Kelas II MTs Khazanah Kebajikan Pamulang, Skripsi, Pendidikan Bahasa ...
dianjurkan mencari variasi materi dari buku-buku teks berbahasa Inggris lainnya.
TEACHING READING COMPREHENSION THROUGH STORY MAPPING (A Pre-Experimental Study at Second Year Students of MTs Khazanah Kebajikan Pamulang)
The “Skripsi” Presented to the Faculty of Tarbiya and Teacher’s Training In Partial Fulfillment of the Requirements For the Degree of S.Pd. (Bachelor of Arts) in English Language Education
BY: DAWI ANJANI 104014000359
THE DEPARTMENT OF ENGLISH EDUCATION THE FACULTY OF TARBIYA AND TEACHER’S TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2010
ABSTRAK ANJANI, DAWI. 2010. Pengajaran Pemahaman Membaca Melalui Pemetaan Cerita (Story Mapping) Sebuah Penelitian Pre-Eksperimen pada Siswa Kelas II MTs Khazanah Kebajikan Pamulang, Skripsi, Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Syarif Hidayatullah Jakarta. Pembimbing: Drs. Nasrun Mahmud, M.Pd Kata Kunci: Pemetaan Cerita (Story Mapping), Pengajaran Pemahaman Membaca, Penelitian Pre-Eksperimen, MTs KHAZANAH KEBAJIKAN. Penelitian ini bertujuan untuk menjelaskan kondisi secara objektif tentang penggunaan pemetaan cerita/story mapping dalam pengajaran pemahaman membaca pada semester genap siswa kelas II MTs Khazanah Kebajikan Pamulang. Termasuk di dalamnya terdapat pengajaran pemahaman membaca teks berbahasa Inggris dengan menggunakan pemetaan cerita/story mapping dan prestasi siswa dalam pembelajaran pemahaman membaca teks berbahasa Inggris dengan menggunakan pemetaan cerita/story mapping. Penelitian ini dikategorikan sebagai penelitian pre-eksperimen. Disebut penelitian pre-eksperimen karena penelitian ini condong untuk menjelaskan efektifitas pemetaan cerita/story mapping dalam pengajaran pemahaman membaca teks berbahasa Inggris. Penulis melakukan eksperimen pada satu kelas. Sebelum melakukan eksperimen, penulis memberikan pre-test/tes awal. Kemudian, dia mengajar pemahaman membaca teks berbahasa Inggris dengan menggunakan pemetaan cerita/story mapping selama tiga kali. Yang terakhir, dia memberikan tes akhir/post test untuk mengetahui apakah ada perbedaan yang signifikan terhadap penerapan pemetaan cerita/story mapping dalam pengajaran pemahaman teks berbahasa Inggris. Hasil penelitian adalah: (1) Penerapan pemetaan cerita/story mapping dalam pengajaran pemahaman membaca teks berbahasa Inggris telah berjalan cukup baik; (2) Ada perbedaan yang signifikan antara skor siswa sebelum dan sesudah
penggunaan
pemetaan
cerita/story
mapping
dalam
pengajaran
pemahaman membaca teks berbahasa Inggris. Hal ini berarti bahwa penggunaan
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pemetaan cerita/story mapping adalah lebih baik dan dapat menjadi cara alternatif dalam pengajaran pemahaman membaca teks berbahasa Inggris. Berdasarkan hasil penelitian di atas, penulis menyarankan: (1) Guru dianjurkan untuk menggunakan pemetaan cerita/story mapping dalam pengajaran teks cerita berbahasa Inggris atau teks naratif berbahasa Inggris untuk meningkatkan prestasi siswa dalam pemahaman membaca sebagai cara alternatif. (2) Guru dianjurkan menggunakan LCD proyektor sebagai sebuah media untuk mempresentasikan power point “pemetaan cerita/story mapping” agar siswa menjadi lebih termotivasi. (3) Guru dianjurkan untuk selalu siap terhadap segala kemungkinan yang terjadi dalam aktifitas-aktifitas pembelajaran siswa. (4) Guru dianjurkan mencari variasi materi dari buku-buku teks berbahasa Inggris lainnya selain yang disediakan oleh sekolah dan dari internet agar siswa lebih tertarik.
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ABSTRACT ANJANI, DAWI. 2010. Teaching Reading Comprehension through Story Mapping (A Pre-Experimental Study at Second Year Students of MTs Khazanah Kebajikan, Pamulang), Skripsi, English Education Department, the Faculty of Tarbiya and Teacher’s Training, Syarif Hidayatullah State Islamic University Jakarta. Advisor: Drs. Nasrun Mahmud, M.Pd Key Words: Story Mapping, Teaching Reading Comprehension, A PreExperimental Study, MTs KHAZANAH KEBAJIKAN. This study aims to describe the objective condition about using story mapping in teaching reading comprehension at even semester of second year students of MTs KHAZANAH KEBAJIKAN Pamulang. It includes the implementation of teaching English reading comprehension using story mapping is a better strategy because it can increase the students’ achievement in learning English reading comprehension. This study is categorized as the pre-experimental study. It is called preexperimental study because it is intended to describe the effectiveness of story mapping in teaching English reading comprehension. The writer uses one class at her experiment. Before doing her experiment, she gives pre-test. Then, she teaches English reading comprehension by using story mapping for three times. The last, she gives post-test to know whether there is significant influence of implementation of story mapping in teaching English reading comprehension. The findings of this study are (1) The implementation of story mapping in teaching English reading comprehension has applied well enough; (2) There is significant difference between students’ score before using story mapping and after using story mapping in teaching English reading comprehension. It means that using story mapping is better and can be alternative way in teaching English reading comprehension. Based on the findings above, the writer suggested that (1) The teacher should use story mapping in teaching reading of English story text or English narrative text to increase the students’ achievement in reading comprehension as the alternative one. (2) The teacher should use LCD projector as a media to
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present story map power points to make students be more motivated. (3) The teacher should be well-prepared and be ready for some possibilities that may happen in students’ learning activities. (4) The teacher should find out the various materials from other English textbooks which school provided and from internet to make students more interested in the materials.
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ACKNOWLEDGEMENT In the name of Allah, the Beneficent, the Merciful All praises be to Allah the Lord of the World
Great thanks to Allah Who has given mercy and blessing to the writer, so she can accomplish her “skripsi”. Peace and Salutation be upon Muhammad, our beloved Messenger, and his household, his companions and his faithful followers.
This “skripsi” is presented to the Department of English Education, the Faculty of Tarbiya and Teacher’s Training, Syarif Hidayatullah State Islamic University Jakarta as a partial fulfillment of the requirements for the degree of S.Pd. (Bachelor of Arts) in English Language Education.
In this occasion, the writer would like to thank to her beloved parents for their prayers, encouragement, understanding, also their support in material and immaterial that helped the writer in finishing this “skripsi”. She also would like to thank to her sisters (Izzatun Nafsi and Ani Asiilatul Udzmay) and her brother (Akro Ginanjar) for their supports, motivations, and moral encouragement to finish her “skripsi”.
The writer also would like to express her great honor and acknowledgement to Drs. Nasrun Mahmud, M.Pd as her advisor who has given his time, contribution, patience, and guidance in correcting and helping her in writing this “skripsi”.
Her gratitudes also goes to: 1. All lecturers in the English Education Department who have taught and educated the writer during her study at UIN Jakarta. 2. Drs. Syauki, M.Pd. as the Head of English Education Department.
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3. Prof. Dr. Dede Rosyada, MA as the Dean of Tarbiya and Teacher’s Training Faculty. 4. The Staffs and officers of UIN Library who have given permission to use their books. 5. The Principal of MTs Khazanah Kebajikan Pamulang H. Suardin, S.Sos.I who has given an opportunity to carry out the research. 6. All teachers and staffs of MTs Khazanah Kebajikan Pamulang for their contributions. 7. All Students of Second Year (2009/2010) of MTs Khazanah Kebajikan Pamulang. 8. All friends, thanks for their supports, motivation, and advice. 9. All who have given their help in writing this skripsi that the writer could not mention one by one.
