utilizing picture stories to enhance reading comprehension
TRANSCRIPT
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UTILIZING PICTURE STORIES TO ENHANCE READING COMPREHENSION
ON NARRATIVE TEXT OF SECOND GRADE STUDENTS
(Quasi Experimental At SMPN 3 LEMBANG)
A THESIS
Submitted to The Faculty of Teacher Training And Education Makassar
Muhammadiyah University in Part Fulfillment of The Requirement For The
Degree of Education of English Department
HASMILA
10535601114
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF MAKASSAR
2020
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UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
بســــــم اللـه الرحـمن الرحيــــم
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SURAT PERNYATAAN
Saya yang bertanda tangan di bawah ini:
Nama : Hasmila
NIM : 10535 601114
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : Utilizing Picture Stories to Enhamce Reading
Comprehension on Narrative Text of Second Grade
Students.
Dengan ini menyatakan:
Skripsi yang saya ajukan di depan tim penguji adalah hasil karya saya
sendiri bukan hasil ciplakan dan tidak dibuatkan oleh siapapun.
Demikian pernyataan ini saya buat dengan sebenar-benarnya dan bersedia
menerima sanksi apabila pernyataan saya tidak benar.
Makassar, 17 Desember 2020
Yang Membuat Pernyataan
Hasmila
UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
بســــــم اللـه الرحـمن الرحيــــم
v
SURAT PERJANJIAN
Saya yang bertanda tangan di bawah ini:
Nama : Hasmila
NIM : 10535 601114
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : Utilizing Picture Stories to Enhamce Reading
Comprehension on Narrative Text of Second Grade
Students.
Dengan ini menyatakan perjanjian sebagai berikut:
1. Mulai dari penyusunan proposal sampai dengan selesainya skripsi saya,
saya akan menyusun sendiri skripsi saya, tidak dibuatkan oleh siapapun.
2. Dalam menyusun skripsi, saya akan selalu melakukan konsultasi dengan
pembimbing.
3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi
ini.
4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1,2
dan 3 maka saya bersedia menerima sanksi sesuai dengan aturan yang
berlaku.
Demikian perjanjian ini saya buat dengan penuh kesadaran.
Makassar, 17 Desember 2020
Yang Membuat Pernyataan
Hasmila
vi
MOTTO:
I CAN’T BE ABLE TO CANGE COLOUR OF WORLD
BASED ON WHAT WANT EVENT THROUGH.
I ASNK ALL PEOPLE FOR HELP ME BUT I CAN TO DO THAT
FROM MYSELF
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ABSTRACT
Hasmila 2020. Utilizing Picture Stories to Enhance Reading Comprehension on
Narrative Text of Second Grade Students (A Quasi Experimental Research of the
Second Grade Students of SMPN 3 Lembang in the Academic year 2020/2021).
Thesis, Education Department, Faculty of Teacher Training and Education.
Muhammadiyah University of Makassar, 2019. Supervised Erwin Akib and Junaid.
The objective of the research was to found out whether or not the use of
picture stories to enhance reading comprehension on narrative text of second grade
students of SMPN 3 Lembang in academic year 2020/2021.
The method in this research used quasi experimental research. The quasi
experimental research designed were used two classes which were taught two
different method. The experiment group was taught with picture stories, and the
control group was taught conventional. The population at the second grade students
of SMPN 3 Lembang consist of 75 students, the sample were of 48 students (26
students experimental group and 22 students controlled class).
Referring to the statistical result, the findings of this research showed that
the mean score of post test for the experimental group was 80.42, while the mean
score of post test for the control group was 76.40. it means that the mean score of
the experimental group was greater than can the control groups. It was obtained that
t-test was 4.36 and the t-table was 2.51 for alpha (α) 0.05. The t-test was higher than
t-table (86.08 > 4.042) It means that H1 was accepted and Ho was rejected. Based
on the findings of this research, it can be concluded that the used of picture stories
as method to enhance reading comprehension on narrative text of second grade
students at SMPN 3 Lembang in teaching reading was effective to improve the
students’ reading skill.
Keywords: picture stories, reading comprehension. narrative text
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AKNOWLEDGMENT
Firstly, the researcher wants to deliver great thanks to Allah SWT for His
bless and kindness. It’s endless and continuous kindness that make her possible to
complete her research in order to fulfill the requirement of S-1 Degree at the English
Education department Faculty of Teacher Training and Education in Makassar
Muhammadiyah University.
The researcher also want to express her sincere thank to all of individual
who have given the contribution for the researcher. The researcher want to extends
her thank to :
1. DR. H. Abd. Rahman Rahim, SE., MM, the Rector of Makassar
Muhammadiyah University who brings the campus to the advances.
2. Erwin Akib, M.Pd.,Ph.D the Dean of FKIP Muhammadiyah University of
Makassar for all advices and motivation.
3. Ummi Khaerati Syam, S.Pd.,M.Pd, the head of English Education Department
of FKIP Muhammadiyah University of Makassar.
4. Erwin Akib, M.Pd.,Ph.D, the first consultant , who with his patience always
give his ideas, time, and useful suggestion for me.
5. Junaid ,S.Pd.,M,Pd, the second consultant, who gives correction and advices,
so the researcher can finish this thesis well.
6. The researcher hands over much thank to her parents who always their incessant
support, pray, and love.
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7. The last for all writer’s friends who always give spirit and motivation for the
writer.
Finally, the thesis is present to English Education Program of Muhammadiyah
University of Makassar. The researcher hopes this thesis can help the reader.
.
Makassar, Oktober 2020
Hasmila
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TABLE OF CONTENT
COVER ................................................................................................................... i
LEMBAR PENGESAHAN .................................................................................. ii
APPROVAL SHEET ........................................................................................... iii
SURAT PERYATAAN ........................................................................................ iv
SURAT PERJANJIAN .......................................................................................... v
MOTTO ................................................................................................................ vi
ABSTRACK......................................................................................................... vii
AKNOWLEDGMENT..................................................................................... . viii
TABLE OF CONTENTS.................................................................................. ..... x
LIST OF TABLE................................................................................................. xii
LIST OF APPENDICES.................................................................................... xiii
LIST OF FIGURE.............................................................................................. xiv
CHAPTER I INTRODUCTION
A. Background ............................................................................................ 1
B. Problem Statements ................................................................................ 3
C. Objective of the Study ............................................................................ 3
D. Significance of the Study ....................................................................... 3
E. Scope of the Study ................................................................................. 4
CHAPTER II REVIEW OF RELATED LITERATURE
A. Previous Related Research Findings ...................................................... 5
B. Reading Comprehension ........................................................................ 7
1. Reading ............................................................................................ 7
C. Description of Narrative Text .............................................................. 16
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1. Narrative Text................................................... ............................... 16
2. The Element of a Narrative.................................................... .......... 17
3.The Schematic Structure of Narrative
Text.................................................................... .................................. 19
D. Picture Stories............................................................. ......................... 20
E. Theoricall Framework..................................................................... ..... 23
CHAPTER III RESEARCH METHOD
A. Research Design ................................................................................... 25
B. Population and Sample ........................................................................ 26
C. Variable and Indicators of the Research .............................................. 27
D. Instrument of the Research................................................................... 27
E. Procedure of Data Collection ............................................................... 28
F. Technique of Data Analysis............................................................ ..... 33
CHAPTER IV FINDINGS AND DISCUSSION
A. Design ........................................................................................................ 35
B. Discussion .................................................................................................. 44
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion.................................................................................................. 47
B. Suggestion .................................................................................................. 47
BIBLIOGRAPHY .......................................................................................... ….49
APPENDICES ................................................................................................ ….53
CURRICULUM VITEA ................................................................................ ….95
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LIST OF TABLE
Table 3.1 Table of Design of Research ........................................................... 25
Table 3.2 Population ....................................................................................... 26
Table 3.3 Sample ............................................................................................. 27
Table 3.2 Table main idea ............................................................................... 33
Table 3.3 Table conclusion ............................................................................. 33
Table 4.1 Students literal reading comprehensio of experimental class ......... 37
Table 4.2 Students interpretative reading comprehension of experimental .... 39
Table 4.3 Students literal reading comprehension of control class ................. 40
Table 4.4 Students interpretative reading comprehension of control class .... 41
Table 4.5 Mean score of pre test and post test ................................................ 43
Table 4.6 Test of significance ......................................................................... 45
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LIST OF APPENDICES
Appendix 1 lesson plan ..................................................................................... 54
Appendix 2 Instrument of pre test ...................................................................... 78
Appendix 3 Instrument of post test .................................................................... 79
Appendix 4 score of VIII.B ............................................................................... 83
Appendix 5 score of VIII.C ................................................................................ 84
Appendix 6 data of pre test and post test experimental class ............................. 85
Appendix 7 data of pre test and post test control class ...................................... 88
Appendix 8 T-Test score of experimental and control class .............................. 92
Appendix 9 T table value .................................................................................... 91
Appendix 10 Pictures .......................................................................................... 93
Appendix 11 Curriculum vitea ............................................................................ 95
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LIST OF FIGURE
Figure 3.1 Conceptual Framework ................................................................... 23
Figure 4.1 literal reading comprehension of experimental class...................... 38
Figure 4.2 Interpretative readingg comprehension of experimental class ....... 40
Figure 4.3 Literal reading comprehension of control class .............................. 41
Figure 4.4 Interpretative reading comprehension of control class ................... 42
Figure 4.5 Mean score of pre test and post test ................................................ 44
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HAPTER I
INTRODUCTION
A. Background
Being an international language, English occupies the first position in the
world for communication nowadays. This position makes it widely used for all over
the world in all aspects of human live. English knowledge is desired by the students
in higher education and by workers in certain professions. This is true because more
information and though may be obtained from people around the world through
English as an medium of communication, either spoken or written. Getting as well
as giving information and ideas in English may be from English broadcast, movies,
video, textbooks and scientific articles in newspaper, magazine, and journal leaflet
and advertisement.
Reading skill is needed to help students in understanding the different types
of tests commonly used to measure their abilities as a final exam in which most of
the questions presented in the form of text reading. In addition, the students can get
some information and knowledge by reading. Reading can also develop their
grammar, understanding the structure and increase their vocabulary. In reading skill
there are four skill kinds’ texts that are narrative, descriptive, recount, and anecdote.
This texts usually use in teaching reading skill, but text narrative prefers by students
entertain which made students interest to reading.
The students like narrative because in this text own entertain, stimulate
emotion or teach that increasing want to read, according to Sudarwati and Grace
(2007) state Narrative text is a text that tells a story. It is purpose is to amuse or
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entertain the reader with actual or imaginary experiences in different ways.
Narratives always deal with some problems, which lead to the climax and then turn
into a solution to the problem. But ability of vocabulary students is influential
toward reading skill.
Lack of vocabulary are owned by the students, causing them not to enjoy
reading. This condition is caused by many factors, such as they seldom read, they
are lazy to open their dictionaries to find the meaning of words provided in the text,
these issues can affect their ability to understand the text given. The use of teaching
media can become one away to support students understanding of texts.
Media used in the learning process to help students to increase students'
interest in learning. So the media are created to facilitate teachers in the teaching,
in learning process needs tool that can assist teachers in teaching. According to
Sudjana (2002:59) that media is a tool that can be absorbed by the eyes and ears
with the goal of helping teachers to teach students the learning process more
effective and efficient. With media students can more quickly understand what the
purpose of the teacher because if teachers just speech, less than 5 minutes attention
of students have moved on to other things.
Media used to stimulate students' interest that they can concentrate on
learning. Teachers can teach quickly, because in the process of teaching teachers
explained briefly. Media can reduce language barriers between teachers and
students, because the students will quickly understand what the teacher meant.
The researcher will use the experimental method that class will divide into
two classes that are experimental and control class. The researcher wants to use
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media which purpose to ease students in comprehending text story. Picture stories
use learning text narrative for second-grade students, so the researcher will
formulate the title of the research “ Utilizing Picture Stories to Enhance Reading
Comprehension on Narrative Text of Second Grade Students at SMPN 3 Lembang.
B. Problem statement
Based on the background as well as the title, the researcher formulates one
problem as follow: does to use of picture stories improve reading comprehension
on narrative text of second-grade students?
C. Objectives of the study
Based on the problems stated above the objective of the researcher is to find
out whether or not the use of picture stories in reading comprehension on narrative
text of second grade students.
D. Significance of the study
The significance of the research is classified into two parts, for students and
teachers theoretically and practically. Theoretically, for the students, the result of
this research is expected the students to understand English, and the students will
be more interested to read the text. Practically or the English’s teachers at all levels
of education, the research is expected to be a useful reference to make some
strategies of how to make the learning process interest and they can improve the
quality of teachers, especially in teaching reading comprehension. For the next
researcher, the result of this research expected to be useful information and to create
another idea about the good technique to improve the reading comprehension.
E. Scope of the study
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The research is restricted on the use utilizing picture stories to enhance reading
comprehension on narrative text of second grade students at SMPN 3 Lembang.
will focus on literal comprehension related in the finding main idea, interpretative
comprehension related to making conclusion. It will use narrative text as teaching
material
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CHAPTER II
REVIEW OF RELATED LITERATURE
A. Previous Related Research Findings
The researcher takes review of related study from the previous writer that
pertinent with this research.
