Teaching Reading Narrative Text Research Articles

Students' Perception of the Use of Digital Storytelling in Teaching Reading Narrative Text

Students' Perception of the Use of Digital Storytelling in Teaching Reading Narrative Text

The Effect of Digital Comic Books on Reading Comprehension

This experimental research aims to find out the effectiveness of digital comic books in reading skills at SMP Bunga Matahari Banda Aceh in the academic year 2021/2022. The samples of this research were 16 students of ninth-grade students who were divided into two groups (one group as an experimental group and one group as the control group). The researcher administered a pre-test before the treatment to collect data about the students reading preliminary scores. Then, the teacher taught reading by using comics in two meetings at the experimental group and conducted a post-test to collect data about the student's reading ability after they learned reading by using narrative-based comics. Meanwhile, the students in the control group were taught reading by using the traditional method in two meetings and then they were given a post-test. Then, the pre-test and post-test test scores were analyzed by using N-Gain scores. The mean score pre-test of the control group was 75.50, and the experimental group was 70.63, the mean score post-test of the control group was 82.50 and the mean score post-test of the experimental group increased to 89.50. Based on the result of the research, it could be concluded that teaching reading narrative text by using digital comics could improve the student's reading comprehension of narrative text.

The Implementation of Snowball Throwing Strategy in Teaching Reading Narrative Text Class X of MA Miftahul Ulum Bettet Pamekasan

This research was conducted to determine the application of snowball throwing method which is used to determine the reading ability of class X IPS F MA Miftahul Ulum Bettet Pamekasan in reading English sentences. To analyse the data, the researchers used method of throwing snowballs. The design of this study is descriptive qualitative. The Researchers used three techniques in collecting data, namely observation, interviews and questionnaires. The results of the implementation show that snowball throwing made the students became very enthusiastic in carrying out the snowball throwing strategy. Further, the results of the problems faced by students in reading narrative texts were phonics problems of 8 students, fluency problems of 10 students, vocabulary problems of 5 students, and finally competence problems of 10 students. While the results of internal and external factors that affect students' ability to read narrative texts are that 33 students experience internal and external factors in reading narrative texts.

THE IMPLEMENTATION OF SELF-DIRECTED LEARNING STRATEGY IN TEACHING READING NARRATIVE TEXT IN DISTANCE LEARNING DURING COVID-19

This study aims to know how to implement a self-directed learning strategy in teaching reading narrative text in distance learning during covid 19 periods in ninth-grade students of SMP Yadika 12 Depok in the 2020/2021 school year. The data sources used are primary and secondary. Primary sources are data sources that directly provide data collection data where these sources are obtained from English language teachers. Meanwhile, secondary sources are data sources that do not directly provide data collection data where these sources are obtained from 49 students. This research method used a qualitative method with a descriptive analysis approach, so the authors conducted research directly to obtain in-depth information. The data collection techniques in this study used interviews and documentation. The research results in implementing a self-directed learning strategy in teaching narrative text in distance learning during Covid-19 determine the text to be read to practice reading skills. Then, through a guide made by the teacher, students practice independently.

The Implementation of Storynory Audiobook in Teaching Reading Narrative Text

Background: Reading is one of the crucial components of language learning. However, to understand the whole text in an interesting method, the teacher should provide learning media for students to enjoy while in a serious situation when reading a text. The Audiobook is a tool to read stories or text accompanied by audio recording. Objective: To find out the implementation and response of students in reading narrative texts while listening to audiobooks in their learning activities Methods: Using a qualitative method, with research data collection using observation and interview methods Results: This shows that the application of Storynory audiobooks is easy to apply in the classroom, students can understand narrative texts when using audiobooks. Responses from students and teachers indicate that they enjoy and are satisfied with learning using audiobooks. Conclusion: The application of Storynory audiobooks in teaching narrative text reading shows good responses from students and teachers, they enjoy and easily understand the text, and Storynory audiobooks can help students with their pronunciation of words. did not know before, students enjoy the learning process by using audiobook media. They can repeat the pronunciations they hear in the audio, meaning that audiobooks can introduce and improve students' vocabulary or unfamiliar words in the text.

