B. Theoritical and conceptual framework 1. Theoritical Framework
2. Conceptual Framework
In conceptual framework will explain about Running Story and all aspects. Such as the concept, aim, the advantage and the implementation will be discuss here.
a. Running story with picture
Running story with picture strategy are a flexible teaching tool which can easily be adapted to cater for a wide range of ages and abilities. It means that running story with picture can be adapted to the various ages easily.45 It also excellent oppurtunities to practice device use with the device used by the target students. Means that running
44Mila Siti Masruroh, SQ3R Implementation in Teaching reading Comprehension A case study of Eigh Grade Students at One State MTs in Sumedang, Journal of English and Education, 2 (2015),
45368
Patricia A. Antonacci, and Catherine M. Promoting Literacy Development (2012), 122
story with picture is good chance to practice the students skill. Even they will easy to reach the target of student itself.
Based on the statement above running story with picture is flexible and nice way to develop skills. It can adjust to age from the children until adults. It also good strategy or concept in the process of learning to reach students target.
b. The aim of running story strategy with picture
Running story with picture will increase students reading skill because the students will inform the pieces of that they read from the place. However students should look for another story to combine it in order that it can be a complete story. Beside of that students will also know about the story.
c. The advantage of running story strategy with picture
As we know that running story with picture is seems like we take some note when we are reading, it has many benefit for the reader.
Running story also secured both a top down and botoom up strategies to appear. Mendiola (2011) also states some advantages of running story as follows:
1) Running story with picture is highly effective, practical way to help students organize story content into a coherent whole.
2) It is an effective strategy for exceptional and low achieving students (it improves comprehension of materials that are above their instructional levels).
3) Teachers become more involved in thinking about the structure of the story they are to teach and how each part of the story relates to the others.
4) Students can more easily see how the story pieces mesh, knowledge they continually apply when they predict what might happens next in one story after another.
5) It enables students to store information in their personal schema more efficiently and facilitates the recall of story element more completely and accurately.
6) Students are able to increase their comprehending in reading skill.
d. The Implementation of Running Story Strategy with picture
Running story with picture is a good strategy to introduce reading on students. Sometimes it is used by teacher to inform the students about story in run with picture. It is also beginner strategy that students will fine a piece of story with picture in every places and inform to the write, so the writer can write and combine into a complet story. It is simple way in teaching reading, but it can be interacting learning by running story with picture as a game.
The following are the steps to implement the running story:
1.) Students are devided into groups. Each group consist of 6 students, 3 as a readers and 3 as a writers.
2.) The 3 students sit in the chair that have already prepare in order that the readers can inform the piece of story and also prepare the pencil and paper.
3.) The students who will be the reader as information giver will get one topic of story that she/he will inform it.
4.) The first reader start to inform the piece of story to the writer. For example: a reader get piece of story Cinderella, so she/he has to inform to the writer. In order that the writer to be able write truly based on the piece of paper.
5.) The second reader start to take the piece of story that still in one topic to inform too to the second writer.
6.) The readers and writers always have to exchange, in order all member can inform and write also.
7.) When it is done, than each group will discuss to unite the piece of story into a complete and good story
8.) For the last steps, the writer of each group will read in front of the class and also give the result of the discussion.
This chapter present about research methodology. It consists of six sections; Research Design, Research Subject, Research Procedure, Data Collecting Technique, Data Analysis Technique, and Evaluation and Reflection.
A. Research Design
The reasech design of this study was Classroom Action Reseach (CAR). According to Cam and out Kemmis, in Mc Tanggart stated that action research is a form of self reflection enquiry undertaken by participants in sosial situation in order to improve the rationality and justices of their practices their understanding of these practices and situation in which the practices carry.46 Furthermore, Susanto stated that Classroom Action Research is a research whose problem is raised from classroom context.47 Classroom context refers to teachers condition, students condition, teaching materials, facilities, and other related factors which interact in such a way and present what these called teaching and learning process with its various problems.
