THE USE OF FAIRY TALE TO STUDENTS’ ABILITY

IN READING NARRATIVE TEXT

(An Experimental Study of the Eighth Grade Students of

SMP N 2 Banyubiru in the Academic Year of 2015/2016)

GRADUATING PAPER

Submitted to the Board of Examiners as a Partial Fulfillment of

the Requirements for the Degree of Sarjana Pendidikan (S.Pd) of

English EducationDepartment of Teacher Training and

Education Faculty State Institute for Islamic Studies (IAIN)

Salatiga

By :

NAILY IFFATUL MAULA

NIM : 11312132

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

SALATIGA

2016

i

THE USE OF FAIRY TALE TO STUDENTS’ ABILITY

IN READING NARRATIVE TEXT

(An Experimental Study of the Eighth Grade Students of

SMP N 2 Banyubiru in the Academic Year of 2015/2016)

GRADUATING PAPER

Submitted to the Board of Examiners as a Partial Fulfillment of

the Requirements for the Degree of Sarjana Pendidikan (S.Pd) of

English EducationDepartment of Teacher Training and

Education Faculty State Institute for Islamic Studies (IAIN)

Salatiga

By :

NAILY IFFATUL MAULA

NIM : 11312132

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

SALATIGA

2016

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iii

iv

v

MOTTO

“Many Good Ways to Reach Your Dreams Come True”

(The Researcher)

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DEDICATION

This graduating paper is dedicated to:

1. My beloved mother (Anis Ghufrotin) and father (Moh Sholeh), thanks for

everlasting praying and support to my success.

2. My beloved sisters Dyah Luthfia Shofiana and Mafalicha Lu’luin Najwa.

3. My beloved partner Muhammad Ulinnuha El-Shirazy.

4. My best friend Mannun Sahila, Rizqi Fitriana Safira, Naimatus Tsaniyah,

Alfiatu Rohmah and Siti Mu’asyaroh.

5. The big family of Edi Mancoro Especially in Darul Tahfidz of Edi Mancoro.

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ACKNOWLEDGEMENT

In the name of Allah, The Most Gracious and The Most Merciful, The

Lord of Universe. Because of Him, the writer could finish this graduating paper as

one of the requirement for the Degree of Sarjana Pendidikan (S.Pd) in English

Education Department of Teacher Training and Education Faculty of State

Institute for Islamic Studies (IAIN) Salatiga.

Secondly, peace and salutation always be given to our prophet Muhammad

SAW who as guided us from the darkness to the lightness. However, this success

would not be achieved without supports, guidance, advices, helps, and

encouragements from individual and institution, and I somehow realize that an

appropriate moment for me to deepest gratitude for:

1. Dr. Rahmat Hariyadi, M.Ag. as the Rector of State Institute for

IslamicStudies (IAIN) Salatiga.

2. Suwardi, M.Pd. as the Dean of Teacher Training and Education

Faculty.

3. Noor Malihah, Ph.D. as the Head of English Education Department.

4. Sari Famularsih, M.A. as a counselor who has educated,

supported,directed and given the writer advices, suggestions, and

recommendations forthis thesis from beginning until the end.

5. All of the lecturers in English Education Department. Thanks for your

education.

6. All of the staffs who have helped the writer in processing of graduating

paperadministration.

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Finally, this graduating paper is expected to be able to provide useful

knowledge and information to the readers. Also the writer is pleased to

accept more suggestion and contribution from the reader for the

improvement of the graduating paper.

Salatiga, August 5th

2016

The writer,

Naily Iffatul Maula

11312132

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ABSTRACT

Iffatul Maula. Naily. 2016. THE USE OF FAIRY TALE TO STUDENTS’

ABILITY IN READING NARRATIVE TEXT (An Experimental Study of

the Eighth Grade Students of SMP N 2 Banyubiru in the Academic Year

of 2015/2016). Graduating Paper. English Education Department. Teacher

Training and Education Faculty. State Institute for Islamic Studies (IAIN)

Salatiga.

Counselor: Sari Famularsih, M. A.

Keywords: Fairy Tale, Ability Reading Narrative Text

The aims of the research are: 1) To find out the difference ability of the

students taught by fairy tale than those taught by lecturing. 2) To find out the

significant difference of the students taught by fairy tale than those taught by

lecturing. This is a quantitative research with an experimental method. The

experimental groups is symbolized by “x” and the control group by “y”. The

writer used pre-test and post-test data collection method. The collected data was

analyzed by t-test formula. The findings of the research show that the mean of

pre-test of x is higher or equal than or with y, so there is no difference between

experimental and control group. The t-test of pre test between experimental and

control groups is 0.60 lower than t-table. It means there is no significant

difference between experimental and control group. Therefore, the writer gave

different treatment to prove that Fairy tale is better than lecturing. After the writer

gave treatment, it shows that the mean of post test of experimental group is higher

than control group. This means that there is significant difference between

experimental and control groups. In addition, the result of t-test is higher than t-

table (12.6 > 2.00). The findings show that applying Fairy tale was more effective

in reading teaching for the eighth grade students of SMP N 2 Banyubiru in the

academic year of 2015/2016 .

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TABLE OF CONTENTS

TITLE ........................................................................................................... i

DECLARATION ......................................................................................... ii

ATTENTIVE COUNSELOR NOTES ....................................................... iii

STATEMENT OF CERTIFICATION ..................................................... iv

MOTTO ....................................................................................................... v

DEDICATION ............................................................................................. vi

ACKNOWLEDGMENT ............................................................................ vii

ABSTRACT ............................................................................................... ix

TABLE OF CONTENTS ........................................................................... x

LIST OF TABLES ..................................................................................... xiv

CHAPTER I INTRODUCTION

A. Background of the Study ................................................................. 1

B. Statement of the Problems ................................................................ 4

C. Limitation of the Study ..................................................................... 4

D. Objectives of the Study ..................................................................... 5

E. Benefits of the Study ......................................................................... 5

F. Definition of the Key Terms ............................................................. 6

G. Graduating Paper Outline ................................................................. 7

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CHAPTER II THEORETICAL REVIEW

A. Reading ........................................................................................... 8

1. Definition of Reading ................................................................. 8

2. Models of Reading ...................................................................... 11

3. Techniques of Reading ................................................................ 12

4. Reading Strategies ...................................................................... 13

5. Teaching Reading ....................................................................... 14

6. Teaching Reading Narrative Text ............................................... 15

B. Narrative Text ................................................................................... 16

1. Understanding of Narrative Text ................................................ 16

2. Generic Structures of Narrative Text .......................................... 19

3. Linguistic Features of Narrative Text ......................................... 20

4. Types of Narrative Text .............................................................. 21

C. Fairy Tale ........................................................................................... 27

1. Definition of Fairy Tale ............................................................... 27

2. Characteristics of Fairy Tale ........................................................ 27

3. Types of Fairy Tale ..................................................................... 29

D. Lecturing ........................................................................................... 30

1. Definition of Lecturing .............................................................. 30

2. The advantages of Lecturing ....................................................... 31

3. The disadvantages of Lecturing .................................................. 32

4. Hypotheses ............................................................................. 32

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CHAPTER III METHODOLOGY OF RESEARCH

A. Method of Research .......................................................................... 34

B. Research Design ................................................................................ 35

C. Place and Time of Research .............................................................. 36

D. Population and Sample ...................................................................... 38

1. Population ................................................................................... 38

2. Sample ......................................................................................... 39

E. Sampling Technique ......................................................................... 40

F. Technique of Collecting Data .......................................................... 40

1. Test ............................................................................................. 41

2. Documentation ............................................................................ 41

G. Research Instrument ......................................................................... 42

1. Test ............................................................................................. 42

2. Non-test ...................................................................................... 42

H. Technique of Data Analysis .......................................................... 43

I. The Testing of Hypothesis ............................................................ 44

CHAPTER IV DATA ANALYSIS AND DISCUSSION

A. Profile of SMP N 2 Banyubiru ......................................................... 45

1. The Teachers and Staff of SMP N 2 Banyubiru ......................... 45

2. The Educational Facilities and Tools in SMP N 2 Banyubiru in the

Academic Year of 2015/2016 ..................................................... 46

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3. The Extracurricular in SMP N 2 Banyubiru in the Academic Year of

2015/2016 ................................................................................... 46

B. Profile Students of SMP N 2 Banyubiru ........................................... 47

C. Data Presentation ............................................................................. 47

D. Arithmatical Calculation .................................................................. 50

E. Summary ........................................................................................... 63

CHAPTER V CLOSURE

A. Conclusion ........................................................................................ 64

B. Suggestion ........................................................................................ 65

REFERENCES ...........................................................................................

