Mulyati, Tri (2011) Using story grammar strategy to improve the eight graders' reading comprehension of narrative text (at MTs Miftahul Mubtadiin Muncar Banyuwangi) / Tri Mulyati. Masters thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
Thesis.Graduate Program in English Language Teaching State University of Malang. Advisors (I) Dr. Suharmanto M.Pd (II) Dr. RoembilinSoepadi M.A. Key words Story Grammar reading comprehension narrative text This research was designed to describe how the Story Grammar strategy can improve the eighth graders reading comprehension of narrative text at MTs MiftahulMubtadiinMuncar. The story grammar strategy through story mapping was selected because it was reported that the elements of story visually represented in the story maps provide a clear picture of the narrative text structures in the students mind and guide them through the text and finally improve their reading comprehension. Thus this study was directed to solve the students problems in comprehending narrative texts in terms of recognizing meaning of words in the text meaning of sentences in the text topic of the text and the rhetorical structures of the narrative text. Collaborative Classroom Action Research was employed. The subjects of the research were the eighth graders of second semester (VIII-3) of MTs MiftahulMubtadiinMuncar in the 2010-2011 academic year. This research was conducted in two cycles comprising four stages of action research i.e. planning implementing observing and reflecting. The implementation of the action encompassed three meetings in Cycle 1 and two meetings in Cycle 2. It was started with an initial introduction in the first meeting. Here the teacher read out aloud a narrative text. Then she modeled the students how to make a story map out of a narrative text and explained to them about the elements of narrative text. She also modeled how to answer reading comprehension questions. Afterward the teacher applied this strategy to the students by asking them to practice and internalize the strategy in their own time. When applying the story grammar strategy to the students the teacher asked them to work in pairs. She also distributed the students worksheet. Then the implementation of story grammar strategy in the following meetings was encompassed through three stages pre-reading whilst-reading and post-reading. The steps in the pre-reading stage are (1)activating the students schemata by showing pictures and or giving schema related questions (2) introducing some irregular verbs (3) modeling on how to memorize them through body movement. The steps in the whilst-reading stage are (4)askingthe students to read the text once or twice silently (5) asking the students to make a story map with their peers (6) guiding the students by giving some questions which bring out the basic parts of the narrative text to them such as who the story is about what happens in the story where the story takes place and how the story ends (7) providing the list of vocabulary and assistance. The steps in the post-reading stage are (8) discussing the story maps that the students made in pairs (9) asking the students to answer the comprehension questions (10) discussing the answers with the whole class. The students reading comprehension achievement in the form of score and the information on students interaction during the teaching and learning process were obtained by administering a reading comprehension test at the end of each cycle and by using observation checklists and field notes. The findings of this research indicated that the story grammar strategy was successful in improving the students reading comprehension of narrative texts. The comparison of the result of reading comprehension in the preliminary study and in Cycle 2 indicated that 21 students reached gain score of 8805 20 points. Dealing with the students interaction it also seemed that students were enthusiastic and actively involved in all activities. Based on the research findings teachers are recommended to use the story grammar strategy as one of alternatives strategies for English instruction. Considering the positive effects of story grammar strategy students are suggested to apply this strategy in reading narrative texts. For other researchers it is suggested to conduct a study on story grammar strategy by employing other research designs with reading materials at the same or higher level to find out the advantages of this strategy in the teaching of reading.
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S2 Pendidikan Bahasa Inggris |
| Depositing User: | library UM |
| Date Deposited: | 25 Aug 2011 04:29 |
| Last Modified: | 09 Sep 2011 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/58544 |
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