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THE EFFECTIVENESS OF INTERACTIVE
LEARNING IN TEACHING NARRATIVE TEXT
(A Case Study at the Second Grade of SMA Muhammadiyah 8
Ciputat)
A “Skripsi”
Presented to Faculty of Tarbiyah and Teachers Training
in Partial Fulfillment of the Requirements
for the Degree of Strata-1 (S-1) in English Language Education
By:
Nur Ajeng Solekha
NIM. 105014000313
DEPARTMENT OF ENGLISH EDUCATION
THE FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2010
THE EFFECTIVENESS OF INTERACTIVE
LEARNING IN TEACHING NARRATIVE TEXT (A Case Study at the Second Grade of SMA Muhammadiyah 8
Ciputat)
A “Skripsi”
Presented to
Faculty of Tarbiyah and Teachers Training
in Partial Fulfillment of the Requirements
for the Degree of Strata-1 (S-1) in English Language Education
By:
Nur Ajeng Solekha
NIM. 105014000313
Approved by
Advisor
Drs. Nasrun Mahmud, M.Pd.
NIP. 150 041 070
ENGLISH EDUCATION DEPARTMENT FACULTY
OF TARBIYAH AND TEACHERS TRAINING
STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH
JAKARTA
2010
i
ENDORSEMENT BY THE EXAMINATION COMMITTEE
The examination committee of the Faculty of Tarbiyah certifies that the ‘Skripsi’
(scientific paper) entitled ‘The Effectiveness of Interactive Learning in
Teaching Narrative Text (A Case Study at the Second Grade of SMA
Muhammadiyah 8 Ciputat)’ written by Nur Ajeng Solekha, students’
registration number: 105014000313, was examined by the committee on
Wednesday, March 17th
2010, and was declared to have passed and, therefore,
fulfilled one of the requirements for academic title of ‘S.Pd’ in English language
education at the Department of English Education.
Examination Committee:
Jakarta, March 18th
, 2010
CHAIRMAN : Drs. Syauki, M.Pd. (……………………)
NIP.19641212 199103 1 002
SECRETARY : Neneng Sunengsih, S.Pd. (…………………….)
NIP. 19730625 199903 2 001
EXAMINER 1 : Drs. Syauki, M.Pd (…………………….)
NIP. 19641212 199103 1 002
EXAMINER 2 : Drs. Nasifuddin Jalil, M.Ag (…………………….)
NIP. 19560506 199003 1 002
Acknowledge by:
Dean of Tarbiyah and Teachers Training Faculty
Prof. Dr. Dede Rosyada, MA.
NIP.19571005 198703 1 003
ii
ABSTRACT
SOLEKHA, NUR AJENG, 2010, The Effectiveness of Interactive Learning in
Teaching Narrative Text (A Case Study at the Second Grade of SMA
Muhammadiyah 8 Ciputat), Skripsi, English Department, the Faculty of
Tarbiyah and Teachers’ Training, UIN Syarif Hidayatullah, Jakarta.
Advisor: Drs. Nasrun Mahmud, MPd.
Key words: Interactive Learning and Teaching Narrative Text, SMA
Muhammadiyah 8 Ciputat.
This study is purposed to describe the objective condition of the effectiveness
of interactive learning in teaching narrative text at the second grade of SMA
Muhammadiyah 8 Ciputat.
The aim of this research is to know the effectiveness of interactive learning in
teaching narrative text; moreover it is conducted to get the effective technique in
teaching narrative text at the second grade of SMA Muhammadiyah 8 Ciputat.
The sample of the research is 40 students of the second grade. In getting the
data, the writer used experiment method and quantitative approach. The
instrument of the research is pre-test and post-test.
The findings of the study state that teaching narrative text by using interactive
learning at the second grade of SMA Muhammadiyah 8 Ciputat is effective and
quite success because it can lead students capable in learning narrative text.
Based on the research finding, it can be suggested that:
a. Teacher should make the class interactive to make the class alive.
b. The students are suggested to be familiar in learning narrative text based on
the interactive learning.
iv
ABSTRAK
SOLEKHA, NUR AJENG, 2010, The Effectiveness of Interactive Learning in Teaching
Narrative Text(A Case Study at the Second Grade of SMA Muhammadiyah 8 Ciputat), Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan
Keguruan, UIN Syarif Hidayatullah Jakarta.
Pembimbing: Drs. Nasrun Mahmud, MPd.
Key words: Pembelajaran Interactive, Teks Narrative, Jurusan Pendidikan Bahasa
Inggris
Penelitian ini ditujukan untuk mendeskripsikan kondisi objektif dari
keefektifan pembelajaran interaktif dalam mengajar teks narrative di SMA
Muhammadiyah 8 Ciputat.
Adapun tujuan dari penelitian ini adalah untuk mengetahui keefektifan
pembelajaran interaktif dalam mengajar teks narrative di SMA Muhammadiyah 8
Ciputat. Penelitian ini menggunakan metode eksperimen dan juga menggunakan
pendekatan kuantitatif. Instrumen yang digunakan adalah pre-test dan post-test.
Hasil yang diperoleh dari penelitian ini membuktikan bahwa mengajar teks
narrative pada kelas dua di SMA Muhammadiyah 8 Ciputat dengan menggunakan
pembelajaran yang interaktif adalah effektif dan cukup sukses karena
pembelajaran tersebut dapat membuat siswa belajar teks narrative dengan baik.
Berdasarkan hasil penelitian yang ditemukan, dapat disarankan bahwa:
a. Seorang guru sebaiknya menjadikan kelas yang interaktif agar suasana
kelas menjadi hidup.
b. Para siswa disarankan untuk lebih familiar dalam belajar teks narrative menggunakan pembelajaran yang interaktif.
v
ACKNOWLEDGEMENT
In the name of Allah, the Beneficent, the Merciful. All praise be to Allah,
Lord of the world who has given the Mercy and Blessing to her so the writer can
accomplish her “Skripsi.” Peace and salutation be upon the prophet Muhammad,
his families, companions, and his followers forever.
In this occasion, the writer would like to expr ess her greatest appreciation,
honor and gratitude to her beloved mother and father Ibu Urifah and Bapak
Sunardi, for their irreplaceable encouragement and patience to motivate the writer
to finish her study, and also her beloved brothers, for their support and kindness to
her in writing this “Skripsi.”
The writer also would like to express her gratitude to Mr. Drs. Nasrun
Mahmud, M.Pd. for his advices, guidance, dedication, corrections and suggestions
in finishing this “Skripsi.”
Her gratitude also goes to:
1. All inspiring lecturers of English Department for their
encouragement to the writer during her study at UIN Syarif
Hidayatullah Jakarta.
2. Drs. Syauki, M.Pd, the Head of English Education Department
3. Neneng Sunengsih S.Pd the secretary of English Education
Department, and all staffs of English Education Department
4. Prof. Dr. Dede Rosada, MA, the Dean of Faculty of Tarbiya h and
Teachers’ Training.
5. The staff and officers of the libraries of UIN, Lembaga Bahasa
Atmajaya, and American Corner, who have given permission to the
writer to complete the references for this study.
6. Drs. H. Endang Surahman, M.A, the headmaster of SMA
Muhammadiyah 8 Ciputat, who has given a great chance to the
writer to carry out the research.
vi
7. All of her friends from academic year 2005 of class A, B, and C of
English Department for sharing their knowledge, time and being
great friends.
8. To any other person who cannot be mentioned one by one for their
any contribution to the writer during finishing her “Skripsi”
May Allah, the Almighty bless them all, so be it.
Finally, the writer realizes that this “Skripsi” is still far from being perfect.
A criticism and suggestions would be acceptable to make it better.
Jakarta, March 3rd
2010
The writer
vii
CHAPTER I
INTRODUCTION
A. Background of the Study
Language plays as a tool of communication. It is useful to express feelings,
ideas or opinions between speakers and listeners or readers. It is also useful to
develop knowledge, technology and culture.
Language also is used in many different kinds of social situation for many
different purposes. It means that language is a vital part of human communication.
As Jean Berko Gleason said:
Language is a basic to our existence that life without words is difficult to
envision. Because speaking, listening, reading and writing are such
fundamental aspects of our daily life, they seem to be ordinary skills.
