CHAPTER I
INTRODUCTION
A.
Background of the Study
Language is one of means the communication is used
to convey the ideas, feeling, massage, expectations, and so on. English is the
first foreign language in Indonesia, which is very important to be learned by
the students, especially in developing science and technology, arts, cultures,
and to develop the education sector by employing the exchange students program
with the other countries.
English is foreign language that must be studying by
everyone in Indonesia, because it is using an international language. English
is not only utilizing in daily communication, but also in informal education,
beginning from elementary school to university level. English is a compulsory
subject which must be learning by students, in order to get knowledge of
English, especially, the students of university or college; they have to master
English to expand their English ability to whole aspects.
According to Hughes and Cable (2003, p.2), language
is primary speech, it means that, language is the first important need in our
life to communicate and interact, which is in our communication that involve those
skill. It means receptive and productive skill. Blonch and Trager (2003, p.2) say
that language is a means of social communication. It means that, language means
sociolinguistic that involves the use of language and language uses which
contains those skill as well.
Richard and Renandya (2002, p.273) state that good
reading text also provide good model for writing and provide opportunities to
introduce new topics to stimulate
discussion and study language. The 1994 English curriculum mentioned that a
goal of students to learn English at MA is to process reading, listening,
speaking, and writing skill. In English, the theme chooses in based on the
developing grade and interest of vocabulary mastering (more and less than 3000
words for the English program) and suitable grammar. So, consequently among for
the basic skills of language it is stressed on reading skill.
In teaching learning process especially English
subject, the teacher often finds the passive activity. It means that, when the
teacher gives an explanation about reading text, the students do not focus and
try to understand the text. Otherwise the students will get sleepy. Basically
reading skill needs to active in teaching and learning process and comprehend
about reading text. The achievement of teaching learning process especially in
teaching English reading comprehension needs active readers, because reading
skill is an active process in getting new information and knowledge base on the
reading text.
The present researcher finds out three problems in
teaching English which is caused low achievement in English students are namely
: (1) the perception of the students, English is very difficult, (2) low
supporting of the students family or parent and (3) the teachers are non active
and unprofessional. In this case, the present researcher recommends the interactive
practice by employing this approach and the students are expected to have good
competence and ability in English reading skill.
Right know, the English of MA NW Kabar students’ skill low it can be seen from the result of
evaluation of English. Therefore, the present researcher aims to investigate
the students’ achievement in reading comprehension in narrative text for the
eleventh year students of MA NW Kabar
in the school year 2011/2012.
B.
Scope of the Study
The study merely include about subject and object of the study.
1.
The
subject of study is the eleventh year students of MA NW Kabar in the school
year 2011/2012.
2.
The
object of the study to limit on the students achievement in reading
comprehension in narrative text.
C.
Statement of the Problems
Based on the background of the problem
above, the present researcher formulates the the problem of this investigation as
follows :
1.
Is there students achievement in reading comprehension in
narrative text for the eleventh year students of MA NW Kabar in the school year 2011/2012?
2.
To what extent is the student achievement in reading
comprhension in narrative text for the eleventh year students of MA NW Kabar in the school year 2011/2012?
D.
Purpose of the Study
1. To find out student’s achievement
in reading comprehension in narrative text for the eleventh year students of MA NW Kabar in the school year 2011/2012.
2. To find out whether and to what extent
of the students achievement in reading comprehension in narrative text for the
eleventh year students of MA NW Kabar
in the school year 2011/2012.
E. Significance
of the Study
The result of this study is
expected to give contribution the theoretically and practically.
1. Theoretically
a.
To
give some additional contribution to the development of English teaching, especially in teaching reading
comprehension.
b.
The
result of this research can give the information about teaching reading technique at the beginner level.
c.
The
result of this research can be used as reference for the other researcher to research
the case similar.
2. Practically
a.
The
result of this study is useful for the language teacher in general and English
teacher particularly.
b.
In
this study is able to enrich the teacher’s knowledge in terms of teaching
approaches of English reading comprehension.
c.
The
finding of this study is to serve as an attempt to contribute to the more
effective testing reading comprehension at SMA/MA
CHAPTER II
REVIEW OF RELATED LITERATURE
A.
Reading
Skill
1.
General
Concept of Reading
Although, on the world wide
level, the format of teaching reading skills. May differ according to local circumstance,
the 1994 English GBPP stresses the implementation of teaching reading skill
unit. It means that reading is taught integral with the other language skill.
Such as teaching vocabulary, grammar, punctuation, and the way to construct
sentences, paragraphs and text.
Lado ( 1961, p.71 ) says that, the
development of reading skill mostly occurs in this stage. To be effective
reader, the pupils should be able to (1) scan; (2) skim; (3) read between the lines;
(4) read intensively; and (5) reduce meaning from context. Scans means that the
pupils glance rapidly through the text to get specific information. Skim means
that the pupils glance or read the text quickly to get general information.
Read between the lines means that the pupils get the meaning or obtain the
information of the text from line too. Read intensively means that the pupils
play their concentration in reading to get detail information. From the context
means, the pupils take a conclusion or the information of the text from the
context of text.
According to Nuttal (1996, p.23) the authentic reason
for reading is the readers attempt or activity to get information from written
language such as fart, ideas, enjoyments, in order word the readers want to get
the message from the written text that has been expressing. So, whatever
definition we have relates to the comprehension, but the main point is that the
readers want to get or understand the present researcher ideas print on the
text. To get this purpose the readers should be comprehend it, because
comprehension is playing very important role. As we know that comprehension is
a process of obtaining information from the context by using previous knowledge
to interpretation the meaning of the text. The readers also should have a
capability to identify the text structure to obtain the text comprehensively.
Meanwhile, Marshall (1988, p.29) stares one can read
actively by giving responses on the reading material. The responses include the
acting out or role playing what reading about answering the questions, and
discussing the ideas that has read about. And then answering the questions,
discussing the ideas and impressing the choices from among alternative
responses as indicate of comprehension which is, in learning the fact or
events, giving the passage a title, making inference about the other paraphrasing,
retelling, summarizing and deciding statement are true or false.
2.
Micro and Macro of Reading
Douglas
H, (2000, p.187) states that the micro of reading as following:
a. Discriminate among the
distinctive graphemes and orthographic patents of English.
b. Process writing at and efficient rate of speed
to suit the purpose
c. Recognize a core of word, and
interpret word order patents and their significance.
d. Recognize grammatical word
classes (noun, verb, etc). System (e.g. tense, agreement, pluralization), patents,
rules, and elliptical forms.
e. Recognize that a particular
meaning may be expressed in the different grammatical forms
f. Recognize cohesive devices in
written discourse and their role in signaling the relationship between and among
clauses.
While
macro of reading as follows:
1. Recognize the rhetorical forms of
written discourse and their significance for interpretation.
2. Recognize the communicative
function of written text, according to form and purpose.
3. Infer context that is not explicit by using
background knowledge.
4. From described event, ideas, etc.
Infer links and connections between events, deduce causes and effects, and
detect such relation as main idea, supporting idea, new information,
generalization, and exemplification.
5. Distinguish between literal and implied
meanings.
6. Detect culturally specific references and
interpret them in a context of the appropriate cultural schemata.
7. Develop and use a battery of reading
strategies, such as scanning and skimming, detecting discourse markers,
guessing the meaning of words from context, and activating schemata for the
interpretation of text.
