THE USE OF STORY FRAMES TO ENHANCE
STUDENTS’
READING COMPREHENSION ON
NARRATIVE TEXT
(A Classroom Action Research of the Eighth Grade Students
of SMP Negeri 4 Ungaran in The Academic Year 2016/2017)
A
GRADUATING PAPER
Submitted to the Board Examiners as a Partial Fulfillment of the
Requirements for the Degree of
SarjanaPendidikan
(S.Pd)
English Education Department of Teacher Training and Education
Faculty
State Institute for Islamic Studies (IAIN) Salatiga
INDAH RATNA KUMALA DEWI
113-12-127
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES OF SALATIGA
v MOTTO
“
The future belongs to those who believe of the beauty of their dreams
”
vi DEDICATION
I hereby dedicate this graduating paper for :
Allah SWT, My Lord My God Almighty thanks for guiding me to face
everything in this extraordinary world.
My beloved Grandparents, Late Sunardi Hadi Sunarto and Sri Rahayu.
Thanks for love, and for caring me in my whole life.
My beloved parents , Retno Kusuma Wati and Istarom. Thank for all
learning you gave.
My beloved sister and brother, Nova Indah Wahyu Ardiyanti and Yoga
Mahendra Sasmita. You have been my spirit to change my life.
All my family (Pak Gus, Mbak Fat, Nana, Putri, Citra, Bude Hid, Late
Pakde Wid, Mas Lilik, Mas Bagus). Thank for your kindness.
The big Family of Seni Musik Club (SMC) IAIN Salatiga. Dedicato,
Elano, Awareness, Willpower, Zeaolus, Cambioso, Extender, Fidelio,
Cakrawangsa, Gamananta, Ovedio.Thanks for being my home, thanks
for all the great songs and music.
My beloved Power Rangers, Mbak Siwi, Kikik, Uyung, Nafi' who
colored my life.
My Friends of sharing in the same struggle. TBI D 2012. Thanks for the
vii
ACKNOWLEDGEMENT
Assalamualaikum Wr. Wb
In the name of Allah, The Most Gracious and The Most Merciful, The Lord of
Universe. Because of Him, the researcher could finish this graduating paper as one of
the requirement for the Degree of Sarjana Pendidikan (S.Pd) in English Education
Department of Teacher Training and Education Faculty of State Institute for Islamic
Studies (IAIN) Salatiga.
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 support, guidance, advices, helps, and encouragements from
individual and institution. The researcher somehow realizes that an appropriate
moment for her to deepest gratitude for:
1. Dr. Rahmat Hariyadi, M.Pd. as the Rector of State Institute of 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 all at once as
a counselor who has educated, supported, directed, and given the researcher
advice, suggestions, and recommendations for this graduating paper from the
beginning until the end
4. All of the lecturers in English Education Department. Thank for your education
ix ABSTRACT
Dewi, Kumala, Indah Ratna. 2017.THE USE OF STORY FRAMES TO ENHANCE STUDENTS' READING COMPREHENSION ON NARRATIVE TEXTS (A Classroom Action Research of the Eighth Grade Students of SMP N 4 Ungaran in The Academic Year of 2016/2017). Counselor: Noor Malihah, Ph.D.
The researcher answered three problem questions of research (1) How is the implementation of teaching narrative texts through Story Frames of the eighth grade students of SMP N 4 Ungaran? (2) To what extent is the enhancement of teaching narrative texts through story frames of the eighth grade students of SMP N 4 Ungaran?(3) How is the improvement of students' reading comprehension on narrative texts of the eighth grade students of SMPN 4 Ungaran?. The design of the research was classroom action research. It was conducted in two cycles. The teachers analyzed the students' reading comprehension in each cycle. The results showed that (1) The use of Story Frames can enhance students reading comprehension step by step from cycle 1, and 2. It was informed when the researcher conducted the cycle 2, (2) The result of the t-test of cycle 2 was 4.72. Before the effect has not seen by the researcher in the cycle 1, the result of t-test of cycle 1 was 4,11. The passing grade was 71 and the target of the passing grade was 85%. The outcome of the post-test of cycle 2 was 88.23% from the students. The students passed the passing grade. The target of cycle 2 was achieved, so the researcher stopped the research. (3) The result of the research showed that the story frames strategy successfully enhance the students' reading comprehension on narrative texts.
x
TABLE OF CONTENTS
COVER ... i
DECLARATION ... ii
ATTENTIVE CONSELORE'S NOTE ... iii
STATEMENT OF CERTIFICATION ... iv
MOTTO ... v
DEDICATION ... vi
ACKNOWLEDGEMENT ... vii
ABSTRACT ... ix
CHAPTER II THEORETICAL FRAMEWORK ... 10
A. Nature of Reading and Reading Comprehension ... 10
1. Definition of Reading ... 10
2. Definition of Reading Comprehension ... 12
B. Narrative Texts ... 13
1. Definition of Narrative Texts ... 13
xi
C. Story Frames Strategy ... 16
1. Definition of Story Frames Strategy ... 17
2. Strength and Weakness of using Story Frames in Learning Reading ... 21
2.1. The Strengths of Using Story Frames... 21
2.2. The Weaknesses of Using Story Frames ... 23
CHAPTER III RESEARCH METHODOLOGY ... 25
A. Method of Research ... 25
1. Types of Action Research ... 26
2. Characteristics of Action Research ... 28
3. Steps in Doing Action Research ... 29
B. Subject of Research ... 30
C. Method of Data Collection ... 32
D. Method of Data Analysis ... 35
CHAPTER IV FINDINGS AND DISCUSSIONS ... 40
A. The Use of Story Frames in Teaching Narrative Texts ... 40
B. The Enhancement of Teaching Narrative Texts Through Story Frames... 52
C. The Improvement of Students' Reading Comprehension on Narrative Texts Through Story Frames ... 70
CHAPTER V CLOSURE ... 73
A. Conclusions ... 73
B. Suggestions ... 76
REFERENCES
xii
LIST OF FIGURE AND TABLES
Figure 4.1 Story Frames Chart ... 42
TABLES Table 3.1 Scoring Rubric ... 33
Table 3.2 Observation Checklist ... 34
Table 4.1 Observation Checklist of Cycle 1 ... 45
Table 4.2 Observation Checklist of Cycle 2 ... 50
Table 4.3 Name of Subject of Research ... 52
Table 4.4 Result of Pre-Test in Cycle 1 ... 53
Table 4.5 Calculation of Passing Grade of Pre-test Cycle 1 ... 55
Table 4.6 Result of Post-Test in Cycle 1... 55
Table 4.7 Calculation of Passing Grade of Post-test in Cycle 1 ... 57
Table 4.8 Students' Score of Cycle 1 ... 58
Table 4.9 Result of pre-test in Cycle 2 ... 61
Table 4.10 Calculation of the Passing Grade of Pre-test in Cycle 2 ... 63
Table 4.11 Result of Post-test in Cycle 2 ... 64
Table 4.12 Calculation of the Passing grade of Post-test in Cycle II ... 65
Table 4.13 The Students' Score of Cycle 2 ... 66
1
CHAPTER I
INTRODUCTION
A. Background of Research
Human beings as a one of several Gods' creature use language to
communicate with others. Language is a system of arbitrary
conventionalized vocal, written, and gestural symbols that enables members
of a given community to communicate intelligibly with one another (Brown,
2000:17). In addition, language is the one that human being use to
communicate. Gardner in Sukardi (2005: 67) adds that language is people
intelligent that very needed by them. Therefore, without language, it is
difficult for people to communicate with others.
