UNDERGRADUATE THESIS
Presented to
State Institute Islamic Studies Jember in partical fulfilment of the requirement for the undergraduate degree
in English Department
By:
IFA AGUSTIN SUSANTI Student Number: T20156043
STATE ISTITUTE OF ISLAMIC STUDIES JEMBER TEACHER TRAINING AND EDUCATION FACULTY
ENGLISH EDUCATION PROGRAM
JEMBER
2020
from the work of others had been given an award by citting the name of the sourch author correctly. All the contents of this undergraduate thesis are fully the responsibility of the author.
Jember, 23th January 2020 The Writer
IFA AGUSTI SUSANTI T20156043
Read! in the name of your Lord, who has created (all that exists). (1) Has created man from a clot (a piece of thick coagulated blood. (2) Read! and your Lord in the most Generous.*
* Al- Hilali, Muhammad Taqi-ud-in and Khan, Muhammad Muhsin. The Noble Quran has been translated into the modern English Language. Dr-us-Salam Puplications. (Surah Al-Alaq 96), 1- 3
Mother (my guardian angle Mrs. Suaidah) Husband (the lovely man Mr. Hisbullah Huda)
My Parent in Law (Mr. M. Usman and Mrs. Fatimatus Zahro) All big family ( who always pray for me)
universe, master of the day judgment, God almighty, for all blessings and mercies so the researcher was able to finish this thesis entitled “Improving Students Reading Skill of a Narrative Text through Running Story with Picture Strategy at Smpn 6 Jember”. Peace be upon Prophet Muhammad SAW, the great leader and good inspiration of world revolution.
The researcher is sure that this thesis would not be completed without the helps, supports and suggestions from several sides. Thus, the researcher would like to express her deepest thanks to all of those who had helped, supported, and suggested her during the process of writing this thesis. This goes to:
1. Prof. Babun Suharto, S.E, M.M as the Rector of the State Islamic Institute of Jember.
2. Dr. Hj. Mukni’ah, M. Pd.I as the Dean of Faculty of Tarbiyah and Teacher Training who has facilitated me to study in this faculty.
3. Mr. As’ari, M. Pd.I as the Head of English Education Department who has motivated me to study English.
4. Mrs. Dra. Khoiriyah, M.Pd as my graduate advisor who help me to solve this undergraduate thesis.
5. Mrs. Hj. Christina, S.Pd as my collaborator who always help and give me motivation to finish this undergraduate thesis.
6. All of the lecturers in English Department of IAIN Jember for giving knowledge and spirit.
accomplish the process of the research.
9. My beloved parents (Mr Muhammad Hasan and Mrs Suaidah) who have given prayer so the researcher could be grow up as a Lucky girl
8. My Husband (Mr. Hisbullah Huda) who have given a lot of material and mental supports during the process of doing this thesis.
9. My Parent in Law (Mr. M. Usman and Mrs. Fatimatus Zahro) who have given me prayer during the process of doing this thesis.
10. My best friends who give me supports and spirits during the process of doing this thesis.
The researcher realizes that this thesis is still far from being perfect. The researcher hopes that this thesis is useful for the researcher in particular and readers in general.
Key Words : Improving, running story with picture, reading narrative text.
The reading skill of the second grade of State Junior High School 6 of Jember still needs improvement. Based on the teacher’s experience and the results of preliminary study, it was revealed that the students were difficult on how to improve the reading narrative text of the eight grade students of State Junior High School 6 Jember by using Running Story Strategy with Picture.
This research is classified as Classroom Action Research (CAR) of Kemmis and Taggart (1998). It consists of 4 stages, they are planning the action, implementing, observing and refecting. Cycle of this study consist of 2 cycles.
Each cycle consist of 3 meetings. In planning, the researcher and collaborator prepare a lesson plan based on the observation in the preliminary study, which refers to the problem found inside it. Next, acting is the researcher as a practitioner who carries out the lesson plan in the class, while the collaborator plays as an observer. Then, observing is the process of recording and gathering data about any aspects or event that was happening in the teaching and learning process during the implementation of the action. The last is reflecting, in this phase, the researcher analysed the data and compare the criteria of success and the data or evidence exists. The criteria of individual success is aqual to or higher than 75. While the criteria of classical success is achieved when 95% of the students got the good criteria. The subjects of this research were 32 students of class VIII C of Junior High School 6 Jember.
After conducting cycle 2, the result of this study using Runing Story Strategy with Picture procedures indicated the fact that the students were success in reading narrative text. In the preliminary study students reach score of 65%, in the first cycle students reach score of 75% and the second cycle students reach score of 95%. There are 15% improvement from students' scores in preliminary studies up to mean scores to the first cycle, and there are 30% of mean scores improvement from students' scores in preliminary studies up to the second cycle.
This strategy used not only for fun, but also for the useful practice and review of language lessons, and leading to the goal of improving student’s reading comprehension. Therefore, it is recommended that the English teachers apply Runing Story with Picture as an alternative technique in teaching reading narrative text.
