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TEACHING READING NARRATIVE TEXT THROUGH STORY FACE
STRATEGY TO THE EIGHTH GRADE STUDENTS OF MTS
NEGERI 4 OKU TIMUR.
THESIS
BY
INDRIANA SAIMONA
NIM 372015006
UNIVERSITAS MUHAMMADIYAH PALEMBANG
FACULTY OF TEACHER TRAINING AND EDUCATION
ENGLISH EDUCATION STUDY PROGRAM
AUGUST 2019
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TEACHING READING NARRATIVE TEXT THROUGH STORY FACE
STRATEGY TO THE EIGHTH STUDENTS OF MTS
NEGERI 4 OKU TIMUR
THESIS
Presented to
Universitas Muhammadiyah Palembang
In partial fulfillment of the requirement
For the degree of Sarjana in English Language Education
By
Indriana Saimona
NIM 372015006
UNIVERSITAS MUHAMMADIYAH PALEMBANG
FACULTY OF TEACHER TRAINING AND EDUCATION
ENGLISH EDUCATION STUDY PROGRAM
August 2019
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This is written by Indriana Saimona has been certified to be examined.
Palembang, 29 August 2019
Advisor I,
Prof. Dr. Indawan Syahri, M.Pd.
Palembang, 29 August 2019
Advisor II,
Masagus Sulaiman, S.Pd., M.Pd.
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This is to certify that Sarjana’s thesis of Indriana Saimona, which has been
approved by the Board of examiners as the requirement for Sarjana degree in
English Education
Prof. Dr. Indawan Syahri, M.Pd., Chairperson
Masagus Sulaiman, S.Pd., M.Pd., Member
Finza Larasati, S.Pd., M.Pd., Member
Acknowledged by Approved by
The Head of The Dean of
English Education Study Program, FKIP UMP,
Sri Yuliani, S.Pd., M.Pd . Dr. H. Rusdy A.S., M.Pd.
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MOTTO AND DEDICATION
Motto:
“To get success, your courage must be greater than your fear”
This is Dedicated to:
My beloved parents Haitami and Roniah who always help me in everything. Thank you
so much for the endless love, pray, and financial support. I believe something beautiful
that I feel, is your prayer that God has granted.
My great advisors, Prof. Dr. Indawan Syahri , M.Pd and Masagus Sulaiman,S.Pd.,
M.Pd. thanks for everything that you give to me, thanks for your knowledge,
suggestions, support, help and many others.
My lovely sisters and brother (Desi Ratnasari S.Pd and Roni Juanta) Thanks for your
love,prayer,support and motivation and smile for me. I believe we can be successful
people and make our parents proud of us.
My beloved friend (Selistiana, Nurika, Tri Anjarwati and Kak Nina).Thank you very
much for your support, help and togetherness.
All of my friends in English Education Study Program 2015, especially for class A whose
name cannot be mentioned one by one. Thanks for your help, friendship, and all kindness
My beloved friends in Practice teaching Senior High School YWKA Palembang and
KKN in Gandus, thank you for the great experiences and wonderful moments that would
not be forgotten by me.
All of lecturers in Faculty of Teacher Training and Education, especially in English
Education study program
Thank you so much for My green campus and almamater.
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ABSTRACT
Saimona, Indriana. 2019. Teaching Reading Narrative Text through Story Face
Strategy to The Eighth Grade Students of MTs Negeri 4 OKU Timur. English
Education Study Program, Sarjana Degree (S1), Faculty of Teacher Training and
Education, Universitas Muhammadiyah Palembang. Advisors: (I) Prof. Indawan
Syahri., M.Pd., (II) Masagus Sulaiman, S.Pd., M.Pd.
Keywords: Story Face Strategy, Reading Comprehension , Narrative Text.
