Narrative Text Reading Comprehension Achievement

In conducting the actions in Cycle 1, there were some factors that caused the results of both observation and reading comprehension test did not fulfill the research target requirements in Cycle 1. The students were not quite familiar with familiar with Jigsaw IV Technique. It was the first time for the students to practice Jigsaw IV Technique in learning reading in the classroom. Thus, they had to adjust themselves to Jigsaw IV Technique activities such as making both Home Groups and Expert Groups, moving from Home Groups to Expert Groups, doing the quizzes, and sharing the information of the paragraph with the members of the group. It took the students a long time in doing the discussion and answering Quiz 1 in the expert sheet. Some students did not try to help their members in the expert group to discuss the information in the paragraph. They tended to keep silent and waited for the final result.

Cooperative Integrated Reading and Composition (CIRC) is one of the learning technique based on cooperation. It is a comprehensive approach which is designed to develop reading, writing, and other language skills among eighth grade. CIRC is group of study that consists of students from different levels to work of a series cooperative activities, partner reading, making predictions, etc. In CIRC, students are taught to work cooperatively. They will work together until all the members of group understand the text. In order to encourage the students or successfully understand comprehending the text, the group work can be good choice. Because in a group in CIRC, the students can help their partner each other, share the ideas and learn collaboratively in achieving their goal.

Meanwhile, Brown (2001: 306), proposes that there are some strategies related to bottom-up procedures and contribute the top-down process which can be applied in the classroom setting. The first strategy is identifying the purpose in reading. It is important for the learners to know the purpose of reading because by doing so, they will know what they are looking for. The second strategy is using graphemic rules and patterns to aid in bottom-up decoding (for beginning level learners). The third strategy is using effecient silent reading techniques for relatively rapid comprehension (for intermediate to advanced levels). The teachers can help the learners to increase effeciency by teaching a few silent reading rules, so students need no be speed readers for intermediate to advance levels.

Most of all, reading contributes to the students’ academic success. This is due to the fact that the success of their study depends on the greater part of their ability to read. If their reading skill is poor, they are very likely to fail in their study or at least they will have difficulties in making progress. On the other hand, if they have good ability in reading, they will have a better chance to succeed in their study. In line with this, Moats in Westwood (2008:2) argues that student who doesn’t learn to read early and well , will not easily master other skills and

Based on the preliminary observation conducted in SMA PRAYATNA Medan grade XI, it was found that most of the students have difficulty in reading comprehension. Their mean of score are still under the minimum exhaustiveness criteria (KKM) applied in the school. The minimum competence criterion of English in the school was 70. Whereas, their achievement in reading comprehension is still low and more than 50% did not achieve the passing grade. It can be seen from their mean of score in last semester. Their mean of score is 68. Considering the condition above, The teacher need a new strategy of learning reading text activity in order to make the students become active, enjoy ,and comprehend about the main point of reading text. There are many strategies that are popular to make teaching reading more effective and interesting. These strategies are expected to be useful to improve the students’ reading

d. Recite. It is the step where the students have to recall all the main points of the reading text without reading the text. Further, Fairbain and Winch (1996:22) explain that after reading the text the students will wish to recite what they have learned to check whether they have really answered their question. Wood (1996:169) states that when the students have finished reading a section of material, they have to look away and see if they can recite the main points from memory. Hennings (1997:276) states that in reciting, the students’ mind talks: they tell themselves answers to the questions devised during the preview survey or retell points from the selection. It is inferred that in recitation the students also answer the questions before reading in their own mind. In answering the questions they may take note on some pieces of paper without looking at the reading text. Bos and Vaughn (1991:242) point out that at the end of each heading, the students have to either write brief notes about the highlights of the reading or got engaged in self-recitation. In addition, Wood (1996:169) confirms that recitation can help the students transfer new material to their long-term memory. Then, they can relearn it later fairly rapidly. In short, it can be said that “ recite ” is an activity in which the students should recall or remember the main points of reading material from their own memory which is guided by the answer from the question they devised before reading without looking back or reread the reading text and they are also allowed to take note without looking at the reading text.

comprehension achievement in reading narrative text taught by using sequence chain strategy was higher than the students taught by using QAR. It was indicated from analyzing the data statistically that the result of calculation of t-test that t-observed value 3,3 was higher than t-table value 1.67 at the level of significant of 0.05, which implies that the alternative Hypothesis (Ha) was accepted.

the meaning of the underlined words, they showed seriousness. They actively asked the teacher to guide them identifying the meaning of the underlined words using pictures in series. Further, Wright (1989:1) also said that pictures in series could make the students paying attention and taking part in language learning. In the learning process, the students paid attention much and made note when the teacher reviewed about the narrative text. When the teacher guided the students to discuss the story, many students took part to give their ideas to the whole class actively. Then, when the teacher asked the students to read the text loudly, many students actively rose their hand to get a chance to read. Moreover, based on the result of observation, all of the students joining the classroom read the narrative text and did all of the reading exercises. There was no student who missed those activities. Thus, it proved that the use of pictures in series arouses the students to take part in the teaching and learning process.