Executed easily and effortlessly, language use guides us through our day. It
facilitates our relationship with others and helps us understand world events
and the art and sciences.1
English is one of the important languages in the world, because it is widely
used and studied all over the world. Many books of science, technology, art and
other published issued are written in English. In other words, English is an
international language.2
In Educational world especially in Indonesian school, English is a compulsory
subject in the national curriculum. It is taught from elementary school up to the
university level. It means that English has important role so that it is taught in the
schools.
To master English, someone has to master its skills: speaking, listening,
reading, and writing. As one of the four language skills, reading provides students
with some activities to help them to comprehend the text and to train to be skillful
readers who read effectively.
1
Jean Berko Gleason and Nan Bernstein Ratner, Psycholinguistics, Second Edition, (Harcourt:
Brace College Publisher: 1998), p. 2 2
Sandra Lee McKey, Teaching English As An International Language, (England: Oxford
University Press, 2002), p. 5
1
2
One of the text types is narrative text. It is one of texts studied by students in
this era as school level curriculum. It is also offered as aesthetic reading because
one reads it not only for enjoyment and pleasure but also for getting knowledge by
introducing to new people, exploring other culture, and expanding the world.3
To achieve the goal of learning, teacher must have or create a good teaching
strategy to make the class effective and well-organized. Therefore, in teaching
narrative text, teacher needs good teaching strategy.
One of those strategies is by using interactive learning, where the whole class
working together as individual, small groups, pairs, and also individual works. It
provides work that involves a number of different arrangements. This strategy
also encourages a friendly and relaxed learning environment. 4
In the era of communicative language teaching, i nteraction is, in fact, the heart
of communication; it is what communication is all about. “Interactive learning is
one of the principles approach or indirect approach of communicative language
teaching”.5
According to Anthony’s model, approach is the level at which assumptions and
beliefs about language and language learning are specified; methods is the level at
which theory is put into practice and at which choices are made about the
particular skills to be taught, the content to be taught, and the order in which the
content will be presented, technique is the level at which classroom procedures are
described.
As Chaudron Craig states that:
Interaction is viewed as significant because it is argued that only interaction
the learner can decompose the teaching-learning structures and derive
meaning from classroom events, interaction gives learners the opportunities in
corporate structures into their own speech, and the meaningfulness for learners
of classroom events of any kind, whether thought as intera ctive or not will
3 Fraida Dubin and Elite Olshtain, Reading by All Means, (New York: Addison Wesley Publishing Company, 1990), p. 477
4 Jim Scrivener, Learning Teaching: A Guide Book for English Language Teachers, Second
Edition ( South Yarra : Macmillan, 2005), p. 84 5
H. Douglas Brown, Teaching by Principles: An Interactive Approach to Language Pedagogy, Second Edition, (New York: Longman Group Ltd, 2001), p. 165
3
depend on the extend to which communication has been jointly constructed
between the teacher and the learner.6
Based on the explanation above, the writer has as intention to make teaching
learning narrative text be alive by using interactive learning.
B. Limitation and Formulation of the Problem
To avoid misunderstanding in interpreting the problem, it is necessary to make
the limitation of the problem. The writer limits the problem as follows:
1. Interactive learning is the approach that writer analyze in this “Skripsi.”
2. Narrative text is one of text types that is taught in the second grade
students of SMA Muhammadiyah 8 Ciputat.
3. The text that the writer analyzes in this “Skripsi” is written text.
Based on the background of the study, the writer formulates the problems as
follows:” Is Interactive Learning Effective in Teaching Narrative Text?”
C. Objective of the Study
In discussing this “Skripsi”, the writer would like to know the effectiveness of
interactive learning in teaching narrative text.
D. Hypothesis of the Study
The statistic hypothesis states:
1. Alternative Hypothesis (Ha): there is significance difference between the
students’ achievement in learning narrative text using interactive learning
and without using interactive learning at SMA Muhammadiyah 8 Ciputat.
2. Null Hypothesis (Ho): there is no significance difference between the
students’ achievement in learning narrative text using interactive learning
and without using interactive learning at SMA Muhammadiyah 8 Ciputat.
6 Chaudron Craig, Second Language Classroom Research on Teaching and Learning, (New
York: Cambridge University Press, 1990), p. 20
4
E. Significance of the Study
The research will analyze the effectiveness of interactive learning in teaching
narrative text. Then, the writer expects, this research will be useful, especially for
the writer herself to study about narrative text and to know more about interactive
learning and generally for being reference for other people.
F. Method of the Research
The method of this research is an experimental method by using quantitative
approach. Experimental method is a scientific investigation in which the
researcher manipulates one or more independent variables, controls any other
relevant variables, and observes the effect of the manipulation on the dependent
varable.7 In this case the writer takes Sekolah Menengah Atas (SMA)
Muhammadiyah 8 Ciputat as place for investigation to be discussed.
7 Donald Ary, Lucy Cheser Jacobs, and Asghar Rozavieh, Introduction to Research in
Education, Sixth Edition, (Belmont: Thomson learning, 2002), p. 275
CHAPTER II
THEORETICAL FRAMEWORK
A. Interactive Learning
1. Concept of Interactive Learning
Before turning into interactive learning, someone should try to understand
what we mean method, technique, and approach.
In describing methods, the difference between a philosophy of language
teaching at the level of theory and principles, and a set of derived procedures
for teaching a language, is central. In attempt to clarify this difference, a
scheme was proposed by the American applied linguist Edward Anthony in
1963. He identified three levels of conceptualization and organization, which
he termed approach, method, and technique.
The arrangement is hierarchical. The organizational key is that technique
carry out a method which is consistent with an approach.
An approach is a set of correlative assumption dealing with the nature of
language teaching and learning. An approach is axiomatic. It describes the
nature of the subject matter to be taught
Method is an overall plan for the orderly presentation of the language
material, no part of which contradicts, and all of which is based upon the
selected approach. An approach is axiomatic, a method is procedural. Within
one approach, there can be many methods.
A technique is implementation – that which actually takes place in a
classroom. It is a particular trick, stratagem, or contrivance used to accomplish
an immediate objective. Techniques must be consistent with a method, and
therefore in harmony with an approach as well.1
For Brown, the term method is best placed by the term pedagogy. The
former implies a static set of procedures, whereas the letter suggests the
1 Jack C Richards and Theodore S. Rodgers, Approach and Methods in Language Teaching,
(New York: Cambridge University Press, 1986), p. 15
6
dynamic interplay between teachers, learners, and instructional materials
during the process of teaching and learning.2
After two decades, Jack Richards revised and extended the original
Anthony model. A method, according to Jack C. Richards, is an umbrella term
for the specification and interrelation of theory and practice. An approach
defines those assumptions, beliefs, and theories about the nature of language
learning that operate as axiomatic constructs or reference points and provide a
theoretical foundation for what language teachers ultimately do with learners
in classrooms. Design specifies the relationship of theories of language and
learning to both the form and function of instructional materials and activities
in instructional settings. Procedure comprises the classroom technique and
practices that are consequences of particular approaches and designs.3
At least three different theoretical views of language and the nature of
language proficiency explicitly inform current approaches and methods in
language teaching.
The first, and the most traditional of three, is the structural view, the view
that language is a system of structurally related elements for the coding of
meaning. The target of language learning is seen to be the mastery of elements
of this system, which are generally defined in terms of phonological units
(e.g., phonemes), grammatical units (e.g., clauses, phrases, sentences),
grammatical operations (e.g., adding, shifting, joining, or transforming
elements), and lexical items (e.g., function words and structure words).
The second view of language is functional view, the view that the
language is a vehicle for the expression of functional meaning. The
communicative movement in language teaching subscribes to this view of
language. This theory emphasizes the semantic and communicative dimension
rather than merely the grammatical characteristics of language, and leads to a
2 Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching, (New York:
Cambridge University Press, 2002), p. 6 3 Jack C. Richards, The Context of Language Teaching, (New York: Cambridge University
Press, 1985), p. 16-17
7
specification and organization of language teaching content by categories of
meaning and function rather than by elements of structure and grammar.
The third view of language can be called interactional view. It sees
language as a vehicle for the realization of interpersonal relations and for the
performance of social interactions between individuals. Language is seen as a
tool for the creation and maintenance of social relations. Areas inquiry being
drawn on in the development of interactional approaches to language teaching
includes interaction analysis, conversation analysis, and ethnomethodology.
