Achievement In Narrative Text Research Articles

Vocabulary Language Prediction (VLP) to Enhance Students' Reading Achievement in Narrative Text

Reading comprehension plays a vital role in entertaining and gaining some information. The teacher-researcher needs to do a pre-reading activity to scaffold students' reading comprehension in narrative text. VLP (Vocabulary, Language, Prediction) is an appropriate strategy to improve students' reading achievement by mastering vocabulary before the main reading activity. The students in grade X of SMK with low English reading achievement were taught English, especially reading comprehension in narrative text. Before the strategy was implemented, the average score was 41.1. Then, the Classroom Action Research was conducted, and the VLP strategy was applied. After implementing two cycles of CAR, the average score reached 77.8. It proves that by applying the VLP strategy, students can improve their reading comprehension. Students' motivation in learning English also increased as well as their self-confidence to express their thoughts in class discussions.

Note-Taking Technique Achievement In Narrative Text At Senior High School

The researcher researched note-taking techniques in teaching reading comprehension of English subjects. This research would like to know how students’ note-taking technique ability results are in narrative text. The research does in senior high school. This research does during three months by using 22 populations. The research design is qualitative research. The research instrument is a test. Based on the results of this study, the researcher concludes that the use of note-taking techniques has an influence on the ease of students or writers in writing and compiling summaries. The results of using note-taking techniques in writing also affect the ease of readers to understand the contents of the entire text from the summary made by students or writers. However, the results of this study also show deficiencies in the discussion to find out about the differences in students' thinking models in understanding sentences and students' writing creativity so that there are differences in the quality of students' writing. So, researchers can accept and give suggestions to future researchers to conduct similar and more complex research.

The Use Animation Movie on Whatsapp Group to Improve Students' Narrative Writing Skills

The goal of this study was to explore if using animated movies may help students in grade XI SMK Bhakti Husada Brebes improve their ability to write narrative prose. Because most students lack a strong vocabulary, they struggle to choose appropriate words while writing narrative prose; as a result, they rely on media to help them improve their writing. The purpose of this study at Grade XI SMK Bhakti Husada Brebes was to report students' achievement in narrative text writing ability and students' activities in the learning process utilizing Animation Movie. To acquire data, this study used quantitative research and a quasi-experimental study design. In 2021/2022, the population of SMK Bhakti Husada Brebes' study class XI students. The researcher used two courses as control and experiment classes, XI Farmasi as the control and XI Perawat as the experiment. The researcher employed two sorts of instrument tests, pre-test and post-test, to collect data. A Folded Wish, an animated film, was employed by the researcher. The findings demonstrated that training students' writing skills using video can improve their capacity to create narrative text, as seen by a rise in mean scores. The students' pre-test score in the control group was 59,00, but it increased to 68,73 after the test. In experiment class, the students' pre-test score was 54,43, which increased to 80,10. It is conceivable to deduce that the second cycle's mean score was higher than the first cycle's mean score. Furthermore, the pupils improved and became more active and enthusiastic in the learning process, as evidenced by observation notes.

IMPROVING READING COMPREHENSION IN NARRATIVE TEXT THROUGH READ, IMAGINE, DESCRIBE, THE EVALUATE AND REPEAT (RIDER) STRATEGY OF ELEVENTH GRADERS OF SMA N 1 JARAI: CLASSROOM ACTION RESEARCH