The Implementation of Storynory Audiobook in Teaching Reading Narrative Text

Background: Reading is one of the crucial components of language learning. However, to understand the whole text in an interesting method, the teacher should provide learning media for students to enjoy while in a serious situation when reading a text. The Audiobook is a tool to read stories or text accompanied by audio recording. Objective: To find out the implementation and response of students in reading narrative texts while listening to audiobooks in their learning activities Methods: Using a qualitative method, with research data collection using observation and interview methods Results: This shows that the application of Storynory audiobooks is easy to apply in the classroom, students can understand narrative texts when using audiobooks. Responses from students and teachers indicate that they enjoy and are satisfied with learning using audiobooks. Conclusion: The application of Storynory audiobooks in teaching narrative text reading shows good responses from students and teachers, they enjoy and easily understand the text, and Storynory audiobooks can help students with their pronunciation of words. did not know before, students enjoy the learning process by using audiobook media. They can repeat the pronunciations they hear in the audio, meaning that audiobooks can introduce and improve students' vocabulary or unfamiliar words in the text.

Teaching Reading Narrative Text Using Story Face in Vocational High School

The aims of this research are to describe the students‘ reading achievement and to find out the effectiveness of using story face in teaching reading narrative text. This research is quantitative using quasi-experimental design with purposive sampling technique. The population was tenth grade students and the sample was the students of X TKR 2 consist of 37 students as experimental group and X TKR 13 consist of 33 students as control group. The technique of collecting data are making instrument, expert judgment and conducting pre-test, treatment and post-test. The pre-test mean score in experimental class was 70.92 and control class was 70.55. Meanwhile, the post-test mean score in experimental class was 68.54 and control class was 67.76. It was obtained that z-value was 0.133 and the z-table was 1.96 for alpha (α) 5%. The z-value was lower than z-table (0.133<1.96) It means that Ha was rejected and Ho was accepted. Therefore, the researcher concludes that story face was ineffective in teaching reading narrative text at the tenth grade students of SMK TKMT Kebume in the academic year of 2019/2020.

SQ3R Method for Teaching Reading Narrative Text of the Tenth Grades at MA IslamiyahTanggulangin

This study aims to determine the effect of learning to read students using SQ3R method with student who don’t use the SQ3R method. The problem in this research is the difficulty of students in identifying a problem in a narrative reading text to determine the character, character, and setting in a story. In this study using a true experimental design research design with two classes in the control class and experimental class and two different treartment namely using treatment and not using treatment. In the control class in order to determine the effect on the two classes of researcher. On the result of the calculation of the classes in the control and experimental class there is a significant effect of students reading learning after being taught using the SQ3R method. Thus Ha: there is no significant effect of students reading learning after being taught using the SQ3R method. Ho: there is a significant effect of students reading learning after being taught using SQ3R method. In this explanation, it is evident that there is an influence of learning to read using the SQ3R method.

THE USE OF DIGITAL LITERATURE IN TEACHING READING NARRATIVE TEXT

This study investigated the use of digital literature in teaching reading narrative text in a State High School in Ciamis. This study is aimed to finding out the teachers’ implementation of using digital literature in teaching reading narrative text and the students’ perception of using digital literature in teaching reading narrative text. Therefore, the writer took one English teacher and one class of eleventh grade students as the purposive sampling. Furthermore, the writer used case study as her research design and conducted the classroom observations to find out how the teacher implemented the digital literature in teaching reading narrative text. The questionnaire was used to figuring the students’ perception of using digital literature in teaching reading narrative text. The finding of the study showed that the teacher implemented well of the use digital literature in teaching and learning process. Besides, there were a lots of students influenced of using digital literature in teaching and learning activity. For example, students felt enjoyable and they became more active in the classroom. It can be concluded that the use of digital literature enabled students to comprehend the narrative text easier. Finally, the writer suggests that the English teacher should implement the digital literature on teaching reading of narrative text during the learning process

The Effectiveness of Using Bot Telegram in Teaching Reading Narrative Text at the Tenth Grade of SMAN 1 Grogol Kediri