Unlimited love from you all is the biggest motivation for me to finish this “skripsi”
And finally, the writer realizes that this skripsi is not perfect yet. Therefore, the writer would like to accept any constructive suggestion to make it better.
Jakarta, September 2010
The writer
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TABLE OF CONTENTS
COVER………… ………………………………………………………………..i ABSTRACT...………………………………….…………………………………ii ABSTRAK……………………………………………………………………….iv ACKNOWLEDGEMENT. .…………………….………………………………vi TABLE OF CONTENTS .…………………………………………………….viii LIST OF TABLES……………….…………………..…………………………..x LIST OF FIGURES…………………….………………………………………..x CHAPTER I : INTRODUCTION……………………………………………...1 A. Background of the Study………………………………………...……………1 B. Limitation and Formulation of the Problem………………………………......4 C. Objective of the Study…………………………………………………...……4 D. Research Methodology…………………………………………………..........4 E. The Use of the Study………………………………………………………….5 F. Organization of the Skripsi……………………………………………...…....5
CHAPTER II : THEORETICAL FRAMEWORK……………………………6 A. Reading Comprehension……………………………………………………...6 1. General Concept of Reading Comprehension…………………………….6 2. Factors Influencing Reading Comprehension…………………………….8 3. Objectives of Reading……………………………………………………12 4. Strategies of Reading Comprehension…………………………………...14 B. Story Mapping……………………………………………………………….16 1. The Concept of Story Mapping………………………………………….16 2. The Procedures of Story Mapping……………………………………….17 3. Kinds of Story Mapping………………………………………………….19 4. The Assessment of Story Mapping………………………………………21 5. Make Story Maps Using Power Point……………………………………22 6. Advantages and Disadvantages of Story Mapping………………………27
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CHAPTER III
: PROFILE OF MTs KHAZANAH KEBAJIKAN…..29
A. Background…..………………………………………………………………29 B. Vision………………………………………………………………………...30 C. Missions……………………………………………………………………...30 D. Goals…………………………………………………………………………30 E. Strategies……………………………………………………………………..31 F. Facilities……………………………………………………………………...31 G. Teachers and Staffs…………………………………………………………..32 H. Data of Students……………………………………………………………...32 I. Curriculum………………………………………………………………...…33 J. Teaching and Learning Activity……………………………………………..33 K. Education of Faith……………………………………………………………33 L. Extracurricular……………………………………………………………….34 M. Academic Achievement……………………………………………………...34 CHAPTER IV: RESEARCH METHODOLOGY AND FINDINGS……….35 A. Research Methodology………………………………………………………35 1. Place and Time of Research……………………………………………..35 2. Population and Sample…………………………………………………..35 3. Data Collection…………………………………………………………..35 4. The Technique of Data Analysis…………………………………………36 B. Research Findings……………………………………………………………37 1. Data Description………...………………………………………………..37 2. Data Analysis…………………………………………………………….39 3. Data Interpretation……………………………………………………….41
CHAPTER V : CONCLUSION AND SUGGESTION………………………42 A. Conclusion…………………………………………………………………...42 B. Suggestion……………………………………………………………………42
BIBLIOGRAPHY………………………………………………………………43 APPENDICES……..……………………………………………………………46
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LIST OF TABLES Table 2. Table of Story Mapping Assessment …………………….…………...21 Table 3. Data of Students of MTs Khazanah Kebajikan…………………………32 Table 4. The Result of Pre-Test and Post Test………………...…………………37
LIST OF FIGURES Figure 2.1. Basic Story Map Outline…………………………....……………….18 Figure 2.2. Graphic Story Map or Bubble Map……………...…………………..19 Figure 2.3. Graphic Story Map or Bubble Map……………...…………………..20 Figure 2.4. Character Perspective Chart…………………....……………………20 Figure 2.5. Picture of Formatting Toolbars………………………………………22 Figure 2.6. Picture of Diagram Gallery…………………………………………..23 Figure 2.7. Picture of Radial Diagram ………………………………………….24 Figure 2.8. Picture after clicking Insert Shape on Diagram Toolbar………...…..25 Figure 2.9. Picture of AutoFormat Button……………………………………….25 Figure 2.10. Select an AutoFormat from the list…………………………………26 Figure 2.11. AutoFormat Changes……………………………………………….26 Figure 2.12. Add text in the bubble map…………………………………………27 Figure 2.13. Story Map Legend is ready to be filled with some texts ………….27
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CHAPTER I INTRODUCTION
A. Background of the Study Language as a means of communication in human life is very necessary to be mastered. In the globalization era, it is very important for us to master a foreign language especially English as an International language, which has been widely used all over the world to communicate with each other. This is because English is useful for establishing and maintaining the relationship among people. Furthermore, it is also very useful to master English since it plays an important role in understanding and developing the scientific and technological knowledge. Therefore, Indonesian government takes a policy by adding English lesson to be taught from Elementary School up to University in order to prepare students to become familiar with English from the early age. Listening, Speaking, Reading, and Writing are the basic language skills especially in teaching English as a foreign language at schools, courses or other education places which are formal or informal. In many situations, it is easy to find the reading materials because it is always seen in simple texts, such as English newspapers, textbooks, novels, essays, and others. By reading, we can get information we need through books that publish in English. We can follow the world’s change and a lot of knowledge that the world’s notice. Reading texts also provide opportunities to study language such vocabulary, grammar and the way we construct sentences, paragraph, and texts. As Lafevre said, “Reading, we are told, can be a golden key to open golden door”. 1 This means reading has a significant role in increasing reader’s knowledge about anything that happens in the world. Even today the person’s ability to read can make an individual become successful in life as Pamela J. Farris said: “Whether an individual is successful in life or not is largely 1
Carl A. Lafevre, Linguistic and the Teaching of Reading, (London: Mc Graw-Hill Book Company, 1964), p.15
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dependant upon that person’s ability to read and write. Reality dictates that if you are illiterate, you are likely doomed to be in the lower class of society and forced to do manual labor to earn a wage”. 2 To teach reading comprehension effectively and efficiently is not an easy task, because there are a lot of aspects that influence the teaching learning process. One of the aspects is the classroom management. According to Jack C. Richards that, “Classroom management refers to the ways in which students behavior, movement, and interaction during a lesson are organized and controlled by the teacher to enable teaching to take place most effectively”. 3 Besides, a good method is also important to make the students understand and master the lesson. As said by William F. Mackey, “The method used often been said to the cause of success or failure in language: for its ultimately the method that determines that what and the how of language instruction”. 4 One of the methods is how the teacher tries to build students’ interest in reading and understanding the material. In this case, the teacher plays an important role to teach reading materials in an appropriate method to get the students comprehend about the text. By, using an appropriate method, the students can understand the material and also interest to read in English reading. Besides, they are expected to make progress in reading comprehension with their improvement in vocabulary, structure, and meaning. Realizing this problem and helping students to solve it, the teacher have to create the effective way to motivate students and stimulate them; so they will be interested in learning reading comprehension, because a good strategy will support them in learning in the classroom. Hammer said, “It seems reasonable to suggest that the motivation which students bring to class is the biggest
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Pamela J. Farris, Teaching Reading: A Balanced Approach for Today’s Classroom, (New York: Mc Graw-Hill Book Company, 2004), p.48 3 Jack C. Richards and David Nunan, Second Language Teacher Education, (Cambridge: Cambridge University Press, 1996), p. 138 4 William F. Mackey, Language Teaching Analysis, (London: Longman Green and Co. Ltd, 1996), p.138
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single factor affecting their success”. 5 The teacher can use methods and techniques that are suitable and interesting to the students. As Mulyanto said, “Technique depends on the teacher, the imagination, the creativity and the condition of class. A certain problem can be solved with various techniques”. 6 A good technique may make students understand and master the lesson better. “Howard Gardener’s multiple intelligence theory reminds teachers that there are many types of learners within any one class, auditory, visual and kinesthetic”. 7 Therefore, the teacher can use many kinds of media, namely audio, visual, and audio-visual to help the process of teaching and learning. The writer gives an alternative technique by using visual media. According to Betty Morgan Bowen: Learning is a complex process and visual aids are great help in stimulating the learning of foreign language. The students must use their ears as well as their eyes. Good visual materials will help maintain the pace of the lesson and the students’ motivation. As we learnt most through visual stimulus, the more interesting and varied these stimuli are, the quicker and more effective our learning will be”. 8
Visuals are pictures, maps, charts, real object, etc. The writer prefers using story map to using another visual media because it is more effective in increasing students’ reading comprehension ability. Story map is a graphic or semantic visual representation of a story. Story map is useful for comprehending the whole story more simply. It can take interesting in the students’ attention. The use of story map is not only making a classroom dynamic, relevant, and attractive but also building students’ motivation in learning reading comprehension in a fun and interesting way. Based on such discussion, the research would be carried out is about “Teaching Reading Comprehension through Story Mapping”. By using this activity, the students can comprehend what the author is saying. The
5
Jeremy Harmer, The Practice of English Language Teaching, (UK: Longman, 1991),
p.3 6
Mulyanto Sumardi, Pengajaran Bahasa Asing, (Jakarta: Bulan Bintang, 1974), p. 14 http: //www.teachingenglish.org.UK/think/resources.html 8 Betty Morgan Bowen, Look Here! Visual Aids in Language Teaching, (London: Essential Language Teaching Series, 1973), p. 1 7
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students will also be cooperative and improve their motivation with the right procedure and the good way of teaching.