Interactional theories focus on the pattern of moves, acts, negotiation, and
interaction found in conversational exchange. Language teaching contents,
according to this view, may be specified and organized by patterns of
exchange and interaction or may be left unspecified, to be shaped by the
inclinations of learners as interactors. 4
One of the most comprehensive lists of Communicative Language
Teaching features came some time ago from Finocchiaro and Brumfit. They
described that interactive learning, cooperative learning, learner -centered
classes, content-centered education, whole language, etc, included into what
called with principle of Communicative Language Teaching.5
From the statements above, the writer concludes that the interactive
learning is an approach that is the principle of Communicative Language
Teaching while interactive language teaching means elicitation of willing
student participation and initiative. It requires a high degree of indirect
leadership, along with emotional maturity perceptiveness, and sensitivity to
the feeling of others. In interaction language teaching, comprehension and
production retrieve their normal relationship as interactive duo. 6
4
Richards and Rodgers, Approach and Methods…, p. 17 5
H. Douglas Brown, Teaching by Principles: An Interactive Approach to Language pedagogy, Second Edition, (New York: Longman, 2001), p. 85
6 Wilga M. River, Interactive LanguageTeaching, Sixth Edition, (New York: Cambridge
University Press, 1993), p. 9
8
2. Definition of Interactive Learning
Interaction is an important word for language teaching. In the era of
Communicative Language Teaching, interaction is, the heart of
communication is all about.
According to H. Douglas, interaction is the collaborative exchange of
thoughts, feelings, or ideas between two or more people, resulting in a
reciprocal effect on each other. Theories of communicative competence
emphasize the importance of interaction as human beings use language in
various contexts to negotiate meaning, or simply stated, to get an idea out of
one person�s head and into the head of another person and vice versa. 7
In addition, according to River, interaction is the situation when students
achieve facility in using a language when their attention focuses on conveying
and receiving authentic messages. It is the messages that contain information
of interest to speaker and listener in a situation of importance o f both.
Interaction involves not just expression of one�s own ideas but comprehension
of those of others. One listens to others; one respond (directly or indirectly);
other listen and respond. 8
Interaction is also an affective, temperamental matter, not merely a
question of someone saying something to someone. 9
From the explanation above, interactive learning can be defined as an
approach that brings students to be more communicative by exchanging their
thought, feeling, and ideas where the situation focused on conveying and
receiving authentic messages.
3. Interactive Learning Principles
Before turning about interactive learning principles, there are some
principles of second language learning that should be known.
The second language learning principles are:10
7
Brown, Teaching by Principles…, p. 165 8
River, Interactive Language…, p. 4 9
River, Interactive Language…, p. 10 10
Brown, Teaching by Principles…, p. 54-70
9
a. Cognitive Principle
It is relate mainly to mental and intellectual functions.
1) Automaticity
Efficient second language learning involves a timely movement of
the control of a few language forms into the automatic processing of a
relatively unlimited number of language forms. Over analyzing
language, thinking too much about its forms, and consciously lingering
on rules of language all tend to impede this graduation to automaticity.
2) Meaningful Learning
Meaningful learning will lead toward better long-term retention
than rote learning.
3) The Anticipation of Reward
Human being is universally driven to act or behave by the
anticipation of some sort of reward-tangible or intangible, short term-
that will ensue as a result of the behavior.
4) Intrinsic Motivation
The most powerful rewards are those that are intrinsically
motivated within the learner. Because the behavior stems from needs,
wants, or desires within oneself, the behavior itself is self-rewarding;
therefore, no externally administered reward is necessary.
5) Strategic Investment
Successful mastery of the second language will be due to a large
extent to a learner�s own personal “investment” of time, effort, and
attention to the second language in the form of an individualized
battery of strategies for comprehending and producing the language.
b. Affective Principle
The principles are characterized by a large proportion of emotional
involvement.
10
1) Language Ego
As human beings learn to use a second language, they also develop
a new mode of thinking, feeling, and acting-a second identity. The new
language ego, intertwined with the second language, can easily create
within the reader a sense of fragility, defensiveness, and a rising of
inhibition.
2) Self-Confidence
Learners� belief that they indeed are fully capable of accomplishing
a task is at least partially a factor in their eventual success in attaining
the task.
3) Risk-Taking
Successful language learners, in their realistic appraisal of them
selves as vulnerable beings, yet capable of accomplishing tasks, must
be willing to become gambler in the game of language, to attempt to
produce and to interpret language that is a bit beyond their absolute
certainty.
4) The Language-Culture Connection
Whenever teacher teaches a language, she or he also teaches a
complex system of cultural customs, values, and ways of thinking,
feeling, and acting.
c. Linguistics Principle
Language learning and teaching center on language itself and on how
the learners deal with these complex linguistics systems.
1) The Native Language Effect
The native language of learners exerts a strong influence on the
acquisition of the target language system. While that native system
will exercise both facilitating and interfering effects on the production
and comprehension of the new language, the interfering effects are
likely to be the most salient.
11
2) Inter-language
Second language learners tend to go through a systematic or quasi-
systematic developmental process as they progress to full competence
in the target language. Successful interlanguage developmental is
partially a result of utilizing feedback from others.
3) Communicative Competence
Given that communicative competence is the goal of a language
classroom, instruction needs to point toward all its components:
organizational, pragmatic, strategic, and psychomotor. Communicative
goals are best achieved by giving due attention to language use and not
just usage, to fluency and not just accuracy, to authentic language and
contexts, and to students� eventual need to apply classroom learning to
previously unrehearsed contexts in the real world.
Most of the twelve principle listed form foundation stones for structuring a
theory of interaction in the language classroom. Consider the following
selected relationship.
Automatically: True human interaction is best accomplished when vocal
attention is on meaning and messages and not on grammar and other
linguistics forms. Learners are thus freed from keeping language in a
controlled mode and can more easily proceed to automatic modes of
processing.
Intrinsic motivation: As students become engaged with each other in
speech acts of fulfillment and self-actualization, their deepest drives are
satisfied. And as they more fully appreciate their own competence to use
language, they can develop a system of self-reward.
Strategic investment: Interaction requires the use of strategic language
competence both to make certain decisions on how to stay or write or interpret
language, and to make repairs when communication pathways are blocked.
The spontaneity of interaction discourse requires judicious use of numerous
strategies for production and comprehension.
12
Risk-taking: Interaction requires the risk of failing to produce intended
meaning, of failing to interpret intended meaning (on the part of someone
else), of being laughed at, of being shunned or rejected. The reward, of course,
are great and worth the risks.
The language-culture connection: The cultural loading of interactive
speech as well as writing requires that interlocutors be thoroughly versed in
the cultural nuances of language.
Interlanguage: The complexity of interaction entails a long developmental
process of acquisition. Numerous errors of production and comprehension will
be a part of this development. And the rule of teacher feedback is crucial to
the developmental process.
Communicative competence: All of the elements of communicative
competence (grammatical, discourse, sociolinguistic, pragmatic, and strategic)
are involved in human interaction. All aspects must work together for
successful communication to take place.11
4. Teacher�s Roles in Interactive Learning
Teacher can play many roles in the course of teaching. Just as parents are
called upon to be many things to their children, teacher cannot be satisfied
with only one role.
The roles of teacher are: 12
a. The Teacher as Controller
This is a role that is sometimes expected in traditional education
institutions and always in charge of every moment in the classroom. As
the controller, teacher determines what the students do, when they should
speak and what language forms they should use. They can often predict
many students� responses because everything is mapped out ahead of time,
with no leeway for divergent paths. In some respects, such control may
sound admirable. But for interaction to take place, the teacher must create
11 Brown, Teaching by Principles…, p. 166
12 Brown, Teaching by Principles…, p. 167-168
13
a climate in which the freedom of expression is given over to students to
make it impossible to predict everything that they will say and do.
b. The Teacher as Director
According to Oxford Advance learner�s dictionary, director is a person
who directs or controls a group of people working together or an
institution.13
The role of teacher in this way is directs a course and always enable
students to engage in the real-life drama of improvisation as each
communicative event brings its own uniqueness.
c. The Teacher as Manager
Teacher�s role is this way is someone who plans lesson, modules, and
courses. She or he also structures the larger, longer segments of classroom
time, but allows each individual player to be creative within those
parameters.
d. The Teacher as Facilitator
Teacher helps them to clear away roadblocks, to find shortcuts, and to
negotiate rough terrain. The facilitating role requires that the teacher step
away from the managerial or directive role and allow students with
teacher�s guidance and gentle prodding to find their own pathways to
success.
e. The Teacher as Resources
The implication of the resource role is that the students take the
initiative to come to teacher. The teachers are available for advice and
counsel when the students seek it.