There are many languages in the world. The researcher said that
English become the most important language in this world, because English
is an International Language. English is used and learned by every nation.
English in Indonesia is taught as a subject material that should be learned in
elementary school, junior high school, senior high school, and university
students. By learning English, students are expected to understand
themselves, their culture and other. In addition, learning English helps
students to express their ideas, feelings and participate in society
2
Learning English means learning language components and language
skills. Baker (2011: 13) says that grammar, pronunciation, vocabulary, and
spelling are included in language components. Meanwhile, language skills
cover reading, listening, writing, and speaking. Among those language
skills, reading is one of the important skills in learning English. According
to Risdianto (2012: 174), reading involves similar cognitive processes.
Reading is the construction of meaning through relationships of parts from
the text and prior knowledge. When the students read, they make
predictions about text, they are not simply reading for meaning but is
focused on the events based their interpretation. In other words, the readers
make predictions, construct meaning and struggle to understand the texts .
It means that reading is an important part that needs to be developed. By
reading, the students get much information and knowledge. Moreover, they
can improve their ability in English.
As mention previously, in junior high school, reading should be
learned in the classroom activities. There are many kinds of reading texts
that should be learned. According to Kurikulum Tingkat Satuan Pendidikan
(KTSP), junior high school students have to learn about descriptive,
narrative, recount, report, and procedure text. Furthermore, based on KTSP,
3
master the standard competence in reading activity. The standard
competence in reading activity is to understand the meaning of a short
simple essay form recount and narrative text to interact in environment
around. It means that, narrative text is one of reading text that should be
learned by the students. Based on the standard competence above, the
students should read the text, understand the meaning and answer the
questions depending on the text given. Many students of VIII A in SMPN 4
Ungaran, get a lot of difficulties in order to answer the questions, find the
main idea of the text, and also get the information of text because they do
not understand what the text tells about. Because of the problems that
students face in learning narrative texts, the teachers should have an
appropriate strategy in teaching narrative texts. By using an appropriate
strategy, students are expected to comprehend the narrative texts better.
According to Oja (1996:2) repeated readings, story retellings,
dramatics reenactments, and story frames are the strategies that allow
students to become more aware of stories and more familiar about the
structure, especially narrative texts. Dealing with the cases of the eighth
grade students above, the researcher assumes and predicts the story frames
strategy may become an appropriate strategy that the teachers can use to
4
Fowler (1982: 176) states that, students' ability to monitor their
comprehension may be enhanced by using story frames. Story frames
enable students to have an opportunity to review the mind idea of the story,
clarify parts they may not have understood, and decide on the authors'
purpose for writing the story. Moreover, Cudd and Robert (1987: 74) add
that story frames is a focus on the story structure, it is thought that using
story frames to develop reading comprehension will give students an
independent guide to organizing and remembering information from
narrative selections.
Based on the background above, the researcher would conduct the
Classroom Action Research (CAR) by applying story frames as an
alternative strategy to enhance students' ability to comprehend narrative
texts. The researcher is interested in carrying the research entitled "THE
USE OF STORY FRAMES TO ENHANCE STUDENTS' READING
COMPREHENSION ON NARRATIVE TEXTS"
B. Problem Questions of Research
In this research, the researcher wants to answer two questions dealing
about the use of story frames to enhance students' reading comprehension
5
1. How is the use of teaching narrative texts in reading comprehension
through story frames of the eighth grade students of SMPN 4 Ungaran?
2. To what extent is the enhancement of teaching narrative texts through
story frames of the eighth grade students of SMPN 4 Ungaran?
3. How is the improvement of students' reading comprehension on narrative
texts through story frames of the eighth grade students of SMPN 4
Ungaran?
C. Objectives of Research
Responding with the problem questions, the objectives of the research
are stated as follows:
1. To describe the use of teaching narrative texts in reading comprehension
through story frames of the eighth grade students of SMPN 4 Ungaran.
2. To measure how far is the enhancement of teaching narrative texts
through story frames strategy of the eighth grade students of SMPN 4
Ungaran.
3. To measure the improvement of students' reading comprehension on
narrative texts through story frames of the eighth grade students of
6 D. Limitation of Research
In this research, the researcher gives some limitations. It will be
explained bellow:
1. The subjects of this research are the eighth grade students of
SMPN 4 Ungaran in the academic year of 2016/2017.
2. This research investigates the use of story frames to enhance
students' reading comprehension on narrative reading texts.
