Comprehension Of Narrative Texts Research Articles

Not All Fiction is the Same: Literary and Genre Fiction Reading Associations with Expository and Narrative Text Comprehension

Not All Fiction is the Same: Literary and Genre Fiction Reading Associations with Expository and Narrative Text Comprehension

Unveiling The Impact of “Nearpod” Application in Elevating Tenth-Grade Reading Narrative Text Comprehension Mastery

This study is a Quantitative study to examine the efficacy of Nearpod application in elevating the 38 tenth-grade students' reading comprehension mastery under the topic of narrative text at SMAN 1 Bitar. Pre-experimental research using a one-group pretest and post-test design was implemented. To obtain the data, the researchers utilized the test. Before being given to the participants, the validity and reliability of the test were examined. T-tests on paired samples were used to assess the data that was gathered by applying SPSS 25. The findings showed that students' comprehension of narrative texts was much improved by using the Nearpod application. The students' post-test score of 83.05. rose from their pre-test score of 74.13 in narrative text The student's learning results throughout the pre-and post-tests differed notably, according to the matched samples t-test, with a p-value of 0.000, which was less than 0.05, indicating statistical significance. In light of these results, it is advised that English teachers incorporate Nearpod into their teaching, particularly for reading instruction. the findings suggest that Nearpod positively impacts reading instruction. Implications include the potential of Nearpod for enhancing literacy skills and promoting student engagement. Future research could explore its effectiveness across diverse student populations and grade levels, as well as comparative studies to identify best practices in literacy instruction. By addressing these areas, future research can contribute to the advancement of technology-enhanced pedagogy.

The Efficacy of Collaborative Strategic Reading in Enhancing Narrative Text Comprehension among Tenth-Grade Learners

Despite various efforts to enhance reading comprehension, a preliminary study revealed that tenth-grade students at Pekanbaru's State Islamic Senior High School faced challenges comprehending narrative texts. This quasi-experimental study aimed to determine whether Collaborative Strategic Reading (CSR) instruction could improve students' narrative text comprehension. A total of 202 students were randomly assigned to two groups: a control group receiving traditional instruction and an experimental group receiving CSR instruction. Pre- and post-tests were administered to both groups to assess their comprehension abilities. Data analysis using SPSS version 20 revealed a significant difference between the two groups, indicating that CSR instruction effectively enhanced narrative text comprehension. The effect size, however, was relatively weak (η² = 0.111). These findings suggest that incorporating CSR into English language instruction can positively impact students' comprehension of narrative texts, even though the effect size is relatively small. Future research is needed to further investigate the effectiveness of CSR in enhancing reading comprehension across different genres and grade levels.

Improving Students' Reading Comprehension of Narrative Text Through Problem Based Learning

This research was conducted to improve students' reading comprehension of English narrative texts through problem-based learning at SMAN 5 Tasikmalaya Class X in the 2022/2023 academic year. This research is concerned with how using problem-based learning can improve students' reading comprehension of narrative texts. This research uses classroom action research. This is carried out in two cycles. Data can be classified into qualitative and quantitative. Qualitative data was analyzed using observation and interviews. Quantitative data was analyzed using students' pretest and posttest scores. Based on qualitative data, this research found that the use of problem-based learning can effectively improve students' reading comprehension. Students can obtain information from the text well. The reading text provided can make students feel interested and can improve their ability to analyze the text. As a result, they perform better understanding. The findings of this research are also supported by the results of the average student reading comprehension score which increased well from 68 in cycle I to 80 in cycle II. In short, the use of problem-based learning can improve students' reading comprehension of narrative texts.

The Effect Of Cooperative Integrated Reading And Composition (Circ) Technique On Reading Comprehension Of Narrative Text At Grade Eighth Students Of SMP Swasta GKPS 3 Pematang Siantar

This research aimed to find Out The Effect Of Cooperative Integrated Reading And Composition (Circ) Technique On Reading Comprehension Of Narrative Text At Grade Eighth Students Of Smp Swasta Gkps 3 Pematang Siantar. This research design is quantitative. The quantitative method is a planned and careful problems solving method. In quantitative, systematically control data collection design, and will focus on constructing inductively concluded theories within the framework of empirically proving hypothesis. The quantitative research imposes objective measuring to collect numeric data that are utilized the answers of questions or test the specified hypothesis. Researcher will choose two groups as the sample, namely class VIII.1 and VIII.2. The two classes that researcher will choose as sample have studied the narrative text based on school education curriculum. By calculating the data, we can conclude that the t-test result (2.42) exceeded the t-table value at a significance level of 0.05 (2.00), meaning 2.42 > 2.00. This indicates that the use of the CIRC technique has a significant impact on students' reading comprehension. This is evident from the list of student scores in reading comprehension when using the CIRC technique compared to the conventional technique. In other words, grade eighth students' capacity at SMP Swasta GKPS 3 Pematang Siantar in reading comprehension is significantly impacted by using of CIRC technique.