Fiqri (2011) his research is conducted to find the effectiveness of using pictures
in teaching reading of procedure text at ninth grade of SMPN 3 kota Tanggerang
Selatan. The respondents are classes 9.1 and 9.4. he had been taught reading of
procedure text throught picture in 9.1 class and he has been taught reading
procedure text without picture in 9.4 class. Base on the researcher findings, it can
be concluded that students comprehension on this kind of text not only affected by
picture but also might be determined by their vocabulary mastery and intelligent
level of students in both class, particularly in English subject that relatively
equivalent.
Ayu (2010) the use of picture word inductive model in developing the student.
Writing skill found the picture word inductive model strategy can develop the
student’ ability in writing. Which it is supported by the data, in which the mean
score of the students in the pretest from the experimental group 57.73 has been
developing in the post test, in which the students mean score is 71.15. in applying
the t-test value is much higher than the value of the table (12.41>2.59).
Zainuddin (2011). Thesis. Using Story Pictures to improve the students ability
in writing found that the application of story pictures could increase the students’
writing ability. It can be shown of the students’ main score in writing of data score
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was 61.94, cycle I was 65.45 and cycle 2 was 71.29. the students improvement from
cycle 1 to cycle 2 was 8.91%. story picture is an effective way to motivate the
students’ writing ability. It can be shown of the students’ activeness in cycle 1 was
67.17% improves to 82.55% in cycle 2.
Mawardi (2010). Improving The Students’ Reading Comprehension By Using
Series Picture as The Instructional Media found that the use of pictures in teaching
reading comprehension to the second year students has a significant influence in
increasing the student’ ability to reading recount text. It is supported by the data,
in which the mean score of the students’ in the pre-test from the experimental group
61.76 has been improved in the post-test in which the students main score is 70.95.
in applying the t-test formula for the students post-test for both group, it is found
that the t-test value 2.63 is higher than the value of the t-table 2.028. it means there
is significant between students who were taught by using picture and those who
were taught without picture.
Based on the previous findings above it indicates that the use picture stories of
narrative text is suitable strategy to apply for the students in the classroom
especially in reading comprehension, because it is not only effective but also easy
to use for the students. Beside that, teaching with picture can attract the students’
interest to study
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B. Some Pertinent Ideas
a. Definition of Reading ?
Reading is a complex process. The complexity of reading process leads many
aspects to various definitions of reading comprehension as interaction between
thought and language.
Smith and Robinson ( 1980: 205) state that reading comprehension means
understanding, evaluating, utilizing of information and ideas gained through and
interaction between the author and the reader. Reading comprehension is such a
kind of dialogue between an author and where the written language is the media
that permit the dialogue occurred when the two persons communicate through the
printed materials. It can inferred that reading comprehension is an active process
involving the readers knowledge background and the print in which a dialogue run
between the reader and the author through the text where the reader can discover
the meaning needed to achieve the particular purpose set by himself.
In this context reading is not just at a kind of transfer from written syimbol
to a sound. Reading is not just solving the words, but it must always be meaning
getting process. Kustaryo (1988: 2) states that reading is the instantaneous
recognition of various writing symbol with exiting knowledge and comprehension
of information and ideas communicated. From this point of new some expert
formulated definition of reading comprehension.
Anderson and Turner in Haeba (1999: 7). States that comprehend is a special
kinds of the kinds process. The reader comprehends by actively constructing
meaning internally from intercting with the material that is read the reader can be
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categorized comprehend the test if he successful discovered the meaning needed to
achieved his particular purpose from the text. Reading comprehension depend on
many factor : (a) the readers ability to attend to the printed ideas, (b) the readers
background knowledge to which new information be added, (c) the quality of the
writing it self, (d) the readers purpose in reading materials.
Thinker in Yunus (1999: 16) states that during reading comprehension
process, the students most pay full attention in order to be able to catch all ideas
written in the passage. As what he says, students, reading ability is very impotent
in dealing with reading comprehension because reader can comprehend the passage
if he is able to understand the meaning of very word or sentences and their
corelation among one and other he, futhermore offers a way of conducting a
comprehension lesson as follow: all those four stages in conducting a
comprehension class a show above is considered very hap full. Pre-reading is to
assist students to the passage where they have a prior perception above the content
of passage. Reading the passage is a way where the students are involved in a given
information and understand it them, giving question is to ask to students to have a
careful reading certain information. And the last, supplementary activities are to
assert the students to re-study again wither about the passage or sometime that
related to the passage.
Learning to read as processing language from its graphic form involves
identifying words in prhases and sentences in context when the context provides
clues and when does not. Accourding Lado (1988: 172), the learners goal is to
become a skilled reader directly in the second language, that is, one who
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understands the meaning of materials read at normal speed and relates it to his her
intentional thinking as the language is processed.
Further Steinberg (1982: 192) state the reading is a form of communication
the goal of which is the reception of information through written forms. It means
in teaching program, consequently, should direct itself to the relaxation of that goal.
Finally, Kustaryo (1988: 2) defines reading as the activity that consist the
combination of word recognition, intellect, and emotion interrelated with the prior
knowledge t understand the message being communicated.
b. Levels of Reading
In language teaching, reading is one of the language skills that should be
developed. Anyhow, each person may be have different capability when is reading
in relation with this reading materials also effect reader to develop his reading skills.
Based on this psycholinguistic particularly those who are expert in reading make
classification of reading levels. This is because not all readers have the same levels.
Simanjuntak in Normah (2003: 8) says that expert set up reading curriculum
into levels, mainly:
a. Initial level
The instructional goals in initial level are the student will be able:
1) To read silently a passage of at least two paragraphs in length
2) To demonstrate comprehension by responding to oral or written
question within their range of vocabulary and grammar.
3) To understand written direction
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And the study skill in this level is the ability to use of consult reference
materials.
b. Elementary level
The instruction goals in elementary level are that the students will be able :
1) To read short English selection of passage and demonstrate and
understand the content by location specific information
2) To identify sequence of event;
3) To recognize cause and effect and perceive organization.
The study skills of this level are the ability.
1) To use consult reference materials;
2) To comprehend information on graph, chart, maps, and tables as
well.
c. Intermediate level
The instructional goal are the students will;
1) Continues to refine reading skills acquired at the earlier levels,
2) Refine word attack skills
3) Develop critical reading ability;
4) Apply reading ability to the development of study skills
5) Develop greater ability to comprehend more complex content areas of
the instructional materials;
6) Scan for concluding sentences, main ideas, and specific information the
study skills of this level are;
7) Reading and following instruction/directions;
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8) Skimming to locate information quickly;
9) Evaluating information found in reference materials:
d. Advanced level
The instructional goal of this level are the students will :
1) Continue to refine the reading skill acquired at earlier levels and will
also refine text attack skills.
2) Develop critical reading ability
3) Apply to the development of study skills.
4) Read selection of increased difficult for study purposes content area
instructional materials.
5) Scan for concluding sentences, main ideas, and specific information the
study skills in advanced level are;
6) Using content area of text books and reference materials used by native
English speaking peers.
7) Scanning to located specific details of information and adjust the rate of
speed to the level of difficult of a selection.
c. Categorizing reading comprehension
Comprehension is an active process that involves the integration of prior
knowledge with information in the tech in order comprehend the text (Alexander:
1988 : 127).
Comprehension is an active thinking process that depends not only on
comprehension skills but also on the student experience and prior knowledge. It is
possible to comprehend materials on a number of different levels. Specifics
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comprehend skills can not be completely isolated because they are so irritated that
one skills depends so some degree on another skills.
Smith (1977: 107) divides the comprehension skill into four categories. The
four categories are :
a. Literal reading (reading the lines)
Literal reading involves thinking the ideas and facts that are directly stated
on the printed pages. It is the skill of getting the literal meaning of word idea
or sentence in a text.
b. Interpretative reading ( reading between the lines)
Interpretative reading involves reading between the lines or making
inferences. Interpretative level of comprehension goes beyond literal
comprehension to supply means in which are not directly states in the text.
c. Critical reading (reading beyond the lines)
Critical reading is higher level than the other two categories because it
involves evaluation, the making of personal judgement on the accuracy, value,
truth-fullness of what is read
d. Creative reading
Creative reading uses different thinking skills to go beyond the literal
comprehension, interpretation, and critical reading level. In creative reading,
the reader tries to come up with now or alternative solutions these presented
by the writer.
d. Technique of reading
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In reading, the teacher should introduce the strategies to read a text there
are three main reading techniques, namely : survey reading, skimming, and
scanning (Grellet, 1986: 2).
1) Survey reading
In survey reading, before reading we must analyze what we want we to
analyze, we survey the material that will learn, (1) look into the scema, (2) the
outline of the book, (3) the title of chapter in the book accurately.
2) Skimming
Skimming is kind of reading that make our eyes move quickly to get
the main ideas from the reading material. In order words, in skimming we
need quickly to get the main idea and when we want to gain a quick
impression of a text article.
3) Scanning
In scanning, we read quickly to answer a specific question. Pugh (1978:
58) stated that, scanning is used within a text to located symbols of group of
words (such as particular piece of information).
Zorn in Yunus (1994: 11) explains deeply seven steps that can increasing
the reading comprehension, they are:
4) Attention. It is absolute prerequisite to intensive mental impression.
5) Interest. When we are interested in author’s ideas, it will be easy for us to
comprehend to material.
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6) Purpose. A purpose contributes greatly to the amount of attention that we
spend on a certain reading. Strong attention will result in vivid impression.
Consequently, the comprehension will be obtained, and so will be attention.
7) Concentration. Concentration is the process of holding long enough attention
to establish the vivid impression which contributes so much to recall abilities.
8) Association. Association in reading is another great factor in recall and
comprehension. A natural and rational association of ideas is very useful ways
to fix them in one’s for later retention because the reader tries to associate the
author’s ideas what he has in mind.
9) Repetition. Repetition in reading is mean’s reviewing. A reader makes
reviews in his reading because he want to know more about what he has found
in his first reading.
10) Distributed practice. If a reader always practices speed darling and
comprehension towards retention, he will be a good speed reader and will
have better retention in his reading. Distributed practice plays a significant
in improving comprehension.
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e. The factors affecting reading comprehension
There are many ideas of the factors affecting reading comprehension
proposed by some experts. Below four factors affecting reading comprehension are
presented.
1) Background knowledge of the text
Students’ background knowledge of the text is one of the factors affecting
reading comprehension. Readers understand what they read because they are
able to take the stimulus beyond the graphic representation and assign it
membership to an appropriate group of concepts already stored in their
memories. As stated by Alderson (2000: 32) the students’ background
knowledge is important since the students start to make connections about what
they already know in order to construct meaning.
2) Affection
According to Alderson (2000: 32)affection factor includes the students’
interest, motivation, attitudes and beliefs. The affective factors have an
important role in influencing what is understood by the readers.
3) Purpose of reading
Efficient reading consists of clearly identifying the purpose in reading.
Purposes of reading help the reader to focus on information that they want to 12
find out.Alderson (2000: 32)stated that a reader can have problems in
understanding a text if he reads with no particular purpose in mind.
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4) Vocabulary
Mastery Vocabulary mastery is essential to reading comprehension. It is
impossible to understand the text if the readers do not know much about a
significant number of the words in the text. According to Klinger (2007:47)
mastering much vocabulary, the reader can construct the meaning of the text
easily. From the theories above, it can be concluded that reading comprehension
is not a single process. It is a complex process which is affected by some factors
such as the reader’s background knowledge of the text, the reader’s motivation
and interest in reading, the reader’s purpose of reading, and the reader’s
vocabulary mastery. All of those factors relate to each other in influencing the
reader’s reading comprehension ability.
C. NARRATIVE TEXT
1. Definition of Narrative Text
The students are learning many texts. One of the text is narrative text. It is
related to the experience or story of past time. Marrahamin ( 1999:.96) state that
narrative is story in term of plot, and plot consists of event person and conflict.
Hasani (2005:22) state the narrative is conversation or writing with the purpose tells
about action or human experience in term of development of time. Oshima and
hogue (1997: 27) state that narration is story writing. Whe you write a narrative
paragraph or essay, you write about events in the order that they happened. In other
words, you use time order to organize your sentence.
A narrative not only about an events ended with what the story happened but
also narrative is an event which the writer have the purposes to make an interesting
17
text, to entertain the reader, and to make the reader have the experiences same as
the text about.
Moreover, Clouse states that ―A narration usually includes the answers to the
journalist’s questions who, what, when, where, why, and how‖.15 It means that the
narrative text should present the explanation to those questions, who was involved,
what happened, when, where, why, and how it happened, in a sequential order. In
addition, in some stories the author might pay attention more on different answer in
different narrations. Sometimes the answer of certain question may not be found by
the reader because the author may emphasize more on who was involved in the
story rather than why the story happened. In other stories, the author may present
more details on explaining when the story happened, in this case, the time element
of the story.
The purpose of a narrative, other than providing entertainment, can be to make
the readers think about the issue, teach them a lesson, or excite their feelings. It
means that narrative could also inform the readers about the issues and persuade to
take the benefit from the story.
2. The Elements of a Narrative
a. Plot
b. Plot is defined as an author’s careful arrangement of action happened in
a narrative to achieve a desired effect. Series of actions in a narrative
text are often presented in chronological order. Traditionally, plots grow
out of a conflict are an internal or external struggle between the main
character and an opposing force.
