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THE EFFECTIVENESS OF STORYTELLING OF READING COMPREHENSION OF ELEVENTH GRADE STUDENTS MA
BILINGUAL BATU
SKRIPSI
BY Nur Hazliana
21701073016
UNIVERSITY OF ISLAM MALANG
FACULTY OF TEACHER TRAINING AND EDUCATION
ENGLISH EDUCATION DEPARTMENT
2022
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THE EFFECTIVENESS OF STORYTELLING OF READING COMPREHENSION OF ELEVENTH GRADE STUDENTS MA BILINGUAL BATU
SKRIPSI Presented to
Faculty of Teacher Training and Education UNIVERSITY OF ISLAM MALANG
in partial fulfillment of the requirements for degree of Sarjana in English Language Education
BY
NUR HAZLIANA 21701073016
UNIVERSITY OF ISLAM MALANG
FACULTY OF TEACHER TRAINING AND EDUCATION ENGLISH DEPARTMENT
SEPTEMBER 2022
ABSTRACT
Hazliana, Nur. 2022. The Effectiveness of Storytelling of Reading Comprehension of Eleventh Grade Students MA Bilingual Batu. Skripsi, English Education Department Faculty of Teacher Training and Education University of Islam Malang. Advisor I: Dr. Hj.
Mutmainnah Mustofa, M.Pd ; Advisor II; Dzurriyyatun Ni’mah, S.Pd., M.Pd.
Keywords: Storytelling, teaching method, reading comprehension
Reading is a fundamental skill to access information, as it allows the reader to access information worldwide. However for EFL students, reading in foreign language is not easy, and most information worldwide are written in English. Therefore, good teaching method in reading is necessary to enhance students’ reading comprehension. In this study, teaching method used to investigate is storytelling as it promotes students' reading comprehension, it is considered to be an effective method to develop the aspects of cognitive, affective, social, and appreciation in learners. Therefore, the researcher is of interested in conducting research about the effectiveness of storytelling method to improve reading comprehension.
This study used experimental research design to measure the difference between experimental group who receive treatment and control group who receive conventional method. The data for this research collected in the form of pretest and posttest score from 56 students from the 11th grade students of MA Bilingual Batu. The data are analysed using SPSS version 24 with independent sample t-test.
The study concluded that the students from the control group were dominant in reading comprehension in terms of pre-test, but then outperformed in the post test by experimental group who received treatment using storytelling method. However, the result indicated no significant difference between control and experimental group both in pretest and posttest as the significance level is more than 0.05. This indicated that storytelling might help the students to improve their reading comprehension.
CHAPTER I INTRODUCTION
This section defines the study's background, research problems, purpose, scope, and limitations. It also explains the study's significance as well as definition of the key terms.
1.1 Background of the Study
Reading is considerably seen as fundamental skills for both intellectual and language competence. This skill is one of the common method of receiveing information in the society particularly for academic purposes (Al Jarrah & Ismail, 2018). As explained by Lessaux and Harris (2017), reading have a significant role as one of the most frequent language activities used in our life. It is speculated that lacking reading competence might result in intellectual related issues which is mostly educational issues. Decent reading skills has been the focus of many educational institution and effective ways to develop reading comprehension has become the focus of language researchers nowadays. As stated by Beattie and Ellis (2017), that learners who do not enjoy reading might have difficulties in reading comprehension. Moreover, Castles, Rastle & Nation (2018) stated that reading is the composed product of linguistic and cognitive process on written language which involves interaction with the background knowledge, textual features, and reading purpose. Thus, can be stated that reading is not an easy skill to master as its process requires the reader to have certain level of skills to comprehend the text.
With reading playing an important role in language learning, many educators from EFL country still struggling to develop teaching that develop students’ reading comprehension effectively as it is not easy to read English for EFL students whose language systems are different even though reading gets priority in instruction (Septiarini & Rahmat, 2018).
According to Hatami and Asl (2017), appropriate method prioritizing activities directly related to physical activities and movements have a potential to develop memory stimulation, the stronger the memory association, the easier it is to remember. Moreover, Efnawati (2020) stated that reading is considered important activity which aimed to discover knowledge from a certain source, it also develops mental quality and mind of the reader, strengthen the memory as well as developing knowledge and creativity.
In terms of language skills, Peart (2017) stated that there are generally five aspects that influence the effectiveness of foreign language reading comprehension, those are phonological,
word translation, fluency, and word meaning. Meanwhile in terms of instruction and learning, there are several factors that affect students' reading comprehension as stated by Catherine in Hilmi and Addina (2020) that reading comprehension is influenced by reading instructions, social interactions that motivate students to read, opportunity to reading practices, and exposure to various types of reading materials that are suitable for individual readers' interests and need.
Among these aspects, reading instruction plays an important role in developing reading comprehension. Brown (2007) stated that reading is a receptive language process that initiated with language that written by an individual in the text and continued by interpretation of meaning by the reader after reading, thus reading in foreign language requires sufficient competence in a language. According to Peart (2017), in terms of language learning, reading is considered to be significant quality that determines the success of language learning. In comprehending a text both native or not, readers should utilize strategies suitable for their own According to Anderson (2003), instruction plays significant role as the initiating process in language learning, it encompasses planning, implementation, evaluation and reflection which distinguished it from the other language learning process.
