Reading Comprehension of Narrative Text

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Improving the students’ Reading Comprehension of Narrative Text through Story Mapping

Improving the students’ Reading Comprehension of Narrative Text through Story Mapping

The objective of the research was to get empirical evidenceof the improving students’ reading comprehension of narrative text through story mapping method. The method of this research was classroom action research which was conducted in two cycles. The subject of this research was the 2nd Grade of MTs tarbiyatul Falah Bogor at Academic Year 2013/2014 with total number of students 35. The research instruments were the observation sheet, interview guidelines, questionnaire and test form. Based on the results of data analysis since pre-test up post-test of cycle 2, the average of study result gained in tests with the average value was 65.14. Whereas in post-test of first cycle after applying story mapping method had enhanced 10.29 point or 15.79% from pre-test being 75.43. Next, the second cycle had enhanced 17.43 point from pre-test or 26.75% to the average value being 82.57. Based on the learning activities which have occurred the enhancing from the first to second cycle. From this research findings, it showed that story mapping method could improve the students’ reading comprehension of narrative text.
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THE USE OF PQ4R IN TEACHING STUDENTS’ READING COMPREHENSION OF NARRATIVE TEXT.

THE USE OF PQ4R IN TEACHING STUDENTS’ READING COMPREHENSION OF NARRATIVE TEXT.

The researcher expects that this study can contribute to the teaching and learning process, especially on reading comprehension of narrative text. Based on the research findings, using PQ4R in reading comprehension of narrative text is recommended because every activity in PQ4R strategy is useful for the students. The students had taken some benefits when they use PQ4R strategy in reading narrative text. PQ4R strategy had improved their understanding of a text, enriched their vocabulary and retained the information. PQ4R strategy also helped them to read a text carefully in order to get the information they need. To optimize the use of the strategy, the teachers who would like to use PQ4R strategy have to master every step in this strategy. With a clear understanding, the students will be able to acquire the advantages of this reading strategy. In addition, the teacher had to realize that some students may need a longer time, thus it will be better if the teachers prepare every instrument well.
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IMPROVING STUDENTS’ READING COMPREHENSION OF NARRATIVE TEXT BY USING RECIPROCAL TEACHING TECHNIQUE

IMPROVING STUDENTS’ READING COMPREHENSION OF NARRATIVE TEXT BY USING RECIPROCAL TEACHING TECHNIQUE

4 claims for developing knowledge (i.e., cause and effect thinking, reduction to specific variables and hypotheses and questions, use of measurement and observation and the test of theories), employs startegies of inquiry such as experiments and survey and collect data on predetermining instruments that yield statistics data.” The method of the research is experiment research and use pre-experiment research design. According to Creswell (2012:295) in an experiment research the researcher test an idea (practice or procedure) to determine wheather it influence outcome or depend variable. In this researcher the researcher tested the idea about reciprocal teaching as a technique can influence the improvement of students’s reading comprehension in narrative text. It is necessary to describe the design to be used when the research is conducted. In this research, the researcher will apply a pre-experimental design.
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The Relationship between Students' Learning Style and Their Reading Comprehension of Narrative Text (A Correlational Study on Eighth Grade of MTs. Izzatul Islam Bogor)

The Relationship between Students' Learning Style and Their Reading Comprehension of Narrative Text (A Correlational Study on Eighth Grade of MTs. Izzatul Islam Bogor)

Based on elucidation above, it is stated that reading is influenced by many elements. Reading is sight or seeing. The first step in reading anything is seeing the words. Other element is hearing. Prior knowledge that we have ever gotten can influence the understanding of what we read. Then, it is sound, we can also define it mouth. Reading is about reciting the written symbols using physical mean, it was mouth. The last is thinking or brain. It was the most crucial element in reading since reading is an activity which needs to be processed and related to the reader’s prior knowledge. The prior knowledge can also be called experience. Experience can be gotten in the entire life time easily. There are many kinds of experiences. There are sad, happy, and funny and so on. Experience can be gotten while lunchtime, during the semester of a course, wedding party, holidays, weekend and many others.
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THE EFFECTIVENESS OF USING SEMANTIC MAPPING STRATEGY IN TEACHING READING COMPREHENSION OF NARRATIVE TEXT (A Case of the Eighth Grade Students of SMP Negeri 6 Semarang in the Academic Year of 2012 2013)

THE EFFECTIVENESS OF USING SEMANTIC MAPPING STRATEGY IN TEACHING READING COMPREHENSION OF NARRATIVE TEXT (A Case of the Eighth Grade Students of SMP Negeri 6 Semarang in the Academic Year of 2012 2013)