B. Limitation and Formulation of the Problems 1. Limitation of the Problems To focus the research, the writer will limit the problems as follows: a. Story mapping is the teaching strategy that the writer used in the experiment class. b. To know the effectiveness of the application of using story mapping in teaching reading comprehension. 2. Formulation of the Problem Is story mapping an effective strategy in teaching reading comprehension?
C. Objective of the Study In this skripsi, the writer wants to know the effectiveness of the application of teaching reading comprehension through story mapping. The writer also intends to know the students’ achievement in learning reading comprehension by using story mapping.
D. Research Methodology In the process of getting data, the writer uses two kinds of activities, they are: 1. Library Research. The writer will collect data by reading some books, issues, etc which is related to field of the study. 2. Field Research. In field research, the writer observes the process of teaching learning English overview the real problem, especially teaching reading comprehension and does the experimental using story mapping. On her experiment, the writer takes one class, then she teaches them by using story mapping.
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E. The Use of the Study The writer hopes this writing will be useful for every teacher to help them improve the ways of teaching English and for other people and everyone who reads this writing can know the effectiveness of using story mapping to improve students’ ability in reading comprehension. The writer also wants to get an answer if using story mapping really works in increasing students’ achievement in reading comprehension and can be alternative way in teaching English as a foreign language.
F. Organization of the Skripsi This skripsi is divided into five chapters: Chapter One is Introduction. It consists of Background of the Study, Limitation and Formulation of the Problems, Objective of the Study, Research Methodology, The Use of the Study, and Organization of the Skripsi. Chapter Two is Theoretical Framework. This chapter not only talks about General Concept of Reading Comprehension, Factors Influencing Reading Comprehension, Objectives of Reading, and the Strategies of Reading Comprehension; but also the Concept of Story Mapping, The Procedures of Story Mapping, Kinds of Story Mapping, The Assessment of Story Mapping, Make Story Maps Using Power Point, and the Advantages and Disadvantages of Story Mapping. Chapter Three is Profile of MTs Khazanah Kebajikan Pamulang. Chapter Four is Research Methodology and Findings. It talks about Place and Time of Research, Population and Sample, Data Collection, the Technique of Data Analysis, Data Description, Data Analysis, and Data Interpretation. Chapter Five is Conclusion and Suggestion.
CHAPTER II THEORETICAL FRAMEWORK
A. Reading Comprehension 1. General Concept of Reading Comprehension Reading is one of the language skills which is very important to develop students’ knowledge in their studies. Reading is a tool of learning; students need a variety of reading skills to understand textbooks, reference materials, magazines, newspapers, etc. Therefore, if a student does not read them, he/she will miss the latest information of science and technology. In order to know exactly what reading is, here are some definitions of reading according to some experts. According to Peter Streven, reading is “a skill of great importance to the students because it provides him to access to great quantity of further experience of the language and gives him a window into the normal means of continuing his personal education”. 1 It means that reading is a basic of the language skills in teaching English and it is also very useful skill for the students in order to get more information for their education. Jo Ann Aebersold also stated in her book that “Reading is the ability to comprehend the thoughts and feelings of another mind via the medium of text; reading constitutes a powerful activity that confers knowledge, insight, and perspective readers”. 2 However, according to Peter David Fumprey in his book that “Reading is more than ability to understand the explicit meaning of the passage presented. It is an essence, a constructive thinking process which includes comprehension of explicit and implicit meaning. It involves application,
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Peter Streven, New Education in Teaching of English, (Oxford: Oxford University Press, 1997), p.26 2 Jo Ann Aebersold and Field, From Reader to Teaching Reading: Issues and Strategies for Second Language Classroom, (New York: Cambridge University Press, 1997), pp. 5-6.
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analysis evaluation and imagination. It is one activity through which the child’s cognitive development can further”. 3 Here are some definitions about reading comprehension. Reading is a form of communication between reader and the author. In the process of reading, a reader has to understand and catch the meaning of the text. At the same time, the author tries to give understanding through the words. As Farris (2004) said that reading comprehension is the process of understanding the message that the author tries to convey. 4 In short, there is an interaction between a reader and an author. The result of this interaction, the readers should understand what the author means. While reading, a reader tries to understand the information from the text they read. Understanding a written text means extracting the required information from it as efficiently as possible. 5 Therefore, there is no meaning if a reader just reads without comprehending and catching the information from it. Jo Mc Donough quoted from Devine who said that, “Reading comprehension is the process of using syntactic, semantic, and theoretical information found in the printed text to reconstruct in the reader mind”. 6 Comparison with the definition of Devine, William Grabe said that, “Reading comprehension is most likely a simple multiplication of word recognition abilities and general language comprehension abilities”. 7 A reader and the author are the subjects in reading process. There is a connection among them. An author tries to explain his/her idea through the words and the readers also tries to understand the text they read. Zemelman, Daniels, and Hyde (1998) stated that the essence of reading is 3
Peter David Fumprey, Measuring Reading Abilities: Concept, Sources, and Application, (London: Hodder and Soughton Educational, 1997), p. 2 4 Pamela J. Farris, Teaching Reading: A Balanced Approach for Today’s Classroom, (New York: McGraw-Hill, 2004), p.321 5 Francoise Grellet, Developing Reading Skills: A Practical Guide to Reading Comprehension Exercise, (United Kingdom: Cambridge University Press, 1996), p.3 6 Jo Mc Donough and Christoper Shaw, Materials and Methods in ELT, (Sidney: The University of England, Black Well, 1993), pp. 101-102 7 William Grabe, Reading Research and Its Implication for Reading Assessment, (Flagstaff, Arizona: Northern Arizona University, 1985), p. 2
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a transaction between the words of an author and the mind of a reader, during which meaning is constructed. 8 In short, there is a construction of understanding concept. The readers have to construct their own understanding about the text they read. However, reading can not be separated from other skills like writing, listening, and speaking. There is a relationship among them, especially in writing. According to Stephanie Harvey and Anne Goudvis as cited in Farris (2004), “Like writing, reading is an act of composition. When we write, we compose thoughts on paper. When we read, we compose meaning in our minds. Thoughtful, active readers can use the text to stimulate their own thinking and to engage with the mind of the writer”. 9 Based on these opinions, it could be summarized that reading is likely an easy task to do by the students, but comprehension is very difficult to do in learning language. The writer concludes that the reading comprehension is a process to understand the contents of the text which is done by readers to get information. It is given through written language and aimed to comprehend the meaning of the text.
