teaching reading comprehension -...
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TEACHING READING COMPREHENSION THROUGH STORY MAPPING
(A Pre-Experimental Study
at Second Year Students of MTs Khazanah Kebajikan Pamulang)
The “Skripsi”
Presented to the Faculty of Tarbiya and Teacher’s Training In Partial Fulfillment of the Requirements
For the Degree of S.Pd. (Bachelor of Arts) in English Language Education
BY: DAWI ANJANI 104014000359
THE DEPARTMENT OF ENGLISH EDUCATION THE FACULTY OF TARBIYA AND TEACHER’S TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA 2010
ABSTRAK
ANJANI, DAWI. 2010. Pengajaran Pemahaman Membaca Melalui Pemetaan Cerita (Story Mapping) Sebuah Penelitian Pre-Eksperimen pada Siswa Kelas II MTs Khazanah Kebajikan Pamulang, Skripsi, Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Syarif Hidayatullah Jakarta.
Pembimbing: Drs. Nasrun Mahmud, M.Pd Kata Kunci: Pemetaan Cerita (Story Mapping), Pengajaran Pemahaman
Membaca, Penelitian Pre-Eksperimen, MTs KHAZANAH KEBAJIKAN.
Penelitian ini bertujuan untuk menjelaskan kondisi secara objektif tentang
penggunaan pemetaan cerita/story mapping dalam pengajaran pemahaman
membaca pada semester genap siswa kelas II MTs Khazanah Kebajikan
Pamulang. Termasuk di dalamnya terdapat pengajaran pemahaman membaca teks
berbahasa Inggris dengan menggunakan pemetaan cerita/story mapping dan
prestasi siswa dalam pembelajaran pemahaman membaca teks berbahasa Inggris
dengan menggunakan pemetaan cerita/story mapping.
Penelitian ini dikategorikan sebagai penelitian pre-eksperimen. Disebut
penelitian pre-eksperimen karena penelitian ini condong untuk menjelaskan
efektifitas pemetaan cerita/story mapping dalam pengajaran pemahaman
membaca teks berbahasa Inggris. Penulis melakukan eksperimen pada satu kelas.
Sebelum melakukan eksperimen, penulis memberikan pre-test/tes awal.
Kemudian, dia mengajar pemahaman membaca teks berbahasa Inggris dengan
menggunakan pemetaan cerita/story mapping selama tiga kali. Yang terakhir, dia
memberikan tes akhir/post test untuk mengetahui apakah ada perbedaan yang
signifikan terhadap penerapan pemetaan cerita/story mapping dalam pengajaran
pemahaman teks berbahasa Inggris.
Hasil penelitian adalah: (1) Penerapan pemetaan cerita/story mapping
dalam pengajaran pemahaman membaca teks berbahasa Inggris telah berjalan
cukup baik; (2) Ada perbedaan yang signifikan antara skor siswa sebelum dan
sesudah penggunaan pemetaan cerita/story mapping dalam pengajaran
pemahaman membaca teks berbahasa Inggris. Hal ini berarti bahwa penggunaan
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pemetaan cerita/story mapping adalah lebih baik dan dapat menjadi cara alternatif
dalam pengajaran pemahaman membaca teks berbahasa Inggris.
Berdasarkan hasil penelitian di atas, penulis menyarankan: (1) Guru
dianjurkan untuk menggunakan pemetaan cerita/story mapping dalam pengajaran
teks cerita berbahasa Inggris atau teks naratif berbahasa Inggris untuk
meningkatkan prestasi siswa dalam pemahaman membaca sebagai cara alternatif.
(2) Guru dianjurkan menggunakan LCD proyektor sebagai sebuah media untuk
mempresentasikan power point “pemetaan cerita/story mapping” agar siswa
menjadi lebih termotivasi. (3) Guru dianjurkan untuk selalu siap terhadap segala
kemungkinan yang terjadi dalam aktifitas-aktifitas pembelajaran siswa. (4) Guru
dianjurkan mencari variasi materi dari buku-buku teks berbahasa Inggris lainnya
selain yang disediakan oleh sekolah dan dari internet agar siswa lebih tertarik.
ABSTRACT ANJANI, DAWI. 2010. Teaching Reading Comprehension through Story
Mapping (A Pre-Experimental Study at Second Year Students of MTs Khazanah Kebajikan, Pamulang), Skripsi, English Education Department, the Faculty of Tarbiya and Teacher’s Training, Syarif Hidayatullah State Islamic University Jakarta. Advisor: Drs. Nasrun Mahmud, M.Pd
Key Words: Story Mapping, Teaching Reading Comprehension, A Pre-
Experimental Study, MTs KHAZANAH KEBAJIKAN.
This study aims to describe the objective condition about using story
mapping in teaching reading comprehension at even semester of second year
students of MTs KHAZANAH KEBAJIKAN Pamulang. It includes the
implementation of teaching English reading comprehension using story mapping
is a better strategy because it can increase the students’ achievement in learning
English reading comprehension.
This study is categorized as the pre-experimental study. It is called pre-
experimental study because it is intended to describe the effectiveness of story
mapping in teaching English reading comprehension. The writer uses one class at
her experiment. Before doing her experiment, she gives pre-test. Then, she
teaches English reading comprehension by using story mapping for three times.
The last, she gives post-test to know whether there is significant influence of
implementation of story mapping in teaching English reading comprehension.
The findings of this study are (1) The implementation of story mapping in
teaching English reading comprehension has applied well enough; (2) There is
significant difference between students’ score before using story mapping and
after using story mapping in teaching English reading comprehension. It means
that using story mapping is better and can be alternative way in teaching English
reading comprehension.
Based on the findings above, the writer suggested that (1) The teacher
should use story mapping in teaching reading of English story text or English
narrative text to increase the students’ achievement in reading comprehension as
the alternative one. (2) The teacher should use LCD projector as a media to
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present story map power points to make students be more motivated. (3) The
teacher should be well-prepared and be ready for some possibilities that may
happen in students’ learning activities. (4) The teacher should find out the various
materials from other English textbooks which school provided and from internet
to make students more interested in the materials.
ACKNOWLEDGEMENT
In the name of Allah, the Beneficent, the Merciful
All praises be to Allah the Lord of the World
Great thanks to Allah Who has given mercy and blessing to the writer, so she can
accomplish her “skripsi”. Peace and Salutation be upon Muhammad, our beloved
Messenger, and his household, his companions and his faithful followers.
This “skripsi” is presented to the Department of English Education, the Faculty of
Tarbiya and Teacher’s Training, Syarif Hidayatullah State Islamic University
Jakarta as a partial fulfillment of the requirements for the degree of S.Pd.
(Bachelor of Arts) in English Language Education.
In this occasion, the writer would like to thank to her beloved parents for their
prayers, encouragement, understanding, also their support in material and
immaterial that helped the writer in finishing this “skripsi”. She also would like to
thank to her sisters (Izzatun Nafsi and Ani Asiilatul Udzmay) and her brother
(Akro Ginanjar) for their supports, motivations, and moral encouragement to
finish her “skripsi”.