CURRICULUM VITAE .............................................................................

APPENDICES ............................................................................................

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LIST OF TABLES

Table 3.1 The differences between experimantal and control group ............. 35

Table 3.2 Format pre-test and post-test ........................................................ 36

Table 3.3 Schedule of the research .............................................................. 37

Table 3.4 Sample of the research of experimental group .............................. 38

Table 3.5 Sample of the research of control group ........................................ 39

Table 3.6 Evaluation criteria ........................................................................ 42

Table 4.1 The name of students in pre-test of experimental group ............... 47

Table 4.2 The name of students in pre-test of control group ......................... 49

Table 4.3 Pre-test score of experimental group ............................................ 50

Table 4.4 Pre-test score of control group ...................................................... 52

Table 4.5 Post-test score of experimental group .......................................... 57

Table 4.6 Post-test score of control group ..................................................... 59

1

CHAPTER I

INTRODUCTION

A. Background of the Study

English is an international language used for communication by

people all over the world. It will become lingua franca that is language

used as a means of communication among speakers of other language

(Richards, 2007: 2). In Indonesia, English language has an important role

in educational. It could be seen this language has been taught from

kindergarten level to university level. It says that English is learnt for all

level of education in Indonesia. However, every language has its own rules

and uniqeness, English does too. English has four basic language skills.

They are listening, speaking, writing and reading. Speaking and writing

involve language production, so they are regarded as productive skills. On

the other hand, Harmer (1989: 16) says that listening and reading involve

receiving message, so they are regarded as receptive skills.

Reading has a very important role as one language skill. The

students should comprehend the reading for certain purpose, however it

needs a practical and suitable methode. Snow (2003: 15) states during

reading, the reader processes the text with regard to the purpose. It mean

that reading is the bridge of knowledge”. So, if the students want to have

much knowledge they should read more. Reading skill should be mastered

well by the students because reading is an essential factor that influences

one’s activity in communication. Reading is a complex interaction

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between the text, the reader and the purposes for reading, which are

shaped by the reader’s prior knowledge and experiences, the reader’s

knowledge about reading and writing language and the reader’s language

community which is culturally and socially situated (Hughes, 2007).

Students have learned English at school but they never use and

practice in daily life. Whereas, reading can not be separated from daily

activities. People read many kinds written materials such as newspaper,

magazines, novels, academic books, etc. Before reading the book, the

students have to do something to help them get the understanding of the

content in the book. According to Richard (1993: 35) there are eight things

to do before reading, they are:

1. Looking at the title and the headings for each sections.

2. Looking at the pictures.

3. Reading the first and the last paragraph and the first sentences of each

paragraph.

4. Reading the title and quickly scan the passage and circle all the words

that have a connection to the title.

5. Scaning the passage and cross out all the words reader don’t know.

6. After looking at the title, pictures, and so on, brainstorming the

specific word reader expect to see in the passage.

7. After looking at the title and pictures, making up some questions

reader think this passage might answer.

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8. What kind of passage is this? (fiction? Nonfiction-what kind?) why

woul somebody read this? For information? Pleasure?

According to the statements above, reading is not simply a process

of getting the meaning of the printed speech. The reader interpret what

they have read and comprehend. Moreover, for junior high school level

which they still have less ability in reading. Perhaps they could follow the

instruction above. But, they got difficulties to understand the sentences,

finding the meaning of the sentences need a lot of times to understand the

text. At the junior high school level, the students are expected to

comprehend some types of text. Based on school-based curriculum there

are some kinds of text that should be acquired by the students. According

to the Standard of Competence (SK) and Basic Competence (KD) in the

current curriculum KTSP 2006, some of those texts are procedure,

descriptive, argumentative and narrative text.

Among the texts which are mentioned above, narrative text is

considered as the most interesting text. Narrative text is a kind of text that

to amuse, entertain, and to deal with actual or various experience in

different ways. According to Anderson (2003: 8), a narrative text is a

piece of text which tells a story and, in doing so, entertain and informs the

reader or listener. The text consists of orientation, complication or problem

and resolution. Students are expected to understand the text, but many

students had difficulties in comprehending a narrative text. They could not

find the major elements of the narrative text including setting, character,

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conflict or problem, the goal and resolution in the text. Because could not

find the detail information from the text. If the teacher asks them to answer

some questions related to the text, most of the them could not answer it

well. In this research, the writer is interested to provide a solution to help

the students increase their reading ability in narrative text by using Fairy

tale.The researcher conducted a research entitled THE USE OF FAIRY

TALE TO STUDENTS’ ABILITY IN READING NARRATIVE

TEXT (An Experimental Study of the Eighth Grade Students of SMP

N 2 Banyubiru in the Academic Year of 2015/2016).

B. Statement of the Problems

To clarify the problems above, the statement of the problem are

formulated as follows:

1. Is there any difference ability in reading narrative text of the students

taught by fairy tale and those taught by lecturing?

2. Is there any significant difference in reading narrative text of the

students taught by fairy tale and those taught by lecturing?

C. Limitation of the Study

Based on the identification above, this research focused on the

increase of fairy tale to the students’ ability in reading narrative text for

the eighth grade students of at SMP N 2 Banyubiru in the academic year

2015/2016.

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D. Objectives of the Study

Based on the statement of the problem above, the objective of the

study are as follows:

1. To find out the difference ability in reading narrative of the students

taught by fairy tale and those taught by lecturing.

2. To find out the significance difference in reading narrative text of the

students taught by fairy tale and those taught by lecturing.

E. Benefits of the Study

From the study we can get many benefits for the English teacher,

the students, they are going to be explained as follows :

1. The English Teacher

Fairy tale in short story is usually used in teaching reading.

It also can be used as a teacher reference and will guide and give

the teachers model to improve the quality of teaching learning

process. The fairy tale help teacher to teach literary, cultural,

higher-order thinking aspects and motivational. Beside that, the

short story provides the teacher with a rather convinient vehicle to

examine literary elements in a limited context.

2. The Students

This study can add the students’ interest in English

learning. It also can improve their ability in reading narrative text.

Using the fairy tale to enhance students’ reading proficiency has

another advantage. The fairy tale include motivational, literary,

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cultural and higher-order thinking. The students will gain insight

into literature by gaining entrance familiar or unfamiliar word to

them due to the cultural aspects of stories, taking a value from the

literary text to their own minds to find meanings for ideas, and

leading to critical thinking. In addition, stories can be used to

improve students’ vocabulary in reading. It helps students’ to learn

more vocabulary and teaches them how to use a dictionary.

F. Definition of the Key Terms

1. Students reading ability

Reading is a complex process. It is a composite of many skills,

habits, and attitudes (Dechant, 1964: 84). Students reading ability

mean students ability in understanding.

2. Narrative Text

Narrative text is a piece of text which tells a story and in doing so

entertain and informs the reader or listener (Anderson and Anderson,

1997: 8).

3. Fairy tale

Gates, Steffel, and Molson (2003) argue that fairy tale is a short

narrative composed or written in prose. It focuses on essential and

magic becomes a pervasive element.

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G. Graduating Paper Outline

This research consist of five chapters. Each chapter has different

elements as follows:

Chapter I tells about introduction. The writer explains about

general background of the problem, statements of the problems, objectives

of the study, benefit of the study, limitation of the study, definition of the

key term, research method, and graduating paper outline.

Chapter II describes about theoretical review. It discusses the

theories used as the bases of this research. The resercher takes some books

written by some experts as references which will explain more about the

Fairy tale, reading, and narrative text.

Chapter III discusses about the methodology research in which the

research methods used in conducting this study is depicted in more detail.

It covers research design, population and sample, instrument of the study,

technique of data collection, data analysis and hypothesis testing.

Chapter IV is research result and discussion, which were based on

the data analysis. The researcher presents the statictic of the obtained data,

which was intended to lead to findings of this study.

Chapter V is conclusion and suggestion. It will content all of data

analysis and some suggestions of the problems that have discussed.

The last part is reference and appendices.

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CHAPTER II

THEORETICAL REVIEW

A. Reading

1. Definition of Reading

English as an international language makes students must be

able tomaster English. Since English has four language skills, it means

students alsoshould be able to master all of them. One of them is

reading skill. Pang(2003) argued that reading is a complex activity in

understanding written textthat involves both perception and though,

also consists of word recognitionand comprehension process. Word

recognition refers to the process ofrealizing how a text or written

symbols correspond to one’s spoken language.Comprehension is the

process of making sense of words, sentences, andconnected text.

