Reading Narrative Text Achievement

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IMPROVING STUDENTS’ READING NARRATIVE TEXT ACHIEVEMENT THROUGH PRE-QUESTIONING STRATEGY.

IMPROVING STUDENTS’ READING NARRATIVE TEXT ACHIEVEMENT THROUGH PRE-QUESTIONING STRATEGY.

This study deals with the improvement of the students’ reading narrative text achievement through pre-questioning strategy. This study tries to find out to what extend using Pre-questioning strategy could improve students ’ reading narrative text achievement. The subject of this research is the grade 8 students of SMP Negeri 22 Medan. One class out of six classes was taken by using purposes sampling technique as the subject of the research. The number of the subjects of the research was 30 students. This thesis applies classroom action research which is done in two cycles. The instruments for collecting data used quantitative data (reading test) and qualitative data (observation sheet, interview sheet, and diary notes). The result of the research shows that the mean of pre-test was 51,33, the mean of cycle-1 test was 65, and the mean of cycle-2 test was 79,33. Based on the data above, it can be concluded that Pre-questioning Strategy is significantly improved students’ achiev ement in reading narrative text.
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THE EFFECT OF USING PROBLEM BASED LEARNING STRATEGY ON STUDENTS ACHIEVEMENT IN READING NARRATIVE TEXT.

THE EFFECT OF USING PROBLEM BASED LEARNING STRATEGY ON STUDENTS ACHIEVEMENT IN READING NARRATIVE TEXT.

In fact, reading is not as easy as people think, it is not easy to have the ability of drawing meaning from the printed page and interpret the information appropriately. Consequently, students will need to read the text two or three times to get even approximate sense. All these take time and make students give up because of lack of motivation. Reading passage is bound to be difficult for them and they predict that the whole reading passage will be frustrating.

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THE EFFECT OF USING SEQUENCE CHAIN STRATEGY ON STUDENTS READING COMPREHENSION ACHIEVEMENT ON NARRATIVE TEXT.

THE EFFECT OF USING SEQUENCE CHAIN STRATEGY ON STUDENTS READING COMPREHENSION ACHIEVEMENT ON NARRATIVE 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.

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THE EFFECT OF USING QUESTION ANSWER RELATIONSHIP STRATEGY ON STUDENTS` ACHIEVEMENT IN READING NARRATIVE TEXT.

THE EFFECT OF USING QUESTION ANSWER RELATIONSHIP STRATEGY ON STUDENTS` ACHIEVEMENT IN READING NARRATIVE TEXT.

Hutabarat, Handika Saputra. 2103321017. The Effect of Using Question Answer Relationship Strategy on Students’ Achievement in Reading Narrative Text. A Thesis. English Department. Faculty of Languages and Arts. States University of Medan. 2015.

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THE EFFECT OF RECIPROCAL TEACHING TECHNIQUE ON THE STUDENTS READING COMPREHENSION ACHIEVEMENT IN NARRATIVE TEXT.

THE EFFECT OF RECIPROCAL TEACHING TECHNIQUE ON THE STUDENTS READING COMPREHENSION ACHIEVEMENT IN NARRATIVE TEXT.

This study was intended to finding out the effect of applying the Reciprocal Teaching Technique on the students’ reading comprehension achievement in narrative text. It was conducted by using experimental research design. The population of this research was the second year of science students of SMA Prayatna Medan. The samples of the research were two classes which consisted of experimental and control group which were chosen by using clustering technique. Forty students were taken as the samples in each class. The experimental group was taught by using Reciprocal Teaching Technique, while the control group was taught without using Reciprocal Teaching Technique. By using Kuder Richardson (KR-21) formula, it was obtained that the reliability of the test was 0.77(high). The data were analyzed by using t-test. The calculation showed that t-observed (4.3) was higher than t- table (1.990) at the level of significance (α) 0.05 with the degree of freedom (df) 78.The result of this study showed that Reciprocal Teaching Technique was significantly affect on students’ Reading Comprehension achievement.
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Implementing Jigsaw IV Technique to Improve the Eleventh Grade Students' Narrative Text Reading Comprehension Achievement

Implementing Jigsaw IV Technique to Improve the Eleventh Grade Students' 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.
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THE EFFECT OF GIST (GENERATING INTERACTION BETWEEN SCHEMATA AND TEXT) STRATEGY ON STUDENTS’ ACHIEVEMENT IN READING NARRATIVE TEXT.

THE EFFECT OF GIST (GENERATING INTERACTION BETWEEN SCHEMATA AND TEXT) STRATEGY ON STUDENTS’ ACHIEVEMENT IN READING NARRATIVE TEXT.