According to Showstack, there are only two things that are clearly
provided by the teacher: (1) exposure to the target language and (2) the
motivation to continue studying the language.14
13 A S Hornby, Oxford Advanced Learner’s Dictionary, Fifth Edition, (New York: Oxford
University Press, 1995), p. 326 14
Robert J. Di Pietro, Strategic Interaction: Learning Language Through Scenario, Third
Edition, (New York: Cambridge University Press, 1990), p. 13
14
In the language classroom is often structured around the simple fact that
the teacher�s role is that expert, evaluator and, no matter how informal,
ultimately the one in control.15
5. Students� Roles in Interactive Learning
Breen and Candlin describe the learner�s roles within a communicative
methodology in the following term.
The role of learner as negotiator - between the self, the learning process,
and the object of learning – emerges from and interacts with the role of
joint negotiator within the group and within the classroom procedures and
activities which the group undertakes. The implication for the learner is he
should contribute as much as he gains, and thereby learn in an
interdependent way.16
6. Pattern of Learning Style
Observation has shown that the most common type of classroom
interaction is that known as „IRF�- „Initiation-Response-Feedback�: the
teacher initiates an exchange, usually in the form of a question, one of the
students answers, the teacher gave feedback (assessment, correction,
comment), initiates the next question-and so on.
Interaction patterns are: 17
a. Group work
Students work in small group on tasks that entail interaction:
conveying information, for example, or group decision-making. The
teacher walks around listening, intervenes little if at all.
It is a generic term covering a multiplicity of techniques in which two
or more students are assigned a task that involves collaboration and self
initiated language. Pair work is simply group work in groups of two. It is
15
George Yule and Wayne Gregory, “Survey Interview for Interactive Language Learning”, in
ELT Journal: An international Journal for Teachers of English to Speakers of Other Languages,
volume 43/2, April 1989, p. 142 16
Richards, The Context of Language…, p. 23 17
Penny Ur, A Course in Language Teaching: Teaching and Theory, (New York: Cambridge University Press, 1996), p. 227-228
15
also important to note that group work usually implies “small” group
work, that is, students in groups or perhaps six or fewer. 18
It fosters learner responsibility and independence, can improve
motivation and contribute to a feeling of cooperation and warmth in the
class. These potential advantages are not, however, always realized.
Teachers fear they may lose control, that there may be too much noise, that
their students may over-use their mother tongue, do the task badly or not at
all: and their fears are often well founded. Some people - both learners and
teachers – dislike a situation where the teacher cannot constantly monitor
learner language.
The success of group work depend to some extent on the surrounding
social climate, and on how habituated the class is to using it; and also, of
course, on the selection of an interesting and stimulating tasks whose
performance is well within the ability of the group. But it also depends,
more immediately, on effective and careful organization.19
1) Advantages of group work
a) Group work generates interactive language.
Group work helps to solve the problem of classes that are too
large to offer speak. Closely related to the sheer quantity of output
made possible through group work is the variety and quality of
interactive learning.
b) Group work offers an embracing affective climate.
The second important advantage offered by group work is the
security of a smaller group of students where each individual is not
so starkly on public display, vulnerable to what the student may
perceive as criticism and rejection.
A further affective benefit of small group is an increase in
student motivation. With Maslow�s “security/safety” level satisfied
18 Brown, Teaching by Principles…, p. 177
19 Ur, A Course in Language…, p. 232-233
16
through the cohesiveness of the small group, learners are thus freed
to pursue higher objectives in their quest for success.
c) Group work promotes learner responsibility and autonomy.
Group work places responsibility for action and progress upon
each of the members of the group somewhat equally. It is difficult
to hide in a small group.
d) Group work is a step toward individualizing instruction.
Each student in a classroom has needs and abilities that are
unique. Usually the most salient individual difference that you
observe is a range of proficiency levels across your class and, even
more specially, differences among students in their speaking,
listening, writing, and reading abilities.
2) Disadvantages of group work:
a) It is likely to be noisy.
Not all students enjoy it since they would prefer to be the focus
of the teacher�s attention rather than working with their peers.
b) Individuals may fall into group roles that become fossilized, so
that some are passive whereas others may dominate.
c) Groups can take longer to organize than pairs; beginning and
ending group work activities – especially where people move
around the class – can take time and be chaotic.20
b. Closed-ended teacher questioning („IRF�)
Only on „right� response gets approved. Sometimes cynically it is
called the game.
c. Individual work
The teacher gives a task or set of tasks, and students work on them
independently, the teacher walks around monitoring and assisting where
necessary.
20 Jeremy Harmer, The Practice of English Language Teaching, (Harlow: Longman,2001),
third edition, p. 117-118
17
1) Advantages of individual learning:
a) It allows teachers to respond to individual student differences in
terms of pace of learning, learning style, and preferences.
b) It is likely to be less stressful for students than performing in a
whole-class setting or talking in pairs or groups.
c) It can develop learner autonomy and promote skills of self-
reliance and investigation over teacher-dependence.
d) It can be a way of restoring peace and tranquility to a noisy and
chaotic situation.
2) Disadvantages of individual learning;
a) It does not help a class develop a sense of belonging. It does not
encourage cooperation in which students may be able to help and
motivate each other.
b) When combined with giving individual students different tasks, it
means a great deal more thought and materials preparation than
whole-class teaching involves.21
d. Choral responses
The teacher gives a model which is repeated by all the class in the
chorus, or gives a cue which is responded to in chorus.
e. Collaboration
Students do the same sort of tasks as in „individual work�, but work
together, usually in pairs, to try to achieve the best results they can. The
teacher may not intervene. (Note that this is different from „Group work�,
where the tasks itself necessitates interaction.)
f. Student initiates, teacher answers
For example, in a guessing game: the students think of questions and
the teacher responds; but the teacher decides who asks.
g. Full-class interaction
21 Harmer, The Practice of English…, p. 115-116
18
The students debate a topic or do a language task as a class; the teacher
may intervene occasionally, to stimulate participation or to monitor.
h. Teacher talk
This may involve some kind of silent response, such as writing from
dictation, but there is no initiative on the part of the students.
i. Self-access
Students choose their own learning tasks, and work autonomously.
j. Open ended teacher questioning
There are a number of possible „right� answers, so that more students
answer each cue.
B. Narrative Text
1. Definition of Narrative Text
Before turning into narrative text, someone should know what text is.
People live in a world of words. When these words are put together to
communicate a meaning, a piece of text is created. When people speak or
write to communicate a massage, they are constructing a text. When they read,
listen to or view a place of text, they are interpreting its meaning.
Creating a text requires to make choices about the words is used and how
to put them together. If people make the right choices then they can
communicate with others. Their choice of words will depend on their purpose
and their surroundings or the context.22
One of the most widespread definitions of „text � comes from de
Beaugrande & Dressler. They define a text as a „communicative event� that
must satisfy several conditions. According to this definiti on a traffic sign, a
newspaper article, an argument and a novel are all text that corresponds to the
differing rules of particular genres of text. All the genres mentioned have
22 Mark Anderson And Kathy Anderson, Text Types in English 2, (South Yarra: Macmillan
education Australia, 1997), p. 1
19
particular linguistics features, fulfill particular functions and are bound to
specific production and reception situations.23
According to River, students need to acquire the skill of drawing
information directly from the foreign-language text without the interposition
of their own tongue. His skill is best learned in progress stages, with students
practicing regularly with materials that approximate their level of proficiency.
Level of proficiency, however, is not sufficient without the motivational
element of material of interest to the students. The problems of fluent reading
are numerous enough, without being exacerbated by linguistically difficult
texts containing materials to which the students cannot relate. 24
There are two main categories of texts-literary and factual. Within these
are various text types. Each type has a common and usual way of using
language.
Factual texts include advertisements, Internet web sites, current affairs
shows, debates, recipes, reports and instructions. They present information or
ideas and aim to show, tell or persuade the audience. The main text types in
this category are recount, response, explanation, discussion, information
report, exposition and procedure.25
Literary texts include aboriginal dreaming stories, movie scripts,
limericks, fairly tales, plays, novels, song lyrics, mimes and soap operas. They
are constructed to appeal to their emotions and imagination. Literary texts can
make people laugh or cry, think about their life of consider their beliefs.