E. Benefits of Research
This research has several benefits for the researcher, the readers, the
students and the teachers. The results of this research can be keep
connected in English teaching-learning process, especially in teaching
narrative reading texts. In this research, the researcher hopes that the results
of this research are useful for:
1. The researcher
The researcher finds out whether the story frames strategy can enhance
students' reading comprehension on narrative texts or not .
2. The reader
The results of this research can be used as reference for other reader
7 reading texts.
3. The students
Students can improve their reading comprehension on narrative texts by
using this alternative strategy, it is story frames strategy.
4. The teachers
The results of this research is may become an alternative strategy for
teachers to teach narrative texts to their strategy intensely.
F. Definitions of The Key Terms
In order to avoid misunderstanding of the concepts used in this
research, some definitions are provided as the following:
1. Reading
Reading is the construction of meaning through relationships of
parts from the text and prior knowledge (Risdianto, 2012:174)
2. Narrative
A narrative text is the imaginative story to entertain people
(Wardiman, 2008:93). Narrative is to amuse, entertain, and to deal
with an actual or vicarious experience in different ways. Narrative
deals with problematic events which lead to a crisis or turning of some
8 3. Story Frames
Cudd and Roberts (1987: 74) state that Story Frame is a focus
on the story structures, it is thought that using story frames to develop
reading comprehension will give children an independent guide to
organizing and remembering information from narrative selections.
G. Graduating Paper Outline
This research is organized into five chapters as follows:
Chapter I present the Introduction which consists of the explanation
of background of research, problem questions, objectives of research,
limitation of research, benefits of research, definition of key term, and
graduating paper outline.
Chapter II describes the theoretical framework. It consists of
discussion about the definitions of reading, narrative texts, and the theory
of story frames
Chapter III describes Research methodology of this research which
includes methods of research, subject of the research, method of data
collection, method of data analysis.
Chapter IV are findings and discussions which contains descriptive
9
analysis of the enhancement of student reading comprehension using story
frames strategy.
Chapter V is the closure which contains the conclusions and the
10
CHAPTER II
THEORETICAL FRAMEWORK
In this chapter, the researcher attempts to explain the theoretical
foundations which consist of the definitions of reading, narrative text, and the
theory of story frames.
A. Nature of Reading and Reading Comprehension
1. Definition of Reading
According to Graesser (2007) in McNamara (2007: 3), reading
is an extraordinary achievement when one considers the number of
levels and components that must be mastered. Therefore, reading is one
of the most important skills besides speaking, listening, and writing.
Different from Graesser (2007) in McNamara (2007: 3) ,Dorn (2005:6)
states that reading is a complex process involving network of cognitive
actions that work together to construct meaning. Following Dorn
(2005:6), Risdianto (2012: 174) also considers reading involve similar
cognitive processes. Reading is the construction of meaning through
relationships of parts from the text and prior knowledge. When the
students read, they make predictions about text, they are not simply
11
interpretation. In other words, the readers make predictions, construct
meaning and struggle to understand the texts. It means that reading is an
important part that needs to be developed. By reading, the students get
much information and knowledge. Moreover, they can improve their
ability in English.
Brassell and Rasinsky (2008:15) state that reading is a
multidimensional process that involves the eyes, the ears, the mouth,
and most importantly the brain. Lems (2010: 33) adds that Reading is
an interactive process that take place between the text and the readers'
processing strategies and background knowledge. It means that reading
is an important process to construct meaning that involve readers'
sensory organ, strategy, and background knowledge.
In the other discussion about reading, Alderson (2005:25) states
that reading involve social context. Social context according to him is
socially practiced. Snow (2002:17) explains more detail about social
contexts, it is including economics resources, class membership,
ethnicity, neighborhood, and school culture. Social contexts as snow
has stated, it related to the background knowledge that are involved
during reading process.
12
by the students. As mention in the previous chapter, the kinds of reading
texts that should be learned in junior high school students based on
KTSP are descriptive, narrative, report, recount, and procedure. In this
research, the researcher would observe more about narrative text that
will be explain in the next section.
2. Definition of Reading Comprehension
Reading and comprehension are linked to each other, because
the result of reading activity is to comprehend what has been read.
According to Snow (2002:11), reading comprehension is a process of
simultaneously extracting and constructing meaning through interaction
and involvement with written language. Similar to Snow (2002:11),
Wolley (2011:15) also states that reading comprehension is the process
of making meaning from text. The different of both theories to be found
at the goal of reading comprehension.
The goal of reading comprehension according to Snow
(2002:11) are informed by a vision of proficient readers who are
capable of acquiring new knowledge and understanding new concepts,
are capable to applying textual information appropriately, and are
13
is being read. While, Wolley (2011:15) states that the goal of reading
comprehension is to gain an overall understanding of what is described
in the text rather than to obtain meaning from isolated words or
sentences, reading comprehension may be appear to be both simple and
obvious.
To comprehend, Snow (2002:11-12) and Dorn (2005:14) state
the similar statement that reader must have a wide range of capacities
and abilities. There are as follows :
1. Cognitive Capacity (e.g. attention, memory, critical,
analytical ability, inference, and visualization ability).
2. Motivation (a purpose for reading in interest in the content
begin read and self-efficacy as the reader).
3. Various types of knowledge (vocabulary and topic
knowledge, linguistic and discourse knowledge of
comprehension strategies).
4. Experiences
B. Narrative Texts
1. Definition of Narrative Texts
14
containing elements such us setting, characters, events, problems,
moral, and resolution. According to Wardiman (2008: 93), a narrative
texts is the imaginative story to entertain people. Difficulties in
narrative texts' comprehension involve lack of prior knowledge or
schema, unfamiliarity, with story grammar elements.
Browder and Spooner (2011:142) and Isa (2013:23) state that
the purpose of learning narrative text is to entertain the reader and
listener. Isa (2013:23) adds two other purposes, they are to explain the
phenomenon (myth and legend) or to teach a lesson (fables).