The Effect Of Snowball Throwing Method In Reading Comprehension Of Narrative Text At Grade Ten Of SMA Negeri 1 Siantar

The purpose of this research is to determine the more significant influence of the Snowball Throwing method on the reading comprehension of narrative text for class X SMA NEGERI 1 SIANTAR students. This research uses an experimental design. The problems in this research are the problems of students who have low reading comprehension abilities, students who are not familiar with the vocabulary in the text, and students who do not understand how to find the main idea in the narrative text they read. This research uses an experimental design, meaning that there is a certain experiment that is applied to a population or sample. And the population of this study were two classes, namely students in classes X-3 and X-4, totaling 60 students. The sample size is 30 students in each class. The control group used a textbook while the experimental group was taught using the snowball throwing method. In this study, data analysis showed that the average post-test score for the experimental group was 76, while the score for the control group was 64.16. The influence of the Snowball Throwing Method is more significant than without using the Snowball Throwing Method on the Reading Comprehension of class X SMA NEGERI 1 SIANTAR students in narrative texts. This is proven by the t test of 3.56 and the t table value of 2.001 and df = 58 (Nx+Ny-2 = 30+30-2 = 58). The t test value is greater than the t table value (t test > t table). Therefore the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected.

Reading Comprehension on Smartphones, A Comparison with Computers

This study aims to compare the effects of smartphones and computers on reading comprehension of both narrative and expository texts among adults of differentages and educational levels. To do so, a reading task followed by multiple-choice questions was designed, and 2391 volunteers participated; their educational levels,ages, and reading devices were recorded. Of these, 1510 worked with narrative text and 881 with expository text. Our analyses included descriptive statistics, Mann-Whitney U, Kruskal-Wallis tests, and simple and multiple regressions. Results indicate that while smartphones yield disadvantages with expository texts —especially among younger groups, from whom better performance on smartphones is generally expected— such disadvantages are not observed with narrative texts. Furthermore, educational level showed a significant effect under all reading conditions. In line with existing research, our results reveal a significant disadvantage associated with reading expository texts on smartphones; accordingly, we recommend employing alternative reading media whenever feasible.

Teacher’s Techniques in Teaching Reading Narrative Text to the Eighth Grade Students of UPTD SMP N 5 Pematang Siantar

This research aims to explore the various techniques employed by English teachers in teaching reading comprehension of narrative texts to eighth-grade students at UPTD SMP N5 Pematang Siantar. The participants in this research were eighth-grade English teachers at UPTD SMP N5 Pematang Siantar. The data were collected from various sources, including classroom observations, interviews, and analysis of teaching materials such as syllabi, textbooks, and lesson plans. The researcher employed a descriptive qualitative research approach. The data was meticulously analyzed, focusing on the teacher’s technique. The findings of this research revealed that teachers frequently used the technique of translating literature passages and employing question-and-answer exercises. This technique enables students to comprehend the content of the reading material, acquire information from the text, and enhance their critical thinking skills through direct engagement with the questions and answers.

The Effectiveness of Using Genre Based Approach to Enhance Reading Comprehension in Narrative Text for Young Learners

This study focuses on the effectiveness of using Genre Based Approach (GBA) to improve reading comprehension of narrative texts in young learners who have an age range of 11-12 years and aims to determine the level of students' reading ability in the form of narrative text. The classroom Action Research is a research method with pre-test, cycle 1 and cycle II. The researcher finds a positive side from using GBA to enhance reading comprehension in narrative text for young learners. This is evidenced by the significant increase that occurred. Previously, the average score was 63.8, now it has increased to 76.9 in cycle 1. The increase from pre-cycle to cycle I was 13.1 points. Then, in cycle II pupils obtained an average score of 81.9. Furthermore, the increase in students' abilities from cycle I to cycle II increased by 5 points. Thus, students experienced an increase from pre-cycle to cycle II of 18.1 points. Therefore, the results of this study can be used as a reference for educators so they don't hesitate in using GBA as a medium to improve the reading ability of English young learners in the range pf ages 11-12 years. Because besides increasing interest in reading, this research also increase the level of students' critical thinking in analysing readings and finding the main ideas in all elements of narrative text.