Classroom action research is able to be called successful if it can exceed the criteria which have been determined, and fail if it is not exceed the criteria which have been detained. In this study, the research will succeed when there is 75% numbers of students could achive some improvement score from pre test until post test in cycle two and or they could pass the target score
46David nunan, Understanding language Classroom, (United Kingdom: Prentice Hall, 1989), 12
47 Susanto, (2010)
of the minimal level criterion (KKM).48 If the criterion of the action success achived, it means that the next action of the Classroom Action Research would be stopped. But if the condition has not reached yet, the alternative action would be done in the next cycle.
The kind of research is held in the classroom and it dealt with the classroom setting. The goal of this study is to develop the teaching strategy in order to find the solution of problem in teaching English lesson especially in teaching reading. To solve the problem of teaching reading, the reasercher apply inform the story technique along the teaching process. In conducting the research, the researcher collaborated with an English teacher of State Junior High School 6 of Jember.
48 Syaiful Bahri Djamarah and Aswar Zain, Strategy in Teaching and Learning, (Jakarta: PT Rieneka Cipto, 2006), 108
Figure 3.1
Classroom Action Research Procedure (Kemmis and Tangart 1998)
Preliminary study
Observing the teaching learning process of reading at the second of state junior high school 6 Jember
Planning Preparing the leason plans.
Instructional material, research instruments and criteria of success
Implementing Conducting the planned procedure
Observing Observing the action through : observation and field notes Analysing and reflecting
Analysing the result of the observation and doing of the reflecting
Not success
CONCLUTION AND
REPORT Success
Revise the plan and continue to the next cycle.
B. Research Subject
This research was conducted at State Junior High School 6 Jember and carried out with the students of second grade. In the second grade, students were divided into 7 classes. Most of each class consisted about 32 students.
The researcher selected the subject of the research by choosing one class fromm Grade VIII C to take the data needed and it consisted of 34 students.
The researcher choose the class because together with the process I did teaching practice in that class. While I observe their reading skill. So in that class I found a problem as explained in the background of study. So that why I will do this research.
C. Research Procedure
The process of this study consisted of some steps from Preliminary study, Planning, Implementing, Observing, and Reflecting.
1. Preliminary study
The Research step was done as initial step and the Researcher collected the data related to the problem faced by the students and the technique applied by the English teacher I the teaching learning process. In the preliminary study, I found some problems to the studets. The finding are:
a. Most of students still difficult in reading
b. Students still difficult to understand about narrative text (mai idea, generic structure, and moral value)
2. Planning
In this phase, the researcher do some observation to know the precondition before the classroom action research is conducted or the so called preliminary study. In this section, the researcher includes some steps as follows: (1) preparing lesson plan, (2) preparing the research instrument, (3) preparing the instructional materials, (4) procedure of presentation, and (5) preparing the criteria of success.
a. Preparing lesson plan
Before implementing the running story strategy, the researcher desined a lesson plan. The design was based on the standart of competence as stated in curriculum of education level 2013 curriculum.
The lesson plan consist of following stages;
1.) Instructional objectives 2.) Instructional media
3.) Teaching and learning activity b. Preparing the research instruments
In order to get some data needed, the researcher and the collaborator developed some instruments such as; observation checklist, field notes, test and questionnaire.
c. Preparing the instructional materials
In this process, the researcher find some reading materials and select the appropriate material for instruction based on the instructional objectives stated in the lesson plan.
d. Preparing criteria of success
This study dealt with improving students reading ability and motivating them to learn English by implementing running story with picture strategy. The criteria of success was described into three aspects 1.) The students scores result should be higher than before and the
criteria of score is aquel to or higher tan 75.
2.) Students are involved actively during the reading lesson. The students are observed during the implementation of the running story strategy from pre reading until post reading by using observation checklist and field notes. Categories of reading activity are described as follows if the entire students, some of students, and none of the students do the reading activity, are categorized good, fair and poor.