Furthermore, the research about metacognitive strategy awareness has been directed by several researchers with successful outcomes. Zhang (2013) has shown that Chinese University students, who used frequently metacognitive strategy in taking just about text types including narrative text such as making marks, checking, seeking help, and writing a summary, using some thinking strategies could increase their reading performance more effectively and strategically. While, Othman (2012) in his study has investigated pre-university students in Brunei Darussalam who faced difficulties in understanding a factual and a narrative text to use metacognitive strateg y and the result has shown that metacognitive strategy was improving students’ reading comprehension including students with high and low proficiency in reading achievement.

Reading is one of the most important skills in language learning besides listening, speaking and writing. Without reading, one cannot access written information. In reading process, students are expected to get knowledge and be familiar with what the teacher has explained in the content, where as in comprehension the students are expected to have more skills in order to get meaning in the text. That is the purpose of reading comprehension. Therefore, it is useless if one do not have reading competence, because reading competence enables students to find the information in reading text.

The data of this research was got from the process and procedure of the research instrument and the result of teaching narrative text by using story mapping. According to Arikunto in his book that data sources is subject which is got from. 8 All the instruments to get the data were prepared and made before implementing CAR. Such as; time table, observation sheet, interview gudelines, pre action test form, lesson plan, teaching materials, post action test, and so on. Also, some data was got from English teacher of MTs Tarbiyatul Falah Bogor which was based on himself document. And the data of the students’ evaluation was given and calculated by the researcher. In the final, the result of comparison between pre action test and post action test score become a real evidence to measure the students’ achievement.

In line with this study, the writer thinks that students may improve their reading comprehension if they know about pre-questioning and it is very important to understand about pre-questioning in order to get good comprehension in reading.

grade students’ reading comprehension achievement at SMAN 1 Umbulsari , Jember in the 2012/2013 academic year” was rejected. On the contrary, the formulated alternative hypothesis: “there is significant effect of summary technique on the eleventh grade students’ reading comprehension achievement at SMAN 1 Umbulsari , Jember in the 2012/2013 academic year” was accepted.

Vaughn, et al. (2011) designed a random control trial to provide a rigorous experimental study. They implement CSR to a middle school students in seventh and eighth grade English/language arts classes with teachers who had been trained by the researcher to find out the efficacy of CSR in reading achievement. They conducted CSR in two sites that are Texas and Colorado and in three school district (six middle schools). The total number of classes was 61, with 34 treatment and 27 comparison. Treatment class received CSR from their English teacher in reading expository passage, while comparison class received usual treatment of reading. The researchers used several measurements to test students’ reading comprehension such as Gates-MacGinitie Reading Test (consist of expository and narrative text with three to six multiple choices questions related to the passage), AIMSweb Reading Curriculum Based Measure (a multiple choice close task), etc. The researchers found that there was a significant differences in favor of the treatment students on the Gates-MacGinitie Reading Comprehension Test but not on reading fluency.

Abstract: This research aim to investigate and to find out whether teaching reading comprehension on narrative text through content literacy strategy could increase the students’ performance. The research was conducted in a pre- experimental method. The subject of the research was the eighth grade students of SMP Kemala Bhayangkari Kubu Raya in academic year 2015/2016. The finding of the research was the mean score of pre-test is 61.96 and the mean score of post- test is 72.50. The interval score of pre-test and post-test in teaching reading comprehension on narrative text is 10.54. The significant different students ’ achievement can also be proved by the value of t-test is higher than t-table (15.27 > 2.051). The effect size of teaching reading on narrative text through content literacy strategy is 2.88 (Highly criteria). The effect size of treatment shows that teaching reading comprehension on narrative text through content literacy strategy increasing students’ achievement.

In order to do any reading activities can be run effectively and efficiently, presumably required a specific technique. SQ3R reading technique is suggested by Francis P. Robinson in 1941. This technique is an increasingly popular technique used by people. SQ3R is a reading process that consists of five steps, Survey, Question, Read, Recite/Recall, and Review. This method is a plan consists of surveying read the contents, making questions, reading content, recalling the content of reading and reviewing the literature.

This research was carried out in two cycles and each cycle covered two meetings and reading comprehension test. Each cycle covered the four stages that include planning of the action, the implementation of the action, classroom observation and evaluation, and data analysis and reflection.

Reading is one of the most important skills in language learning besides listening, speaking and writing. By reading, a reader does something to add knowledge, information and pleasure, instruction to do something, and also to know what happened. Brown (2000) states that reading is argued the most essential skill for success in all educational context. For most learners reading is the most important skill to be mastered in order to ensure suces not only in learning English, but also in learning other subjects where reading English is required.

From the above statement it is said that the student should be able understand what they read quickly, get information and comprehend about narrative text. To guide the writer in finding the appropriate steps her research, the problem is formulated as follows “Is there any influence of skimming-scanni ng on students’ reading comprehension achievement on narrative text at first grade in MAN 18 Pondok Kopi, East Jakarta?

can be seen from their mean of score in last semester. Their mean of score is 65.Considering the condition above, the most important thing to carry out in English teaching that the teacher has to be able to use a new strategy and model of teaching activity become the students active, interest, and comprehends about the main point of reading text. Rasmujiatun (2007) found that Three Phase tecniques can improve reading in A study on the effectiveness of three phase technique in teaching reading comprehension for seventh grade. Fromprevious researchesshowedthat thethree phase technique canimprove students' reading comprehension.The writer interesting to apply the same technique to improve the students’ ability in reading uses three phase tecniques in narrative text.