Proposal Skripsi PROPOSAL SKRIPSI DEVELOPING STUDENTS READING COMPREHENSION OF NARRATIVE TEXT BY USING STORY MAPPING (A Classroom Action

Research in the Second Year of MTsN Tangerang II Pamulang)

Proposed by:

Proposed By:

DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2011 A. Background of the Study

English is considered as a foreign language in Indonesia in which it requires four certain major language skills should be targeted by a language learner. Those are listening, speaking, reading, and writing skills. Listening and reading skills are regarded as receptive skills while speaking and writing skills are considered to be productive skills.[1] As one of the language skills, reading also plays an important role because reading has become a part of our daily life. Through reading various printed materials such as newspaper, magazine, fiction, and nonfiction books, we are able to gain a lot of knowledge, information, pleasure and problem solution. Hence, the ability to read the texts in any forms will contribute a great deal advantage in our life such as gaining success at school. There are numerous reading selections found over the world among fictions or nonfictions literature. One of reading text types that second year of Junior High School students learn and should be mastered is narrative text. It has been obviously stated in the current curriculum KTSP 2006. Narrative text is a kind of text that describes a sequence of fictional or non-fictional events. It consists of orientation, complication, and resolution. Ideally, the second year students of Junior High School are conveyed to learn and to master some genres including narrative text applied in any aspects of language skills. It has been stated on Standard of Competency and Basic Competence (SK,KD) in the current curriculum KTSP 2006.[2] Beside of that, the policy of the school in determining the minimum passing grade score should be attained; at least the minimal mastery level criterion (KKM) considering English subject gains score 70 (seventy). It is adapted from the school agreement at MTsN Tangerang II Pamulang since 2008. However, most of 8th grade students of Social class at MTsN Tangerang II Pamulang are still difficult to achieve those targets because their knowledge of English is still low primarily on reading skill. Based on the unstructured interview result with the teacher on 3rd March 2010 concerning students reading test, there are some difficulties probably faced by students in reading activities such as: First, most of students just have the ability to pronounce and recognize the individual words without conveying the message what the author extends. Second, they actually have good knowledge of words and sentence meaning but they fail to understand longer reading materials such as stories. Third, they are hardly to concentrate as they read. After students read a story, most of them are difficult to analyze the schematic structures of the story

concerning orientation, complication, and resolution whereas they had read the text for several times. Consequently, they have difficulty in figuring out the plot of the story. Next, based on the observation started from 10 th to 18th March 2010, the writer found that the students activity in reading are not very interesting because the teacher usually asked every students to read orally then asking them to translate the story. Besides, during teaching and learning activity, the teacher explained the schematic structures and linguistic features of the story almost all of the time; hence it made students are seldom to participate in the class. Then the teacher gave them some minutes to do exercises meanwhile most of students did not pay attention to the teachers explanation even they did not do the exercises. Furthermore, the teacher rarely let his students tried to analyze the story. Those cases are quite problematical one and according to the writer, it should be solved because it can arise further difficulties to the next reading lesson if their low degree of reading comprehension is not improved soon. As the effect, they will be probably continuous difficulty to understand any other texts. Furthermore, they probably cannot pass the policy of minimum passing grade determined by school. Here, the writer assumes that circumstances could affect their understanding of a text is influenced by the students physical condition, their interests toward the materials, the difficulty of the text selections, and hardly sustained attention. The writer considers that it is necessary to find out an alternative way to create suitable and interesting techniques related to students condition. They need to be delivered any practices to assist them in developing reading comprehension. For the need of research, the writer chooses the second year of Social class because this class derives the lowest achievement scores based on the test result among the other classes. Therefore, the students reading comprehension need to be developed. In this research, the writer focuses on narrative text. It is based on the recommendation from the teacher. Then, the writer realizes that all of those problems are impossible to be solved in a time. Therefore, the writer and the teacher focus on reading skill in comprehending the schematic structures of a story because it is the prior reading problem faced by most of students VIII grade Social class of MtsN Tangerang II Pamulang. That is why the teacher and the writer try to find out an appropriate strategy to develop students reading comprehension better that is through story mapping which considered as one way of reading comprehension techniques toward

narrative text. Story mapping is a means to provide an overview what a story discussion concerning the story elements through graphic or semantic map visualization.[3] Here, the writers basic assumption is students need to learn how to make visual images as they read narrative text in their reading and writing activities to enhance their reading comprehension. In other words, through the ability to note details, to organize the sequence of events would be essential to this type of reading skill. B. Formulation of the Problem To make the study easy to understand, the writer formulates the problem as follows: Can story mapping develop students reading comprehension of narrative text? In addition, How does story mapping develop students reading comprehension of narrative text? C. Aim of the Research The aim of the research is to know whether story mapping can develop students reading comprehension of narrative text for the second year of Social class students of MTsN Tangerang II Pamulang. In addition, the aim of the research is to describe how the implementation of story mapping in developing students reading comprehension of narrative text. D. Significance of the Research The contributions of this technique are conveyed to: First, for the teacher. It gives the alternative solution in teaching reading skill. Second, is for students. It assists them to solve their problems in reading activity of narrative text and it can help them to improve their note taking and creative thinking skills. Third, is for the institution of MTsN Tangerang II Pamulang. It can be beneficial regarding to improve the education quality. E. The Time and Place of the Study This research is carried out for 3 (three) months started from March up to May 2010. The place is at grade VIII Social class of MTsN Tangerang II Pamulang, academic year 2009/2010.