Bot Telegram as teaching media, is also used as a tool to connect the classroom to the experts and educators around the world who are interested in the use of social media in educational environments. Bot Telegram is effective to be used in teaching reading at the tenth grades of SMAN 1 Grogol Kediri. This experimental research uses post-test only control group design. Two classes are used as research subjects, they are; experimental class (N = 36) and control class (N = 36). Experimental class is taught by using Bot telegram, whereas control class which is not being taught using Bot Telegram. Writing test is used to collect the data. The result shows that the mean of experimental class is higher than the control class (86.89 > 79.89) while the analysis of independent-samples t-test reveals that the experimental group outperforms the control group in reading achievement. The results significance value (sig. 2 tailed) .000 is lower than alpha level of 5% or 0.05. Thus, it can be concluded that Bot Telegram is effective to be used in teaching reading especially in narrative text.

Teaching Narrative Reading by Using the Sub-text Strategy for Islamic Senior High School Students

The objectives of this study were to find out whether or not there was a significant improvement before and after the treatment on the eleventh grade students’ reading comprehension scores at one Islamic senior high school in Palembang by using Subtext strategy and to find out whether or not there was a significant difference on the eleventh grade students’ reading comprehension scores between the students who were taught by using Subtext Strategy and those who were not. In this study, Quasi Experimental Design using pretest-posttest nonequivalent groups design was used. There were 60 students taken as sample. Each class consisted of 30 students from class XI IPS 2 as control group and class XI IPS 3 as experimental group. In collecting the data, reading comprehension test was used. The test was given twice to both experimental and control groups, as a pretest and posttest. To verify the hypotheses, the data of pretest and posttest were analyzed by using independent sample t-test and paired sample t-test in SPSS program. The findings showed that the p-output from paired sample t-test (sig2-tailed) was 0.000 which was lower than 0.05 and t-value 11.399 was higher than t-table with df=29 (2.0452). The result of p-output from independent sample t-test was 0.001 which was lower than 0.05, and the t-value 3.465 was higher than t-table with df=58 (2.0017). It means that teaching reading narrative text by using Subtext strategy had significant effect on the students’ reading comprehension scores.

THE EFFECTIVENESS OF USING VOCABULARY SELF-COLLECTION STRATEGY (VSS) IN TEACHING READING COMPREHENSION OF NARRATIVE TEXT AT THE EIGHTH GRADE STUDENTS OF SMP 25 PURWOREJO IN THE ACADEMIC YEAR OF 2019/2020

Abstract: This research is conducted to know the students’ reading comprehension and to find out whether or not use of vocabulary self-collection strategy (VSS) effective in teaching reading of SMP 25 Purworejo in the academic year of 2019/2020. The population of this research is 186 students of the eighth grade students of SMP 25 Purworejo in the academic year of 2019/2020 and the amount of sample is 30 students. From the computation, the result showed that the mean score of pre-test is 62.93 (sufficient category) and the mean of post-test is 77.07 (good category). It shows that the result of computation is t value obtained bigger than t table (3.705>2.000) it can be concluded that vocabulary self-collection strategy (vss)is effective to teaching reading Narrative text at the eighth grade students of SMP 25 Purworejo in the academic year of 2019/2020. Key w ords : e ffectiveness, vocabulary self-collection strategy (vss), reading comprehension,narrative text.

THE USE OF PQRST (PREVIEW, QUESTION, READ, STATE, TEST) IN TEACHING READING NARRATIVE TEXT FOR EIGHT GRADERS STUDENTS OF SMPN 2 PURWOASRI

PQRST (Preview, Question, Read, State, and Test) Method is alternative method to make teaching and learning process interesting. Through PQRST method, the students can participate in the teaching and learning process actively. PQRST method is expected to be effective because the use of it can avoid the weakness of common method that be used in teaching and learning process. The research design used is quantitative and the method is one group pre-test and post-test experimental design. In this study, the data are collected from the result of pre-test and post-test. After getting result of score between pre-test and post-test, the data was couted by using SPSS to find t-test. It is used to describe whether there is significant difference between students' reading narrative text before and after being taught by using PQRST method. It is recommended for the teacher to use PQRST method. It can help them to develop their teching method, especially in teaching reading narrative text. It also recommended for the reader this research hopefully can add the new knowledge which they have not been known before and the last for the further researcher this research hopefully can give new information and references in doing same kind research, and they can improve this research to be complete and better.