3. Reading Comprehension
The
capability of reading comprehension is one of the skills that should be owned
by every student who learn English. The purpose of teaching reading
comprehension at senior high school is able to comprehend and to interpret the
reading material through observation and absorption.
Yulius (1998, p.12) states that “reading means comprehend the meaning of writing”. Based on the quotation,
it can be said that reading is not only able to spell about the content of the
text one by one, but also the most important one comprehend the content of
writing on reading material.
According to Douglas
(2001, p.277) states that,
reading for comprehension is the primary purpose of reading (through this
sometimes overlooked when the students asked to read the difficult text). In
raising the students awarness of main ideas in a text and explores the
organization of the text essential for a good comprehension. Comprehension
is making a since out of text (Carrel, 1998,
p.12) states
that, reading in this case is the result of interaction between
the perception of graphic symbols that represent language and the readers prior
knowledge. As the result of interaction,
reading (comprehension) is a process of getting information from context and
combining disparate elements into a new whole, it is process of using readers
existing knowledge (schemata) to interprete text in order to to construe
meaning. Reading is this process does not only involve the readers schemata
about the text, but also the readers ability to identify the text structures to
get the meaning of the text comprehensively.
In addition,
Santono (1997, p.3)
suggests there are, the ways to be able to comprehend reading text. Base on the statement above there
are three types to comprehend reading text, first readers
need concentrate to important word. Second, reader needs to know about the
image of the whole of reading text. Third the reader needs to determine about
information which they know.
4. Factors Influencing of Reading Comprehension
Whereas
according to the other definition from Cricisoe and Gee (1996, p.9) states that
there are some factors: which are important of influencing to get successful in
reading comprehension.
a.
The
text and comprehension
The
way in which ideas are written down certainly effects comprehension.
b.
Reader
and environment
Comprehension
is influenced by the physical and emotional environments in which the students
reading.
c.
Reader
factors in comprehension
There
are some factors influence comprehension, they are the previous knowledge or
experience, readers, interest, readers thinking and verbal abilities and the
way of the reader organizes the data.
After
analyzing some definition above, the present researcher concludes that it is
mainly two factors influence reading comprehension ability that is
reinforcement. Internal and external factors or linguistic factors and non
linguistic factors. The linguistic factors are related to the element such as
structure, vocabulary, and orthography. Whereas the non-linguistic factors are
related to attitude, motivation, personality, teacher, facility, intelligence,
culture, social environments. If the readers can master both linguistic factors
and non-linguistic factors, they will not have difficulties in comprehending
any English text.
There
are some internal factors and external factors:
1)
Internal
Factors
a. Level of Intelligence
There is no doubt that intelligence plays are important
role in determining the success of the learners. With Higher intelligence
student will gain higher achievement on their learning. On the other hand lower
intelligence of students will get lower achievement on their subject. In
accordance to the student’s intelligence, score theories agree that
intelligence influence on the student’s ability in reading. Here is one
summarized work proposed by channels “level of general intelligence is one of
the factors closely conditioning success in reading, but it is connected more
with the power of understanding accurately and quickly what is read than with
the level of word recognizing.
b. Special Mental Abilities
Special abilities, here, are including visual and
auditory discrimination of word pattern. Base on some factors the ability of
some differs from the others. These mental capabilities are partly possessed by
nature and the student’s effort. Harris and Libya 9 (1997, p. 21) Quoted
Taylors statement about mental abilities “it is obvious that the child at birth
is not ready to read. Before he can begin this enterprise, he must have
sufficient visual activity to recognize slight differences in the complicated
pattern of the words. He must have sufficient auditory discrimination to tell
one complex sound from other, since orientation in both hearing and vision
before he appreciates the meaningful structure of words seen and words heard.
c. Emotional Attitude
Some expert agrees that emotion is a very
influential to student’s achievement pupils is eager to learn when he or she feels
the subject material presented by teachers is interesting. This also, depends
like or dislikes cases. When the students like the subject, they will learn it enthusiastically.
Shortly student eager to learn can be highlight by praising, encouraging giving
positive reinforcement.
2) External Factors
Teacher has to responsible for
the student’s success on reading activity. The teachers for example can prepare
the material the students need for the reading class applies the most suitable
method, which depend on the class condition. Furthermore Richards, (1996, p.3)
summarize the roles of language teachers into two areas: (a) primary roles as
facilitator, a teacher facilitates the communication process among all students
in the classroom and between students and teachers various activities, (b) teacher
as organizer of resources, a teacher is a guide the classroom activities.
B. Teaching Reading Comprehension
1. Teaching
Reading at MA/SMA
Teaching is
reading especially
students of SMA
should be reflect the consideration. The reader of English are
hoped to realize the aim of
teaching reading To train students to develop the reading skills as Mary
Spatt (1985, p.65) said that the skills are: 1) Recognizing
the letters word, 2)
Reading groups of letter as word,
3) Understanding the meaning of vocabulary items, 4) Understanding
the grammar of sentence, 5) Understanding
the meaning of punctuation,
6) Recognizing the effect of the style, 7) Making
inferences, 8) Reading
longer text, 8) Skimming
for gist, 9) Reading
for detail, 9) Making
references
a.
To prepare students to be effective and efficient readers
to get information or for fun.
The method used to teach reading is often inherent in the materfor
generaials available. For generation however good teacher have been adding
their individual stamp to official methods. So that the individual needs of
learners can be met. Additional practice material beyond those included the
textbooks, the personality of a situation in a story or the expection or contracting
of a lesson just a few of the
ways in which the teacher adjust to the textual structures of limited.
The long range goals which good teachers have usually kept in mind for reading
instruction are following:
1)
The encouragement of the full use of an individual’s
capacities in this reading, so that his influence on his culture can be
optimum, as well as hisself realization.
2)
The efficient use of
reading as a tool of learning and inquiry, as well as the pleasurable
use of reading for relaxation and escape.
3)
The broadening of student’s reading interest beyond the
present escape.
4)
The encourage of an attitude toward reading which will
lead to a life time interest in reading of many kinds and many purpose.
Emerland (1977, p. 44).
While these goals may seem remote to the teachers facing many children
everyday in the classroom. They are
neverthless overiding concern of literacy education, concerns which most
effective teachers bear in mind as they strive to give their classroom
instruction its highest meaning. In addition, specific activities are required
which make up many of the short range goals of reading instruction. Setting up
instruction situation which will encourage the learner to grow from his present
stage of reading to a higher level is the day to day responsibility of a
teacher.
Learning to read appears to depend on a successful interaction among three
main factors:
1) The language,
the specific writing system which is being taught in each instance.
2) The learner,
the person or group of person who are to acquire that subject matter.
3) The
method adopted in leading the pupis to acquire the specific subject matters.
The stage of teaching reading as follows:
a) Presentation
Presentation is explained
the material giving
the student some question about materials
monitoring and giving the material to the students.
b) Practice
Practice is asking the
students to find out the difficult word
ordering the student to
do the exercise
discussing the answer
together
c) Production:
After
teaching learning activity, the students can answer the question.
(William and Wallace (2000, p. 10).
The technique of teaching reading can be though communicative activities,
the procedure to present vocabulary can be given through many kinds of games,
such as, synonym, riddle, last letters, antonyms and so on. Teaching reading at
SMA, the teacher should conduct and make well planning through
three major stages;
they are pre reading activities, post reading activities, and while reading
activities, (Nuttal,
1996, p.25).
2. Technique
of Teaching Reading
Reading widely is highly effective
means of extending our command of language. So it has an important place in
classroom, where language learning is the central purpose.