3.) The criterion could be met if the students involvement in reading activity is categorized as good if the students got 7 to 8 score, fair if the students got 4 to 6 score, and poor if the students got 1 to 3 score. This criterion is achived when 75% of the students got the
“Good Criteria” and as for the classical success criteria should be achive 95% and remaining of 95% will do remedial section to achive the success criteria.
e. Implementing
In conducting the study, the researcher act a practitioner who carry out the lesson plan in the class, while the collaborator play as an
observer. Before the implementation of the plan. The researcher has to train his collaborator in using the game in the class in the purpose that the collaborator understand how to apply this strategy. Then, it is expected that his collaborator is able to use this strategy.
f. Observation
In this phase, the teacher observes the students response, participation, achievement and everything which is found during teaching and learning process. Sometimes the teacher also asks some students opinion about the process of teaching and learning narrative text by using running story strategy. Some main points observed in this step are the students activities and improvements are well as the teacher performance in applying the running story strategy in teching reading skill. In order to collect accurate data and get reliable result, the researcher prepares the instruments for the data collection.
g. Reflection
In this phase, the teacher reflects the whole action based on data that have been collected, and than it is necessary to hold evaluation before starting the next cycle. This phase is the teacher discuss the problems occurred in the class with students. Thus, the reflection is able to be determined after implementing the action and observation outcomes. If there are still some problems, so it needs to move to the next cycle.
Researcher analysis the data and compared the criteria of success and the data or evidence exists. The researcher analysis two kind of data.
They are quantitative and qualitative data. Quantitative data take from the students scores and the data analysis. This was treated quantitatively, while qualitative data take from observation checklist that was treated qualitatively. The researcher and collaborator conduct the reflection after complecting each meeting of the study. It is aim to measure whether the indicators of success are achieved or not.
D. Data collecting technique
In the data collecting technique, the researcher use some instruments such as test, field notes, observation, and questionnaire.
1. Test
The test used in this srudy is pre-test and post-test, the pre test is done before implementing running story strategy. It is to measure students reading comprehension at first. Meanwhile, In this study the test is done from the result of students written. The test is held on every second action of the cycle.
2. Field notes
The field note are made to notice the additional information happened in the classroom. The feld notes consist of the points which are considered as good response of the classroom and the thing to improve the text classes.
3. Observation
In this case, the researcher uses the unstructured or opened observation to know the occurrences within learning process. It may be about the teacher performance during Classroom Action Research (CAR), class situation as reading activity and students response concerning the use of running story with picture strategy. During the observation, the researcher interacted with the students ad teacher. It is conducted to know the students achievement in reading.
4. Questionnaire
Elliot argues that questionnaire is basically a list of questions one wants to ask other people. It is one way of checking whether other participants in the situation would give the same answers to te kind of questions one has asked.49 So the use of questionnaires can often be very useful because it help us to collect a range of information with relative case. Beside it can be used to collect information on the student attitudes.
On the basis of those ideas, the researcher employ questionnaire to elicit the data taken from the students opinions about the learning material utilized by the techer.
E. Data analysis technique
From the data collecting technique, there are two forms of the data in this study. The first it words (qualitative) and the second is number (quantitative). The quantitative data obtain from planning and reflection.
49Elliot, J. Action Research for Educational Change, (Buchingham: Open University Press, 1991), 82
Meanwhile, the qualitative data obtain from implementing the action and observation.
The quantitative data obtain from field notes, the reflection about the teaching and learning process or reading by doing collaboration with the teacher, and also the result of questionnaire abot running story strategy from students and classroom observations during the implementation analysis qualitatively. The qualitative data analysis consist of implementing the action and observation, including the students average scores in the reading test which obtain from pre test and post test and also observation during process of learning.
F. Evaluation and reflection
In this phase, as we know in the explanation before about the reflection itself. Which is the researcher and collaborator conducted a reflection after completing each meeting of the study. They analysis the result of the action based on two kind of data (qualitative and quantitative) and also based on comaparing criteria and available evidence, therefore it will be able to evaluate from the researche. If the result shows success indicators, the action will be enough but if the result is not achieved, the researcher will evaluate the action till successful.
This Chapter presents research finding and discussion based on the result of the analysis of collected data. The findings and the discussion were about the improving student’s reading narrative text through running story with picture strategy at SMPN 6 Jember.