in Siahaan’s book, there are:
1) Novice-Level readers
Novice-level readers are able to recognize the writing symbols,words, and expressions used in some texts containing in general topics of their common experiences, such as basic classroom objects, colors numbers clothing telling the times, to read recombined short narrative and dialouges with a comprehension at minimal except for simple memorized material.
2) Intermediate-Level readers
Intermediate levels readers are able to get main gist, key ideas and some supporting details of narrative text types on familiar topics such as simple instructions, personal information, money matters, meeting arrangements, well with some common misunderstanding of finer points.
3) Advanced level readers
Advanced level readers are able to comprehend main ideas, most supporting details of the abstract and factual topics with familiar contexts in descriptions, narrations and technical prose which contain newspaper accounts, instructions, directions, routine reports, non-technical prose, academic texts current events, press, politics, economics, etc, with an enchancement of detail
comprehension but not still totally precise. point pre-questioning before reading can help the students to comprehend the content of the text.
4) Superior level readers
Superior level readers are able to comprehend most materials on concrete an abstract topics, get main idea and most of the supporting details, understand new vocabulary in context through contextual guessing strategies which are written and lengthy narratives and descriptions of all types of newspaper accounts, technical report, literary text the containts most practical, social abstract and professional topics in special fields of competence and particular areas of interest.10
Based on the explanation above the student of Junior High School included in intermediate level readers, they are must be able to get main gist, key ideas and some supporting details of report, persuation or descriptive text type one familiar topics such as simple instruction, personal information, money matters, meeting arrangement, well with some common misunderstanding of finer.
e. Factors influencing the Students’ Reading Comprehension
1) Prior knowledge
Prior knowledge may be defined “as all the information an individual has in her or his long-term memory.”11 Prior knowledge or usually called background
knowledge is important to create new knowledge, for without prior knowledge written material would be meaningless. The more knowledge the students can bring to bear, prior knowledge must be activated to be useful, the more likely it is that material will be understood. Prior knowledge helps the students to comprehend what is written and making inferences or predictions about the text. 2) Schema Theory
Schema Theory attempts to explain how is “represented in the mind and how those representations facilitate the use of knowledge.”12 A schema includes
other information related to the concept and how this knowledge is to be used. Schema allow the students to understand far beyond what is stated in the text. There are two catagories of schemata, as follow:
a) Content Schemata include what we know about people, the world, culture, and the universe.
b) Formal Schemata consist of our knowledge about discourse structure.
In line with the explanation above, the writer conclude that the use of pre-questioning is to build reader’s content schemata which are related to the
11 Albert J. Harris and Edward Sipay, 1984, How to Increase Reading Ability, p. 480 12 Ibid, p. 481
background of knowledge. There are two factors that influence reading comprehension achievement and they are related one another they are: internal factor and external factor.
1. The internal factor
The internal factor means the factor which come from the factor the students himself or usually known as personal factor, because the factor has existed. This factor dealt with self-motivation and interest.
a. Motivation
For success in language learning process, motivation factor is mean key.”13 Motivation is some kind of internal of internal drive which pushes
someone to do things in order to achieve something.”14 Motivation plays an
important role in comprehending the text. The students will be motivated to read when they fell that they need something from the text. Brown divided the motivation theory into two kinds, they are: intrinsic and extrinsic motivation.
Edward Deci in Brown’s book defined intrinsic motivation, as follow:
13Http://www.Jllonline.co.uk/journal/nakhanisi doc
14 Harmer Jeremy, The Practice of English Language Teaching, New York: Longman. Inc, Tt,
Intrinsically motivated activities are ones for which there is no apparent reward except the activity itself. People seem to engage in the activties for their own sake and not because they lead to an extrinsic reward. . . Intrinsically motivated behaviours are aimed at bringing about certain internally rewarding consequences, namely, feelings of competence and self-determination.”15
On the other one, extrinsic motivation defined by him as extrinsically motivated behaviors that carried out in anticipation of reward from outside and beyond the self. Such as: money prizes, grades and even certain of positive feedback.
b. Interest
Interest is being one of the important factors in order to increasing the students’ comprehension achievement in reading. If one has interest to read, it means that he or she will get a good achievement. On other side, if the reader has no any interest to read, it can influence his or her achievement.