APPROVAL SHEET ... ii
APPROVAL SHEET ... iii
STATEMENT OF WORK ORIGINALITY ... iv
MOTTO ... v
DEDICATION ... vi
ACKNOWLEDGEMENT ... vii
ABSTRACT ... ix
TABLE OF CONTENT ... x
TABEL OF PICTURE ... xii
APPENDIX ... xiii
CHAPTER I 1. INTRODUCTION a. Background of Study ... 1
b. Research Question ... 6
c. Objectives of the Research ... 6
d. Significant of Study ... 6
CHAPTER II 2. LITERATURE REVIEW ... 9
a. Previous Study ... 9
b. Theoretical framework ... 12
a. Research Design ... 36
b. Research Subject ... 39
c. Research Procedure ... 39
d. Data Collecting Technique ... 43
e. Data Analysis Technique ... 44
CHAPTER IV A. Findings ... 46
B. Discussion ... 57
CHAPTER V A. Conclusions ... 61
B. Suggestions ... 62
REFERENCES ... 64
2.2 Standart Competence and Basic Competence ...21
3.2 Pre-test ...48
3.3 Implementing Running Story in Cycle 1 ...50
3.4 Implementing Runing Story with Picture ...55
3.5 Students Achievement in Reading test ...58
In recent years, there has been an increasing interest in reading that often considered as the difficult skill and one of the important skills that should be mastered well by the students. Hanafi (2005) states that reading can support the process of mastering the other skills and improving knowledge.1 By reading books, magazines, newspaper, and bulletins, people can gain a lot of information that can enrice their knowledge. So, it can be assumed that the success of gaining information depends on reading ability. Furthermore, current trends in education consider reading lessons to be an important early step in the development of mental and linguistic abilities. 2 By knowing the importance of reading, an English teacher should be aware of applying appropriate teaching techniques of using media in teaching learning process.
At the present time, the benefits of reading has been more and more often discussed by various circle of society in a variety of opportunity. In developed countries, reading is a primary requirement for every citizen to obtain information required. Every aspect of life in the community approximately will involve reading activity.3 By reading the students are able to get a lot of information based on what they have already read. Although generally people think of reading as a simple, passive process that involves
1 Hanafi, The Implementation of Speed Reading Techniques to Improve EFL Students Reading Comprehension. (Jember: FKIP University of jember,2005), 207
2 Alshumaimeri, yousif. The Effect of Reading Method on the Comprehension Performance of Saudi EFL students: international electronic journal of elementary education,2014
3Ibid, 210
reading words in a linear fashion and internalizing their meaning one at a time, it is actually a very complex process that requires a great deal of active participation on the part of the reader. Hence, reading is stated as an active process, the readers form a preliminary expectation about materials, then select the fewest, most productive clues necessary to confirm or reject that expectation.
Beside that, Islam religion also considers that reading is important because muslims have to read in order they know the rules of islam. It is proven by Al- Alaq, it is the first letter that in revealed to prophet Muhammad SAW.
4
َۚﻖَﻠَﺧ ْيِﺬﱠﻟا َﻚﱢﺑَر ِﻢْﺳﺎِﺑ ْأَﺮْﻗِا
Read! in the name of your Lord, who has created (all that exists).
Based on the verse is Allah SWT govern Muslims to read in order they know the obligation and prohibition of Allah for all muslims. Reading in Islam side to increase knowledge. As the result, reading is also important to increase muslims knowledge. The prophet muhammad is expected by God to be able to read, though before this verse was revealed the Prophet Muhammad was illiterate people. Someone could read fluently when it several times to repeat the reading. Verily Allah has made the power of nature to make you a man who knows reading, even though you do not learn it before this.
Nevertheless, most of students are low in reading because they get several problems especially in a narrative text. The problems are first, students
4Al- Hilali, Muhammad Taqi-ud-in and Khan, Muhammad Muhsin. The Noble Quran nah been translated into the modern English Language. (Surah Al-Alaq 96), 1
are difficult to understand reading text. Students face difficulties in understanding the messege, answering the qusetions and analyzing the generic structure.5 Second, students are also difficult to comprehend in reading text because students cannot make a picture of text that they read.6 Moreover, students do not have prior knowledge and difficult to create picture in their mind about reading text. Based on the problems is one of the most difficult texts for students is a narrative text.
Beside that, reading is believed as a required activity in learning most of all subjects since reading has been proved in increasing students’
knowledge. Reading has functions as a means to access information in the global era. It means that reading is a process of combining information from a text and reader’s background knowledge to building meaning. Reading serves the wider role of extending our general knowledge of the world and also it can use to access written worlds of ideas Reading is not only for getting information but also facilities us for language learning.