The writer also would like to express her great honor and acknowledgement to
Drs. Nasrun Mahmud, M.Pd as her advisor who has given his time,
contribution, patience, and guidance in correcting and helping her in writing this
“skripsi”.
Her gratitudes also goes to:
1. All lecturers in the English Education Department who have taught and
educated the writer during her study at UIN Jakarta.
2. Drs. Syauki, M.Pd. as the Head of English Education Department.
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3. Prof. Dr. Dede Rosyada, MA as the Dean of Tarbiya and Teacher’s Training
Faculty.
4. The Staffs and officers of UIN Library who have given permission to use their
books.
5. The Principal of MTs Khazanah Kebajikan Pamulang H. Suardin, S.Sos.I who
has given an opportunity to carry out the research.
6. All teachers and staffs of MTs Khazanah Kebajikan Pamulang for their
contributions.
7. All Students of Second Year (2009/2010) of MTs Khazanah Kebajikan
Pamulang.
8. All friends, thanks for their supports, motivation, and advice.
9. All who have given their help in writing this skripsi that the writer could not
mention one by one.
Unlimited love from you all is the biggest motivation for me to finish this
“skripsi”
And finally, the writer realizes that this skripsi is not perfect yet. Therefore, the
writer would like to accept any constructive suggestion to make it better.
Jakarta, September 2010
The writer
TABLE OF CONTENTS
COVER………… ………………………………………………………………..i
ABSTRACT...………………………………….…………………………………ii
ABSTRAK……………………………………………………………………….iv
ACKNOWLEDGEMENT. .…………………….………………………………vi
TABLE OF CONTENTS .…………………………………………………….viii
LIST OF TABLES……………….…………………..…………………………..x
LIST OF FIGURES…………………….………………………………………..x
CHAPTER I : INTRODUCTION……………………………………………...1
A. Background of the Study………………………………………...……………1
B. Limitation and Formulation of the Problem………………………………......4
C. Objective of the Study…………………………………………………...……4
D. Research Methodology…………………………………………………..........4
E. The Use of the Study………………………………………………………….5
F. Organization of the Skripsi……………………………………………...…....5
CHAPTER II : THEORETICAL FRAMEWORK……………………………6
A. Reading Comprehension……………………………………………………...6
1. General Concept of Reading Comprehension…………………………….6
2. Factors Influencing Reading Comprehension…………………………….8
3. Objectives of Reading……………………………………………………12
4. Strategies of Reading Comprehension…………………………………...14
B. Story Mapping……………………………………………………………….16
1. The Concept of Story Mapping………………………………………….16
2. The Procedures of Story Mapping……………………………………….17
3. Kinds of Story Mapping………………………………………………….19
4. The Assessment of Story Mapping………………………………………21
5. Make Story Maps Using Power Point……………………………………22
6. Advantages and Disadvantages of Story Mapping………………………27
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CHAPTER III : PROFILE OF MTs KHAZANAH KEBAJIKAN…..29
A. Background…..………………………………………………………………29
B. Vision………………………………………………………………………...30
C. Missions……………………………………………………………………...30
D. Goals…………………………………………………………………………30
E. Strategies……………………………………………………………………..31
F. Facilities……………………………………………………………………...31
G. Teachers and Staffs…………………………………………………………..32
H. Data of Students……………………………………………………………...32
I. Curriculum………………………………………………………………...…33
J. Teaching and Learning Activity……………………………………………..33
K. Education of Faith……………………………………………………………33
L. Extracurricular……………………………………………………………….34
M. Academic Achievement……………………………………………………...34
CHAPTER IV: RESEARCH METHODOLOGY AND FINDINGS……….35
A. Research Methodology………………………………………………………35
1. Place and Time of Research……………………………………………..35
2. Population and Sample…………………………………………………..35
3. Data Collection…………………………………………………………..35
4. The Technique of Data Analysis…………………………………………36
B. Research Findings……………………………………………………………37
1. Data Description………...………………………………………………..37
2. Data Analysis…………………………………………………………….39
3. Data Interpretation……………………………………………………….41
CHAPTER V : CONCLUSION AND SUGGESTION………………………42
A. Conclusion…………………………………………………………………...42
B. Suggestion……………………………………………………………………42
BIBLIOGRAPHY………………………………………………………………43
APPENDICES……..……………………………………………………………46
LIST OF TABLES
Table 2. Table of Story Mapping Assessment …………………….…………...21
Table 3. Data of Students of MTs Khazanah Kebajikan…………………………32
Table 4. The Result of Pre-Test and Post Test………………...…………………37
LIST OF FIGURES
Figure 2.1. Basic Story Map Outline…………………………....……………….18
Figure 2.2. Graphic Story Map or Bubble Map……………...…………………..19
Figure 2.3. Graphic Story Map or Bubble Map……………...…………………..20
Figure 2.4. Character Perspective Chart…………………....……………………20
Figure 2.5. Picture of Formatting Toolbars………………………………………22
Figure 2.6. Picture of Diagram Gallery…………………………………………..23
Figure 2.7. Picture of Radial Diagram ………………………………………….24
Figure 2.8. Picture after clicking Insert Shape on Diagram Toolbar………...…..25
Figure 2.9. Picture of AutoFormat Button……………………………………….25
Figure 2.10. Select an AutoFormat from the list…………………………………26
Figure 2.11. AutoFormat Changes……………………………………………….26
Figure 2.12. Add text in the bubble map…………………………………………27
Figure 2.13. Story Map Legend is ready to be filled with some texts ………….27
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CHAPTER I
INTRODUCTION
A. Background of the Study
Language as a means of communication in human life is very necessary to
be mastered. In the globalization era, it is very important for us to master a
foreign language especially English as an International language, which has
been widely used all over the world to communicate with each other. This is
because English is useful for establishing and maintaining the relationship
among people. Furthermore, it is also very useful to master English since it
plays an important role in understanding and developing the scientific and
technological knowledge. Therefore, Indonesian government takes a policy by
adding English lesson to be taught from Elementary School up to University
in order to prepare students to become familiar with English from the early
age.
Listening, Speaking, Reading, and Writing are the basic language skills
especially in teaching English as a foreign language at schools, courses or
other education places which are formal or informal. In many situations, it is
easy to find the reading materials because it is always seen in simple texts,
such as English newspapers, textbooks, novels, essays, and others.
By reading, we can get information we need through books that publish in
English. We can follow the world’s change and a lot of knowledge that the
world’s notice. Reading texts also provide opportunities to study language
such vocabulary, grammar and the way we construct sentences, paragraph, and
texts. As Lafevre said, “Reading, we are told, can be a golden key to open
golden door”.1 This means reading has a significant role in increasing reader’s
knowledge about anything that happens in the world. Even today the person’s
ability to read can make an individual become successful in life as Pamela J.