Students at Junior high school are expected to comprehend some types of text in reading. One of the genre that is taught is narrative. Pardiyono (2010:93) states that narrative is the text which is to amuse or entertain and also to give moral lesson which containing problematic experiences and resolution. School- based curriculum 2006 states students at junior high school have to comprehend this kind of text. That’s why it is important to make sure that students at this level

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IMPROVING THE TENTH YEAR STUDENTS’ ACTIVE PARTICIPATION AND READING COMPREHENSION ACHIEVEMENT OF NARRATIVE TEXT BY USING PICTURES IN SERIES AT SMAN RAMBIPUJI, JEMBER

IMPROVING THE TENTH YEAR STUDENTS’ ACTIVE PARTICIPATION AND READING COMPREHENSION ACHIEVEMENT OF NARRATIVE TEXT BY USING PICTURES IN SERIES AT SMAN RAMBIPUJI, JEMBER

Moving to the second cycle, the highest score in reading test was 94 reached by student number 30. She only answered 1 item incorrectly in word comprehension. Then, the rest of the items were answered correctly by her. She was active both in the first meeting and the second meeting of cycle 2. She did all the indicators of active participation such as finding the meaning of the underlined words, reading the narrative text, making note, doing the reading exercises and drawing conclusion. Then, the fair score in cycle 2 was represented by student number 24. She got 78 in her reading test. Her total correct answer was 16 consisted of 4 for word comprehension, 5 for sentence comprehension, 3 for paragraph comprehension and 4 for text comprehension. Based on the results of observation she belonged to active students both in the first meeting and the second meeting of cycle 2. She also did all of the indicators of active participation. The last, student that got the lowest score was the student number 33 again. Although his score had improved from cycle 1 to cycle 2 but it was still below the passing grade that was 62. He only answered 13 items correctly covering 3 for word comprehension, 4 for sentence comprehension, 1 only for paragraph comprehension and 5 for text comprehension. Based on the result of observation in cycle 2, the student number 33 was still passive. In the first meeting he did 3 indicators only, they were reading the narrative text, doing the exercises and drawing conclusion. Then, in the second meeting he also did 3 indicators that were identifying the meaning of the underlined words, reading the narrative text and doing the exercises. Because of his passiveness to be involved in the teaching and learning process, the improvement of his test score in the cycle 2 was not significant and his score was still below the passing grade.
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THE EFFECT OF BEFORE, DURING, AND AFTER READING (BDA) STRATEGY ON STUDENTS’ READING COMPREHENSION ACHIEVEMENT IN NARRATIVE TEXT.

THE EFFECT OF BEFORE, DURING, AND AFTER READING (BDA) STRATEGY ON STUDENTS’ READING COMPREHENSION ACHIEVEMENT IN NARRATIVE TEXT.

This study was conducted to investigate the effect of Before, During, and After Reading (BDA) Strategy on students’ reading comprehension achievement in narrative text. It was conducted in experimental research design. The population of this study was the eighth grade students of SMP Swasta Eria Medan which consisted of two parallel classes. Both classes were divided into experimental group which was taught by applying BDA Strategy, and control group which was taught without applying BDA Strategy. The sample was taken by lottery random sampling and 30 students were selected for each group. The instrument used to collect the data was reading comprehension test. The result of reliability of the test calculated by Kuder-Richardson formula 20 (K-R 20) was 0.624. It was found that the reliability was high so the test was reliable. The data were analyzed by using t- test formula. The analysis shows that the scores of students’ in experimental group were significantly higher than the scores of students’ in control group at the level of significance (α=0. 05) with the degree of freedom (df) = 58, t observed value
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THE IMPLEMENTATION OF RECIPROCAL TEACHING TECHNIQUE IN NARRATIVE TEXT TO INCREASE THE STUDENTS’ READING COMPREHENSION ACHIEVEMENT AT THE SECOND GRADE OF SMAN 1 KALIREJO

THE IMPLEMENTATION OF RECIPROCAL TEACHING TECHNIQUE IN NARRATIVE TEXT TO INCREASE THE STUDENTS’ READING COMPREHENSION ACHIEVEMENT AT THE SECOND GRADE OF SMAN 1 KALIREJO

2. There are some problems faced by the students in learning reading comprehension through RTT in predicting, questioning, clarifying, and summarizing. Firstly, in predicting strategy, the students can not translate their predictions into English, make prediction relevant with title and pictures clues, and activate relevant background knowledge prior to reading. Secondly, in questioning strategy, the students can not make questions in English, find the specific information of the text, and sometimes their questions are grammatically incorrect. Thirdly, in clarifying strategy, the students find many difficult words on the text, get difficulty to find the synonym of the words, and understand unfamiliar words. The last, in summarizing strategy, the students can not determine the main idea on the text, find the specific information of the text, use their own words to summarize, and their summaries are not complete. However, after implementing RTT in teaching reading comprehension more frequently, the students are gradually able to overcome their problems.
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THE EFFECT OF USING QUESTION-ANSWER RELATIONSHIP (QAR) ON THE STUDENTS’ ACHIEVEMENT IN READING NARRATIVE TEXT.