This study entitled Teaching Reading Narrative Text throught Story Face Strategy to
The Eighth Grade Students of MTs Negeri 4 OKU Timur. The problem of this study
was whether or not there was any significant difference on the Eighth Grade
Students‟ reading comprehension achievement who were taught through Story Face
startegy and those of the students who were not taught using Story Face strategy of
MTs Negeri 4 OKU Timur. The objective of this study was to determine the
difference Story Face strategy in teaching reading narrative text to the Eighth Grade
Students of MTs Negeri 4 OKU Timur. The population of this study was all the
Eighth Grade Students of MTs Negeri 4 OKU Timur 90 students from 3 classes. The
samples 60 students which were divided into two group: experimental group and
control group. The test consisted of 30 questions in terms of multiple choice
questions. The data obtained were analyzed by t-test. The result of data analysis
revealed that t-obtained was 5.060, with the critical value 1.671, at the significance
level of 5% and df 58. Since t-obtained was higher than critical value, the null
hypothesis (Ho) was rejected and alternative hypothesis (Ha) was accepted. It could be
concluded that there were significant differences between students‟ ability in
answering reading comprehension question to the students who were taught through
Story Face strategy those of the students who are not taught using Story Face of MTs
Negeri 4 OKU Timur. Additionally, teaching narrative text through Story Face
strategy can develop students‟ reading comprehension achievements particularly for
the Eighth Grade Students of MTs Negeri 4 OKU Timur.
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ACKNOWLEDGEMENT
Bismillahirrahmanirrahim,
First and Foremost, Alhamdulillahi rabbil „alamin, the writer expresses her
highest gratitude to Allah SWT for blessing, love, opportunity, health, mercy, and
guidance to fulfill and complete this thesis entitled “Teaching Reading Narrative Text
Through Story Face Strategy to The Eighth Grade Students of MTs Negeri 4 OKU
Timur”. Shalawat and Salam are also delivered to our Prophet Muhammad SAW who
has brought Islam as the Rahmatan Lil Alamiin.
The writer would like to express her gratitude to Rector Universitas
Muhammadiyah Palembang, Dr. Abid Djazuli, S.E., M.M., Dean of Teacher Training
and Education Faculty, Dr. H. Rusdy A. Siroj, M.Pd., Head of English Education
Study Program, Sri Yuliani, S.Pd., M.Pd., and thanks a lot to all the lectures of
English Department at Universitas Muhammadiyah Palembang who have taught and
helped the researcher during the research.
In addition, the writer gives the highest appreciation to her thesis advisors
Prof. Dr. Indawan Syahri, M.Pd and Masagus Sulaiman, S.Pd., M.Pd., who have
guided, helped, advised, supported, given suggestions and comments for the writer to
complete this on time , The writer also would like to express her great thanks to the
Headmaster at MTs Negeri 4 OKU Timur, and the teacher of English, and the staff
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member, and also the Eighth Grade Students of MTs Negeri 4 OKU Timur, who have
given their help and support in collecting the research data.
The deepest thanks and love are addressed to her beloved father (Haitami)
and mother (Roniah), and lovely brother (Roni Juanta), and all of family who have
given their love, prayer, attention and supports to finish this thesis
Last, the researcher hopes this thesis will be useful for the people who read it
and for other researchers in the future. The writer realizes that the thesis is still far
from being perfect, therefore any comments, suggestions and constructive criticisms
are very much welcome.
Palembang, August 2019
The writer
IS
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LIST OF CONTENTS
Pages
TITLE PAGE ................................................................................................. i
AGREEMENT PAGE ................................................................................... ii
APPROVAL PAGE ....................................................................................... iii
MOTTO AND DEDICATION ...................................................................... iv
ABSTRACT .................................................................................................... v
ACKNOWLEDGEMENTS ........................................................................... vi
LIST OF CONTENTS ................................................................................... viii
LIST OF TABLES ......................................................................................... xi
LIST OF APPENDICES................................................................................ xiii
CHAPTER I. INTRODUCTION
1.1 Background of the Study ...................................... 1
1.2 Problems of the Study ........................................... 3
1.2.1 Limitation of the Study.......................................... 3
1.2.2 Formulation of the Study ....................................... 3
1.3 Objective of the Study ........................................... 4
1.4 Significance of the Study ...................................... 4
1.5 Hypotheses of the Study ........................................ 5
1.6 Criteria of Testing the Hypotheses ........................ 6
CHAPTER II. LITERARTURE REVIEW
2.1 Teaching .............................................................. 7
2.2 Reading ................................................................ 8
2.3 Reading Comprehension ..................................... 9
2.4 Narrative Text ..................................................... 10
2.4.1 Types of Narrative Text ...................................... 11
2.5 Story Face strategy .............................................. 13
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2.6 The Procedures of Applying
Story Face Strategy................................................ 15
2.7 The Procedures of Teaching Reading Narrative Text
through Story Face strategy.................................. 15
2.8 The Procedures of Teaching Reading Narrative Text
Through Story Face strategy in
Experimental class.……………………......….… 17
2.9 Previous Related Studies………………..…........ 18
.