Farris said: “Whether an individual is successful in life or not is largely
1 Carl A. Lafevre, Linguistic and the Teaching of Reading, (London: Mc Graw-Hill Book Company, 1964), p.15
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dependant upon that person’s ability to read and write. Reality dictates that if
you are illiterate, you are likely doomed to be in the lower class of society and
forced to do manual labor to earn a wage”.2
To teach reading comprehension effectively and efficiently is not an easy
task, because there are a lot of aspects that influence the teaching learning
process. One of the aspects is the classroom management. According to Jack
C. Richards that, “Classroom management refers to the ways in which
students behavior, movement, and interaction during a lesson are organized
and controlled by the teacher to enable teaching to take place most
effectively”.3 Besides, a good method is also important to make the students
understand and master the lesson. As said by William F. Mackey, “The
method used often been said to the cause of success or failure in language: for
its ultimately the method that determines that what and the how of language
instruction”.4 One of the methods is how the teacher tries to build students’
interest in reading and understanding the material.
In this case, the teacher plays an important role to teach reading materials
in an appropriate method to get the students comprehend about the text. By,
using an appropriate method, the students can understand the material and also
interest to read in English reading. Besides, they are expected to make
progress in reading comprehension with their improvement in vocabulary,
structure, and meaning.
Realizing this problem and helping students to solve it, the teacher have to
create the effective way to motivate students and stimulate them; so they will
be interested in learning reading comprehension, because a good strategy will
support them in learning in the classroom. Hammer said, “It seems reasonable
to suggest that the motivation which students bring to class is the biggest
2 Pamela J. Farris, Teaching Reading: A Balanced Approach for Today’s Classroom,
(New York: Mc Graw-Hill Book Company, 2004), p.48 3 Jack C. Richards and David Nunan, Second Language Teacher Education, (Cambridge:
Cambridge University Press, 1996), p. 138 4 William F. Mackey, Language Teaching Analysis, (London: Longman Green and Co.
Ltd, 1996), p.138
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single factor affecting their success”.5 The teacher can use methods and
techniques that are suitable and interesting to the students. As Mulyanto said,
“Technique depends on the teacher, the imagination, the creativity and the
condition of class. A certain problem can be solved with various techniques”.6
A good technique may make students understand and master the lesson better.
“Howard Gardener’s multiple intelligence theory reminds teachers that
there are many types of learners within any one class, auditory, visual and
kinesthetic”.7 Therefore, the teacher can use many kinds of media, namely
audio, visual, and audio-visual to help the process of teaching and learning.
The writer gives an alternative technique by using visual media. According to
Betty Morgan Bowen: Learning is a complex process and visual aids are great help in stimulating the learning of
foreign language. The students must use their ears as well as their eyes. Good visual
materials will help maintain the pace of the lesson and the students’ motivation. As we
learnt most through visual stimulus, the more interesting and varied these stimuli are, the
quicker and more effective our learning will be”.8
Visuals are pictures, maps, charts, real object, etc. The writer prefers using
story map to using another visual media because it is more effective in
increasing students’ reading comprehension ability. Story map is a graphic or
semantic visual representation of a story. Story map is useful for
comprehending the whole story more simply. It can take interesting in the
students’ attention. The use of story map is not only making a classroom
dynamic, relevant, and attractive but also building students’ motivation in
learning reading comprehension in a fun and interesting way.
Based on such discussion, the research would be carried out is about
“Teaching Reading Comprehension through Story Mapping”. By using
this activity, the students can comprehend what the author is saying. The
5 Jeremy Harmer, The Practice of English Language Teaching, (UK: Longman, 1991),
p.3 6Mulyanto Sumardi, Pengajaran Bahasa Asing, (Jakarta: Bulan Bintang, 1974), p. 14 7 http: //www.teachingenglish.org.UK/think/resources.html 8 Betty Morgan Bowen, Look Here! Visual Aids in Language Teaching, (London:
Essential Language Teaching Series, 1973), p. 1
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students will also be cooperative and improve their motivation with the right
procedure and the good way of teaching.
B. Limitation and Formulation of the Problems
1. Limitation of the Problems
To focus the research, the writer will limit the problems as follows:
a. Story mapping is the teaching strategy that the writer used in the
experiment class.
b. To know the effectiveness of the application of using story mapping in
teaching reading comprehension.
2. Formulation of the Problem
Is story mapping an effective strategy in teaching reading comprehension?
C. Objective of the Study
In this skripsi, the writer wants to know the effectiveness of the
application of teaching reading comprehension through story mapping. The
writer also intends to know the students’ achievement in learning reading
comprehension by using story mapping.
D. Research Methodology
In the process of getting data, the writer uses two kinds of activities, they
are:
1. Library Research.
The writer will collect data by reading some books, issues, etc which is
related to field of the study.
2. Field Research.
In field research, the writer observes the process of teaching learning
English overview the real problem, especially teaching reading
comprehension and does the experimental using story mapping. On her
experiment, the writer takes one class, then she teaches them by using
story mapping.
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E. The Use of the Study
The writer hopes this writing will be useful for every teacher to help them
improve the ways of teaching English and for other people and everyone who
reads this writing can know the effectiveness of using story mapping to
improve students’ ability in reading comprehension. The writer also wants to
get an answer if using story mapping really works in increasing students’
achievement in reading comprehension and can be alternative way in teaching
English as a foreign language.
F. Organization of the Skripsi
This skripsi is divided into five chapters:
Chapter One is Introduction. It consists of Background of the Study,
Limitation and Formulation of the Problems, Objective of the Study, Research
Methodology, The Use of the Study, and Organization of the Skripsi.
Chapter Two is Theoretical Framework. This chapter not only talks about
General Concept of Reading Comprehension, Factors Influencing Reading
Comprehension, Objectives of Reading, and the Strategies of Reading
Comprehension; but also the Concept of Story Mapping, The Procedures of
Story Mapping, Kinds of Story Mapping, The Assessment of Story Mapping,
Make Story Maps Using Power Point, and the Advantages and Disadvantages
of Story Mapping.
Chapter Three is Profile of MTs Khazanah Kebajikan Pamulang.
Chapter Four is Research Methodology and Findings. It talks about Place
and Time of Research, Population and Sample, Data Collection, the
Technique of Data Analysis, Data Description, Data Analysis, and Data
Interpretation.
Chapter Five is Conclusion and Suggestion.
CHAPTER II
THEORETICAL FRAMEWORK
A. Reading Comprehension
1. General Concept of Reading Comprehension
Reading is one of the language skills which is very important to
develop students’ knowledge in their studies. Reading is a tool of learning;
students need a variety of reading skills to understand textbooks, reference
materials, magazines, newspapers, etc. Therefore, if a student does not
read them, he/she will miss the latest information of science and
technology.
In order to know exactly what reading is, here are some definitions of
reading according to some experts.
According to Peter Streven, reading is “a skill of great importance to
the students because it provides him to access to great quantity of further
experience of the language and gives him a window into the normal means
of continuing his personal education”.1 It means that reading is a basic of
the language skills in teaching English and it is also very useful skill for
the students in order to get more information for their education.