2. Factors Influencing Reading Comprehension There are many factors influencing reading comprehension. According to Anderson (1977) and Rumelhart (1980), a major factor in reading comprehension, which has been documented in recent years, is the background knowledge or “schemata” of the reader. 10 Pierson and Fielding (1996) added, “perhaps no other phenomenon has influenced instructional research in the last decade as pervasively as our increased understanding of the powerful role of background knowledge in reading comprehension”. 11 It is clear that understanding reading depends on the
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Farris, Teaching Reading: A Balanced Approach for Today’s Classroom, ... p.324 Farris, Teaching Reading: A Balanced Approach for Today’s Classroom, ... p.320 10 John G. Barnitz, Reading Development of Nonnative Speakers of English, (USA: Harcourt Brace Jovanovich, Inc., 1985), p.14 11 Farris, Teaching Reading: A Balanced Approach for Today’s Classroom, ... p.326 9
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knowledge of the reader because during the process of understanding reading, one tries to comprehend the text they read. In the reading process, the readers construct the new knowledge with their background knowledge. Furthermore, Fountas and Pinnel (2001) state, there are two components to prior knowledge (background knowledge). The first is general background knowledge made up of a child’s personal experiences. Included in those experiences are the variety of books she has had read to her or has read on her own, an understanding of the world and people around her based upon family travel or watching television or movies, and diverse experiences both in school and out. Essentially, a broad background can help readers better connect with the materials to be read. The second component is knowledge of the topic or theme to be studied in the upcoming story. Research underscores that the story comprehension can be influenced by a student’s knowledge about and experiences with the materials to be studied. 12 In short, background knowledge or prior knowledge is very important factor in reading comprehension because it helps the reader get the meaning by connecting what they have with the new information they have learn. David Pearson (1978) explains the factors influencing reading comprehension into two categories, inside factors and outside factors. 13 Inside factors are divided into four components. The first is linguistic component (what the readers know about the language). When students learn language, they learn three systems 14 ; they are: a. Phonological Knowledge; It includes knowledge of the different phonemes (individual sounds) in the language, knowledge of how they are blended together to create words, as well as knowledge of things like stress, juncture, and pitch. 12
Farris, Teaching Reading: A Balanced Approach for Today’s Classroom, ... p.327 Pearson and Johnson, Teaching Reading Comprehension, (USA: Holt, Pirehart and Winston, 1978), p.9 14 Pearson and Johnson, Teaching Reading Comprehension, ... p.10 13
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b. Syntactic Knowledge; It refers to the orderly arrangement among words in sentences. A child’s knowledge of syntax is remarkably sophisticated by the time he or she enters school. c. Semantic Knowledge; It refers to our knowledge of words’ meanings. It also includes our knowledge of the relationship among words. The second component of the inside factors influencing reading comprehension is interest. It is an important thing in reading comprehension. If the students interested in the topic presented in their class, they will understand more about that topic. As a facilitator, the teacher has to give the explanation about the material in many ways. One way to improve comprehension of a given topic is generate student interest in that topic through a variety means; filmstrips, movies, fieldstrips, other books, community resources person. 15 Therefore, the teachers have to use various resources related to the topic to make the students more interested in studying the topic. Another way, capitalizing students’ interest is to allow students to read selections of high interest. The teachers give opportunity to their students to read everything from any resources such as magazines, books, journals, etc. Their interest in reading can influence their comprehension. The third component is motivation. Most of readers usually read what they want to read and what they have to read. According to Grellet (1981), the reader starts reading the text to find a number of things in it, such as expecting to find answers to a number of questions and specific information or ideas we are interested in it. 16 Therefore, motivation can influence the students’ comprehension because the different reasons of the readers have different power to make the reader try to understand more what they read. There are two kinds of motivation, intrinsic and extrinsic motivation. Intrinsic motivation is in the reader. It comes from the learner itself. As teacher, we try to give the extrinsic motivation so that they will 15
Pearson and Johnson, Teaching Reading Comprehension, ... p.10 Grellet, Developing Reading Skills: A Practical Guide to Reading ..., p. 18
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be more motivated. We offer incentives, reinforces, feedbacks, other stimuli to try to alter a student’s level of motivation. 17 The last component is reading ability. It explains how well the reader can read. It is almost tautological to say that the more reading ability one possess, the better one will comprehend. 18 The readers have to read everything and try to understand what they read. The outside factor influencing reading comprehension is divided into two categories. The first is the written message such as books, magazines, pamphlets, newspapers, etc. Each written message has different level of difficulty and ease. The reader has to classify it in order to comprehend it. There are some factors in the written message which could affect comprehension such as word frequency, story structure, the matic information, and visual displays can all be manipulated to increase or decrease comprehension. 19 The second outside factor is the environment which could affect comprehension. According to Pearson (1978), there are two factors in reading environment; home environment and school environment.20 In the home environment, the parents have significant role to improve the reading skill of their children. For example, if the parents read some books everyday, their children will be influenced by the parent’s activity. The significant influence of the home environment in reading comprehension based on the base of language and the background knowledge that children bring to school. 21 School environment is another important factor to develop students’ reading ability. Reading environment will be constructed if the teacher motivates their students to read and make students want to read more. Besides that, school environment especially teachers, peers, and “the
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Pearson and Johnson, Teaching Reading Comprehension, ... p.14 Pearson and Johnson, Teaching Reading Comprehension, ... p.14 19 Pearson and Johnson, Teaching Reading Comprehension, ... p.20 20 Pearson and Johnson, Teaching Reading Comprehension, ... p. 18-19 21 Pearson and Johnson, Teaching Reading Comprehension, ... p. 18 18
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classroom ecology”, all influence the reading comprehension of students. 22 Peers can be positive or negative. The positive influence will appear when there is friendly competition among the students. Therefore, it can be develop their reading ability. Beside, there is a cooperative venture among the students. In this activity, there is a group problem solving and help each other. Therefore, it will be positive influence for students to increase their comprehension in reading. The negative influence of peers related with their psychology as teenagers. But one’s peers can be mean. The can belittle scholarship to the point where a student learns that it is best not to try very hard to do well. 23 The teacher can minimize it by giving them the story motivation and understanding that peers can become good partner to improve their knowledge. 3. Objectives of Reading 24 Reading can be thought of in terms of levels of difficulty. Here are the following levels of reading proficiency, called the R-levels (R stands for “reading”): a. Novice (R0): Pre-functional Level. Suppose you want to take a short trip to a foreign country and would like to be able to read a few words that are strongly supported by context, such as street signs, menus, and forms. If you are studying a language related to your own and one that uses the same writing system, you will be able to do this in a relatively short period of time. b. Intermediate (R1): Survival Level. This level describes you, if you want to be able to read, with heavy reliance on a dictionary, simple texts such as newspaper announcements about who, when, where, that contain the most common words and the simplest grammatical constructions. If you are studying a language related to your own, this 22
Pearson and Johnson, Teaching Reading Comprehension, ... p. 19 Pearson and Johnson, Teaching Reading Comprehension, ... p. 19 24 John Rubin & Irene Thompson, How To Be A More Successful Language Learner: Toward Learner Autonomy, (USA: Heinle & Heinle Publishers, 1994), p. 18-19 23
13
level can be achieved in a relatively short time and usually forges ahead of speaking ability. In languages with different script, the situation may be reserved, and it can take longer to learn to read than to speak. c. Advanced (R2): Limited Working Proficiency. If your job requires some reading ability in a foreign language, you will probably need to be able to understand the main ideas and some details in uncomplicated but authentic prose that deals with straightforward topics and contains many common words and familiar sentence patterns, such as news reports, encyclopedia entries, and short biographies, etc. People at this level usually can also read simple short stories with a clear story line. At this level, you will have to do a good deal of rereading and will occasionally misread. Your reading comprehension will be heavily dependent on subject matter knowledge. d. Superior (R3): Professional Proficiency. This is the level you need if you want to be able to read with almost complete comprehension and at normal speed most texts intended for educated native readers of the language you are studying, for example, literary texts and expository prose on a wide variety of topics and of different genres (editorials, correspondences,
general
reports,
technical
material
in
your
professional field, official documents, and political commentary). You will have to know a good deal about the target language culture in order to achieve this level of comprehension. e. Distinguished (R4): Near Native Proficiency. If you want to be able to read as quickly and effortlessly in a foreign language as you can read in your native language, this is the level for you because you will be able to read anything published in the foreign language without using a dictionary. You will be able to read all styles and forms of the language pertinent to professional and academic needs, including intellectually challenging and artistic prose. You will be able to
14
understand nuances and subtleties, cultural and literary references and associations, and have an appreciation of humor, irony, and sarcasm.