CHAPTER III. METHODOLOGY
3.1 Research Method ......................................................... 22
3.2 Research Variables ...................................................... 23
3.3 Operational Definitions ............................................... 23
3.2.1 Reading Comprehension ............................................. 23
3.2.2 Story Face Strategy ..................................................... 24
3.4 Population and Sample ................................................ 24
3.4.1 Population .................................................................. 24
3.4.2 Sample ........................................................................ 25
3.5 Technique for Collecting the Data ............................. 25
3.5.1 Test ............................................................................. 25
3.5.1.1 Pretest .......................................................................... 26
3.5.1.2 Posttest ....................................................................... 26
3.5.2 Research Instrument Analysis .................................... 26
3.5.2.1 Validity Test ................................................................ 26
3.5.2.2 Realibility Test ............................................................ 29
3.5.1.1 Readability Test .......................................................... 30
3.6 Technique for Analyzing the Data ............................. 30
3.6.1 Data Descriptions ....................................................... 31
3.6.2 Distribution of Frequency Data ................................... 31
3.6.3 Descriptive Statistics ................................................... 31
3.7 Pre-requisite Analysis ................................................. 31
3.7.1 Normality Test ............................................................. 32
3.7.2 Homogeneity Test ........................................................ 32
3.7.3 Hypothesis Testing ....................................................... 32
CHAPTER IV. FINDINGS AND INTERPRETATION
4.1 Findings of the Study .................................................. 33
4.1.1 The Result of Students‟ Pretest Score in Control
Group........................................................................... 34
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4.1.2 The Result of Students‟ Posttest Score in Control
Group .......................................................................... 36
4.1.3 The Result of Students‟ Pretest Score in
Experimental Group ................................................... 37
4.1.4 The Result of Students‟ Posttest Score in
Experimental Group ................................................... 39
4.1.5 Normality of Students‟ Pretest Score in Control
and Experimental Group ............................................ 41
4.1.6 Normality of Students‟ Postest Score in Control
and Experimental Group ............................................. 42
4.1.7 Homogeneity Test of Students‟ Pretest Score in
Control and Experimental .......................................... 43
4.1.8 Homogeneity Test of Students‟ Posttest Scores in
Control and Experimental Group ............................... 44
4.1.9 The differences between Pretest and Posttest
Score in Experimental Group……..……....….. ....... 45
4.1.10 The differences between Pretest and Posttest of
Control Group………………………...…....... .......... 46
4.1.11 The comparison of Posttest Experimental Group
and Control Group by using Independent Sample
T-test .......................................................................... 47
4.2 Interpretations ............................................................. 49
CHAPTER V. CONCLUSION AND SUGGESTION
5.1 Conclusion..................................................................... 52
5.2 Suggestions ................................................................... 53
5.2.1 The teachers of English ................................................. 53
5.2.2 The students .................................................................. 53
5.2.3 The Institution of MTs Negeri 4 OKU Timur ............... 54
REFERENCES ............................................................................................... 55
APPENDICES ................................................................................................ 56
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LIST OF TABLES
Tables Pages
1. Population of the Study ............................................................................. 24
2. Sample of the Study ................................................................................. 25
3. The Specification of the Test Item ............................................................ 27
4. The Validity of the Test Items ................................................................... 28
5. The Reliability Statistic ............................................................................. 30
6. Statistic data of Pretest in Control Group ................................................. 34
7. The Frequency of Pretest in Control Group .............................................. 35
8. Statistic data of Posttest in Control Group ................................................ 36
9. The frequency of Posttest in Control Group ............................................. 37
10. Statistic data of Pretest in Experimental ................................................. 38
11. The frequency of Pretest in Experimental Group .................................... 38
12. Statistic data of Posttest in Experimental...............................................39
13. The frequency of Posttest in Experimental Group................................ 40
14. Normality Tests of Students‟ Pretest Scores in control and
Experimental.........................................................................................41
15. Normality test of students‟ Posttest scores in Control and
Experimental Groups............................................................................42
