The Effect of Using Summary Technique on the Eleventh Grade Students’ ReadingComprehensionAchievementofNarrative Text at SMAN 1 Umbulsari, Jember in the 2012/2013 Academic Year; Ahmad Mubarok; 070210491137; 40 pages; English Education Program of Language and Arts Education Department; Faculty of Teacher Training and Education, Jember University.
First of all, I would like to thank to Jesus Christ, the Almighty, who has given me his guidance and blessing. Therefore, I can finish my thesis entitled “Improving the Year Eight Students’ ReadingComprehensionAchievementofNarrative Text by Using Cartoon Video at SMPN 1 Siliragung, Banyuwangi in the 2012/ 2013 Academic Year.” Secondly, I would like to express my deepest appreciation and sincere thanks to:
This descriptive research was intended to describe the students‟ readingcomprehensionachievementofnarrative and report texts of Grade XI Language Class at SMA Muhammadiyah 3 Jember in the 2011/2012 academic year. The achievement was measured from the students‟ readingcomprehension test ofnarrative and report texts. This research was conducted to Grade XI language Class of SMA Muhammadiyah 3 Jember, as the research subject, which was determined by purposive method. The number of the research respondents was 31 students.
students made notes while the teacher was reviewing the material. What they wrote was the relation between the theory ofnarrative text and the text they had read. For example like which paragraph belonged to introduction, complication, resolution and the example of the language features that they could find in the text (adjective, verb, adverb, etc.). They did not make note about the theory ofnarrative text again because they had already had that note since they had learned narrative text with their English teacher before. Further, the number of the students who drew conclusion was 24 students. Drawing conclusion was done in written form guided by the teacher. After the students finished writing their conclusion, the teacher asked some students to read their conclusion louder as the representative. All of those activities were done by the students accompanied by pictures in series. Those results were collected by the observer who moved around in the classroom when teaching and learning process to see whether the students did the activities of active participation or not. The observer in the first meeting was the English teacher. As a result, 68.75% of 32 students actively participated in the teaching and learning process. However, there were also 10 students or 31.25% of 32 students in the classroom who did not actively participate in the teaching and learning process. These 10 students were categorized as passive students because they only did less than 4 indicators.
This Classroom Action Research was intended to improve the Eleventh Grade Students’ Participation and ReadingComprehensionAchievementofNarrative Text at SMA Plus Darul Hikmah. Based on the preliminary study conducted by the researcher in the form of interview with the English teacher, it was known that the eleventh grade students have low motivation in learning English. Some students did not like English and thought that English was a difficult subject. They did not understand the words of English texts in reading activities. The other reason was lack of vocabularies. Besides, the students did not have any handbooks for practicing. Hence, they only got the materials from the teacher. The minimum standard for English score is 70. It was known that XI IPA had the lowest score of English. The scores of XI IPA students were mostly below 70. 23,6% (4 students) of 17 students achieved the score above 70 and 76,4% (13 students) of 17 students got below 70. In addition, the teacher said that he never use Jigsaw Technique. He only used discussion and one of the techniques in Cooperative Learning that is think-pair- share in teaching learning process.
Prior to this research, the researcher had conducted a preliminary study on August 20 th , 2014 at grade XI MIA (Matematika dan Ilmu Alam) students’ of SMAN Rambipuji Jember through an interview with the English teacher (Mrs. SRE) and conducting a pre-test. Based on the information from the English teacher and the result of pre-test that had been done, the researcher was told some problems in teaching reading. First, the students had difficulty in comprehending reading English texts. According to the English teacher’s explanation, the students had difficulties in comprehending the word, sentences, paragraph, and the whole text. This information was strengthened by the result of the pre-test given to XI-MIA 3, which showed there were only 16 out of 35 students had obtained the passing grade of English subject that was 70, while the other 19 students got below the score requirement. Second, the students had less motivation in reading class in teaching learning process. According to the English teacher, the information’s of s tudents’ active participation in teaching learning process was only 41% of 35 students.
Sequence chain that used graphic organizer can be functioned as strategy and as a media. The form of the text in this research is limited namely narrative text as Educational Level – Oriented Curriculum (KTSP – 2006) states that the student must be able to comprehend the meaning of the texts in forms of recount, narrative, expository, procedure, descriptive, and report in the context of daily life. To minimize the wide area, this research only focuses on identifying the effect of using sequence c hain strategy on the students’ reading comprehensio n achievement on narrative text.
Based on the preliminary observation conducted in SMA PRAYATNA Medan grade XI, it was found that most of the students have difficulty in readingcomprehension. 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 readingcomprehension 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 ofreading 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
Apparently, there is a need for equipping these struggling students with effective readingcomprehension strategies in order to improve their lack ofreading abilities. Therefore, teacher is required to facilitate students with appropriate strategies to solve aforementioned problems. And one strategy proposed to be used by teachers is Before, During, and After Reading (BDA) Strategy. This strategy is promoted because it features major prominent characteristics what effective strategies must have.