Through fairy tales, folktales, and family stories people receive their first
organized accounts of human action. Stories continue to absorb them as they
read novels, biography, and history; they occupy them at the movies, theater,
and before the television set. And, possibly because of this intimate and long -
23 Stefan Titscher, et, al, Methods of Text and Discourse Analysis, (London: SAGE
Publications, 2000), p. 21 24
River, Interactive Language…, p. 10 25 Mark Anderson And Kathy Anderson, Text Types…,volume 2, p. 2
20
standing acquaintanceship, stories also serve as critical means by which they
make their selves intelligible within the social words.26
There are three main text types in this category: narrative, poetic and
dramatic. Media texts such as films, videos, television shows and CDs can
also fall in this category.27
A narrative is a text that tells a story to entertain the audience. Narrative
can be presented as written or spoken texts. Written narratives often take the
form of novels. The story is usually told by a narrator. If the narrator is one of
the characters in the story is said to be told in the first person. If a person
outside the story is the narrator, then the story is being told in the third
person.28
As linguistic devices, narratives may be used to indicate future actions, but
they are not themselves the cause or determinant basis for such actions. In this
sense, self-narratives function much like oral histories or morality tales within
a society. They are cultural resources that serve such social purposes as self
identification, self-justification, self criticism, and social solidification. 29
2. Aim of Narrative
The aim of a narrative, other than providing entertainment, can be to make
the audience think about an issue, teach them a lesson, or excite their
emotions.30
Its purpose is to present a view of the world that entertains or informs the
reader or listener.31
3. Types of Narrative
There are many different types of narratives including:
26 Kenneth Gergen, “Self-Narration in Social Life”, in Margaret Wetherell, et. al, (Ed.),
Discourse Theory and Practice, (London: Sage Publications, 2001), p. 247 27
Mark Anderson And Kathy Anderson, Text Typess…,volume 2 p. 1 28
Mark Anderson And Kathy Anderson, Text Types in English 3, (South Yarra: Macmillan, 1997), p. 3
29 Gergen, Self-Narration…, p. 249
30 Mark Anderson And Kathy Anderson, Text Types…,volume 3, p. 3
31 Mark Anderson And Kathy Anderson, Text Types…,volume 3, p. 6
21
a. Humor
A humorous narrative is one that aims to make the audience laugh as
part of telling a story. Here is a typical structure:
1) Orientation (unusual setting; funny character names)
2) Complication (something „crazy� happens)
3) Sequence of events (making fun of serious situations;
exaggeration; comedy of errors; funny things said by characters;
imaginative ideas; extraordinary things happening to ordinary people)
4) Resolution („all�s well that ends well�)
b. Romance
The romance narrative typically tells of two lovers who overcome
difficulties to end up together. Here are the usual features:
1) Orientation (exotic setting: sunsets, beaches, moonlight;
„hunk�male and female who is looking for love; characters introduced)
2) Complication („boy meets girl�)
3) Sequence of events ( love; hurt and pain; warmth and sharing;
jealousy; development of relationship; overcoming of problems)
4) Resolution ( boy gets girl; marry and live happily even after)
c. Historical fiction
1) Orientation (a setting in the past; description of a period in history)
2) Complication (good meet evils)
3) Sequence of events (action related to a period in history;
description of life at that time)
4) Resolution (characters survive the chaos of the time)
d. Fantasy
1) Orientation (here who may have magical power: setting may be in
another dimension with gods, witches, wizard, and so on) .
2) Complication (evil forces effect the godless)
3) Sequence of events (a quest; struggle between good and evil)
4) Resolution (good defeats evil forces)
e. Science fiction
22
1) Orientation (a future setting; a world with technology)
2) Complication (an evil force threatens the world)
3) Sequence of events (imaginative description; struggle between
good and evil)
4) Resolution (good defeats evil)
5) Coda (take care that science is used for good, not evil
There can be a combination of narratives within each of these different
types. A crime novel could also include romance and mystery. Similarly,
an adventure narrative could include humor and romance. Sometimes, the
term genre is used for the type of narrative. 32
4. Narrative Features
a. Orientation
In this paragraph the narrator tells the audience who is in the story,
when it is happening, where it is happening and what is going on.
b. Complication
This is the part of the story where the narrator tells about
something that will begin in a chain of events. These events will affect
one or more of the characters. The complication is the trigger.
c. Sequence of event
This is where the narrator tells how the characters react to the
complication. It includes their feelings and what they do. The events
can be told in chronological order (the order in which they happen) or
with flashback. The audience is given the narrator�s point of view.
At the heart of any story are, minimally, two events, represented in
two narrative clauses which are linked temporally and sequentially.
The story depends on the relationship between the two clauses. 33
32 Mark Anderson And Kathy Anderson, Text Types…,volume 2, p. 16-27
33 Joanna Thornborrow and Jennifer Coates, The Sociolinguistics of Narrative, (Philadelphia:
John Benjamins Publishing Company, 2005), p. 3
23
d. Resolution
In this part of the narrative the complication is sorted out or
problem is solved.
e. Coda
The narrator includes a coda if there is a moral or message to be
learned from the story.34
It is a final comment that comes after the
resolution of the story.35
5. Grammatical Features Of Narrative Text
Narrative usually includes the following grammatical features:
a. Nouns that identify the specific characters and places in the story
b. Adjectives that provides accurate description of the characters and
setting.
c. Verbs that show the actions that occur in the story
d. Time words that connect events, telling when they occurred. 36
According Aristotle�s definition, there have been many attempts to establish
criteria which would define the well-formed story. Among the many suggested,
two seem to be widely accepted. The first is that, to count as a narrative, there has
to be a sequence of narrative clauses (clauses containing a verb in the simple past
tense or, sometimes, the historic present tense) whose order match es the real time
order of the events described in those clauses. These clauses constitute the hearth
of the story, or narrative „core�. The second is that a story has to have a beginning,
middle and an end.37
From the explanation above it can be concluded that narrative text is the text
that tell a story and when the story only contains the beginning or just the middle
or just in the end, it can not be a good story because there must be the beginning,
the middle, and the end of the story. It is to make the story is good and easy to be
understood.
34
Mark Anderson And Kathy Anderson, Text Types…, volume 3, p. 4 35
Thornborrow and Coates, The Sociolinguistics of Narrative…, p. 4 36
Mark Anderson And Kathy Anderson, Text Types…, volume 3, p. 3 37
Thornborrow and Coates, The Sociolinguistics of Narrative…, p. 3
CHAPTER III
PROFILE OF SMA MUHAMADIYAH 8 CIPUTAT
A. Profile of SMA Muhammadiyah 8 Ciputat in Brief
1. Name of the school : SMA Muhammadiyah 8 Ciputat
2. Year of Establishment : 1968
3. Status : Accredited “A
4. Address : Jl. Raya Dewi Sartika Gg. Nangka No. 04 Ciputat
Tangerang Selatan 15411
5. Phone/Fax number : 021-7424379/021-74707376
6. Websites : Http.www.dosq08cpt.20m.com
7. E-mail : [email protected]
B. Historical Background Of SMA Muhammadiyah 8 Ciputat
SMA Muhammadiyah 8 Ciputat was established on 01 January 1968 by
managements of Muhammadiyah affiliate Ciputat and helped by students of
IAIN Syarif Hidayatullah Jakarta university.
The goal of the school is not only as mandate of association but also
based on the attention of the member of affiliate Muhammadiyah Ciputat
toward weak economic society for continue their children education. It can be
seen from one of the goals of SMA Muhammadiyah 8 Ciputat in the
beginning of existing with SMP Muhammadiyah 17 Ciputat (in Situ Gintung,
Cirendeu), then it gathered with PGA Muhammadiyah Muhammadiyah
Ciputat. Now, it is MTs/MA Muhammadiyah 1 Ciputat.
C. Vision and Mission
1. Vision of the School
Strive for forming religious, humanistic, intellectual, and communicative
human sources power.
25
2. Mission of the School
a. Directing lesson process and guidance maximally for the formed of
human resources power that have Islamic quality.
b. Establishing and developing of loving country and care about
sociality
c. Directing lesson process and guidance effectively according to its
potential
d. Strive for foreign language lesson process (English and Arabic) to
reach communicative skill ability.
D. Objectives of SMA Muhammadiyah 8 Ciputat
1. Capable utter alumnus that have good scientific quality, good attitude, and
can be good example of their environment.
2. Students have discipline characteristics and have great spirit to study as
preparation toward globalization and competitive era.