In line with the explanation of motivation and interest above, in this study the writer interested to use pre-questioning to build up the students motivation and interest, and also want to see the effect of using pre-questioning relationship with the students’ reading comprehension
15 Douglas Brown, Teaching By Principle San Fransisco, State University, Person Education,
achievements. students’ reading comprehension achievement. Because, it is impossible for the students to understand the text if he or she has no interest and motivation to read. So, it can be concluded that the good interest and motivation result the good achievement of the students.
2. The External Factor
The external factor has a close relationship to reading material and teacher of reading.They are related one another.
a) Reading Material
Other approaches in which learners are given choice in selecting reading material offer a degree of intrinsic motivation.”16 The students’
achievements’ in reading depends on the level of the difficulty of the text. Thus, it can increase students’ achievement if the text given is not at the right level of the difficulty of the readers or the students.
b) Teacher of Reading
The teacher of reading should be careful in choosing the text and giving the tasks because they are related to the students’ reading comprehension achievements.
2. Narrative Text
a. The Concept of Narrative Text
Sanggam Siahaan states that in composition a narration is considered as a text.17 Whereas according to gorys keraf, narration is one of texts that
describe clearly to the reader about past event.18 It purpose to amuse and
sometimes it can be have to give the moral education to the reader. This is the challenge of students to study narrative text. It happens because in the narrative there are some elements that commonly used in the narrative text. It is called plot. Narrative text can not be separated from plot. Plot is the organized pattern or sequence of events that make up story. That is why using plot is the key to make students understand to the narrative text.
There are five most commonly used elements of narrative text which is known as plot, there are:
1) Orientation
17 Sanggam Siahaan, The English Paragraph. Yogyakarta: Graha Ilmu. 2008, p. 109-110
This sets the scene, creating visual picture of the setting, atmosphere and time of the story. Characters are introduction and clues are set in place for the coming complication.
2) Complication
This resolves around conflicts or problems that effect the setting, time or characters. The hero prevented from reaching his or her goals.
3) Series of events
The story continues through a series of expected and unexpected events. 4) Resolution
A solution found for the problem or challenge. 5) Re-orientation / Coda
Sets the scene again an located the characters in it.19
Narrative text can be about biographies, autobiographies, historical events, instruction and processes.20 In other word kinds of narrative text are
figure, novels, short story, legend, history, biograpies and autobiographies.21
Narrative can include stories such as: fairy tales, fables, short stories, fantasy, legend, mystery, science fiction, biographies and autobiographies to name a few. Teaching purposes as we know is to develop students' reading ability.22 In this
19 John Barwick, Targeting text: narrative, poetry, drama, Singapore: Green Giant Press,
1998, p. 4-5
20 Sanggam Siahaan,Op. Cit, p. 109 21 Gorys Keraf, Op. Cit, p. 140
22 Furqanul Azies dan A. Chaedar Alwasiah, Pengajaran Bahasa dan Komunikatif Teori dan
research, the researcher used fables. It could be more interesting to the students because fable is a story about the behavior of animal that usually has conflict with each other. Fables are one of the examples of narrative text that have some messages that can give moral education. Narrative also can explain as the reasons behind human behavior. That is why our moral choices are developed by our internal self-experiences. Narrative should be used to model the principles and general actions of moralities. According to explanation of narrative, we can conclude the characteristic of narrative is a story of human experience. It has a conflict, solving problem, and systematic.
3. Pre-Questioning
a. Questioning Strategy
Strategy used to describe a specific technique. Douglas Brown states that “the most important key to create an interactive learning is the initiation of interaction from the teacher by using question.23 “Larsen-freeman state:
“teacher must uses only the target language in the classroom.”24 Participation
could be increased if teacher would increase the wait time between asking question and expecting respons.
Appropiate questioning can fulfill a number of different functions, such as:
23 Douglas Brown, Teaching By Principle San Fransisco, state University, Person Education,
2001, p. 169
24 Larsen-Freeman, Techniques and principle in Language Teaching, Cambridge University
1) Teacher question give the students the opportunity to produce language comfortably without having to risk initiating language themselves. It is very scary for the students to have to initiate conversation or topics for discussion. 2) Teacher question can serve to initiate a chain reaction of students interaction
among themselves.