Reading can improve other general language skills and help to think in the target language, enlarge English vocabulary, improve writing skill and a good way to find out about new ideas, facts and experiences. Reading and teaching reading is a process based on an interaction between the reader and
5 Erwin Hari Kurniawan, “Teaching Reading Using Lectora Inspire”, dalam Inspiration and Innovation for English Classroom, ed. Yusuf (Malang:State University of Malang Press, 2015), 17
6 Gerald G. Duffy, Explaining Reading A Resource for Teaching Concept, Skill, and Strategy (New York: the guilford press, 2009). 115
the teacher as a social experience.7 According to social constructivism, the structuring of knowledge of skills in the reading process depends on the reader text social environment interaction.8 Poor comprehention may also be result of the students not having the necessary background or schema for reading a selection. The students may not know or understand that comprehention in the major purpose for reading and they may read without setting a purpose.9
Thus, learning English in Indonesia is more focused on reading. It can be proven by looking at the English National Examination question, there are more questions about reading a narrative text comprehension than the other skills. According to the researchers’experience when she took the field practice program in SMPN 6 Jember, the researcher found that the problems faced by the students was that they often found difficulty in comprehending the text. They also thought that the way of their teacher teach them was difficult to be understood. The teacher could not make an interesting learning activity that might make the student more active and easy to understand the material that was given by the teacher. The teacher also could not help the students to comprehend English text. In this case, English teachers should find strategies to overcome this problem. They are expected to find appropriate strategies or activities to make students understand reading text and moreover enjoy reading. The teacher considerably needed to provide the students with
7 P. David Pearson and James V. Hoffan. The Principles of practice for The Teaching of Reading ( Bloomington, IN: Solution Tree Press, 2011), 24
8 Firdevs Gunes And Yusuf Soylemez. The Skill Approach In Educatio (british library: Combridge scholars publishing, 2018), 75
9 Sharon J. Crawley & King Merrit, Remediating Reading Difficulties- 3th Edition , (USA:
McGraw Hill, 2000), 40
the right techniques, so that they were optimally engaged in studying. One of the successful keys in teaching learning process may depend much on the method or strategies the teachers employ in the classroom.10
Based on observation in teaching reading a narrative text conducted on Thrusday 08 November 2018 at 12.15 in VIII C of SMPN 06 JEMBER, students are difficult to read and to understand about narrative text, therefore, they need more time to analyze the main idea of the text and some students still difficulties to read English. The learners feel confused on how to read with the correct pronunciation. Moreover, they were afraid to read loudly;
they think that the will make mistakes when reading. Based on those evidences the researcher choose reading skill s a certain skill to improve. Then the researcher conducts the running story to be used as a way in reading achievement. The researcher chose State Junior High School 6 Jember as a place of research because the reality in the field as described in the previous statement shows; for the first is the learners feel confused on how to read with the correct pronunciation, the second is they were afraid to read loudly, the third is students was that they often found difficulty in comprehending the text, and the last is they need more time to analyze the main idea of the text.
In other side, a leaning strategy as the method to improve students’
reading comprehension using running story strategy with picture is good strategy to introduce reading on students. Sometimes it is used by teacher to inform the students about story in run. Students will found a piece of story in
10 Bambang setiyadi. Teaching english as foreign language (yogyakarta: graha ilmu, 2006), 54
every places and inform to the writer. So it will train the students skill in reading a narrative text even if it just only combine the story. Most of last way in learning reading make students are easy to make story and can reading fluently.
B. Research Question
A research question is the fundamental core of research project, study, or review of literature. It is important to make statement of the case that has been explained above, in order to make it easier finding any possibility of teaching English reading by using Runnig Story with Picture strategy. From the background of study as previously presented, researcher formulates the research question as follow: “How is the Improving students reading skill of a narrative text through running story with Picture strategy at SMPN 6 Jember?
C. Objectives of Research
The specific objective of this study was to discribe how is reading narrative improved by using Running Story with picture Strategy and to describe how to implementation Running story with picture strategy to improve reading narrative of State Junior igh School 6 Jember.
D. Significant of Study
This research is expected to give some benefits for students, teachers and the other researchers.
1. For students
This research can push students to learn reading a narrative text. So they can improve their reading skill and also they find the easy and interesting strategy to learn English reading a narrative text.
2. For teachers
It can be reference for English teachers in teaching reading. They can get other way to increase their students reading skill and make the students reading skill better then before.
3. For other researchers.
This research can be reference in conducting further research to develop other techniques to motivate the students to read English.
E. Definition of Key Terms
This part will be explain more deeply the terms that will be used in this proposal. To avoid misunderstanding term used in this research, the researcher will give definition as follows:
1. Running story with picture
Something such as rule, competation, policy, speed that makes it difficult for something to happen. Running story with picture in this study is using story in run with picture that student will fine a piece of story with picture in every places and inform to the writer.
2. Reading
Reading is considered as important language skill to acquire knowledge and collecting information. In the research reading means a
process of simultaneously extracting and constructing meaning through interaction and involvement with written language by using running story strategy with picture to improve students reading skill.