4. Strategies of Reading Comprehension Sometimes the goal of a reading a lesson might be to examine the various pieces of a story in a less teacher-directed manner. In this case, once a skill is taught, the students practice it within the current lesson and then use the skill in specified lessons again throughout the year. One such skill for digging into a story to examine its parts is story mapping. Others to be discussed are Question-Answer Relationship (QAR), Inferential Reading, Effective Questioning, and SQ3R (Survey, Question, Read, Recite, and Review). a. Question-Answer Relationship (QAR) Question-answer relationship (QAR) teaches the students to recognize taxonomy of relationship between specific kinds of questions and their related answers. Using this strategy, students learn how to identify the types of questions they are asked. They also learn how to determine appropriate sources of information to use to answer those questions. 25 b. Inferential Reading In this strategy, students are dipping into their schema to activate prior knowledge, combining up with a reasoned assumption about what is happening in the story. Dole, Duffy, Roehler, and Pearson (1991) state that “inference is the heart of the reading process”. 26 Gordon (1989) outlines a straightforward process for the teacher to follow: 27 Step 1: Explain what is involved in making an inference. Step 2: Model the process. Step 3: Share the task. 25
Farris, Teaching Reading: A Balanced Approach for Today’s Classroom, ... p.350 Farris, Teaching Reading: A Balanced Approach for Today’s Classroom, ... p.352 27 Farris, Teaching Reading: A Balanced Approach for Today’s Classroom, ... p.352-354 26
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Step 4: Additional practice. Step 5: Integrate the process into a reading assignment. c. Effective Questioning Sometimes a teacher asks students before, during, and after reading in a structured context. At other times the students effectively focus on their own reading, keep then engaged, and help them monitor their understanding of what was read. Farris stated that there are some ways to make effective questions; which has been summarized by the writer. They are: 1). Asking variety of questions by following a questioning taxonomy which is similar to Bloom’s (1956) taxonomy of the cognitive domain. 2). Modeling how to answer various questions. 3). Using visual media like overhead projector to develop students’ questioning skills. 4). Striving to ask open-ended questions to prompt deeper reader response. d. SQ3R (Survey, Question, Read, Recite, and Review) This strategy was developed by Robinson (1946/1961) as a study system for college students. As with other new strategies, SQ3R is best presented by the teacher who carefully models it and then engages the whole class in practice. Use it when study begins on a new chapter in social studies or science, work through each of the steps together, and then review it before it is used on the next chapter. This strategy is best maintained is students are reinforced in using it from time to time, but it should not be overly relied upon, and thus abused. Bored students will not be effective learners. 28 SQ3R’s steps involve survey, question, read, recite, and review. Survey: The students quickly skim over the textbook material to be covered. They focus on boldfaced headings, subheadings, and titles to 28
Farris, Teaching Reading: A Balanced Approach for Today’s Classroom, ... p.356-357
16
get a general idea of the content. Captions under pictures, graphs, charts, and vocabulary are also noted. Questions: Based on that quick survey, students write prediction questions about the material to be covered. Read: Now the students read actively, looking for answers to the questions they posed. Recite: Students put the book aside and try to recall what they have read, talking through the possible answers and testing themselves on the text material. Going over difficult material aloud involves more than one sense, and that auditory feedback is often an effective way to grasp complex materials. Another option is to write down what they have learned. This is a good check on whether the material is clearly understood or not. Review: Students reread parts of the material to confirm the answers previously given. Then they take time to review their notes, their questions, or the material with a classmate. The teacher may also give a short quiz to assess students’ comprehension of chapter content. 29
B. Story Mapping 1. The Concept of Story Mapping Based on Oxford learner’s dictionary, visual media are “pictures, films, video, maps, etc. used as teaching aids”. They can be also defined as things that can be seen which are used as teaching and learning visuals. Pamela said that “story map is defined as a graphic or semantic visual representation of a story”. 30 Story maps are graphic representations of the various components and sequence of events of a story, which clearly outline the relationships to each other. Components are usually the setting, the characters, the problem, the plot and the resolution. 29 30
Farris, Teaching Reading: A Balanced Approach for Today’s Classroom, ... p.357 Farris, Teaching Reading: A Balanced Approach for Today’s Classroom, ... p.345
17
Story maps can be used as an outline for creating a story or to summarize the story events. They help students visualize the people, places and events of the story. In a creative writing exercise, students use story maps to help with the initial process of organizing their thoughts before proceeding with the story writing. As a post reading exercise, students can reflect on the story and summarize it using a story map. 31 Story mapping is an instructional strategy that represents knowledge through visuals. Story maps helps students “talk through” their thought and share ideas, and are beneficial both auditory and visual learners. Story maps can be used to generate ideas during brainstorming sessions, to aid learning by integrating new and old knowledge, to assess understanding or to diagnose misunderstanding. Story maps can be used in a variety of ways to help students organize their learning. 32
2. The Procedures of Story Mapping The general procedure to follow when preparing a basic story map includes the following steps (Davis & McPherson, 1989; Reutzel, 1985): 33 a. Read the story. Write a sequenced summary of the main ideas, key events, and characters that make up the plot of the story. b. Place the title, theme, or topic of the story in the center of the graphic story map in predominant bubble (Figure 2.2 & 2.3 ) or the top of the semantic chart (Figure 2.4). c. For the graphic organizer, draw enough ties projecting out symmetrically from the center of the map to accommodate the major events of the story’s plot. Attach related pieces or second-level information from the summary list to these ties in chronological order, moving clockwise around the center. The semantically organized chart is simply arranged by story elements, so information is transferred to it accordingly. 31
http://presentationsoft.about.com/od/powerpointlessonplans/qt/storymap_lesson.htm. http: //www.region15.org/curiculum/NARRATIVE_WRITING-Portrait.Pdf 33 Farris, Teaching Reading: A Balanced Approach for Today’s Classroom, ..., p. 346 32
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d. Draw additional ties projecting out symmetrically from each secondary bubble to accommodate the important details associated with the key plot event, adding relevant information from the summary list. e. Review the final semantic chart or story map for completeness. There are simple procedures which we may apply in the classroom, here they are:
1). Read the story. 2). Draw a basic story map outline (see example on the right). 3). Fill in the setting, main character(s), and problem. 4). Sequence the events of the story chronologically using the terms, beginning, middle, and end. 5). Fill in the resolution. 34 Shanahan & Shanahan (1997) shows one innovative and particularly effective way to use a mapping technique involves Character Perspective Chart (CPC). To begin the CPC into literature circles or small group use, begin with a demonstration lesson: 35 a. Read a thought-provoking picture book aloud to the class. b. Pick two characters to discuss, the main character and one other. c. Work through the chart with the class, filling in the different areas together, and beginning with the main character. d. Next, refocus on a secondary character and repeat the process, this time probing a different point of view. Then, examine the results. Query the students about why certain parts of the chart changed depending on the character under inspection. e. Discuss the value of looking at a story from different perspectives, how it pulls a reader into deeper levels of thought and affords a more 34 35
http: //fcit.usf.edu/FCAT/strategies/SM/overview1-2.htm Farris, Teaching Reading: A Balanced Approach for Today’s Classroom, ..., p. 348
19
complete understanding of the story than the standard story map format typically does.
