Reading Comprehension of Narrative Text in Poor Comprehenders of 5th Grade by Reading Methods

2016 ◽  
Vol 50 (4) ◽  
pp. 159-176 ◽  
Author(s):  
Hyun Suk Jang ◽  
◽  
Eun Ju Lee ◽  
Keyword(s):  
Reading Comprehension ◽  
Narrative Text ◽  
Reading Methods ◽  
Poor Comprehenders ◽  
5Th Grade

TEACHING READING COMPREHENSION OF NARRATIVE TEXT TO THE TENTH GRADE STUDENTS

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Emi Br Bukit ◽  
Berlin Sibarani ◽  
Rika Rika
Keyword(s):  
Qualitative Research ◽  
Reading Comprehension ◽  
Data Analysis ◽  
Narrative Text ◽  
Teaching Reading ◽  
Qualitative Research Design ◽  
Analysis Technique ◽  
Tenth Grade ◽  
The Subject ◽  
Academic Year

This study aims at describing how the teachers teach reading comprehension of narrative text to the tenth grade students in Sibolangit and revealing the underlying reasons of why do they do that way. This study was conducted by using qualitative research design. The subject of this study were two english teachers who taught at tenth grade students of two SMA in Sibolangit they are : SMA Negeri  1 Sibolangit  and SMA RK Deli Murni Bandar Baru in academic year 2016/ 2017. The data were analyzed by using Miles and Huberman data analysis technique. The  technique of collecting the data was recorded from the classroom process in teaching reading comprehension of narrative text. The findings of the study show that most of teachers’ ways are not yet focusing on teaching reading comprehension but rather focusing teaching the knowledge of genre. The underlying reason of the teachers’ ways in teaching reading comprehension did not facilitate reading comprehension. It was due to the misperception of the concept of teaching reading comprehension.  Keywords : Teaching,Reading Comprehension,Narrative Text.

IMPROVING STUDENTS’ ACHIEVEMENT IN READING NARRATIVE TEXT BY USING RECIPROCAL TEACHING METHOD

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Ruth Adelina Sianturi ◽  
Sumarsih Sumarsih
Keyword(s):  
Reading Comprehension ◽  
Teaching Method ◽  
Narrative Text ◽  
Reciprocal Teaching ◽  
Teaching Reading ◽  
Multiple Choice Tests ◽  
Choice Tests ◽  
Tenth Grade ◽  
The Subject ◽  
The Mean

This study deals with the improving students’ achievement in reading narrative text by using reciprocal teaching. The research of this study was conducted by using action research. The subject of this study was the tenth grade students SMA Negeri 6 Medan. One class was taken as the subject, namely the students from X-5. There were 49 students, consisting of 22 male and 27 female. This research was done in two cycles; there was three meetings in cycle I and three meetings in cycle II. The instruments for collecting data were reading narrative text (25 items of multiple choice tests) teacher make test as quantitative data and interview sheet, observation sheet and diary notes as qualitative data. In analyzing the data, the mean of the students’ score for the treatment I was 61.79, for the treatment II was 72.24 and treatment III was 81.71. The data showed that the students’ score was rising in every treatment. The conclusion is that the use of reciprocal teaching method can improve students’ reading comprehension in narrative text. It suggested to English teacher to apply reciprocal teaching method in teaching reading comprehension. Key words: reading, narrative text, reciprocal teaching.

Concurrent and Predictive Validity of Reading Retell as a Brief Measure of Reading Comprehension for Narrative Text

2014 ◽  
Vol 35 (7) ◽  
pp. 644-665 ◽  
Author(s):  
Edward S. Shapiro ◽  
Nanette S. Fritschmann ◽  
Lisa B. Thomas ◽  
Cheyenne L. Hughes ◽  
James McDougal
Keyword(s):  
Reading Comprehension ◽  
Predictive Validity ◽  
Narrative Text

scholarly journals Comprehending Narrative Text: The Effectiveness of Cooperative Integrated Reading and Composition (CIRC)

2018 ◽  
Vol 5 (2) ◽  
pp. 139-148
Author(s):  
Miftah Fariduddin ◽  
Firman Parlindungan
Keyword(s):  
Reading Comprehension ◽  
Narrative Text ◽  
Analysis Of Covariance ◽  
Test Design ◽  
Randomized Design ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental

The aim of this study was to investigate whether there was significant difference on the students’ reading comprehension of narrative text between those who were taught through Cooperative Integrated Reading and Composition (CIRC) method and those who were not. Forty-nine students were selected as the sample and quasi-experimental, non-randomized pre-test and post-test design were employed. The analysis of covariance showed that the students who were taught by using CIRC method statistically outperformed those who were not on their reading comprehension of narrative text, (F (1, 48) = 13.56, p < .05). This result implies that CIRC is an effective method to teach reading comprehension, particularly on narrative text. Since this study only focused on narrative text, future researchers might be interested to seek the effect of CIRC on other text genres. Similar study though may be conducted with a randomized design of larger population.