Many foreign languages, the learners must have specifict need dealing with
overseas customer, keeping up to date with research in nuclear physic, which
have nothing to do with language. Language is simply the vehicle, conveying the
message, which is important to them. Whereas, in language classroom the message
is too often vehicle conveying the language.
In teaching reading activities, the teacher should conduct three steps that
can help the students to be
familiar with reading text. The teaching reading comprehension as follows:
a)
Pre Reading Activities
In pre reading activities, the teacher will introduce and
increasee the students interest to the topic, give motivation provides some
language preparation to learn for the text and the students interest to the topic of the
text, followed by questions from them discussion pairs or in group. While, the
teacher can use picture related with the topic of the text.
b)
While Reading
Activities
In while reading activities, the students are asked to
discuss reading text. Before beginning to read, the teacher may give the key
word of the content of reading text, which is taught to be able to bring the
students
understanding the content of reading text. In this case,
the questions must not too difficult; the question can factual and refrential.
c) Post
Reading
Activities
In post reading activities, the teacher will probably
recognize some kinds of follow up activities. It is done after the students
have finished and understood the content of the reading text and also. In this
activity the teacher will check the students understanding before the teacher
stopping the discussion, (Nuttal, 1996, p.48).
3. Strategies
of Teaching Reading
Guthrie (2003, p.9) states some strategies in teaching reading, the
strategies consist of following:
1.
Activating
background knowledge refers to recalling reading, the strategies and
information related to the topic to be read in a context or classroom
discussion. Such activation may occur before during and after reading as
necessary to faster the construction of the text meaning or to deepend the
understanding of a text consisting of a paragraph or section.
2.
Questioning refers
to the students request for information about a topic. Students questions are
based on what they are already know and are directed to information that might
be learned from reading available text.
3.
Searching
information refers to process of locating particular ideas or fact within a
larger set of the text such as a chapter or a book. Searching is especially
important for using electronic media such as websites and it is valuable for
understanding project in content area such as science and social studies.
4.
Summarizing refers
to getting the central content and supporting information of selected text.
Summarizing may be conducted with a single paragraph or an entire story.
5.
organizing
graphically refers to transforming text information text from a linkier from of
written language to a spatial display.
6.
Structuring stories
refers to organizing the content of the text narrative according to plot,
chapter, setting, and theme.
4.
The
Curriculum Objective of Teaching Reading Skill
According Shabihatun Munawarah, (2006, p.1) sates
that there are some efforts to improve the human resources; in this year
government has made a significant effort in education field. The government has
been determining and examination standard for every student at the elementary
school level or senior high school level.
The government has determining that standard because
of the quality of educational in Indonesia is still very low when compared with
the quality of education in other developing countries, therefore to reach the
quality of education in Indonesia, the government make curriculum that is perfect
according to national standard. The quality of education is needed standard for
creating the life and improving the intelligent, the peaceful, opened,
democratic and welfare for all of Indonesia citizen, the perfect of the
curriculum is done responsively to the application of human right, democratic
life, globalization, autonomy region.
Based on the national and international standard,
the curriculum is necessary to be developed by applying the Competency Based
Curriculum (CBC). This case must be implementing in order the system of
national education can be actively to some developing information, knowledge,
technology, art, and also centralization. By this technique, the intuition of
the education will not lose their relevancy in the learning program to the
importance of the region and the characteristic of students and also they have flexibility
in implementing the curriculum.
The Competency Based Curriculums is applies at the
whole subject. One of them is a language subject, where naturally studying the
language is studying how to communicate; therefore language learning is
directed to improve the capability to communicate by using a good language
orally either written form. Language learning improves the language skill and
also to improve the capability and to enlarge the knowledge. As is to know that
language has four skills such as, reading, writing, listening, speaking. From
the four skill of language mentioned above, reading skill is also important and
it cannot be neglected. It can from the habit of the reading support the
efforts to educate the life of generation and improve the qualities of human
resources, particularly to improve the quality of education.
According to Tarigan (1979, p.3) states by reading,
the knowledge of the students will gradually increase which it may cause the
increase in the other language skills such as listening, speaking, and writing,
even the knowledge and experience obtain from reading will make wide
intellectual abilities.
Furthermore, reading activity provides the language
input, the same as listening. This fact shows that the teaching of reading is
important to get attention seriously and reading is not looking as a stair to
speaking and writing activity but also should be developing every time.
Such reality looks like something exaggerated but
the present researcher realizes that a large number of books either scientific
or non scientific of written in English; and the language becomes more and more
essential. Larson (2005, p. 2) points out that English is the key of
transferring information, which can be useful, along with the skill based on
that sort of information, for triggering the development processes in every
part of life. Based on the phenomenon above, the present researcher intends to
investigate the student’s achievement in reading comprehension in narrative
text for the eleventh year students of MA
NW KABAR in the school year 2011/2012.
C.
Text
1.
Definition of
Text
This is a product the sense that it
is an output, something that can be recorded and studied; having a certain
constraction that can be represented in systemaytic terms Halliday (1989, p.19).
According to Crystal (1992,
p.350) text are seen as language unit which have definable communicative
function, characterised by such principles as cohession, coherent and
affirmativeness, which can be used provide a formal definition.
Text is the simple
way in saying language that is being done on some job; some context as opposed
to isolated words or sentences might put on the black board (Halliday, 1989, p.10). Text is
the reading passage should be similar to type reading materials with which the
students have been confronted in this work class (Heaton, 1975, p.77).
Concerning the
level of the difficulty of a text (Heaton, 1975, p.69) states that, on the
whole the difficulty level of a text, however, should consider with the level
of students’ proficiency in English. We must remember that the reading matter
used outside the test situation (e.g. simplified readers) should be select for
enjoyment and should thus be at the lower level than the actual standard of the
reading skill required.
2.
Types of Text
According to Hartono (2000, p.36) there
are four types of
reading text.
a.
Descriptive text is a text describe the way person,
animals or the things appear. It’s normally text in three forms whether
informally in three form in three form informative to identify the object,
evocation recreates the impression made by an object, and analytical
descriptive to understand the structure of an object.
b.
Narrative text is a text narrates occurences or series of
events in story requiring the reader to tell what had happened. In order word,
narrative text is begun by explanations what to do the first and finished by by
describing what to do last. Although narrative text usually refers to the
telling of story. The term used here to describe the relating of experiences.
That experiences may be in the past (past narration) or it may be typical
experience (what people usually do), or it may be going on now (present
narrative).
c.
Explorative text is a text which referential term. It
seeks to explain someone or something in the word outside of the present
researcher.
d.
Argumentation text is a argument involves and emphasis of
proving or persuasion.
Following Nida (1988,
p. 13)
there are four types
of (literary
or non literary)
text:
a.
Narrative;
a dynamic squence of events, where the emphasis in on the verbs.
b.
Description;
which is static,
which emphasis is on linking verbs, adjectives,adjectival noun.
c.
Discussion,
a treatment of ideas, whith emphasis is on abstract nouns (concept), verbs of
thought, mental
activity, logical
argument and connection.
d.
Dialogue,
with emphasis on colloquialism and pacifism.
3.
Kinds of Text
Base on hand book the
access to English competence for senior high school there are 13 of text like procedure text, recount
text, spoof text, anecdote text, description text, report text, narrative text,
news text, analytical text, hortatory exposition text, explanation text,
discussion text, and review text.
a.