Anthony, Pearson, and Raphael (1993) as cited by Farrell

(2009: 20) in which reading is the process of constructing meaning

through the dynamic interaction among the reader’s existing

knowledge, the information suggested by the written language, and

the context of reading situation. Reader who will read a certain text

sometimes needs insight background although just a little bit

information or knowledge. This is used to support his or her

understanding about the text that he or she will read. The information

that the reader gets from the text always gives the message or

knowledge from the writer. From the definition above, the activity of

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reading also considers with the situation when the reader read the text.

This situation means for what context the reader read the text or book

such as for education or just for having fun in reading.

As stated by Manzo (1995: 9), the act of reading is said to be

composedof two parts: the process and the product. The “process”

refers to the functions, oroperations, that one goes through in deriving

meaning, whereas the “product” –or more appropriately “products”-

refers to the actual information and insightsreached as a result of

reading. From this statement, the writer concludes that theconcept of

reading is the activity which done to get the knowledge

andinformation of the book or text. It is supported by Nunan (2003:

68) who states that reading is a fluent process of readers combining

information from a text and their own background knowledge to build

meaning.

Reading skill is needed to make people easier on getting the

main informations in the book. It can help them to understand the

meaning of the sentences. Before reading the books, it is better for the

reader to know some strategies of reading. According to Hughes

(2007), there are some strategies before reading :

a. Activating prior knowledge

b. Predicting

c. Visualizing

d. Questioning

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e. Drawing inferences

f. Finding important/main ideas

g. Summarizing

h. Synthesizing

i. Monitoring comprehension

j. Evaluating

Students who read a book, they have to know about reading

strategies because it can help the students to improve their reading

comprehension skill. Peterson (1999 :17) said that the purpose of

reading strategies is to give the reader some tools that the readers can

use to attack a reading passage more effectively and to make the

reader as an active reader.

According to Dechant (1964: 84), reading is a complex process. It

is a composite of many skills, habits, and attitudes. It is an act, a

performance, or a response that the reader makes to printed page.

People who do not have reading habit, it is very difficult to understand

the information such as in the newspapers, magazines, or in science

books. They have to make reading as a habit in daily life because it

can improve their reading skill.

According to Williams (1996: 51), there are three main phases

needed to be followed in reading activity, namely:

a. Pre–reading : aimed to introduce and arouse learners’ interest in

the topic. Giving reason to read and some questions that related to

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learners’ background knowledge ideas and opinion would

motivate learners’ eagerness to read the whole text.

b. Whilst reading : aimed to help students understanding the purpose

and texts’ structure and to clarify texts’ content. Some activities

like answering comprehension question, completing diagram or

maps, making list and taking notes are whilst reading type work.

c. Post – reading : aimed to consolidate what has been read with

learners’ own knowledge, interest, or ideas.

2. Models of Reading

In looking for ways to describe the interaction between reader

and text, scientist has also create models that describe what happens

when people read (Aebersold and Field, 1997: 17). Barnet (1994) in

Aebersold and Field, 1997: 17-18 provides a thorough summary of

three main models of how reading occurs. They are bottom – up

theory, top – down theory, and interactive school of theories.

a. Bottom – up theory argues that the reader constructs the text from

the smallest units (letters to words phrases to sentences, etc) and

becomes automatic that readers are not aware of how it operates.

It means that reader have to understnad the passage by reading

word by word to reach the whole understanding.

b. Top – down theory argues that readers bring a great deal of

knowledge, expectation, assumption, and questions to the text and

given a basic understanding of the vocabulary and check when

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new information appears. Readers has known about the passage

so they just want to know if there is any new information in the

passage.

c. The interactive school and theories argue that both top-down and

bottom-up processes are occuring either alternately or at the same

time. It describes a process that moves both bottom-up and top-

down depending on the type of the text as well as on the readers’

background knowledge, language proficiency level, motivation

strategy use, and culturally shaped beliefs about reading. Reader

use both model in their reading activity depend on the situation

that they faced.

3. Techniques of Reading

Different reader may have their own ways and techniques in

reading in accordance with their favor and purpose. Some linguists

have proposed many ways of reading, which the mainly used in

Grellet (1998: 40) summarized as follows:

a. Skimmimg : quickly running one’s eyes accross a whole text (an

essay, article, or chapter) to get the gist of it. The reader goes

through the text extremely quickly. The purpose of skimming is

simply to see what a text is about. The reader skims in order to

satisfy a very general curiosity about the text.

b. Scanning : reading quickly going to a text to find particular piece

of information. Scanning accurs when a reader goes through a

13

text very quickly in order to find a particular point of information

(Williams, 1996: 100). The purpose of scanning is to extract

certain specific information without reading the whole text

(Brown, 1994: 293).

c. Extensive Reading : reading longer text usually for someone’s

pleasure. This is a fluency activity, mainly involving global

understanding.

d. Intensive Reading : reading short text to extract specific

information. This is more on accuracy activity involving reading

for detail. In this course, each text is read carefully and

thoroughly for maximum comprehension.

4. Reading Strategies

There are many strategies of reading. It is applied by many

readers. They will choose different way to read. According to Johan

(2004: 1-10) state there are macro skills of reading :

a. Deducing the meaning of words from context

Deducing the meaning of words from context is reading by

looking for the attending words and phrase of words. In order to

know the functions of words and the kinds of the words, so, the

meaning of word can be found.

b. Understanding the form and meaning of non-idiomatic phrases.

Meaning of non-idiomatic phrases is the definite meaning.

For example: Noun phrase, gerund, participial phrases, etc.

14

c. Understanding sentence meaning through syntactical structures

This skill is the application of the grammatical knowledge

especially in syntax. It is in the word and phrase identification, or

the functional sub-clause such as subject, verb, object, and

complement.

d. Recognizing and understanding rhetorical structures

Understanding rhetorical structures are include the

understanding of meaning, function of words, phrase, discourse

markers, and a certain structure that is used by writers to explain

their idea. Rhetorical structures can be found in the level of

sentence, paragraph of inter-sentences, and level of the text

entirely.

5. Teaching Reading

According to Lado (1964: 134) the task of teaching reading

can be divided into parts as follows : (1) Pre reading: identifying the

graphemes. (2) Fit: associating the graphemes and the language. (3)

Habit: Reading what is spoken. (4) Reading aloud: speaking what is

written. (5) Reading for information: technical, cultural, recreational.

(6) Diversification: reading different styles of graphemes and of

language. (7) Reading power: vocabulary building and speed. (8)

Literature: esthetic experience.

Based on Lado statements, the reader have to do pre reading to

identifying the graphemes. Fit is the relation between a writing system

15

and the spoken language it represents (Lado, 1964: 135). The reader

can read aloud such as speaking what is written. From reading the

reader can improve and build their vocabulary. Reading can give

information for the reader. Reading habit can make the reader to be

cleverer because they never stop to find the knowledge more and

more.

6. Teaching Reading Narrative Text

According to Richek et al, Caldwell, Jennings, & Lerner

(1996: 156), activities that reading instructors should employ to help

students improve reading ability are:

1. Before reading : Instructors help students relate background

information to reading. Build students’ background information,

gently correct microceptions, and mention something students

might enjoy or learn from the material.

2. During reading : instructors encourage silent reading, ask students

to predict what will happen next, and encourage students to

monitor their own comprehension while reading.

3. After reading : instructors check comprehension and encourage

active responses.

Similarly, the above activities can be well applied to teach

students to read narrative texts. That is, the activities are divided

into three stages : before, during and after.

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B. Narrative text

1. Understanding of Narrative Text

There are two main categories of texts, literary and factual.

Within these, there are various text types. Each type has a common

and usual way of using language. In this paper, the writer will only

discuss one of the texts that is being used for this research, that is

narrative text.

Narrative text is one of English text types. According to

Anderson (1997) narrative text is a text that has a purpose to entertain

the reader orlistener. However, narrative can also be written to teach

or inform, to changeattitudes or social opinions and to show the moral

of a story.

Narrative text can be imaginary or factual (fairy tales,

mysteries, fables, romances and adventure stories, myths and legend).

In different statement, Anderson and Kathy (1998: 3) say that there

are many differenttypes of narrative; namely humour, romance, crime,

real life fiction, historical fictioan, mystery, fantasy, science fiction,

diary novel, and adventure.From the explanation above, narrative text

is a story occured in past time which its social function is to amuse or

entertain the reader. It is written with certain characteristics and its

language features.