3. Narrative text
Narrative is story tells us about something interesting that has purpose to amuse, entertain or the reader with actual experiences in diferrent ways either the readers or authors should concern how the story is told and how the author delivers the story in printed materials. The context of the story should be clear and the readers can get the meaning from how the author construct the story. Narrative is defined a text type which functions to provide entertainment by posing a problem that need to be resolved. In process of entertaining, they might pass on cultural tradition and values or they might provide insights into the human condition.
The first research is conducted by Ikrima Hikmawati entitled Improving Students Comprehention of Narrative Text by Using Jigsaw in the Second Year of SMP YMJ Ciputat. The differences between Ikrima’s research and this research are: the first is in Ikrima’s research, the instruments to collect the data use; interview, observation, and test. While in this research use observation checklist, field notes, test, dokumentation, and quistionare. The second is in Ikrima’s research use planning, acting, observing and reflecting in research procedure. While in this research use planning, implementing the action, observation, and reflection. The similarities both of research is in the data collection by using observation and test.
The second research is conducted by Lani Suryani, entitle Improving Students’ Reading Skills by Using The Mind Map Technique at SMPN 1 Kretek in The Academic Year of 2013/2014. The differences between Lani’s research and this research are: the first is in Lani’s research the data analysis technique is use; assembling the data, cidding the data, comparing the data, building interpretations, reporting the outcomes. In this research the data analysis is use qualitative and quantitative. The second is in Lani’s research, the data collection technique use; interview, observation, and dokumentation. While in this research use observation checklist, field notes, test, dokumentation, and
quistionare. The similarities between Lani’s research and this research is using written test.
The third research is conducted by Novita Hidayanti, entitle Teaching Reading Comprehension by Using Story Mapping Technique on Narrative Text at The First Semester of The Second Grade at Smp N 11 Bandar Lampung 2016/2017 Academic Year. The result of this research is using story mapping technique as a strategy it is hope to motivate students in learning english, so their reading will be develop. The differences between her research and this research is the procedure in action research consists of planning, action, observation and reflection. While in this research is use planning, implementing, observing, and reflecting. The similarities both of them is the data collectionis use observation, questionare and test.
2.1 Similarities and Differences between previous research and this reseach
1 2 3 4
No Title of the research Similarities Differences 1. Ikrima Hikmawati entitled
Improving Students Comprehention of Narrative Text by Using Jigsaw in the Second Year of SMP YMJ Ciputat.
a.) Both of the research discuss about stategy in teaching a narrative text b.) Both of the
research is in data
collection by using
observation and test
a.) The previous research to collect data use observation, and test. While in this research use observation checklist, test, documentation,a nd quistionare.
b.) Ikrima’s research use planning, acting, observing and reflecting in research procedure.
While in this
research use planning, implementing the action, observation, and reflection.
2. Lani Suryani, entitle Improving Students
Reading Skill by Using The Mind Map Technique at SMPN 1 Kretek in The Academic Year of 2013/2014
Both of the research is using written test
a.) The previous research is use assembling, cidding, comparing, building, and reporting the outcomes. In this research the data analysis is use qualitative and quantitative.
b.) Lani’s research the data
collection technique use;
observation and documentation.
While in this research use observation checklist, field notes, test, dokumentation, and quistionare.
3. Novita Hidayanti, entitle Teching Reading
Comprehention by Using Story Mapping Technique on Narrative Text at the First Semester of the Second Grade at SMPN 11 Bandar Lampung
2016/2017 Academic Year
Both of the research is the data collection use observation, questionare, and test.
The previous research is consists of planning, action, observation, and reflection. While in this research is use planning,
implementing, observing, and reflecting.
From the previous studies above, there are relevancies among the studies to the researcher. The almost similar activities probably show the strategy which applying the working group can improve the reading a narrative text skill. The other similarities are the students having the english reading a narrative text. The differences from the previous research and this research is from the data collecting technique. So that’s all previous studies support this research.
B. Theoritical and conceptual framework 1. Theoritical Framework
a. Reading Skill
Reading skills is the ability of an individual to read, interpret written words of a page any other reading material and communication between the reader and the words or the printed word symbols. By reading, the learners could take ideas, information and message from the text. Reading is the most important foreign language skill, particularly in cases when students have to read English material for their own specialist subject.11 Reading also has a positive effect on students vocabulary knowledge, on their spelling or in their writing.12 In addition, the readers knowledge of the world or prior knowledge the reader has of the topic, interact with the text-based and language-based cues to produce eficient reading. Based on those statement, it means the reader must have background knowledge in reading the text. So the
11Jo Mc Donough and Christopher Shaw, Materials and Methods in ELT, (UK: Blackwell Publishing, 2003), 101
12Jeremy Harmer, The Practice of English Language Teching, (New York:Longman, 1989), 99
reader can understand what the text context and what the text means easily. Reading becomes into more complex process as stated by these same linguist who said the process of reading also involves the reader sensory, perceptual, linguistic, and cognitive process.
b. Kinds of Reading
There are two kinds of reading according to Jeremy Harmer.
He devided reading into Intensive and Extensive reading.