This study is a classroom action research that aims at improving students’ reading comprehension achievement in the narrative text through the RIDER strategy. The subject of this study were 28 students of XI. IPA 3 of Senior High School 1 of Jarai in the academic year 2015/2016. The research was conducted in two cycles (1 and 2 ) and the preliminary stage was initiated before the study was done. Each cycle has four steps; (1) Planning ; (2) Action ; (3) Observation, and (4) Reflection. The last step of each cycle was administered to what to do to the next cycle. There are two data collections, namely quantitative and qualitative. Tests are used as quantitative and observation is quantitative data. The mean and percentage are used to score the tests. Meanwhile, the qualitative data are interpreted by describing the result of the observation form. The findings show that there are improvements in students’ reading comprehension achievement in narrative text. From the mean score of students’ reading test, the achievements score are 70.17 for cycle 1; 78.57 for cycle 2. The improvements of the study for reading tests are 60.01% in cycle 1, 50 % for cycle 2. The result of observation also shows the improvement of students’ motivation in learning text. The observation is divided into two categories; active students and inactive students. In cycle 1, there were 11 students or 39.28 % for inactive students, in cycle 2 there were 4 or 14.28 % inactive students. Meanwhile, in cycle 1 there were 17 or 60.71% active students, and 24 or 85.71 % active students for cycle 2, From these data, therefore, the implementation of the RIDER ( Read, Imagine, Describe, Evaluate and Repeat ) strategy is appropriate strategy to improve students’ reading comprehension achievement in narrative text. And the criteria of success have been reached successfully.

Audio Visual Application on Narrative Text’s Vocabulary Achievement on Tenth Grade Students of SMKN 5 Padang

Background: The low ability of students in achieving narrative text vocabulary. Objective: To discover whether understudies who are instructed utilizing sound visuals have superior lexicon accomplishment than understudies who are instructed utilizing routine media in the tenth grade of SMK N 5 Padang. Methods: This study uses a true experimental quantitative design method. The research design is a two-group pretest-posttest design. In this study, the population is class X SMK N 5 Padang. Results: Shows that students taught by Audio Visual have better vocabulary achievement in Narrative text than students taught by Conventional Media. in class X SMK N 5 Padang. Conclusion: The employment of audiovisual media in the teaching of vocabulary mastery was extremely effective when compared to traditional media.

Audio Visual Application on Narrative Text’s Vocabulary Achievement on Tenth Grade Students of SMKN 5 Padang

Background: The low ability of students in achieving narrative text vocabulary. Objective: To discover whether understudies who are instructed utilizing sound visuals have superior lexicon accomplishment than understudies who are instructed utilizing routine media in the tenth grade of SMK N 5 Padang. Methods: This study uses a true experimental quantitative design method. The research design is a two-group pretest-posttest design. In this study, the population is class X SMK N 5 Padang. Results: Shows that students taught by Audio Visual have better vocabulary achievement in Narrative text than students taught by Conventional Media. in class X SMK N 5 Padang. Conclusion: The employment of audiovisual media in the teaching of vocabulary mastery was extremely effective when compared to traditional media.

THE EFFECT OF USING LITERACY INTEGRATED METHOD ON THE STUDENTS’ READING ACHIEVEMENT IN NARRATIVE

This research was to investigate the effect of using literacy integrated method on the students’ reading achievement in narrative text. Population of this research was the second year students of Junior High School in SMP NEGERI 13 Binjai Jl. Letjend Jamin Ginting in the academic year 2017/2018. Two classes were taken by total sampling which divided into two groups, the first group VIII-1 which consisted of 36 students was experimental group which was given treatment by literacy integrated method and second group VIII-2 which consisted of 36 students was control group which was given treatment by using grammar translation method. Each group was given a pre-test and post-test. After the data had been collected, these were analyzed by using t-test formula. Based on the result of this research, it was concluded that there was significant effect of using literacy integrated method on the students’ reading achievement in narrative text.

THE EFFECT OF USING LITERACY INTEGRATED METHOD ON THE STUDENTS’ READING ACHIEVEMENT IN NARRATIVE

This research was to investigate the effect of using literacy integrated method on the students’ reading achievement in narrative text. Population of this research was the second year students of Junior High School in SMP NEGERI 13 Binjai Jl. Letjend Jamin Ginting in the academic year 2017/2018. Two classes were taken by total sampling which divided into two groups, the first group VIII-1 which consisted of 36 students was experimental group which was given treatment by literacy integrated method and second group VIII-2 which consisted of 36 students was control group which was given treatment by using grammar translation method. Each group was given a pre-test and post-test. After the data had been collected, these were analyzed by using t-test formula. Based on the result of this research, it was concluded that there was significant effect of using literacy integrated method on the students’ reading achievement in narrative text.