3. Teachers and staff can do their work disciplinal and responsibility
4. Capable utter human power that have capability to communicate or
“berda’wah” moral value in their environment.
E. Pace of SMA Muhammadiyah 8 Ciputat
The presence of SMA Muhammadiyah 8 Ciputat is appraised gives many
contribution to the society especially in district Ciputat society. It can be seen
from the graduates of SMA Muhammadiyah 8 that occupy in all sectors, state
or private sectors.
According to written files and founded in the field that graduates of SMA
Muhammadiyah hold good position, that are teacher, lectures, doctors, Police,
Indonesian Armed Forced, and in the government administration.
SMA Muhammadiyah 8 Ciputat will strive for all of the competence to do
and have a role to build the country according to vision, mission, and the goal.
26
F. Teachers and Students
The teachers, based on the organization structure, at the top is the Principal
of SMA Muhammadiyah 8 Ciputat. The school committee and vice principal
is in line with staff administration. Besides, there are four leader team, such as
curriculum leader, students’ leader, public relation leader, and facilities leader.
This is the sequences of leadership of SMA Muhammadiyah 8 Ciputat from
the first leader until know are:
1. Drs. Nasrun Mahmud
2. Sukiman Abdul Kadir, BA.
3. Drs. H. Mawardi Idrus
4. Bahar Johan, BA
5. Drs. H. Mawardi Idrus
6. Drs. H. Endang Surahman, MA.(2006-know)
The students of SMA Muhammadiyah 8 Ciputat is divided into eight
classes. It is included two classes of first grade, three classes of second grade,
and three classes of third grade.
G. Academic Facilities
All academic activities of SMA Muhammadiyah 8 Ciputat are based on
the school curriculum program started by the government . Even so, as good
school, SMA Muhammadiyah 8 Ciputat gives more facilities to all students,
such as: Moral Education, Research Methodology, Computers, and Motivation
Training Program.
Remedial and enrichment are given to students who need, and it is done in
planning. Another activity that supports the learning program in SMA
Muhammadiyah 8 Ciputat is the study tour activity which has to be followed
by all students of second grade.
Graduation is a routine activity done every year to respect and congratulate
students who have succeeded in finishing their studies in SMA
Muhammadiyah 8 Ciputat.
27
H. Non-Academic Facilities
Meanwhile non-academic activities or extra curricular can be chosen by
students. One of them is sport, like football, volley ball, and basket ball. The
most favorite sport by male and female students is volley ball and this school
has been the winner of sport competition now days. Many sport events are
being organized and facilitated by SMA Muhammadiyah 8 Ciputat, whether
internal activities that implemented in sport competition among classes or
external activities that involve other schools.
SMA Muhammadiyah 8 Ciputat has created program such as motivation
building programs to develop the students’ potential, interest and prestige to
gain future success. The motivation building programs consist of PASKIBRA,
and PRAMUKA.
I. Local Facilities
There are eight locals for students that are provided in SMA
Muhammadiyah 8 Ciputat. It is facilitated with more than 20 chairs of each
class, one set table teacher and one white board.
J. Office and Teachers’ Lounge
To provide and serves better academic service, SMA Muhammadiyah 8
has administration office which is available for administration, teachers, and
head master.
K. Laboratories
SMA Muhammadiyah 8 has two laboratories which are computer
laboratory and biology laboratory. Those are used and operated by the teacher
its selves. The laboratory provides forty computers and there are many types
of equipment of biology and chemistry.
CHAPTER IV
RESEARCH METHODHOLOGY AND RESEARCH
FINDINGS
A. Research Methodology
1. Population and Sample
The writer took the population of the study at the second grade of SMA
Muhammadiyah 8 Ciputat. The whole students of the second grade are 60
students, namely Science class, Social 1 class and Social 2 class. Each of the
class consists of 20 students. For the research, the writer took sample Social 1
class as the control class and Social 2 class as the experiment class.
2. Place and Time of the Research
The writer did the research at SMA Muhammadiyah 8 Ciputat located on
Jln. Raya Dewi Sartika Gg. Nangka No.4 Ciputat. She conducted this research
at that school from January 16th
, 2010 up to February 1st, 2010.
In addition, the teaching processes were held for 5 meeting for each class,
so the total are 10 meeting.
3. Teaching Procedures
The writer held two kinds of teaching learning process. It is based on the
research which has done in two classes; it was an experiment class and control
class. The experimental cla ss used interactive learning in teaching narrative
text and control class without using interactive learning by using Grammar-
Traditional Method. It is the methods. Now the method is called as Classical
Method since it was first used in the teaching of the classical languages, Latin
and Greek. Earlier of this century, this method was used for the purposed of
helping students read and appreciate foreign language literature. It also hoped
that, through the study of the grammar of the target language, students would
become more familiar of the grammar. It was recognized that students would
29
probably never use the target language, but the mental exercise of learning
would be beneficial anyway.1
a. Teaching Learning Process Using Interactive Learning
Teaching learning process of the experiment class depicted how
students were behaving during the teaching learning process. The noted
behavior in general was used to indicate whether the use of interactive
learning was effective. The procedures consisted socializing, leading in,
presentation, skill practice, evaluating, and scoring. The next following
was the detail of the teaching learning process.
The class was begun on the first day when teacher was introducing
interactive learning.
First, teacher made an introduction to students by greeting, asking their
condition and then explained what teacher would do in the class. Then she
gave them pre-test before the lesson began for about forty five minutes.
After finishing the test, teacher asked them about the best story they
had ever read. Then she asked them to make an interview with one of their
friends and then gave them the following question to be answered. Then
teacher chose one of them to present of what she or he got. Finally, the
students who made a presentation chose one of his or her friend to make a
presentation of what he or she got.
The question of the activity is:
Name
The best story
have ever read
The setting
The opinion
1 Diane Larsen –Freeman, Techniques and Principles in Language Teaching, (New York:
Oxford University Press, 1986), p.11
30
After they did it, teacher explained that the stories like novel, fa ble,
romantic story, fairy tales, etc. are part of narrative text. Then she
explained about narrative text.
In the second meeting, teacher gave them a text then she ask students
to read aloud by choosing randomly. After that, she asked students to
comprehend the text and discuss it in a pair. Then, she asked students to
answer the question individually. Finally, teacher explained about main
idea and information of the text.
Kind of text was:
Bandung Bondowoso and Roro Jonggrang
(The Legend of Prambanan Temple)
Once, there was a beautiful Javanese princess whose name was Roro
Jonggrang. Roro Jonggrang whose beauty was very famous in the land
was the doughter of Prabu Baka, en evil king.
One day, a handsome young man with super natural power, named
Bandung Bondowoso, defeated and killed Prabu Baka. On seeing princess
Roro Jonggrang�s beauty Bandung bondowoso fell in love and
wanted to marry her.
Meanwhile, Princess Roro Jonggran felt sad due to the death of her
father. She did not want to marry Bandung because he had killed her
father. But she was also afraid of Bandung. So, to refuse politely, she
made a condition. “I will marry you but you have to build one thousand
temples in one night as a wedding gift.” Requested Roro Jonggrang.
Bandung agreed with this condition.
Helped by the spirits of demons, Bandung Bondowoso started building
the temple. Approaching midnight, the work was nearly done. Roro
Jonggrang knew and thought, “What shall I do? Bandung is smarter than
me. I will lose against Bandung.”
Suddenly she got an idea. She woke up all the women in the palace
and ordered them to make the noisy sounds of grinding rice so that the
rooster would think it had already dawn.
Bandung Bondowoso got frustrated because he failed to complete the
thousandth temple. “The princess has deceived me!” Following his anger,
he cursed Roro Jonggrang, “You have cheated me. Now, the thousandth
temple is you!”
At once, the princess turned into a statue. Knowing this, Bandung
Bondowoso regretted this and went away into far land. Now, people called
the temple Prambanan Temple and the princess statue, Roro Jonggran
statue.
31
In the third meeting, teacher asked them to make groups consisted of
five persons of each group. Then the writer gave a text to be discussed
together. When they were working together, teacher controlled the class.
Still on the third meeting, after discussing together, they had to present
it to other group by giving them opinion and reason about the best
character of the text that had the right to possess the statue from the text of
what they had discussed; other group who did not agree gave a comment
and the group who agree with the statement made an addition.
In the end of the meeting, teacher gave them explanation but before
giving them explanation, teacher made an evaluation then explained about
the characteristics of narrative text by leading them to tell the
characteristics based on the text what they had discussed.