16. Homogeneity test of students‟ Pretest score in control and
Experimental Groups............................................................................43
17. Homogeneity test of students‟ postest score in control and
Experimental Groups........................................................................... 44
18. Paired samples statistic pretest and posttest Experimental
Group....................................................................................................45
19. The results of paired sample t-Test Pretest and posttest in
Experimental.........................................................................................45
20. Paired samples t-Test Statistic Pretest and Posttest in contro
Group....................................................................................................46
21. The results of paired sample t-Test pretest and posttest in
Control group........................................................................................ 47
22. Independent sample test.......................................................................48
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LIST OF APPENDICES
Appendices Pages
1. Test of Items ..............................................................................................
2. The Answer key of Test ............................................................................
3. Hasil Nilai Siswa .......................................................................................
4. Silabus .......................................................................................................
5. Rencana Pelaksanaan Pembelajaran .........................................................
6. Surat Keputusan Dosen Pembimbing Skripsi............................................
7. Daftar Hadir Seminar Proposal .................................................................
8. Daftar Hadir Dosen Penguji Seminar Proposal.........................................
9. Surat Permohonan Riset dari Kampus.......................................................
10. Surat Balasan Riset Dari MTs Negeri 4 OKU Timur ................................
11. Undangan Seminar Proposal .....................................................................
12. Persetujuan Ujian Skripsi ..........................................................................
13. Surat Keterangan Dari Prodi .....................................................................
14. Permohonan Ujian Skripsi ........................................................................
15. Surat Pernyataan ......................................................................................
16. Undangan Ujian Skripsi..............................................................................
17. Daftar Hadir Ujian Skripsi.........................................................................
18. Bukti Telah Memperbaiki Skripsi Hasil Ujian...........................................
19. Kartu Bimbingan Kemajuan Skripsi...........................................................
20. Curriculum Vitae .......................................................................................
Documentation .................................................................................................
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1
CHAPTER I
INTRODUCTION
This chapter presents (1) background of the study, (2) problems of the study, (3)
objective of the study, (4) significance of the study, (5) hypotheses of the study, (6)
criteria of testing the hypotheses.
1.1 Background of the Study
As one of the language skills, reading is very crucial to back up other language
skills. In other words, by reading, the students can explore their English proficiency,
(example: written and spoken forms). The students can obtain much information and
knowledge, and also improve their ability in English. Yet, they usually find it hard to
understand the reading text and it makes them not interested for learning reading.
According to Medina (2012), reading is important because it is one of the most
frequently used language skills in everyday life, as witnessed by the use of internet.
Students search for information through the web and most of it is published in English
(p.81). In relation to teaching reading comprehension, some genres of the text were
usually applied by the teachers, especially for the teachers of the Eighth Grade of Junior
High School, such as narrative text, descriptive text, recount text, report text, procedure
text.
According to Pourhoseingilakjani (2016), reading is interactive process in which
readers construct a meaningful representation of a text using effective reading strategies,
effective reading strategies are considered as significant skills that have received the
special focus on students reading comprehension proficiency (p.229). In addition, Gamble
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and Yates (2002) state that narrative is text relates a sequence of events. Narrative is not
an aesthetic invention but the basic way in which we make sense of our experiences (p.20)
Additionally, Bojovic (2010) says that comprehension is a process of getting
meaning from and bringing meaning to a text. Theoretical framework, concerning
classification of reading skills, criteria for skill ranking and skill transfer, is presented
(p.1). In addition, Mikulecky and Jeffries (2016) state that comprehension is part of life
that could be compared, in fact to a very complicated computer. Messages are constantly
coming in about what you see, hear, touch or taste and your brain receives these messages,
intreprets them, sorts them, and saves them (p.14)
In addition, the writer conducted an observation and she found some problems faced
by the Eighth Grade Students of MTs Negeri 4 OKU Timur in learning reading text, as
follows:
1) they had limited vocabulary, so that they could not understand the reading text.