INVESTIGATING THE IMPLEMENTATION OF COLLABORATIVE STRATEGY READING TO STUDENTS’ READING NARRATIVE TEXT

The aims of the research are to find out the implementation of Collaborative Strategy Reading (CSR) in students’ reading narrative text and to describe the students’ experience after learning about reading using collaborative strategy reading (CSR) in students’ reading narrative text. This research used a qualitative approach with a case study design. The participants of the research were the teacher and the tenth-grade students of SMK Al-Bantari Cianjur with 25 students involved in this research consisting of 14 males and 11 females. The qualitative data was obtained through observation, field notes, interviews, and students’ diaries. Based on the result of the data analysis, it can be concluded that Collaborative Strategy Reading (CSR) is able to improve students' reading comprehension of narrative text in the tenth grade of SMK Al-Bantari through four comprehension strategies which include preview, click, and clunk, get-gist, and wrap up by working cooperatively. Collaborative strategy reading also has positive outcomes concerning social relationships and interactions in the classroom. The students gave a positive attitude and actively participated during the implementation of collaborative strategy reading on narrative text. Moreover, collaborative strategy reading increased the students' self-confidence in group discussions, so they bravely expressed their ideas and learned to appreciate the ideas of others. Keywords: Teaching Reading; Narrative text; Collaborative Strategy Reading

An Analysis of Students' Reading Comprehension in Narrative Text

This study was conducted to analyze students' reading comprehension of narrative texts. A qualitative descriptive method with observations, interviews, and documentation is utilized as instruments. The results showed that students had a variety of abilities in understanding narrative texts, from the interviews and existing observational data. Moreover, it was found that 11 students understood this material because they could explain the meaning, cite the examples, mention the general structure, and determine the general structure of narrative texts in the text entitled "Lake Toba." It was also found that four students understood this material quite well, but imperfectly because they did not mention all the general structures of narrative texts; the other five students did not understand this material because, during the interview, they could not explain the meaning, examples, and general structure of this material. based on the student's ability to answer the questions posed by the researcher.

The Effect Of Using Question-Answer Relationship (Qar) Strategy On Grade Eleven Students’ Ability In Reading Comprehension Of Narrative Text At Sma Negeri 5 Pematang Siantar

This research aims to see the effect of using the Question-Answer Relationship (QAR) strategy on the ability of eleventh grade students in reading comprehension of narrative texts at SMA Negeri 5 Pematang Siantar. In this study, researchers used a method called quasi-experimental design, which allows researchers to collect numerical data. The population is all class XI students of SMA Negeri 5 Pematang Siantar for the 2023/2024 academic year, totaling 10 classes. The number of students in each class varies, so the total is 360 students. This research sampling involved two classes, namely XI PMIA-1 and XI PMIA-3. Data analysis shows that the experimental class obtained an average post-test score of 86.52, compared to the control class's average score of 80.13. The post-test standard deviation for the experimental class was 6.95, while the control class had a standard deviation of 3.77. Additionally, the standard error of the mean difference was calculated as 3.22. With a significance level of 5%, the T-count value exceeds the T-table value (1.8 > 1.672), so it can be concluded that the T-count is greater than the T-table. This also shows that (Ho) is rejected and (Ha) is accepted.

Enhancing Tenth Graders' Reading Comprehension of Narrative Texts Using SQP2RS

Reading is an essential skill that contributes significantly to the success of language learning; therefore, it should be prioritized. Reading skill needs comprehension to understand the context and get new information from the texts. To comprehend the texts, the readers need a strategy. This study aimed to find out whether or not there was any significant difference in students’ reading comprehension of narrative text between those who were taught by using SQP2RS and those who were not. This study used quasi quasi-experimental method to conduct the research. There were 72 students taken as samples using purposive sampling. In collecting the data, the result of the test was used as a pretest and posttest. To verify the hypothesis, the result of the Paired Sample T-Test found that the t-obtained was higher than 0.05. It indicated there was no significant improvement in students’ reading comprehension. Furthermore, the result of the independent sample t-test found that the t-obtained was lower than the t-table and the significance value of the Paired Sample T-Test was higher than 0.05. It indicated that there was no significant improvement in the tenth graders’ reading comprehension achievement. Meanwhile, the result of the Independent Sample T-Test showed that there was no significant difference in students’ reading comprehension between the experimental and control groups. Thus, it can be concluded that the SQP2RS strategy could not be an effective strategy to improve students’ reading comprehension of narrative text.