scholarly journals IMRPOVING STUDENTS’ READING COMPREHENSION THROUGH RECIPROCAL TEACHING STRATEGY ON NARRATIVE TEXT

2019 ◽  
Vol 2 (2) ◽  
pp. 131
Author(s):  
Santi Nurdianti ◽  
Resti Rosita ◽  
Odo Fadloeli
Keyword(s):  
Reading Comprehension ◽  
Teaching Strategy ◽  
Narrative Text ◽  
Reciprocal Teaching ◽  
Teaching Reading ◽  
Grade Student ◽  
9Th Grade ◽  
Post Test ◽  
Ninth Grade Student ◽  
The Mean

This study is a CAR. The objective of this study is improve reading comprehension through reciprocal teaching strategy for the ninth grade student. The researcher answered 2 problem questions of research 1) can the use of reciprocal teaching strategy improve the students’ reading comprehension in the 9th grade of MTs At-Taqwa Cihampelas? 2) How far does the use of reciprocal teaching strategy improve the 9th of MTs AT-Taqwa? Design of the research was CAR. It was conducted in 2 cycles. The teacher analyzed the students’ reading comprehension in each cycle. The results showed that (1) the use of reciprocal teaching strategy can enhance students reading comprehension step by step from cycle 1 and 2. It is proved with the students score, the mean score pretest in cycle I 52.57 and the mean of the posttest in cycle I 63.14.The mean of the post-test in cycle II 71.71.the last cycle means score was categorized as good. The improvements in students understanding indicates that reciprocal teaching strategy is effective and applicable when deals with the students’ problem in reading narrative text.Keywords: Reciprocal teaching, reading comprehension, narrative text.

scholarly journals TEACHING READING NARRATIVE TEXT USING THINK PAIR SHARE (TPS) TECHNIQUE IN CLASS VIII SMPN 03 CIMAHI

2020 ◽  
Vol 3 (1) ◽  
pp. 73
Author(s):  
Witri Yuniarti ◽  
Yulianti Yulianti ◽  
Isry Laila Syathroh
Keyword(s):  
Reading Comprehension ◽  
Quantitative Method ◽  
Narrative Text ◽  
Teaching Reading ◽  
Reading Abilities ◽  
Field Note ◽  
Class Viii ◽  
The Mean

Reading is something important and necessary for students because the achievement of their study depends on the greater part of their ability to read. The aims of the researchers is to investigate the application of Think Pair Share (TPS) technique to improve students reading comprehension. The population were 140 students of class VIII in SMPN 03 Cimahi. The researchers used quantitative method. The instrument that the researchers used are observation, field note, pretest and posttest. The result of this study proved that the Think Pair Share (TPS) technique is effective to be used in learning reading narrative text. The result showed that statistic calculation the mean scores of pretest is 63.43 and the mean scores of posttest is 83.57. So it can be concluded that after students learned reading narrative text using Think Pair Share (TPS) technique, their reading abilities are improved.                                                      

scholarly journals ‘STORY PYRAMID’: AN INOVATION OF ENGLISH TEACHING STRATEGY IN PROMOTING STUDENTS’ READING SKILL

2020 ◽  
Vol 6 (2) ◽  
pp. 97-103
Author(s):  
Eulis Rahmawati
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Research Design ◽  
Experimental Research ◽  
Research Finding ◽  
Teaching Strategy ◽  
Reading Skill ◽  
Narrative Text ◽  
English Text ◽  
Quasi Experimental

Some problems are faced by students in reading of English text. The interesting strategy is needed to teach them. Story Pyramid Strategyis one of strategies to teach reading comprehension. This strategy forces students to review and summarize the main points of a story. The research aimed at knowing the effectiveness of using story pyramid strategy in teaching  narrative text toward students’ reading comprehension was conducted in SMAN 1 Serang. The research design of this reseacrh was quasi experimental research with quantitative approach. The  research  finding  showed  that  Story Pyramid  Strategy  is  effective in  teaching  narrative  text  toward  students’ reading comprehension to Senior High School.

scholarly journals The EFFECTIVENESS OF SMALL GROUP DISCUSSION IN TEACHING READING COMPREHENSION OF NARRATIVE TEXT AT X GRADE IN SMAN 1 WOLOWAE

2021 ◽  
Vol 4 (1) ◽  
pp. 11-18
Author(s):  
Theofilus Usu ◽  
Adi Adi
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Small Group ◽  
Group Discussion ◽  
Narrative Text ◽  
Small Group Discussion ◽  
Teaching Reading ◽  
Tenth Grade ◽  
Post Test ◽  
The Mean