3. Kinds of Story Mapping A story map is a strategy that uses a graphic organizer to help students learn the elements of a book or story. By identifying story characters, plot, setting, problem and solution, students read carefully to learn the details. There are many different types of story map graphic organizers. The most basic focus on the beginning, middle, and end of the story. More advanced organizers focus more on plot or character traits. 36 Farris divides kinds of story mapping into two types; graphic story map or bubble map (see figure 2.2 and figure 2.3) and Character Perspective Chart or CPC (see figure 2.4). To make the story map more insightful and the teaching learning process become more memorable, we may put some different colorful to each story elements. Figure 2.2. Graphic Story Map or Bubble map 37
36 37
http: //www. readingrockets.org/strategies/story_maps Farris, Teaching Reading: A Balanced Approach for Today’s Classroom, ... p. 347
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Figure 2.3. Graphic Story Map or Bubble map 38
Main Character
Setting
Problem
Supporting Character Title & Author
Solution
Figure 2.4. Character Perspective Chart 39
A Blank Character Perspective Chart
38 39
Main Character: Who is the main
Another Character: Who is this
character?
character?
Setting: Where and when does the story
Setting: Where and when does the story
take place?
take place?
Problem: What is the main character’s
Problem: What is the character’s
problem?
problem?
Goal: What is the main character’s
Goal: What is the character’s goal?
goal? What does he want?
What does he want?
Attempt: What does the main character
Attempt: What does the main character
do to solve the problem or get the goal?
do to solve the problem or get the goal?
Outcome: What happened as a result of
Outcome: What happened as a result of
http: //www.region15.org/curiculum/NARRATIVE_WRITING-Portrait.Pdf Farris, Teaching Reading: A Balanced Approach for Today’s Classroom, ... p. 348
21
attempt?
attempt?
Reaction: How does the main character
Reaction: How does the character feel
feel about the outcome?
about the outcome?
Theme: What point did the author want
Theme: What point did the author want
to make?
to make?
4. The Assessment of Story Mapping Assessment & Evaluation Considerations 40 •
Note students' ability to identify main story characters and events.
•
Note students' ability to sequence story events.
•
Story maps reveal students' level of comprehension of story events and structure.
•
Variations among students' story maps illustrate their personal interpretations.
There are some criteria to assess students in using story mapping, here they are: Table 2. Table of Story Mapping Assessment. 41
Criteria 4 Story All required Map elements are filled in completely; main details have enough description for clarity. Story Six squares are Box neatly completed; a complete sentence describes contents.
40 41
3 All required elements are filled in completely; main details have some description.
2 Some elements are complete; details are missing.
1 Elements are incomplete; details are missing.
Six squares are completed; an incomplete sentence describes contents.
Six squares are completed; work looks hurried, not very neat; content description is missing.
Not all are squares complete; work looks hurried, not very neat; description missing.
http: //www.education_world.com/a_tsl/archieves/01-1/lesson0019.shtml. http: //www.education_world.com/a_tsl//TM/WS_storymaprubric.shtml.
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Spelling There are no mistakes in grammar or spelling.
There are one or two grammar or spelling mistakes.
There are three or four grammar or spelling mistakes.
There are numerous mistakes in grammar or spelling.
5. Make Story Maps Using PowerPoint. PowerPoint can be a very useful tool to create story maps. This is a fun way to integrate technology and literacy in the classroom and all the while students will be learning how to use PowerPoint. 42 Here are the ways to make story maps by using PowerPoint: a. Add a New Slide to the Story Map and Select the Title Only Lay Out 43 1). Click on the New Slide button on the Formatting toolbar at the top of the screen. 2). Select the Title Only slide type from the Slide Layout pane at the right of the screen. Figure 2.5. Picture of Formatting Toolbars
42 43
http: //presentationsoft.about.com/od/powerpointlessonplans/qt/storymap_lesson.htm. http://presentationsoft.about.com/od/powerpointlessonplans/ss/story_map_2.htm
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b. Add a Radial Diagram to the Story Map by Using the Drawing Toolbar 44 1). Using the Drawing Toolbar, at the bottom of the screen, click on the Insert Diagram button. 2). Select the Radial Diagram type from the Diagram gallery box. 3). Click OK. Figure 2.6. Picture of Diagram Gallery
c. Radial Diagram Appears on the Powerpoint Slide 45 The radial diagram appears on the PowerPoint slide. This will be used as the Story Map Legend.
44 45
http://presentationsoft.about.com/od/powerpointlessonplans/ss/story_map_3.htm http://presentationsoft.about.com/od/powerpointlessonplans/ss/story_map_4.htm
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Figure 2.7. Picture of Radial Diagram
d. Insert Additional Shape into the Radial Diagram to Add More Story Map Legend Items 46 1). If the radial diagram is not already selected on the PowerPoint slide, click on it now. 2). When the radial diagram is selected, the Diagram toolbar appears on the screen. 3). Click on the Insert Shape button on the Diagram toolbar, to add as many more shapes as required for your story map.
46
http://presentationsoft.about.com/od/powerpointlessonplans/ss/story_map_5.htm
25
Figure 2.8. Picture after clicking insert shape on Diagram Toolbar
e. Enhance the Story Map Legend 47 1). Make sure the radial diagram is selected. 2). On the Diagram toolbar, click on the AutoFormat button.
Figure 2.9. Picture of AutoFormat button
f. Select an AutoFormat 48 1). In the Diagram Style Gallery dialog box, click on the different style diagrams. A preview will show what the story map legend will look like. 2). Choose a diagram style and click OK. 47 48
http://presentationsoft.about.com/od/powerpointlessonplans/ss/story_map_6.htm http://presentationsoft.about.com/od/powerpointlessonplans/ss/story_map_7.htm
26
Figure 2.10. Select an AutoFormat from the list
g. AutoFormat Changes 49 The story map legend appears on the PowerPoint slide, reflecting the choice you made using AutoFormat. Figure 2.11. AutoFormat Changes
h. Legend Titles 50 1). Click in an object in the story map legend 2). Type the legend title for that object. 3). Repeat for all legend titles.
49
50
http://presentationsoft.about.com/od/powerpointlessonplans/ss/story_map_8.htm http://presentationsoft.about.com/od/powerpointlessonplans/ss/story_map_9.htm
27
Figure 2.12. Add text in the bubble map
i. Story Map Legend 51 Click in the Title text box and add a title for your story map legend. Figure 2.13. Story Map Legend is ready to be filled with some texts
6. The Advantages and Disadvantages of Story Mapping According to Reutzel and Cooter (2000), there are some advantages of using story mapping; they are: a. Readers can visualize the story.