Procedure Text
Procedure text is to describe how something is
accomplished the structural of the Text
b.
Goal
c.
Material
d.
Steps.
For the
Sample:
|
HOW TO MAKE A CHEESE OMELET
Ingredients
1 egg, 50 g cheese, ¼ cup milk,
3 tablespoons, cooking oil, a pinch of salt and pepper.
Utensils
Frying pan, fork, spatula,
cheese grater, bowl, and plate.
Method
1.
Crack an egg into bowl
2.
Whish the egg with a fork until is
smooth
3.
Add the milk and whisk well
4.
Grate the cheese into the bowl and
stir
5.
Heat the oil in a frying pan
6.
Pour the mixture into the frying pan
7.
Turn the omelet with a spatula when is
browns
8.
Cook both sides
9.
Place on a plate, season with salt and
pepper
10. Eat
while warm
|
b.
Recount Text
Recount text is rettel event for the purpose of
informing or entertaining.
The structure of the text:
-
Orientation : provide the setting and introduce participant.
-
Event :tell what happened, in what sequence
-
Re-orientation : optimal
closer or event
For the example:
|
On
Wednesday, my students and I went to jogyakarta. We stayed at dirgahayu hotel
which is not far from malioboro.
On
Thursday, we visited the temple in perambanan. There are three temples, the
berahmana, sywa, and wisnu temple. They are really amazing. We visited only berahmana
and sYwa temple because wisnu temple is being renovated.
On
Friday morning, we went to yogya kraton.
we spent about two hours there. We were lucky because we were led by a
smart and friendly guide. Then we continued our journey to Borobudur. We arrived
there at 4 p.m. we heard an announcement that Borobudur gate would be closed.
In
the evening we left for Jakarta by wisata bus.
|
c.
Spoof
Spoof to
retell an event with homorous twist. The structure of the text:
-
Orientation
-
Event
-
Twisty
For example:
|
Jack
was a young sailor. He live in England but he often went away with his ship.
One
summer he came back from along voyage and found a new neighbor near his
mother’s house. They had a pretty daughter, and jack soon loved her very
much.
He
said to her, my voyage will begin in a few day’s time, Gloria I love you, and
I will marry you when I come back. I will think about you all the time and I
will write to you and send you a present from every port.
Jack’s
first port was freetown in Africa, and he sent Gloria a parrot from there it
could speak five languages.
When
jack’s ship reached Australia, there was a letter from Gloria. It said,
“thank you far the parrot, jack. It tasted much better than a chicken.”
|
d.
Annecdote
Annecdote text is a genre which deals with something
unexpected or unusual. The structure of the text:
-
Abstract : signals
the retelling of an unusual incident
-
Orientation : sets the
scene
-
Crisis : provide details of the unusual incident
-
Reaction : reaction
to crisis
-
Coda : optional-reflection an or evaluation of the incident.
For the example:
|
You
might have ever heard of dogs being used as guards. We have also known that
banks. Jewelry shops and some homes have security guards. We have also read
about famous or important persons who are always protected by bodyguards. But
have you ever heard of snakes being employed as night-watchmen?
Larry
montgomery’s petrol station in new orlens, lousiana in the USA’ uses two
snakes as patrolmen.
larry
decided to make such use of snakes after thieves had broken into his petrol
station a number of times. At first, he had dogs, but he soon found out
burglars could easily kill dogs. Larry knew that many people afraid of
snakes.
Then,
since larry started to use the snakes as guards, he found that burglars are
not so keen an breaking into his station anymore. Once some burglars broken
in. they were busy going through some drawer when the snakes suddenly
appeared. Immediately the burglars abandoned their search and ran away.
So
now, when larry closes the station every night before going home, he sets the
snakes loose. These creatures will than crawl about inside the office until
the next morning when larry comes to open the station.
|
e.
Description
Description is to describe a particular persons, thing,
animal or place. The structure f the text:
-
Identification:
identifies phenomenon to be describe.
-
Description:
describ parts, qualities and characteristics.
For the example:
|
MY PET
I have a pet. It is dog, and I
call it brownie is a Chinese breed. It is small, fluffy, and cute. It has got
thick brown fur. When I cuddle it, the fur feels soft. Brownie does not like
bones. Everyday it eats soft food like steamed rice, fish or bread. Every
morning I give her milk and bread. When I am at school. Brownie does not bark
a lot. It treats the other animals in our house gently, and it never eats
shoes. Brownie is really a sweet and friendly animal.
|
f.
Report
Report to describe the way thing are.the structure of the
text.
-
General
classification.
-
Desccription.
For the example:
|
TORNADOS
A tornado
is a powerful, twisting windstorm. Is one of the most destructive of all the storm
that are we have on earth tornado is also called waterspout.
A
tornados is long cloud with comes down from the sky. It is like funnel and
consists of wind which whirls around and around extremely fast. In fact, the
wind can reach a speed of more than 900 km per hour.
Whether
scientists are unable to know exactly when tornados will occur. Fortunately, the tornado is not usually
very big and it does not last long.
|
g.
Narrative Text
Narrative text is to amuse, to entertain and to deal with actualor vicarious
experience in defferent ways, narrative deal with problematic events which lead to a
crisis or tuning point of some lands, which intern friends a resolution.
The structure of the text:
-
Orientation : set the scene and introduce the participant.
-
Complication : a crisis
arises.
-
Resolution : the crisis is to solved for the worse.
For the example:
|
CINDERELLA
Once
upon a time there was a beautiful girl called Cinderella. She lives with her
stepsisters and her stepmother. There were very bossy. She had to do the
housework.
One
day an invitation to the ball camp to family. Her stepsister would not let
her go, so Cinderella was very sad. The stepsister went to the ball without
her.
Fortunately,
the fairy godmother can and helped her get to the ball. At the ball,
Cinderella danced with the prince. The prince fell in love with her and than
he married her. They lived happily ever after.
|
h.
News Item
News item to inform reders, listener or viewer about of the day which are considered
news worthy or important. The strructure of the text:
-
Newsworthy event
-
Background of event
-
Sources
For the example:
|
MAN JAILED FOR STRIKING RI MAID
Singapore
a man was jailed for two months for repeatedly striking his Indonesian maid,
news report said on Thursday.
Shafiq
woon Abdullah admitted in a Singapore court
that the physically abused the woman on several occasions between june
and October 2002.
The
magistrate’s court heard that shafiq, 31, began striking winarti, 22, about a
month after she started working for him. He hit her on the head with the TV
remote control because he was unhappy with her work. On one occasion, he
punched her on the back after accusing her of day creaming.
S. S dhillon, shafiq’s lawyer, said is
client lost ”better senses” when he saw his daughter’s face covered as she
lay in bed he said his client thought the maid had put the child in danger
DPA.
|
i.
Analytical Exposition
Analytical exposition is design to persuade the reader or
listener that samething in the case. The structure of the text:
-
Thesis
Position:
introduce topic and indicates the present researchers position
Preview:
outlines the main arguments to be presented
-
Arguments
Point :
retates main arguments outlined in the preview.
Elaboration:
develop and supports each point.
-
Reiteration
For
the example:
|
BEING FAT IN A SERIOUS PROBLEM
Do you know that if you are too
fat, you many have serious problems with your health? A group of doctor wrote
a report about some of the effect of too much fat.
One important effect is on the
heart. If you are fat, your heart has to work harder. This may lead to a heart
attack, or it may lead to other heart problems. Extra fat can change the
amount of sugar in your blood. This can cause serious diseases, such as
diabetes.