The present study aims at exams the effectiveness of small group discusssion in teaching reading comprehension of narrative text of the tenth -grade students of SMA NEGERI 1 WOLOWAE. Teaching reading comprehension is recommended in Senior High School because reading comprehension is very important. In competence based on curriculum, students are understanding to comprehending the conten of the text. The research is carried out through quantitative research with an experimental method because the researcher gives treatment in teaching writing. In conducting the research, the researcher uses one group pre-test-post-test design. The researcher gave pre-test before treatment and post-test after treatment to get the data. In this research, the researcher took twenty students as a sample. The result of the study shows that the score of pre-test was 61 while the mean score of post-test was 81.5 and the mean score of differentiate was 20.5. On the other side, it was found that the result of t-score is bigger than t-table (9,71 > 2,11) at the significant level of 0,05. Therefore, based on the hypothesis testing, we can conclude that the Alternative Hypothesis (Ha) is accepted while the Null Hypothesis (Ho) is rejected. Based on the result, it can be concluded that the using small group discussion as a method is effective to increase students reading comprehension of the students’ of Senior High School, especially for the tenth grade of SMA NEGERI 1 WOLOWAE. Based on this findings, it is suggested, that the teacher should try to apply an interesting method.

scholarly journals THE EFFECT OF REPEATED READING STRATEGY IN TEACHING READING COMPREHENSION OF NARRATIVE TEXT AT THE EIGHT GRADE STUDENTSOF SMPN 36 PEKANBARU

ELT-Lectura ◽  
2018 ◽  
Vol 5 (2) ◽  
pp. 191-199
Author(s):  
Destina Kasriyati ◽  
Maharani Maharani
Keyword(s):  
Reading Comprehension ◽  
Repeated Reading ◽  
Reading Strategy ◽  
Narrative Text ◽  
Second Grade ◽  
Average Score ◽  
Generic Structure ◽  
Post Test ◽  
Receive Treatment ◽  
And Control

Based on the result of observation that students got some difficulties to understand the content of reading comprehension, particularly main ideas, detail information, vocabulary, identify information, word reference and generic structure. The purpose of this research was to find whether the students who received in class experiment of repeated reading strategy had different skill in reading comprehension than students who did not receive treatment of the strategy at the second grade of SMPN 36 Pekanbaru.  The design of this research was Experimental Research. This research was conducted on Jan 2018. The population of this research was the second grade of SMPN 36 Pekanbaru. The sample of this research were 2 classes as control and experiment class. Based on the test result, it was found that the average score of post-test was 85.33 and pre test was 71. It means that the result of post test was getting higher than pretest.  In conclusion, the use of repeated reading strategy could increase students reading comprehension in narrative text. There was different ability between experment and control class.

scholarly journals An Analysis of Students’ Reading Comprehension in Narrative Text at Second Grade At SMAN 1 Talamau

2019 ◽  
Vol 3 (1) ◽  
pp. 35-41
Author(s):  
Yessy Marzona ◽  
Muhammad Ikhsan
Keyword(s):  
Reading Comprehension ◽  
Teaching And Learning ◽  
General Structure ◽  
Narrative Text ◽  
Intermediate Level ◽  
Second Grade ◽  
Narrative Texts ◽  
Descriptive Research ◽  
Quantitative Descriptive ◽  
Main Ideas

This research was conducted based on the problems found during the teaching and learning process in class IX IPS 1 of SMAN 1 Talamau, specifically about students' understanding of narrative text. The problem found is that students cannot determine the main ideas and topics in narrative text, understand the meaning of words, understand implied information, and understand the general structure and features of language in narrative texts.This research is included in quantitative descriptive research. The population in this study were students of class IX SMAN 1 Talamau, amounting to 159 people, divided into 4 classes. While this sample is class X8 of SMAN 8 Padang. The instrument used was an objective test. Data from students' objective tests are analyzed based on indicators and then interpreted and become research findings.Based on the results of the study showed that students of class IX IPS 1 SMAN 1 Talamau: 1. The ability to write students in determining the main ideas and topics in the narrative text showed at the intermediate level of 14 people out of 23 students (60,875%). 2. The ability to understand the meaning of words in the narrative text shows at the intermediate level that is 15 people out of 23 students (65.22%). 3. The ability to understand the information implicit in the narrative text shows that at the intermediate level, there are 14 out of 23 students (60.87%). 4. The ability to understand the general structure and language features of narrative texts shows that at the intermediate level, there are 16 students out of 23 students (69.57).From the results of the above research, it can be concluded that students still experience many difficulties in understanding a text, especially in narrative texts in accordance with applicable rules. Furthermore, based on the results of this study teachers are expected to be able to provide better teaching techniques and students can do more exercises to improve students' reading comprehension abilities.

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