Jo Ann Aebersold also stated in her book that “Reading is the ability to
comprehend the thoughts and feelings of another mind via the medium of
text; reading constitutes a powerful activity that confers knowledge,
insight, and perspective readers”.2
However, according to Peter David Fumprey in his book that “Reading
is more than ability to understand the explicit meaning of the passage
presented. It is an essence, a constructive thinking process which includes
comprehension of explicit and implicit meaning. It involves application,
1 Peter Streven, New Education in Teaching of English, (Oxford: Oxford University
Press, 1997), p.26 2 Jo Ann Aebersold and Field, From Reader to Teaching Reading: Issues and Strategies
for Second Language Classroom, (New York: Cambridge University Press, 1997), pp. 5-6.
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analysis evaluation and imagination. It is one activity through which the
child’s cognitive development can further”.3
Here are some definitions about reading comprehension.
Reading is a form of communication between reader and the author. In
the process of reading, a reader has to understand and catch the meaning of
the text. At the same time, the author tries to give understanding through
the words. As Farris (2004) said that reading comprehension is the process
of understanding the message that the author tries to convey.4 In short,
there is an interaction between a reader and an author. The result of this
interaction, the readers should understand what the author means. While
reading, a reader tries to understand the information from the text they
read. Understanding a written text means extracting the required
information from it as efficiently as possible.5 Therefore, there is no
meaning if a reader just reads without comprehending and catching the
information from it.
Jo Mc Donough quoted from Devine who said that, “Reading
comprehension is the process of using syntactic, semantic, and theoretical
information found in the printed text to reconstruct in the reader mind”.6
Comparison with the definition of Devine, William Grabe said that,
“Reading comprehension is most likely a simple multiplication of word
recognition abilities and general language comprehension abilities”.7
A reader and the author are the subjects in reading process. There is a
connection among them. An author tries to explain his/her idea through the
words and the readers also tries to understand the text they read.
Zemelman, Daniels, and Hyde (1998) stated that the essence of reading is
3 Peter David Fumprey, Measuring Reading Abilities: Concept, Sources, and Application, (London: Hodder and Soughton Educational, 1997), p. 2
4 Pamela J. Farris, Teaching Reading: A Balanced Approach for Today’s Classroom, (New York: McGraw-Hill, 2004), p.321
5Francoise Grellet, Developing Reading Skills: A Practical Guide to Reading Comprehension Exercise, (United Kingdom: Cambridge University Press, 1996), p.3
6 Jo Mc Donough and Christoper Shaw, Materials and Methods in ELT, (Sidney: The University of England, Black Well, 1993), pp. 101-102
7 William Grabe, Reading Research and Its Implication for Reading Assessment, (Flagstaff, Arizona: Northern Arizona University, 1985), p. 2
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a transaction between the words of an author and the mind of a reader,
during which meaning is constructed.8 In short, there is a construction of
understanding concept. The readers have to construct their own
understanding about the text they read.
However, reading can not be separated from other skills like writing,
listening, and speaking. There is a relationship among them, especially in
writing. According to Stephanie Harvey and Anne Goudvis as cited in
Farris (2004), “Like writing, reading is an act of composition. When we
write, we compose thoughts on paper. When we read, we compose
meaning in our minds. Thoughtful, active readers can use the text to
stimulate their own thinking and to engage with the mind of the writer”.9
Based on these opinions, it could be summarized that reading is likely
an easy task to do by the students, but comprehension is very difficult to
do in learning language. The writer concludes that the reading
comprehension is a process to understand the contents of the text which is
done by readers to get information. It is given through written language
and aimed to comprehend the meaning of the text.
2. Factors Influencing Reading Comprehension
There are many factors influencing reading comprehension. According
to Anderson (1977) and Rumelhart (1980), a major factor in reading
comprehension, which has been documented in recent years, is the
background knowledge or “schemata” of the reader.10 Pierson and
Fielding (1996) added, “perhaps no other phenomenon has influenced
instructional research in the last decade as pervasively as our increased
understanding of the powerful role of background knowledge in reading
comprehension”.11 It is clear that understanding reading depends on the
8Farris, Teaching Reading: A Balanced Approach for Today’s Classroom, ... p.324 9Farris, Teaching Reading: A Balanced Approach for Today’s Classroom, ... p.320 10 John G. Barnitz, Reading Development of Nonnative Speakers of English, (USA:
Harcourt Brace Jovanovich, Inc., 1985), p.14 11 Farris, Teaching Reading: A Balanced Approach for Today’s Classroom, ... p.326
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knowledge of the reader because during the process of understanding
reading, one tries to comprehend the text they read. In the reading process,
the readers construct the new knowledge with their background
knowledge.
Furthermore, Fountas and Pinnel (2001) state, there are two
components to prior knowledge (background knowledge). The first is
general background knowledge made up of a child’s personal experiences.
Included in those experiences are the variety of books she has had read to
her or has read on her own, an understanding of the world and people
around her based upon family travel or watching television or movies, and
diverse experiences both in school and out. Essentially, a broad
background can help readers better connect with the materials to be read.
The second component is knowledge of the topic or theme to be
studied in the upcoming story. Research underscores that the story
comprehension can be influenced by a student’s knowledge about and
experiences with the materials to be studied.12 In short, background
knowledge or prior knowledge is very important factor in reading
comprehension because it helps the reader get the meaning by connecting
what they have with the new information they have learn.
David Pearson (1978) explains the factors influencing reading
comprehension into two categories, inside factors and outside factors.13
Inside factors are divided into four components. The first is linguistic
component (what the readers know about the language). When students
learn language, they learn three systems14; they are:
a. Phonological Knowledge; It includes knowledge of the different
phonemes (individual sounds) in the language, knowledge of how they
are blended together to create words, as well as knowledge of things
like stress, juncture, and pitch.
12 Farris, Teaching Reading: A Balanced Approach for Today’s Classroom, ... p.327 13 Pearson and Johnson, Teaching Reading Comprehension, (USA: Holt, Pirehart and
Winston, 1978), p.9 14 Pearson and Johnson, Teaching Reading Comprehension, ... p.10
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b. Syntactic Knowledge; It refers to the orderly arrangement among
words in sentences. A child’s knowledge of syntax is remarkably
sophisticated by the time he or she enters school.
c. Semantic Knowledge; It refers to our knowledge of words’ meanings.
It also includes our knowledge of the relationship among words.
The second component of the inside factors influencing reading
comprehension is interest. It is an important thing in reading
comprehension. If the students interested in the topic presented in their
class, they will understand more about that topic. As a facilitator, the
teacher has to give the explanation about the material in many ways. One
way to improve comprehension of a given topic is generate student interest
in that topic through a variety means; filmstrips, movies, fieldstrips, other
books, community resources person.15 Therefore, the teachers have to use
various resources related to the topic to make the students more interested
in studying the topic. Another way, capitalizing students’ interest is to
allow students to read selections of high interest. The teachers give
opportunity to their students to read everything from any resources such as
magazines, books, journals, etc. Their interest in reading can influence
their comprehension.