18
c. Setting
In narrative, the author usually opens their story by telling the setting-
that is, the time and the place. However, setting can be general, specific,
and very detailed. Setting usually functions as more than a backdrop for
a story.
d. Character
All stories have a character to be presented. Based on the literary term,
a character is a person created for a work of fiction. In some cases, they
are veiled, autobiographical version of the author or they are people the
author knows or people the author has observed or overhead.
e. Point of view
f. Point of view in narrative text can be First-person (by using ―I‖), and
Third-person (by using ―he/she/it‖). First-person is not about the
author, the author creates a persona or mask through which he or she
tells the story
3. The Schematic Structure of Narrative Text
Narrative text has three significant schematic structure, pardiono (2010:97-
98). They are orientation, complication (sequence of events, which are
problem, that leads to conflict-climax) and resolution.
a. Orientation
In this stage, the researcher gives the information about the situation
of the characters, where they live, the time they live, and what they
want or usually answer who? When? And where?. It present the basic
19
situation which allows the reader to understanding the next parts of the
story. It may be long or short, according to the researcher. It is to be
the opening or introduction.
b. Complication
c. complication is where something unexpected happen or events go
wrong for one of the main characters in the story. There can be more
then one application events in narrative text. Here, the author shows
how the problem rises or begin.
d. Resolution
Resolution is the solution of the problem or when the crisis is resolved,
for better or worse.
D. Review of Picture-Stories
This section discusses about media to improve students’ reading
comprehension. The researcher uses picture stories to improve students’ reading
comprehension. The discussion is about definition of picture, and benefit using
picture-stories in teaching and learning.
a. Definition of picture
Picture is a part of visual aids as a technique in teaching English reading at
Junior High School. Visual aids are a situation where the learner can see what is
named after the word to be learned. It gives a lot of contribution because with
picture, students not only can hear but also can see the sign which is illustrated by
the picture to express an of idea or word.
20
According to Shoes (1960 :188),a picture is likeness of a person, place, thing or
idea on a flat surface produced by means of drawing, painting, photography.
From the explanation above, it can be concluded that picture is a kind of visual
aids which includes an image of terms of kinds of pictures and this (picture) is
important to make success in learning because picture makes the students build their
imagination, interest and motivation. It depends on the teacher to select which one
is suitable.
b. Definition of Stories
According to Wright (1995:6), stories are motivating, rich in language
experience, and inexpensive. He adds that stories should be a central part of the
work of all primary teachers whether they are teaching the mother tongue or a
foreign language.
Based on the definition above, it can be summarized that stories are imaginary
language and full sequence of events in a work of fiction presented in writing or
drama or cinema or as radio or television program which are motivating, rich in
language experience, and inexpensive. It is very useful to enhance the teaching
learning in the classroom.
c. Definition of Picture-stories
According to Symonds (1999:10), picture-story is made of comprehensive study
imaginative processes in children. He adds that among the many method semploye
was the collection of stories which were written in response to picture.
Based on the definition above, it can be concluded that combination of picture
and story is interesting to improve the students’ motivation and comprehension in
21
children because by using picture-stories the students can reflect what they are
thinking about the story in the text. They not only read the text but also see the
actions of the story in picture. It makes the students interested in reading the text.
For example of picture stories :
d. Procedure teaching reading by using Picture-stories
According to William as quoted by Minarti (2008:15) states that the procedure
of reading lesson starts with pre reading activity followed by a while-activity and
ending with post activity. Pretest is the activity that should be done in the first. Then
at the end of the learning process should be post activity.
1. The Advantages and disadvantages of Using Picture-stories in Language
Teaching reading comprehension
a. There are some advantages of reading using pictures stories:
Capture the students’ interest
The students are able to study the materials effectively.
Picture helps the students to understand and to remember information well.
Pictures are relatively cheap. They can be obtained almost anywhere and
everywhere.
22
By using picture, the students can see the object which are being talked
and discussed clearly.
Picture can present the world outside the class.
b. The disadvantages of using picture stories in teaching reading comprehension
are :
It is difficult to look for the specific pictures.
The students still find difficulty to express something happen in the picture
in detail if they have never seen it.
It does not contain full information
Each person has different perception about the meaning of picture.
Based on those advantages and disadvantages the researcher tries to take the
advantages and minimizes the occurrence of the disadvantages, so the research can
use the picture stories as a good media.
23
E.Conceptual Framework
Figure 3.1 Conceptual Framework
Reading Comprehension
Narrative Text
Experimental Group Control Group
Pre-Test Pre-Test
Conventional Way Picture Stories Technique
Post Test Post Test
The Improvement of Students in Reading
Comprehension Narrative Text
24
The following conceptual showed how the researcher has examined the use
of picture stories to reading narrative text. The researcher examined picture stories
that could improve students’ ability to read narrative texts. The researcher used
quasi-experimental, which was two classes that consisted of an experimental group
that was given the treatment by using picture stories as a media, and the control
group was given a conventional way. This functioned as the comparison of the
result of the post-test after giving the treatment.
25
CHAPTER III
RESEARCH METHOD
A. Research Design
This researcher was used a quasi-experimental design, specifically one group
pre-test, and post-test design. Sugiyono (2015:114) state that quasi-experimental
research refers to when research conducted in the classroom setting and the
researcher cannot control all of the external factors thoroughly that may influence
the process of treatment in the control group.
Cohen (2000:214) state that one of the most commonly used quasi
experimental design in education research could be represent as:
Table 3.1 Research design
Experimental O1 X1 O3
Control O2 X2 O4
Where:
O1 : the pre-test in experimental group
O2 : the pre-test in control group
O3 : the post-test in experimental group
O4 : the post-test in control group
X1 : the treatment in experimental group
X2 : the treatment in control group
A pretest is activity before treatment given from the pre-test we could know
how far the ability of the students. After that, the researcher gave two treatments to
26
the students using role-play as the teaching method. Finally, a post-test was aimed
to see the result of the research after the treatment was conducted.
The research involves two different classes; the experiment class and control
class, the researcher did the different treatment in each class when teaching reading
of procedure text. Regarding that, both classes have the same level of English
proficiency, the writer conducted a pre-test for both classes. In the next four
meetings, the experiment class is taught reading procedure text by using pictures
while the control class is taught reading procedure text using a textbook. At the end
of the meeting (sixth meeting), the same test is conducted for both classes, this post-
test is having the same quality as the pre-test conduct before. Then, the researcher
analyzes the data he has getting before from both the experimental and the control
groups.
B. Population and Sample
1. Population
The study population would be taken from second-grade students at
SMPN 3 Lembang. This population consists second grade students. The class
consists of three classes, namely two 8.B classes and two 8.C classes.
Table 3.2 Population
No Class Number of Students
1 8.A 27 Students
2 8.B 26 students
3 8.C 22 students
27
2. Sample
The sampling technique of this researcher is class random sampling, in
which every member of the population has the same opportunity to be the
sample of the researcher. The researcher would
take 2 class are:
Table 3.3 Sample
C. Variables and Indicator of Research
There are two variables, such as the independent variable and the There are
two variables, such as the independent variable and the dependent variable. The
Independent variable is the variable that influences the object, while the dependent
variable is the variable which influences by the object. They were:
1. Independent variable : the used of picture stories
2. Dependent variable : teaching reading comprehension narrative text
3. Indicator
The indicator of the research is the reading comprehension covers the main idea,
supporting details, and conclusion.
D. Instruments of the Research
No Class Number of Students
1 8.B 26 students
2 8.C 22 students
total 48 students
28
In collecting data, the researcher used one kind of instrument namely a reading
test that which are consisted of an essay test where it is administrated in pre-test
and post-test as the instrument of the research. The Pre-test is intended to find out
the prior levels of students' reading comprehension, while the post-test was intended
to find out the effectiveness and the improvement of the treatment. The test for the
pre-test was the same as post-test these consisted of 5 items.
E. Procedure of Data Collection
Experimental group
a. Pre-test
Before giving treatment, the students were given a pre-test. The pre-test was
used to identify students’ prior knowledge about reading comprehension
narrative text used picture stories. it knows the student's previous reading
narrative text before treatment..
b. Treatment
The treatment was conducted in the class for four meetings to the experimental
group. The students were given the same activities for the first, second, third,
and fourth, meetings, but the material and its vocabularies were different. The
steps of the silent way method as follows:
1. The researcher introduce the material to the class
2. The researcher give explanation about parts of narrative text
especially picture stories
29
3. The researcher give more examples of reading narrative text about
picture stories.
2. The researcher asked the students to identify picture and explain about this a
picture
3. after that the researcher distributes paper in the form of narrative texts that
used picture stories and asked students to reading
post-test
After given treatment, the researcher gave the post-test to the students,
which had the same item given in the pre-test. It aimed to find out the result
of treatment, whether it was different from the pre-test or not.
Control group
c. Pre-test
Before given treatment, the students were given a pre-test. The pre-test was
used to identify students’ prior knowledge about reading comprehension
narrative text use picture stories. it knows the students previous reading
narrative text before treatment.
30
d. Treatment
The treatment would conduct in the class for four meetings to the experimental
group. The students were given the same activities for the first, second, third,
and fourth, meetings, but the material and its vocabularies were different. The
steps of the silent way method as follows:
1. The researcher introduces the material to the class
2. The researcher give explanation about parts of reading especially
narrative text
3. The researcher give more examples of reading narrative text without
picture
SANGKURIANG
Long time ago in West Java, lived a beautiful girl named Dayang Sumbi.
She was also smart and clever. Her beauty and intelligence made a prince from the
heavenly kingdom of Kahyangan desire her as his wife. The prince asked
permission from his father to marry Dayang Sumbi. People from Kahyangan could
never live side by side with humans, but his father approved on one condition, when
they had a child, the prince would transform into a dog. The prince accepted the
condition. They get married and lived happily in the woods until Dayang Sumbi
gave birth to a baby boy. The prince then changed into a dog named Tumang. Their
son is named Sangkuriang. He was very smart and handsome like his father.
Everyday, he hunted animals and looked for fruits to eat. One day, when he was
hunting, Sangkuriang accidentally killed Tumang. His arrow missed the deer he
was targeting and hit Tumang instead. He went home and tells her mother about the
dog. “What?” Dayang Sumbi was appalled. Driven by sadness and anger, she
grabbed a weaving tool and hit Sangkuriang’s head with it. Dayang Sumbi was so
sad; she didn’t pay any attention to Sangkuriang and started to cry.
31
Sangkuriang feel sad and also confused. How can his mother love a dog
more than him? Sangkuriang then decided to go away from their home and went on
a journey. In the morning, Dayang Sumbi finally stopped crying. She started to feel
better, so she went to find Sangkuriang. But her son was no where to be found. She
looked everywhere but still couldn’t find him. Finally, she went home with nothing.
She was exhausted. She fell asleep, and in her dream, she meets her husband.
“Dayang Sumbi, don’t be sad. Go look for my body in the woods and get the heart.
Soak it with water, and use the water to bathe, and you will look young forever,”
said the prince in her dream. After bathing with the water used to soak the dog’s
heart, Dayang Sumbi looked more beautiful and even younger. And time passed by.
Sangkuriang on his journey stopped at a village and met and fell in love with a
beautiful girl.He didn’t realize that the village was his homeland and the beautiful
girl was his own mother, Dayang Sumbi. Their love grew naturally and he asked
the girl to marry him. One day, Sangkuriang was going on a hunt. He asked Dayang
Sumbi to fix the turban on his head. Dayang Sumbi was startled when she saw a
scar on his head at the same place where she, years ago, hit Sangkuriang on the
head. After the young man left, Dayang Sumbi prayed for guidance. After praying,
she became convinced that the young man was indeed her missing son. She realized
that she had to do something to prevent Sangkuriang from marrying her. But she
did not wish to disappoint him by cancelling the wedding. So, although she agreed
to marry Sangkuriang, she would do so only on the condition that he provides her
with a lake and built a beautiful boat, all in one night. Sangkuriang accepted this
condition without a doubt. He had spent his youth studying magical arts. After the
sun went down, Sangkuriang went to the hill. Then he called a group of genie to
build a dam around Citarum River. Then, he commands the genies to cut down trees
and build a boat. A few moments before dawn, Sangkuriang and his genie servants
almost finished the boat. Dayang Sumbi, who had been spying on him, realised that
Sangkuriang would fulfill the condition she had set. Dayang Sumbi immediately
woke all the women in the village and asked them to wave a long red scarf. All the
women in the village were waving red scarf, making it look as if dawn was
32
breaking. Deceived by false dawn, the cock crowed and farmers rose for the new
day.
Sangkuriang’s genie servants immediately dropped their work and ran for cover
from the sun, which they feared. Sangkuriang grew furious. With all his anger, he
kicked the unfinished boat. The boat flew and landed on a valley. The boat then
became a mountain, called Mount Tangkuban Perahu (Tangkuban means upturned
or upside down, and Perahu means boat). With his power, he destroyed the dam.
The water drained from the lake becoming a wide plain and nowadays became a
city called Bandung (from the word Bendung, which means Dam).
4. The researcher ask the students to reading and then ask them to explain it.
5. The researcher give examination.
post-test
After giving treatment, the researcher gives the post-test to the students,
which have the same item give in the pre-test. It aimed to find out the
result of treatment, whether it was different from the pre-test or not.