2) they could not answer the questions directly, before translating by looking up the
dictionary.
3) they had low reading scores, less than “75” based on minimum passing standard
(SKM).
To overcome the problems, it is suggested that the teacher of English has to use an
effective strategy. One of the strategies is that Story Face strategy. According to Stevens
and Bruce (2004), Story Face is a graphic organizer that aids students‟ comprehension of
narrative text. It functions like a story map, allowing students to visualize the important
components of a narrative text, including setting, main characters, problems, events, and a
resolution (p.12)
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The benefit of using this strategy Story Face is that students are more active and
enthusiastics in learning reading narrative texts. From the explanation stated, the writer
was interested in conducting a study under the title “Teaching Reading Narrative Text
through Story Face Strategy to the Eighth Grade Students of MTs Negeri 4 OKU Timur”.
1.2. Problems of the study
The problems of the study have something to do with teaching reading narrative text
through Story Face strategy to the Eighth Grade Students of MTs Negeri 4 OKU Timur.
1.2.1. Limitation of the Problem
In this study, the writer limited the problem on teaching reading narrative text
through Story Face strategy to the Eighth Grade Students of MTs Negeri 4 OKU Timur. In
this case, the writer limited the genres of narrative text on five folklores, such as :
“SuraBaya ”, “The Monkey and the Crocodile”, “Lonely Landy” and “Two Goats”.
1.2.2. Formulation of the Problem
In this study, the writer formulated the problem into the following question: “is there
any significant difference on the Eighth Grade students reading comprehension
achievement taught through Story Face strategy and those of the students who are not
taught using Story Face strategy of MTs Negeri 4 OKU Timur?”
1.3 Objective of the Study
Based on the problem stated, the objective of the study was to find out whether or
not it is effective to use Story Face strategy in teaching reading narrative text to the Eighth
Grade students of MTs Negeri 4 OKU Timur.
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1.4 Significance of the Study
The writer believes that this study can give valuable input and contribution to some
parties, as follows:
1. For the Writer Herself
This study can give valuable information and knowledge about teaching reading
comprehension especially using Story Face strategy that can improve the writer‟s teaching
performance.
2. For the Teacher of English
Hopefully, this study could be used as a good reference for teachers of English to
improve their teaching skills in reading text to the students in the classroom activity.
3. For the Students
This study hopefully can make the students interested in learning reading narrative
text with the teacher in the classroom.
4. For Other Researchers
This study could be used as a good source or reference for other researchers to
conduct a deep on going research to the topic of this study.
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1. 5 Hypotheses of the Study
According to the Fraenkel and Wallen (2012), hypothesis is simply put a prediction
of the possible outcomes of a study (p.45). The writer proposes two hypotheses in this
study. They were alternative hypothesis (Ha) and the null hypothesis (Ho).
1. (Ha) :There was a significant difference on the Eighth Grade Students‟
Reading comprehension achievement taught using narrative text
through Story Face strategy and the students who are not taught Story Face
strategy at MTs Negeri 4 Oku Timur.
2. (Ho) : There was no significant difference on the Eighth Grade
Students Reading Story Face strategy at MTs Negeri 4 OKU
Timur.
1.6 Criteria of Testing the Hypotheses
To prove the research problem, testing research hypotheses were formulated as follows:
1.) if p-output (Sig.2-tailed) was lower than 0.05 level , the null hypothesis (HO) was
rejected, and the alternative hypothesis (Ha) was accepted.
2.) if the p-output (Sig.2-tailed) was higher than 0.05 level , the null hypothesis was
accepted, and the alternative hypothesis (Ha) was rejected.
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