There are three generic structures of narrative text based on that
should be learned in junior high school, there are as follows :
1. Orientation : which set the scene and introduces the
characters, it answer the questions (who,
when, what, and where).
2. Complication : tell the problem of the story, which usually
involves the main characters.
3. Resolution : the crisis is revolved, a solution for the
problem for better or for worse. Here, the
main characters find the ways to solve the
15
2. Reading Narrative Texts for The Eighth Grade Students.
As mention previously, the eighth grade students should get the
English lesson about narrative reading texts. In the school which
observed by the researcher, KTSP is used as the curriculum. According
to the KTSP curriculum, there are several students competencies that
should be mastered by the students in learning narrative reading text.
The list of students competencies are as follows :
1. Essay texts in form narrative /recount.
2. Grammar features of essay texts in form narrative/recount.
3. Communicative purposes of essay texts in form narrative/recount.
4. Rhetoric steps of narrative/recount text.
5. Spelling, stress, intonation.
According to the list of students competencies that should be
mastered by the students above, after learning about Narrative text
students are expected to have those competencies indicated by :
1. High-pitched reading and meaningful essay texts in form
narrative/recount.
2. Identify any kinds of meaning of narrative/recount text.
3. Identify communicative goals of narrative/recount text.
16 narrative/recount text.
Remember about a lot of competencies that should be mastered
by the students, the researcher wants the students have those
competencies with implementing an appropriate strategy. As mention in
chapter I, in this research the researcher would implement Story Frames
Strategy to enhance students ability in the comprehending narrative
texts. An overview of Story Frames will be explained the next section.
C. Story Frames Strategy
There are many strategies that can be applied by the teachers in
teaching reading. For example, repeated reading, story retellings,
dramatics reenactment, and story frames.
1. Definition of Story Frames Strategy
Fowler (1982:176-177) adds that story frames is a sequence of
space hooked together by key language elements. Language
elements are transition words and they often reflect specific line of
thought or argument. Therefore, the term story frames can be
connected to a number of methods for looking at story structure.
Story frames are one type of strategy that can be implemented to
help students become more aware of stories and more familiar with
17
appropriate strategy in teaching reading, especially narrative reading
texts. According to Kuldanek (1998: 18), Story Frames provides
opportunities for students to become more engaged in literature and
directs attention to actual structure of story
Kuldanek (1998:7) state that the story frames is a cloze
procedure whereby students write in missing bits of key information
to complete a story summary. However, instead of only one word
being left out of a sentence, key phrases or clauses are left out of
paragraph that summarizes the story or highlights some important
aspects of it.
In the implementing of Story Frames Strategy, it needs current
procedures. According to Wiesendanger (2001:125), the procedures
that should be done in the implementing story frames strategy can be
seen as follows :
1. Ask the following question while reading a story: is there an
identifiable problem? If so, why is it a problem? Are there
important events that contribute to the solution of the problem?
If so, what is the sequence? How is the problem solved?
2. After reading and answering the questions, determine if the basic
18 appropriate parts.
3. Begin by drawing attention to the main elements in the story
(characters, setting, themes, etc) and print the feature on a word
card to help draw attention to these elements.
4. Have students complete a short story frames. Make sure to use
stories that have identifiable sequence in order to helps the
students understand sequence frames. Begin with half-pages
frames and work up to full-page frames.
5. Establish a purpose for story frames, remind students that the
purpose of story frames is to help them understand the story.
6. As the students become more familiar with using story frames,
use more complex stories.
Balajathy and Wade (2003:116-119) also explain a procedure
in implementing story frames strategy. Balajthy and Wade propose
more detailed procedure. The procedures are as follows :
1. Read the story an identify the aspects on which you want to
focus (e.g. plot, facts)
2. Sketch out a paragraph that addresses the type of information on
which you want to focus.
19
sentences, except those needed to maintain the purpose of the
paragraph. Do not remove too much information, especially
when introducing the concept of story frames.
4. For later lesson, try to frame with other stories that are similar to
the one for which the frame was intended. Modify the frame, so
that it can be used flexibly in different situation.
5. The teacher presents the story frames.
6. The teacher and the students discuss the possible responses to
the sentence of the story frames, then consider subsequent lines
and discuss possible responses. The teacher directs the students
to determine if the information being added to the story frames
is related to the previous information and if it makes sense.
Discussion continues as teacher and students move back and
forth in the story frames to make as many connections as
possible.
7. The teacher rereads the complete sections of the story frames to
the students at each stage, so that they can hear and use prior
information.
8. After direct teaching and modeling has been conducted, students
20
According to the both procedures that explain above, the
researcher decides to combines the both procedures in this research
in order to make the procedures in doing story frames more clearly.
The procedures in doing story frames are as follows :
1. Read the story and identify the aspects on which you want to
focus (e.g. plot, facts)
2. Ask the following question while reading a story: is there an
identifiable problem? If so, why is it a problem? Are there
important events that contribute to the solution of the problem?
If so, what is the sequence? How is the problem solved?
3. Take the complete paragraph and delete all words, phrases, and
sentences, except those needed to maintain the purpose of the
paragraph. Do not remove too much information, especially
when introducing the concept of story frames.
4. For later lesson, try to frame with other stories that are similar to
the one for which the frame was intended. Modify the frame, so
that it can be used flexibly in different situation.
5. As the students become more familiar with using story frames,
use more complex stories.
21
7. The teacher and the students discuss the possible responses to
the sentence of the story frames, then consider subsequent lines
and discuss possible responses. The teacher directs the students
to determine if the information being added to the story frames
is related to the previous information and if it makes sense.
Discussion continues as teacher and students move back and
forth in the story frames to make as many connections as
possible.
8. The teacher rereads the complete sections of the story frames to
the students at each stage, so that they can hear and use prior
information.
9. After direct teaching and modeling has been conducted, students
can begin to fill out story frames independently.
2. Strength and weakness of using story frame in learning reading.
Story frames have several strengths and weaknesses. The
strengths and weaknesses of story frames will be explained in turns.