Once upon a time there were four little rabbits. Their names were Flopsy, Mopsy, Cotton-tail and Peter. One morning they were allowed to play outside. Their mother reminded them not to go to Mr. McGregor’s garden because their father had an accident there. Flopsy, Mopsy, and Cotton-tail were good little rabbits. They went down the lane to pick blackberries. But Peter was naughty. He ran straight away to Mr. McGregor’s garden. He ate some lettuces, French beans, and radishes. Suddenly, he met Mr. McGregor. Peter was very frightened and rushed away as fast as he could. He lost a pair of shoes and a jacket while he was running. Peter never stopped running or looked behind him till he got home. During the evening, he was sick because he was so tired. He had to drink some medicine while three of his brother had bread, mild and blackberries for supper.
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DEVELOPING STUDENTS’ READING COMPREHENSION OF NARRATIVE TEXT THROUGH DIRECTED READING-THINKING ACTIVITY STRATEG

DEVELOPING STUDENTS’ READING COMPREHENSION OF NARRATIVE TEXT THROUGH DIRECTED READING-THINKING ACTIVITY STRATEG

The researcher conducted the classroom action research at the eighth grade students of SMP N 2 Pontianak in class VIII B. The objectives of the first cycle were the students who were able to identify the main idea, the factual or details information, reference, inference and vocabulary. Based on the teaching objective on first cycle, the nurturing effects were the students developed their independent learning, cooperative learning, and mutual respectful based on directed reading- thinking activity strategy. The researcher conducted this research in two meeting (4x40 minutes). For the first and second meeting, the researcher conducted the teaching learning process in 80 minutes for each meeting. The researcher and the teacher found some students gave positive response during the activity. In the discussion, some students appeared active in the group, but others were talking about other things with their friends. The situation of the classroom when the students worked in groups to discuss was noisy. Some students asked permission to go the restroom. There were some students kept silent during the activity and did not follow the teaching learning process well. It meant teacher’s performance need to be improved. Teacher should give more motivation and organize students to study. After discussion, both the teacher and the students discussed the answer together. The students who had the correct answer would get applause from their friends. To support this research, the researcher also interviewed some students in order to know what were the students’ r esponse in the lesson based on directed reading-thinking acivity. The researcher chosed some students which got a high, average and low score as a representative. The interview consisted of 6 questions in Indonesian.
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THE EFFECTIVENESS OF SUGGESTOPEDIA IN TEACHING READING COMPREHENSION OF NARRATIVE TEXT.

THE EFFECTIVENESS OF SUGGESTOPEDIA IN TEACHING READING COMPREHENSION OF NARRATIVE TEXT.

In addition, the use of suggestopedia in EFL context especially in teaching reading comprehension may be recommended because some elements of suggestopedia are suitable to be applied in reading classroom. The use of some variant activities can encourage all students including the low-motivated and low- achiever students. Thus, all students in the classroom will engage to the material since the suggestopedia gives the possitive effect to the students. Furthermore, another thing is abou t the teacher’s time management. It w ill be better if the teacher prepare the lesson plan very well. It is to avoid lack of time in each stage since this teaching method needs much more time. It also makes the use of suggestopedia in teaching learning process works efficiently and effectively.
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The Effectiveness of Story Mapping Technique toward Students' Reading Comprehension of Narrative Text

The Effectiveness of Story Mapping Technique toward Students' Reading Comprehension of Narrative Text

For singular subject, verb must be added with -s/es suffix for simple present tense form e.g., Ani goes to school at 6 a.m. everyday whereas plural subject does not need to be added by any suffix e.g., Ani and Budi go to school at 6 a.m. everyday. Meanwhile in some countries such as Indonesia, the verb is not influenced by the subject whether it is in plural or singular form e.g., Budi membantu ibu setiap pagi and Budi dan Ani membantu ibu setiap pagi. Both sentences use verb membantu for plural and singular subject. The EFL students usually think that they could automatically transfer their reading ability in native language into foreign language, however, those languages have different concept in the language structure that make misinterpretation. 5 The EFL students tend to focus only on the difficult words not on the whole text. They try to find the meaning of difficult words on dictionary, they read word by word, they read slowly and they don’t have a target how far they should be able to comprehend the text . 6 Meanwhile, Crawley and Merritt said that the main aim of reading is to understand or comprehend the same idea between the reader and the author. Nevertheless some students showed that they only pronounce what they are reading. 7 It means that reading comprehension ability is not easy to be achieved because there are some factors which influence it, such as, the same background, the same language, and the same concept in reading. Whereas reading is one of skills that must be mastered by students based on Curriculum which is applied in Indonesia. 8
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METACOGNITIVE READING STRATEGY AWARENESS IN READING COMPREHENSION OF NARRATIVE TEXT : A Case Study.