High blood pleasure as another
possible result of being fat.
More studies are needed about all these problems,
but one thing is clear: extra fat can make your life shorter.
|
j.
Hortatory Exposition
Hortatory exposition is design to persuade the readers
that something should be or should not be the case. The structure of the text:
-
Thesis : announcement of issue concern
-
Arguments : reason for concern, leading to recomendation.
-
Recommendation : statement
of what ought or not to happen.
For the sample:
|
Television
has a great influence on our ideas about what is right and wrong,
about the way we should behave, and about life in general.
Sometimes
the value and life styles that we get from television are in conflict
with those that are taught at home and school. Critics on television
point out that crime and western programs often appear to a taste of
violence, while many game shows appeal to greed.
Many critics
also believe that television should be used for socially constructive
purpose as well as for entertainment.
|
k.
Explanation
Explanation is to explain the process involved in the
formation or working of natural or sociocultural phenomena. The structure of
the text:
-
A general statement
-
Explanation
-
Closing
For the example:
|
MAKING PAPER FROM WOOD CHIPS
Wood
chipping is a process used to obtain paper product from forest uses. The wood
chipping process begins the tress are cut down in a selected area of the
forest.
Next
the tops and branches of the tress are cut out and then the logs are taken to
the mill. At the mill the bark of the logs is removed and the logs are taken
to chipper which cut them into small pieces called woodchips. The woodchips
are then screened to remove dirt and other impurities. At this stage they are
exported in this from or changed into pulp by chemicals and heat. The pulp is
then bleached and the water content is removed. Finally the pulp is rolled
out to make paper.
|
l.
Discussion
Discussion to present two points of view about an issue.
Structure of the text:
-
Thesis
-
Argument “for”
point
-
Argument “againt”
point
-
Conclussion
For the example:
|
CLONING AT ANIMALS: ALLOWED OR NOT
ALLOWED
In
this modern era, technology has developed into such a certain degree that
scientists are able to create new forms of life. One of them is cloning. The
debate whether cloning at animals is allowed or not seems never endless.
Those
who agree with the cloning at animals usually argue that the seed produced
from them can be used to everlasting rare species. They also add that cloning
has a purpose to produce high quality of seeds. Many species are becoming
rare and rare. Scientists are concerned if they don’t do anything to save the
species, these animals will be extinct and this means a big loss in the
animal kingdom.
However,
not everyone is excited about cloning at animals. Some people feel that it
can have a terrible consequence. For example, if dinosaurs are cloned, then
men will be destroyed. It is clear that the beats cant’s live together with
humans. In history, these creatures lived several thousand years before men
appeared. Can you imagine these giant killing creatures live in the same era
and in the same planets with us?
As a
result of this controversy, people still have not got the answer yet for
cloning at animals. While some members of the scientific community think that
the banning of cloning technology will destroy the creativity of science.
|
m.
Review
Review to critize a work art or event for a publict
audience. The structure of the text:
-
Orientation
-
Interpretation
-
Evaluation
-
Evaluation
summation.
For the example:
|
OST (Original Soundtrack) Of Brownies
Is
chosen as the first single of the album and theme song of brownies, since the
lyric reflects the story in the movie.
When Hanung
Beramantyo (the director) and Dewa Budjana of GIGI was chatting, budjana
expressed his interest in making a soundtrack album. Then, be recommended a
few of GIGI songs, which the producer accepted because of the chemistry they
created with the movie, the producer
deemed it unnecessary to find other musicians to complete OST of brownies.
Armand
Maulana (vocal), I Gede Dewa Budjana (guitar), Thomas Ramadhan (bass), and Gusti
Erhandhy (drum) put a lot of effort into this album. Budjana demonstrated his
skills in playing acoustic guitar in “cina terakhir” three other brand new a
song: dilemma, jangan bilang pacarku, and semua orang berhak mendapat bahagia
give supporting nuances to the movie flow as GIGI composed them by imagining
how the scenes would look like based on the screenplay. As a result, they
have created perfect blend of movie and song that makes brownies tastier.
It is
always fun to have a piece of brownies in your mouth. But having it in your
stereo set is more entertaining. No movie is prefect without musical score
and OST of BROWNIES has proved it excellent
|
D.
Narrative
Text
This part, the present researcher present concept of narrative text,
generic structure of narrative text, characteristic of narrative text, language
features of narrative text, and example of narrative text.
1.
Concept of Narrative Text
Meyers (2005: 52)
states that narrative is one of the most powerful ways of communicating with
others. A good written story lets your reader response to some event in your
life as if it was own. They not only understand the event, but it can be felt
by them. The action, details, and dialogue put the readers in these seem and
make it happen for them. Moreover, Anderson (1997: 8) states that narrative is
a piece of text tells a story and, in doing so, entertains or informs the
reader or listener.
From the definition
above, it can be concluded that narrative story is a story tells us about
something interesting that has purpose to amuse, entertain or the readers. Narrative text is defined as a text which function is
to amuse, entertain, and to deal with actual or various experience in different
ways.
2. Generic
Structure of Narrative Text
Narrative deal with problematic events which lead to a
crisis or turning points of some kinds, which in turn
find a resolution the stucture of the text (Abdul Ghoffar, 2006, p, 39)
-
Orientation: set
the scene and introduce the participant
-
Complication: a
crisis arises
-
Resolution: the crisis is to solved for the better or for
the worse.
Example:
|
CINDERELLA
Orientation Once
upon a time there was a beautiful girl called cinderella. She lived with her stepsisters her stepsisters her stepmother. They were
bossy. She had to do the housework.
Complication one day an invitation to the ball come to
family. Her stepsister would not let her go, so ciderella was very sad the
stepsister went to The ball without
her.
Resolution
fortunately, the fairy goodmother came and helped her get to the ball. At the
ball, cinderella danced with the prince. The prince felt in love with her and
then he merried her. They live happily ever after.
|
3. Language Feature of Narrative
Text
- Focus on specific participants
- Use of material processes
- Circumstances of time and place
- Use of past tense
- Focus on temporal sequence
(Sudarwati, 2007: 74)
E. Assessing of Reading
In foreign language learning,
reading is likewise a skill that teachers simply accept learners to acquire.
Basic beginning-level text book in foreign language presuppose a student’s
reading ability if only because it is a book that is the medium. Most formal
test uses the written word as a stimulus for test-taker response; even oral
interviews may require reading performance for certain tasks. Reading arguably
the most essential skills for success in all educational contexts, remains a
skill of paramount importance as we create assessments of general language
ability.
In reading so natural and normal
that learners should simply be exposed to written text with no particular instruction.
Will they just absorb the skills necessary in to convert their perception of a
handful of letters into meaningful chunks of information? Not necessarily, for
learners of English, two primary huddles must be cleared in order to become
efficient readers. First, they need to be able to master fundamental bottom-up
strategies for processing separate letters, word, and phrases. As well as
top-down, conceptually driven strategies for comprehension. Second, as part of
that top- down approach, second language readers must develop appropriate
content and formal schemata.
The assessment of reading ability
does not end with the measurement of comprehension. Strategic pathways to full
understanding are often important factors to include in assessing learners,
especially in the case of most classroom assessment that are informative in
nature. An inability to comprehend my thus be traced to a need to enhance a
test-taker strategies for achieving ultimate comprehension.