2.1. Strength of using story frames
Story frames is an appropriate strategy for students who
22
reading texts. According to Fowler (1982: 176), students' ability
to monitor their comprehension may be enhance by using story
frames. Story frames enable students to have an opportunity to
review the mind idea of the story, clarify parts they may not
have understood, and decide on the authors' purpose for writing
the story. Furthermore, Cudd and Robert (1987: 74) adds that
Story Frames is a focus on the story structure, it is thought that
using story frames to develop reading comprehension will give
students an independent guide to organizing and remembering
information from narrative selections.
According to Wiesendanger (2001: 124-126), this
strategy increases students' ability to apply context to improve
comprehension, identification, and retelling skill. The strategy
focuses on the story structure to aid in comprehension. Story
frames gives students an independent guide for organizing and
remembering information about story.
Isa (2013: 18) adds that, there are the strengths of using
story frames strategy. The strengths are as follows :
1. Focuses attention on key sequencing word clues
23
2. Students are able to use their knowledge of story
structure to help predicts, sample, process, giving
increased recall.
3. Readers read more like writers.
4. Focus in on structure, sequence, meaning, and use of
language.
2.2. Weaknesses of using story frames
Beside the strengths of story frames, the researcher
analyzes some weaknesses which may appear within the
teaching learning process. According to Cudd and Robert
(1987:74), the use of Story Frames Strategy in teaching
narrative reading texts does not improve the students vocabulary
mastery maximumly. This is because the students should
summarize the story by frames, so they avoid understanding the
whole words in the story. Furthermore, Kuldanek (1998:13)
states that story frames is an unfamiliar strategy. Therefore, the
teachers should give more guidance for students while the
teacher apply story frames as a strategy to enhance their reading
24
Although the story frames have some weaknesses, when
the researcher looks at the condition of the eighth grade students
of SMP N 4 Ungaran in the second semester, the researcher
assumes that the strengths of story frames are stronger than the
weaknesses. So, by avoiding the weaknesses of story frames, the
researcher still wants to use the story frames as an alternative
strategy to enhance students' ability in comprehending narrative
25
CHAPTER III
RESEARCH METHODOLOGY
In this chapter, the researcher is going to describe the methods of the
research, subject of the research, method of data collection, and method of data
analysis.
A. Method of Research
According to Hadi (1981: 221), research methodology is a
scientific method to collect data with a goal and certain application. In the
other word, research methodology is the way the researcher used to collect
data, analyze data, and make a conclusion from the data which has
collected.
This research is conducted through Classroom Action Research
(CAR). According to Arikunto (2006: 2-3), CAR consists of three words,
so there are three key terms, which can be explained:
a. Research indicates an activity to observe the object by using of ways
and methodologies to get the useful data or information to improve
the quality of thing and that is necessary for researcher.
b. Action is a movement activity, which is done deliberately with a
26
c. Classroom in this case is not bound by the term of the classroom, but
it has a more specific meaning. The word of class means groups of
students who are in the same time receive the same lesson
from the same teacher.
Based on the three of main words; research, action, and class,
Classroom Action Research (CAR) means an observation toward learning
process that is organized as an action, which is appeared deliberately and
happened simultaneously in the classroom.
For further discussion of action research, Burns (2010: 2) adds that
the central idea of action parts of action research is to intervene in a
deliberate way in the problematic situation in order to bring about changes
and even improvements in practice. The improvement is not based on
researchers' assumptions but based on the data or information collected by
the researcher.
1. Types of Action Research
According to Ferrance (2000: 9-10), there are three types of
Action Research. There are as follows :
a. Collaborative Action Research
27
teachers or a group of several teachers and other interested in
addressing a classroom or department issue. This issue may
involve one classroom or a common problem shared by many
classrooms.
b. School-wide Research
School-wide research focuses on issues common to all.
For example, a school may have concern about the lack of
parental involvement in activities, and is looking for a way to
reach more parents to involve them in meaningful ways. Or, the
school may be looking to address its organizational and
decision-making structures.
c. District-wide Research
District-wide research is far more complex and utilizes
more resources, but the rewards can be great. The issues can be
organizational, community-based, performance-based, or process
of decision-making. A district may choose to address a problem
common to several schools or one of organizational management.
In this research, the researcher uses Collaborative Action
Research in implementing the Story Frames Strategy to enhance
28 2. Characteristics of Action Research
Action research has several characteristics that could help the
researcher more understand about action research before doing and
action research. According to Isaac and Michael (1981: 55), the
characteristics of Action Research are as follow:
1. Practical and directly relevant to an actual situation in the working
world. The subjects are the classroom students, the staff, or others
with whom you are primarily involve.
2. Provide an orderly framework for problem-solving and new
developments that is superior to the impressionistic, fragmentary
approach that otherwise typifies developments in education. It also
is empirical in the sense that it relies on actual observations and
behavioral data, and does not fall back on subjective committee
studies or opinions of people based on their past experience.
3. Flexible and adaptive, allowing changes during the trial period and
sacrificing control in favor or responsiveness and on the spot
experimentation and innovation.
4. While attempting to be systematic, action research lacks scientific
rigor because its internal and external validity is weak. Its
29
and it has little control over independent variables. Hence, its
findings, while useful within the practical dimensions of the
situation, do not directly contribute to the general body of
education knowledge.
3. Steps in Doing Action Research
Arikunto (2006: 20) states that there are four steps in doing
action research. There are planning, acting, observing, and reflecting. In
this research, the researcher would conducts two cycles. A cycle consist
of those four steps. The explanations of them are as follows :
a) Planning
In this stage researcher do some action like observed
the learning process technique used by the previous teacher,
identify the hindrance and the easiness factors in the previous
learning process, formulate the alternative action were done, and
the last arrange the lesson plan.