F. Technique of Data Analysis
The data collected through the pre-test and post-test will analyze statistically
through the following steps:
Rubric Assessment of literal comprehension in reading comprehension by using
this formula :
Table 3.4 Main Idea
33
NO Main Idea Score
1 Clearly identified the main idea by providing strong
evidence, details relating to the main idea.
4
2 Identified main idea and provided adequate evidence,
details relating to the main idea.
3
3 Limited main idea identification and limited evidence,
details relating to the main idea.
2
4 Did not identify the main idea of the story or provided any
limited evidence, details relating to the main idea.
1
Table 3.5 Conclusion
NO Dealing conculusion Score
1 Conculusion reflects reading in development of idea. It is
excellent
4
2 Conclusion reflects reading in development of idea. It is good 3
3 Conclusion reflects reading in development of idea. It is poor 2
4 Conclusion there is answer but do not reflect any reading of
recourse in development idea.
1
(Harmer, 1996) in Nirwana (2014:28)
1. Scoring the students’ correct answer in pre-test and post-test by using this
formula
34
Where:
t = test of significance
D = the different of mean score
D2 = deviation standard quadrate
Ʃ = sigma
N = number of students
Score = 𝑡ℎ𝑒 𝑠𝑡𝑢𝑑𝑒𝑛𝑡 𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑡ℎ𝑒 𝑎𝑛𝑠𝑤𝑒𝑟
𝑡ℎ𝑒 𝑡𝑜𝑡𝑎𝑙 𝑖𝑡𝑒𝑚𝑠 𝑜𝑓 𝑡ℎ𝑒 𝑡𝑒𝑠𝑡 x 100
(Sugiono, 1997:52)
2. Classifying the students’ score into seven base on the following criteria:
Table 3.6 Classifying the students score
No Score Criteria
1 9.6 to 10 Excellent
2 8.6 to 9.5 Very Good
3 7.6 to 8.5 Good
4 6.6 to 7.5 Fairly Good
5 5.6 to 6.5 Fair
6 3.6 to 5.5 Poor
7 0 to 3.5 Very Poor
(Layman, in Nirwana 2014:30)
3. Test significance
Calculating the value of the t-test to show the mean score of pre-test
was significantly different from that of the post test by applying this
formula:
t = D̅
√Ʃ𝐷²−(Ʃ𝐷)²
𝑁𝑁(𝑁−1)
(Gay, 1981: 331)
G. Data analysis on pre test and post test
35
The pre-test scores were statistically analyzed by using the formula of
the t-test. Data analysis on the post-test employed the same steps as in the pre test
data analysis. The data analysis was present by determining the independent t-test.
The steps in calculating independent t-test are: setting the hypothesis, H1 there was
a significant difference of means between the control and experimental group. The
formula in calculating independent t-test was:
1. Calculating the means score by using the following formula:
Where :
𝑋 =Mean score
∑ 𝑥 = Total score
N = number of students
(Gay, 1981: 298)
2. Finding out the significant different between control and experimental
group by calculating the of t-test.
𝑡 =�̅�₁ − �̅�₂
√(𝑠𝑠 ₁ + 𝑠𝑠₂𝑛₁ + 𝑛₂ − 1 ) + (
1𝑛1 +
1𝑛2)
Where 𝑠𝑠 = Σx 2
1−
(Σx₁)
𝑛₁²and ss₂= Σx
2
2 ―
(𝛴𝑥₂)²
𝑛₂
𝑡 = test of significance
x₁ = score of experimental group
x₂ = score of control group
ss₁= sum of square of experimental group
𝑠�̅�₂ = sum of square of control group
𝑛₁ = subject of experimental group
𝑋 = ∑ 𝑥
𝑁
36
𝑛₂ = subject of control group
(Gay,1998)
37
BAB IV
FINDING AND DISCUSSIONS
A. FINDINGS
The findings of the researcher deal with the effectiveness of utilizing picture
stories to enhance reading comprehension on narrative text of second grade students
ant SMPN 3 Lembang.
1. Students’ literal reading comprehension using picture stories
The researcher gave treatment by using picture stories in experimental class to
see the improvement of students’ reading comprehension in main idea in narrative
text.
a. Students’ literal reading comprehension
Students literal reading comprehension using picture stories have different in
pre test and post test. In pre test students still less understand about main idea
but after applied picture stories, the students more understand about main idea.
The students’ reading comprehension in main idea can be seen in the following
table.
Table 4.1 students’ literal reading comprehension ( experimental class)
Indicator Mean score Improvement
Pre test Post test %
Mean idea 35.07 49,9 42%
38
The table 4.1, it shows that the mean score of main idea of the students in
pre test were 35.07. Most of students felt confuse to answer the question based on
the topic had been given by the teacher. It was caused that they had understand
about main idea. After the researcher given treatment by using picture stories , the
score of the students had improved. It shows in post test which to be 49.9 . It was
indicated that the students, had improve their comprehend about main idea and they
can answers the question. The percentage of improvement main idea of the
students’ in pre test to post test was 42%.
Figure 4.1. students literal reading comprehension
The figure 4.1 shows that there was improvement of the students in
reading comprehension viewed of main idea from pre test with the mean score was
35.07, to post test with the mean score was 49.9. so the improvement of pre test to
post test 42%.
b. Students’ interpretative reading comprehension using picture stories
The researcher also assessed students’ reading comprehension in conclusion. It
was began pre test to post test. After the treatment was applied, there was
improvement of students’ reading comprehension in terms of conclusion. It was
0
20
40
60
pre test post test
39
indicated by the significant difference between students pre test and post test score
. besides that researcher also had counted improvement percentage of students. It
shows at the following table.
Table 4.2 students’ interpretative reading comprehension
Indicator mean score improvement
pre test post test %
conclusion 22.57 30.3 34%
The table 4.2 shows that the mean score of the student in pre test were 22.57.
most of students felt confuse to answer the question based on the topic had been
given by the teacher. It was caused that they had comprehend about main idea and
conclusion. After researcher gave treatment by using picture stories , the score of
the students had improved but not significance. It shows in post test which to be
30.3. it was indicated that the students had improve their comprehend about main
idea and conclusion. The percentage of improvement the students in pre test to post
test was 34% it was that picture stories could improve students reading
comprehension.
40
Figure 4.2 students’ interpretative reading comprehension
The figure 4.2, show that there was improvement of the students in reading
comprehension viewed of conclusion from pre test with the mean score was 22.57,
to post test with the mean score was 30.3. post test score was higher than pre test
score. So, the improvement of pre test to post test was 34%.
H. Students literal reading comprehension using picture stories ( Control
class)
The researcher taught by using picture stories in control class to see the
improvement of students’ main idea in narrative text.
a. Students’ literal reading comprehension
Students’ literal reading comprehension using picture stories have different in
pre test and post test. In pre test students still less understand about main idea but
after applied picture stories the students more understand about main idea. The
students reading comprehension in main idea can be seen in the following table.
Table 4.3 students literal reading comprehension
Indicator mean score improvement
pre test post test %
Main idea 35,9 46,54 29%
0
10
20
30
40
pre test post test
41
The table 4.3 shows that the mean score of main idea of the students in pre
test were 35,9, most of student felt confuse to answer the question based on the
topic had been given by the teacher. It was caused that they had understand about
main idea. After the researcher gave treatment by using picture stories , the score
of the students had improved. It showed in post test which 46,54. It was indicated
that the students had improve their comprehend about main idea and they can
answer the question. The percentage of improvement main idea of the students in
pre test to post test was 29%. It was mean that using picture stories could improve
students reading comprehension in main idea.
Figure 4.3 students literal reading comprehension
The figure 4.3, shows that there was improvement of the students in reading
comprehension viewed of conclusion from pre test with the mean score was 35,9
and post test with the mean score was 46.54. post test score was higher than pre test
score. So the improvement of pre test to post test 29%.
b. Students interpretative reading comprehension
The researcher also assessed students literal reading comprehension in
conclusion. It was began pre test to post test. After the treatment was applied, there
was improvement of the students reading comprehension in terms of conclusion. It
was indicated by the significance between students pre test and post test score.
0
20
40
60
pre test post test
42
Besides that, researcher also had conducted improvement percentage of students.
It showed at the following table.
Table 4.4 students interpretative reading comprehension
Indicator mean score improvement
pre test post test %
conclusion 20.45 29.86 46%
The table 4.4, showed that the mean score of students in pre test were 20.45.
most of students felt confuse to answer the question based on the topic had been
given by the teacher. It was caused that they had comprehend about main idea and
conclusion. After the researcher gave treatment by using picture stories the score
of the students had improved but not significant. It shows in post test which to be
29.86. the percentage of improvement the students in pre test to post test was 45%.
It was meant that picture stories could improve students reading comprehension.
Figure 4.4 . students interpretative reading comprehension
The figure 4.4, shows that there was improvement of the students in reading
comprehension viewed of conclusion from pre test with the mean score 20.45. post
test with mean score 29.86. post test was higher than pre test score. So the
improvement of pre test to post test was 46%.
I. Students literal and interpretative reading comprehension in both of class
0
20
40
pre test post test
43
A pre test was administrated before the treatment, and post test which aimed to
know whether there was a significant improvement of the students’ reading
comprehension between the students who were taught by picture stories and those
who were by narrative text. The mean scores were presented in the following table:
1. Mean score based on pre test and post test in experimental class and control
class
Table 4.5: mean score of pre test and post test
Indicator mean score Improvement
pre test post test %
Experimental 59.42 80.42 35%
Control 57.27 76.40 33%
The table 4.5: the students mean score of pre test in experimental class
59.42. after giving treatment by using picture stories , the students man score of
post test was 80.42. it mean score that the mean score of the students in
experimental class have an improvement , namely 35%.
In control class the students mean score of pre test was 57.27, after giving
treatment by using picture stories, the students mean score of post test was 76.40.
it means that the mean score of the students in control class have an improvement
namely 33%.
Figure 4.5: mean score of experimental class and control class on pre test
44
The figure 4.5 , showed that the means of both experimental and control
class are different. Mean of experimental class is higher than mean score of control
class before conducting treatment.
The figure 4.6 : mean score of experimental and control class on post test
The figure 4.6: showed that the means score of both class are significantly
different. Mean score of control class after conducting treatment.
2. Test of significance
The significance score between experimental and control class can be know by
using t-test. The result of t-test can be seen in table.
5656.5
5757.5
5858.5
5959.5
60
pre testexperimental
pre test control
7476788082
post testexperimenatl
post test control
45
Table 4.6 test of significance
variable T test T table Remark
X1 – X2 86.08 2.042 Significance
different
The table 4.6, shows that t-test value was lower than t table. The result of the test
shows there was significant difference between t- table and t-test ( 2.042 < 86.08),
it means that t table was lower t test at the level of significance 0.05 and the degree
of freedom (N1+ N2) – 2 = (26 + 22) – 2 = 26. It was indicated that the null
hypothesis (Ho) was rejected and alternative hypothesis (Ha) was accepted.
B.Discussion
The description of the data collected through picture stories describe in the
previous ssction shows that the students reading comprehension has improved. It is
aupported by the frecuency and rate percentage of the result of the students score
of pre test and post test. The students score after presenting in teaching reading
through pictrure stories is better than before the treatment is given to the students.
The students is also very interested in learning reading by picture stories as show
on the table.
1. Students literal and interpretative reading comprehension through
picture stories ( Experimental Class)
Based on the finding pervious, state that students that using narrative text
show significant improvement in reading comprehension in literal and
interpreatative comprehension. Before giving treatment the researcher
conducted pre test. The description of the data collcted in pre test show that
46
the students reading comnprehension was poor. Most of students were difficult
to comprehend the content of the text and answer the reading test.
After conducting the pre test, the researcher conducted treatment. The
treatment were given sixth time. In the treatment the researcher began to
explain what reading comprehension in literal and interpretative
comprehension through picture stories.
Based on the finding above in applied picture stories in class, the data was
collected through the test as explained in the pervious finding section show
that the students literal and interpretative comprehension in significantly
improvement. The score of the students post test is higher than the mean score
of the students pre test. Therefore picture stories is effective to improved the
students reading comprehension in literal and interpretative comprehension.
Based on the result, hypothesis text showed that Ho was rejected and H1
was accepted. So the researcher concluded that there was significant
improvement of the students reading comprehension at the SMPN 3 lembang.
2. Students Literal And Interpretative Reading Comprehension Through
Picture Stories ( Control Class)
Based on the finding above in applied picture stories in the class, the data
was collected through the test as explained in the previous finding section
shows that the students literal and interpreatative comprehension is
significantly improvement. The score of the students post test is higher than
the mean score of the students pre test.
47
Based on finding previous, state that sudents that using narrative text show
significant improvement in reading comprehension in literal and
interpreatative comprehension. Before giving treatment the researcher
conducted pre test. The description on the data collected in pre test show that
the students reading comprehension was poor. Most of students were difficult
to comprehend the content of the text and answer the reading test.
After conducting the pre test, the researcher conducted treatment. The
treatments were given sixt times. In the treatment the researcher began to
explaind what reading comprehension in litteral and interpreatative
comprehension through narrative text.
Based on the result, hypothesis thes showed that Ho was rejected and H1
was accepted. So the researcher concludes that narrative text is effective thant
utilizing picture stories to enhance reading comprehension on narrative text of
second grade students at SMPN 3 Lembang.