The third component is motivation. Most of readers usually read what
they want to read and what they have to read. According to Grellet (1981),
the reader starts reading the text to find a number of things in it, such as
expecting to find answers to a number of questions and specific
information or ideas we are interested in it.16 Therefore, motivation can
influence the students’ comprehension because the different reasons of the
readers have different power to make the reader try to understand more
what they read. There are two kinds of motivation, intrinsic and extrinsic
motivation. Intrinsic motivation is in the reader. It comes from the learner
itself. As teacher, we try to give the extrinsic motivation so that they will
15 Pearson and Johnson, Teaching Reading Comprehension, ... p.10 16Grellet, Developing Reading Skills: A Practical Guide to Reading ..., p. 18
11
be more motivated. We offer incentives, reinforces, feedbacks, other
stimuli to try to alter a student’s level of motivation.17
The last component is reading ability. It explains how well the reader
can read. It is almost tautological to say that the more reading ability one
possess, the better one will comprehend.18 The readers have to read
everything and try to understand what they read.
The outside factor influencing reading comprehension is divided into
two categories. The first is the written message such as books, magazines,
pamphlets, newspapers, etc. Each written message has different level of
difficulty and ease. The reader has to classify it in order to comprehend it.
There are some factors in the written message which could affect
comprehension such as word frequency, story structure, the matic
information, and visual displays can all be manipulated to increase or
decrease comprehension.19
The second outside factor is the environment which could affect
comprehension. According to Pearson (1978), there are two factors in
reading environment; home environment and school environment.20 In the
home environment, the parents have significant role to improve the
reading skill of their children. For example, if the parents read some books
everyday, their children will be influenced by the parent’s activity. The
significant influence of the home environment in reading comprehension
based on the base of language and the background knowledge that children
bring to school.21
School environment is another important factor to develop students’
reading ability. Reading environment will be constructed if the teacher
motivates their students to read and make students want to read more.
Besides that, school environment especially teachers, peers, and “the
17 Pearson and Johnson, Teaching Reading Comprehension, ... p.14 18 Pearson and Johnson, Teaching Reading Comprehension, ... p.14 19 Pearson and Johnson, Teaching Reading Comprehension, ... p.20 20Pearson and Johnson, Teaching Reading Comprehension, ... p. 18-19 21Pearson and Johnson, Teaching Reading Comprehension, ... p. 18
12
classroom ecology”, all influence the reading comprehension of
students.22 Peers can be positive or negative. The positive influence will
appear when there is friendly competition among the students. Therefore,
it can be develop their reading ability. Beside, there is a cooperative
venture among the students. In this activity, there is a group problem
solving and help each other. Therefore, it will be positive influence for
students to increase their comprehension in reading. The negative
influence of peers related with their psychology as teenagers. But one’s
peers can be mean. The can belittle scholarship to the point where a
student learns that it is best not to try very hard to do well.23 The teacher
can minimize it by giving them the story motivation and understanding
that peers can become good partner to improve their knowledge.
3. Objectives of Reading24
Reading can be thought of in terms of levels of difficulty. Here are the
following levels of reading proficiency, called the R-levels (R stands for
“reading”):
a. Novice (R0): Pre-functional Level. Suppose you want to take a short
trip to a foreign country and would like to be able to read a few words
that are strongly supported by context, such as street signs, menus, and
forms. If you are studying a language related to your own and one that
uses the same writing system, you will be able to do this in a relatively
short period of time.
b. Intermediate (R1): Survival Level. This level describes you, if you
want to be able to read, with heavy reliance on a dictionary, simple
texts such as newspaper announcements about who, when, where, that
contain the most common words and the simplest grammatical
constructions. If you are studying a language related to your own, this
22Pearson and Johnson, Teaching Reading Comprehension, ... p. 19 23Pearson and Johnson, Teaching Reading Comprehension, ... p. 19 24 John Rubin & Irene Thompson, How To Be A More Successful Language Learner:
Toward Learner Autonomy, (USA: Heinle & Heinle Publishers, 1994), p. 18-19
13
level can be achieved in a relatively short time and usually forges
ahead of speaking ability. In languages with different script, the
situation may be reserved, and it can take longer to learn to read than
to speak.
c. Advanced (R2): Limited Working Proficiency. If your job requires
some reading ability in a foreign language, you will probably need to
be able to understand the main ideas and some details in
uncomplicated but authentic prose that deals with straightforward
topics and contains many common words and familiar sentence
patterns, such as news reports, encyclopedia entries, and short
biographies, etc. People at this level usually can also read simple short
stories with a clear story line. At this level, you will have to do a good
deal of rereading and will occasionally misread. Your reading
comprehension will be heavily dependent on subject matter
knowledge.
d. Superior (R3): Professional Proficiency. This is the level you need if
you want to be able to read with almost complete comprehension and
at normal speed most texts intended for educated native readers of the
language you are studying, for example, literary texts and expository
prose on a wide variety of topics and of different genres (editorials,
correspondences, general reports, technical material in your
professional field, official documents, and political commentary). You
will have to know a good deal about the target language culture in
order to achieve this level of comprehension.
e. Distinguished (R4): Near Native Proficiency. If you want to be able to
read as quickly and effortlessly in a foreign language as you can read
in your native language, this is the level for you because you will be
able to read anything published in the foreign language without using a
dictionary. You will be able to read all styles and forms of the
language pertinent to professional and academic needs, including
intellectually challenging and artistic prose. You will be able to
14
understand nuances and subtleties, cultural and literary references and
associations, and have an appreciation of humor, irony, and sarcasm.
4. Strategies of Reading Comprehension
Sometimes the goal of a reading a lesson might be to examine the
various pieces of a story in a less teacher-directed manner. In this case,
once a skill is taught, the students practice it within the current lesson and
then use the skill in specified lessons again throughout the year. One such
skill for digging into a story to examine its parts is story mapping. Others
to be discussed are Question-Answer Relationship (QAR), Inferential
Reading, Effective Questioning, and SQ3R (Survey, Question, Read,
Recite, and Review).
a. Question-Answer Relationship (QAR)
Question-answer relationship (QAR) teaches the students to
recognize taxonomy of relationship between specific kinds of
questions and their related answers. Using this strategy, students learn
how to identify the types of questions they are asked. They also learn
how to determine appropriate sources of information to use to answer
those questions.25
b. Inferential Reading
In this strategy, students are dipping into their schema to activate
prior knowledge, combining up with a reasoned assumption about
what is happening in the story. Dole, Duffy, Roehler, and Pearson
(1991) state that “inference is the heart of the reading process”.26
Gordon (1989) outlines a straightforward process for the teacher to
follow:27
Step 1: Explain what is involved in making an inference.
Step 2: Model the process.
Step 3: Share the task.
25 Farris, Teaching Reading: A Balanced Approach for Today’s Classroom, ... p.350 26Farris, Teaching Reading: A Balanced Approach for Today’s Classroom, ... p.352 27Farris, Teaching Reading: A Balanced Approach for Today’s Classroom, ... p.352-354
15
Step 4: Additional practice.
Step 5: Integrate the process into a reading assignment.
c. Effective Questioning
Sometimes a teacher asks students before, during, and after reading
in a structured context. At other times the students effectively focus on
their own reading, keep then engaged, and help them monitor their
understanding of what was read.