METACOGNITIVE READING STRATEGY AWARENESS IN READING COMPREHENSION OF NARRATIVE TEXT : A Case Study.

This study aims to find out the participants’ responses toward the implementation of metacognitive strategy to helpparticipants’ reading comprehension of narrative 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 reading comprehension test. On the other hand participants used top-down model as a model to read the reading comprehension text fluently. The findings from the test and observation indicated all the participants could answer the reading comprehension test correctly.
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THE EFFECT OF PREDICTION STRATEGY ON STUDENTS READING COMPREHENSION IN NARRATIVE TEXT.

THE EFFECT OF PREDICTION STRATEGY ON STUDENTS READING COMPREHENSION IN NARRATIVE TEXT.

This study was aimed at finding out the effect of Prediction Strategy on students’ reading comprehension in narrative text. This study was conducted in experimental design. The population of this research was the first year students of SMA Swasta Masehi GBKP Berastagi. There were eighty students of first year senior high school as the sample of the research. This study was conducted with two randomized groups namely Experimental and Control group. The experimental group was taught by applying Prediction Strategy while control group was taught by applying Lecturing Strategy. The instrument of collecting the data was multiple choice tests which consist of 50 items. To obtain the reliability of the test the researcher used Kuder - Richardson (KR – 21) formula. The calculation shows the reliability is 0.56 (moderate). The data were analyzed by using t-test formula. The calculation shows that t-observed (3.96) is higher than t- table (1.99) at the level of significance (α) 0.05 with the degree of freedom (df) 78. It means that there is a significant effect of applying Prediction Strategy on students’ reading comprehension in narrative text. So the null hypothesis (Ho) is rejected and alternative hypothesis (Ha) is accepted.
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S IND 0902529 Abstract

S IND 0902529 Abstract

This research investigates the correlation of playing Role-Playing Games and students’ reading comprehension of narrative text . Thirty (30) ninth grade students who play Role-Playing Games participated in this study. Their frequency in playing Role-Playing Games and their ability in reading comprehension of narrative text are analyzed by using correlation research design. Correlation research design was used in this study in order to find out the tendency of relation between students’ frequency in playing role -playing game and their reading comprehension in narrative text. Creswell (2012, p. 338) states that correlation is a statistical test to determine the tendency or pattern between two variables or two sets of data to vary consistently. The result shows that the correlation degree between both variables is at the point of 0.687. It can be categorized as positive strong relationship which means that students who play Role-Playing Games have a tendency to get higher score in reading comprehension of narrative text. From the findings, it is recommended that Role-Playing Games can be used as a media to teach narrative text to the students.
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THE EFFECT OF TEACHING READING COMPREHENSION THROUGH DIRECTED READING – THINKING ACTIVITY (DRTA) STRATEGY ON STUDENTS’ NARRATIVE TEXT ACHIEVEMENT AT THE FIRST YEAR OF SMP PGRI 2 KATIBUNG LAMPUNG SELATAN

THE EFFECT OF TEACHING READING COMPREHENSION THROUGH DIRECTED READING – THINKING ACTIVITY (DRTA) STRATEGY ON STUDENTS’ NARRATIVE TEXT ACHIEVEMENT AT THE FIRST YEAR OF SMP PGRI 2 KATIBUNG LAMPUNG SELATAN

Across an ocean, over lots of huge bumpy mountains, across three hot deserts, and one smaller ocean there lay the tiny town of Chewandswallow. In most ways, it was very much like any other tiny town. It had a Main Street lined with stores, houses with trees and gardens around them. A schoolhouse, about three hundred people, and some assorted cats and dogs. But there were no food stores in the town of Chewandswallow. They didn’t need any. The sky supplied all the food they could possibly want. The only thing that was really different about Chewandswallow was its weather. It came three times a day, at breakfast, lunch, and dinner. Everything that everyone ate came from the sky. Whatever the weather served, that was what they ate. But it never rained rain. It never snowed snow. And it never blew just wind. It rained things like soup and juice. It snowed mashed potatoes and green peas. And sometimes the wind blew in storms of hamburgers.
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THE EFFECT OF APPLYING COLLABORATIVE STRATEGIC READING (CSR) ON STUDENTS’ ACHIEVEMENT IN READING NARRATIVE TEXT.

THE EFFECT OF APPLYING COLLABORATIVE STRATEGIC READING (CSR) ON STUDENTS’ ACHIEVEMENT IN READING NARRATIVE TEXT.