48
BAB V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on findings and discussion in the previous chapter, it can be concluded
that the user of picture stories to enhance reading comprehension of narrative text.
It was proved by students score in a controlled class was 14,36 and 86.08 in
experiment class. Another result of data analysis is the mean score difference of the
experimental class was 80.42 while the mean score of the control class is 76.40. the
data showed that the mean scores of a class taught by using picture stories as an
experimental class were higher than the score of class without picture stories as a
control class. Therefore, the answer to research problems was proven that utilizing
picture stories to enhance reading comprehension on narrative text.
B. Suggestion
Based on the conclusion above, the researcher suggests as follow:
1. For English teacher
a. The teacher should improve their teaching ability especially in reading
comprehension.
b. The teacher should prepare a good technique, method, and strategies in
teaching reading on narrative text.
c. The teacher should give motivation for the students when learning in the
classroom.
49
2. For the researcher
a. This researcher is hoped to be a new experience in the teaching-learning
process, especially in teaching reading comprehension, and also hope this
paper can be little contribution to teach English.
b. The other researchers can implement picture stories as a method in other
researchers with other skills. Because the students are enjoying this
learning method and it can be helpful in other researchers.
50
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APPENDICES
APPENIX 1
RENCANA PELAKSANAAN PEMBELAJARAN
( R P P )
Sekolah : SMPN 3 Lembang
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : VIII
Materi Pokok : Narrative text
Alokasi Waktu : 4 x 40 menit ( 2 x pertemuan)
A. Kompetensi Inti
KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya.
KI 2 :Menghayati dan mengamalkan perilaku jujur, disiplin,
tanggungjawab, peduli (gotong royong, kerjasama, toleran,
damai), santun, responsif dan pro-aktif dan menunjukkan sikap
sebagai bagian dari solusi atas berbagai permasalahan dalam
berinteraksi secara efektif dengan lingkungan sosial dan alam serta
dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan
dunia.
KI 3 :Memahami, menerapkan, menganalisis pengetahuan faktual,
konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu
pengetahuan, teknologi, seni, budaya, dan humaniora dengan
wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban
terkait penyebab fenomena dan kejadian, serta menerapkan
pengetahuan prosedural pada bidang kajian yang spesifik sesuai
dengan bakat dan minatnya untuk memecahkan masalah.
KI 4 :Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah
abstrak terkait dengan pengembangan dari yang dipelajarinya di
sekolah secara mandiri, dan mampu menggunakan metoda sesuai
kaidah keilmuan.
B. Kompetensi Dasar dan Indikator:
No. Kompetensi Dasar Indikator
1.1. Mensyukuri kesempatan dapat
mempelajari bahasa Inggris
sebagai bahasa
pengantar komunikasi
internasional yang diwujudkan
dalam semangat belajar.
2.1. Menunjukan perilaku santun dan
peduli dalam melaksanakan
komunikasi interpersonal dengan
guru dan teman.
2.2. Menunjukkan perilaku jujur,
disiplin, percaya diri, dan
bertanggung jawab dalam
melaksanakan komunikasi
transaksional dengan guru dan
teman.
2.3. Menunjukkkan perilaku tanggung
jawab, peduli, kerjasama, dan cinta
damai, dalam melaksanakan
Komunikasi fungsional.
3.9. Menganalisis fungsi sosial,
struktur teks, dan unsur
kebahasaan pada teks naratif
sederhana berbentuk picture
Menganalisis struktur teks naratif
sederhana berbentuk picture stories.
Menganalisis unsur kebahasaan
teks naratif sederhana berbentuk
picture stories.
stories. sesuai dengan konteks
penggunaannya.
4.15. Menangkap makna teks naratif
lisan dan tulis berbentuk picture
stories.
Menangkap gagasan utama,
makna kata, dan menggali informasi
tentang teks naratif tulis picture
stories.
Menyajikan gagasan utama dan
makna kata dalam teks naratif tulis
berbentuk picture stories.
Menyimpulkan pesan moral
(moral value) dalam teks naratif
tulis berbentuk picture stories.
C. Tujuan Pembelajaran
Sikap:
1. Selama dan setelah proses pembelajaran, peserta didik dapat mensyukuri
kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar
komunikasi internasional yang diwujudkan dalam semangat belajar.
2. Selama dan setelah proses pembelajaran, peserta didik mampu meneladani
sikap dan tindakan peduli, percaya diri, disiplin, dan cinta damai yang
ditunjukkan oleh tokoh dalam teks naratif berbentuk picture stories.
3. Selama dan setelah proses pembelajaran, peserta didik mampu
menunjukkan perilaku jujur dan bertanggungjawab dalam mengerjakan
tugas-tugas dalam pembelajaran teks naratif berbentuk picture stories.
Pengetahuan:
4. Peserta didik dengan membaca teks naratif dan diskusi mampu menjelaskan
struktur teks naratif sederhana berbentuk picture stories. (orientation,
complication, resolution dan coda).
5. Peserta didik dengan membaca teks naratif dan diskusi mampu menjelaskan
unsur kebahasaan teks naratif sederhana berbentuk picture stories.
Keterampilan:
6. Peserta didik melalui diskusi mampu menganalisis gagasan utama, makna
kata, dan menggali informasi tentang teks naratif lisan dan tulis berbentuk
picture stories.Peserta didik melalui diskusi mampu menafsirkan gagasan
utama dan makna kata dalam teks naratif lisan dan tulis berbentuk legenda
sederhana. picture stories.
7. Peserta didik melalui diskusi mampu menyimpulkan dan menyajikan pesan
moral (moral value) dalam teks naratif lisan dan tulis berbentuk picture
stories.
D. Materi Pembelajaran
Konsep :
- narrative text : Picture Stories of The Story of Lake Toba
LAKE TOBA
A long time ago, lived a young man named Toba. He had two excellent
abilities in terms of fishing and farming. When fishing, Toba was very astute and
did not require a long time to get the fish. Just thrown the hook into the river, and
he got the big fish. One afternoon, he went fishing to a river that was wide enough.
Within seconds after he threw the hook into the river, the fish immediately grabbed
the bait and he got a big fish for dinner. He immediately went home and along the
way he continued pleased because of having enough fish for a dinner. He
immediately moved the fish from the creel to the tub filled with water. He wanted
the fish stay fresh when cooked so the taste was remarkably good. After putting fish
inside the tubs, he prepared seasoning and firewood which needed in the process of
ripening. Unfortunately, firewood in the house was out and he immediately looked
for firewood in the forest.
Several hours later, he went home and carrying firewood pretty much to
cook the fish. However, when he got home, he was surprised because the fish was
lost. He even found pieces of gold, and a beautiful girl who was sitting in his room.
His wife and him got are blessed a boy named Samosir. His child was very agile,
intelligent, but spoiled. When his child reached an age, there are task which should
be performed every day, namely delivering the food into his rice fields. One time,
his child felt very lazy to deliver food to the field and made his wife scolded.
Finally, his child forced usher these foods into the field. Because so upset,
his child ate most of the food at the trip, then bring it to the field with just a little
food. When food given to the Toba, of course he surprised and asked about it to his
son. Furthermore, the beautiful girl told to Toba that she was the fish which arrested
by him, and pieces of gold was the part of constitutes fish. He then asked that pretty
girl to marry him. The beautiful girl agreed to his request, but he should not bring
up the past of that beautiful girl. Toba approved it and they were married. Toba was
furious to learn that his son had eaten the food. He said that his son was a child fish
and his child came home while crying. His son complained to his wife and makes
his wife so furious. His wife was so angry and assumed that Toba had been violated
the covenant. Although Toba had begged so much, but his wife would not forgave
him and went with his son to the river. The wife and his son turned into a fish
again. Instantly, the rain came in a very heavy and flushed Toba to sink. Heavy
rains formed a lake known as Toba Lake.
- Tujuan teks naratif : To amuse, entertain and to deal with actual or various
experience in different ways; Narratives deal with problematic events
which lead to a crisis or turning point of some kind, which in turn finds 2
resolution.
- Struktur teks naratif :
1. Orientation: biasanya bagian ini berisi tentang pengenalan tokoh setting
tempat/ latar, waktu.
2. Complication: berisi tentang awal mula terjadinya masalah dan konflik-
konflik yang dialami tokoh utama.
3. Resolution: berisi tentang penurunan/ penyelesaian masalah dari konflik
yang terjadi
4. Metode Pembelajaran
Ceramah, diskusi kelompok, penugasan dan presentasi
. Sumber pembelajaran:
1. Buku modul
2. Media massa seperti majalah, , dan buku-buku tambahan.
. Media
a. Papan tulis
b. Alat-alat tulis
c. Lembar soal
. Penilaian
a. Teknik : Tes Tulisan
b. Bentuk : Tertulis
c. Instrumen :
Langah-Langkah Kegiatan Pembelajaran
No Tahap Kegiatan Belajar Alokasi
waktu
1. Pendahuluan 1. Siswa membalas salam dari guru.
2. Siswa menjawab presensi dari guru
3. Siswa berdo’a sebelum melakukan kegiatan belajar
mengajar
4. Siswa merespon pertanyaan dari guru berkenaan dengan
kebiasaan mendengarkan dongeng di masa kecil
5. Siswa merespon contoh gambar berupa kancil untuk
mengingat kembali
6. Guru menjelaskan pengetahuan umum tentang teks
narrative kepada kepada siswa guna memberikan
background knowledge agar siswa lebih mudah mecerna
teks yang diberikan.
5 menit
2. Kegiatan Inti Mengamati
Siswa membaca teks narrative picture stories “The
Story of Lake Toba” yang di berikan oleh guru.
Siswa mencermati fungsi struktur teks dan structure
yang dignakan dalam teks picture stories “The Story of
Lake Toba”.
Siswa mencari pesan yang terkandung dalam teks
picture stories.“The Story of Lake Toba”.
siswa dapat mencari ide pokok paragraph yang
terkandung dalam teks bacaan, serta dapat menemukan
informasi tersurat, maupun tersirat dalam teks picture
stories “The Story of Lake Toba”.
70
menit
No Tahap Kegiatan Belajar Alokasi
waktu
Menanya
siswa mempertanyakan ide pokok setiap paragraf,
makna dari kata-kata baru dan informasi rinci dalam teks
“The Story of Lake Toba”.
Mengeksplorasi
siswa dapat menemukan ide pokok pada setip paragraf,
informasi tersirat maupun tersurat dalam teks “The Story
of Lake Toba”.
Siswa menafsirkan ide pokok paragraf, informasi
tersirat maupun tersurat dalam teks “The Story of Lake
Toba”.
Mengasosiasikan
Secara berkelompok siswa menganalisis teks picture
stories. “The Story of Lake Toba” dengan fokus pada
fungsi sosial, struktur, dan unsur kebahasaannya.
Mengkomunikasikan
Siswa menjelaskan fungsi sosial, struktur, dan unsur
kebahasan yang ditemukan setelah membaca teks picture
stories. “The Story of Lake Toba”..
Peserta didik menyimpulkan nilai moral yang
ditemukan pada teks picture stories. “The Story of Lake
Toba”.
3. Penutup Siswa memperoleh umpan balik (feedback) dan
penguatan dari guru dan teman tentang hasil analisis yang
disampaikan dalam kerja kelompok.
Peserta didik menyempurnakan kembali struktur teks
naratif “The Story of Lake Toba” berdasarkan umpan
balik (feedback) dari guru dan teman.
10
menit
No Tahap Kegiatan Belajar Alokasi
waktu
Peserta didik menerima informasi tentang rencana
pelaksanaan pembelajaran pertemuan mendatang
E. Penilaian
1. Sikap Sosial
1. Jenis/Teknik Penilaian : penilaian diri
2. Bentuk Instrumen Penilaian Diri : lembar penilaian diri
Penilaian Sikap Sosial
No Pernyataan Ya Tidak
1 Mengerjakan dengan mandiri atau sesuai perintah guru
2 Mengerjakan tugas tidak mencontek
3 Datang tepat waktu di kelas
4 Berpakaian rapi sesuai ketentuan
5 Mentaati aturan guru saat pembelajaran berlangsung
6 Berbicara, berbahasa lisan dan tulis dengan baik
7 Mengumpulkan tugas tepat waktu
8 Mengejakan tugas yang diberikan guru dengan baik
9 Tidak menyalahkan teman lain dalam bekerja
10 Meminta maaf atas kesalahan yang dilakukan
3. Pedoman Penskoran
Keterangan: Skor = 1 (Ya) Skor = 0 (Tidak)
SB = jika skor 11 - 12
B = jika skor 9 - 10
C = jika skor 6 - 8
2. Pengetahuan
1. Jenis/Teknik Penilaian : tes tertulis
2. Bentuk instrument : uraian
RENCANA PELAKSANAAN PEMBELAJARAN
( R P P )
Sekolah : SMPN 3 Lembang
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : VIII
Materi Pokok : Narrative Text
Alokasi Waktu : 4 x 40 menit ( 2 x Pertemuan)
A. Kompetensi Inti
KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya.
KI 2 :Menghayati dan mengamalkan perilaku jujur, disiplin,
tanggungjawab, peduli (gotong royong, kerjasama, toleran,
damai), santun, responsif dan pro-aktif dan menunjukkan sikap
sebagai bagian dari solusi atas berbagai permasalahan dalam
berinteraksi secara efektif dengan lingkungan sosial dan alam serta
dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan
dunia.