According to Chatman (1993: 23) classified narrative text

into four basic elements as follows:

17

a. Characters

In every story, there must be characters that paly in it.

There are two characters take place within a story. Characters is

the single most important element in the narrative text. It describe

physical of the character such as age, weight, height, even

personality traits including the strength and weaknesses. Bohner

(1994: 3) says that the first clue to character in fiction, as an life,

is action. Action do speak louder than words, and the way the

central character in the story, the protagonist, reacts to the conflict

will be an important indication of his or her essential nature. If the

problem confronting the protagonist is largerly centered in

another character, we call him or her the antagonist.

A character is the most important part in the story which

will be more focus in it. He or she plays the role of the story.

b. Settings

Settings are what author writes to describe the reader where

and when the story takes place. The setting addresses the location

(where) and period (when) of the story whether the story tells a

reader among realistic, historical fiction or fantasy. According to

Bohner (1994: 4), the setting is the stage against which the story

unfolds. In its narrowest sense, setting is the place and time of the

narration, but eventually it encompasses the total environment of

18

the work. A setting described vividly and memorably predisposes

the reader to accept the characters and their behavior.

c. Plot

The plot includes a series of episodes or events written by

the author to hold the reader’s attention and to build excitement as

the story progresses. The plot contains an intiating event, starting

the main character of the series of events toward problem solving.

A good writer will make the reader drown to the plot of the story

that he writes. The writer will be as an actor of the story itself. In

the short story, the plot is the series of incidents that follows from

the activating circumstance. It usually be shaped by a chain of

events, one leading inevitably to another in a line of rising action

to a moment of crisis (the climax).

d. Conclusion

The writer ends up the story by summarizing and telling the

solution of the problems in the story. This last part is called by

conclusion. People write narrative text might be basically for

pleasure, to gain and hold the readers’ interest in a story. It means

that they like to write any kinds of stories to entertain or even to

teach the readers about the writer’s reflection on experience.

According to Anderson (2003: 6), narrative is used to present a

view of the world that entertains or informs the reader or listener.

It is also to entertain to readers or listener by presenting a story.

19

From the explanation above, it means that the social function

of narrative text is to amuse the reader or listener, other than providing

entertainment, can be to make the audience thinks about an issue,

teach them a lesson, or excite their emotions.

2. Generic Structures of Narrative Texts

The generic structures of narrative text are orientation,

complication, sequence of events, resolution and coda (Anderson,

1998: 4). A more detailed generic structure of narrative text has been

proposed by Anderson and Anderson (1997)they argued that a

narrative text includes :

a. Orientation that sets the scene (when and where) and introduces

participants or character (who).

b. Complication where a crisis arises and something happened

unexpectedly.As state Derewianka (1990: 32) It just would not be

so interesting if something unexpected didi not happens. This

complication will involve the main characters and often serves to

temporally toward them, for reaching the goal. Narratives mirror

the complications we face in life and tend to reassure us that they

are resolvable.

c. Resolution when the crisis is resolved in which the characters

finally sort out the complication. Derewianka (1990: 32) says that

in a “satisfying narrative”, a resolution of the complication is

brought about. The complication may be resolved for better or for

20

worse, but it is rarely left completely unresolved (although this is

of course possible in certainly types of narrative, which leave us

wondering (how is the end?).

d. A code which a closing to the narrative (an optional step). It

provides a comment or moral based on what has been learned

from the story (Mark and Anderson, 1997)

Based on the statements above, it can be concluded that the

generic structures of narrative texts are : (1) Orientation which

introduces the main characters and possibly some minor characters.

Some indication is generally given of where the action and when an

action happened. (2) Complication where the writer tells how the

problem arises, sometimes something unexpected events will happen.

(3) Resolution which is an optional closure of event. The complication

may be resolved for better or for worse, but it is rarely left completely

unresolved. (4) A code is an optional step to close the narrative.

3. Linguistic Features of Narrative Text

Based on Anderson (1998: 8),the language features usually

found in a narrative are:

a. Specific characters

b. Time words that connect events to tell when they occur.

c. Verbs to show the actions that occur in the story.

d. Descriptive words to portray the characters and settings.

21

4. Types of Narrative Text

According to Neo (2005: 58) there are many different types

of narrative texts, among others:

a. Humor

b. Romance

c. Crime

d. Real Life Fiction

e. Theoretical Fiction

f. Mystery

g. Fantasy

h. Science Fiction

i. Diary Novels

j. Adventure

There can be a combination of narratives within each of

this different type. Sometimes, the term genre is used for the type

of narrative. A genre is some kind of a category (Neo, 2003: 8).

The notion of genre is to help you to generate story ideas.

Here are some examples of the different type (genre) of narrative

showing typical features:

a. Humor

A humorous narrative is one of that aims to make audience

laugh as a part of telling story. Here is typical structure:

22

1) Orientation : The narrator tells the funny characters names in

unusual setting.

2) Complication : In this part, something crazy happen.

3) Sequence of event : There are many imaginative ideas here

funny things said by characters and extraordinary things

happening to ordinary people.

4) Resolution: All’s well that end well.

(Neo, 2005: 58)

b. Romance

The romance narrative typically tells of two lovers who

overcome difficulties to end up together. Here are the usual

features:

1) Orientation : It contains hunk male and female who is

looking for love, exotic setting, sun set, beaches, and

moonlight.

2) Complication : Boy meets girl.

3) Sequence of event :It contains the development

relationship, jealously, love, hurt, plan, warm, sharing, and

overcoming problems.

4) Resolution : Boy gets girl, marry and live happy ever after.

(Neo, 2005: 59)

23

c. Historical Feature

Here are the features of a typical historical fiction text:

1) Orientation : A setting in the past and description of a

period in history.

2) Complication: Good meets evil

3) Sequence of event : Action related to a period in history,

character’s lives affected by the events of history,

description of live at the time.

4) Resolution : Characters survive the chaos of the time (for

example, the war ends).

(Neo, 2005: 59)

d. The Diary Novel

This type of narrative has the text presented like diary

entries. Here are thefeatures of a typical diary- novel:

1) Orientation : Main character is the narrator. Time setting is

given by diary entries.

2) Complication : Given one of diary entries. It can be related

to romance, adventure, humor, mystery, or other type.

3) Sequence of event : Diary entries tell of feelings, hopes, and

happening.

4) Reorientation : The narrator tells what happens to solve the

complication.

(Neo, 2005: 60)

24

e. Fantasy

Below are the features of a typical fantasy narrative:

1) Orientation : Setting may be in another dimension with

goals, witches, wizard, and so son. Hero who may has

magical power.

2) Complication: Evil forces affect the goodies.

3) Sequence of event : Use of magic. Action includes

elves, dragons and mystical beasts, heroism.

4) Resolution : God defeats evil forces.

(Neo, 2005: 60)

f. Science Fiction

Science fiction narratives ease the setting involving science

and technology.Here are the typical features of the text type:

1) Orientation : A feature setting and a world with technology.

2) Complication : An evil force threatens the world.

3) Sequence of event: Imaginative description. Action

involves technology, science, and super invention.

4) Resolution: Good defeats evil.

5) Coda: Take care that science is used for good, not evil.

(Neo, 2005: 61)

25

In addition, there are common forms of narrative text which are

studied:

a) Legend

A legend is a narrative of human actions that are perceived

both by teller and listeners to take place within human history.

Typically, a legend is a short, traditional and historicized

narrative performed in a conversational mode. Some define

legend as folktale. The example of legend in narrative text are:

(1) Sangkuriang

(2) Malin Kundang

(3) The Legend of Tangkuban Perahu

(4) The Story of Toba Lake

b) Fable

A fable is a short allegorical narrative making a morral

point, traditionally by means of animal characters who speak and

act like human beings. The example of fable in narrative text are:

(1) Mousedeer and Crocodile

(2) The Ants and The Grashopper

(3) The Smartest Parrot

(4) The Story of Monkey and Crocodile

26

c) Fairy Tale

According to wikipedia, fairy tale is an English language

term for a type of short narrative corresponding to the French

phrase “conte de fee”. A fairy tale typically features such fokloric

characters as fairies, goblins, elves, trolls, dwarves, giants or

gnomes, and usually magic or enchantments. Gates, Steffel, and

Molson (2003) argue that fairytale is a short narrative composed

or written in prose. It focuses on essential and magic becomes a

pervasive element. Example of fairy tale in narrative text are:

(1) Cinderella

(2) Snow White

(3) Pinocchio

(4) Beauty and the Beast

(5) The Story of Rapunzel

d) Science Fiction

According to Davenport (1955) science fiction is fiction

based upon some imagined development of science, or upon the

extrapolation of a tendency in society. Science fiction is that class

of prose narrative treating of a situation that could not arise in the

world we know. Some examples of sience fiction are:

(1) To The Moon from The Earth

(2) Starship Trooper

(3) A Space Odyssey

27

C. Fairy Tale

1. Definition of Fairy Tale

The fairy tale was the part of an oral tradition (Kready, 1916;

Karven, 2008). Taleswere narrated orally, rather than written down and

they used to have sad endings instead ofhappy ones. The Grimms noted

that the evolution of the tale was from a strongly marked,even ugly, but

highly expressive form of its earlier stages, to that which possessed

externalbeauty of mold (Kready, 1916). In another occasion Gates,

Steffel, and Molson (2003) argue that fairytale is a short narrative

composed or written in prose.