The following are criteria for
scoring the concept of reading comprehension (Jacob, 1981, p.92).
|
SCORE
|
CRITERIA
|
|
30-27
26-22
21-17
16-0
|
EXELENT TO VERY GOOD:
Knowledgeable, substantive, through development of thesis, relevant to assignment
topic.
GOOD TO AVERAGE: Some knowledge
of subject, adequate, range, limited development of thesis, mostly relevant
to topic, but lacks of detail.
FAIR TO POOR: Limited knowledge
of subject, little of topic substance, inadequate development of topic.
VERY POOR: Does not show
knowledge of subject, non substantive, or not enough to evaluate.
|
Base on the statement above, the
present researcher performances the result of indicator, they are:
1. Pronunciation
Pronunciation can help the reader
to comprehend about text and what the other read. So, it is one of part
important for the reader. Hidayat (1989, p.28) states that, a process of
pronunciation which consider as evidence and support our comprehension of what
we are reading).
The criteria for scoring students
pronunciation of composition are given below (Jacobs et all, 1981, p. 96)
|
Score
|
Criteria
|
|
5
4
3
2
|
Excellent
to very good: demonstrates mastery of conversation view errors of spelling,
punctuation, capitalization, paragraphiry.
Good
to average: occasional errors of spelling, punctuation, capitalization,
paragraphing but meaning not obscured.
Fair
to poor: frequent errors of spelling, punctuation, , capitalization,
paragraphing, poor hand writing, meaning confused or obscured.
Very
poor: no mastery of conventions, dominated by error of , punctuation,
capitalization, paragraphing, hand writing illegible or not enough to
evaluate.
|
2. Grammar
There will be far too many words
they have never seen before, the grammar will be (for them) convoluted and the
style will finish them off, Harmer (1998, p.68). The reader can not separate
from the grammar knowledge because it can help the reader to translate the
sentence.
The following are criteria for
scoring the language use of the student narrative (Jacobs et all, 1981, p. 95).
|
Score
|
Criteria
|
|
25-22
21-18
17-11
10-5
|
Excellent
to very good: effective complex construction, few errors of agreement, tense,
number, word order/ function, articles, pronouns, preposition.
Good
to average: effective but simple constructions, minors problems in complex
constructions, several errors in agreement, , tense, number, word order/
function, articles, pronouns, preposition but meaning seldom obscured.
Fair
to poor: major problem in simple/ complex construction frequent errors of
negation, agreement, tense, number, word order/ function, articles, pronouns,
preposition and fragment, runons, meaning confused or obscured.
Very
poor: virtually no mastery of sentence construction rules, dominated by
errors, does not communicate or not enough to evaluate.
|
3. Vocabulary
Purposely reading is encouraged
by creating an interest in content, by trying in the new experience with the
personal background of the learning, by directing the students through the
first reading whit guiding and by systematically extending the reading
vocabulary Betts (1975, p.512).
The criteria for providing
students with scores on student’s vocabulary are presented below (Jacobs et
all, 1981, p. 94).
|
Scores
|
Criteria
|
|
20-18
17-14
13-10
9-7
|
Excellent
to very good: sophisticated range, effective word/ idiom choice and usage,
word from mastery oppropriate register.
Good
to average: adequate range occasional; errors of word/ idiom form, choice,
usage meaning confused or obscured.
Fair
to poor: limited range, frequent errors of word/ idiom form, choice, usage
meaning confused or obscured.
Very
poor: essentially translation little knowledge of English vocabulary, word/
idiom forms not enough to evaluate.
|
4. Understanding
Grellet
(1998, p.182) states that reading comprehension means understanding a
written text to extract the required information from it as efficiently as
possible. Understanding is base of comprehend because the reader will
comprehend if the reader understanding about what it read.
To easy the task of scoring
students language use criteria are indeed, needed (Jacobs et all, 1981, p. 94)
|
Score
|
Criteria
|
|
25-22
21-18
17-11
10-5
|
Excellent
to very good: effective complex construction, few errors of agreement, tense,
number, word order/ function, articles, pronouns, preposition.
Good
to average: effective but simple constructions, minors problems in complex
constructions, several errors in agreement, , tense, number, word order/
function, articles, pronouns, preposition but meaning seldom obscured.
Fair
to poor: major problem in simple/ complex construction frequent errors of
negation, agreement, tense, number, word order/ function, articles, pronouns,
preposition and fragment, runons, meaning confused or obscured.
Very
poor: virtually no mastery of sentence construction rules, dominated by
errors, does not communicate or not enough to evaluate.
|
Base on four items above, present
researcher presents criteria each of indicators. They are:
|
NO
|
INDICATOR
|
CRITERIA
|
|
1
|
Pronunciation
|
25
|
|
2
|
Grammar
|
25
|
|
3
|
Vocabulary
|
25
|
|
4
|
Understanding
|
25
|
|
SUM
|
100
|
|
F.
Relevant Study
In this case, the present researcher will present some
relevant studies related to the study. The first study was done by Mustaqiatul
fitri
(2008). Her studied entitled ‘’Comparative Study Between
Student’s Ability in Comprehending Narrative Text and Recount Text for SMA (in
MAN Selong In The Year 2007/2008)’’. The statement of problems formulated on
her study were to extent is pre-reading activity effective in facilliting student’s
reading comprehension especially in
narrative text, to what extent is while- reading activity effective in facilitating students reading comprehension especially in
narrative text, to what extent is post-reading activity effective in
facilitating students comprehension. The population of her study was 168
students and the sample was students. She devided the sample into experimental
and controll group. She used text as an instrument of study. After he computed
the data, she found that the main score of experimental group is higher than
the controll group. The result of the students in experimental group 0,95 and
for the control group was 0,68.
From those result, it was indicated that the students in
experimental group much better than those who where in the control group.
The relevant
of this study is the study which is taken by Ilham (2004) entitles ”the
teaching of reading skill through interactive approach for the ninth grade
students of MTs NW Suradadi in the
school year 2008/2009”,
The
problems of this study are to what extent is the effect teaching of reading
skill through interactive approach for the ninth grade students of MTs NW Suradadi in the school year 2008/2009? And is there any effect
teaching of reading skill through interactive approach for the ninth grade
students of MTs NW Suradadi in the
school year 2008/2009.
In this
study Ilham took 50 students as a sample of this study. He conducted the
research through 3 phases namely: pre test, treatment, and post test. On his
part result Ilham obtain that the teaching of reading skill through interactive
approach for the ninth grade students of MTs
NW Suradadi in the school year 2008/2009 had significant effect in
increasing the students’ ability in understanding reading skill.
Based on
the research conducted by Ilham above, the researcher concludes the research
above, has some variable with this research which focuses on the students
reading skill.
The study that is relevant, the study was conducted
by Winarti. 2010. The title of the study was “The Effect of Students Oral Presentation
Toward Students Respond In Teaching Reading Text for the Seventh Grade Students
of MTs NW Mu’allimin Pancor in the
school year 2009/2010”. The statement of the problem was is there any effect of
the students oral presentation toward students respond in teaching reading text
for the seventh grade students of MTs NW Mu’allimin
Pancor in the school year 2009/2010, and to what extent is the effect of
the students oral presentation toward students respond in teaching reading text
for the seventh grade students of MTs NW Mu’allimin
Pancor in the school year 2009/2010.