KI 3 :Memahami, menerapkan, menganalisis pengetahuan faktual,
konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu
pengetahuan, teknologi, seni, budaya, dan humaniora dengan
wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban
terkait penyebab fenomena dan kejadian, serta menerapkan
pengetahuan prosedural pada bidang kajian yang spesifik sesuai
dengan bakat dan minatnya untuk memecahkan masalah.
KI 4 :Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah
abstrak terkait dengan pengembangan dari yang dipelajarinya di
sekolah secara mandiri, dan mampu menggunakan metoda sesuai
kaidah keilmuan.
B. Kompetensi Dasar dan Indikator:
No. Kompetensi Dasar Indikator
1.1. Mensyukuri kesempatan dapat
mempelajari bahasa Inggris
sebagaibahasa.pengantar komunikasi
internasional yang diwujudkan dalam
semangat belajar.
2.1. Menunjukan perilaku santun dan
peduli dalam melaksanakan
komunikasi interpersonal dengan guru
dan teman.
2.2. Menunjukkan perilaku jujur, disiplin,
percaya diri, dan bertanggung jawab
dalam melaksanakan komunikasi
transaksional dengan guru dan teman.
2.3. Menunjukkkan perilaku tanggung
jawab, peduli, kerjasama, dan cinta
damai, dalam melaksanakan
Komunikasi fungsional.
3.9. Menganalisis fungsi sosial, struktur
teks, dan unsur kebahasaan pada teks
naratif sederhana berbentuk picture
stories sesuai dengan konteks
penggunaannya.
Menganalisis struktur teks
naratif sederhana berbentuk
picture stories.
Menganalisis unsur
kebahasaan teks naratif sederhana
berbentuk picture stories.
4.15. Menangkap makna teks naratif lisan
dan tulis berbentuk legenda sederhana.
Menangkap gagasan utama,
makna kata, dan menggali
informasi tentang teks naratif tulis
picture stories.
Menyajikan gagasan utama
dan makna kata dalam teks naratif
tulis berbentuk picture stories.
Menyimpulkan pesan moral
(moral value) dalam teks naratif
tulis berbentuk picture stories.
C. Tujuan Pembelajaran
Sikap:
8. Selama dan setelah proses pembelajaran, peserta didik dapat mensyukuri
kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar
komunikasi internasional yang diwujudkan dalam semangat belajar.
9. Selama dan setelah proses pembelajaran, peserta didik mampu meneladani
sikap dan tindakan peduli, percaya diri, disiplin, dan cinta damai yang
ditunjukkan oleh tokoh dalam teks naratif berbentuk picture stories.
10. Selama dan setelah proses pembelajaran, peserta didik mampu
menunjukkan perilaku jujur dan bertanggungjawab dalam mengerjakan
tugas-tugas dalam pembelajaran teks naratif berbentuk picture stories.
Pengetahuan:
11. Peserta didik dengan membaca teks naratif dan diskusi mampu menjelaskan
struktur teks naratif sederhana berbentuk picture stories (orientation,
complication, resolution dan coda).
12. Peserta didik dengan membaca teks naratif dan diskusi mampu menjelaskan
unsur kebahasaan teks naratif sederhana berbentuk picture stories.
Keterampilan:
13. Peserta didik melalui diskusi mampu menganalisis gagasan utama, makna
kata, dan menggali informasi tentang teks naratif lisan dan tulis berbentuk
picture stories.
14. Peserta didik melalui diskusi mampu menafsirkan gagasan utama dan
makna kata dalam teks naratif lisan dan tulis berbentuk picture stories.
15. Peserta didik melalui diskusi mampu menyimpulkan dan menyajikan pesan
moral (moral value) dalam teks naratif lisan dan tulis berbentuk picture
stories.
D. Materi Pembelajaran
Konsep :
Narrative text : Picture Stories of The Golden Cucumber
The Golden Cucumber
Once upon a time, not far from a jungle, lived husband and a wife. The were
farmers. The were diligent farmers anf always worked hard on the paddy fields.
They had been married for mny years and still not have a child yet. Everyday they
prayed and prayed for a child. One night, while they were praying, a giant passed
their house. The giant heard they pray. "Don't worry farmers. I can give you a child.
But you have to give me that child when she is 17 years old," said the giant. The
farmers were so happy. They did not think about the risk of losing their child letter
and agree to take the offer. Letter, the giant gave them a bunch of cucumber seeds.
The farmers planted them carefully. Then the seeds changed into plants.
Not longer after that, a big golden cucumber grew from plants. After it had ripe, the
farmers picked and cut it.
They were very surprised to see beautiful girl inside the cucumber. They
named her Timun Mas or Golden Cucumber. Years passed by and Timun Mas
has changed into a beautiful girl. On her 17th birhtday, Timun Mas was very happy.
However, the parents were very sad. They knew they had to keep their promise to
the giant but htey also did not want to lose their beloved daugther.
"My daughter, take this bag. It can save you from the giant," said the mother.
"What do you mean, Mom? I don't understand," said Timun Mas.
Right after that, the giant came into their house.
"Run timun Mas. Save your life!" said the mother.
The giant was angry. He knew the farmers wanted to break their promise.
He chased Timun Mas away. The giant was getting closer and closer. Timun Maas
then opened the bag and threw a handful of salt. It became sea. The giant had to
swim to cross the sea. Later, Timun Mas threw some chilly. It became a jungle wih
trees. The trees had sharp thorns so they hurt the giant. However, the giant was still
able to chase Timun Mas. Timun Mas took her third magic stuff. It wa cucumber
seeds. She threw them and became cucumber field. But hte giant still could escape
from the field. Then it was the last magic stuff she had in the bag. It was a shrimp
paste, terasi. She threw it and became a big swamp. The giant was still tring to swim
the swamp but he was very tired. Then he was drowning and died. Timun Mas then
immediately went home. The farmers were so happy that they finally together again.
- Tujuan teks naratif : To amuse, entertain and to deal with actual or various
experience in different ways; Narratives deal with problematic events
which lead to a crisis or turning point of some kind, which in turn finds 2
resolution.
- Struktur teks naratif :
5. Orientation: biasanya bagian ini berisi tentang pengenalan tokoh setting
tempat/ latar, waktu.
6. Complication: berisi tentang awal mula terjadinya masalah dan konflik-
konflik yang dialami tokoh utama.
7. Resolution: berisi tentang penurunan/ penyelesaian masalah dari konflik
yang terjadi
8. Metode Pembelajaran
Ceramah, diskusi kelompok, penugasan dan presentasi
. Sumber pembelajaran:
3. Buku modul
4. Media massa seperti majalah, , dan buku-buku tambahan.
. Media
a. Papan tulis
b. Alat-alat tulis
c. Lembar soal
. Penilaian
a. Teknik : Tes Tulisan
b. Bentuk : Tertulis
c. Instrumen :
Langah-Langkah Kegiatan Pembelajaran
No Tahap Kegiatan Belajar Alokasi
waktu
1. Pendahuluan 1. Siswa membalas salam dari guru.
2. Siswa menjawab presensi dari guru
3. Siswa berdo’a sebelum melakukan kegiatan belajar
mengajar
4. Siswa merespon pertanyaan dari guru berkenaan dengan
kebiasaan mendengarkan dongeng di masa kecil
5. Siswa merespon contoh gambar berupa kancil untuk
mengingat kembali
6. Guru menjelaskan pengetahuan umum tentang teks
narrative kepada kepada siswa guna memberikan
background knowledge agar siswa lebih mudah mecerna
teks yang diberikan.
5 menit
2. Kegiatan Inti Mengamati
Siswa membaca teks narrative picture stories “The
Golden Cucumber” yang di berikan oleh guru.
70 menit
No Tahap Kegiatan Belajar Alokasi
waktu
Siswa mencermati fungsi struktur teks dan structure
yang dignakan dalam teks picture stories “The Golden
Cucumber”.
Siswa mencari pesan yang terkandung dalam teks
picture stories “The Golden Cucumber”.
siswa dapat mencari ide pokok paragraph yang
terkandung dalam teks bacaan, serta dapat menemukan
informasi tersurat, maupun tersirat dalam teks picture
stories “The Golden Cucumber”.
Menanya
siswa mempertanyakan ide pokok setiap paragraf,
makna dari kata-kata baru dan informasi rinci dalam teks
“The Golden Cucumber”.
Mengeksplorasi
siswa dapat menemukan ide pokok pada setip paragraf,
informasi tersirat maupun tersurat dalam teks “The
Golden Cucumber”.
Siswa menafsirkan ide pokok paragraf, informasi
tersirat maupun tersurat dalam teks “The Golden
Cucumber”.
Mengasosiasikan
Secara berkelompok siswa menganalisis teks picture
stories “The Golden Cucumber” dengan fokus pada
fungsi sosial, struktur, dan unsur kebahasaannya.
Mengkomunikasikan
No Tahap Kegiatan Belajar Alokasi
waktu
Siswa menjelaskan fungsi sosial, struktur, dan unsur
kebahasan yang ditemukan setelah membaca teks picture
stories “The Golden Cucumber”..
Peserta didik menyimpulkan nilai moral yang
ditemukan pada teks picture stories “The Golden
Cucumber”.
3. Penutup Siswa memperoleh umpan balik (feedback) dan
penguatan dari guru dan teman tentang hasil analisis yang
disampaikan dalam kerja kelompok.
Peserta didik menyempurnakan kembali struktur teks
naratif “The Golden Cucumber” berdasarkan umpan
balik (feedback) dari guru dan teman.
Peserta didik menerima informasi tentang rencana
pelaksanaan pembelajaran pertemuan mendatang
10 menit
E. Penilaian
1. Sikap Sosial
1. Jenis/Teknik Penilaian : penilaian diri
2. Bentuk Instrumen Penilaian Diri : lembar penilaian diri
Penilaian Sikap Sosial
No Pernyataan Ya Tidak
1 Mengerjakan dengan mandiri atau sesuai perintah guru
2 Mengerjakan tugas tidak mencontek
3 Datang tepat waktu di kelas
4 Berpakaian rapi sesuai ketentuan
5 Mentaati aturan guru saat pembelajaran berlangsung
6 Berbicara, berbahasa lisan dan tulis dengan baik
7 Mengumpulkan tugas tepat waktu
8 Mengejakan tugas yang diberikan guru dengan baik
9 Tidak menyalahkan teman lain dalam bekerja
10 Meminta maaf atas kesalahan yang dilakukan
3. Pedoman Penskoran
Keterangan: Skor = 1 (Ya) Skor = 0 (Tidak)
SB = jika skor 11 - 12
B = jika skor 9 - 10
C = jika skor 6 - 8
2. Pengetahuan
1. Jenis/Teknik Penilaian : tes tertulis
2. Bentuk instrument : uraian
RENCANA PELAKSANAAN PEMBELAJARAN
( R P P )
Sekolah : SMPN 3 Lembang
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : VIII
Materi Pokok : Narrative Text
Alokasi Waktu : 4 x 40 menit ( 2 x Pertemuan)
A. Kompetensi Inti
KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya.
KI 2 :Menghayati dan mengamalkan perilaku jujur, disiplin,
tanggungjawab, peduli (gotong royong, kerjasama, toleran,
damai), santun, responsif dan pro-aktif dan menunjukkan sikap
sebagai bagian dari solusi atas berbagai permasalahan dalam
berinteraksi secara efektif dengan lingkungan sosial dan alam serta
dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan
dunia.
KI 3 :Memahami, menerapkan, menganalisis pengetahuan faktual,
konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu
pengetahuan, teknologi, seni, budaya, dan humaniora dengan
wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban
terkait penyebab fenomena dan kejadian, serta menerapkan
pengetahuan prosedural pada bidang kajian yang spesifik sesuai
dengan bakat dan minatnya untuk memecahkan masalah.
KI 4 :Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah
abstrak terkait dengan pengembangan dari yang dipelajarinya di
sekolah secara mandiri, dan mampu menggunakan metoda sesuai
kaidah keilmuan.
B. Kompetensi Dasar dan Indikator:
No. Kompetensi Dasar Indikator
1.1. Mensyukuri kesempatan dapat
mempelajari bahasa Inggris
sebagai bahasa
pengantar komunikasi
internasional yang diwujudkan
dalam semangat belajar.
2.1. Menunjukan perilaku santun dan
peduli dalam melaksanakan
komunikasi interpersonal dengan
guru dan teman.
2.2. Menunjukkan perilaku jujur,
disiplin, percaya diri, dan
bertanggung jawab dalam
melaksanakan komunikasi
transaksional dengan guru dan
teman.
2.3. Menunjukkkan perilaku tanggung
jawab, peduli, kerjasama, dan cinta
damai, dalam melaksanakan
Komunikasi fungsional.
3.9. Menganalisis fungsi sosial,
struktur teks, dan unsur
kebahasaan pada teks naratif
sederhana berbentuk picture
stories sesuai dengan konteks
penggunaannya.
Menganalisis struktur teks naratif
sederhana berbentuk picture stories.
Menganalisis unsur kebahasaan
teks naratif sederhana berbentuk
picture stories.
4.15. Menangkap makna teks naratif
lisan dan tulis berbentuk picture
stories.