Considering above issues and challenges regarding low level of reading comprehension capabilities, the implementation of suitable reading learning and teaching techniques is highly necessary to overcome the problems. Appropriate English reading teaching and learning method might provide students motivation to learn which also determine the learning success of the students. For these reasons, the researcher aims to explore storytelling method to enhance learning achievement especially in reading comprehension. Storytelling technique was chosen due to its potential to promote students’ affective and social aspects including face-to-face interaction and interdependence. In addition, storytelling serve as a medium for the students to be active in constructing the meaning. Aside from the benefits of storytelling in terms of promoting students' reading comprehension, it is considered to be an effective method to develop the aspects of cognitive, affective, social, and appreciation in learners. (Asfandiyar, 2007). These skills are parallel to the skills needed to retell texts that have been read by students.
Based on the description of the definition above, it can be concluded that storytelling is an art of language as a medium for distributing, and interpreting, the messages of stories that involves active interaction between narrator and audience as the emphasis of the storytelling technique.
Storytelling is an activity that experienced by individual which enables them to convey it through words which is an aspect of self oneself or others, and the real world or imagination (Alterio and McDrury (2004). Storytelling allows us to get to know the world and places individual living, where each person is shaped by a story to some extent whether it is about oneself, family, friends, people, culture, and the history of the place of residence.
There are several study that discussed reading comprehension and storytelling technique, for instance, Hamdy (2017) sought to determine the effect of using the digital storytelling method on enhancing students' reading and listening comprehension as well as significant differences between pretest and post-test scores in both reading comprehension and listening comprehension, which suggested that the impact of digitalization of storytelling on students' understanding in both reading and listening was not significant. Hilmi and Addinna's (2020) study, which looked at the effectiveness of the Reading to Tell the Story Method to improve students' reading comprehension through students' level of learning autonomy, found that students who were involved in the storytelling method had better reading comprehension than those who weren't. From the two previous study, the researcher found the gap that the first study focused on digital storytelling and the second study focused on the effectiveness of storytelling strategy. In this case it is important to investigate the effect of teaching using storytelling technique towards students’ reading. Therefore, the researcher is concerned in studying about the efficiency of storytelling technique to advance the students’ reading comprehension in eleventh grade students at MA Bilingual Batu.
1.2 Research Problem
From the research background, the researcher formulate the research problem as follows.
“Is there any significant effect of storytelling technique towards students’ reading comprehension?”
1.3 Research Purpose
From the research problem above, the researcher formulate the research problem as follows
“To find out the effect of storytelling technique towards students’ reading comprehension.”
1.4 Research Hypothesis
From the research problem and research purpose above, the researcher provides the following research hypothesis.
Ha: There is a significant effect of storytelling technique on students’ reading comprehension.
H0: There is no significant effect of storytelling technique on students’ reading comprehension.
1.5 Scope and Limitation of the Study
The study will be conducted on Madrasah Aliyah Bilingual Batu, the participants of this study involve 11th grade students from two classes during English course. The study is conducted on two classes due to the different teacher with different phase in eleventh grade.
So, the researcher only conducted study on two classes taught by one teacher. The possible limitation of the study is when some students did not attend the class once, as they receive less treatment from the other that make the data less valid. In this case, those students might be excluded to ensure the validity of the research. Moreover, the study is also limited to research instruments where there is no direction on storytelling for the students and only provided them with texts. Another limitation is the method used in storytelling where the researcher did not use any picture or props to amplify the storytelling elements.
1.6 Significance of the Research
Theoretically, the result of this research might confirm the legitimacy of the theory stating that the storytelling method is efficient in enhancing reading comprehension of the students‟.
Practically, this study provides an opportunity for the students to get fresh experience by having storytelling in their learning at English reading class to improve their comprehension
in reading. Other than that, the outcome of this research serve as supplementary information for the teachers to consider storytelling technique as option in their teaching method which is believed to have beneficial effect on students’ English language learning and teaching as well as learning process of reading. Furthermore, the result of this research also serve as inspiration to conduct related research theme.
1.7 Definition of Key Terms
To avoid misunderstanding and make the study more comprehensive, the researcher provides definition of key terms as follow.
1. Storytelling is about telling something that talks about actions or an event and delivered orally with the aim of sharing experience and knowledge to others. In this study storytelling is focused on English narrative text.
2. Reading Comprehension is the ability to comprehend textual material, in this study, reading comprehension is focused on English text in the form of story. The students’ reading comprehension skill is measured using reading comprehension pretest and posttest.
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter shows the conclusion based on the findings and discussion to answer the research question as well as suggestion for students, teacher and the next researcher.
5.1 Conclusion
From the result of the study, it can be concluded that the students from the control group were dominant in reading comprehension in terms of pretest, but then outperformed in the posttest by experimental group who received treatment using storytelling method. This indicated that storytelling can help the students to develop reading comprehension skills as the students from experimental group are better in term of posttest score. However, in terms of the significant difference between control group and experimental group in reading comprehension, the result indicated no significant difference between control and experimental group both in pretest and posttest as the significance level is more than 0.05. This indicated that storytelling might help the students to improve their reading comprehension.
5.2 Suggestion
The researcher provides the suggestion based on the result as well as limitation in this study which might be useful for the next researcher.
It is suggested for learners to develop reading comprehension using as for storytelling the result in this study did not significantly affect reading comprehension.
For teachers, it is suggested to develop various reading comprehension methods to optimize the learning result of the students in terms of reading comprehension.
For the next researchers who studied storytelling, instruments and storytelling properties should be well prepared, the treatment should be suitable for research objectives and well mastered the storytelling technique very well.
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