THE EFFECT OF USING QUESTION-ANSWER RELATIONSHIP (QAR) ON THE STUDENTS’ ACHIEVEMENT IN READING NARRATIVE TEXT.

This study was aimed at finding out the effect of using Question-Answer Relationship Strategy on the students’ achievement in reading narrative text. This study was an experimental research design. The population of this study was grade X students of SMA Cerdas Murni Tembung with the total number of students was 60 as samples and all of the students was taken by using cluster sampling technique. The students were divided into two groups, namely experimental and control group. The experimental group was taught by using Question-Answer Relationship Strategy, while the control group was taught by using Conventional Strategy. The instrument of collecting data was multiple choice tests administered in pre-test and post-test. To obtain the result of the reliability of the test, Kuder Richardson formula (KR-21) was used. The result of the calculation showed that the reliability of the test was 0.80, which meant that the reliability of the test was high. The data were analyzed by using t-test formula. The result of the analysis showed that t value was higher than t table (3.65 > 2.00) at
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S ING 1002585 Chapter1

S ING 1002585 Chapter1

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.
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THE EFFECT OF USING TEAM GAMES TOURNAMENT TECHNIQUE ON STUDENTS READING COMPREHENSION.

THE EFFECT OF USING TEAM GAMES TOURNAMENT TECHNIQUE ON STUDENTS READING COMPREHENSION.

This study wasaimed at finding out the effect of using Team Games Tournament Technique on students’ Reading Comprehension . The population of the study was the 2014/2015 academic year firstsemester grade XI students of SMA Negeri 1 TIGALINGGA. The samples were two classes, namely XI IPA 1 and XI IPA 2, with the total was 60 students selected by applying random sampling. The sample was divided into two groups. Experimental group (XI IPA1) was taught by using Team Games Tournament Techniquewhile the control group (XI IPA 2) was taught without using Team Games Tournament Technique. The data of this research were taken from the students’ score of reading narrative text test. The calculation showed that the coefficient of the test was 0.65, it showed that the test was reliable and the reliability was substantial. There were two data used in this research. They were pre-test and post-test. The data were analyzed by using t-test formula to show the effect of using Team games Tournament Technique on students’ achievement in read ing naarrative text. After analyzing the data, the finding indicates that t-observed was higher than t-table (5.50 > 2.00) at the level of significance 0.05 with the degree of freedom (df) 58. It means that by using Team Games Tournament Technique has sign ificantly affected on the students’ achievement in reading narrative text. It implies that Team Games Tournament Technique is a significant technique for teaching reading narrative text.
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THE EFFECT OF USING KWL (KNOW-WANT-LEARN) TECHNIQUE ON STUDENTS` ACHIEVEMENT IN READING NARRATIVE TEXT.

THE EFFECT OF USING KWL (KNOW-WANT-LEARN) TECHNIQUE ON STUDENTS` ACHIEVEMENT IN READING NARRATIVE TEXT.

This study was aimed at finding out the effect of using KWL(Know-Want- Learn)Technique on students’Achievement in reading narrative text. This study was an experimental research design. The population of this study was grade X students of SMA Negeri 1 Perbaungan with the total number of students was 60 as samples and all of the students was taken by using cluster sampling technique. The students were divided into two groups, namely experimental and control group. The experimental group was taught by using KWL(Know-Want-Learn), while the control group was taught by using without KWL (Know- Want- Learn). The instrument of collecting data was multiple choice tests which then divided into pre-test and post-test. To obtain the result of the reliability of the test, the researcher used the Kuder Richardson formula (KR-21). The result of the calculation showed that the reliability of the test was 0.64, which means that the reliability of the test is high. The data were analyzed by using t-test formula. The result of the analysis showed that t value is higher than t table (4.01 > 2.00) at the level
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SQ3R Technique in Reading Comprehension with Students’ Achievement in Understanding Narrative Text at the First Grade of SMAIT Al-Multazam Manis Kidul Kuningan”

SQ3R Technique in Reading Comprehension with Students’ Achievement in Understanding Narrative Text at the First Grade of SMAIT Al-Multazam Manis Kidul Kuningan”

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.
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THE EFFECT OF APPLYING STORY GRAMMAR STRATEGY ON STUDENTS` ACHIEVEMENT IN READING COMPREHENSION OF NARRATIVE TEXT.