Menangkap gagasan utama, makna
kata, dan menggali informasi tentang
teks naratif tulis picture stories.
Menyajikan gagasan utama dan
makna kata dalam teks naratif tulis
berbentuk picture stories.
Menyimpulkan pesan moral (moral
value) dalam teks naratif tulis
berbentuk picture stories.
C. Tujuan Pembelajaran
Sikap:
16. Selama dan setelah proses pembelajaran, peserta didik dapat mensyukuri
kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar
komunikasi internasional yang diwujudkan dalam semangat belajar.
17. Selama dan setelah proses pembelajaran, peserta didik mampu meneladani
sikap dan tindakan peduli, percaya diri, disiplin, dan cinta damai yang
ditunjukkan oleh tokoh dalam teks naratif berbentuk picture stories.
18. Selama dan setelah proses pembelajaran, peserta didik mampu
menunjukkan perilaku jujur dan bertanggungjawab dalam mengerjakan
tugas-tugas dalam pembelajaran teks naratif berbentuk picture stories.
Pengetahuan:
19. Peserta didik dengan membaca teks naratif dan diskusi mampu menjelaskan
struktur teks naratif sederhana berbentuk picture stories. (orientation,
complication, resolution dan coda).
20. Peserta didik dengan membaca teks naratif dan diskusi mampu menjelaskan
unsur kebahasaan teks naratif sederhana berbentuk picture stories.
Keterampilan:
21. Peserta didik melalui diskusi mampu menganalisis gagasan utama, makna
kata, dan menggali informasi tentang teks naratif lisan dan tulis berbentuk
picture stories.
22. Peserta didik melalui diskusi mampu menafsirkan gagasan utama dan
makna kata dalam teks naratif lisan dan tulis berbentuk picture stories.
23. Peserta didik melalui diskusi mampu menyimpulkan dan menyajikan pesan
moral (moral value) dalam teks naratif lisan dan tulis berbentuk picture
stories.
D. Materi Pembelajaran
Konsep :
- narrative text : Picture Stories of The SANGKURIANG
-
-
Long time ago in West Java, lived a beautiful girl named Dayang Sumbi.
She was also smart and clever. Her beauty and intelligence made a prince from the
heavenly kingdom of Kahyangan desire her as his wife. The prince asked
permission from his father to marry Dayang Sumbi. People from Kahyangan could
never live side by side with humans, but his father approved on one condition, when
they had a child, the prince would transform into a dog. The prince accepted the
condition. They get married and lived happily in the woods until Dayang Sumbi
gave birth to a baby boy. The prince then changed into a dog named Tumang. Their
son is named Sangkuriang. He was very smart and handsome like his father.
Everyday, he hunted animals and looked for fruits to eat. One day, when he was
hunting, Sangkuriang accidentally killed Tumang. His arrow missed the deer he
was targeting and hit Tumang instead. He went home and tells her mother about the
dog. “What?” Dayang Sumbi was appalled. Driven by sadness and anger, she
grabbed a weaving tool and hit Sangkuriang’s head with it. Dayang Sumbi was so
sad; she didn’t pay any attention to Sangkuriang and started to cry.
Sangkuriang feel sad and also confused. How can his mother love a dog
more than him? Sangkuriang then decided to go away from their home and went on
a journey. In the morning, Dayang Sumbi finally stopped crying. She started to feel
better, so she went to find Sangkuriang. But her son was no where to be found. She
looked everywhere but still couldn’t find him. Finally, she went home with nothing.
She was exhausted. She fell asleep, and in her dream, she meets her husband.
“Dayang Sumbi, don’t be sad. Go look for my body in the woods and get the heart.
Soak it with water, and use the water to bathe, and you will look young forever,”
said the prince in her dream. After bathing with the water used to soak the dog’s
heart, Dayang Sumbi looked more beautiful and even younger. And time passed by.
Sangkuriang on his journey stopped at a village and met and fell in love with a
beautiful girl.He didn’t realize that the village was his homeland and the beautiful
girl was his own mother, Dayang Sumbi. Their love grew naturally and he asked
the girl to marry him. One day, Sangkuriang was going on a hunt. He asked Dayang
Sumbi to fix the turban on his head. Dayang Sumbi was startled when she saw a
scar on his head at the same place where she, years ago, hit Sangkuriang on the
head.
After the young man left, Dayang Sumbi prayed for guidance. After
praying, she became convinced that the young man was indeed her missing son.
She realized that she had to do something to prevent Sangkuriang from marrying
her. But she did not wish to disappoint him by cancelling the wedding. So, although
she agreed to marry Sangkuriang, she would do so only on the condition that he
provides her with a lake and built a beautiful boat, all in one night.
Sangkuriang accepted this condition without a doubt. He had spent his youth
studying magical arts. After the sun went down, Sangkuriang went to the hill. Then
he called a group of genie to build a dam around Citarum River. Then, he commands
the genies to cut down trees and build a boat. A few moments before dawn,
Sangkuriang and his genie servants almost finished the boat. Dayang Sumbi, who
had been spying on him, realised that Sangkuriang would fulfill the condition she
had set. Dayang Sumbi immediately woke all the women in the village and asked
them to wave a long red scarf. All the women in the village were waving red scarf,
making it look as if dawn was breaking. Deceived by false dawn, the cock crowed
and farmers rose for the new day.
Sangkuriang’s genie servants immediately dropped their work and ran for cover
from the sun, which they feared. Sangkuriang grew furious. With all his anger, he
kicked the unfinished boat. The boat flew and landed on a valley. The boat then
became a mountain, called Mount Tangkuban Perahu (Tangkuban means upturned
or upside down, and Perahu means boat). With his power, he destroyed the dam.
The water drained from the lake becoming a wide plain and nowadays became a
city called Bandung (from the word Bendung, which means Dam).
Questions:
1. What is the title of the story above?
Answer: …………………………………………
2. How many characters in the story above? Mention them!
Answer: …………………………………………
3. What type of the text is used by the writer?
Answer: …………………………………………
4. How could Roro Anteng and Joko Seger name the place where
they lived Tengger?
Answer: …………………………………………
5. Why were dayang sumbing sad?
Answer: …………………………………………
6. Who are the main caracthers in the story?
Answer: …………………………………………
7. How many children did dayang sumbing and tumang have?
Answer: …………………………………………
8. What happened to sangkuriang?
Answer: …………………………………………
9. What happened at last?
Answer: …………………………………………
10 What do learn from the text ?
Answer: …………………………………………
- Tujuan teks naratif : To amuse, entertain and to deal with actual or various
experience in different ways; Narratives deal with problematic events
which lead to a crisis or turning point of some kind, which in turn finds 2
resolution.
- Struktur teks naratif :
9. Orientation: biasanya bagian ini berisi tentang pengenalan tokoh setting
tempat/ latar, waktu.
10. Complication: berisi tentang awal mula terjadinya masalah dan konflik-
konflik yang dialami tokoh utama.
11. Resolution: berisi tentang penurunan/ penyelesaian masalah dari konflik
yang terjadi
12. Metode Pembelajaran
Ceramah, diskusi kelompok, penugasan dan presentasi
. Sumber pembelajaran:
5. Buku modul
6. Media massa seperti majalah, , dan buku-buku tambahan.
. Media
a. Papan tulis
b. Alat-alat tulis
c. Lembar soal
. Penilaian
a. Teknik : Tes Tulisan
b. Bentuk : Tertulis
c. Instrumen :
Langah-Langkah Kegiatan Pembelajaran
No Tahap Kegiatan Belajar Alokasi
waktu
1. Pendahuluan 1. Siswa membalas salam dari guru.
2. Siswa menjawab presensi dari guru
3. Siswa berdo’a sebelum melakukan kegiatan belajar
mengajar
4. Siswa merespon pertanyaan dari guru berkenaan dengan
kebiasaan mendengarkan dongeng di masa kecil
5. Siswa merespon contoh gambar berupa kancil untuk
mengingat kembali
6. Guru menjelaskan pengetahuan umum tentang teks
narrative kepada kepada siswa guna memberikan
5 menit
No Tahap Kegiatan Belajar Alokasi
waktu
background knowledge agar siswa lebih mudah mecerna
teks yang diberikan.
2. Kegiatan Inti Mengamati
Siswa membaca teks narrative tentang picture stories
“The Story of Sangkuriang” yang di berikan oleh guru.
Siswa mencermati fungsi struktur teks dan structure
yang dignakan dalam teks picture stories “The Story of
Sangkuriang”
Siswa mencari pesan yang terkandung dalam teks
picture stories “The Story of Sangkuriang”
siswa dapat mencari ide pokok paragraph yang
terkandung dalam teks bacaan, serta dapat menemukan
informasi tersurat, maupun tersirat dalam teks picture
stories “The Story of Sangkuriang”
Menanya
siswa mempertanyakan ide pokok setiap paragraf,
makna dari kata-kata baru dan informasi rinci dalam teks
“The Story of Sangkuriang”
Mengeksplorasi
siswa dapat menemukan ide pokok pada setip paragraf,
informasi tersirat maupun tersurat dalam teks “The Story
of Sangkuriang”
Siswa menafsirkan ide pokok paragraf, informasi
tersirat maupun tersurat dalam teks “The Story of
Sangkuriang”
Mengasosiasikan
70 menit
No Tahap Kegiatan Belajar Alokasi
waktu
Secara berkelompok siswa menganalisis teks picture
stories “The Story of Sangkuriang” dengan fokus pada
fungsi sosial, struktur, dan unsur kebahasaannya.
Mengkomunikasikan
Siswa menjelaskan fungsi sosial, struktur, dan unsur
kebahasan yang ditemukan setelah membaca teks picture
stories “The Story of Sangkuriang”
Peserta didik menyimpulkan nilai moral yang
ditemukan pada teks picture stories“The Story of
Sangkuriang”
3. Penutup Siswa memperoleh umpan balik (feedback) dan
penguatan dari guru dan teman tentang hasil analisis yang
disampaikan dalam kerja kelompok.
Peserta didik menyempurnakan kembali struktur teks
naratif “The Story of Sangkuriang” berdasarkan umpan
balik (feedback) dari guru dan teman.
Peserta didik menerima informasi tentang rencana
pelaksanaan pembelajaran pertemuan mendatang
10 menit
E. Penilaian
1. Sikap Sosial
1. Jenis/Teknik Penilaian : penilaian diri
2. Bentuk Instrumen Penilaian Diri : lembar penilaian diri
Penilaian Sikap Sosial
No Pernyataan Ya Tidak
1 Mengerjakan dengan mandiri atau sesuai perintah guru
2 Mengerjakan tugas tidak mencontek
3 Datang tepat waktu di kelas
4 Berpakaian rapi sesuai ketentuan
5 Mentaati aturan guru saat pembelajaran berlangsung
6 Berbicara, berbahasa lisan dan tulis dengan baik
7 Mengumpulkan tugas tepat waktu
8 Mengejakan tugas yang diberikan guru dengan baik
9 Tidak menyalahkan teman lain dalam bekerja
10 Meminta maaf atas kesalahan yang dilakukan
3. Pedoman Penskoran
Keterangan: Skor = 1 (Ya) Skor = 0 (Tidak)
SB = jika skor 11 - 12
B = jika skor 9 - 10
C = jika skor 6 - 8
2. Pengetahuan
1. Jenis/Teknik Penilaian : tes tertulis
2. Bentuk instrument : uraian
APPENDIX 2
INSTRUMENT 1 (PRE-TEST)
The Mouse Deer And The Tiger
One day, there was a mouse deer. He was thirsty so he wanted to drink on the river.
When the mouse deer came next to the rive, a tiger approached him and wanted to
eat him. Of course the mouse deer tried to escape, but the tiger run faster and caught
him.
In that dangerous situation the mouse deer thought hard how to escape the tiger.
Then he got idea and said to the tiger, “Listen! Your mightiness and toughness are
all great! But I have my own king. He has 4a greater strength than yours! I am sure
that nobody can match his powers!” Because the tiger felt taunted, he declared that
he would challenge the mouse deer’s king.
Next the mouse lead the tiger to the river, and said, “Now Look at the water. You
will see my king” Foolishly the tiger looked in the river and surely saw another tiger
in the water. Then he growled, but the tiger in the river imitated to growl too.
Because of his too high self pride, the tiger jumped into the water, and wanted to
fight. He was believing there was another tiger in the water.
The mouse deer took that opportunity to escape. After fighting with himself in the
river, the tiger realized that he was fooled by the mouse deer.
APPENDIX 3
INSTRUMENT 2 (POST TEST)
CINDERELLA
Once upon a time, there lived an unhappy young girl with her stepmother
and two
step sisters who didn‟t like her. All the nice things, kind thought and loving touches
were for
her own daughters. But, for the poor unhappy girl, there was nothing at all. For she
had to
work hard all day, and only when evening came was she allowed to sit for a while
by the fire,
near the cinders. That is how she got her nickname, for everybody called her
Cinderella.
It was true. Cinderella, even dressed in rags with a dusty gray face from the cinders,
was a lovely girl. While her stepsisters, no matter how splendid and elegant their
clothes,
were still clumsy, lumpy, and ugly.
One day, a ball was to be held by the royal family of the kingdom to find the
prince‟s
spouse. Cinderella‟s stepsister ordered beautiful new dress for the ball. Cinderella
wanted to
go to the ball but her stepmother asked her stepmother asked her to stay at home.