From the explanation above, the researcher made a
schedule. First, observing the school condition, the class and
students' condition, the schools' facilities, and the method of
30
based on the observation as part of the lesson plan.
b) Acting
Arikunto (2006:18) states that acting is implementation
of the planning in the class. In this stage, the researcher must
follow the program in the planning. This stage is done by
carrying out lesson plan on teaching reading. The cycle is
started by giving a test to the students. The result of the
pre-test will then be compared to the result of post-pre-test. The
researcher presents the acting of the research are as follows:
1) Giving pre-test
2) Teaching reading by using Story Frames Strategy
3) Giving occasion to the students to ask any difficulties or
problems.
4) Giving post-test
c) Observing
Arikunto (2006:19) said that, when the researcher takes
the class for observation, she/he needs a colleague to observe
and analyze the condition of the class and the students. In this
stage, the observer provides a lot of observation checklist also to
31
The observation checklist can be seen in the table in the next
session.
d) Reflecting
Arikunto (2006: 19-20) states that in this part the
researcher and the collaborator review back what they have
done. Researcher and collaborator discuss the result of learning
process. It consists of analyzing the action and doing
intervention, clarification how the researcher implements the
Story Frames in the class as the teacher, also the condition of the
class and the students.
B. Subject of Research
There are 8 classes of the eighth grade in SMP Negeri 4 Ungaran.
The researcher takes one class. It is 8A that will be treated using story
frames strategy. There are 34 students of 8A (less than one hundred).
According to Arikunto (1998: 120), if the population is less than one
hundred, the subjects should be taken entirely. Therefore, the researcher
32 C. Method of Data Collection
The researcher in this Classroom Action Research uses tests, class
observation, and documentation to collect the data. Each of them is
discussed in turn as follow,
1) Tests
According to Arikunto (2010: 226) test used to measure the
basic competence and achievement. The researcher uses two tests,
there are pre-tests and post-test as the instrument of the research. The
pre-test is given in the beginning of the learning process in each
cycle to find out how the students comprehension in narrative
reading text are. The post-test is given after the teacher implements
the strategy to analyze the enhancement of students reading
comprehension in narrative reading using Story Frames Strategy.
The result of the test is used to answer question number 1 (see
chapter 1).
The instruments of post-test and pre-test consist of two kinds
of exercises. There are exercise 1 in essay form, and exercise 2 is
"true" or "false". For each exercises there are five questions and
statements that should be answered and analyzed by the students.
33
guidance, the researcher provides the scoring rubric. The scoring
rubric will present on the table bellow,
Table 3.1 (Scoring rubrics for exercise 1)
No Competency Description Scores
1.
Identifies themes or message
Explains theme or message in own words, acknowledging different
interpretations 4
Restates understanding of theme or
message 3
Identifies theme or message
inconsistently 2
Identifies theme or message with
guidance 1
2.
Identify supporting details
Offering supportive evidence 4 Restates supporting details 3 Identify supporting details
inconsistently 2
Identify supporting details with
guidance 1
The Passing Grade of English in the Eighth grade of
SMP N 4 Ungaran is 71, and the target of passing grade is 85%
of the numbers of research subjects.
2) Class Observation
The researcher also collects the data by observing the class
situation and condition in the teaching learning process. The
researcher measures as the observer and the teacher all at once. The
34
researcher does the preliminary observation to observe the class
conditions, syllabus, teachers' teaching strategy, sets the observation
schedule with the teacher. While, the collaborator all at once as the
observer, observes the teachers and the students during the teaching
learning process based on the observational checklist.
In this Classroom Action Research, the researcher acts as the
teacher. The researcher collaborates with Nurul Fajri, one of the
English Departments' students of IAIN Salatiga and she acts as the
observer. In this class observation, the researcher prepares the
observation checklist during learning process that should be
completed by the observer.
Table 3.2 (Observation checklist)
NO. INDICATOR YES NO
1 Teacher prepared the material well
2 Teacher conducted the classroom well
3 Teacher used the time effectively
4 Teacher gave evaluation after the lesson plan
5 Teacher asked the student’s difficulties
35
7 Students gave attention to teacher’s explanation
8 Students were active during learning process
9 Students understood the teacher’s explanation
10 Students did the evaluation well
11 The teacher applied story frames strategy as the technique in teaching narrative text
3) Documentation
In this research, the researcher provides the documentations
to collect the data. The documentation consist of the photographs
during the research, the notes taken by researcher while teaching and
learning process. Documentation will support class observation data
collection.
D. Method of Data Analysis
The purpose of the data analysis is to know the enhancement
of students reading comprehension in narrative text using story
frames strategy of the eighth grade students of SMP Negeri 4
36
In analyzing the data, the researcher uses the combination of
quantitative and qualitative data. According to Arikunto (2006:131),
quantitative data is a numeric data that could be analyzed
descriptively. For example, to analyze the average, the percentage of
learning success, etc. While, qualitative data is data that contain
information inform sentences that express to what extent the students
comprehend the material (cognitive), their behavior toward the
newest strategy (affective), students' activity while learning process,
attention, learning enthusiasm, confidence, learning motivation, etc.
This research would be successful when there is enhancement
of students’ reading comprehension. One of the indication is the
students can explore their ideas or thinks in English well. Before
applying the action, the students would be given pre -test and
post-test in the end of the action to know the progress of students.
To measure the improvement of pre-test and the post-test the
researcher conducts the quantitative data. The researcher calculates
the mean, the standard deviation, and the t-test of the quantitative
data. According to Sudijono (2010: 86), to calculate the mean of
37
a. Mean of Pre-test and Post-test
1. Mean of Pre-test
𝑀 = ∑𝑋𝑁
Where,
M = Mean of the students' score
∑X = Sum of the students pre-test score
N = Total number of the students
2. Mean of Post-test
𝑀 = ∑𝑌𝑁
Where,
M = Mean of the students' score
∑Y = Sum of the students post-test score
N = Total number of the students
3. Calculation Mean of Difference
𝑀𝐷 =∑D𝑁
38
MD : Mean of difference
∑D : Sum of different score between two
variables (X and Y)
N : Number of Cases
b. SD (Standard Deviation)
The function of the formula is to solve standard
deviation calculation from the data that arranged into
distribution table.