1.) Intensive Reading
Intensive reading involves approaching the text under the guidance of a teacher or a task which forces the students to focus on the text, the aim is to arrive at the understanding, not only of what the text means, but how the meaning is produce.13 The emphasis is on comprehending certain reading material. Students have to graps the authors message completely so as it requires a deep comprehension. In conclution, intensive reading is used to gain a deep understanding of a text which is important for readers.
To reach the comprehension in reading, it is necessary to pay attention of reading accuracy concerning reading text, vocabulary, and organization.
Commonly, intensive reading utelize to teach reading in the classroom where students will be focused on the linguistic or
13Christian Nuttal, Teaching Reading Skill in a Foreign Language, (London: Macmillan, 1996), 38
semantic details of the text.14 Most teacher use intensive theory in their reading class because it requires students to learn in detail about grammatical form,discourse makers, and other structures. So, studemts will understand the literacy meaning and implication of text in which they have analyzed the text in detail.
2.) Extensive Reading
H. Douglas Brown said in his book “Language Assessment, Principlea and Classroom Practices” Extensive reading related to somewhat longer texts than we have been dealing with up to this point such as journal articles, technical report, longer essays, short stories and books that into this category.15 Based on statement above, in reading activity a reader does not understand every words because the aims is marely needs to get an overall understanding of the text.
Extensive reading is commonly pleasure reading where readers may choose what they want to read that can stimulate reading for enjoyment.16 In order words, extensive reading is reading without forcing the readers to read. Sometimes, it helps readers to avoid overanalyzing of text because the use of extensive reading is reading for understanding.
14H. Douglas Brown, Teaching by Principles and Interactive Approach to language Pedagogy, Third Edition, (Francisco: Pearson Longman, 2007), 373
15H. Douglas Brown, Language Assessment, Principlea and Classroom Practices, (New York:Pearson Education Inc, 2001), 212
16Ibid, 373
c. Purpose of Reading
Reading is a skill that must be developed, and can only be developed, by means of extensive and continual practice. Students learn to read by reading. Their reading will tend to be effective when they have a purpose and a motivation to learn first. In teaching reading, there are some purposes of reading where the reader begins to read, they usually have their own purpose. Commonly, the important purpose of reading is to get information. In conclusion that purpose of reading will ease the readers to comprehending the text. No metter what the readers purpose, for learning language or getting pleasure, it aim to get the meaning or message from the text and also use different techniques when they read depend on their purpose. And also knowledge about what students read a text for will lead a teacher to be able in determining and choosing a material to be read.
Reading is needed by the readers to know what they read.
According to Grabe and Stoller, there are four of reading purposes.
They would be explained below:17 (1) Reading to search for simple information:reading to search for simple information is a common reading ability though some researchers see it as a relatively independent cognitive process. It is used so often in reading tasks that it is probably best seen as a type of reading ability. Similarly, reading to skim is a common part of many reading task and a useful skill in its
17W Grabe. and F. L, Stoller. Teaching and Researching Reading ( First Edition).(Edinburg : Person Educated Limited, 2002), 13-15.
own right. It involves, in essence, a combination of strategies for guessing where important information might be in the text until a general idea is formed. (2) Reading to learn from text : reading to learn typically occurs in academic and professional contexts in which a person needs to learn a considerable amount of information of a text.
Reading to learn is usually carried out at a reading rate somewhat slower than general reading comprehension (primarily due to rereading and reflection) strategies to help remember information. (3) Reading to integrate information, write and critique text :reading to integrate information requires additional decisions about the relative importance of complementary, mutually supporting or conflicting information and the likely restructuring or a rhetorical frame to accommodate information from multiple sources, both reading to write and reading to critique text require abilities to compose, select and critique information from a text. (4) Reading for general comprehension : reading for general comprehension is the most basic purpose for reading, underlying, and supporting most other purposes for reading.
General reading comprehension is actually more complex than commonly assumed. Reading for general comprehension requires very rapid automatic processing of words, strong skills in forming a general meaning representation of main ideas and efficient coordination of many processes under very limited time constraints.
d. The Activities to Promote Reading Skill
There are some activities to promote reading skill such as:
1.) Wishpering Reading
During one part of a small group reading lesson, the teacher tells students to read silently. She then checks in with one student at a time, asking each student to switch from reading silently to reading in a whisper voice. The teacher listens to each child for a minute or two. By whispering instead of reading with a normal speaking voice, kids get the benefit of reading aloud without some of the drawbacks. The teacher can hear how well the student is reading and correct mistakes. But the child doesn’t distract other kids in the group. Whispering may also be less uncomfortable for kids who feel anxious about reading out loud. Whisper reading doesn’t replace the one-on-one teaching a child might need. But it can help a teacher decide which skills a student needs to practice.
2.) Brainstorming
On given topic, students can produce ideas in a limited time.
Depending on the context, either individual or group brainstorming is effective and pupils generate ideas quickly and freely. The goof they have experienced anything worth telling their friends in there daily lifes before class.
3.) Picture Narrative
This activity is based on several sequential pictures.