3) Teacher question giving immediate feedback about students comprehension. 4) Teacher question provide students with opportunities to find out what they
think. As they are nudged into responding to question about, say, a reading, they can discover what their own opinion and reaction are. This self-discover can be especially useful for a pre-reading activity.
Perhaps the simplest way to conceptualize the posibilities is to think of a range of questions beginning with display question, that attempt to elicit information already known by the teacher and the students, In this study the researcher interested to use pre-questioning in order to make the general frame the knowledge.
b. Pre-Questioning
Based on Brown’s explanation above defined pre-questioning implicitly as some question which are provide before the students read the whole text, in order to build the students interest and motivation, also their cognitive factors and pre-questioning is very useful to activate the shcemata, thus the students can predict what will be faced them in the reading text.
“Pre-Questioning involves presenting. Students with a set of written question or having students general. Their own question on the topic of the reading passage.”25 It can develop the students prior knowledge and schemata.
The aim of the activity is two-fold, they are:
1) Pre-questioning function to motivate students to read what follows for a purpose, that is to gain the requisite information to answer the question.Being motivated is one of the most important factors that can help students in the process of reading, the more students look forward to reading and anticipate in their minds what the text could hold in store for them, the easier it will be to grasp the main points of the passage.
2) Pre-questioning also function to get students to predict within a context area what the text will be about, before studying the text. They make students ware of what they wish to learn about the topic, since these question set purpose for reading.
c. Kinds of Pre-Questioning
According to Harmer in Mahdalena’s thesis, there are some kinds pre questioning, they are: Pre Questioning before reading to confirm expectations, Pre Questioning before reading to extract specific information, pre-questioning before reading for general comprehension, and pre-pre-questioning before reading for detail comprehension. The explanation are as following: 25Http://www.libsearch.com/view/759806, The effect of Pre reading Activities on ELT
1) Pre-questioning before reading to confirm expectation
The use of pre-questioning as a tool for placing great emphasis on the lead-in stage (where students are encouraged to become interested in the subject matter of the text), encourages students to predict the content of the text, and gives them an interesting and motivating purpose for reading.
2) Pre-questioning before reading to extract specific information
Pre-questioning as a tool to force the students to extract specific information from the the text. There are going to answer before reading the text. If they do this is will be possible for them to read in the required way, they should seen the text only to extract the information the questions demand.
3) Pre-questioning before reading for general comprehension
In this case pre-questioning used to build up the students prior knowledge.
This kind for pre-questioning intends to give the students some detailed information that be found by them in the whole of the text.26
Based on explanation above, in this study the researcher only concern two kinds pre-questioning, they are: Pre-questioning before reading for general comprehension and the pre-questioning before reading to confirm expectation. Related to this study, the researcher use pre-questioning with Indonesian version, because the form of pre-questioning is only to deal the students’ background knowledge. Thus, the students can be predict easily what will be discussed on the text, after the read and answer the pre-questioning.
d. Kinds of Questions in Reading Comprehension
According to lougheed and TOEFL Information Bulletin in Djiwandono, usually the questions in reading comprehension tests are about:
1) Main idea
2) Supporting details 3) Inferring meanings 4) Passage structure 5) Author’s aim
6) Knowledge about certain vocabulary
26Http://Smahilah.hubpages.com/hub.mamaalvin, The effects of Pre-Questioning on the
7) Defining vocabulary based on the text.27
In this study, the researcher only concerns on main idea and supporting details, because two kinds of reading comprehension text above are most important specific comprehension skills.
a. Main ideas
The questions about main idea asks and the reader to determine the main idea or topic from a reading text, and commonly it is signed by words such as: main point, mainly discussed, main ideas, best tittle, main purpose,
mainly concerned, main topic.
Here are some examples of questions to ask about main idea: 1) what is the main idea of the passage? 2) With which of the following is the passage mainly concerned? 3) What is the main part of the passage? 4) Which of the following would be the tittle?28
b. Supporting details
The questions about supporting details ask the reader to find detail information that is printed explicity in the text. It is commonly signed by words such as: according to the author...: according to the passage...; who, what, where, why, how, which.