51
http://presentationsoft.about.com/od/powerpointlessonplans/ss/story_map_10.htm
28
b. Readers can more easily see how the story pieces mesh, knowledge they continually apply when they predict what might happen next in one story after another. c. Mapping enables readers to store information in their personal schema more efficiently. d. Mapping facilitates the recall of story elements more completely and accurately. 52 In addition, by using CPC ( Character Perspective Charting) as innovative story mapping, readers will get benefits such as; having an opportunity to analyze a story from several different perspectives looking beyond just the main character’s point of view; it will be more insightful and memorable learning when readers work in various groups; it also develops critical thinking strategies. 53 In other hand, the story mapping has disadvantages such as not to be overused and thus abused, these maps can be applied to stories in the basal text along with excellent children’s literature, particularly the shorter text found in picture books. In other word, these maps will be more appropriate to be applied in teaching reading comprehension using short stories, narrative texts, and recount texts.
52 53
Farris, Teaching Reading: A Balanced Approach for Today’s Classroom, ... p.346 Farris, Teaching Reading: A Balanced Approach for Today’s Classroom, ... p.347
CHAPTER III PROFILE OF MTs KHAZANAH KEBAJIKAN
A. Background MTs Khazanah Kebajikan is located in Jl. Talas 1 Rt. 01/010 Pondok Cabe Ilir, Pamulang, Tangerang, Banten. The attendance of MTs Khazanah Kebajikan Pamulang is like other MTs. commonly, the purpose of MTs Khazanah Kebajikan is to educate people throughout education which based on the range of faith and piety to Allah SWT. It is becoming real because on the fact people of Pamulang and around it are basically near by Islamic education, it means that the attendance of MTs Khazanah Kebajikan has similar culture with religious people in Pamulang. Proportionally, the progress of the downtown of DKI Jakarta, now Pamulang becomes a pillar of DKI Jakarta which the people has transition characteristic, shock people in pass a change, especially in social culture and economy. In the central of people life, MTs Khazanah Kebajikan is going to give a change of people life in which MTs Khazanah Kebajikan is able to apply the changes caused by DKI Jakarta city progress. But, in the other side, MTs also must be able to defend the positive rang of people Pamulang culture. Based on the definition above, MTs Khazanah Kebajikan will appear as modern school which has a vision to give an Islamic teaching as a supply for students. Therefore, students can be a modern people who has good intellectual quotient
29
30
and also has a great attitude. MTs Khazanah Kebajikan is a social school which educates some orphanages and unlucky students from every district in Indonesia.
B. Vision MTs Khazanah Kebajikan has a vision to realize smart and great students on their intellectual, emotional and spiritual quotients.
C. Missions MTs Khazanah Kebajikan has some missions as follow: 1. Prepare students to be a master of technology and science. 2. Create students who have high commitment in humanity. 3. Realize students who have ability in comprehend and apply Islamic teaching in society.
D. Goals 1. Realize students to be a pioneer in mastering science and technology in Pondok Cabe Ilir area. 2. Realize a harmonious social life. 3. Realize a community of a religious people who apply Islamic teaching in their daily life either in their school or their society.
31
E. Strategies 1. Recruit some great students using selective and objective method. 2. Hold teaching and learning activity by using exploration method. 3. Realize education equipment which can increase students’ quality. Such as library, laboratory and etc. 4. Recruit professional and competent teacher by using selective and objective method. 5. Increase teachers’ quality by holding some training, educating and progressing ability. 6. Increase school management to increase education quality. 7. Realize harmonious relationship between teacher and teacher, teacher and students and student and student. 8. Prepare worship location to have some religion activity.
F. Facilities 1. Library 2. Mosque 3. Field 4. Computer and Science Laboratory 5. Staff Room 6. Teacher Room 7. Headmaster Room 8. Classroom
32
9. Food Court 10. Cooperation Store and 11. Toilets
G. Teachers and Staffs 1. 23 teacher with S1 background and 5 teacher with S2 background 2. 5 person staff 3. 2 person security and 4. 1 person librarian
H. Data of Students Table 3. Data of Students of MTs Khazanah Kebajikan
YEAR 1999/2000 2000/2001 2001/2002 2002/2003 2003/2004 2004/2005 2005/2006 2006/2007 2007/2008 2008/2009 2009/2010
BOYS 37 47 67 72 83 104 122 127 130 123 123
GIRLS 39 58 74 105 92 89 128 142 145 113 125
TOTAL 76 115 141 177 175 193 250 269 275 236 228
33
I. Curriculum MTs Khazanah Kebajikan use KTSP curriculum which is contained by 70% common subject and 30% religion subject. In common subject, there are some extracurricular for grade VII, VIII and IX such as language and computer subject.
J. Teaching and Learning Activity Teaching and learning activity is pressing the active learning method. And the schedule are: 1. Start at 07.00 and over at 12.30 2. In the afternoon students have an intensive class especially for math, English and Arabic class.
K. Education of Faith MTs Khazanah Kebajikan also educate students some Islamic teaching. In the some way: 1. Holding praying dhuha every Tuesday, Thursday and Saturday. 2. Holding praying tahajjud at 03.00 for boarding students 3. Holding ceremony in Islamic day.
34
L. Extracurricular MTs Khazanah Kebajikan hold some extracurricular especially in art, sport, life skill and Islamic teaching. For example: 1. Art: kaligrafi, reading holly qur’an, poem, drama and etc. 2. Sport: basket ball, foot ball, volley ball and etc. 3. Life skill: language, technology computer and speech. 4. Islamic teaching: Iqra, Praying and Attitude.
M. Academic Achievement 1. Winner of Math Olympiad (KKM Tangerang II), 2007 2. 3rd winner of Yell Putra Gudep South Jakarta, 2007 3. 3rd winner of Science Olympiad (HAB DEPAG), 2007/2008 4. Winner of Science Olympiad (KKM Pamulang Scoop 31 MTs), 2007/2008 5. 4th winner of Math Olympiad in JABOTABEK, 2007/2008 6. 3rd winner of Indonesian Olympiad (HAB DEPAG), 2008/2009 7. 3rd winner of Math Olympiad, Tangerang, 2008 8. Winner of Cerdas Cermat Competition, Tangerang, 2009 9. 3rd winner of English Olympiad (HAB DEPAG), 2008/2009 10. Winner of Gerak Jalan (HAB DEPAG), Pamulang, 2008
CHAPTER IV RESEARCH FINDINGS
This chapter presents and discusses the findings of the research based on the data gathered during the experimentation. In line with the problems, it presents and discusses the research findings as follows: A. Place and Time of Research The writer did research at MTs Khazanah Kebajikan Pamulang located on Jl. Talas 1 Rt. 01/010 Pondok Cabe Ilir, Pamulang, Tangerang, Banten. She conducted this research at that school from February 3rd, 2010 up to February 17th, 2010. B. Population and Sample The population in this research is the second year students of MTs Khazanah Kebajikan Pamulang, Tangerang Selatan. The second year of this school consists of two classes. Class VIII-A consists of 39 students and class VIII-B consists of 40 students, so the total students in the second year are about 79 students. The writer took one class (VIII-A) then she randomly selected the students and took 30 students as a sample of the research. The writer choose this class (VIII-A) because she taught in that class and to make her easier in collecting the data. C. Data Collection The techniques of collecting data used in this research are: 1. Observation Before doing the research, the writer observes the location and population where the research is carried out.