Improving Students’ Reading Comprehension of Narrative Text Through Draw Strategy

The objectives of this study are to know how is DRAW strategy applied in teaching reading comprehension of narrative text and in what ways are students‟ achievement improved after being taught by this strategy. The writer collected the data by using classroom action research. The action research was carried out in some steps. Those steps were pre-elimination test, spiraling the cycle of planning, acting, observing and reflecting. The instruments that were used are tests, observation sheets and questionnaires. DRAW strategy is one of strategies that can be applied in teaching reading. D represents draw as in pull questions out of the box. R is for read to find the answer. A stands for attend as in listen to what classmates say as they discuss answers to drawn questions. And W represents write; students write answers to a selected few questions based on their notes from the class discussion. With DRAW, students work in small groups to discuss a text and respond to questions that involve critical thinking. In short, DRAW strategy encourages higher order thinking, motivates students in gaining information, promotes discussion, encourages listening, and promotes participation. The preelimination test in this classroom action research was used to know the students‟ achievement on reading comprehension of narrative text before conducting the research. In the pre-elimination test, the class‟ mean score was 45.17. In the cycle 1 test, the class‟ mean score was 62.17. And in the cycle 2 test, the class‟ mean score was 74.17. It can be concluded that the class‟ mean score from preelimination test to cycle 1 test improved 37.6% and 64.2% from pre-elimination test to cycle 2 test. In short, the result of each cycle prove that students‟ achievement of reading comprehension was getting better after this strategy was conducted in teaching and learning process. It can be concluded that by using DRAW strategy in reading class, students‟ reading comprehension can be improved. This strategy is a good technique to help students in comprehending English reading texts.

THE EFFECT OF DIGITAL STORYTELLING TO THE LISTENING COMPREHENSION IN NARRATIVE TEXT ON EIGHTH GRADE STUDENTS AT SMP NEGERI 9 PEMATANG SIANTAR

The objective of this research was to determine how Digital Storytelling affected the listening comprehension of students. A quasi-experimental design and quantitative methodology were employed in this study. The research comprised two classes selected through purposive sampling: class VIII-4 served as the experimental class with 30 students, while class VIII-6 served as the control class with an equal number of students. The teaching method in the experimental class involved Digital Storytelling, while the control class received instruction through conventional teaching methods. Data were collected through pre-tests and post-tests, each consisting of 20 multiple-choice questions. Analysis of the data revealed that the mean score for the pre-test in the experimental class was 65.33, increasing to 80.83 in the post-test. In comparison, the control class had a pre-test mean score of 58.5, which increased to 69.16 in the post-test. Applying the t-test formula, the researchers found that the calculated t-value (2.4) exceeded the critical t-value (1.67155) with degrees of freedom (df) equal to 58. In summary, the Alternative Hypothesis (Ha) was accepted, and the Null Hypothesis (H0) was rejected. Thus, the study concludes that the use of Digital Storytelling had a significant effect on the listening comprehension of narrative texts among eighth-grade students at SMP Negeri 9 Pematang Siantar. The findings suggest that Digital Storytelling can be effectively applied as a teaching medium to enhance students' listening comprehension skills.

The use of comic strips to improve the student's reading comprehension of narrative text (An Action Research at the Students of English for Teens Program in Language Learning Center)

This research presented the findings of a study aiming to investigate whether comic strips can help students to improve their reading comprehension skills in English. This research was conducted at the English for Teens Program in Language Learning Center with 21 students as the participants. The text in focus was narrative. This research used action research using Kemmis and Taggart's design, which consists of four steps: planning, action, observation, and reflection. The data were collected from observation and tests. The data observation has obtained the teacher and students' teaching and learning reading comprehension activities. Nevertheless, test results were collected from student tests in each cycle. It illustrates that despite some parts that need improvement, using comic strips can improve students' reading comprehension skills in narrative text. The portraits of students' progress in reading comprehension of the narrative text of some cycles show that in the first cycle, only 19% of students could reach the Value of 80 or more as the success criteria. In the second cycle, 100% of students successfully passed the test. Observation data shows that the students were encouraged to learn reading comprehension of narrative text using comic strips in group or individual works. Based on the study results, that comic strip is recommended to implement in other genres, especially narrative text or other language skills.