THE EFFECT OF APPLYING STORY GRAMMAR STRATEGY ON STUDENTS` ACHIEVEMENT IN READING COMPREHENSION OF NARRATIVE TEXT.

This study deals with the effect of applying Story Grammar Strategy on students’ achievement in reading comprehension of narrative text. It was conducted by using experimental research design. The population of this study was the grade eight (VIII) students of SMP Negeri 2 Kualuh Leidong with four parallel classes. The samples of the study were two classes divided into two groups, experimental and control group which were chosen by using lottery technique. Sixty students were taken as the samples. The experimental group was taught by using story Grammar Strategy, while the control group was taught by using Conventional Way. 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 (KR20) formula was applied to obtain the reliability of the test. Based on the calculation, it showed that the reliability of the test was 0.88 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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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.

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.
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IMPROVING THE ELEVENTH GRADE IPA 3 CLASS STUDENTS’ PARTICIPATION AND THEIR READING COMPREHENSION ACHIEVEMENT ON NARRATIVE TEXT BY USING SQ3R STRATEGY AT MAN 2 JEMBER

IMPROVING THE ELEVENTH GRADE IPA 3 CLASS STUDENTS’ PARTICIPATION AND THEIR READING COMPREHENSION ACHIEVEMENT ON NARRATIVE TEXT BY USING SQ3R STRATEGY AT MAN 2 JEMBER

An active strategy that will be used by the researcher in this research is SQ3R Strategy. It is chosen because the researcher believes that the steps of this strategy can help the teacher improve the student’s motivation and also their achievement in reading class. According to Hennings (1997:275), a study scheme called SQ3R is helpful in clarifying the structure of a text. SQ3R is a five-step strategy for studying a passage in which the readers use the title, the introduction, heading and sub headings, notice words which are italicized or bold, charts, graphs, picture, maps, and other visual materials to develop questions that provide a framework for reading; the steps are Survey, Question, Read, Recite, Review. It can be concluded that by looking at the title, the introduction, heading and sub headings, etc, the reader can make questions that make them curious to know the answers from the questions by reading the whole text. Therefore, this SQ3R strategy is very useful for the teacher to make the students achieve the passing grade and make the students enthusiastic in joining reading class.
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IMPROVING THE XI-MIA STUDENTS’ READING COMPREHENSION ACHIEVEMENT OF NARRATIVE TEXTS ADAPTED FROM THE INTERNET AT SMAN RAMBIPUJI JEMBER

IMPROVING THE XI-MIA STUDENTS’ READING COMPREHENSION ACHIEVEMENT OF NARRATIVE TEXTS ADAPTED FROM THE INTERNET AT SMAN RAMBIPUJI JEMBER

Observation in the classroom action research was direct observation that can be done by test, questionnaire, picture recording and sound recording (Arikunto, 2006:157). Observation in this research was conducted to record the students’ activities and responses during the teaching and learning process. The observation instrument used in this research was observation checklist. Checklist is a list of variables which data is going to be collected (Arikunto, 2006: 159). Here, the researcher used the checklist for observing the students active performance to take the data. The indicators observed were the students’ activities in 1) student read the text, 2) students make some notes about important things in the text,3) rewrite the answer from the reading material to the task,4) students answer the teacher’s questions, and 5) students do exercises. The students who could fulfil at least 4 indicators were active students, and the students who fulfil less than 4 indicators are passive students. The following is the form of the observation checklist for the students’ participation.
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IMPROVING THE YEAR EIGHT STUDENTS’ READING COMPREHENSION ACHIEVEMENT OF NARRATIVE TEXT BY USING CARTOON VIDEO AT SMP NEGERI 1 SILIRAGUNG, BANYUWANGI IN THE 2012/ 2013 ACADEMIC YEAR

IMPROVING THE YEAR EIGHT STUDENTS’ READING COMPREHENSION ACHIEVEMENT OF NARRATIVE TEXT BY USING CARTOON VIDEO AT SMP NEGERI 1 SILIRAGUNG, BANYUWANGI IN THE 2012/ 2013 ACADEMIC YEAR

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’ Reading Comprehension Achievement of Narrative 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:

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