This study deals with the effect of applying Collaborative Strategic Reading (CSR) on Students’ Achievement in Reading Narrative Text. It was conducted by using experimental research design. The population of this study was the grade eight (VIII) students of SMP Negeri 10 Medan with eleven parallel classes. The samples of the study were two classes divided into two groups, experimental and control group which were chosen by using random sampling. Sixty students were taken as the samples. The experimental group was taught by using Collaborative Strategic Reading (CSR), while the control group was taught by using Lecturing Method. The instrument for collecting the data was a multiple choice test. The data of this study were taken from the students’ score of reading test . Kuder Richardson (KR21) formula was applied to obtain the reliability of the test. Based on the calculation, it showed that the reliability of the test was 0.78 categorized as high reliability. There were two data used in this research. They were pre-test and post-test. Then, after analyzing the data, it was found that the value of t observed was
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S IND 0902529 Chapter5

S IND 0902529 Chapter5

There are some factors that contribute to the correlation between the variables. The similarities of the structures and elements in role-playing games and narrative could affect the result of this study. Interest and attitude of the participants with the topic also become one of the factors. Furthermore, the result of the research shows that playing role-playing games could bring some positive effects to the players.

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S ING 1106119 Bibliography

S ING 1106119 Bibliography

Boulineau, T., Fore, CB., Hagan, S., Burke MD (2004). Use of story- mapping to increase the story-grammar text comprehension of elementary students with learning disabilities. Learn. Disabil . Q. 27:105- 121. Brown, A. (1980). Metacognitive development and reading. In: Spiro, R, Bruce,

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S ING 1106119 Abstract

S ING 1106119 Abstract

This study focuses on investigation of how story map is implemented in teaching narrative text in a junior high school in Bandung and how the teaching of story map improves students’ reading comprehension in learning narrative text . To achieve the purposes, this study employed qualitative approach which settled case study design. This study involves eighth grade students as the research participants. The data are collected from classroom observation, interview, and reading comprehension test. This study reveals several steps in implementing the story map while learning narrative text: (1) the introduction to story map; (2) filling each element of story map; and (3) discussion and reviewing. Besides, the writer also finds several ways a story map improves students’ reading comprehension in learning narrative text, that are (1) story map builds upon prior knowledge, and (2) story map helps to organize story content. Story map gives good impacts for students, most of the students give positive responses. It is supported by the fact that they enjoyed their reading comprehension process using story map. Based on the findings, teacher needs to be more creative in selecting teaching learning technique in improving students’ reading comprehension. In addition, it can enrich study about reading comprehension techniques in Indonesia.
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The Use of Directed Reading Teaching Activity in teaching Narrative Text Reading– A Case of Eighth Graders Students of SMP Negeri 19 Semarang

The Use of Directed Reading Teaching Activity in teaching Narrative Text Reading– A Case of Eighth Graders Students of SMP Negeri 19 Semarang

The concept of reading comprehension could be bottom-up and top-down approaches. Nunan (1989:33) mentions that with the bottom-up approach, the reading is viewed as a process of decoding written symbols, working from smaller units (individual letter) to larger ones (words, clauses and sentences). According to Olson and Diller (1982: 42), what is meant by reading comprehension is a term used to identify those skills needed to understand and apply information contained in a written material. This statement is supported by Harris and Sipay (1980: 179), who say that reading comprehension ability is taught to be a set of generalized knowledge acquisition skills that permits people to acquire and exhibit
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S ING 0907004 Chapter5

S ING 0907004 Chapter5

Since the finding of this research showed the low effectiveness of CSR to enhance reading comprehension in Junior High School, it is highly recommended to use CSR in the class with high level of thinking such as Senior High School and College. However, if the teacher or researcher wants to try to apply it in Junior High School or lower grade, there are some considerations in order to make CSR success to improve students’ reading comprehension effectively: the students, the text, the activity, the instruction of CSR, and the time allotment.
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S ING 1002585 Abstract

S ING 1002585 Abstract

This study aims to find out the participants’ responses toward the implementation of metacognitive strategy to helpparticipants’ reading comprehension of narrative 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 reading comprehension test. On the other hand participants used top-down model as a model to read the reading comprehension text fluently. The findings from the test and observation indicated all the participants could answer the reading comprehension test correctly.
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Improving students’ reading comprehension on narrative text using narrative video

Improving students’ reading comprehension on narrative text using narrative video

This research is about improving students’ reading comprehension on narrative text using narrative video. Researcher conducted this research in class X-G of SMA Negeri Banyumas on February 15 骸 , 2010 until March 20 骸 , 2010. The actions of this research were done in AVI (Audio Visual) room, because the LCD (Liquid Crystal Display) of X-G has been unready yet. During the actions, the researcher was helped by Mrs. Kr as the collaborator. The aims of this research are to improve the students’ comprehension on narrative text and to describe what happen in the class when narrative video is used to teach narrative reading. This chapter describes and discusses the data collected from the research.
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