Students are asked to tell the story taking place in the sequential picture by playing attention to the criteria provided by the teacher as a rubric. Rubrics can include the vocabulary or structures they need to use while narrating.
4.) Uninterrupted Sustained Silent Reading
USSR strategy is conducted by providing the students to select their own reading material based on their interest and read in silently about twenty minutes without any interruption. This strategy can make the students relaxed and enjoyed the reading process. It is believed that this strategy can help many students in improving their redaing comprehension ability.
5.) Repeated Reading
Repeated reading is an academic intervention for reading fluency. Repeated reading is when students read a selected passage repeatedly, aloud or silently. Once they are done reading, they will receive help with reading scores. A teacher, parent, adult tutor, or peer may be trained in advanced to work with the student on repeated reading. The only thing you will need for repeated reading is a selected passage, and a timer if necessary.
6.) Read in Portions
Complex reading can be more digestible by breaking it up into pieces. Shorter segments will help students retain the information as the class discusses the materials. It can also help students build confidence in understanding a complex subject.
7.) Story Mapping
A story map is a strategy that uses a grapict organized to help students learn the elements of a book or story. By identifying story characters, plot, setting, problem and solution, students read carefully to learn the details. There are many different types of story map grapic organizers. The most basic focus on the beginning, middle, and end of the story.
e. The Important of Reading
Reading improves students’ critical thinking where it is acquiring knowledge and collecting information.18 Knowledge and information obtained from reading makes students think critically because they have more reference to compare about something.
Besides, it improves production skills, such as writing, while something that is written comes from reading.19
Moreover, government emphasize literacy culture in school, therefore, government launched Gerakan Literasi Sekolah (GLS)
18John S. Hedgcock, Dana R. Ferris, Teaching Readers of English Students, Texts, and Contexts (New York: Routledge, 2009), 213.
19Ibid, 215
program where it has a purpose to foster students’ reading habitual.20 It is supported by consituation number 23 of 2015 concerning cultivation of character in the part of developing students potential: Every students has diverse potential, the school should facilitate it optimally so that students can discover and develop their potential through compulsory activities, such as using 15 minutes before the learning process is begun to read books other than textbooks.
f. The Nature of Teaching Reading at SMP
Based on the Curriculum, there are two kinds of texts that must be learned by students; those are short functional texts and text types.
The short functional texts are short English texts which exist in real life for example announcements, invitations, greeting cards, shopping lists, notices, etc. The text types include narrative, recount, descriptive, report, and procedure texts. As stated in the Basic Competences and the Standard of Competence of SMP students, those kinds of texts are taught in order that students will reach functional literacy level; that is a level of proficiency in which students can communicate using both written and reading to get things done. The Standard of Competence and the Basic Competences of reading of Grade VIII of SMP semester two can be stated as follows.
20Khoirunnisak, “Analisis Program Reading Camp dan Kaitannya dengan Kebijakan Gerakan Literasi Sekolah”, (Thesis, Islamic State University, Banda Aceh, 2018), 29.
Table 2.2. Standart Competence and Basic Competence Of English at Eight Grade SMP/MTs
Standart Competence Basic Competence 3.14 Memahami fungsi sosial,
struktur teks, dan unsur kebahasaan dari teks naratif berbentuk fabel, sesuai dengan konteks penggunaannya
4.14 Menangkap makna teks naratif lisan dan tulis, berbentuk fabel pendek dan sederhana penggunaannya
A curriculum contains three elements; those are planning, implementation, and evaluation. 21 It is similar to the School Based Curriculum which also contains those three elements. In planning, teachers prepare the goals, the objectives, the materials, and the stages of teaching and learning adjusted to the curriculum that will be summarized in a lesson plan.
According to Nunan & Lamb an effective planning includes these following:22 A detailed knowledge of the students and their needs, A clearly formulated set of goals and objectives, A firm view of the nature of language and learning.
Harmer adds that a teacher should think carefully about the stages of the lesson and how he will get from one stage to another. It is important to keep the lesson staying in line with the goals and the objectives.23
In implementation, the teacher employs teaching methodology and develops materials. Methodology according to Feez and Joyce refers to “the underlying approach which influences how learners work with syllabus
21David Nunan and Clarice Lamb, the Self-Directed Teacher (United Kingdom: Combridge Universty Press,1996), 20
22 Ibid,21
23Jeremy Harmer, How to Teach English,(England: Pearson Longman,2007), 140
content in the classroom”.24 Because it has been post-method era, English teachers can freely employ any method which is considered effective to teach English. One of the methods which is well-known and is applied in many schools in Indonesia is text-based method or it is usually called genre-based method. This method is adjusted to the curriculum which divides English materials into various text types mentioned above.
g. The nature of Teaching Reading 1.) Purpose of Teaching Reading
According to Grant, the objectives in teaching reading are:
(1) to develop students basic comprehension skills where they can read and understand the text, (2) to increase students general knowledge, and (3) to develop theire ability to read critically.25
Based on Grant’s statement above, the purpose of teaching is to help students in reading and understanding a text that they are going to read by developing basic comprehension skills. Besides, teaching reading is able to increase general knowledge where teacher may give them overview before doing reading activity. In addition, it also develop students ability to read critically because the training by the teacher.