SD =√∑𝐷2 𝑁 − (
∑𝐷 𝑁)
2
Where,
SD : Deviation Standard
D : Difference between pre-test post-test
N : Number of observation in sample
c. T-Test
To be able to know whether there is a significant
improvement or not between pre-test and post-test,
39
calculate the t-test, the researcher calculated the Standard
Error. The formula is:
SEMD= SDD √𝑁−1
Where,
SEMD : Standard error of Mean of Different
SDD : The different of Standard Deviation
N : The number of cases
To calculated the T-test, the researcher uses this
formula in turn :
𝑡ₒ =𝑆𝐸𝑀𝐷MD
where,
tₒ : t-test
MD : Mean of Different
40
CHAPTER IV
FINDINGS AND DISCUSSIONS
In this chapter, the researcher demonstrates the findings of the research by
discussing the implementation of Story Frames Strategy in teaching Narrative
Reading and results of the research.
A. The use of Story Frames in Teaching Narrative Texts of The Eighth
Grade Students of SMP Negeri 4 Ungaran.
To use the Story Frames in teaching Narrative Texts to the Eighth
Grade students of SMP Negeri 4 Ungaran, the researcher followed the
procedures of Classroom Action Research (CAR). The procedures
including the planning, acting, observing, and reflecting. The researcher
conducted two cycles in this research which will be discussed in turn:
1. Cycle I
The cycle 1 conducted at 13 February 2017. By focused on the
English Syllabus of Junior High School, Narrative Reading text
should be taught among 4x40 minutes. It means that the researcher
should conduct the cycle I for 2x40 minutes. The procedures of
41 a. Planning
The activities in the planning were:
1) Prepared the syllabus
2) Prepared lesson plan
3) Prepared rubric
4) Prepared material (Narrative text)
5) Prepared media (Story Frames chart, and Narrative story)
6) Prepared students attendance list, and students scoring list
7) Prepared observation checklist for cycle 1
8) Prepared the Instruments (pre-test and post-test: Cinderella)
and the action (Rapunzel)
9) Prepared the camera to take the pictures
In the first grade, the student have learned about
narrative text, so the teacher prepare more complex material
about "Narrative Text". This material was used to gave them
more knowledge and recall students comprehension about
narrative text in their previous learning. As mention in the
previous chapter, Story Frames was the unfamiliar strategy in
teaching reading, so the teacher used story frames chart to help
42
provided the key sentences of the story elements, and the
students should fill in the blank with the possible responses of
those key sentences. The story frames chart can be seen as
follows:
Figure 4.1. Story Frames Chart (Adapted from Cudd and Robbert, 1987) The story takes place in... ...is a character in the story
students’ comprehension. From the exercise 1, the teacher would
assess the students from two aspects. There were grammatical
accuracy, and vocabulary. The range of the score was from 1 to
5 for each aspect. While, exercise 2 the teacher used True or
False, by providing the statements based on the text given It is
used to know to what extent the students understand the text.
The Passing Grade of English in the Eighth grade of
SMPN 4 Ungaran was 71. In this cycle, the researcher targeted
43
researcher would conducted the cycle 2.
b. Acting
The cycle 1 started at 13 February 2017. This cycle
divided into three parts. The first part, the researcher conducted
pre-test. The story was "Cinderella". The teacher gave the
instruments which included the reading text and the exercises.
The second part, the researcher conducted treatment by
using "Rapunzel" story. The teacher read the text first, then
followed by the students. Then the teacher asked about the
unfamiliar vocabulary. After that, the teacher started to
implement the Story Frames Strategy. The steps in implemented
the Story Frames strategy were:
1. The teacher asked the students to read the story and
identified the aspects which they want to focus (e.g. plot,
characters)
2. The teacher asked the following question while the
students read a story: is there an identifiable problem? If
so, why is it a problem? Are there important events that
contribute to the solution of the problem? If so, what is the
44
3. The teacher presented the Story Frames Strategy.
4. The teacher provided the Story Frames chart.
5. The teacher guided the students to complete the story
frames chart by discussing the possible responses of each
key sentences in the story frames chart.
6. The teacher asked several students to present their result in
front of the class.
The third part was post-test. The teacher gave them back
the same story and the exercises as same as the pre-test. It was
"Cinderella" story. The teacher decided to use the same
instrument because, she assumed that by using the same story it
became easier for her to measured the students' enhancement.
c. Observing
In the cycle 1, the teacher and observer observed the
teaching and learning process. The teacher prepared the
observational checklist to observer the teacher and the students
during the learning process. The result of the observational
45
Table 4.1 Observation Checklist Cycle 1
NO INDICATOR YES NO
1 Teacher prepared the material well √
2 Teacher conducted the classroom well √
3 Teacher used the time effectively √
4 Teacher gave evaluation after the lesson plan
√
5 Teacher asked the student’s difficulties √
6 Students felt enthusiastic doing reading test by using story frames strategy
√
9 Students understood the teacher’s explanation
√
10 Students did the evaluation well √
11 The teacher applied story frames strategy
as the technique in teaching narrative text
√
The teacher forgot to give the evaluation after the lesson
plan because of the limitation of the time. The teacher was
highly focused on the pre-test, post-test, and the implementation
46
during teaching and learning process.
d. Reflecting
From the cycle 1, the researcher could reflect that the
students were still confused with the rules of did the story
frames. They could not fill the story frames chart well. As
researcher mentioned previously, Story Frames strategy was
unfamiliar strategy. So, teacher gave the guidance during they
fill the story frames chart. Moreover, the teacher in teaching
process used English to communicate minimumly, the
researcher wanted to decrease students' miss understanding
about the rules. In this cycle, the researcher used the longer
story. The students were still difficult to understand the text
because of their limitation of vocabulary mastery. It cause, the
result of the test was not achieve the target of the passing grade.
After finishing the cycle I, the researcher found that there were just
24 of 34 students (55.89 %) who passed the passing grade. It was less than
85%. Therefore, the researcher decided to conducts the cycle 2.
