TO IMPROVE THE NARRATIVE TEXT READING COMPREHENSION AMONG THE EIGHTH GRADER OF SMPN 1 TRIMURJO. The purpose of this research is to show whether the use of story pyramid strategy can improve the narrative text reading comprehension of the eighth graders in SMPN 1 Trimurjo in the academic year 2017/2018. The researcher concludes that the story pyramid strategy can improve the student's reading comprehension in narrative text from the eighth graders in SMPN 1 Trimurjo.
Tujuan dari penelitian ini adalah untuk menunjukkan apakah penggunaan strategi piramida cerita dapat meningkatkan pemahaman membaca teks naratif pada siswa kelas VIII SMPN 1 Trimurje tahun pelajaran 2017/2018. Peneliti menemukan bahwa strategi piramida cerita dapat meningkatkan pemahaman membaca siswa kelas VIII ŠPN 1 Trimurjo.
MOTTO
Focus of the Study
- Problem Identification
- Problem Formulation
- The Importance of Reading
- Models of Reading
- Reading Comprehension
- Reading Comprehension Levels
- Measurement of Reading Comprehension
- Generic Structure of Narrative Text
- Language Features of Narrative Text
- The Rule of Story Pyramid
- The Purposes of Story Pyramid Strategy
- Procedures of Teaching Reading in Narrative Text Through Story Pyramid Strategy
To show whether the story pyramid strategy can be used to improve students' ability to understand narrative text. Thus, Valerie states that the story pyramid is a strategy that will help students organize events in a story.26 It will make students aware of story structure. Based on the above definition, the writer concludes that the story pyramid strategy is an effective strategy to make students understand the story based on structure.
Based on the objectives of the story pyramid strategy above, the author concludes that the story pyramid strategy the. The teacher asks the students questions related to the title of the story and where the story comes from.
Action Hypothesis
The purpose of this research is to improve the students' reading comprehension by means of story pyramid strategy. Action research is investigation or research related to efforts and to improve the quality of teaching and learning; in this case, of advanced learners.39. In the research, the author picks up a relevant strategy to help the author improve the reading comprehension ability of students.
With the story pyramid strategy, students are tried to be able to read the text effectively, know the description of important information from the story, such as the main character, the setting and the major events of the plot.
Setting and Subject of Research
In this research, the author uses the English teacher in SMP N 1 Trimurjo as the collaborator.
Action Plan
- Classroom Action Research (CAR)
- The Steps of Classroom Action research (CAR)
- Acting
- Observing
- Reflecting
In the first stage, after the writer analyzes the discovery of study problems, such as identifying the student's reading comprehension problem that occurred in the classroom, and completes the search for a solution to the problem. The writer prepares the curriculum, including the learning process and media to be used in the acting phase. To plan, the writer will conduct this research in the classroom where the problem was identified.
After the author finishes the plans, the teaching and learning process can be carried out in the eighth grade of SMPN 1 Trimurjo. In this cycle, what the author will do in the same way as with the first cycle, if the goal is to repeat the success of the cycle before or to make the result of the first cycle stronger.
Data Collecting Technique
Here the writer will compare the score for pre-test and post-test in reflection. According to Creswell, a test is a set of stimuli presented to an individual to elicit responses on the basis of which a numerical score can be assigned.49 The material in the pre-test and post-test is different but has the same difficulty. Pre-test is used in the first meeting before doing treatments to know the students' abilities before doing the action research.
Post-test used in the last meeting after treatments were done to find out if the treatments made any contribution to the students. The improvement can be seen if the average score of the post-test is higher than the pre-test.
Data Analysis Method
Using this method, the writer learns in detail the state of the school, students, teachers and the history of SMPN 1 Trimurjo in the academic year 2017/2018. The formula for calculating the percentage of students who pass the Minimum Knowledge Criteria (MMC) in each cycle is as follows:
Indicators of Success
Description of Research Location 1. The Profil of SMPN 1 Trimurjo
- School Conditions
- School Activities
- Location Sketch of SMPN 1 Trimurjo
The creation of the syllabus and curriculum for all subjects classes VII, VIII, IX based on the national standard of education. To be the first winner in the story contest, national and . debate competition at the international level. To be the first winner in Mathematics, Physics, Biology and SPI at the national and international level.