2. Characteristics of Fairy Tale

Fairy tales are considered to be a part of folklore. Main

elements of fairy tales are(Ashliman, 2004; Hallett & Karasek, 2009;

Kready 1916; Chinen, 1989):

1. Fairy tales usually begin and end with “special” words like “Once

upon a time...”, “In afar-far away land… “, “Like days long ago…”,

“There once was…”, “Long, long time ago…”, “They lived happily

ever after”, “They lived for many, many joyous years…”

2. Place and time are unknown in fairy tales. Setting is often enchanted;

castles, kingdoms,far-far away lands and enchanted forests: the

Grimm fairy tales have tendency to takeplace in the forests. The forest

might be not enchanted but it contains enchantments andmagical

elements and, being outside normal human experience, acts as a place

28

oftransformation, for example Red Riding Hood and Hansel and

Gretel.

3. Princes and princesses, heroes and heroines are often included in fairy

tales as well aspoor farmers, youngest sons, wise old women, beggars

and soldier, for example,Rapunzel, Hansel and Gretel, The Fisherman

and his wife, The Frog Prince.

4. The main character often wants to make life better. For example, in

the fairy taleThe Magic Porridge Potpoor little girl went to the forest

to find some food for her and hermother. She wanted to help her

mother and no longer be hungry.

5) Fairy tales usually include clearly defined good characters and bad

characters. Red RidingHood and the big grey wolf are very good

examples of sharp division between good andbad characters.

6) Fairy tales involve magic elements. Magic may be both positive and

negative. Forexample in the magic porridge pot, when the little girl

used it properly, the pot did not harm anyone, but when mother tried

to use it and used it in the wrong way – the town was covered in

porridge.

7) The plot of fairy tales focuses on a problem or a conflict which need

to be solved.

8) Fairy tales usually include moral or a lesson to be learnt. They have

been used to transmit life’s lessons to countless people in a number of

different cultures (VanGundy, 2005).

29

3. Types of Fairy Tale

Based on Stuart (2005) in eHow (2012) there are four types of

fairy tale:

a. Animal Tales

A large number of fairy tales feature animals prominently. Many

of these stories are quite old and might also be considered folk

tales or fables. The animals in these stories can often talk and act

like people. They are used to convey simple morals as the animals

are symbolic of abstract ideas. Such stories as "Cat and Mouse in

Partnership," "The Billy Goats Gruff" and any of Aesop's fables

fall into this category.

b. Tales of Magic

One motif that figures prominently in a large number of fairy tales

is magic. Most fairy tales present some magical or fantastic

element, but these stories are ones where the narrative is centered

around magical elements. Well-known stories, such as

"Rumpelstiltskin" and "The Princess and the Frog," feature magic

spells and supernatural elements. In some cases, characters are

imprisoned by a magical force, while in others, magic seems to be

a device to move the story forward.

c. Monster Stories

In monster stories, the protagonist encounters some sort of ghoul,

ogre, witch or troll. These monsters are invariably the antagonist

30

and present an obstacle that the hero must overcome. Stories like

"Jack and the Beanstalk" and "Hansel and Gretel" fall into this

category. Monsters may represent punishment for disobeying an

authority figure or a general threat that children should be wary of.

d. Princess stories

Princesses and other royals figure prominently in many fairy tales.

These stories have been the subject of several film and television

adaptations and have often been sanitized. The original version of

"Cinderella," for example, involves the stepsisters cutting off their

heels to fit into Cinderella's slipper. "The Princess and the Pea" and

"Sleeping Beauty" fit into this category. These stories often play

into children's fantasies about royalty and often feature commoners

marrying royalty or discovering they are royalty themselves.

D. Lecturing

1. Definition of lecturing

Lectures as a method of teaching and transmitting information

have come under increasing criticism (Bligh, 1972; Kimmel, 1992;

Kroenke, 1984). One of the major reasons for this critique is the

observation that lectures are less effective than other methods when

instructional goals involve the application of information or facts, the

development of thinking skills, or the modication of attitudes

(Frederick, 1987; McKeachie, 1994; Newble and Cannon, 1994). In

addition, students are frequently seen as passive recipients of

31

information, and as a result, not engaged in the learning process.

However, while many teachers accept the notion that other teaching

methods might be better than lectures for encouraging students to be

more actively involved in learning, and for promoting the application

of knowledge, few have the time, resources or opportunity to use the

small group methods that promote such involvement and application

(Schwartz, 1989). Also, when done effectively, the lecture can

transmit new information in an efficient way, explain or clarify

difficult notions, organize concepts and thinking, challenge beliefs,

model problem solving, and foster enthusiasm and a motivation for

learning (Gage & Berliner, 991; Foley & Smilansky, 1980; Frederick,

1986; Saroyan & Snell, 1997).

2. The Advantages of Lecturing

Based on (Cashin, 1985) there are many advantages for

lecturing methode: Lectures can provide new information, based on

original research and generally not found in text books or other printed soruces; Lectures can be used to highlight similarities and

differences between key concepts; Lectures can help communicate the

enthusiasm of teachers for their subjects; Lectures can model how a

particular discipline deals with questions of evidence, critical analysis,

problem solving and the like; Lectures can organize subject matter in

a way that is best suited to a particular class and course objectives;

32

Lectures can dramatize important concepts and share personal

insights.

3. The disadvantages of Lecturing There are disadvantages of lecturing. Places students in a

passive rather than an active role. Passivity can hinder learning and

students' attention may be lost. encourages one-way communication;

therefore, the lecturer must make a conscious effort to become aware

of student problems and student understanding of content. requires a

considerable amount of unguided student time outside of the

classroom to achieve understanding and long-term retention of

content. In contrast, interactive methods (discussion, problem-solving

sessions) allow the instructor to influence students when they are

actively working with the material. requires the instructor to have or to

learn effective writing, speaking and modeling skills. places the

responsibility of organizing and synthesizing content upon the

lecturer.

4. Hypotheses

In This research, the researcher would like to find the empirical

efidence whether or not the use of fairy tale is better than lecturing. To

accomplish this objective the researcher proposed two hypothesis to

be tested:

33

Ho: “there is no significant difference of fairy tale and lecturing

to reading ability of narrative text of the eighth grade students of SMP

N 2 Banyubiru in the academic year of 2015/2016”.

Ha: “there is significant difference of fairy tale and lecturing to

reading ability of narrative text of the eighth grade students of SMP N

2 Banyubiru in the academic year of 2015/2016”.

34

CHAPTER III

METHODOLOGY OF RESEARCH

A. Method of Research

The design study of this research is experimental quantitative

study. Therefore, there are two groups which are used as the subject of this

study, they are : VIII A as the experimental group and VIII C as the

control group. These two groups were taken from the population that is the

eighth grade students of SMP N 2 Banyubiru. The researcher conducted

two times test that are; pre test and post test. Both experimental and

control group were given pre-test. The researcher conducted pre test to

measure their reading ability. Then, post test was conducted to the

experimental group who has given treatment by using fairy tale as a

reading material for teaching reading ability. Therefore, the control group

was taught by using conventional material without special treatment.

For the last, both groups were given post-test to measure the

effectiveness offairy tale in teaching reading for eight grade students.

Since it is experimental study, there are two variables namely independent

variable and dependent variable. The independent variable of this study is

the subject of the study, while dependent variable is the result score of

both groups.

Arikunto (1998: 137) states that an instrument is important element

to find out the result of research, so the writer has to prepare the

instrument. The instruments used to collect the data was test. Test is a set

35

of question or exercise or another test which will use to measure skill,

knowledge, intelligence, achievement, aptitude of someone or group of

people. In this research writer use pre test and post test for experimental

and control group.