Farris stated that there are some ways to make effective questions;
which has been summarized by the writer. They are:
1). Asking variety of questions by following a questioning taxonomy
which is similar to Bloom’s (1956) taxonomy of the cognitive
domain.
2). Modeling how to answer various questions.
3). Using visual media like overhead projector to develop students’
questioning skills.
4). Striving to ask open-ended questions to prompt deeper reader
response.
d. SQ3R (Survey, Question, Read, Recite, and Review)
This strategy was developed by Robinson (1946/1961) as a study
system for college students. As with other new strategies, SQ3R is best
presented by the teacher who carefully models it and then engages the
whole class in practice. Use it when study begins on a new chapter in
social studies or science, work through each of the steps together, and
then review it before it is used on the next chapter. This strategy is best
maintained is students are reinforced in using it from time to time, but
it should not be overly relied upon, and thus abused. Bored students
will not be effective learners.28
SQ3R’s steps involve survey, question, read, recite, and review.
Survey: The students quickly skim over the textbook material to be
covered. They focus on boldfaced headings, subheadings, and titles to
28Farris, Teaching Reading: A Balanced Approach for Today’s Classroom, ... p.356-357
16
get a general idea of the content. Captions under pictures, graphs,
charts, and vocabulary are also noted.
Questions: Based on that quick survey, students write prediction
questions about the material to be covered.
Read: Now the students read actively, looking for answers to the
questions they posed.
Recite: Students put the book aside and try to recall what they have
read, talking through the possible answers and testing themselves on
the text material. Going over difficult material aloud involves more
than one sense, and that auditory feedback is often an effective way to
grasp complex materials. Another option is to write down what they
have learned. This is a good check on whether the material is clearly
understood or not.
Review: Students reread parts of the material to confirm the answers
previously given. Then they take time to review their notes, their
questions, or the material with a classmate. The teacher may also give
a short quiz to assess students’ comprehension of chapter content.29
B. Story Mapping
1. The Concept of Story Mapping
Based on Oxford learner’s dictionary, visual media are “pictures,
films, video, maps, etc. used as teaching aids”. They can be also defined as
things that can be seen which are used as teaching and learning visuals.
Pamela said that “story map is defined as a graphic or semantic visual
representation of a story”.30
Story maps are graphic representations of the various components and
sequence of events of a story, which clearly outline the relationships to
each other. Components are usually the setting, the characters, the
problem, the plot and the resolution.
29 Farris, Teaching Reading: A Balanced Approach for Today’s Classroom, ... p.357 30 Farris, Teaching Reading: A Balanced Approach for Today’s Classroom, ... p.345
17
Story maps can be used as an outline for creating a story or to
summarize the story events. They help students visualize the people,
places and events of the story. In a creative writing exercise, students use
story maps to help with the initial process of organizing their thoughts
before proceeding with the story writing. As a post reading exercise,
students can reflect on the story and summarize it using a story map.31
Story mapping is an instructional strategy that represents knowledge
through visuals. Story maps helps students “talk through” their thought
and share ideas, and are beneficial both auditory and visual learners. Story
maps can be used to generate ideas during brainstorming sessions, to aid
learning by integrating new and old knowledge, to assess understanding or
to diagnose misunderstanding. Story maps can be used in a variety of ways
to help students organize their learning.32
2. The Procedures of Story Mapping
The general procedure to follow when preparing a basic story map
includes the following steps (Davis & McPherson, 1989; Reutzel, 1985):33
a. Read the story. Write a sequenced summary of the main ideas, key
events, and characters that make up the plot of the story.
b. Place the title, theme, or topic of the story in the center of the graphic
story map in predominant bubble (Figure 2.2 & 2.3 ) or the top of the
semantic chart (Figure 2.4).
c. For the graphic organizer, draw enough ties projecting out
symmetrically from the center of the map to accommodate the major
events of the story’s plot. Attach related pieces or second-level
information from the summary list to these ties in chronological order,
moving clockwise around the center. The semantically organized chart
is simply arranged by story elements, so information is transferred to it
accordingly.
31 http://presentationsoft.about.com/od/powerpointlessonplans/qt/storymap_lesson.htm. 32 http: //www.region15.org/curiculum/NARRATIVE_WRITING-Portrait.Pdf 33 Farris, Teaching Reading: A Balanced Approach for Today’s Classroom, ..., p. 346
18
d. Draw additional ties projecting out symmetrically from each secondary
bubble to accommodate the important details associated with the key
plot event, adding relevant information from the summary list.
e. Review the final semantic chart or story map for completeness.
There are simple procedures which we may apply in the classroom,
here they are:
1). Read the story.
2). Draw a basic story map outline (see example on the
right).
3). Fill in the setting, main character(s), and problem.
4). Sequence the events of the story chronologically
using the terms, beginning, middle, and end.
5). Fill in the resolution.34
Shanahan & Shanahan (1997) shows one innovative and particularly
effective way to use a mapping technique involves Character Perspective
Chart (CPC).
To begin the CPC into literature circles or small group use, begin with
a demonstration lesson:35
a. Read a thought-provoking picture book aloud to the class.
b. Pick two characters to discuss, the main character and one other.
c. Work through the chart with the class, filling in the different areas
together, and beginning with the main character.
d. Next, refocus on a secondary character and repeat the process, this
time probing a different point of view. Then, examine the results.
Query the students about why certain parts of the chart changed
depending on the character under inspection.
e. Discuss the value of looking at a story from different perspectives,
how it pulls a reader into deeper levels of thought and affords a more
34 http: //fcit.usf.edu/FCAT/strategies/SM/overview1-2.htm 35 Farris, Teaching Reading: A Balanced Approach for Today’s Classroom, ..., p. 348
19
complete understanding of the story than the standard story map
format typically does.
3. Kinds of Story Mapping
A story map is a strategy that uses a graphic organizer to help students
learn the elements of a book or story. By identifying story characters, plot,
setting, problem and solution, students read carefully to learn the details.
There are many different types of story map graphic organizers. The most
basic focus on the beginning, middle, and end of the story. More advanced
organizers focus more on plot or character traits.36
Farris divides kinds of story mapping into two types; graphic story
map or bubble map (see figure 2.2 and figure 2.3) and Character
Perspective Chart or CPC (see figure 2.4). To make the story map more
insightful and the teaching learning process become more memorable, we
may put some different colorful to each story elements.
Figure 2.2. Graphic Story Map or Bubble map37
36 http: //www. readingrockets.org/strategies/story_maps 37 Farris, Teaching Reading: A Balanced Approach for Today’s Classroom, ... p. 347
20
Figure 2.3. Graphic Story Map or Bubble map38
Main Character
Supporting Character Title & Author
Solution
Problem
Setting
Figure 2.4. Character Perspective Chart39
A Blank Character Perspective Chart Main Character: Who is the main
character?
Another Character: Who is this
character?
Setting: Where and when does the story
take place?
Setting: Where and when does the story
take place?
Problem: What is the main character’s
problem?