24 Susan Feez and Hellen Joyce, text based syllabus Design, (1998)
25 Mohammad Abrorul Faqih, “Improving Reading Comprehension Ability, Through Numbered Head Together (NHT) Technique The Tenth Grade Students Of SMK Almaarif Malang” (Thesis, University Of Islam Malang, 2018), 18
2.) The Procedures of Teaching Reading
There are three phase used to create systematic and efficient in teaching reading, those are pre-reading, whilst reading and post reading.26 Those activities are suitable for teaching reading in all levels that depend on how teacher design it.
In pre-reading is preparing students for something that they are going to read. Activities that use in pre-reading are (1) introducing and arouse to the topic that will be used in reading class, (2) informing students about a reason for reading to motivate them in learning, (3) arranging a series of keywords for the text.27
Besides, whilst reading is focused on analyzing the text by scanning, skimming or reading for the main ideas (reading in detail to answer such as the true/false questions).28 Teachers have to set the tasks before giving the students the text of reading because they need purpose in reading, so they have a purpose to search the answer of the tasks in the text.
Furthermore, post-reading provides students apportunity to react what they have read based on their personality.29 The activities in post-reading such as offering personal opinion or perspective about the text that is given by the teacher.
26 Lauren Stephenson, Barbara Harold, “ Elements in the Teaching of Reading”, Teachers, Learners and Curriculum, 4 (2004), 17.
27Ibid, 18
28 Ibid, 19
29 Lauren Stephenson, Barbara Harold, “ Elements in the Teaching of Reading”, Teachers, Learners and Curriculum, 4 (2004),19.
3.) Aspects Affect in Teaching Reading
According to H. Douglas Brown says some significant aspects that affect o teaching reading skill, those are: the process of bottom up and top down, the schema theory and background knowledge, teaching strategy of reading.30
The mean of those aspects that affect teaching reading according to Bown as follows: first is processing of bottom up and top down become the comerstone in methodology of reading, therefore, it can effect on teaching reading. More research in teaching reading figures out that the combination of bottom up and top down or interactive reading is primary ingredient to get successful teaching methodology because those processes are important.31
The second are schema theory and background knowledge, schema theory is how readers catch what is in the text and background knowledge is information, knowledge, and experience that is owned by readers. It means that readers bring their background knowledge in scheming text into simple word.
Understanding reading requires readers to know two chategories of schema, such as: content schema consists of what readers know
30H. Douglas Broun, Teaching by Principles, an Interactive Approach to Language Pedagogy, Third Eddition, (Fransisco: Pearson Longman,2017), 357.
31Ibid, 358
about people, the universe and the world while formal schema includes knowledge about language and discourse structure.32
Third is teaching strategy of reading, a viable theory in language acquisition cannot run effectively without a solid strategic. Therefore, William Grab emphasized the coordinated of using multiple strategics while students are reading.33
h. Narrative Text
Narrative text is a story with complication or problematic events and it tries to find the resolutions to solve the problem and kind of text which has function to amuse, to entertain and to deal with actual or vicarious experience in different ways. The purpose of narrative text is to amuse or to entertain the reader with a story. Other than providing entertainment, can make the audience think about an issue, teach them lesson, or excite their emotion.34 1.) Language feature
The language features of narrative text are focus on specific and individualized participants, the use of material process (action verb), the use of behavioral and verbal process, the use of relational and metal process, the use of past tense, and the use of temporal conjunctions and circumstance.
There are some features that writers should be recognized in writing a narrative text. Those are as follows:
a) Plot : what is going to happen?
32 H. Douglas Broun, Teaching by Principles, an Interactive Approach to Language Pedagogy, Third Eddition, (Fransisco: Pearson Longman,2017), 359
33 Ibid, 360
34Hanafi, English Text: Developing English Material (Jember: Pustaka Abadi, 2019), 32
b) Sitting: where will the story take place? When will the story take place?
c) Characterization: Who are the main characters? What do they look like?
d) Structure: How will the story begin? What will be the problem?
How is the problem going to be resolved?
e) Theme: What is the theme/message the writer is attempting to communicate?
(1) Generic Structure
Generic structure of the text, the narrative text has organized included:35
(a) Orientation
Introducing the characters of the story, the time and place the story happened. (Who, when and where).
(b) Complication
A series of events in which the main character attempts to solve the problem.
(c) Resolution
The ending of the story containing the resolution.
35Rita Elaine Silver. And Soe Marlar. Language in Education:Social Implication (New York:
Bloomsbury, 2014), 60.
(2) Moral Value of a Text Beauty and the Beast (a) Orientation
Once upon a time, there was a girl named Beauty. She lived with her father and her sisters in a small village.