B. Research Design

Table 3.1 The Differences Between Experimental and Control Group

No Experimental Group Control Group

1. Pre-test Pre-test

2. Calculating the pre-test scores Calculating the pre-test scores

3. Analyzing the pre-test scores Analyzing the pre-test scores

4. Concluding the pre-test results Concluding the pre-test results

5. Treatmentby Fairy tale Treatment by Lecturing

6. Post-test Post-test

7. Calculating the post-test scores Calculating the post-test scores

8. Analyzing the post test results Analyzing the post test results

9. Concluding the result of the findings Concluding the result of the findings

This study is an experimental research, since it describe the

quantitave degree in which variable are related. It is also reasonable that

the researcher intends to examine the cause and effect between two

variables Fairy tale and lecturing in reading ability as an experimental.

36

This study tries to describe the effect of treatment of two

distinction, Fairy tale and lecturing, thus the research design is pre-test

and post-test. The study design is adopted from Ary, et.al (2002: 308) as

follows:

Table 3.2 Format Pre-test and Post-test

Group Pre-test Treatment Post-test

E

C

Y1

Y1

X

-

Y2

Y2

C. Place and Time of Research

The research was located in SMP Negeri 2 Banyubiru at Brantas

street, Kebumen village, Banyubiru district, Semarang Regency, Central

Java. The research was applied for the eight grade students in this school.

Based on the researcher’s observation, this class had more interest for

English lesson, especially in reading narrative text ability. But, sometimes

they could not answer the question because they had not interested of the

story. In this case, the researcher would usefairy tale to make them enjoy

the story.

The experimental research was done in May 2016. The schedule of

research can be drawn in the table below:

37

Table 3.3 Schedule of the Research

No Date and Time Activities Place

1

Tuesday

April, 5th

2016

08.00-10.00

Observation in the School SMP N 2 Banyubiru

2

Monday

April, 25th

2016

07.00-08.00

Survey in the Class VIII A in SMP N 2

Banyubiru

3

Thursday

May, 19th

2016

07.05-08.45

Teaching Learning Process

without Fairy tale (lecturing)

VIII C in SMP N 2

Banyubiru

4

Friday-Saturday

May, 20th

-21st 2016

07.05-08.45

Teaching Learning Process

by using Fairy Tale

VIII A in SMP N 2

Banyubiru

38

D. Population and sample

1. Population

Population is the number of people or individual that has a

least the same characteristic (Hadi, 1984). In this study the population

includes the eighth grade students of SMP N 2 Banyubiru in the

Academic Year of 2015/2016.

2. Sample

Sample is a selection a smaller group of individuals who have

been chosen to participate in a research study because they represent

the characteristics of the larger group. This research uses two class

(class VIII A and class VIII C) are taken as a sample of control group

and experimental group.

Table 3.4.3.5 Sample of the Research

1. Experimental Group

No Name No Name

1. Adi Nahwan Sidik 17. Muhammad Nawawi

2. Ahmad Chabib Maulana 18. Muhammad Nur Rafi Akmal

3. Aji Prasetyo 19. Muntavivi

4. Alfina Failasufa Asshofa 20. Nur Aziz Maulana

39

5. Andrea Ida Saputri 21. Puji Ratna Sari

6. Cahya SetyoAji 22. Purbo Adaningrum

7. Dini Ayu Citra Pitaloka 23. Riska Nur Aeni

8. Dwi Nurhasanah 24. Roby AnggoroMukti

9. Fathu Zaini 25. Silvi Azizah

10. Febriyani Tri Kumala 26. Siti Rofiqotul Umayah

11. Ilham Rudi Prasetia 27. Yuan WiraAji

12. Laela Ayu Fajariana 28. Yulianto

13. Mayangsari 29. Zahrotul Mufidah

14. MitaKartikasari 30. Zaki Ramadhani

15. Muhamad Agil Wicaksono 31. Zulfa Hamidah

16. Muhammad Miftachuddin

2. Control Group

No Name No Name

1. Adhi Fiqi Ardiansyah 17. Ivan Fajar Putra Irawan

2. Aji Iqbal Nabawi 18. Khoirun Nisa

40

3. Aji Santoso 19. Listiana Ningrum

4. Ari Wibowo 20. Muhamad Ilham Aashim

5. Arinda Wahyu Apriskajati 21. Muhamad Najib

6. Avindha Ayuk Noviyana 22. Muhammad Reza Pahlevi

7. Dias Tasya Kurniawati 23. Nana Silviana

8. Didi Mahendra 24. Nur Sabila Hidayati

9. Dwi Azi Prasetya 25. Pratiwi Herwati Widiani

10. Ferdy Dwi Kurniawan 26. Putri Indriani

11. Ferry Kurniawan 27. Septi Rika Rahayu

12. Fidya Adriyani 28. Tina Eka Ramadhani

13. FiyaAlfiani 29. Ulil Albab

14. Hikmah Putri Pangestu 30. Vista Amalia Arrum Pertiwi

15. Irfan Nur Kholis 31. Vivi Aprilia

16. Isna Muflikhatul Umam

E. Sampling Technique

The sample will take randomly from the population. This research

use the probability sampling or cluster sampling that takes the subject

41

based on the level of class. Two class (class VIII A and class VIII C) are

taken as a sample of experimental group and control group.

F. Technique of Collecting Data

The researcher used test and documentation to collect the data. The

explanation:

1. Test

Test is a number measuring a person ability, knowledge, or

performance in a given domain (Brown, 2001: 3). In this research, the

researcher used pre-test and post-test with fairy tale and lecturing.

a. Pre-test will be given in the first time, done before the treatment

(fairy tale) to know how far the students’ reading ability.

b. Post-test was administrated after using the treatment to know the

increasing of the students’ reading ability.

2. Documentation

Documentation is collecting data by looking or noting of report

that is available (Tanzeh, 2009: 66). The researcher also collected

some documents by asking the staff administration related to the

school’s profile. It was intended to collect the document related to the

object and place of this research.

42

G. Research Instrument

The instrument used to collect the data were test and non-test.

1. Test

Test is a set of question or exercise or another test which will

use to measure skill, knowledge, intelligence, achievement, aptitude of

someone or group of people. In this research, the researcher use

written test for experimental and control group. It consists ten essay

questions each of pre test and post test.

Table 3.6 Evaluation Criteria

Score of Correct Answer Level of Acquisition

85-100 Excellent

70-85 Good

50-70 Good Enough

0-50 Poor

2. Non-test

In this research, the researcher used non-test like document as

one of the instrument. Documentation is searching the data. It is about

note, book, newspaper, magazine, photo, etc. Documentation in this

research will be used to know some information of the data such as

the material of the study, students worked, etc.

43

H. Technique of Data Analysis

The name of analysis technique of this research was quantitative.

The data from the written test would be arranged from the highest score

until the lowest one. The data from the pre-test and post-test were analysed

to find out whether the result of the tests were similar or different.To

compare the result of pre-test and post-test with the same subject, the

writer used the Repeated Measures T-Test, and the data calculated using

SPSS (Statistical Package for Social Science) version 16.0 for Windows.

The prosessed of pre-test and post-test would be analysed to prove

the hypothesis by t-test formula as follow:

√(

) (

)

Explanation :

Ma : mean of the group A score

Mb : mean of the group B score

xa : deviation of the individual score from Ma

xb : deviation of the individual score from Mb

na : number of students in class A

nb : number of students in class B

(Best, 1981: 278)

Then, the result is consulted with t-table. If the calculation is more than /

same with t-table, it means that there is a significant difference between

44

the two groups. If the calculation is less than t-table, it means that there is

no significant difference between them.

I. The Testing of Hypothesis

The researcher formulated null hypothesis and alternative

hypothesis as follows :

Ho: “There is no significant difference of fairy tale and lecturing to

reading ability of narrative text of the eighth grade students of SMP N 2

Banyubiru in the academic year of 2015/2016”.

Ha: “There is significant difference of fairy tale and lecturing to

reading ability of narrative text of the eighth grade students of SMP N 2

Banyubiru in the academic year of 2015/2016”.

The assumption of the hypothesis as follows:

If t-test ≥ t-table, the Null hypothesis (Ho) is rejected. It means

there is a significant different of fairy tale and lecturing to reading ability

of narrative text.

If t-test ≤ t-table, the Null hypothesis (Ho) is accepted. It means

there is no significant different of fairy tale and lecturing to reading ability

of narrative text.