The first previous study is taken from Panatda Sirriphanich’s study about the improvement ofreadingcomprehension by using mind-mapping as written on his article “ Using Mind Mapping Technique to Improve ReadingComprehension Ability of Thai EFL University Students ” . 35 Heconducted the research by using one group pre-post test experimental research design to 35 1 st year students at Songkhla Rajabhat University, Muang Songkhla who were learning “English for communication and reading skills” as a compulsory subject. He found that mind mapping improved students’ English readingcomprehension as in the post test mean score of students was higher than the pre test mean score at the 0.05 level of significance. Moreover, most students were satisfied with their own readingcomprehension ability, and the last, they enjoyed working in group and agreed that mind mapping technique was a useful technique and can be applied to non-English subjects. Findings and implications for further research are discussion. To support his research, there are fifteen students (5 highly successful, 5 who did not show any improvement, and 5 unsuccessful) were selected for retrospective interviews after getting the score in post test.
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’ readingcomprehension including students with high and low proficiency in readingachievement.
Wells (1978) describes a number of levels of literacy, each of which represents a different view of literacy; the first level is performative. The emphasis at this level is on the code as code. Becoming literate according to this perspective, is simply a matter of acquiring those skills that allow the written message to be decoded into speech in order to ascertain its meaning and those skills that allow a spoken message to be encoded in writing according to the convention of letter formation, spelling, and punctuation. At the performative level it is tacitly assumed that written message differ spoken messages only in the medium employed for communication.
if it is taught by using Paired story telling technique. It is showed from the mean of the students’ scores pre test ( 43.16) and the mean of the post test of cycle I (65.28) and the mean of the post test of cycle II ( 71.16). It means that the use of Paired story telling could improve the students’
This study aims to find out the participants’ responses toward the implementation of metacognitive strategy to helpparticipants’ readingcomprehensionofnarrative text. This study employed a qualitative case study approach. The participants of this study were 6college students of UPI. The data were obtainedfrom the interview, observation, and test.The results of this study from interview showed that participants could read the text more strategically by dividing reading process into three: Planning (17%), Monitoring (33%), and Evaluation (50%). It indicated that participants were able to use metacognitve strategy to read and complete the readingcomprehension test. On the other hand participants used top-down model as a model to read the readingcomprehension text fluently. The findings from the test and observation indicated all the participants could answer the readingcomprehension test correctly.
However, the study about metacognitive strategy awareness seems rare. Nevertheless, in Indonesia only few studies are related to metacognitive strategy awareness in English text especially narrative text. Thus, this study is expected to fill the gap of the research of metacognitive strategy awareness, aims to find out participants’ res ponses towards metacognitive strategy awareness when solve the problem in studying readingcomprehension.
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 ofreadingcomprehension. Therefore, it is useless if one do not have reading competence, because reading competence enables students to find the information in reading text.
3. To compare jigsaw reading technique with conventional one in their effectiveness upon the achievementofreadingcomprehension, it is obviously seemed that the Mean score on jigsaw reading is higher than the conventional where the Mean score of jigsaw is 60,75; but on the other score, it is 53,9. And the different looks significant between them. Having known those data, the writer tries to interpret that on reading activity, jigsaw reading provides the students a great chance for improving their skills socially and individually. Furthermore, in jigsaw they feel comfort and secure in teaching learning process especially to comprehend the reading text. It is because of no foe but friends. On the contrary, using conventional technique pushes them to bite each other. And so they focus on defeating their class-mates not mastering their subject. Therefore, between jigsaw and conventional differ in their Mean score on readingcomprehension test because of different in their effectiveness of teaching in the classroom. Finally, there is any significant different effect between teaching reading using jigsaw reading technique and conventional technique upon the achievementofreadingcomprehension.
In addition to the above mentioned functions, language is a means used to gain knowledge. Without language, knowledge is not easy to pursue and obtain. One of the languages widely and internationally used as a language of science and technology is English. Due to this strategic position English is the language which is much hunted and learned by millions of people worldwide. Taking into account the importance of English as a language of knowledge and science, the Indonesian government has decided to make English a compulsory subject, which is taught at junior high schools and senior high schools, for the reason that Indonesia as a developing country badly requires transformation of knowledge and science from advanced nation in order to pursue the development objectives. Since the largest number of literatures dealing with science and technology use English as medium, those who want to pursue knowledge and science have to learn the language first.
So, the researcher attempted to apply the method beside the conventional method, it is Start With Simple Stories Extensive Reading method (SSS ER) that was assumed could be appropriate method to convey the reading material, especially for readingnarrative text . Hopefully, this method can bring students to leave their habit when they read, such as finding a difficult word, opening the dictionary, searching for meaning, writing the meaning in the text, and stopping their reading. This method was used to see how significant the method could influence students' readingcomprehensionachievement in narrative text.