27 Djiwandono, P. I. Strategi Membaca Bahasa Inggris, Jakarta: PT. Gramedia Pustaka, p. 97
Here are some examples of question to ask about supporting details: 1) Which of the following questions does the passage answer? 2) According to the passage, which statement is true? 3) When did ‘something’ happen? 4) Who did ‘something’?29
Based on the concept above the researcher try to investigate the increasing the students reading comprehension on narrative text through pre-questioning and take the result from the research.
4. English Syllabus for Reading
The standard competency of the eighth grade in this Junior high school is understanding the meaning of short functional text and essay form of a narrative, spoof and hortatory exposition in the context of everyday life and to access knowledge. The basic competency is responding meaning and rhetorical steps in the essay that uses written language diversity accurately, fluently and acceptable in the context of everyday life and to access knowledge in the form of a narrative, spoof, and hortatory exposition. The content of material is short functional text in form of narrative text (fable story). The learning activities is Review the characteristic of narrative text
B. Action Hypothesis
Based on the theoretical review and the problem, the hypothesis formulated is the use of pre-questioning can increase the students’ reading comprehension on narrative text.
CHAPTER III
RESEARCH METHODOLOGY
A. Object of the Study
The object of the research is to know whether using pre-questioning of narrative text can increase the students’ Reading Comprehension at the eight graders in the first semester of Junior High Scool Muhammadiyah 4 in the academic year 2012/2013.
This research used the classroom action research wanted to apply a theory in action. According to Yogesh Kumar action research is method for Improving and modifying the working system of a classroom in school.1
While according to Suharsimi Arikunto classroom action research that done in the class by purpose to repair or increase quality of learning practice.2 This
classroom action research uses the model of Arikunto.
It can be expressed the description of the class action research starting from the cycle 1. In cycle 1 there is a dynamic (planning, acting, observing, and reflecting). The main step in this clasroom action research can be described as follow:
1 Yogesh Kumar Singh, Fundamental of Research Methodology and Statistics (new age
International). 2006, p. 261
f
The cycle of the classroom action research by Suharsimi Arikunto 2007.3
1. Research Procedure
The researcher conducted based on the pre-test and post-test design researcher took at the eighth class. The action research will do in four steps. They are planning, acting, observing and reflecting.
3 Ibid, p. 74
Problems Planning I Acting I
Observing I Reflecting I
Cycle I
Problem of the
result of reflection Planning I Action II
Observing I Reflecting
II Cycle II
If the problem have
a. Cycle 1
1. Planning
Planning was the first step of this teaching context and it was prepared before the researcher did the action. Planning that was conducted by the researcher. In this step the researcher prepared the lesson plan, narrative text, test, and observation sheet.
2. The Implementation Action
Before the treatment was done, the researcher did the pretest to the students. And it is done for one meeting. In the implementation of action, the teaching learning process was done in the eighth graders of Junior High School Muhammadiyah 4 Metro that related to the schedule in this grade. the researcher did the implementation in 3 activities there are:
1. Pre Teaching Activities
a. Greeting, prays, and check the present or absent students b. Give the students motivation
2. While Teaching Activities
a. The researcher divide some worksheet of students
b. The researcher give simple question to the students about the topic
3. Post Teaching Activities
a. The researcher asks the students about difficulties of the lesson b. Making conclusion together
After the students were given the treatment in the cycle 1 they will be given the post test. The instrument that that use is different mode with the instrument that will be give in the pre test.
3. Observing
The observation is done together with the implementation of action. The focusing of the observation is the students' activity in the learning process. After the activity finished, the teacher evaluators all the activities have been done to find out the advantages or disadvantages of using Pre-questioning to increase students reading comprehension on narrative text.
4. Reflecting
Reflecting will be the last step in this process. The researcher analyzes and discusses observation and test result during teaching learning process. In this step the researcher uses the data for evaluation to make improvement for the second cycle. And the cycle 2 is conducted mark up from cycle 1.
b. Cycle 2
1. Planning
In this step the researcher prepared the lesson plan, narrative text, test and observation.
2. Acting
The research applies the action plan 2 3. Observing
The collaborator will be observed and will be collect the data when the learning process will be doing.