SIX THINKING HATS STRATEGY TO THE EIGHTH GRADE STUDENTS OF PGRI JUNIOR HIGH SCHOOL 9 OF PALEMBANG

The problem of this study was “Was it effective to use Six Thinking Hats Strategy in teaching reading narrative text to the eighth grade students of PGRI Junior High School 9 of Palembang?” The aim of this study was to find out whether or not it was effective to use Six Thinking Hats strategy in teaching reading narrative text to the eighth grade students of PGRI Junior High School 9 of Palembang.The population was the eighth grade students of PGRI Junior High School 9 of Palembang in academic year of 2018/2019. The sample was 36 students who were chosen by cluster random sampling. This study employed Pre- experimental design with the one-group pretest-posttest design. The data were collected through written test in form of Multiple choice which implemented in pre-test and post-test. The data were analyzed by using matched t-test formula.The result of the study is found that the students’ average score in the        pre-test was 47,57 and the students’ average score in the post-test was 73,68. Based on the matched t-test calculation, it was found that the t-obtained was 4,854. The critical value of 5% significance level was 1.690. It showed that the     t-obtained was higher than the t-table. From this study it was found that teaching reading narrative text by using Six Thinking Hats strategy to the eighth grade students of PGRI Junior High School 9 of Palembang was effective.

The Effect of Using NISP Strategy on Students' Achhievement in Reading Comprehension of the Tenth Grade of SMA GKPI Medan

The objective of this study is to investigate the influence of NISP strategy on students� achievement in reading comprehension. The population was all of the tenth grade students of SMA GKPI Medan. The sample was the students of X-IPS 2 (experimental) and X-IPS 1 (control). This study used experimental design. The mean score of pre-test in experimental class was 64 and the post-test was 81,53. The mean score of pre-test in control group was 51,26 and the post-test was73,53. Moreover, the analysis of t-test showed that tscore > ttable or 3,01 > 1,672 at the level of significance 0,05 with the degree of freedom (df) 58. It is clear that the alternative hypothesis (Ha) is accepted. It means that NISP strategy is effective media in teaching reading narrative text.

USING FISHBONE TECHNIQUE TO IMPROVE READING SKILL OF NARRATIVE TEXT IN THE TENTH GRADERS OF SMA N 1 GRABAG IN THE SCHOOL YEAR 2017/2018

Reading is one of the four language skills of English that is difficult for most of students. This problem is also faced by tenth graders of SMA N 1 Grabag. The result of the average of score of the reading test is 44.8, it is less than the standard minimum which is 67. There are several factors which influence students’ low reading skill, some of them are the students’ low motivation in learning English and they feel bored to the teacher’s teaching technique. The writer conducted the research to overcome that problem by applying Fishbone Technique. There are two objectives of this study; the first is to describe the increase of learning motivation in reading narrative text of the tenth graders who are taught using Fishbone technique. The second is to explain the improvement of narrative text reading skill of the tenth graders who are taught using Fishbone technique. This is a classroom action research. The subjects of the study were 26 students of X IPS 4 of SMA N 1 Grabag in the school year 2017/2018. It was divided into Pre-Cycle, Cycle I, and Cycle II. The writer used test, questionnaire, documentation, and observation to collect the data. The data were analyzed using qualitative and quantitative data analysis technique. The result of the observation and questionnaire show that there are improvement of the students’ motivation after the writer taught the students using Fishbone technique in narrative text reading skill. It was proved by the change of students’ behavior from Pre-Cycle to Cycle II. In Pre-Cycle, the test result was 44.8, in Cycle I is 83.26, and in Cycle II is 87.69. The result of this research shows that the students’ reading skill in narrative text improves in each cycle after they are taught using Fishbone technique. Based on the result above, the writer recommends the teacher to apply Fishbone Technique as an alternative way of teaching reading narrative text.