Problem: What is the character’s
problem?
Goal: What is the main character’s
goal? What does he want?
Goal: What is the character’s goal?
What does he want?
Attempt: What does the main character
do to solve the problem or get the goal?
Attempt: What does the main character
do to solve the problem or get the goal?
Outcome: What happened as a result of Outcome: What happened as a result of
38 http: //www.region15.org/curiculum/NARRATIVE_WRITING-Portrait.Pdf 39 Farris, Teaching Reading: A Balanced Approach for Today’s Classroom, ... p. 348
21
attempt? attempt?
Reaction: How does the main character
feel about the outcome?
Reaction: How does the character feel
about the outcome?
Theme: What point did the author want
to make?
Theme: What point did the author want
to make?
4. The Assessment of Story Mapping
Assessment & Evaluation Considerations40
• Note students' ability to identify main story characters and events.
• Note students' ability to sequence story events.
• Story maps reveal students' level of comprehension of story events and
structure.
• Variations among students' story maps illustrate their personal
interpretations.
There are some criteria to assess students in using story mapping, here
they are: Table 2. Table of Story Mapping Assessment.41
Criteria 4 3 2 1 Story Map
All required elements are filled in completely; main details have enough description for clarity.
All required elements are filled in completely; main details have some description.
Some elements are complete; details are missing.
Elements are incomplete; details are missing.
Story Box
Six squares are neatly completed; a complete sentence describes contents.
Six squares are completed; an incomplete sentence describes contents.
Six squares are completed; work looks hurried, not very neat; content description is missing.
Not all are squares complete; work looks hurried, not very neat; description missing.
40 http: //www.education_world.com/a_tsl/archieves/01-1/lesson0019.shtml. 41 http: //www.education_world.com/a_tsl//TM/WS_storymaprubric.shtml.
22
Spelling There are no mistakes in grammar or spelling.
There are one or two grammar or spelling mistakes.
There are three or four grammar or spelling mistakes.
There are numerous mistakes in grammar or spelling.
5. Make Story Maps Using PowerPoint.
PowerPoint can be a very useful tool to create story maps. This is a fun
way to integrate technology and literacy in the classroom and all the while
students will be learning how to use PowerPoint.42
Here are the ways to make story maps by using PowerPoint:
a. Add a New Slide to the Story Map and Select the Title Only Lay
Out43
1). Click on the New Slide button on the Formatting toolbar at the top
of the screen.
2). Select the Title Only slide type from the Slide Layout pane at the
right of the screen. Figure 2.5. Picture of Formatting Toolbars
42 http: //presentationsoft.about.com/od/powerpointlessonplans/qt/storymap_lesson.htm. 43 http://presentationsoft.about.com/od/powerpointlessonplans/ss/story_map_2.htm
23
b. Add a Radial Diagram to the Story Map by Using the Drawing
Toolbar44
1). Using the Drawing Toolbar, at the bottom of the screen, click on
the Insert Diagram button.
2). Select the Radial Diagram type from the Diagram gallery box.
3). Click OK. Figure 2.6. Picture of Diagram Gallery
c. Radial Diagram Appears on the Powerpoint Slide45
The radial diagram appears on the PowerPoint slide. This will be used
as the Story Map Legend.
44 http://presentationsoft.about.com/od/powerpointlessonplans/ss/story_map_3.htm 45 http://presentationsoft.about.com/od/powerpointlessonplans/ss/story_map_4.htm
24
Figure 2.7. Picture of Radial Diagram
d. Insert Additional Shape into the Radial Diagram to Add More
Story Map Legend Items46
1). If the radial diagram is not already selected on the PowerPoint
slide, click on it now.
2). When the radial diagram is selected, the Diagram toolbar appears
on the screen.
3). Click on the Insert Shape button on the Diagram toolbar, to add as
many more shapes as required for your story map.
46 http://presentationsoft.about.com/od/powerpointlessonplans/ss/story_map_5.htm
25
Figure 2.8. Picture after clicking insert shape on Diagram Toolbar
e. Enhance the Story Map Legend47
1). Make sure the radial diagram is selected.
2). On the Diagram toolbar, click on the AutoFormat button.
Figure 2.9. Picture of AutoFormat button
f. Select an AutoFormat48
1). In the Diagram Style Gallery dialog box, click on the different
style diagrams. A preview will show what the story map legend
will look like.
2). Choose a diagram style and click OK.
47 http://presentationsoft.about.com/od/powerpointlessonplans/ss/story_map_6.htm 48 http://presentationsoft.about.com/od/powerpointlessonplans/ss/story_map_7.htm
26
Figure 2.10. Select an AutoFormat from the list
g. AutoFormat Changes49
The story map legend appears on the PowerPoint slide, reflecting the
choice you made using AutoFormat. Figure 2.11. AutoFormat Changes
h. Legend Titles50
1). Click in an object in the story map legend
2). Type the legend title for that object.
3). Repeat for all legend titles.
49 http://presentationsoft.about.com/od/powerpointlessonplans/ss/story_map_8.htm
50 http://presentationsoft.about.com/od/powerpointlessonplans/ss/story_map_9.htm
27
Figure 2.12. Add text in the bubble map
i. Story Map Legend51
Click in the Title text box and add a title for your story map legend. Figure 2.13. Story Map Legend is ready to be filled with some texts
6. The Advantages and Disadvantages of Story Mapping
According to Reutzel and Cooter (2000), there are some advantages of
using story mapping; they are:
a. Readers can visualize the story.
51 http://presentationsoft.about.com/od/powerpointlessonplans/ss/story_map_10.htm
28
b. Readers can more easily see how the story pieces mesh, knowledge
they continually apply when they predict what might happen next in
one story after another.
c. Mapping enables readers to store information in their personal schema
more efficiently.
d. Mapping facilitates the recall of story elements more completely and
accurately.52
In addition, by using CPC ( Character Perspective Charting) as
innovative story mapping, readers will get benefits such as; having an
opportunity to analyze a story from several different perspectives looking
beyond just the main character’s point of view; it will be more insightful
and memorable learning when readers work in various groups; it also
develops critical thinking strategies.53
In other hand, the story mapping has disadvantages such as not to be
overused and thus abused, these maps can be applied to stories in the basal
text along with excellent children’s literature, particularly the shorter text
found in picture books. In other word, these maps will be more appropriate
to be applied in teaching reading comprehension using short stories,
narrative texts, and recount texts.
52 Farris, Teaching Reading: A Balanced Approach for Today’s Classroom, ... p.346 53 Farris, Teaching Reading: A Balanced Approach for Today’s Classroom, ... p.347
CHAPTER III
PROFILE OF MTs KHAZANAH KEBAJIKAN
A. Background
MTs Khazanah Kebajikan is located in Jl. Talas 1 Rt. 01/010 Pondok Cabe
Ilir, Pamulang, Tangerang, Banten. The attendance of MTs Khazanah
Kebajikan Pamulang is like other MTs. commonly, the purpose of MTs
Khazanah Kebajikan is to educate people throughout education which based
on the range of faith and piety to Allah SWT. It is becoming real because on
the fact people of Pamulang and around it are basically near by Islamic
education, it means that the attendance of MTs Khazanah Kebajikan has
similar culture with religious people in Pamulang.