2. Cycle 2
The cycle 2 conducted at 23 February 2017. The cycle 2
47 Research (CAR) in the cycle 2 were:
a. Planning
The activities in the planning were:
1) Prepared the syllabus
2) Prepared lesson plan
3) Prepared rubric
4) Prepared material (Narrative text)
5) Prepared media (Story Frames chart, Story Frames Booklet,
and Narrative story)
6) Prepared students attendance list, and students scoring list
7) Prepared observation checklist for cycle 2
8) Prepared the Instruments (pre-test and post-test: Malin
Kundang) and the action (Snow White)
9) Prepared the camera to take the pictures
In the cycle 2, the teacher gave the explanation about
narrative text and reviewed back the previous material. After that,
the teacher gave pre-test to the student. The story was " Malin
Kundang". After did the pre-test, the teacher asked student to made a
group. The teacher assumed by work in a group, the students became
48
comprehension in reading and comprehend the rules of story frames
better. In the cycle 2, the teacher gave the student story frames
booklet. It consists if the story about "Snow White and The Seven
Dwarfs" and the blank page provided them to write down their story
frames about those story. The story frames booklet can be seen at the
next section.
After giving the treatment, the teacher provided the post-
test to measure the enhancement of the students reading
comprehension. For both pre-test and post-test, the teacher used
two kinds of exercises to assess the students comprehension. The
rubric for each exercise was the same with the cycle 1.
b. Acting
This cycle divided into three parts. The first part, the
researcher conducted pre-test. The story was "Malin Kundang".
The teacher gave the instruments which included the reading
text and the exercises.
The second part, the researcher conducted treatment by
using "Snow White and The Seven Dwarfs" story. The teacher
read the text first, then followed by the students. Then the
49
teacher started to implement the Story Frames Strategy. The
steps in implementing the Story Frames strategy were :
1. The teacher asked the students to read the story and identified
the aspects which they want to focus (e.g. plot, characters)
2. The teacher asked the following question while the students
read a story: is there an identifiable problem? If so, why is it
a problem? Are there important events that contribute to the
solution of the problem? If so, what is the sequence? How is
the problem solved?
3. The teacher presented the Story Frames Strategy.
4. The researcher asked the students to make a group, each
group consist of 5 students.
5. The teacher provided the Story Frames booklet.
6. The teacher asked students to focus on the key sentences
which appear in the story of story frames booklet.
7. The teacher asked all groups to discuss the possible responses
of the key sentences they have found.
8. The teacher asked students to present their result in front of
the class.
50
observational checklist too. The result of the observational
checklist in cycle 2 demonstrated in table 4.2.
Table 4.2 Observation Checklist Cycle 2
NO INDICATOR YES NO
1 Teacher prepared the material well √
2 Teacher conducted the classroom well √
3 Teacher used the time effectively √
4 Teacher gave evaluation after the lesson plan
√
5 Teacher asked the student’s difficulties √
6 Students felt enthusiastic doing reading test by using story frames strategy
51
9 Students understood the teacher’s explanation
√
10 Students did the evaluation well √
11 The teacher applied story frames strategy
as the technique in teaching narrative text √
The teacher forgot to give the evaluation after the lesson
plan again. By observing the condition of the class, the teacher
assumed that student did not find a lot of difficulties.
d. Reflecting
From the cycle 2, the researcher reflected that the
students were more understand about the rules of doing story
frames. By worked in a group, the teacher saw that the students
became more active in discussing the material, and comprehend
the strategy better. But, when the researcher decided to conduct
the students to worked in a group, it made a class became noisy.
In cycle 2, the students did the exercises better. They have
gotten the material before, so they understood more.
Moreover, in this cycle, the researcher used the shorter
texts to help them easier in order to comprehend the texts and
the strategy given by the teacher. By using the shorter texts, the
52
passed the passing grade, it more 85%. The researcher that, the
result of the both cycle successfully improved. So, the
researcher stopped the research.
B. The Enhancement of Teaching Narrative Texts Through Story Frames
Strategy of the Eighth Grade Students of SMP Negeri 4 Ungaran.
The researcher collected the data of cycle 1, and cycle 2 from the
students. They consist of 34 students of VIII A students in SMPN 4
Ungaran. The teacher calculated the score according the scoring rubric that
have mentioned in the previous chapter.
Table 4.3 The Name of Subjects in the Research
53
The result of pre-test in cycle 1 can be seen in table 4.4.
Table 4.4 Result of Pre-test in Cycle 1
54
result explained in the table in 4.5
Table 4.5
Calculation of Passing Grade of Pre-test in Cycle 1
F
r
Criteria Grade Percentage
>71 19 55.89%
71 0 0%
<71 15 44.11%
55
Table 4.6 Result of Post-test of Cycle 1
56
grade. The result is demonstrated in the table 4.7.
Table 4.7
The Calculation of Passing Grade of post-test in cycle 1
Criteria Grade Percentage
>71 24 70.58%
71 0 0%
<71 10 29.42%
57
From the data, the researcher found that there were 24
students who passed the passing grade with the percentages'
number was 70.58%. It means that the number of students who
passed the passing grade were less than 85%. So, the researcher
decided to conduct cycle 2.
c. Calculation of Mean
The result of pre-test and post-test in cycle 1 were
presented to calculate the mean data of the research. The result
can be seen in the table 4.8:
Table 4.8 The Students' Score of Cycle 1
59 2. Mean of Post-Test
𝑀 = ∑𝑌₁𝑁
𝑀 = 2497.534
= 73.45
Mean of pre-test for cycle 1 was 67.13, while mean of
post-test was 73.45 (Mean of pre-test > than post-test). It can be
concluded that there was significant enhancement of students
reading comprehension on narrative texts by using story frames
strategy.
3. Calculation Mean of Difference
𝑀𝐷 =∑D𝑁
=21534
= 6.32
d. Standard Deviation
SDD = √∑D𝑁2− (∑𝐷𝑁)2
= √4037.534 − (21534)²
= √118.75 − 39.94
= √78.81