Kind of the text was:
Nai Manggale
Once upon a time, there lived a famous sculpture in Tapanuli, North
Sumatra. His name was Datu Panggana. He could carve woods into many
things.
One day, he got an inspiration to carve a wood into a statue a beautiful
woman. Then, he put the statue in front of his house. It was not finished
yet. The statue still had any clothes yet.
Later, a young merchant passed by in front of Datu Panggana�s house.
His name was Bao Partiga. He sold jewelries and clothes. He was very
impressed by the beauty of the statue. “She would be more beautiful by
wearing my clothes,” said Bao Partigo. He then put on the clothes he
wanted to sell on the statue.
Bao partigo was very pleased now. The statue likes a real human. Then
he left Datu Panggana�s house. After that, a priest and his wife passed by.
They were also impressed by the beauty of the statue.
“I want to pray to God to make her live like a real human. I want to
make her as our daughter,” said the priest to his wife. The couple had any
children yet.
Their dreams come true. The statue had changed into a very beautiful
girl. The priest and his wife took the girl home. They named her Nai
Manggale.
The news about Nai Manggale spread very fast. All the villagers come
to priest�s house to see Nai Manggale. Among them were Datu Panggana
and Bao Partigo.
32
Datu Panggana said, “She has to stay in my house. The statue was
mine.”
But, Bao Partigo also claimed the same things. “She is wearing my
clothes. So, she has to stay in my house.”
The priest did not to lose Nai Manggale. “Remember, I am the one
who made her live like a human. So, she stays here.”
Those three men then were very busy arguing. They claimed to have
the right of Nai Manggale. To calm them, an elderly of the village gave a
solution. His name was Aji Bahir.
“You all can have her and have a relationship with her. Datu Panggana
, you are her uncle. Bao Partigo, you are her brother. And you the priest,
you are her father.”
The three man accepted Aji Bahir�s advice. And now they were happy
because they all could ask her to stay in their houses. Besides that, now
those three were related.
In the beginning of the forth meeting, teacher made a game about past
tense that asking about what they did yesterday. First, the teacher asked
one of them to answer the question then it would be continued by the
student to other students. After that, the writer connected this question into
what they had studied yesterday that was about the characteristics of
narrative text. One of them is about past tense and time sequences. Then
teacher explained it to them after they practiced it. Afterwards, teacher
asked them to make a group consisted of five persons in each to arrange
and discuss a text and they had to answer the question in the table about
the arrangement of narrative text.
The question of the activity is:
Make a short sentences that explain the
story
Title In the
beginning
In the middle
In the end
The important
things that we
can get
33
Kind of text is:
One day many years ago, at a time when his mouth was still small and
dainty, as in fact it used to be, the fox was out walking and happened to
notice a Huaychao singing on a hilltop. Fascinated by the bird�s flute -like
bill, he said politely, “What a lovely flute, friend Huaychao, and how well
you play it! Could you let me try it? I�ll give it back in a moment, I
promise.”
The bird refused. But the fox was so insistent that at last the Huaychao
lent him its bill, advising him to sew up his lips except for a tiny opening
so that the „flute� would fit just right.
Then the fox began to play. He played on and on without stopping.
After a while the Huaychao asked for its bill back, but still the fox kept on.
The bird reminded him, “You promised. Besides, I only use it from time to
time; you�re playing it constantly.” But the fox pay no attention and kept
right on.
Awakened by the sound of the flute, skinks came out of their burrows
and climbed up the hill in a bustling throng. When they saw the fox
playing, they began to dance.
At the sight of the dancing skunks, the fox burst out laughing. As he laughed, his lips became unstitched. His mouth tore open and kept on
tearing until he was grinning from ear to ear. Before the fox could regain
his composure, the Huaychao had picked up his bill and flown away. To
this day the fox has a huge mouth - as punishment for breaking his
promise.
Still on the forth meeting, after they answer the questions, teacher
asked them to present of what they read and also what they can get from
the text. Then, teacher explained it that the beginning of story in narrative
text can be said as orientation, complication can be said the middle of the
story or when there is a conflict, and resolution can be said the end or
conclusion of the story. Coda is what we can learn from the story. In the
end of the meeting, teacher asked them whether there were any difficultie s
or not then she asked them to look for about past tense, time words, and
also the paragraph that tell about orientation, complication, and resolution
that still related to the text individually.
On the last meeting, teacher gave them a text in a pair to be read and
comprehended. After that, she asked students to discuss about the person
character in text. Then teacher will ask randomly relating to the text then it
will be continued by students� pointing to answer a question from the
34
student who pointed him/her based on the information of the text. After
that, she reviewed the lesson from the first meeting until the end of the
lesson. Finally, she gave them post-test.
The text was:
Good Lesson
Cheung Tsai was a good for nothing fellow. He knew that his father,
old Mr. Cheung was a rich man. So, Cheung Tsai was very careless with
his father's money and spent as much as he pleased.
When old Mr. Cheung found out, he did not give his son any more
money. Then, Cheung Tsai began to think of a plan. He went to his friends
and borrowed money from each of them, saying, "Don't worry. My father
is so rich that I can easily pay back all the money I have borrowed from
you." Soon, he owed all his friends so much money that they refused to
lend him any more. At last they began to ask him for their money back.
Cheung Tsai did not know what to do, so his friends all went to old Mr.
Cheung and asked him for their money back.
Mr. Cheung was very angry. He gave his son two huge sacks full of
dollar coins and ordered him to go to the home of each of his friends to
repay the money he owed them. Cheung Tsai walked from house to house,
carrying the heavy sacks of money. At last he thought to himself, "If
giving money away to people is such hard work, how much harder must it be
to earn the money." From that day onwards, he was very careful with
money.
b. Teaching Learning Process without Using Interactive Learning
Teaching learning process of control class also depicted how the
students were behaving during the teaching learning process. The noted
behavior in general used to get the description of students who didn�t use
interactive learning. In this case they used traditional technique that
teacher talking more than students and also little practice from the
students. There are more explanation rather than practices. The following
are the detail of teaching learning process.
The class was begun on the first day when teacher was introducing
interactive learning.
First, teacher made an introduction to students by greeting, asking their
condition and then explained what teacher would do in the class. Before
35
giving them a test, the teacher asked them about the best story they had
ever read. Then she gave them pre-test before the lesson began for about
forty five minutes.
After finishing the test, teacher began the lesson by explaining about
narrative text. Then teacher asked them to tell the divisions of narrative
text. Then she asked student to tell what the best story book that they had
ever read and also the reason.
In the second meeting, teacher explained the students how to get main
idea and also the information of the text. Then, she gave them text and
asked students to answer the question relating to the subject matter.
On the third meeting, teacher explained the characteristics of narrative
text then she gave them a text that had to be read and also gave them
exercises to be answered individually. Then they corrected together. After
that, teacher gave more explanation about the text. In end of the meeting,
teacher asked them whether any difficulties or not.
On the forth meeting, teacher explained them the rule of past tense and
also gave them exercises to make them master the tense. She asked
students to give the example of past tense according to teacher
explanation. Then they had to look for part of past tense in the text. In the
second part, teacher explained about the arrangement of the text. Then she
asked them to look for where were the orientation, complication, and
resolution of the text. It was also what they could get fr om the text. In the
end of the lesson, she gave students home work to be done individually.
In the last meeting, teacher reviewed the lesson from the beginning
until the end. Then, gave them text and exercises. Finally, teacher gave
them post-test.
4. Instrument of the Research
There was one technique was used by the researcher in collecting the data,
namely test. The test was used to find out of the effectiveness of interactive
learning in teaching narrative text. This test was applied in the beginning and
36
in the last meeting of teaching learning process. The form of the test can be
seen in the appendix.
B. Research Findings
1. The Data Description
As mentioned in chapter one, the writer used both library and field
research. In library research the writer looks for and collects many ideas and
information from the textbook, articles, and so on.
In field research the writer held field research by teaching in the class. The
teaching learning was done at two classes; they are Social 1 as control class
and Social 2 as an experimented class. Then the writer got the data from pre -
test and post-test. The pre-test was given before the lesson began and post-test
was given after the lesson finished.
There are 25 items in the test, if students answer a question correct ly, they
would be given score 4 and the score for wrong answer is 0.