45

CHAPTER IV

DATA ANALYSIS AND DISCUSSION

A. Profile of SMP N 2 Banyubiru

The research was conducted in SMP Negeri 2 Banyubiru (Junior

High School). SMP Negeri 2 Banyubiru is located at Brantas street,

Kebumen village, Banyubiru district, Semarang Regency, Central Java,

phone number (0298) 5992994, and email address

smpn2banyubiru@yahoo.co.id. SMP Negeri 2 Banyubiru had grade A for

accreditation and got his SSN (National Standard School). SMP Negeri 2

Banyubiru is located in the Kebumen village. It is easy to access. The

Banyubiru district has two SMP (junior high schools), there are SMP N 1

Banyubiru which the school placed in Banyubiru, and then SMP N 2

Banyubiru which the school placed Kebumen, Banyubiru. SMP N

Banyubiru successed to graduate the best students’. The students of SMP

N 2 Banyubiru were more increased. Quality of the teacher, vision, and

mission SMP N 2 Banyubiru is influence to improve students creative,

innovative, and etc.

In this research, the researcher’s got the data about teachers, staff,

facilities, and extracurricular of SMP N 2 Banyubiru, they were:

1. The Teachers and Staff of SMP N 2 Banyubiru

The formal education needs qualified people to work as

teachers and some as administrators to undertake good teaching

learning process. In this school, there are 25 teachers and 8 staffs. Mrs

mailto:smpn2banyubiru@yahoo.co.id

46

Sri Mulyati, S.Pd took as head master.Those teachers in this school

teach different subject matter out of 13 subject matters. There are:

Indonesian Language, Designer, Mathematic, English, and etc. While

the staff members in this school consist of head of administration,

administrative staff, librarian, cleaning service, gardener, and security

guard. Both of teachers and staffs do actively their job in teaching

learning process.

2. The Educational Facilities and Tools in SMP N 2 Banyubiru in the

Academic Year of 2015/2016

SMP N 2 Banyubiru has 39 buildings to support teaching

learning process, they are 14 classrooms and 1 natural science

laboratory. The other buildings are head master room, teacher room,

library, room skill, counseling room, and etc. The condition all of them

are good.The tools in SMP N 2 Banyubiru consist of about 200 kinds

to support in teaching learning process. There are whiteboard, chairs,

tables, o’clock, brooms, computer and etc.

3. The Extracurricular in SMP N 2 Banyubiru in the Academic Year of

2015/2016

The teaching learning process in SMP N 2 Banyubiru begins at

07.05 am to 13.30 pm every day. Each lesson takes 40 minutes.

Beside intra curricular activities, the students also have an

extracurricular activity which is recommended in order to improve

47

their skill achievements. The extracurricular activities are: computer,

pathfinder, basketball, futsal, volley ball, rebana, qiro’, and etc.

B. Profile students of SMP N 2 Banyubiru

SMP N 2 Banyubiru permanently subsidezed by goverment. The

students’ of SMP N 2 Banyubiru in academic year 2015/2016 are 461

students. They consist of 158 students’ of sevent year, 82 male and 76

female of students. 154 students’ of eight, 75 male and 79 female. and the

students’ of nine 149 students’, 70 male and 79 female. So, the number of

the students are 461 consist of 227 male and 234 female. Most of the

students come from islamic elementary school of Banyubiru and the small

group from elementary school 01 of Banyubiru. This school has 15

classroom for teaching learning process.

C. Data Presentation

1. Pre-test

a. Experimental Group

The researcher applying for students of VIII A class in SMP

N 2 Banyubiru as an experimental group which are 31 students.

The name of students could be drawn in the table below:

Table 4.1 The name of Students in Pre-test of Experimental Group

No Name No Name

1. Adi Nahwan Sidik 17. Muhammad Nawawi

2. Ahmad Chabib Maulana 18. Muhammad Nur Rafi Akmal

48

3. Aji Prasetyo 19. Muntavivi

4. Alfina Failasufa Asshofa 20. Nur Aziz Maulana

5. Andrea Ida Saputri 21. Puji Ratna Sari

6. Cahya Setyo Aji 22. Purbo Adaningrum

7. Dini Ayu Citra Pitaloka 23. Riska Nur Aeni

8. Dwi Nur hasanah 24. Roby Anggoro Mukti

9. Fathu Zaini 25. Silvi Azizah

10. Febriyani Tri Kumala 26. Siti Rofiqotul Umayah

11. Ilham Rudi Prasetia 27. Yuan Wira Aji

12. Laela Ayu Fajariana 28. Yulianto

13. Mayangsari 29. Zahrotul Mufidah

14. Mita Kartikasari 30. Zaki Ramadhani

15. Muhamad Agil Wicaksono 31. Zulfa Hamidah

16. Muhammad Miftachuddin

b. Control Group

The researcher applying for students of VIII C class in SMP

N 2 Banyubiru as a control group which are 31 students. The name

of students could be drawn in the table below:

49

Table 4.2 The Name of Students in Pre Test of Control Group

No Name No Name

1. Adhi Fiqi Ardiansyah 17. Ivan Fajar Putra Irawan

2. Aji Iqbal Nabawi 18. Khoirun Nisa

3. Aji Santoso 19. Listiana Ningrum

4. Ari Wibowo 20. Muhamad Ilham Aashim

5. Arinda Wahyu Apriskajati 21. Muhamad Najib

6. Avindha Ayuk Noviyana 22. Muhammad Reza Pahlevi

7. Dias Tasya Kurniawati 23. Nana Silviana

8. Didi Mahendra 24. Nur Sabila Hidayati

9. Dwi Azi Prasetya 25. Pratiwi Herwati Widiani

10. Ferdy Dwi Kurniawan 26. Putri Indriani

11. Ferry Kurniawan 27. Septi Rika Rahayu

12. Fidya Adriyani 28. Tina Eka Ramadhani

13. Fiya Alfiani 29. Ulil Albab

14. Hikmah Putri Pangestu 30. Vista Amalia Arrum Pertiwi

15. Irfan Nur Kholis 31. Vivi Aprilia

16. Isna Muflikhatul Umam

50

2. Post-test

a. Experimental Group

In post-test of experimental group, the data presentation

same with data in pre-test of experimental group, they are students

of VIII A class in SMP N 2 Banyubiru.

b. Control Group

In post-test of control group, the data presentation same

with data in pre-test of control group, they are students of VIII C

class in SMP N 2 Banyubiru.

D. Arithmatical Calculation

1. Pre Test score of Experimental Group

Table 4.3 Pre-test score of Experimental Group

No Name Pre Test (a) Xa xa2

1 Adi Nahwan Sidik 40 5 25

2 Ahmad Chabib Maulana 45 0 0

3 Aji Prasetyo 45 0 0

4 Alfina Failasufa Asshofa 40 5 25

5 Andrea Ida Saputri 50 -5 25

6 Cahya Setyo Aji 50 -5 25

7 Dini Ayu Citra Pitaloka 40 5 25

51

8 Dwi Nurhasanah 45 0 0

9 Fathu Zaini 55 -10 100

10 Febriyani Tri Kumala 55 -10 100

11 Ilham Rudi Prasetia 50 -5 25

12 Laela Ayu Fajariana 50 -5 25

13 Mayangsari 50 -5 25

14 Mita Kartikasari 40 5 25

15 Muhamad Agil Wicaksono 45 0 0

16 Muhammad Miftachuddin 40 5 25

17 Muhammad Nawawi 40 5 25

18 Muhammad Nur Rafi Akmal 50 -5 25

19 Muntavivi 50 -5 25

20 Nur Aziz Maulana 50 -5 25

21 Puji Ratna Sari 40 5 25

22 Purbo Adaningrum 40 5 25

23 Riska Nur Aeni 40 5 25

52

24 Roby Anggoro Mukti 40 5 25

25 Silvi Azizah 30 15 225

26 Siti Rofiqotul Umayah 50 -5 25

27 Yuan Wira Aji 50 -5 25

28 Yuliyanto 30 15 225

29 Zahrotul Mufidah 45 0 0

30 Zaky Ramadhani 45 0 0

31 Zulfa Hamidah 55 -10 100

∑ 1395 0 1250

Mean 45

Note:

xa = mean – a

2. Pre-test Score of Control Group

Table 4.4 Pre-test Score of Control Group

No Name Pre Test (b) Xb xb2

1 Adhi Fiqi Ardiansyah 45 -1 1

2 Aji Iqbal Nabawy 40 4 16

3 Aji Santoso 40 4 16

53

4 Ari Wibowo 30 14 196

5 Arinda Wahyu Apriskajati 40 4 16

6 Avindha Ayuk Noviyana 49 -5 25

7 Dias Tasya Kurniawati 60 -16 256

8 Didi Mahendra 30 14 196

9 Dwi Azi Prasetya 45 -1 1

10 Ferdy Dwi Kurniawan 40 4 16

11 Ferry Kurniawan 40 4 16

12 Fidya Andriyani 60 -16 256

13 Fiya Alfiani 50 -6 36

14 Hikmah Putri Pangestu 45 -1 1

15 Irfan Nur Kholis 40 4 16

16 Isna Muflikhatul Umam 30 14 196

17 Ivan Fajar Putra Irawan 45 -1 1

18 Khoirun Nisa 45 -1 1

19 Listiana Ningrum 45 -1 1

54

20 Muhamad ilham Aashim 30 14 196

21 Muhamad Najib 30 14 196

22 Muhammad Reza Pahlevi 45 -1 1

23 Nana Silviana 45 -1 1

24 Nur Sabila Hidayati 56 -12 144

25 Pratiwi Herwati Widiani 30 14 196

26 Putri Indriani 40 4 16

27 Septi Rika Rahayu 60 -16 256

28 Tina Eka Ramadhani 65 -21 441

29 Ulil Albab 44 0 0

30 Vista Amalia Arrum Pertiwi 57 -13 169

31 Vivi Aprilia 43 1 1

∑ 1364 0 2880

Mean 44

Note:

xb = mean – b

3. Pre-test Data Analysis

55

The researcher began the experiment by giving a pre test to

find the students reading ability before getting different treatments.

The result of the pre test was calculated as follows:

a. The score of experimental group (A)

Na = 31

∑xa2 = 1250

Ma =

=

= 45

b. The score of control group (B)

Nb = 31

∑xb2 = 2880

Mb =

=

= 44

c. The differences of rate between the two groups

√(

) (

)

56

√(

) (

)

√(

) (

)

√( )( )

√

From the calculation above, the researcher concludes that

the mean score of pre test between experimental group and control

group is not so different, because the mean of pre test of

experimental group (45) is higher than the mean of pre test of

control group (44) where Ma ≥ Mb; both the group have equal

ability. The calculation result of t-test = 0.60 with Df = na + nb – 2,

Df = 60, level of significance 5% and t-table = 2.00. The result of t-

test is 0.60 < 2.00. It shows that t-table is higher than t-test. It

means that there is no sifnificance difference of pre test scores

between experimental group and control group.

57

4. Post-test Score of Experimental Group

Table 4.5 Post Test score of Experimental Group

No Name Post Test (a) Xa xa2

1 Adi Nahwan Sidik 80 0 0

2 Ahmad Chabib Maulana 70 10 100

3 Aji Prasetyo 90 -10 100

4 Alfina Failasufa Asshofa 80 0 0

5 Andrea Ida Saputri 80 0 0

6 Cahya Setyo Aji 80 0 0

7 Dini Ayu Citra Pitaloka 70 10 100

8 Dwi Nurhasanah 80 0 0

9 Fathu Zaini 80 0 0

10 Febriyani Tri Kumala 70 10 100

11 Ilham Rudi Prasetia 80 0 0

12 Laela Ayu Fajariana 80 0 0

13 Mayangsari 80 0 0

14 Mita Kartikasari 70 10 100

58

15 Muhamad Agil Wicaksono 70 10 100

16 Muhammad Miftachuddin 80 0 0

17 Muhammad Nawawi 80 0 0

18 Muhammad Nur Rafi Akmal 80 0 0

19 Muntavivi 85 -5 25

20 Nur Aziz Maulana 80 0 0

21 Puji Ratna Sari 80 0 0

22 Purbo Adaningrum 85 -5 25

23 Riska Nur Aeni 90 -10 100

24 Roby Anggoro Mukti 90 -10 100

25 Silvi Azizah 80 0 0

26 Siti Rofiqotul Umayah 80 0 0

27 Yuan Wira Aji 90 -10 100

28 Yuliyanto 90 -10 100

29 Zahrotul Mufidah 70 10 100

30 Zaky Ramadhani 80 0 0

59

31 Zulfa Hamidah 80 0 0

∑ 2480 0 1150

Mean 80

Note:

xa = mean – a

5. Score Post Test of Control Group

Table 4.6 Score Post Test of Control Group

No Name Post Test (b) Xb xb2

1 Adhi Fiqi Ardiansyah 50 5 25

2 Aji Iqbal Nabawy 65 -10 100

3 Aji Santoso 40 15 225

4 Ari Wibowo 60 -5 25

5 Arinda Wahyu Apriskajati 60 -5 25

6 Avindha Ayuk Noviyana 40 15 225

7 Dias Tasya Kurniawati 40 15 225

8 Didi Mahendra 65 -10 100

9 Dwi Azi Prasetya 65 -10 100

10 Ferdy Dwi Kurniawan 50 5 25

60

11 Ferry Kurniawan 50 5 25

12 Fidya Andriyani 55 0 0

13 Fiya Alfiani 45 10 100

14 Hikmah Putri Pangestu 40 15 225

15 Irfan Nur Kholis 50 5 25

16 Isna Muflikhatul Umam 60 -5 25

17 Ivan Fajar Putra Irawan 50 5 25

18 Khoirun Nisa 65 -10 100

19 Listiana Ningrum 65 -10 100

20 Muhamad ilham Aashim 55 0 0

21 Muhamad Najib 60 -5 25

22 Muhammad Reza Pahlevi 65 -10 100

23 Nana Silviana 65 -10 100

24 Nur Sabila Hidayati 60 -5 25

25 Pratiwi Herwati Widiani 70 -15 225

26 Putri Indriani 45 10 100

27 Septi Rika Rahayu 65 -10 100

28 Tina Eka Ramadhani 40 15 225

61

29 Ulil Albab 45 10 100

30 Vista Amalia Arrum Pertiwi 60 -5 25

31 Vivi Aprilia 60 -5 25

∑ 1705 0 2750

Mean 55

Note:

xb = mean – b

6. Post Test Data Analysis

After getting treatments, the experimental groups got the

post test. It used to find the result of the experiment. The post test

was calculated with t-test formula. The steps are as follows:

a. The score of experimental group (A)

Na = 31

∑xa2 = 1150

Ma =

=

= 80

62

b. The score of control group (B)

Nb = 31

∑xb2 = 4450

Mb =

=

= 55

c. The differences of rate between the two groups

√(

) (

)

√(

) (

)

√(

) (

)

√( )( )

√

63

From the calculation above, the researcher concludes that there

are many differences between the mean of post test of experimental

group and control group because the mean of post test of experimental

group (80) is higher than the mean of post test of control group (55),

where Ma > Mb. The calculation result of t-test = 12.6 with Df = na +

nb – 2, Df = 60, level of significant 5% and t-table = 2.00. The result

of t-test is 12.6 > 2.00. So, arithmatical t-test is greater than t-table.

Based on the result, it means that there is a significant difference of

post test scores between experimental group and control group.

E. Summary

1. The researcher began the experiment by giving a pre-test to find the

students before getting treatments. The result of the pre-test between

experimental group and control group is not so different, because the

mean of pre-test of experimental group (45) is higher than or similar

with the mean of pre-test of control group (44) where Ma ≥ Mb; both

the groups have equal ability.

2. The result of the research in this study is the score of post-test from the

experimental group is higher (80) than the score of post test from

control group (50). So, based on the explanation above, the writer

concludes that using Fairy tale proved better result in reading ability

than students who are taught without Fairy tale (lecturing). It means

that there is significant difference of the students’ reading ability

between those using Fairy tale and those who do not use Fairy tale.

64

CHAPTER V

CLOSURE

A. Conclusion

After doing the study of teaching reading narrative text by using

Fairy tale, the researcher draws some conclusions based on the discussion.

The conclusions are:

1. There is any difference of students’ reading ability between the

experimental group (fairy tale) and control group (lecturing) because

the mean of pre-test scores of experimental group (Ma) is higher than

or similar with the mean of pre-test scores of control group (Mb), (Ma

≥ Mb / 45 ≥ 44) while the mean of post test scores of control group

(Ma > Mb / 80 > 55). The data from the calculation indicates the

experimental group is better than the control group.

2. The t-test result of pre test = 0.60 with Df = na + nb – 2, Df = 60, level

of significance 5% and t-table = 2.00. The result of t-test is 0.60 <

2.00. It shows that t-table is higher than t-test. It means that there is no

significance difference of pre