F. The Research Methodology and Design

The Classroom Action Research (CAR) procedure used in this research is Kurt Lewins design. It consists of two cycles in which each cycle contains four phases; planning, acting, observing, and reflecting.

CYCLE 1

CYCLE 2

F. Population G. The Subject of Study The subject of this study is students at grade VIII Social class of State Islamic Junior High School Tangerang II Pamulang, academic year 2009/2010. The number of students consists of 36 as the population. It is chosen based upon the unstructured interview result with the English teacher at that class proving that they have the lowest achievement of reading test among the other second grade classes.

H. The Technique of Collecting Data Technique of collecting data in this research using qualitative data (experience-based) and quantitative data (number-based). The qualitative data consists of observation within the physical activity in the classroom and interview to be presented for the teacher. On the other side, the quantitative data uses pre-test and post-test.[4] The completely explanation as follows: a. Observation In this case, the writer uses the unstructured or opened observation. to know the occurrences within learning process. It may be about the teachers performance during Classroom Action Research (CAR), class situation as reading activity, and students response concerning the use of story mapping technique. In general, all of the need aspects that should be noticed is to make sure whether the teaching learning process in line with the lesson plan or not. b. Interview Before implementing Classroom Action Research, the writer asks the teacher to know students difficulties in reading skill, students condition involving in reading activity, and the method or kinds of strategies usually adopted by the teacher in teaching reading. The interview also will be carried out after accomplishing Classroom Action Research (CAR) to know the teachers response toward the idea of story mapping technique. c. Test The test used in this study is pre-test and post-test. The pre-test is done before implementing story mapping technique. It is to measure students

reading comprehension at first. Meanwhile, the post-test is implemented after using story mapping technique. In this study, the test is done in form of multiple choices. The test is held on every second action of each cycle. I. The Technique of Data Analysis The analysis qualitative data used in this study is the observation of students activities during teaching learning process, and the interview before and after Classroom Action Research (CAR). In this case, the writer collected the entire data which have gained. In analyzing the numerical data, first the writer tries to get the average of students reading score per action within one cycle. It is used to know how well students score as a whole o n reading skill. It uses the formula:[5] _ x X = n

_ X : mean x : individual score n : number of students Second, the writer tries to get the class percentage which pass the minimal mastery level criterion (KKM) considering English subject gains score 70 (seventy) which is adapted from the school agreement at MTsN Tangerang II Pamulang since 2008. It uses the formula:[6] F P = X 100% N

P : the class percentage

F : total percentage score N : number of students Third, after getting mean of students score per actions, the writer identifies whether or not there might have students improvement score on reading comprehension from pre-test up to posttest score in cycle 1 and cycle 2. In analyzing that, the writer uses the formula:[7] y1 - y P = X 100% y

P : percentage of students improvement y : pre-test result y1 : post-test 1 y2 - y P = X 100% y

P : percentage of students improvement y : pre-test result y2 : post-test 2

J. Criteria of the Action Success Classroom Action Research (CAR) is able to be called successful if it can exceed the criteria which has been determined, and fail if it is cannot exceed the criteria which has been detained. In this study, the research will succeed when there is 75% numbers of students could achieve some improvement scores from the pre-test until the second post-test in cycle two and/or they could pass the target score of the minimal mastery level criterion (KKM).[8] The KKM that must be attained considering reading subject is 70 (seventy) which is adapted from the school agreement (MTsN Tangerang II Pamulang) since 2008. If the criterion of the action success achieved, it means that the next action of the Classroom Action Research (CAR) would be stopped, but if this condition has not been reached yet, the alternative action would be done in the next cycle.

OUTLINE CHAPTER I : INTRODUCTION A. Background of the Study B. Formulation of the Problem C. Aim of the Research D. Significance of the Research CHAPTER II : THEORETICAL FRAMEWORK A. Reading 1. The General Concept of Reading 2. The Purposes of Reading 3. The Problems of Reading B. Narrative Text 1. The Understanding of Narrative Text 2. The Purposes of Narrative Text 3. The Schematic Structures of Narrative Text 4. The Language Features of Narrative Text C. Story Mapping 1. The Understanding of Story Mapping

2. The Purposes of Story Mapping 3. The Techniques of Using Story Mapping 4. The Advantages and Disadvantages of Story Mapping D. Teaching Narrative Text Using Story Mapping : RESEARCH METHODOLOGY A. The Method of Research B. The Subject and the Object of Study 1. The Subject of Study 2. The Object of Study C. The Writers Role on the Study D. The Time and Place of the Study E. The Research Design F. The Classroom Action Research (CAR) Procedures 1. Planning Phase 2. Acting Phase 3. Observing Phase 4. Reflecting Phase G. The Technique of Collecting Data H. The Technique of Data Analysis I. The Criteria of the Action Success CHAPTER IV 1. 2. 3. 1. : RESULT AND DISCUSSION A. Before Implementing the Action The Result of Pre Interview The Result of Pre Observation The Result of Pre Test B. The Implementation of CAR Cycle 1 1.1. Planning 1.2. Acting 1.3. Observing 1.4. Reflecting Cycle 2 2.1. Planning 2.2. Acting 2.3. Observing 2.4. Reflecting C. The Discussion of the Data after CAR 1. The Result of Post Interview 2. The Result of Post Test

TER III

2.

CHAPTER V A. Conclusion B. Suggestion

: CONCLUSION AND SUGGESTION

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