Proportionally, the progress of the downtown of DKI Jakarta, now
Pamulang becomes a pillar of DKI Jakarta which the people has transition
characteristic, shock people in pass a change, especially in social culture and
economy.
In the central of people life, MTs Khazanah Kebajikan is going to give a
change of people life in which MTs Khazanah Kebajikan is able to apply the
changes caused by DKI Jakarta city progress. But, in the other side, MTs also
must be able to defend the positive rang of people Pamulang culture. Based on
the definition above, MTs Khazanah Kebajikan will appear as modern school
which has a vision to give an Islamic teaching as a supply for students.
Therefore, students can be a modern people who has good intellectual quotient
29
30
and also has a great attitude. MTs Khazanah Kebajikan is a social school
which educates some orphanages and unlucky students from every district in
Indonesia.
B. Vision
MTs Khazanah Kebajikan has a vision to realize smart and great students
on their intellectual, emotional and spiritual quotients.
C. Missions
MTs Khazanah Kebajikan has some missions as follow:
1. Prepare students to be a master of technology and science.
2. Create students who have high commitment in humanity.
3. Realize students who have ability in comprehend and apply Islamic
teaching in society.
D. Goals
1. Realize students to be a pioneer in mastering science and technology in
Pondok Cabe Ilir area.
2. Realize a harmonious social life.
3. Realize a community of a religious people who apply Islamic teaching in
their daily life either in their school or their society.
31
E. Strategies
1. Recruit some great students using selective and objective method.
2. Hold teaching and learning activity by using exploration method.
3. Realize education equipment which can increase students’ quality. Such as
library, laboratory and etc.
4. Recruit professional and competent teacher by using selective and
objective method.
5. Increase teachers’ quality by holding some training, educating and
progressing ability.
6. Increase school management to increase education quality.
7. Realize harmonious relationship between teacher and teacher, teacher and
students and student and student.
8. Prepare worship location to have some religion activity.
F. Facilities
1. Library
2. Mosque
3. Field
4. Computer and Science Laboratory
5. Staff Room
6. Teacher Room
7. Headmaster Room
8. Classroom
32
9. Food Court
10. Cooperation Store and
11. Toilets
G. Teachers and Staffs
1. 23 teacher with S1 background and 5 teacher with S2 background
2. 5 person staff
3. 2 person security and
4. 1 person librarian
H. Data of Students
Table 3. Data of Students of MTs Khazanah Kebajikan
YEAR BOYS GIRLS TOTAL1999/2000 37 39 762000/2001 47 58 1152001/2002 67 74 1412002/2003 72 105 1772003/2004 83 92 1752004/2005 104 89 1932005/2006 122 128 2502006/2007 127 142 2692007/2008 130 145 2752008/2009 123 113 2362009/2010 123 125 228
33
I. Curriculum
MTs Khazanah Kebajikan use KTSP curriculum which is contained by
70% common subject and 30% religion subject. In common subject, there are
some extracurricular for grade VII, VIII and IX such as language and
computer subject.
J. Teaching and Learning Activity
Teaching and learning activity is pressing the active learning method. And
the schedule are:
1. Start at 07.00 and over at 12.30
2. In the afternoon students have an intensive class especially for math,
English and Arabic class.
K. Education of Faith
MTs Khazanah Kebajikan also educate students some Islamic teaching. In the
some way:
1. Holding praying dhuha every Tuesday, Thursday and Saturday.
2. Holding praying tahajjud at 03.00 for boarding students
3. Holding ceremony in Islamic day.
34
L. Extracurricular
MTs Khazanah Kebajikan hold some extracurricular especially in art, sport,
life skill and Islamic teaching. For example:
1. Art: kaligrafi, reading holly qur’an, poem, drama and etc.
2. Sport: basket ball, foot ball, volley ball and etc.
3. Life skill: language, technology computer and speech.
4. Islamic teaching: Iqra, Praying and Attitude.
M. Academic Achievement
1. Winner of Math Olympiad (KKM Tangerang II), 2007
2. 3rd winner of Yell Putra Gudep South Jakarta, 2007
3. 3rd winner of Science Olympiad (HAB DEPAG), 2007/2008
4. Winner of Science Olympiad (KKM Pamulang Scoop 31 MTs),
2007/2008
5. 4th winner of Math Olympiad in JABOTABEK, 2007/2008
6. 3rd winner of Indonesian Olympiad (HAB DEPAG), 2008/2009
7. 3rd winner of Math Olympiad, Tangerang, 2008
8. Winner of Cerdas Cermat Competition, Tangerang, 2009
9. 3rd winner of English Olympiad (HAB DEPAG), 2008/2009
10. Winner of Gerak Jalan (HAB DEPAG), Pamulang, 2008
CHAPTER IV
RESEARCH FINDINGS
This chapter presents and discusses the findings of the research based on
the data gathered during the experimentation. In line with the problems, it presents
and discusses the research findings as follows:
A. Place and Time of Research
The writer did research at MTs Khazanah Kebajikan Pamulang located on
Jl. Talas 1 Rt. 01/010 Pondok Cabe Ilir, Pamulang, Tangerang, Banten.
She conducted this research at that school from February 3rd, 2010 up to
February 17th, 2010.
B. Population and Sample
The population in this research is the second year students of MTs
Khazanah Kebajikan Pamulang, Tangerang Selatan. The second year of this
school consists of two classes. Class VIII-A consists of 39 students and class
VIII-B consists of 40 students, so the total students in the second year are
about 79 students.
The writer took one class (VIII-A) then she randomly selected the students
and took 30 students as a sample of the research. The writer choose this class
(VIII-A) because she taught in that class and to make her easier in collecting
the data.
C. Data Collection
The techniques of collecting data used in this research are:
1. Observation
Before doing the research, the writer observes the location and
population where the research is carried out.
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2. Teaching
The writer did the teaching learning process three times1.
3. Test
The instrument of this research is the story map test which consisting
of 15 questions. Type of questions is essay. The test was made by the class
teacher.
The writer gave the students namely pre-test and post test. Pre-test
was given before she began the teaching and learning process. The pre-test
is similar in form to post test that was given after three times in the
instruction.
Firstly, the class was given the pre-test before the lesson is begun to
know the students knowledge of the materials that will be taught.
Secondly, the writer gave the materials about reading comprehension
by using story mapping in presentation. She did teaching for three times.
The last step in the experiment, the writer gave the post test to the
class. Post test was given after the lesson is finished, in order to find the
students understanding the materials.
D. The Technique of Data Analysis
Data analysis is the last step in the procedure of experiment, in this skripsi
the writer use “t” test2.
The writer has to seek the significance differences result between pre test
and post test by using formula as followed:
to = MD
SEMD
The writer has to seek score of t as followed:
1. Seek D (Difference) between score of variable I (X) and score of
variable II (Y) and then D = X – Y.
2. