THE USE OF TEACHING NARRATIVE TEXT USING JUMP READING TO IMPROVE THE STUDENTS’ ORAL READING
SKILLS
(A Classroom Action Research of the Eighth Grade Students of MTS Tarqiyatul Himmah in the Academic Year 2016/2017) Submitted to the Board of Examiners as a Partial Fulfillment of the
Requirements for
Degree of Sarjana Pendidikan (S.Pd)
English Education Department of Teacher Training and Education Faculty State Institute for Islamic Studies ( IAIN) Salatiga
By:
MUKMINATUL AFIFAH 113-12-165
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY STATE INSTITUTE FOR ISLAMIC STUDIES ( IAIN )
iv
MOTTO
“No Pain, No Gain”
“My name (Mukminatul Afifah) is my motto”
“Sabar iku, pasrah marang gusti”
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DEDICATION
This graduating paper is dedicated to:
1. My God the Almighty
2. My beloved father (Sulaiman Hardi) and mother (Puji Astuti), thanks for all of the prayers, struggle, and sacrifice
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ACKNOWLEDGEMENT
In the name of Allah, The Most Gracious and The Merciful, The Lord of Universe. Because of Him, the researcher could finish this graduating paper as one of the requirement for Sarjana Pendidikan in English Education Department of Teacher Training and Education Faculty of State Institute for Islamic Studies (IAIN Salatiga).
Eighthly, peace and salutation always be given to our prophet Muhammad SAW who has guided us from the darkness to the lightness. However, this success would not be achieved without supports, guidance’s, advices, helps and encouragements from individual and institution, and the researcher somehow realize that appropriate moment for me to deepest gratitude for:
1. Dr. Rahmat Hariyadi, M.Pd. as the Rector of State Institute for Islamic Studies (IAIN) Salatiga
2. Suwardi, M.Pd as the Dean of Teacher Training and Education Faculty 3. Noor Malihah, Ph.D as the Head of English Education Department
4. Rr. Dewi Wahyu Mustikasari, S.S., M.Pd. as counselor who has educated, supported, directed and given the researcher advices, suggestions, and recommendation for this graduating paper from beginning until the end 5. My lecturers in IAIN Salatiga, thanks for teaching and giving a lot of their
worth knowledge to the researcher
viii ABSTRACT
Afifah, Mukminatul. 2017. THE USE OF TEACHING NARRATIVE TEXT USING JUMP READING TO IMPROVE THE STUDENTS’ ORAL READING SKILLS(A CLASSROOM ACTION RESEARCH OF THE EIGHTH GRADE STUDENTS OF MTS TARQIYATUL HIMMAH IN THE ACADEMIC YEAR 2016/2017). Graduating Paper. English Education Department of Teacher Training and Education Faculty at the State Institute for Islamic Studies (IAIN) Salatiga. Counselor: Rr. Dewi Wahyu Mustikasari, S.S., M.Pd
Key Words: Oral Reading, Jump Reading Strategies, Narrative text
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TABLE OF CONTENT
COVER ... i
DECLARATION ... ii
ATTENTIVE CONCELOR’S NOTES ... iii
STATEMENT OF CERTIFICATION ... iv
MOTTO ... v
CHAPTER I: INTRODUCTION ... 1
A. Background of the Research ... 1
B. Problems of the Research ... 3
C. Objectives of the Research ... 4
D. Significances of the Research ... 4
E. Limitation of the Research ... 4
F. Definition of the Key Term ... 5
G. Graduating Paper Outline... 7
CHAPTER II: LITERATURE REVIEW ... 9
A. Previous Research ... 9
x
1. Definition of Oral Reading ... 10
2. Purpose of Oral Reading ... 11
3. Effective Oral Reading ... 13
4. Oral Reading Process ... 14
5. Teaching Oral Reading ... 15
6. Oral Reading Assessment ... 17
C. Narrative Text ... 21
1. Definition of Narrative Text ... 21
2. Generic Structure ... 22
D. Jump Reading ... 22
1. Definition of Jump Reading ... 22
2. Purpose of Jump Reading ... 24
3. Characteristic of Jump Reading ... 25
4. Procedures of Jump Reading ... 26
CHAPTER III: RESEARCH METHODOLOGY ... 27
A. Location of the Research ... 27
B. Research Design ... 27
C. Subject of the Research ... 28
D. Research Schedule ... 28
E. Technique of Collecting Data ... 30
1. Test ... 30
2. Cycles of Classroom Action Research ... 32
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2) Cycle 2 ... 34
3) Cycle 3 ... 35
3. Techniques of Analyzing Data ... 37
CHAPTER IV: RESEARCH PROCESS AND DISCCUSION ... 40
A. Implementation of Using Jump Reading in Teaching Narrative Text to Improve the Students’ Oral Reading Skill of Eighth Grade Students of MTS Tarqiyatul Himmah ... 40
1. Cycle 1 ... 40
2. Cycle 2 ... 45
3. Cycle 3 ... 49
B. Improvement of Using Jump Reading in Teaching Narrative Text to Improve the Students’ Oral Reading Skill of Eighth Grade Students of MTS Tarqiyatul Himmah ... 53
1. Cycle 1 ... 54
2. Cycle 2 ... 60
3. Cycle 3 ... 65
CHAPTER V: CONCLUSIONS AND SUGGESTIONS ... 72
A. Conclusions ... 72
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Text To Improve the Students’ Oral Reading Skill Of Eighth
Grade Students Of MTS Tarqiyatul Himmah ... 73
B. Suggestions ... 74
1. For Teacher ... 74
2. For Students ... 75
3. For Other Researcher ... 75
REFERENCES ... 76
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LIST OF TABLE
Table 2.1: Rubric Oral Reading Score ... 20
Table 3.1: Research Schedule ... 28
Figure 3.1 : Action Research Spiral ... 31
Table 4.1 : Students Score In The Pre-Test Of The Cycle 1 ... 53
Table 4.2 : Criteria Of Students Achievment Of Pre-Test 1 ... 54
Table 4.3 : Students Score In The Post-Test Of Cycle 1 ... 54
Table 4.4 : Criteria Of Students Achievement Of Post-Test 1 ... 55
Table 4.5 : Difference Square Of Pre-Test And Post-Test Cycle 1 ... 55
Table 4.6 : Students Score In The Pre-Test Of The Cycle 2 ... 59
Table 4.7 : Criteria Of Students Achievment Of Pre-Test 2 ... 59
Table 4.8 : Students Score In The Post-Test Of Cycle 2 ... 60
Table 4.9 : Criteria Of Students Achievement Of Post-Test 2 ... 60
Table 4.10: Difference Square Of Pre-Test And Post-Test Cycle 2 ... 61
Table 4.11: Students Score In The Pre-Test Of The Cycle 3 ... 64
Table 4.12: Criteria Of Students Achievement Of Pre-Test 3 ... 65
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Table 4.14: Criteria Of Students Achievement Of Post-Test 3 ... 67
1 CHAPTER I
INTRODUCTION
A. Background of the Research
Learning English involves the four kinds of English skills, there are listening, reading, writing, and speaking. The teacher should apply appropiate teaching strategies or method to establish. The effectivness of English language teaching, especially reading to make the students enjoy and receive the lesson. In this research, the resercher try to improve the students’ oral reading skill, Hammond (2000, p.123) add that “The oral
reading skill provides a window for the listener to understand the itegration of skill that students uses to read.”
According to the presurvey held on 26th of October 2016 that was done by applied observation, most of the students in MTS Tarqiyatul Himmah Kauman Lor had difficulties to understand how to read orally and confident to read English text. First,it related to the condition of the students who are lack of vocabulary. Eighth, the pronunciation and stress. The last problem is about the fluency. In this case, the teacher were supposed to be creative in teaching and learning process to created good atmosphere in the class, to improve students’ oral reading skill, especially
2 frustation. Those activities may help the students to improve students’ oral
reading skill. Ariyani (et al. 2012) informs “Oral reading cannot only helps
us open our mouth but also improve our oral English evidently.”
After knowing the problem that faced by the students, the researcher starts to prepare the instrument, and the focuses of this research is improving oral reading skill, and the strategies uses jump reading, which involves in whole group of oral reading. In addition, whole group is part of the cooperative learning.
The instrument of jump reading as follows, informs that jump reading must be directly thought to the students are seated on the tables or in a pods. The group of the students begin reading with the teacher. The teacher (jumps out) by removing his/ her voice in the last sentence of the first paragraph. The teacher use a signal to indicate when the next groups “jump in” to read. The order of groups cannot be predeterminated and shouldn’t be in a predictable order. The signal can be a touch on the table,
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near the next group. Group (jump out) on the final or initial sentences (Kamei & Hannan, 2015). Its according to statements of Joliffe (2007, p. 3) “ coorperative learning not just group work, task are structured to
necessitate the interaction of pupils in pairs/groups.”
Based on the arguments above, the researcher thinks that it is necessary to observe the use of teaching narrative text using jump reading to improve students’ oral reading skill. Therefore, the researcher focuses
on the way of the teachers’ use jump reading strategies to improve students’ oral reading skill. That is why the researcher chooses the title
“THE USE OF TEACHING NARRATIVE TEXT USING JUMP READING TO IMPROVE THE STUDENTS’ S ORAL READING SKILL (A Classroom Action Research of the Eighth Grade Students of MTS Tarqiyatul Himmah in the Academic Year 2016/2017)”.
B. Problems of the Research
The researcher decides some problems of the research as follow:
1. How far is the implementation of using jump reading in teaching narrative text to improve the students’ oral reading skill of eighth grade students of MTS Tarqiyatul Himmah Kauman Lor in the academic year 2016/2017?
4 C. Objectives of the Research
1. To describe the implementation of using jump reading in teaching narrative text to improve the students’ oral reading skill of eighth grade
students of MTS Tarqiyatul Himmah in the academic year 2016/2017. 2. To indentify improvement of using jump reading in teaching narrative
text to improve the students’ oral reading skill of eighth grade students
of MTS Tarqiyatul Himmah in the academic year 2016/2017. D. Significances of the Researcher
The researcher hopes that this research could be usefull for the teachers, the students and also the readers who read the results of the research.
1. The results of this study hoped to be a usefull in the English teaching, especially in improving oral reading skill.
2. The researcher hope the students could be interest in oral reading and be able to improve their pronunciation, stress, fluency, and intonation. 3. This study is hoped to able help the readers or other researchers to do
the same related research. E. Limitation of the Research
In this research,the researcher only focuses on teaching oral reading using jump reading to the eighth grade of MTS Tarqiyatul Himmah Kauman Lor in the academic year 2016/2017.
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In order to avoid misunderstanding of the concepts used in this research, some definition are provided as the following:
1. Narrative Text
Rahman (2013, p. 3) informs “narrative text is a text that amuses,
entertains, and deals with actual or vicarious experience in different ways. Narrative deals the problematic events which lead to a crisis or turning point of some kind, which in turn find a resolution.”
According to Anderson (1997) as cited by Rahman (2013, p. 3) state that,
Every text has the different generic structure, and the steps constructing a narrative text are; a) Orientation, it can be a paragraph, a picture or opening chapter in which the narrator tells the audience about what, when and where the action is happening. b) Complication a crisis arises, it sets off a chain of events that influence what will happen in the story. c) Sequence of events, it provides where the characters react to the complication. d) Resolution the crisis is solved, for the better or for worse. It provides a comment or moral value based on what has been learned from the story (an optional step).
The researcher tells the students material about narrative text before implementing the strategy. In addition, researcher give some feedback when the students ask about them.
2. Jump Reading
Jump reading involves in whole group of oral reading, whole group is part of the cooperative learning. Umiyati (2011, p.11) add that “Whole group reading class session can be threaded, and in these
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the students developments and achievements.” It can be conclude that the students will pick up the new concepts thought whole group instruction.
The instrument of jump reading as follows, informs that jump reading must be directly thought to the students are seated on the tables or in a pods. The group of the students begin reading with the teacher. The teacher (jumps out) by removing his/ her voice in the last sentence of the first paragraph. The teacher use a signal to indicate when the next groups “jump in” to read. The order of groups cannot
be predeterminated and shouldn’t be in a predictable order. The signal can be a touch on the table, the moving of an object from table to table, or the teacher moving to stand near the next group. Group (jump out) on the final or initial sentences (Kamei & Hannan, 2015).
3. Oral Reading Skill
According to Oxford (2008, p. 307) “oral is spoken not written by or the mouth”. In addition, Oxford (2008, p. 365) informs “reading is
root of read which means as looking at and understanding something printed or written”.
Hammond (2000, p. 123) stated that ;
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This research conducted for help the teacher to solve the students problem in reading orally, which faced by students in their reading procces.
G. Graduating Paper Outline
In order to make systemstic research, the researcher organizes this research into five chapters, there are as follows:
Chapter I is introduction, and it contains of the background of the research, problems of the research, objectives of the research, significances of the research, limitation of the research, definiton of the key terms, and graduating paper outline.
Chapter II is uderlying framework, and it contains the oral reading defintion, purpose of oral reading, effective oral reading, oral reading process, teaching oral reading, oral reading assesment. Eighthly, defintion of narrative text, generic structure of narrative text, languange narrative text. Thelast it contains jump reading defintion, puropses of jump reading, and characteristic of jump reading.
Chapter III is literature review, and it contains the research setting, description of the research schedule, research methodology, research procedure, method of collecting data, research instrument.
Chapter IV is research process and discussion, and it contains the implementation of using jump reading in teaching narrative text to improve the students’ oral reading skill of Eighth grade students of MTS
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skill of Eighth grade students of MTS Tarqiyatul Himmah in the academic year 2016/2017.
9 CHAPTER II
LITERATURE REVIEW
A. Previous Researches
In order to improve understanding to this research that focuses on the oral reading skill, the researcher presents two relevant studies. The first research has been done by Hidayah (2013). The objectives of this research was to describe teaching reading using oral reading technique can improve reading comprehension in the Eighth year of SMP N 02 Tuntang 2013. The implementation using oral reading technique, the result of post-test from cycle 1 and cycle 2 showed better than pre –test from cycle 1 and cycle 2. From the data, the researcher concluded that the students grew their motivation, brave to read English, and they can improved their reading comprehension when oral reading applied in the class.
The second research has been done by Ariyani (2012). This research is held to improve the students pronunciation especially in English word in form short text used reading aloud. It is Classroom Action Research was conducted in three cycles. The subject of this research is grade VIII which is consists 25 students. The data is collected by using field notes and by using formula of mean score. The result indicate the students’ pronunciation in short text improve of each cycle by using read
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This research uses jump reading strategies as a new strategy in improving students’ oral reading skill. The research conduct in three
cycles, because the process of collecting data by ask the students readings aloud come forward one by one in after and before the implementation of jump reading strategies. Jump reading strategies were conduct in whole group of the class consist 6 members in each group. The subject of the research is the eighth grade of MTS Tarqiyatul Himmah in the academic year 2016/2017.
B. Oral Reading
1. Definition of Oral Reading
According to Oxford (2008, p. 307) “Oral is spoken not written by
or for the mouth”. In addition, Oxford (2008, p. 365) inform "Reading
is root of "read" which means as looking at and understanding something printed or written.” Reading is one of the language existing skills beside speaking, writing, and listening. Achievement in learning can be influenced significantly by the meaningful of the students in reading.
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p. 23) explainsthat “Reading can easily be used to build community among students, particularly when they engage in oral reading.”
Hammond (2000, p. 123) informs “Oral reading provides a
window for the listener to understand the integration of skills that the students uses to read. Students who read accurately, quickly, and in phrased units, often doing better in reading assessment, their attitudes toward reading are more positive, and they are prefer to read for pleasure.” In this research, in the implementation of strategy, students
should work in group and improve their concentration for more understand how to read the text correctly by listen from the other group. Rasinski (2003, p. 19) add that,
The fact of the matter is oral reading not dead in elementary and middle-school classroom. High quality forms of it, which the teacher describes later, play an important role in reading education and should be an integral part of any program, along with silent reading. Indeed, at least one study has linked student oral reading at home with higher overall reading achievement.
It can be conclude that oral reading is important aspect that always uses not only in reading procces but also in every skill of learning english procces.
2. Purpose of Oral Reading
Every activity has a purpose, so do oral reading. According to Rasinski (2003, p. 23) the purpose of oral reading are:
a. Oral reading builds confidence
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is coached and given opportunities to practice. In addition, oral reading is the vehicle that allows them to find their voices. In this research, students should learn about oral reading that focuses on pronunciation, fluency, stress, intonation.The researcher hope that students doing strategy with confidence and get their voices, becouse this implement conducted work in group
b. Oral reading fosters fluency
Reading fluency is refers to the ability of readers to read quickly, effortlessly, and efficiently with good, meaningful expression, it means much more than accuracy in reading, while many readers can decode words accurately they may not be fluent or, as some reading scholar have termed, automatic in their word recognition. In addition, students more focuses on the text and how to read correctly that influence the reading fluency.
c. Oral reading connects spoken and written language
According to Staufer (1980) as cited by Rasinski (2003, p. 23) that,
Language experience can help the students to see the connection between their oral speech and written words. In order carry out this approach, a common experience, such as field trip, than it will be shared by a group of students, discussed in class, and then transferred into print, with the teacher as scribe.
13 d. Oral reading is sharing with other
According to Smith and Jhonson (1976) as cited by Rasinski (2003, p. 24)state that “These sharing may range from reading to the teacher for diagnostic purposes of reading to the whole class for skill development, information, or recreation.” In addition, this research uses jump reading can improve concentrations and oral reading skill. In this research, oral reading sharing with other was applied in processing jump reading when the students read aloud the narrative text and the other group could listened the group that was read.
3. Effective Oral Reading
Rasinski (2003, p. 26) state,
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marks and by misapplying word attack skills. Therefore, an oral reading performance could result in the reader’s loss of poise, social
status, and confidence. In the implementation of the strategy, students should learn the text correctly by listen from other group that had been read the text.
4. Oral Reading Process
Reading is one stand of literacy. The reading process is complex and multidimensional. Effective teachers have an understanding of this complexity and they are able to use range of teaching approaches that produce confidence and independent readers.
Oral readings are used in three setting in the classroom: a. According to Briggs (1978, p. 259) state that,
Oral reading is also used in small group where students have been placed according to need, interest, or achievement. The teacher is better able to meet the individual needs of the students by using these groups. When the reading orally in this situation, the student will read to a limited number of peers who have comparable ability and achievement.
In accordance with the instrument of jump reading in this research, it consists of several small groups. Each group, read text orally according to the teacher instruments.
b. According to Dallman (et.al, 1974) “A whole class may constitute the reading group. In this situation, the students read text orally to all member of the class.” It is line with, the instrument that used in
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c. The possession of necessary skills for oral reading should not be the only criterion used for selecting students to read. The students also are emotionally, socially, and physically ready. All of these areas must be considered before a student is called to read orally in group with an audience. Of course, the same rule applies to the other academic activities as well.
5. Teaching Oral Reading
Richards (2002, p. 283) states “In situation of foreign language
teaching, reading receives a special focus. Many foreign language students often have reading as one of their most important goals. They want to be able to read information and pleasure. For their career and for study purposes.” Good reading text also provides good models for
reading and provide opportunities to introduce new topics, to stimulate discussion, and to study language. In addition, reading is a skill which is highly valued by students and teachers as like in the classroom.The reason teaching oral reading is very important, as follow:
a. Oral reading enhance fluency
According Rasinski (2013, p. 517) states,
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It can be concluded, in research that improving oral reading skill, students needs some ptactice with correct strategy in learning English activities.
b. Oral reading is fun
Rasinski (2003, p. 19) points out that “Oral reading can be an enjoyable experience. Most students love to hear their teachers read aloud the very best trade books, for example listening to an expressive and meaning filled voice can draw students into the reading of magic.” The research, the material of oral reading is narrative story for support the implementation of the learning strategies. Its accordance with syllabus that uses in academic year 2016/2017.
c. Oral reading builds confidence
Davis (1997) as cited by Rasinski (2003, p. 20) state that,
When students read with expressive skills, they also develope more confidence in themselves as readers. No longger limited either to rapid word calling or to stumbling over print, students will discover that, with practice and guidance, they can become fluent, purposeful, and effective readers of the kinds of print material that had previously frustrated or befuddled. And with repeated succes, their confidence will rise.
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Rasinski (2004, p. 47) explains that, “Instruction in teaching
oral reading skill, depends on the area which students require the most help. Students with the difficulties in accuracy require instruction in learnig how to decode words.”In research instructional strategies, the researcher usually give the example to the students, how to read narrative correctly that focuses on fluency, pronunciation, stress, intonation. The researcher guides the students when doing implementation of the learning strategies (jump reading).
6. Oral Reading Assesment
An assesment of oral reading fluency perform as well as or better than many other test of reading, because oral reading fluency task is design to brief, reliable, and repeatable. In addition, oral reading fluency tasks are controling the progress of individual student who are risk for latter detrimental reading outcomes.
The scale focuses on the level of skill that students demonstrates in phrasing and expression while reading aloud. After listening and record students’ voices, the teacher rate the student’s reading
according to the level that best describes the student’s overall
performance. Acording to Hudson, Lane, and Pullen (2005, p.707), provides a more detailed assessment of the students’, as follow:
a. Students’ placed vocal emphasis on appropiate word.
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c. Students’ inflection reflected punctuation in the text.
d. In narrative text with dialogue, student used appropiate vocal tone to represent characters’ mental states, such as excitement,
sadness, fear, or confidence.
e. Students’ uses punctuation to pause appropiately at phrase boundaries.
f. Students’ uses prepositional phrases to pause appropiately at phrase boundaries.
g. Students’ uses subject- verb divisions to pause appropiately at phrase boundaries.
h. Students’ uses conjunctions to pause appropiately at phrase boundaries.
The research uses more easily quantifiable for assesing oral reading accordance with these theory and reading curicullum. It consists four aspects, such as prounciation, stress, fluency, intonation, and the explanation as follow:
a. Pronunciation
Ariyani (2012, p. 1) states that,
Pronuciation is one of the essential noun based on the oral form and the basic ability of speaking as well as other language. The correct pronunciation in English is to help the students to pronounce correctly. Clear pronunciation makes the students easy to understand and produce inteligiable sound.
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assesment, the researcher rates pronunciation with five score criteria
b. Stress
Chen (et. al 2012, p. 46) informs that “ Stress in English is
marked by length, greater loudness, a rise in pitch, and usually vowel clarity.” According to Taylor (1996) as cited by Chen ( et.al 2012 p. 46) states “ Stress must be considered from the prespective of both the speaker and listener.” The researcher in the Eighth aspects rate the stress scale with focuses on students use appropiate vocal tone to represent mental states, such as excitement, sadness, fear, or confidence.
c. Fluency
Allington (2006, p. 94) points out “Ithink fluency is reading in phrases, with appropriate intonation and porsody, fluency is reading with expression.” Rapllica (et.al 2013) informs that “ Oral reading fluency is ability to read connected text qiuckly, accurately with expression.”It can be conclude that fluent reading is a particulary important skill for students as they move throught the levels as they increasingly use longer read lengthier narratives and research topics in dept.
d. Intonation
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and falling of the voice to various pitch level during the articulation of an utterance.”For this research, intonation uses by studentsvoice tone rose an fell at appropiate points in the text.
In this reaesarch, the researcher presented these assesment in the table as a rubric assesment oral reading skill that several scoring refers to some of the theory , as follow:
Table.2.1
Rubric Oral Reading Score
No Competency Description Score
1 Pronunciation Many wrong pronunciation 20- 34 Frequent incorrect
pronunciation
35-54
Occasional errors in pronunciation
Frequent incorrect in stress 35-54
Occasional errors in stress 55- 69
Some error in stress 70- 84
No error or minor in stress 85- 100
3 Fluency Dominated by hesitation 20- 34
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Occasional hesitation 55- 69
Minor hesitation 70- 84
No hesitation 85- 100
4 Intonation Many wrong intonation 20- 34
Frequent incorrect intonation
35-54
Occasional errors in intonation
55- 69
Some error in intonation 70- 84
No error in intonation 85- 100
C. Narrative Text
1. Definition of Narrative Text Rahman (2013, p. 5) states,
A narrative text is a text that amuses, entertains, and deals with actual or vicarious experience in different ways. Narrative deals with problematic events which lead to a crisis or turning point of some kind, which in turn finds a resolution. This kind of story is very familiar and very easy to find in daily life,because the themes of this story have close relationship with human life and human characteristics.
22 2. Generic Structure
Anderson (1997) as cited by Rahman (2013, p. 7) points out that, Every text has the different generic structure, and the steps constructing a narrative text are; (Orientation) it can be a paragraph, a picture or opening chapter in which the narrator tells the audience about what, when and where the action is happening, and then (Complication) a crisis arises, it sets off a chain of events that influence what will happen in the story, after that (Sequence of events) it provides where the characters react to the complication, next (Resolution) the crisis is solved, for the better or for worse. It provides a comment or moral value based on what has been learned from the story (an optional step), and lastly (Coda) providing a comment or moral based on what has been learned from the story (an optional step).
Before implementing the learning strategies, researcher gives some explanation about narrative text to the students. In addition, researcher implement the learning strategies repeatly.
D. Jump Reading
1. Definition of Jump Reading
Jump reading is included in the whole group of oral reading strategies, whole group is part of the cooperative learning. Meador (2017, p. 2) states,
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thought to students and works best when the students are sat on the table or in a pods. Before the implementation begin, teacher give students’ narrative flash card as the material.
The group of students begin reading with the teacher, it according to Meador (2017, p. 3) state “Introducting concepts in a whole group
setting gives the teacher the opportunity to present the basic material to every students at once.”Rasinski ( 2003, p.26) point outs that,
First, when the teachers read to their students orally, in a natural manner, teachers model fluent reading. Particularly, when the teachers draw attention and how to their reading, teachers help students to see that meaning in reading is carried not only in the words, but also in the way the words are expressed.
The teacher (jump out) by removing her /his voice in the last sentence of the first paragraph. The teacher uses signal to indicate when the next group (jump in) to read. The order of group cannot be predetermined and shouldnot be in predictable order. In line with idea of Rasinski (2003, p. 23) informs that “Oral reading builds the
24 2. Purpose of Jump Reading
Such as the other learning strategies, jump reading has some purposes. They are as follow :
a. To motivate the sudents to more like with oral reading procces. By using this strategies, the students learn to read smoothly, build the fluency, consentration, confidence. In addition, it could help the students in solving the problem, especially the pronunciation, stress, fluency, and intonation. In line with idea of Ariyani (et.al 2012) that “ Reading aloud has been shown to
increase accesibility to texts for students who are unable to read text for themeselves.”
b. To make a suitable activities where the teacher acts a controller, the purposes of group proccesing is to clarify and improve the effectiveness of the members in contributing to the joint effort to achieve the group golas.
c. To improve oral reading skill. In line with idea of Ariyani (et.al 2012) that “Oral reading cannot only helps us open our mouth but also improve our oral English evidently.”
3. Characteristic of Jump Reading
The chracteristic of jump reading is whole group strategies, it has means:
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with minimal differentiation in either content or assesment, its some times referred to as whole class instruction. Its typically provided through teacher –led direct instruction.”
b. Umiyati (2011, p.13) informs that “ Whole group reading class session can be threated, and in these situation, the teacher must be considered based on the whole aspects of the students small group instruction.” Moreover, whole group instruction should apply first, and it should immediately followed with small group instruction.
In small group, students should tend participate more equally and they also able to experiment. The major benefit of small group is to improve students’ knowledge by sharing with other group member and make students’ learning procces more fun.”It can be conclude that
26 4. Procedures of Jump Reading
The procedures of jump reading as mentioned by Kamei & Hannan (et.al, 2015)as follow:
a. All the member of VIII A divided into some groups.
b. The teacher gives a flash card for each student in every group. c. Informs that jump reading must be directly thought to the students
are seated on the tables or in a pods.
d. The group of the students begin reading with the teacher.
e. The teacher (jumps out) by removing his/ her voice in the last sentence of the first paragraph.
f. The teacher use a signal to indicate when the next groups (jump in) to read.
g. The order of groups cannot be predeterminated and shouldn’t be in a predictable order. The signal can be a touch on the table, the moving of an object from table to table, or the teacher moving to stand near the next group.
27 CHAPTER III
RESEARCH METODOLOGY
A. Location of the Research
This research was conducted in MTS Tarqiyatul Himman Kauman Lor. This school is located at Desa Kauman Lor, Kecamatan Pabelan, Kabupaten Semarang. MTS Tarqiyatul Himmah was build and started educational isntitution since 1978, It stands in area 1034 m2. There are three grades of class : VII (A,B,C) , VIII (A,B,C), IX (A,B,C). The headmaster of this school is Drs. Muh. Abdul Kholiq, M.Ag.
B. Research Design
This research is Classroom Action Research (CAR). According to Koshy (2005, p. 2)that “ Action research as an enquiry, undertakens in
regour and understanding so as to constantly refine practice, the emerging evidence –based outcomes with then contribute to the researching practitioner’s continuing professional development.” Thomas (2007, p. 49)
also explains that “action research generally involves inquiring into one’s own practice throught a procces of self monitoring that generally includes entering a cycle of planning, acting, observing, and reflecting on an issue or problem in order to improve practice.”Based on the explanation above, It can be conclude that CAR is an effective media in improving the quality of English teacher performance in instruction for students’ achievment in
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own teaching activities and plan the improvement based on the result of the assesment.
This CAR, the researcher began the research with submitted some information with do simple interview with Mrs. Ninik Arifah, S.,Pd as English teacher. The reasearcher and teacher worked together in many activities, such as planning lesson plan, prepared the strategies to solve the students problem, and disccusion proper material.
C. Subject of the Research
Subject of the research was the students of VIII A in MTS Tarqiyatul Himmah Kauman Lor in academic year 2016/2017. There were as many as 16 male and 14 female students who participate in this research. It meant, that there were 30 students in total.However, In the cycle 1, cycle 2, cycle 3 was followed only 17 students, because the other students are represent the school for some competition in the outside of school.
D. Research Schedule
29 Reading to the teacher as problem solving to the students
3 November 1th 2016 Consulted the research instrument
4 November 3th 2016 Conducted some agreement with Mrs. Ninik Arifah S.Pd. about the teaching learning process.
5 December 23th 2016 Permitted validator application and validated the instrument
6 January 7th 2017 Consulted of the research schedule, research instrument and validated the instrument to the teacher
7 January 9th 2017 Conducted Cycle 1 (first meeting) Pre-test 1
8 January 11th 2017 Conducted Cycle 1 (Eighth meeting) Post-test 1
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10 January 18th 2017 Conducted Cycle 2 (Eighth meeting) Post-test 2
11 January 23th 2017 Conducted Cycle 3 (first meeting) Pre-test 3
12 January 25th 2017 Conducted Cycle 3 (Eighth meeting) Post-test 3,
13 February 1st2017 Conducted the research finding
E. Technique of Collecting Data
To collect the data, the researcher used test, observation, interview, and documentation.
1. Test
a. Pre- Test
The students were given pre test in each cycle. It made the researcher know about students’ oral reading skill before the
implementation. b. Post- Test
The students were given post test in each cycle. It made the researcher know about the students’ improvement in oral reading
skill after the implementation.
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Latief (2009, p. 7) explains that observation is “ the procces colleting data indicating to succes of the strategy in solving the classroom problems. The focus of the observation is on the data related to the criteria of succes that had been dicided.” In this research, when the researcher as a teacher gave the students treatment, the observer recorded the activities of students and teacher in form of filed notes. In the last session, field notes can used as the reflection.
2) Interview
The researcher used interview to know the students problems in the learning reading. According to Hancock (2009, p. 16) point out that ,
Qualitative researchers usually employ “semi –structured” interviews which involve a number of open ended questions based on the topics areas that the researcher want to cover. The open ended nature of the questions posed defines the topic under investigation but provides opportunities for both interviewer and interviewee to discuss some topics more detail.
In this research, the researcher intervewed with the English teacher (Ninik Arifah S. P.d) to look for the students problem that faced. It can be reflected and work together.
3) Documentation
According to Marshall (et.al, 1995) state “In analysis of
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research, the researcher collected the voice record, photos, lesson plan, syllabus, video.
2. Cycles of Classroom Action Research
According to McTaggert (1988) as cited by Latief (2009, 4) states “Classroom action research activities involve in repeated, each
consisting of planning, acting, observing, and reflecting. The result of one cycle is used to determine the need for the following cycle, until the problems get solved by the strategy.” In this researher, the researcher conduct until three cycles.
Figure 3.1
The Action Research Spiral
Cycle 1
Cycle 2
Source: Khosy (2005, p.4)
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Based on the observation which was conducted before implementation, the detailed action in this stage were presented below:
a) Indetified the teaching learning design for arranged lesson plan.
b) Prepared learning sources and instrument
c) Prepared observational checklist for students and teacher. d) Prepared the lesson plan and syllabus validation sheet e) Prepared rubric assesment
f) Prepared the documantation
g) Prepared narrative flashcard as a media 2) Acting
In this stage, the teacher applied the lesson plan, the detailed action in this stage were presented bellow:
a) Openedthe learning with greeting, prayer together, check the attendance list.
b) Told about jump reading strategy to the students.
c) Gave the students narrative flashcard as a media in the implementation of jump reading.
d) Gavematerial about narrative text.
34 3) Observing
In this research, the researcher also invited another observer (Ifticha Saniati). Theobserver as collaborator observed the teacher and sudents activities. The observation was recorded in form of field notes.
4) Reflecting
In this stage, the researcher give reflecting in learning procces. Observation students and teacher checklist, rubric assesment score were used to make a proper reflection. The minimum score was 70, the researcher planed the target of score 80% from the students should have score more than 70. b. Cycle 2
a. Planning
In this stage, the researcher planned what action that would be done. The detailed actions in this stage were presented below:
1) Prepared material for jump reading , that is narrative text ( A Mouse deer and A Tiger).
2) Prepared validation sheet for lesson plan. 3) Prepared rubric assesment
4) Prepared teaching aids (narrative flashcard, camera, and recorder)
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6) Prepared tests (pre-test and post-test). b. Acting
In this stage, the teacher applied the lesson plan. The detailed action in this stage were presented below :
1) Remindedabout the last meeting.
2) Recalled about things which must be considered in reading aloud text
3) Asked the students return to the group for jump reading practice.
4) Guidedthe implementation of jump reading. 5) Conducted test.
c. Observing
The observer as collaborator observed the teacher and sudents activities. The observation was recorded in form of field notes. It similar the observation of cycle 1.
d. Reflecting
In this stage, the teacher gave reflecting in learning procces. Observation students and teacher checklist, rubric assesment score were used to make a proper reflection. The minimum score was 70, the researcher planed the target of score 80% from the students should have score more than 70.
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In this stage, the researcher planned what action that would be done. The detailed actions in this stage were presented below:
1) Prepared material for jump reading , that is narrative text ( A Mouse deer and A Tiger).
2) Prepared validation sheet for lesson plan. 3) Prepared rubric assesment
4) Prepared teaching aids (narrative flashcard, camera, and recorder)
5) Preparedfield notes for students and teacher. 6) Prepared tests (pre-test and post-test). b. Acting
In this stage, the teacher applied the lesson plan. The detailed action in this stage were presented bellow :
1) Remindedabout the last meeting.
2) Recalled about things which must be considered in reading aloud text
3) Asked the students return to the group for jump reading practice.
37 c. Observing
The observer as collaborator observed the teacher and sudents activities. The observation was recorded in form of field notes. It similar the observation of cycle 2.
d. Reflecting
In this stage, the researcher give reflecting in learning procces. Observation students and teacher checklist, rubric assesment score were used to make a proper reflection. The minimum score was 70, the researcher planed the target of score 80% from the students should have score more than 70. In this stage, the researcher should the final improvement. 3. Techniques of Analyzing Data
In this research, researcher used quantitative and qualitative for analyzing data. According to Latief (2009, p. 23) state that,
Quantitative research is differentiated from qualitative research from the type of data collected. Quantitative research collects numerical data while qualitative research collects verbal data. Data collected in Classroom Action Research depend on the criteria of success used as the target of achievement. Usually the criteria of success are related to both types of data, numerical data as well as verbal data. Therefore, Classroom Action research cannot be claimed as quantitative research because verbal data are also collected. It cannot be claimed as qualitative research either because numerical data are also collected.
38 a. Qualitative Data
Qualitative research is focuses on report of experience or on data which cannot be adequately expressed numerically (Hancock, 2009, p.6). In this research, the interview and field note or observational checklist were analyzed with qualilative data.
b. Quantitative Data
Hancock (2009, p. 6) informs that Quantitative data is “ uses
statistical technique that allow us to talk about how likely it is that something is true fo a given population in an objective or measurable sense”. In this researcher the quantitative data collected
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∑ : The total difference between pre –test and post –test
N : Total number of students
3) To calculate standart deviation, the researcher used this formula:
SDd = √∑ (∑ )
Explanation:
SDd : Standart deviation
∑ : The total difference between pre –test and post –test
N : Total number of student
40 CHAPTER IV
RESEARCH PROCESS AND DISCCUSION
A. Implementation of Using Jump Reading in Teaching Narrative Text to Improve the Students’ Oral Reading Skill of Eighth Grade Students Of MTS Tarqiyatul Himmah
1. Cycle 1 a. Planning
In the stage of cycle 1, the researcher had done some preparation such as analyzed the syllabus, validating the lesson plan, preparing the narrative flashcard, rubric assesment, preparing pre-test and post-test, students and teacher observatioanl checklist, and the instruement of jump reading.
There were three flashcard for classroom actvities, that is flashcard for pre-test (The Ant and The Grasshoper), post-test (The Mousedeer and Elephant), and a flashcard for implementing jump reading strategis about fable story (A Mousedeer and A Tiger) that included the kind of narrative text.
b. Implementation of the Action
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Tarqiyatul Himmah Kauman Lor. Beforebegin the implementing action, the teacher gave pre –test to the students for reading aloud narrative flashcard (The Ant and The Grasshoper) with called one by one to come forward. The result of pre –test showed that students got difficulty in reading text aloud.
The implementation begin with explanation about narrative text, oral reading skill, and about the implementation of jump reading. “Apakah kalian tau, reading aloud atau oral reading itu seperti apa?” (Do you know, what is the meaning of reading aloud or oral reading?), said the researcher. One of the students answer, membaca kak!membaca teks. From the student’s answered, it was indicated that students did not know the different techniques of reading text. Then the teacher gave more explanation about reading aloud, before starts jump reading in teaching learning. Teacher explained some important points about reading aloud, such as pronunciation, fluency, stress, and intonation. Besides, the researcher explained about narrative text that would be used in the learning procces and in a flashcard too.
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the teacher. The teacher “jumps” out by removing his/her voice in
the last sentence of the first paragraph.
The teacher used a signal to indicate when the next group “jumps” in to read. The order of groups could not be predetermined
and shouldn’t be in a predictable order. The signal could be a touch
on the table, the moving of an object from table to table, or the teacher moving to stand near the next group. Groups “jump” out on the final or initial sentences. Okay class, ready to practice jump reading? Okay class, siap untuk praktek jump reading?ask the researcher.Yes!, answer the students. Any questionts? Ada pertanyaan?ask the researcher. No ! answer the students. At the first meeting, jump reading didn’t condusive and effective, the
situation inside and outside the classroom crowded. Because , the school had been implementing the training of students who will participate on the some competition. The activities was done after the students doing practice jump reading twice.
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teacher reiterated role of jump reading and reading aloud. Students used flashcard same as the previous meeting for practice jump reading. Jump reading was parctice twice in the second meeting. Next, the researcher gave students flashcard (A Mousedeer and Elephant) to implement post-test, which students asked came forward one by one to reading aloud that flashcard.
In closing, the teacher discussed the example of students reading aloud by correcting of the content, pronunciation, fluency, stress, intonation and benefit of jump reading to improve oral reading skill. Then, researcher gave opportunities to students to ask all about the lesson, and share their opinion related to the lesson in that day. collaborator observed the teacher and sudents activities. The observation was recorded in form of field notes.
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doing pre-test to attract the students’ interest. However, when the researcher explained the material, they gave more attention and they easily understood.
In the jump reading strategies, students had been noisy. So the students lack of concentration and didn’t focus on jump reading
activities. Furthermore, in pre-test and post-test in front of class, students still has not high confidences. They were so shy and afraid if they did mistake on their pronunciations because they lack of pronunciation. When they read, some students were asking to the researcher how to read some vocabularies on the text.
d. Reflecting
After analyzing result of the first cycle, the researcher found the students felt lest interested with reading aloud and jump reading, that work in group. Then, the researcher should be more interested in teaching for improve students’ attractiveness to
practice reading aloud with jump reading. In pre-test and post-test, the observer gave advised for call the students one by one came in front of the class.
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score (35-54) and 18% students get fire level score (55-69). The researcher planed the target of score 80% get good level (70-84), from the students should have score more than 70. Then the researcher would use the same method and continued to the next cycle. In this cycle, the students score still lacked in reading aloud. 2. Cycle 2
a. Planning
Similar with the first cycle, cycle 2 was conducted in two meeting. Which were on Monday, 16th January 2017 at 10.50 – 12.00 WIB and on Wednesday, 18th January 2017 at 07.00 -08.30 WIB. In this stage, the researcher had done some preparation such as analyzed the syllabus, validating the lesson plan, preparing the narrative flashcard, rubric assesment, preparing pre –test and post – test, students and teacher field notes,and the instrument of jump reading.
b. The Implementation of the Action
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narrative flashcard (The Crow and The Jug) with called one by one to come forward. The result of pre –test showed that students got difficulty in reading text aloud.
The students still noisy, they cannot focus because out of the classroom has been sports training for some competition. There are a few students in and out of the classroom to meet the call teacher trainers. While, there were the students who came out for exercised class, other students were able to pay attention when technical explanations jump reading executed.
The steps of this phase were same as before. In the first meeting, there were pre activities and main activities (implemented jump reading). To begin the lesson, the researcher asked to the students did pre-test. Before pre-test, students get narrative flash card “The Crow and The Jug”. Okay class! I have flashcard about
“The Crow and The Jug” for pre-test. Okay class! Saya punya
flashcard tentang “The Crow and The Jug” untuk pre-test, seperti biasa ya, nanti maju satu persatu kedepan, asked the researcher. Okay kak! Answered students. Researcher has 30 minutes for pre- test.
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implement jump reading to improve students’ oral reading skill. Before the implementation, the teacher recalled steps to practice jump reading, and asked students return to the group was made. All the students should brought flashcard that was distributed by the researcher. Students’ has 30 minutes for practice jump reading.
After implemented of jump reading. The researcher explained to the students more about what they had done. The students received the instruction well. The goal of the activities, students should have competence, especially how to reading aloud text correctly, which focus on pronunciation, stress, fluency, and intonation. Finally, the researcher explained about what kinds of flashcard text, which is narrative text and explained about pronunciation, stress, fluency, and intonation. The activities were done after students understood about it. The last, researcher closed the lesson.
The second meeting was conducted on Wednesday, 18th January 2017. The researcher and observer enter the class. She opened the lesson and asked about the last meeting that they had practiced. The researcher review of the last meeting that had been learned, “okay class, kita akan parktek jump reading lagi ya!, are
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implement jump reading guided by the researcher. Students have 30 minutes for practice it. After practice jump reading completely, the researcher give all students new narrative flashcard “The
Mouse and A Frog” for doing post-test, which students asked came
forward one by one. In closing, the researcher gave opportunities to the students to share their opinion related to the lesson that day. Before the lesson closed, researcher gave reflections for that lesson. The last, researcher closed the lesson.
c. Observation
Observing is the process of collecting data indicating the success of the strategy in solving the classroom problems. The focus of the observation is on the data related to the criteria of success that have been decided. In this cycle, the observer as collaborator observed the teacher and sudents activities. The observation was recorded in form of field notes or observational checklist.
At the cycle II, the class’s atmosphere was more little
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Then in the discussion, students were more interested with researcher explanation. In this cycle, most of students got better score in reading than in the first cycle.
d. Reflecting
After cycle I and cycle II was implemented. In the cycle 1, 18% of the students get fair score level (55-69). In the cycle 2, 94% the students get fair score (55-69). There are improvement score in cycle I and cycle II. But, the improvement score still less from minimum standard score that is 70. Although a few students were get score ≤ 70, the researcher should conducted the cycle III, make
students more interested and researcher more creative in teaching learning. Because, students still faced the problem, such as about pronunciation, and less concentration when practice the jump reading.
3. Cycle 3 a. Planning
50 b. Implementation of the Action
In the first meeting of cycle 3, the class condition was different with the first cycle. The class was more conducive and quiet. The implementation of third cycle was almost same with the first and Eighth cycle. The teacher began the lesson by greeting students. Assalamualaikumwr.wb, how are you today? Greeted the researcher. Waalaikumsallam, I’m fine and you? Answered students. I’m fine too! Okay class, kita tinggal dua pertemuan lag iya. So, kalian harus lebih konsentrasi, asked the researcher. Furthermore, as usual the researcher called students and checked their attendances.
The teacher tried to recalled students’ knowledge about narrative text, jump reading, oral reading skill and corrected the students’ mistake when they answered her questions. After that,
researcher did pre-test by giving narrative flashcard to the students. This pre-test was made for all students, and then pre-test was conducted until all students got a chance to read flashcard with come forward one by one. In their reading, they still made mistakes in pronunciation, stress, fluency and also intonation, but they had more confidence to read, although, they still carefully when reading.
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and The Dull Crocodile”, word “one day”, “unlucky” they still confuse how to read it and other word. But, the researcher gives example how to read them. After pre-test time was up, the researcher and students implementing jump reading twice, because they have 35 minutes for that. Furthermore, the researcher recalled explanation jump reading step. In this phase, the class situation more was conducive and quite. The students asked return to their groups that have been made previously. During implemented jump reading, students seemed more concentration and quit. When the other group read text, the students heed the text carefully. Because the time was up, the teacher closed the lesson. Before closing, the researcher gave opportunities to the students to share their opinion related to the lesson that day.
At second meeting of cycle 3, as usually the teacher opened the lesson with greeting students and asked about previously meeting. The teacher recalled about reading aloud, and things that should be mined in reading process. Next, first phase in that meeting, researcher implementing jump reading. “Okay class! This is last meeting; you should more concentration for this
implementation, are you ready? Okay class! Ini adalah pertemuan
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prepared recorder to record students’ voice when they read.
c. Observation
At the cycle 3, the class’s atmosphere was more conducive
53 d. Reflecting
Based on the result above, the researcher felt that teaching narrative text using jump reading can improve students' oral reading skill at VIII A grade of MTS Tarqiyatul Himmah Kauman lor. The classroom action research of improving oral reading skill was succesful. The use of jump reading is one of factor that influence the result of the study. By using jump reading, students were easier read a text orally with smoothly and majory of student were enthusiastic in joining the lesson. In the pre–test of cycle 3 there were 100 % of the students who got good score level (70 -84) that higher than KKM. It means that, after reflection from cycle 1, cycle 2, was applied in the acting of cycle 3, the students’ score
underwent improvement as many as 6%.
Based on the result of the research, it can be concluded that the students more than 70. It means, the implementation of jump reading was successfully. The teacher and researcher stopped the cycle.
B. Improvement of Using Jump Reading in Teaching Narrative Text to Improve the Students’ Oral Reading Skill of Eighth Grade Students of MTS Tarqiyatul Himmah
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attended some competition outside of the school. After collecting the score, the researcher processed the scores mathematically and statistically to ensure whether the using jump reading in teaching narrative text to
Students Score in the Pre-Test of the Cycle 1
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Table 4.2
Criteria of Students Achievment of Pre-Test 1
Total Score Grade Number of Student Presentation
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Criteria of Students Achievment of Post-Test 1
Total Score Grade Number of Student Presentation
85- 100 Excellent - 0% many students still got low in read aloud narrative text.
c. Calculation of Mean
Table 4.5
Difference Square of Pre-Test and Post-Test Cycle 1 No Name Pre-test
(x1)
Post-test
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From the result above, it showed that the mean of pre –test was 40,95 and the mean of post –test was 46,10. It means that the mean of post –test was bigger than the mean of pre –test. It could be conclude that, there were improvement of teaching narrative text using jump reading to improve the students’ oral reading skill.
f. Calculation of Mean of Difference
∑
g. Calculation of Standard Deviation
SDd = √∑ (∑ )
SDd = √
(
)
SDd = √ ( )
SDd = √
59 SDd = 1, 654
h. Standard Error for Mean Difference
√
√
√
i. Calculation of T-test
60 2. Cycle 2
a. Pre-Test
Table 4.6
Students Score in the Pre-Test of the Cycle 2
No Name Aspects Total Average
Criteria of Students Achievement of Pre-test 2
Total Score Grade Number of Student Presentation
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m the table above, result of the students score of pre –test cycle 2 still bad, 59 % students in fair level (55-69) and 41% in poor level (3-54). It was not passed the minimum passing grade.
b. Post-Test
Table 4.8
Students Score in the Post-Test of the Cycle 2
No Name Aspects Total Average
Criteria of Students Achievement of Post-Test 2
Total Score Grade Number of Student Presentation
85- 100 Excellent - 0%
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55- 69 Fair 16 94%
35- 54 Poor 1 6%
20- 34 Very Poor 0%
Total 17 100%
From the table above, result of the students score of post -test cycle 2 has improvement in the level score. In the pre--test cycle 2,59% students in fair level and post-test of cycle 2 are 94% students got in fair level. There were score improvemet from several students. From the result above, the researcher need to conducted the next cycle for more improvement significantly.