The objective of the study was to find out the
effect of students oral presentation toward students respond in reading text,
and to know effect students oral presentation toward students respond in
reading text. In the study, research design that was used a experimental
research. The result of the research can be seen from the result of the data
analysis which is indicated that the figure of the mean score 20.87 for the
experimental group, and 14.7 for the control group. The deviation scores for
the experimental group was 1.54 and control group was 1.69 where the highest
score of experimental group in the pre-test 18 and lowest scores was 12 and the
highest for the control group in pre-test was 16 and lowest score was 8. While
the highest score the experimental group in the post-test was 23 and the lowest
score was 18. The highest score of the control group in post-test was
17 and the lowest score was 11.
G. Theoretical Framework
Reading is the most important language skills for
student it studies hard. By reading, the knowledge of students will gradually
increase, besides, the developing of their ability in other language skills.
But, reading without comprehension is empty action because reading
comprehension is an active process to get the information from the text being
read (Tarigan, 1991, p.56).
Guthrie (2003, p.9) states some strategies in
teaching reading. The present researcher should have purpose in reading
comprehending in the text. Sometimes students are not able to understand about
what they read. So, the present researcher can apply some strategies, such as
process approach in order they can understand the text easily and
comprehensively.
Further, (Carell, 1988, p1) states that, reading is
the process of acquisition such messages from writing text or another sources.
So, reading is the main reason why the students learn the language. (Carell, 1988,
p.4) states that, reading is not passive but active activity, and infracts
reading are an interactive process.
Based on the explanation above, reading is one of
the important language skills for students to achieve the success in learning a
foreign language. By reading, the students will get more information and
experience in which they may increase the language skills such as listening,
speaking, and writing.
Base on assessing of reading, present researcher
performance the indicator of assessing, they are: pronunciation, grammar,
vocabulary, and understand of reading.
The present researcher finds out three problems in
teaching English which is caused low achievement in English students are
namely: (1). The perception of students, English is very difficult, (2). Low
supporting of the students family or parent and (3). The teacher are non active
and unprofessional.
Narrative text is a passage on series of connecting
event, constitutes a strong (domain in Muhammad, 1995, p. 19). Explain that a
strong has some series technique of event in ordered and narrative by story
teller for particular purposes.
Therefore, the present researcher decides to
investigate student’s achievement in reading comprehension in narrative text
for the eleventh year students of MA NW
Kabar in the school years
2011/2012.
CHAPTER III
RESEARCH METHODOLOGY
A.
Research Design
In a scientific writing, the
using of suitable design will make easier and systematic to the present
researcher in doing his or her study. To find out the general truth of the
research, the present researcher arranges systematic design of research that is
using.
In conducting this research, the present researcher
uses experimental research design. Arikunto (1998, p.134) classify the
experimental design as pre-experimental design, true-experimental design, and
quasi-experimental design. Pre-experimental is a design that does not have
manipulation variable and random assignment of subject to group or other
strategies to control extraneous variable, true-experimental design is a design
that using a process of randomization it employs other strategies to provide
some controls over extraneous variables.
Based on the explanation above, the present
researcher uses an experimental design. The design provides some control and
did not include random assignment in this research. Therefore the present researcher
categorizes this into quasi-experimental design.
Furthermore,
the present researcher divides the samples of this study into two groups, i.e.:
experimental group are taught in the difference material by using different
technique. The experimental group is treatment by using students reading
comprehension. In this case, the teacher will share some reading text to each
of the students to analyze and to find out information in the passage in the
text. After analyzing the text, the students ask to present. While, the control
group is tread by using technique in language teaching. In this case, the
teachers ask the students to read the text then they are giving some question
that are relate to the students.
The
research design of two groups is formulate as following:
|
Group
|
Pre-test
|
Independent
variable
|
Post-test
|
|
A
|
T1
|
X
|
T2
|
|
B
|
T1
|
_
|
T2
|
Where:
A:
The experimental group in narrative text.
B:
The control group in descriptive text.
T1:
Pre-test.
T2:
Post-test.
X:
The treatment of the experimental group.
Y:
The treatment of the control group.
B.
Population and Sample
Every research should have population as a subject of the research, so in
this case the present researcher wants to
describe about population and sample of the study.
1.
Population
Population
is all of subject of the research or individuals in which as there are in one area the population of research.
So the population of this research is the whole of the eleventh year students
of MA NW Kabar in the school years 2011/2012.
The eleventh year students have two classes,
IPA and
IPS as displayed an table 1.
Population of the study
Sugiyono defines that population is the number of
individual people, things or subjects whom a special characters that have point
by the present researcher to be investigate and based on the result of the
investigation, the present researcher conclude the result of research
(Sugiyono, 2008, p. 80).
In this research, the present researcher takes the
eleventh years students of MA NW Kabar
in the school year 2011/2012. The numbers of population of this study are 50
students. They are dividing into 2 classes. Clear description can be seen in
the following table.
Table 1
Population
and Sample
|
No
|
Classes
|
Number of Population
|
|
1
|
IPA
|
25
|
|
2
|
IPS
|
25
|
|
|
Total
|
50
|
2.
Sample
Sample is
the least characteristics of population in other words, sample is a process of
choosing subject from the entire population that the present researcher investigates in this
case, sample is representative of population the present researcher
usually oppoint, how
much population that consider would be representative as a sample that is take before. If
the population is
less that 100, it would be better to take 10-15 or 20-25% or more (Suharsimi,
2002, p.112).
In this
research the population is
homogeny the small sample can be representative, the population in this study is less than
100, and homogeny characteristicent so the present take IPA and IPS of the
eleventh year students of MA NW Kabar in the school
year 2011/2012 that consists of 50 students.
In this case, the
present researcher considers
the class XI IPA
and IPS are
representative as a sample in this study.
C.
Research Instrument
In this sub
point a present researcher discusses
about : try out test, test validity, and test reliability. Arikunto (1998, p.138) says that
research method is way that is used to collect the data, but instrument is a
tool that is used to collect the data. He says further that instrument is a
question or exercises or other tools which used to measure skill, knowledge,
intelligence, achievement, and attitudes of someone or group of people.
The kind of instrument is used in
this research is objective test. The test designs in the form of multiple
choice tests. The score is given to each number of items with determination:
score 1 for the right for each item and 0 for the wrong one.
1.
Try Out Test
Before
administrating the test of the sample, a try out is conducted to
determine to the validity and reliability of the test. The test consist of 25 items and
they are
try out
to IPA,
and IPS who not
belong to do sample of the study. For this all, the present
researcher chooses the
other subject of the eleventh year students of MA NW Kabar that are
consider having
similar characteristic.
2.
Validity
A test must
be valid and reliable. An instrument is called valid it is able to measure what
should be measured to goal of measure mend is for getting illustrated clearly
about the investigation of variable. Furthermore, in analyzing the
discriminating power, the following formula use.
Where
:
ID = Item Discrimination
FH
= Frequency high
FL
= Frequency low
N = Total score of both groups,
(Nurgiantoro, 1995, p.1400).
3.
Test Reliability
Reliability is
very important of a test to get reliable result of measurement. Reliability is
the stability of test score if it is used, a test is called reliable if it is
abtained the suitable data or consistent if it is uses to measure
the students achievement in other time or place.
To know
about reliability of the
test, the present researcher is using the KR-21 Formula as following:
Where:
r11 = The reliability of instrument
k = The number of the test item
Vt = The total variance
M = The mean score
(Arikunto,
2002, p.164).
D.