“You? My dear girl, you‟re staying at home to wash the dishes, scrub the floor and
turn down
the beds for your stepsister. They will come home tired and very sleepy.” Asked
her
stepmother.
Cinderella only nodded her head and began to work. Suddenly something amazing
happened. In the kitchen, where Cinderella was sitting all by herself, there was a
burst of
light and fairy appeared
“Don‟t be afraid Cinderella, I know what you feel, my dear. Do you want to go to
ball?”
asked the fairy.
“Yes, I do. But look! How can I go to the ball with this dress? Cinderella replied.
Then the fairy turned Cinderella‟s dress became the most beautiful dress and with
beautiful slippers, the loveliest ever seen in the realm. The fairy also turned a
pumpkin into a
parking coach and turned the mice become six white horses.
“ Now, you can go to the Court and go to the ball. But remember dear Cinderella,
you must
leave the ball at midnight and come home. For that is when the spell ends .
Your coach will turn back into a pumpkin, the horses will become mice and you
will be
dressed again in rags with clogs.
At the ballroom, Cinderella amazed everybody there include the prince. When the
prince set eyes on Cinderella, he was stuck by her beauty. Walking over to her, he
bowed
deeply and asked her to dance. Cinderella had a wonderful time at the ball
.
But, all of a sudden, she heard the sound of a clock, the first stroke of midnight.
Remembered
what the fairy had said, Cinderella ran back to the coach and went home. But he
lost one of
her slipper in ballroom. The prince who was now madly in love with her, picked up
her
slipper and would search for the girl whose foot fitted with her slipper.
In the next morning, the prince began to search everywhere in the kingdom
but no girl whose
foot fitted with the slipper. Until he found Cinderella house and asked Cinderella‟s
stepsisters
to wear the sipper. But none fitted with prince began hopeless.
“Is there any girl else here “ Asked the prince.
“ Yes, there are. But she is very ugly and I think she is not the girl that you are
looking for “
replied Cinderella‟s stepmother
“ Call her here !” Asked the prince.
Then Cinderella‟s stepmother called Cinderella to come out who was dressed in
rags and
wore clogs like usual. The prince began to wear the slipper into Cinderella foot, and
it was fit
The prince believed that Cinderella was the girl he met in the ball. Then the
prince
asked Cinderella to marry him. And at the end, Cinderella and the prince lived
happily ever
after in the kingdom.
Answer the following question based on the text !
1. What is the text about ?
2. What is the mean idea of the last paragraph
3. ….she gave Cinderella a coach, a horse, and footman. The word “she” refers to..
4. Why does the king invite all the ladies in the kingdom to go to this palace?
5. When did Cinderella run way home ?
APPENDIX 4
Nilai siswa kelas VIII.B dan nilai kelas VIII.c
a. VIII.B
No Nama Nilai pre test nilai post test
1 S – 1 65 83
2 S – 2 60 79
3 S – 3 65 80
4 S – 4 70 85
5 S – 5 50 79
6 S – 6 65 82
7 S – 7 55 75
8 S – 8 65 85
9 S – 9 55 80
10 S – 10 60 83
11 S – 11 65 80
12 S – 12 55 78
13 S – 13 55 78
14 S – 14 50 79
15 S – 15 55 81
16 S – 16 65 80
17 S – 17 55 79
18 S – 18 55 85
19 S – 19 55 80
20 S – 20 70 85
21 S – 21 65 80
22 S – 22 55 76
23 S – 23 50 75
24 S – 24 60 80
25 S – 25 70 85
26 S – 26 55 79
TOTAL 1.545 2.091
APPENDIX 5
b. Nilai siswa kelas VIII.C
No Nama Nilai pre test nilai post test
S – 1 S – 1 65 77
S – 2 S – 2 55 79
S – 3 S – 3 55 77
S – 4 S – 4 55 79
S – 5 S – 5 55 74
S – 6 S – 6 55 75
S – 7 S – 7 50 70
S – 8 S – 8 50 72
S – 9 S – 9 70 80
S – 10 S – 10 50 70
S – 11 S – 11 65 80
S – 12 S – 12 55 78
S – 13 S – 13 50 78
S – 14 S – 14 55 75
S – 15 S – 15 55 75
S – 16 S – 16 55 78
S – 17 S – 17 60 79
S – 18 S – 18 55 80
S – 19 S – 19 65 80
S – 20 S – 20 65 77
S – 21 S – 21 65 78
S – 22 S – 22 55 70
TOTAL 1.260 1.681
APPENDIX 6
Data of pre test and post test Experimental class
1. The row score of students pre test experimental class
sample pre test class 8.B x1 x2
main idea conclusion
S – 1 35 30 65 4225
S – 2 45 15 60 3600
S – 3 25 40 65 4225
S – 4 40 30 70 4900
S – 5 30 20 50 2500
S – 6 40 15 65 4225
S – 7 35 20 55 3025
S – 8 35 30 65 4225
S – 9 40 15 55 3025
S – 10 30 10 60 3600
S – 11 35 30 65 4225
S – 12 45 10 55 3025
S – 13 30 25 55 3025
S – 14 25 25 50 2500
S – 15 32 22 55 3025
S – 16 38 27 65 4225
S – 17 35 20 55 3025
S – 18 32 23 55 3025
S – 19 25 30 55 3025
S – 20 40 20 70 4900
S – 21 40 15 65 4225
S – 22 30 25 55 3025
S – 23 25 25 50 2500
S – 24 40 20 60 3600
S – 25 40 30 70 4900
S – 26 45 15 55 3025
Total 912 589 1.545 100.075
mean score 35,07 22,57 59.42 3849,03
Data of pre test and post test Experimental class
1. The row score of students post test experimental class
sample post test class 8.B x1 x2
main idea Conclusion
S – 1 53 30 83 6889
S – 2 49 30 79 6241
S – 3 50 30 80 6400
S – 4 50 35 85 7225
S – 5 40 39 79 6241
S – 6 52 30 82 6724
S – 7 55 20 75 5625
S – 8 50 35 85 7225
S – 9 50 30 80 6400
S – 10 53 30 83 6889
S – 11 40 40 80 6400
S – 12 50 28 78 6084
S – 13 58 20 78 6084
S – 14 49 30 79 6241
S – 15 41 40 81 6561
S – 16 60 20 80 6400
S – 17 50 29 79 6241
S – 18 55 30 85 7225
S – 19 40 40 80 6400
S – 20 45 40 85 7225
S – 21 46 34 80 6400
S – 22 46 30 76 5776
S – 23 43 32 75 5625
S – 24 55 25 80 6400
S – 25 60 25 85 7225
S – 26 59 20 79 6241
Total 1299 789 2.091 162.387
mean score 49,9 30.3 80.42 6245,65
APPENDIX 7
Data of pre test and post test control class
1. The row score of students pre test control class
sample pre test class 8.C x1 x2
main idea Conclusion
S – 1 35 30 65 4225
S – 2 35 20 55 3025
S – 3 35 20 55 3025
S – 4 30 25 55 3025
S – 5 30 25 55 3025
S – 6 30 25 55 3025
S – 7 30 20 50 2500
S – 8 25 25 50 2500
S – 9 40 30 70 4900
S – 10 40 10 50 2500
S – 11 50 15 65 4225
S – 12 45 10 55 3025
S – 13 35 20 50 2500
S – 14 30 25 55 3025
S – 15 38 17 55 3025
S – 16 27 28 55 3025
S – 17 55 10 65 4225
S – 18 30 25 55 3025
S – 19 35 20 65 4225
S – 20 35 20 65 4225
S – 21 40 15 65 4225
S – 22 40 15 55 3025
Total 790 450 1.260 69.300
mean score 35,9 20,45 57.27 3150
Data of pre test and post test control class
1. The row score of students post test control class
sample post test class 8.C x1 x2
main idea conclusion
S – 1 47 30 77 5929
S – 2 40 39 79 6241
S – 3 45 32 77 5929
S – 4 55 24 79 6241
S – 5 44 30 74 5476
S – 6 55 20 75 5625
S – 7 35 35 70 4900
S – 8 42 30 72 5184
S – 9 50 30 80 6400
S – 10 50 20 70 4900
S – 11 45 35 80 6400
S – 12 50 28 78 6084
S – 13 48 30 78 6084
S – 14 45 30 75 5625
S – 15 50 25 75 5625
S – 16 58 20 78 6084
S – 17 45 34 79 6241
S – 18 60 20 80 6400
S – 19 40 40 80 6400
S – 20 47 30 77 7929
S – 21 38 40 78 6084
S – 22 35 35 70 4900
Total 1024 657 1.681 121.681
mean score 46.54 29,86 76.40 2.676.982
APPENDIX 8
Calculation of test
1. The mean score of experimental class and control class
a. Experimental class
1) Pre test
�̅� = 𝛴 𝑥
𝑁
�̅� = 1545
26
�̅� = 59,42
2) Post test
�̅� = 𝛴 𝑥
𝑁
�̅� = 2.091
26
�̅� = 80.42
b. Control class
Pre test
�̅� = 𝛴 𝑥
𝑁
�̅� = 1260
22
�̅� = 57.27
Post test
�̅� = 𝛴 𝑥
𝑁
�̅� = 1.681
22
�̅� = 76.40
2. T test value on post test
𝑡 =�̅�₁ − �̅�₂
√(𝑠𝑠 ₁ + 𝑠𝑠₂𝑛₁ + 𝑛₂ − 1 ) + (
1𝑛1 +
1𝑛2)
Ss1 = Σx1 (𝛴𝑥1)²
𝑛1
= 162.387 − 8042²
26
= 162.387 6.467.3764
26
= 162.387 – 248.74
= 86.083
Ss2 = Σx1 (𝛴𝑥1)²
𝑛2
= 121.681 − 76.40²
22
= 121.681 5.836.96
22
= 121.681 – 265.31
= 14,362
APPENDIX 9
The distribution of T-Table Value
df level of significant for two tailed test
0,5 0,2 0,1 0,05 0,02 0,01
level of significant for one tailed test
0,25 0,1 0 0,025 0,01 0,005
1 1.000 3.078 6.314 12.706 31.821 63.657
2 0.816 1.886 2.920 4.303 6.965 9.926
3 0.765 1.638 2.353 3.183 4.541 5.841
4 0.741 1.533 2.132 2.776 3.747 4.604
5 0.727 1.476 2.015 2.571 3.365 4.032
6 0.718 1.440 1.943 2.447 2.143 3.707
7 0.711 1.451 1.895 2.365 2.998 3.499
8 0.706 1.397 1.860 2.306 2.896 3.355
9 0.703 1.383 1.833 2.262 2.821 3.250
10 0.700 1.372 1.812 2.226 2.764 3.169
11 0.697 1.363 1.769 2.201 2.718 3.106
12 0.695 1.356 1.782 2.179 2.681 3.055
13 0.694 1.350 1.771 2.160 2.650 3.120
14 0.692 1.345 1.761 2.143 2.624 2.977
15 0.691 1.341 1.753 2.331 2.604 2.947
16 0.690 1.337 1.746 2.120 2.583 2.921
17 0.689 1.333 1740 2.110 2.567 2.898
18 0.688 1.330 1.734 2.101 2.552 2.878
19 0.688 1.328 1.729 2.093 2.539 2.861
20 0.687 1.325 1.725 2.086 2.528 2.845
21 0.686 1.323 1.721 2.080 2.518 2.831
22 0.686 1.321 1.717 2.074 2.505 2.819
23 0.685 1.319 1.714 2.690 2.500 2.807
24 0.685 1.318 1.711 2.640 2.492 2.797
25 0.684 1.316 1.708 2.060 2.485 2.787
26 0.684 1.315 1.706 2.056 2.479 2.779
27 0.684 1.314 1.703 2.052 2.473 2.771
28 0.683 1.313 1.701 2.048 2.467 2.763
29 0.683 1.311 1.669 2.045 2.462 2.756
30 0.683 1.310 1.697 2.042 2.457 2.750
40 0.681 1.303 1.684 2.021 2.423 2.704
60 0.679 1.296 1.671 2.000 2.390 2.660
70 0.678 1.294 1.667 1.994 2.380 2.646
80 0.677 1.292 1.664 1.990 2.373 2.638
90 0.677 1.291 1.661 1.986 2.368 2.631
100 0.679 1.290 1.660 1.983 2.364 2.626
120 0.677 1.289 1.658 2.890 2.368 2.617 0.674 1.282 1.645 1.960 2.326 2.576
T table For level of significance (D) = 0.05
Df = (N1 + N2) – 2
= (26 + 22) – 2
= 48 – 2
= 46
T table 2.042
APPENDIX 10
CURRICULUM VITEA
HASMILA, was born on june 11 ͭͪ, 1994 in sepang, south
Sulawesi. She is the second child of four siblings from the
marriage of Lakka and Bunga. She began her studt at SDN
149 Sepang, graduated in 2008 and then her study at SMPN
1 Lembang and graduated in 2011. Afterwards, she continued
her study at SMKN 1 Pinrang and graduated in 2014. In 2014,
she was registered as a student of English Education Department of Teacher
Training and Education of Muhammadiyah University of Makassar. At the end of
her study , she could finish her thesis by the title “ Utilizing Picture Stories to
Enhance Reading Comprehension on Narrative Text of Second Grade Students.
Email : [email protected]