STUDENTS’ ABILITY IN MASTERING READING COMPREHENSION

Abstrac t Narrative text is one of reading texts should be mastered by the students in learning English. Reading skill is considered as a skill that needs a strong comprehension. Thus, this paper aimed to find out to what extend students understand reading of narrative text; to identify the items of reading skill mastered well by the students in comprehending narrative text; and to examine the method used by the teacher in teaching reading narrative text. The worksheet and interview were applied to analyze the data. The result showed that students’ ability in understanding reading of narrative text is very good. The first aspect of reading which mastered by the students is main idea with 84,44%, the second is reference with 83,89%, the third is detail with 81,11%, the fourth is inference with 80,33% and the last aspect is vocabulary with 66,67%. It concludes that the aspect that mastered well by the students is main idea and the most difficult aspects for the students in reading is vocabulary. Pertaining to interview, teacher taught the students by using many methods in order to avoid the students’ boredom in learning. Keywords: Reading Skill, Reading Comprehension, Narrative Text

The Effectiveness of Using Comic in Teaching Reading Narrative Text

This study is focused on using comic as media in teaching reading at eight grade student of Junior High School in Ngawi. The problem in this study was the students‟ motivation on reading especially on narrative text was low and their score in some test was average low. They still confused to understand the content of the story, it was proved by the score on their test was average low in reading questions, it was 65,7 and they could not retell the content of the story briefly. By using the comic in teaching learning, the students are helped to understand the contents of the story that they read. The method in this study used qualitative research in the term of case study. The subject of the study was eight grade students of junior high school. The number of participant was 60 students. The result of the study showed that the implementation of teaching reading by using comic as media give benefit to students, it showed from 48 of 60 students or 80% of the students agreed the use of comic as learning media. From the questionnaire result, the comic gives benefit in teaching reading to the students‟ reading skills improvement. It revealed that 52 of 60 students or 87% of the students positively responded after the implementation activities yet only 13% of the students showed their uncertainty of its benefits. The use of comic can also be combined by other techniques in order to develop the understanding of material and make the students enjoy, interest, and enthusiasm during teaching learning process. Moreover, the result showed that comic helped students in understanding the content of the story.

Using Herringbone Technique in Teaching Reading Narrative Text at the Eighth Grade Students of SMP Negeri 9 Parepare

This research discussed how the use herringbone technique to improve the students’ ability in reading. This research used quasi experimental design that applied a pre-test and post-test design. The data was analyzed by using t-test. The population of this research was the eight year students of SMP Negeri 9 Parepare in academic year 2013/2014. There were two classes, a class for experimental class and a class for control class. It utilized cluster random sampling technique. The number of each class was 30 students. The instrument used in this research was reading test use of herringbone technique in learning reading. The result of this research was a significant difference between experimental group and control group. This indicates the mean score of the post-test of experimental group was 97 while that of the control group was 92. Moreover, the t-test value (7,24) was higher than t-table value (2.021). In other words, Hypothesis Alternative (H1) was accepted and Hypothesis Null (H0) was rejected. This means that Using Herringbone technique can improve the students’ reading comprehension by using herringbone technique.

THE EFFECTIVENESS OF USING RECIPROCAL TEACHING ON THE READING COMPREHENSION TO THE SECOND GRADERS OF MTsN

Reciprocal Teaching technique is effective in teaching reading comprehension. In this research the result showed that the students’ Mean score in teaching reading without using Reciprocal Teaching technique is only 75.00.While the students’ mean score after they are taught using Reciprocal Teaching technique was 82.17. The result of signifcant level is 0,07%. By comparing signifcant level 0,07% and t table at 0.05 %. It is known that signifcant level is bigger than t table = 0,07% >0.05 %. It’s means that Ha which states that there is signifcant effect of using Reciprocal Teaching as a technique of teaching reading narrative text toward students’ reading comprehension of the second Grade students of MTs N Pulosari is accepted. Whereas Ho which states that There is no signifcant effect of using Reciprocal Teaching as a technique of teaching reading narrative text toward students’ reading achievement of the second grade students of MTs N Pulosari is rejected. Based on the explanation above, Reciprocal Teaching technique surely showed the real effectiveness in teaching reading comprehension of the second graders of MTs N Pulosari.