To know the result of the test the writer makes the table of students� score
for each group. The writer doesn�t explain the students� name; she only
explains their scores as follow:
Table 4.1
The Score of the Individual Students of Experiment Class
No.
The Score of
Pre-test
The Score of
Post-test
Gained score
(X)
1. 40 52 12
2. 40 56 16
3. 16 40 24
4. 48 64 16
5. 40 56 16
6. 40 56 16
37
7. 56 76 20
8. 56 80 24
9. 64 88 24
10. 64 84 20
11. 56 76 20
12. 48 76 28
13. 24 48 24
14. 72 76 4
15. 48 72 24
16. 72 88 16
17. 64 80 16
18. 40 64 24
19. 48 60 12
20. 56 76 20
N=20 ∑x = 992 ∑x = 1368 ∑x=376
Average 50 68 18.8
Table 4.2
The Score of the Individual Students of Control Class
No.
The Score of
Pre-test
The Score of
Post-test
Gained score
(Y)
1. 44 48 4
2. 56 68 12
3. 76 80 4
4. 76 84 8
5. 48 60 12
6. 56 64 8
38
7. 60 76 16
8. 52 68 16
9. 72 76 4
10. 52 64 12
11. 40 48 8
12. 60 82 24
13. 36 48 12
14. 52 56 4
15. 84 92 8
16. 80 84 4
17. 48 64 16
18. 56 64 8
19. 48 52 4
20. 44 48 4
N=20 ∑x = 1140 ∑x = 1326 ∑x=188
Average 57 66 9.4
a. The Experiment Class Using Interactive Learning
The result of pre-test that gained with mean score is 50 and the mean
of post test is 68.
b. The Control Class Using Other Technique
The result of pre test that gained with mean score is 57 and the mean of
post test is 66.
c. The Result of Pre-Test And Post-Test Of Experiment And Control
Class.
Based on the data collected in pre-test and post-test, the mean score of
pre-test of students� achievement in experiment class is 50 and the mean of
post-test is 67. While the mean score of pre-test in control class is 57 and
the mean of post-test is 66.3.
39
2. The Data Analysis
In analyzing the data, the writer uses the comparative technique. The
writer compares the gained score of both experiment class and control class.
This technique is useful to prove statically whether any significance between
two variable. In this case, the writer compare between teaching narrative text
using interactive learning and without using interactive learning. To find out
the difference of students� score in using interactive learning will be compared
to the students� score that without using interactive learning. The writer uses t
test formula as follow which adapted from Anas Sujiono:
Table 4.3
Gained Score of Experiment Class and Control Class
No
X
Y
x1
y2
x1 2
Y2 2
1. 12 4 -6.8 -5.4 46.24 29.16
2. 16 12 -2.8 2.6 7.84 6.76
3. 24 4 5.2 -5.4 27.04 29.16
4. 16 8 -2.8 -1.4 7.84 1.96
5. 16 12 -2.8 2.6 7.84 6.76
6. 16 8 -2.8 -1.4 7.84 1.96
7. 20 16 1.2 6.6 1.44 43.56
8. 24 16 5.2 6.6 27.04 43.56
9. 24 4 5.2 -5.4 27.04 29.16
10. 20 12 1.2 2.6 1.44 6.76
11. 20 8 1.2 -1.4 1.44 1.96
12. 28 24 9.2 14.6 84.64 213.16
13. 24 12 5.2 2.6 27.04 6.76
14. 4 4 -14.8 -5.4 219.04 29.16
40
15. 24 8 5.2 -1.4 27.04 1.96
16. 16 4 -2.8 -5.4 7.84 29.16
17. 16 16 -2.8 6.6 7.84 43.56
18. 24 8 5.2 -1.4 27.04 1.96
19. 12 4 -6.8 -5.4 46.24 29.16
20. 20 4 1.2 2.6 1.44 6.76
N=
20
∑
X1
=3
76
∑
Y=
18
8
∑x=
0
∑y=
0
∑x 2 =61
1.2
∑y 2 =
562.4
In comparing the differences of students who were taught using interactive
learning and without interactive learning uses t-test formula with the degree of
significance 5% and 1%. Before using t-test formula, the writer process and
analyzes through the following steps:
a. Determining mean of variable x, with formula:
Mx =∑X
N1
=376
20
= 18.8
Mx = the average of gained score (mean of variable X)
∑X = sum of gained score (variable X)
N = number of students of experiment class
b. Determining mean of variable y, with formula:
My =∑Y
N2
= 188
20
2
41
= 9.4
My = the average of gained score (mean of variable Y)
∑Y = sum of gained score (variable Y)
N = number of students of control class
c. Determining standard deviation of variable x, with formula:
∑ x 2
SDx =
=
N1
611.2
20
= 30 .56
= 5.5
SDx = standard deviation score of variable x 2
∑x = sum of squared gained score of variable x
N = number of students of experiment class
d. Determining of standard deviation of variable y, with formula:
SDy =
=
=
∑ y 2
N1
562.4
20
28.12
= 5.3
SDy = standard deviation score of variable y
∑y = sum of squared gained score of variable y
N = number of students of control class
42
e. Determining of standard error mean of variable x, with formula:
SEmx = SD x
N1 −1
= 5.5
20 −1
= 5.5
19
= 5.5
4.35
= 1.3
SEmx = standard error mean variable x
SDx = standard deviation of variable x
N = number of students of experiment class
f. Determining of standard error mean of variable y, with formula:
SEmy = SD y
N1 −1
= 5.3
20 −1
= 5.3
19
= 5.3
4.35
= 1.2
SEmy = standard error mean variable y
SDy = standard deviation of variable y
N = number of students of control class
43
g. Determining of standard error of difference mean of variable x, and
mean variable of variable y, with formula:
SEmx – my = SEmx2
+ SEmy2
= 1.32
+ 1.22
= 1.69 + 1.44
= 3.13
= 1.8
SEmx-my = standard error of difference mean of variable x and mean of
variable y
SEmx2
SEmy 2
= sum of squared standard error mean of variable x
= sum of squared standard error mean of variable y
h. Determining to with formula:
to = Mx – My
SEmx-my
= 18.8 -9.4
1.8
= 5.2
to = t observation
Mx = mean of variable x
My = mean of variable y
SEmx-my = standard error mean of difference mean of variable x and
mean of variable y
44
i. Determining t-table in significance level 5% and 1 %
df = (N1 + N2) -2
= (20 + 20) -2
= (40)-2
=38 (see the table of “t” values at the degree of significance of 5%
and 1%).
df = degree of freedom
N1 = number of students of experiment class
N2 = number of students of control class
Because of the value of 38 is not mentioned in the table, the writer
uses the closer value to 38 is 40 as degree of freedom (df).
t table (t t) at significance 5% = 2.02
t table (t t) at significance 1% = 2.71
5% = to >tt = 5.2 > 2.02
1% = to >tt = 5.2 > 2.71
3. The Data Interpretation
Based on the result calculation presented previously, it is known that the result
of to is 5.2; the degree of freedom is 38 obtained from (N1 + N2 -2) = (20 +20 –
2). In this paper, the writer used the degree of significance of 5% = 2. 02 and 1%
= 2. 71. Comparing to with each score of the degree significance, the result is 2. 03
< 5.2 > 2. 71.
As Sudijono stated that if to is bigger than tt it means that there is a
significance differences between variable X and variable Y so, the null hypothesis
(Ho) is rejected and the alternative hypothesis (Ha) is accepted. But, if to is bigger
than tt it means that there is no significance differences between variable X and
45
variable Y so, the null hypothesis (Ho) is accepted and the alternative hypothesis
(Ha) is rejected. 2
From the explanation above, it can be conclude that the null hypothesis is
rejected and alternative hypothesis is accepted. It means that the use of interactive
learning in teaching narrative text is success.
2 Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: Raja Grafindo Persada, 1994), p.
291-292
CHAPTER V
CONCLUSION & SUGGESTION
A. Conclusion
Based on the data description of the research finding, the writer makes
conclusion that teaching narrative text by using interactive learning in the second
grade on Social 2 of SMA Muhammadiyah 8 is effective. It can be seen from the
students’ improvement in learning narrative text that using interactive learning
was better than without using interactive learning. It also can be proved from the
students’ score in the data analysis.
B. Suggestion
There are some suggestions that can be given in relation to the writer’s
conclusion. The suggestions are as follow:
1. Teacher should make the class interactive to make it alive.
2. The students are suggested to be familiar in learning narrative based on the
interactive learning.
46