4. Reflecting
Reflecting the result of cycle 1 will be used to repair and develop action in cycle 2. By reflection, after that, the researcher analyze the test result (pre-test and post test). After scoring the students work finished, the writer wants to know. “Is there any improve after treatment, if the students have higher score in their post-test, it means that using pre-questioning of narrative text to increase reading comprehension.
B. Location Setting and Subject of the Study
This classroom action research took place in Junior High School Muhammadiyah 4 Metro, it is located in Dr. Sutomo Street no. 35 Metro in the academic year of 2012/2013 on the first semester. The research chooses the eighth class because the writer fined the problem in the class has the
lowest reading comprehension is prove by the pra-survey result. In this research, the researcher have collaborated to help in this action research. She is Mrs. Heni Noviana S.Pd, an English teacher too.
C. Data Collection Methods
In collection the data, the researcher will be used to test and observation. Test as the instrument consists of pre-test and post test in narrative text.
1. Test
Test is amount of question or statement that are used to measure the skill, knowledge, intelligence, or talent which is process by individual or group.4
a) Pre-test
Pre-test is doing to know how far the student’s ability in reading comprehension before treatment. The material of pre-test is some English reading text. The pre-test is doing before they are using pre-questioning of narrative text. The pre-test will administer in 30 minutes.
b) The post-test was conducted after the treatments and it was administered in 30 minutes. It will be done to know the students reading comprehension on narrative text after they reading through pre-questioning.
2. Observation
Observation can be defined as elecection, modification, regristration, and coding series of action and situation connecting with organism which is
suitable with empiric purposes.5 In this research took the data from the school
about profile of the school and others which related with the research. 3. Documentation
Edi Kusnadi defined documentation as the method which is used to get information from written language or document the written source or document (example: books, magazine, rule, note, and others).6
D. Data Analysis Methods
Data analysis was conducted by step by taking the average score of the pre test and post test, furthermore to know the gain, the researcher will compare between pre test and post test. Then the result is matched by the minimum standard in this school at least 65 for English lesson. Tabulating the result of the test and finding the mean of pre test and post test of each student’s. The mean will be calculated applying by the following formula:
´
X =Ʃ X
N
Notes: X = Mean
X
ƩX = the total of source N = number of student.7
5Ibid, p. 98 6Ibid, p. 102
CHAPTER IV
RESULT OF THE RESEARCH AND INTERPRETATION A. Result of the Research
1. The History of State Junior High School Muhammadiyah 4 Metro
State Junior High School was built on 25 February 1984. State Junior High School Muhammadiyah 4 Metro has changed leader in three times. The first headmaster was Mr. Jasmin from 1981 until 1989. The second headmaster was Mr. Surani from 1989 until 2007. And the last headmaster was Mr. Mislan from 2007 until now.
2. The Building Condition of Junior High School Muhammadiyah 4 Metro
State Junior High School Muhammadiyah 4 Metro has building consist of: a. 1 headmaster office b. 1 teacher office c. 1 laboratory d. 1 library e. 1 mosque f. 3 toilets g. 3 classrooms h. 3 new class
3. The Condition of Junior High School Muhammadiyah 4 Metro
Class
VII BuildingNew
Class VIII Class IX Headmaste r room Teacher Office New
Building BuildingNew
L A B O R A T O R Y L IB R A R Y Mosque Well Toilet Toilet Toilet
b. The address of school : Dr.Sutomo 28 Purwosari, Metro
c. The Status : State
Figure 1
d. Teacher and Staff Names
Table 2 Teacher and Staff Names
No Name Education Position
1. Mislan PGSMTP Headmaster
2. Surani, S.Pd S1 Vice of Headmaster
3. Suharyono. S.Pd S1 Teacher
4. Suratno, S.Ag S1 Teacher
5. Rusparmi PGSMTP Teacher
6. Dra. Y. Iswati S1 Teacher
7. Dwi Hastuti SP. S1 Teacher
8. Triwidiarti S.Pd S1 Teacher
9. M. Irfanuddin S. Kom S1 Teacher
10. Hadi Pronoto ST. S1 Teacher
11. Tri Lestari A.Ma. D2 Teacher
12. Eti Yuniarti D3 Staff
e. The Structural School’s Organization
Figure 2
The Structure Organization of Smp Muhammadiyah 4 Metro
Headmaster Mislan students Students students Class teacher Teacher Conseling Vice of Headmaster of “Humas” Viceof Headmater Curiculum Vice of Headmaster Surani, S.Pd Staff
f. The number of Students’
Table 3
The Number of Students’
No Class Male Female Total
1 VII 12 5 17
2 VIII 11 9 20
3 IX 13 2 15
Total 36 16 52
4. Description of finding
This research was conducted in 2 cycles. Action in cycle 1 and cycle 2 were conducted about three meetings in each cycle and each meeting in these cycles took 2 X 40 minutes. It was mentioned before, each cycle consists of planning, acting, observing, and reflecting. In planning writer made lesson plan and writer would teach the students by using these lesson plan. The material of this research was reading comprehension on narartive text through the use of pre-questioning.