Technique of Collecting
Data
In collecting data
the present researcher takes data from pre and post test after the
instructional activities. The first time the present researcher is preparing
narrative text and asks the students to read the text, after that the present
researcher asks the students to answer the question provided. The time schedule
of the test is consults to the English teacher of the eleventh year students of
MA NW KABAR.
To become clearer,
technique that is using by the present researcher in collecting the data can be
described as follows:
a. Pre Test
Before
treating the groups, the present researcher gives the pre test to the students.
The test is aims at finding out the student’s basic knowledge especially in
reading text.
b. Treatment
In
the process of treatment, the present researcher gives the same materials to
the both group; experimental groups to treat by using story books, while the
control groups is treat by speech bubbles.
c. Post Test
After
finishing the treatment, the present researcher gives post test is aims at
knowing the students achievement in reading comprehension in narrative text.
E.
Technique of Data Analysis
In analyzing to obtain of the data, the following
procedures are
using:
data description, normality data, hypothesis testing.
1.
Data Description
In research, data
description is the most important step the data is describe by
using the following formula:
Categorize as follows:
Mi + 1 SDi to Mi + 3 SDi
= High
Mi - 1 SDi
to < Mi + 1 SDi = Average
Mi - 3 SDi
to < Mi - 1SDi = Low
Where:
Mi = Ideal mean score
SDi = Standard deviation
(Ary et al, 1978, p.140)
In analyzing
the obtained data, the following procedure is used. The scores are got from the test
as the data is arranged from the
highest to the lowest to obtained the information concerning to the testing of
reading comprehension. The study would determines a table of percentage scale
and qualification as follows:
Table 2
Percentage Scale
and Qualification
|
No
|
Scores
|
Level
|
|
1
|
80-100
|
A
|
|
2
|
70-79
|
B
|
|
3
|
60-69
|
C
|
|
4
|
45-59
|
D
|
|
5
|
0-44
|
E
|
The table
above table shows that, if the students get 80-100 so the qualification is A,
if the students get 70-79 so the qualification is B, if the students get 60-69
so the qualification is C, if the students get 45-59 so the qualification is D,
and if the students get 0-44 so the qualification is E.
Adopted from Depdikbud (in Anjani, 2006, p.28).
2.
Hypothesis Testing
Concerning
to the hypothesis, the alternative hypothesis (Ha) must be changed into null
hypothesis (Ho) it is find out on an
opinion stated by
Arikunto (2998, p.78)
hat, in testing hypothesis of the current study, the test utilize as following:
Where:
MD =
mean differences
D = individual deviation of MD
N = number of subject
N-1=
degree of freedom of test
(Arikunto,
2002, p.275)
REFERENCES
Agustina, et. Al. 2005. English for a better life grade XI for senior
high school. Pakar raya. Bandung.
Arikunto, Suharsimi. 2002. Prosedur penelitian dan suatu pendekatan
praktik. Fak.
IKIP Yogyakarta. Rineka cipta.
Ary, Donal, Lucky
Chasan Jacob, and Asghar Razavieh. 2002. Introduction to Research in
Education . London. Wardsworth. Thomson Learning.
Bahri, Saiful.
2010. The effect of text game on students reading achievement for the
eleventh year of MA Muallimin Pancor in the school year 2009/2010. Thesis
unpublished.
Brown, H. Douglas.
1994. Teaching by Principles’, An Interactive Approach to Language Pedagogy,
Second Edition. Second Edition. New York: Addison W d ley Longman
Fahriyah, 2007. The
effectiveness of English text book toward students reading ability for the
fifth year of state elementary school, Pancor for the school year 2006/2007. Thesis
unpublished.
Fitri, Mustaqiatul. 2008. Comparative study between students ability in
comprehending narrative text and recount
text at the second year students of MAN Selong. Thesis unpublished.
Francisco, Grellet. 1992. Developing reading skill: A practical guide to
reading comprehension exercise. Cambridge University.
Ghofar , Abdul. Access to English Competence . Jilid 3B for Senior
High School. Sansekerta inti media. Surabaya.
Guthire, Jhon, T.et al. 2003. Clssroom
Content for Engaged Reading to be Published in 2003.
Halliday, M.A.K and Hasan
Rukaiya. 1989. Language Context and Text: Aspectof Language In- Social-Semiotic
Perspective. Deakin University Press. Australia.
Harmer,
Jeremy. 2005. How to Teach English.
An Introduction to the Practice of English Language Teaching. London.
Heaton. J.B. 1989. Writing
English Language Tes. Harlow: Logman
Group Limited.
Ilham, 2008. The teaching of reading skill through
interactive approach for ninth grade students of MTs NW Suradadi in the school
year 2008/2009. Thesis unpublished.
Jacobs, Holy L.
et. 1981. English Composition Program, Testing ESL
Composition: A Practical Approach. Rowley, Mass: New bury House Publishers,
Inc.
Nuttal, Christine. 1996. Theaching
Reading Skill in Foreign Language. Heineman Education Brosh. London.
STUDENT’S
ACHIEVEMENT IN READING COMPREHENSION IN NARRATIVE TEXT FOR THE ELEVENTH YEAR
STUDENTS OF MA NW KABAR IN THE SCHOOL
YEAR 2011/2012
THESIS PROPOSAL
KAMARIAH
NPM: 07460108
STUDY
PROGRAM OF ENGLISH LANGUAGE EDUCATION
DEPARTMENT
OF LANGUAGE AND ART EDUCATION
STKIP
HAMZANWADI SELONG
2012
C0NTENS
CHAPTER I INTRODUCTION
A. Background
of the Study .................................................... 1
B. Scope
of the Study .............................................................. 3
C. Statement
of the Problem .................................................... 3
D. Purpose
of the Study ........................................................... 4
E. Significance
of the Study .................................................... 4
CHAPTER II
REVIEW OF RELATED LITERATURE
A.
Reading
Skill ................................................................................. 6
1.
General
Concept of Reading..................................................... 6
2.
Micro
and Macro of Reading.................................................... 8
3.
Reading
Comprehensive .......................................................... 9
4.
Factors
Influencing of Reading Comprehension.................... 10
B.
Teaching
Reading Comprehension.............................................. 13
1.
Teaching Reading of SMA/MA ............................................. 13
2.
Technique of Teaching Reading ............................................. 17
3.
Strategies
of Teaching Reading.............................................. 18
4.
The
Curriculum Objective of Teaching Reading Skill............ 19
C.
TEXT .......................................................................................... 21
1.
Definition of Text .................................................................. 21
2.
Types of Text ......................................................................... 22
3.
Kind of Text ........................................................................... 24
D.
Narrative Text ............................................................................. 28
E.
Assessing
of Reading................................................................... 29
F.
Relevant Study ........................................................................... 31
G.
Theoretical Framework ............................................................... 33
CHAPTER III
RESEARCH METHODOLOGY
A. Research
Design ..................................................................... 35
B. Population
and Sample ........................................................... 36
1.
Population .......................................................................... 37
2.
Sample ............................................................................... 37
C. Research
Instrument ............................................................... 38
1.
Try out ............................................................................... 39
2.
Validity .............................................................................. 39
3.
Reliability .......................................................................... 39
D. Technique
of Collecting Data ................................................ 40
1.
Pre
test ............................................................................... 41
2.
Treatment
........................................................................... 41
3.
Post
Test............................................................................. 41
E.
Technique of Data Analysis ................................................... 41
1.
Data Description ................................................................ 41
2.
Hypothesis Testing ....................................................... ..... 43
REFERENCE
No comments:
Post a Comment