35
36
2. Teaching The writer did the teaching learning process three times 1 . 3. Test The instrument of this research is the story map test which consisting of 15 questions. Type of questions is essay. The test was made by the class teacher. The writer gave the students namely pre-test and post test. Pre-test was given before she began the teaching and learning process. The pre-test is similar in form to post test that was given after three times in the instruction. Firstly, the class was given the pre-test before the lesson is begun to know the students knowledge of the materials that will be taught. Secondly, the writer gave the materials about reading comprehension by using story mapping in presentation. She did teaching for three times. The last step in the experiment, the writer gave the post test to the class. Post test was given after the lesson is finished, in order to find the students understanding the materials. D. The Technique of Data Analysis Data analysis is the last step in the procedure of experiment, in this skripsi the writer use “t” test 2 . The writer has to seek the significance differences result between pre test and post test by using formula as followed: t o = MD SEMD The writer has to seek score of t as followed: 1. Seek D (Difference) between score of variable I (X) and score of variable II (Y) and then D = X – Y. 2. Add D then getting ∑D. 1
See Appendix 3 Lesson Plan p. 50-63 Anas Sudjiono, Pengantar Statistik Pendidikan, (PT Raja Grafindo Persada: Jakarta, 2007), p. 305 2
37
3. Seek Mean from Difference by using formula: MD = ∑D N 4. Seek
the Standard of Deviation from Difference (SDD) by using
formula: ∑D2 - (∑D)2
SDD =
N
N2
5. Seek the Standard Error from Mean of Difference by using formula: SEMD =
SDD N-1
6. Seek to by using formula: t o = MD SEMD Then, the calculation of Thit is compared with Ttable with degree of significance of 1% and 5% with test criteria as follows: •
If Thit > Ttable so Ho is rejected and Ha is accepted.
•
If Thit < Ttable so Ho is accepted and Ha is rejected.
E. Data Description To know the result of the test, the writer makes the table of students’ score as follows: Table 4 The Result Calculation of Pre Test and Post Test Students
Pre-Test
Post-Test
Score (X)
Score
D=X-Y
D2 = (X –Y)2
(Y) 1
50
77
-27
729
2
63
87
-24
576
3
67
93
-26
676
4
82
75
7
49
38
5
73
93
-20
400
6
73
93
-20
400
7
62
75
-13
169
8
78
92
-14
196
9
62
92
-30
900
10
73
87
-14
196
11
73
85
-12
144
12
73
87
-14
196
13
70
83
-13
169
14
75
82
-7
49
15
63
78
-15
225
16
70
77
-7
49
17
70
77
-7
49
18
77
77
0
0
19
73
80
-7
49
20
73
82
-9
81
21
73
93
-20
400
22
70
83
-13
169
23
60
67
-7
49
24
70
83
-13
169
25
70
73
-3
9
26
65
72
-7
49
27
57
67
-10
100
28
67
73
-6
36
29
55
80
-25
625
30
65
73
-8
64
N = 30
-
-
-384
6972
∑D
∑D2
39
From the description above, the writer get the students’ pre-test score the class with minimum score is 50 and maximum score is 82, mean is 68.4, median is 70 and mode is 73. After they are taught by using story mapping, the writer get the students’ post test score of the class with minimum score is 67 and maximum score is 93, mean is 81.2, median is 81, and mode is 77. F. Data Analysis As stated above that the writer uses “t-test” in analyzing the data by this formula: 1. Determining the Standard of Deviation with formula: SDD =
∑D2 - (∑D)2 N2
N =
6972 – (-384)2 30
=
302
232.4 – 7.75
= √224.65 = 14.99 2. Determining the Standard Error with formula: SEMD =
SDD √N-1
= 14.99 30 – 1 = 14.99 √30 = 14.99 5.48 = 2.74
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3. Determining Mean of Difference by using formula: MD = ∑D N = -384 30 = -12.8 4. Determining to with formula: t o = MD SEMD = -12.8 2.74 = -4.67 The last result -4.67 indicated that there was a difference of degree as much as -4.67. Regardless the minus, it does not indicate negative score. Then, to complete the result of the research, the writer tried to find out the degree of freedom (df) with formula: df = N – 1 = 30 – 1 = 29 Df = 29 (See table of “t” value at degree of significance of 5% and 1%) At the degree of significance of 5% = 2.04 At the degree of significance of 1% = 2.76 The result of analyzing the data by using the above formula shows that the coefficient is 4.67 this means that there is a significance increase that the application of story mapping in the teaching reading comprehension.
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G. Data Interpretation The comparison between t-score and t-table: In the table of significance or in t-table df 3 = 29, the t-score (to = 4.67) then we can know to is bigger than tt that 2.04 < 4.67 > 2.76. From the result calculation if to > tt that Ha (alternative hypothesis) of the research is accepted and Ho (null hypothesis) is rejected or there is significance different result of pre test and post test. Based on the data analysis and the discussion above, the writer can interpret that story mapping is effective and applicable to be used in the classroom in teaching and learning reading comprehension.
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See Appendix 4 Nukilan Tabel “t” untuk Berbagai df, p. 64
CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion Based on the data described previously, the writer draws the conclusion as follows: Story mapping is effective to be used in the classroom to improve students’ achievement in reading comprehension competence. It can be seen from the result calculation of pre test and post test. Also it can be seen from the t-test, the result is 2.04 < 4.67 > 2.76. It proved that there is significant result of pre test and post test.
B. Suggestion The writer would like to give suggestions on her research which are: 1. The teacher should use story mapping in teaching reading of story text or narrative text to increase the students’ achievement in reading comprehension as the alternative one. 2. The teacher should use LCD projector as media to present story map power points to make students be more motivated. 3. The teacher should be well-prepared and be ready for some possibilities that can happen in students’ learning activities. 4. The teacher should find out the various materials from other English textbooks which school provided and from internet to make students more interested in the materials.
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BIBLIOGRAPHY Aebersold, Jo Ann, and Field, From Reader to Teaching Reading: Issues and Strategies for Second Language Classroom, New York: Cambridge University Press, 1997.
Barnitz, John G., Reading Development of Nonnative Speakers of English, USA: Harcourt Brace Jovanovich, Inc., 1985
Bowen, Betty Morgan, Look Here! Visual Aids in Language Teaching, London: Essential Language Teaching Series, 1973
Mc Donough, Jo, and Christoper Shaw, Materials and Methods in ELT, Sidney: The University of England, Black Well, 1993
Farris, Pamela J., Teaching Reading: A Balanced Approach for Today’s Classroom, New York: Mc Graw-Hill Book Company, 2004
Fumprey, Peter David, Measuring Reading Abilities: Concept, Sources, and Application, London: Hodder and Soughton Educational, 1997
Grabe, William , Reading Research and Its Implication for Reading Assessment, Flagstaff, Arizona: Northern Arizona University, 1985
Grellet, Francoise, Developing Reading Skills: A Practical Guide to Reading Comprehension Exercise, United Kingdom: Cambridge University Press, 1996
Harmer, Jeremy, The Practice of English Language Teaching, UK: Longman, 1991
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Lafevre, Carl A., Linguistic and the Teaching of Reading, London: Mc Graw-Hill Book Company, 1964
Mackey, William F., Language Teaching Analysis, London: Longman Green and Co. Ltd, 1996
Pearson and Johnson, Teaching Reading Comprehension, USA: Holt, Pirehart and Winston, 1978
Richard, Jack C. and David Nunan, Second Language Teacher Education, Cambridge: Cambridge University Press, 1996
Rubin, John & Irene Thompson, How To Be A More Successful Language Learner: Toward Learner Autonomy, USA: Heinle & Heinle Publishers, 1994
Streven, Peter, New Education in Teaching of English, Oxford: Oxford University Press, 1997
Sudijono, Anas, Pengantar Statistik Pendidikan, Jakarta: PT Raja Grafindo Persada, 2005
Sumardi, Mulyanto, Pengajaran Bahasa Asing, Jakarta: Bulan Bintang, 1974
Websources: http: //www.teachingenglish.org.UK/think/resources.html http://presentationsoft.about.com/od/powerpointlessonplans/qt/storymap_lesson.htm.
http://fcit.usf.edu/FCAT/strategies/SM/overview1-2.htm http://www. readingrockets.org/strategies/story_maps http://www.region15.org/curiculum/NARRATIVE_WRITING-Portrait.Pdf
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http://www.education_world.com/a_tsl/archieves/01-1/lesson0019.shtml. http://www.education_world.com/a_tsl//TM/WS_storymaprubric.shtml. http://presentationsoft.about.com/od/powerpointlessonplans/qt/storymap_lesson.htm.