a) Cycle I
The cycle 1 of this CAR was began on Saturday, September 17 at 10.25 until 11.45. All students were ready to have subject and some of them looked curios and asked to their friends why I was in their class. After that the leader of the class led for praying, then I greeted the students and they answered. I
introduced my self to the students and explained that I would be their in a class to do a research during English lesson for a month.
To know the ability of the students before giving the action, in the first meeting all of the students were given pre-test that must be done individually. I asked them to read a narrative texts of fable story using pre-questioning by given headline with the title “The Lion and The Mouse”. The time given 60 minutes. In this test the students seemed difficult to read the text. But I encouraged them to continue their work because it was done to know their ability in reading on narrative texts.
When the time finished, I asked the students to collect their work, there were many students complain that is very difficult and some of them haven’t finished their work yet. In around 5 minutes I gave a little explanation about the material it would be discussed in the next meeting.
Table 4
The Students’ Score at Pre-test I
No Name Score Pre-test
1 AB 60 2 AL 50 3 BL 50 4 EK 50 5 FJ 65 6 FD 50 7 FR 50 8 HE 55 9 HF 60 10 HN 70
11 HR 50 12 IF 55 13 IB 60 14 NN 70 15 PP 50 16 RD 65 17 ST 50 18 SL 50 19 ZH 70 20 ZF 70 Total 1150 Average 57,5 Table 5
The Frequency of Students’ Score at pre-test
No Students’
score Frequency Percentages(%)
1 90 – 100 - -2 80 – 89 - -3 60 – 79 9 45% 4 50 – 59 11 55% Total 20 100%
Based on the result of pre-test 1, we could can see that there were 9 students (45%) gained score 60-79 and 11 students (55%) gained score 50-59. The students’ must complete the standard of minimum requirement of Junior High School Muhammadiyah 4 Metro, 65. And from the result of pre-test, the researcher got average 57,5%. It was the reason why the researcher used pre-questioning as an alternative strategy to increase the students’ reading comprehension on narrative texts.
1. Planning
In planning, the researcher and collaborator (Mrs.Heni Noviana) prepared the items test of pre-test and post- test, lesson, and narrative text and observation sheets. The observation sheets was used to make some notes of the important things that happen either teacher or students’ activities on situation and condition of class while teaching and learning process. In this research, the researcher acted as a teacher who implemented the pre-questioning in treatment. The researcher prepared the material of this research were include or all about fable story “The Lion and The Mouse”.
2. Acting
The implementation of this cycle was done in three meetings. The first meeting was done on Monday, September 17, 2012 at 10.45 am. This meeting was started by greeting, praying, checking attendance list. At the beginning of teaching-learning process. I greeted the students by saying. “Good morning,” and all of the students answered by saying, “Good morning miss,” I that they did yesterday and students gave various answer but using Indonesian and the teacher translation it into good english.
I began to teach by saying “what is narrative text?” only few students could answer it by using Indonesian. This happened because their teacher
seldom gave the explanation about narrative text. Firstly, the teacher explained about plot in narrative text. The teacher gave explanation about the component of plot and definition of it. “Plot is the organized pattern or sequnce of events that make up
story”, meanwhile the component of plot are:
1. Orientation
This sets the scene, creating a visual picture of the setting, atmosphere and time of the story. Characters are introduced and clues are set in place for the coming complication.
2. Complication
This revolves arounds conflicts or problems that affect the setting, time or characters. The hero is prevented from reaching his or her goals.
3. Series of events
The story continues through a series of expected and unexpected events.