Beauty was a beautiful girl. She was also hard- working. She always helped her father on the farm.
(b) Complication
One day, her father set out for the city. He saw an old castle and went in. No-one was in but there was food on the table. Then he walked around the castle. He picked a rose from garden for Beauty. Suddenly an angry Beast appeared. He wanted to kill Beauty’s father unless Beauty was brought to him.
Beauty’s father told her daughters what had happened. Beauty’s sisters ordered her to see the Beast.
Beauty went to see the Beast and had to stay at the castle. She felt scared, lonely and sad. She tried to run away but was stopped by the Beast. The Beast treated Beauty well. Soon, Beauty began to like the Beast.
One day, through the Beast’s magic mirror, Beauty saw that her father was sick. The Beast allowed her to go home. Her father was happy to see her.
(c) Resolution
One night, Beauty had a dream. A fairly told her that the Beast was sick.
Beauty hurried back and saw the Beast dying.
She began to cry. Tears fell onto the Beast. Suddenly, the Beast changed into handsome prince.
Beauty and the Beast got married and lived happily ever after.
(a) Moral Value
Speaking as broadly as possible, theme is what your story is really about. Not what it seems to be about - ‘a pretty girl falls in love with a hideous monster’- but what it’s really about. Theme is the relevance of your story to your readers’ real lives, a truth they can take away and ponder.
The obvious theme/moral of Beauty and the Beast story is not to judge people based upon looks and first impressions. The fallacy is revealed when the truer, inner beauty of the Beast is uncovered through love, patience, and sacrifice.
i. The Aspect of Reading Narrative Text
There are five aspects of reading narrative text such as main idea, specific information, reference, inference, and vocabulary. The explanation is follows:
1) Main Idea
Finding the main idea of a paragraph is one of the most important specific comprehension skills. Hancock defines that the main idea is the essence of the paragraph, or rather than what the author is trying to get across to the reader. In other words, that is what the author wants a reader to know about.36 So, the main idea is the important idea that the author develops throughout the paragraph.
2) Specific Information
Supporting sentence or specific information develops the topic sentence by giving definition, examples, facts, comparison, anology, cause and effect statistics and quotation.
3) Reference
References are words or phrase used either before or after the reference in the reading material. When such words are used, they are signal to the reader to find the meaning elsewhere in the text.
36 Graham Hancock, Reading Skill for College Students, (New Jersey:Practice Hall, 1999), 54
4) Inference
Inferences is an educational guess or prediction about something unknown based on available fact and information. The reader will be able to do this by making use of the context in which the owrd occurred, in order to give him a rough idea of its meaning.
5) Vocabulary
According to Wallace vocabulary is the stock of word used by people or even for person. Concerning with those statements indeed vocabulary is fundamental for everyone who wants to speak or to produce utterances for reading.37
j. Strategy of Teaching Reading a Narrative Text 1.) Bottom up
Based on Brown’s statement, bottom up requires readers to recognize linguistic signals, such as letters, morphemes, syllables, words, phrases, grammatical, and discourse markers.38 According to Saville Troike, reading by using bottom up theory needs prior knowledge of the language system, such as; vocabulary, morphology, phonology, syntax, and discourse structure. 39 Anderson also state that bottom up depends on the information provided in the text which emphasize what is known as lower-level
37Michael J. Wallace, Teaching Vocabulary, (Brasil, 2000), 30
38H. Douglas Brown, Teaching by Principles, An Interactive Approach to Language Pedagogy, Third Edition, (Francisco: Pearson Longman, 2007), 358
39Saville Troike, Introducing Second Language Acquisition(New York: Cambridge University Press, 2006),46
reading process.40 So, bottom up is reading based on information presented in the text by knowing the language system.
2.) Top Down
Top down is reading process of guessing meaning with background knowledge support that is obtained before the reading process.41 Top down theory utilizes the prior knowledge of readers, it is needed is the basic to understand the text.
3.) Interactive
Interactive theory is the combination between both bottom up and top down theory, readers who are able to integrate both bottom up and top down theory in reading process are the best second language readers.42 So readers use top down to predict the meaning of the text while bottom up to ensure prediction and writers mean in the text.
4.) Skimming
Skimming is reading quickly through a whole of the text, such as article.43 It is used to get general information of the text quickly, as a result, readers do not need to spend too much time to know the text about.
40Anderson, Neil J, Exploring Second Language Reading: Issues and Strategies,(Canada:Heinle and Heinle Publisher, 1999),65
41 Lauren Stephenson, Barbara Haold, “Element in the Teaching of Reading”, Teacher Learners, and Curriculum, 4(2009),15
42 Mila 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),
43108 Ibid, 368
5.) Scanning
It is used when readers need some particular piece of information in a text.44 By scanning, readers will find the specific information quickly because they do not need to read whole of text.
They may skip some words and pay attention on important words relate with what they need.
6.) Silent reading technique
Silent reading is done to acquire a lot of information.
Teacher has to make them read silently as and when they are able to read without any difficulties.
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.