EXPLORING STUDENTS’ RESPONSE TO PEER FEEDBACK STRATEGY IN EFL WRITING CLASS

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The Implementation of Theme Based Teaching to Improve Students’ Achievement in Narrative Text

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The Effect of Roundtable Technique to the Students’ Reading Comprehension Achievement In Narrative Text To The Second Year Students MA HM Tribakti Kediri

Reading is one of the language skills which is very important to develop students’ knowledge in their studies. To make students understand what they read, it needs techniques. This study aims at finding the effect of roundtable technique to their reading ability. roundtable technique is a technique in which the students are in teams, write a response on their own piece of paper, pass their papers clockwise so each teammate can add to the prior responses. It is an experimental study using One-group Pretest-Posttest design. The data were taken from one class consisting 26 students of the elevent grade of MA HM TribaktiLirboyo Kediri. The data were collected using pre-test, treatment and then post-test. Then the data were analyzed using T-test formula. From data analysis, it can be found that the mean score of post-test (89,92) is higher than mean score of pre-test (58,07). The T-score (at the degree of freedom of 26 is 156,73, that is higher than the t-table at the level of significance of 1% 2,787 and 2,060 at the level of significance of 5%. So, the T-score (156,73) ≥ T-table, and the level of significance is 1 % (2,787). It means that it is very significant, so the H0 is rejected and Ha is accepted. It can be concluded that Roundtable Technique is effective to increases students’ reading comprehension. So it is recommended that Roundtable Technique can be used in teaching reading . The other writers are expected to conduct a better research about Roundtable Technique because small Roundtable Technique is effective to use.

Improving The Students’ Speaking Achievement in Narrative Text Through Snowball Throwing Model

This study was conducted to discover students’ achievement in narrative text through snowball throwing model. The design of this study was Classroom Action Research (CAR). The subject of this study was the students of Grade VIII, 2013/2014 school year of SMP Swasta Taman Harapan Medan. The number of students was 39 students. The research was conducted in to two cycles and each cycle consisted of three meeting which consisted of four stages, namely: planning, action, observation, and reflection. To collect the data the instruments that used were qualitative and quantitative data. The qualitative data were collected by using diary notes, observation sheet, and questionnaire sheet. The quantitative data were collected by giving speaking test. Based on the data, the students’ score in speaking test got improvement in every cycle. In Test I, the mean of the students’ score was 64.44 while in Test II, the mean of the students’ score was 68.92 and in Test III, the mean of students’ score was 74.15. Based on the result of quantitative data, it was found that there was improvement on students’ speaking achievement in narrative text. Keyword:Narrative text, snowball throwing model, classroom actionresearch

IMPROVING STUDENTS’ READING COMPREHENSION ACHIEVEMENT IN NARRATIVE TEXT THROUGH EXPERIENCE- TEXT- RELATIONSHIP (ETR) METHOD

This study focuses on the improvement of students’ reading comprehension achievement in narrative text through Experience-Text-Relationship (ETR) Method. This study deals with classroom action research which was done in 6 meetings. The subject of this study was the second grade of SMP N 41 Medan, class VIII5. One class is totally taken as the subject of this study. The number of the sample is 34 students. The data of this study were obtained from the reading test, observation sheet, and diary notes. Based on the analysis data, it was found that the students’ achievement improved from the orientation test, test cycle I, and test cycle II. The findings of this study indicated that Experience- Text- Relationship (ETR) Method improved the students’ reading comprehension achievement. The students’ mean scores showed significant improvement, the mean of Cycle I = 64, 38 and the mean of Cycle II = 77, 20. Keywords: Reading Comprehension, Narrative Text, Experience-Text-Relationship (ETR) Method