4. Resolution
A solution is found for the problem or challenge. 5. Re-orientation/Coda
The second meeting was done on Saturday, September 22, 2012 at 12.30 am. The activity in the second meeting was relatively active. All of students were in the class and ready to have a subject. I greeted the students and they answered. Then I checked the students’ attendance. I gave a little explanation and reminded the students about about narrative text and plot of narrative text by giving example in order to be understood easily by the students. There were and very enthusiastic and some of them were very curious about narrative text.
The teacher asked the students whether they had question. Some students said that English was very difficult because they didn’t know the vocabulary of narrative text.The students tried to identify the sentences based on the text. At the ends of learning process reading on narrative texts review about the plot of narrative text. The teacher showed pre-questioning sheet and they gave information about the material daily activities and the students watched to the teacher explanation. The next stage the teacher describe the from of narrative texts by using pre-questioning. At the end of the learning process the students work in reading on narrative texts individual assignment.
The third meeting was done on Monday, september 24, 2012 at 09.10 am. The teacher gave the post-test reading narartive texts by using pre-questioning which consists twenty
exercises, seven essay and twenty multiple choices. Teacher asking the students to finish them individually. Thirty minutes to done twenty seven exercises. Before the closing teacher asked the students studied at home and always gave motivation.
3. Observing
The researcher presented 3 meetings in cycle 1. the researcher presented 3 meeting in cycle 1 of reading comprehension. In the first meeting, the researcher gave pre test, and second meeting the researcher was given the material about narrative text especially fable story. And in the third meeting, the researcher gave the material more complex of fable. The students who got score ≥ 65 were 11 students of 20 students. Some students felt so happy and enjoyable with the situation of classroom whenever there are some students make condition of the class be noise. Here the explanation of the result students’ observation and post-test 1 score, as follow:
a) Learning Process
Table 6
Table of the Result of Observation Sheet
No. Name Score of
Students Activities Percenta ges 1 AB 2 50 % 2 AL 2 50 % 3 BL 2 50 % 4 EK 2 50 % 5 FJ 4 100 % 6 FD 3 75 % 7 FR 2 50 % 8 HE 2 50 % 9 HF 3 75 % 10 HN 4 100 % 11 HR 2 50 % 12 IF 2 50 % 13 IB 2 50 % 14 NN 4 100 % 15 PP 2 50 % 16 RD 2 50 % 17 ST 2 50 % 18 SL 2 50 % 19 ZH 4 100 % 20 ZF 4 100% Total 52 65%
Source: Obsevation Sheet
Notes:
1) Indicators of the student’s activities are: a. Pay attention to the teacher explanation
b. Encourage to answer question c. Being able to perform the task d. Ask the teacher about the story
Based on the table above, it classified category of the student’s activity as follow:
Table 7
Table of the result of student’s activities
N o
Interval Total Percenta
ges Categori es 1 3 – 4 7 35% Very good 2 1 – 2 13 65% Good Total 20 100 %
Source : Table of the result of observation sheet
Based on table above, it can be inferred that the learning process has done well. It looked on there are 65% of the students on good categories and 35% on very good categories.
b) The result score of student’s post test 1
After the treatment process has done on September 24, 2012. So that, the researcher was take the post-test score for to know whether the use of pre-questioning are able to increase reading comprehension on narrative texts of the students. The result score of post-test 1, as follow:
Table 8
No Name Score Post-test 1 AB 70 2 AL 55 3 BL 60 4 EK 60 5 FJ 70 6 FD 65 7 FR 55 8 HE 60 9 HF 70 10 HN 75 11 HR 65 12 IF 60 13 IB 65 14 NN 80 15 PP 60 16 RD 70 17 ST 65 18 SL 65 19 ZH 75 20 ZF 80 Total 1325 Average 66,25 Table 9
The Frequency of Students’ Score at Post-test 1 N
o Students’score Frequency Percentages(%)
1 90 – 100 -
-2 80 – 89 2 10 %
3 60 – 79 16 80 %
4 50 – 59 2 10 %
Based on the result of Post-test 1, we could see that there were 2 students (10%) gained score 80-89, 16 students (80%) gained score 60-79, and 2 students (10%) gained score 50-59. It was higher than the result of pre test. The criteria of students’ who were successful in mastering the material was the students’ who get score higher than minimum requirement of Junior High School Muhammadiyah 4 Metro, and the minimum requirement was 65. The fact showed that the result was unsuccessful.