IMPROVING THE TENTH-GRADE STUDENTS’ READING COMPREHENSION ACHIEVEMENT THROUGH KWL (KNOW-WANT LEARN) STRATEGY

The objective of this research was to get empirical evidence of the improving the tenth grade students’ reading comprehension achievement through KWL (Know-Want-Learn) Strategy of narrative text. The population was the tenth grade students at SMK Negeri 2 Palembang. There were 806 students and 60 students were taken as the sample purposively. They were divided into 2 groups. Namely, experimental group and control group. Each group consisted of 30 students. In collecting the data, the test were used (pretest and posttest). The writer used paired sample t-test (pretest- posttest) and independent sample t-test. In conclusion, there was improving using Know-Want-Learn strategy reading comprehension of narrative text, it could be seen from the results of pretest experimental group was 50.73 and the results of the posttest increased to be 78.60. The mean of score pretest and posttest experimental was 13.267. The results of pretest in control group was 48.07. The results posttest increased to be 61.53. The mean of score pretest and posttest control was 6.867. And also there was significant mean difference between the students showed that pretest and posttest experimental group was 78.60 and pretest-posttest control group was 61.53.

Fluency and comprehension revealed by 4th grade students from a public school

This article aims to present performance levels in reading fluency, considering the speed, accuracy and prosody segments in order to establish the relationship of these segments to the literal and inferential comprehension of narrative text by 54 students of the 4th year of teaching fundamental. The results show that speed and precision are related to literal comprehension, but prosody is the segment that is statistically significantly related to literal and inferential comprehension, and the procedures adopted in this study can help monitor fluency skills

INCREASING THE STUDENTS’ ABILITY IN READING BY USING CONCEPT ORIENTED READING INSTRUCTION

This study aims to improve students' reading comprehension in narrative texts through the use of concept-oriented reading instruction strategies. The subject of this study was her 8th grade student in his SMA N 1 in 2017. This study of this study was conducted using a classroom behavioral study. The data used in this study is based on pre-test results, interview sheets, and observation sheets to know before and after the test. The study found that the number of students reading narrative texts increased. The pretest average was 39.80. The first cycle average was 87.86, indicating that the first cycle results and averages were superior to the pre-test. The percentage of students who did not score above 75 also increased. Three of her students (11%) passed or scored up to 75 on the pretest. On the Cycle I posttest, 26 of her students (100%) scored 75 or higher, an increase of approximately 89%. In other words, the students' reading comprehension of the narrative texts improved more and more from the first session to the next. The calculated t-test formula was used for hypothesis testing. We found that the observed coefficient t(16.63) > ttable(1.708). Therefore, the alternative hypothesis (Hα) may be accepted. Based on this finding, the alternative hypothesis (Hα) states that the CORI strategy may improve students' reading comprehension of narrative texts.

Directed Reading Thinking Activity (DRTA) Strategy on Students’ Reading Comprehension of Narrative Text

DRTA is a reading comprehension strategy for students, especially narrative texts. Balajthy (2003) in his book says Russell Stauffer in 1975 developed the directed reading thinking activity (DRTA) as a more attractive alternative to the course outline model used in most basic guided reading courses. The DRTA strategy was advanced to encourage active reading comprehension and move the student to assume critically to understand the text. The design of a quasi-experimental with a design non-equivalent control class was employed since this investigates the efficacy of using the DRTA strategy for improving students’ reading comprehension of the narrative text. The observation, test, and documentation were collected in this study. The question test consisted of 20 items using pretest-posttest, in the VIIIA class, which included 22 female students were used as an experimental class, and the VIIIB class, which included 14 male students was used as the control class. An independent sample t-test was used to analyze the evidence to find out whether the DRTA strategy improved the students’ reading comprehension. The result showed that the T-test value was 4,698 with probably Sig two-sided 0,001, the score Sig two-sided 0,001 < 0,05. The experimental class that received the DRTA strategy differs significantly from the control class that did not receive treatment. As a result, it will draw a conclusion that the DRTA strategy is effective for the education and studying of the activity of eight grade students at the MTS Miftahul Jannah.