Being the first winner of O2SN and FLS2N nationally and internationally. Implementation of a scoring system that uses different assessment techniques .. based on national and international standards. Realization of positive attitude development such as; good behavior and good character towards the school community. p.
There are two student activities in school, the internal activity and the external activity.
Result of The Research
- Pre Test
- Cycle I
- First Meeting
- Second Meeting
- Cycle II
But before the researcher and the collaborator made a plan, they identified the students' problems based on the result of the pre-test score. The result of the observation of the students' activity in Cycle 1 There is no percentage of the frequency of the students' activity. From the table above it showed that the average score of pre-test and post-test 1 point.
The average of pre-test score of the student was 63 and the average of post-test 1 was 69. Both the researcher and the students discussed to identify the meaning of the words from the text. The first meeting in cycle II was over and the researcher gave the students feedback on the learning process.
The result of observing the students' activity in cycle II No students' activity frequency Pensentations. The table above indicated that the average of the post-test 1 score and post-test 2 score. The average of post-test 1 score of the student was 69 and the average of post-test 2 was 78.
It means that the average of the score after test 1 and the score after test 2 showed improvement. The researcher and the collaborator identified that most of the students pay attention to the learning process and were focused on the teacher's explanation. Due to the post-test score of 2 points and the observation of the student's activities had to meet the criteria of the success indicator.
Interpretation
- The Interpretation of Student’s Test Score of Cycle I and Cycle II
Score
Score
During the process of the student's learning activities, the observer had to observe their activities. The student's activity in the learning process to pay attention to the teacher's explanation was improved by comparing the observation of results in cycle I and cycle II. The student's activity to ask the teacher improved from cycle I to cycle.
This result was suitable for the student's participation to ask the teacher when they had the problems in the learning process. They could be brave and they used the opportunities of the teacher to ask anything related to the learning process. The student's activity in answering the teacher's questions was also improved from cycle I to cycle.
Although not all the questions could be answered correctly, but the students could have shown their bravery by answering the teacher's questions. It could be seen the percentage on the table above, there was the improvement from 56.67 % in cycle I to 76.67 % in cycle II with the improvement percentage was 20. The student's participation in giving their idea was significantly improved from the cycle I to cycle.
The student was also able to do the task well because he enjoyed the learning process. The percentage was seen from the table above, there was an improvement from 83.3% in cycle I to 90% in cycle II, with a percentage improvement of 6.7. From the graph above, it was evident and concluded that the student's learning activities improved significantly.
Conclusion
Students can discover factual or detailed information about orientation, complexity, and resolution, and understand linguistic features in narrative text by completing the story pyramid. So it can be concluded that the use of story pyramid strategy in teaching narrative text can be improved.
Suggestion
To ensure that learning to teach goes well, the teacher must clearly explain the pyramid story strategy before starting the learning and teaching process. Fredericks Anthony, Much More Social Studies Through Children's Literature: A Collaborative Approach, New York, Libraries Unlimited, 2007. Klinger, et al, Teaching Reading Comprehension to Students with Learning Disabilities, New York: The Guildford Press, 2007.
Jennifer Seravallo, Teaching Reading in Small Group: Differentiated Instruction for Building Strategic, Independent Readers, USA: Heinemann, 2010. McNiff, Jean and Jack Whitehead, Action Research: Principles and Practice, Edisi Kedua, London dan New York, 2002. Membuat Makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk narrative dan narrative untuk berinteraksi dengan lingkungan sekitar.
Mengungkapkan makna dan langkah retorika dalam esei pendek sederhana dengan menggunakan ragam bahasa tulis, akurat, lancar dan berterima.
TRIMURJO Bahasa Inggris
- Tujuan Pembelajaran
- Meteri Pembelajaran : Terlampir
- Langkah-Langkah Kegiatan
- Sumber Belajar a. Buku Teks
- Penilaian
I'll never forget it: who knows I might do you a good turn one day?" The lion was then tickled by the thought that the mouse could help him. One morning while she was weaving, her loom flew out of the window until it lasted. When he came out, the other frogs said, "Didn't you hear us?" The frog explained to them that he was deaf.
What did the other frogs do when the two frogs tried to jump out of the pit. He wanted them to know that he was no longer the same, he had his own company, car, apartment, etc. The jackal understood the plight of the lion and helped him out of the mud with an extra effort.