4. Reflecting
From the result of observation learning in cycle 1, it can be conducted that in learning process by pre-questioning has not achieved minimum requirement (KKM) of the research yet. The research found that there were many students that having problem in understanding about plot of narrative text, encouraging to more active, and being be able to understanding text a narrative text.
b) Cycle 2
1. Planning
In the planning in cycle 2, the researcher and the collaborator, Mrs. Heni Noviana, S.Pd. Plans the material all about Plot of narartive text. The researcher prepared the item test, narrative text related the material,
identifying the students’ problem in teaching learning of English lesson, find the causes of the problem, and finishing that problem of the students. 2. Acting
The action in the cycle 2 consistent of three meeting, two meeting for the action and one meeting for the post test 2. The first meeting in cycle 2 was done on Monday, Oktober 1, 2012 at morning, before began the learning process the writer prepared the class like gretting, praying. And checking attendance list. Then the writer began to ask the students about the plot of the narrative text. Some of them still confused to remembering that. So the teacher explained the plot of narrative text and simple past tense because most narrative used past tense. After that the writer gave the students text by the title “ The Smartest Parrot” and the students read silently. Then the writer asked the students to identify from the plot of narrative text and the simple past. The writer and the students corrected together. And the teacher explained about the simple past. Then the students tried to found the good verb type, match the verb into simple past. In the end of learning process the writer asked the students to remember plot in narrative text and used simple past.
In the second meeting in cycle 2 that had done on Saturday, Oktober 6, 2012 at evening, the teacher began the lesson by prepared the class with say hello and checking attendance list. The writer review the last material shortly. After the researcher explained the reading narrative text
by using pre-questioning as strategy. The students are more enthusiasm with this meeting because they more understanding about reading by using pre-questioning.
The third meeting was done on Saturday, Oktober 6, 2012 at 09.45 until 11.45.This meeting by started greeting, praying, and checking attendance list. After that I gave the students post-test 2 by asking them to reading narrative text by using pre-questioning. I gave them “The Turtle and A two couple ducks”.
3. Observing
In observation in this meeting, the researcher presented three meetings in teaching reading comprehension by using pre-questioning as a strategy. In first meeting the research gave the pre-test about narrative text. In the second meeting the research explained about feature of narrative text by using pre-questioning as a strategy. And the last meeting the research gave post-test 2 to students.
a) Learning Process
The result score of student’s observation sheet, as follows: Table 10
Table of the Result of Observation Sheet
No. Name Score of
Students Activities Percenta ges 1 AB 3 75 % 2 AL 3 75 %
3 BL 4 100 % 4 EK 2 50 % 5 FJ 4 100 % 6 FD 4 100 % 7 FR 3 75 % 8 HE 3 75 % 9 HF 4 100 % 10 HN 4 100 % 11 HR 3 75 % 12 IF 4 100 % 13 IB 4 100 % 14 NN 4 100 % 15 PP 3 75 % 16 RD 4 100 % 17 ST 3 75 % 18 SL 3 75 % 19 ZH 4 100 % 20 ZF 4 100% Total 70 86,25%
Source: Obsevation Sheet
Notes:
1) Indicators of the student’s activities are: a. Pay attention to the teacher explanation
b. Encourage to answer question c. Being able to perform the task d. Ask the teacher about the story
Based on the table above, it classified category of the student’s activity as follow:
Table 11
Table of the result of student’s activities
N o
Interval Total Percenta
ges Categori es 1. 3 – 4 19 95% Very good 2. 1 – 2 1 5% Good Total 20 100 %
Source : Table of the result of observation sheet
Based on table above, it can be inferred that the learning process has done well. It looked on there are 5% of the students on good categories and 95% on very good categories.
b) The result score of student’s post test 2
The researcher was take the post-test score for to know whether the use of pre-questioning are able to increase reading comprehension on narrative texts. The result score of post-test 2, as follow:
Table 12
Result of the Students’ Post-test 2
No Name Score Post-test
1 AB 80
2 AL 70
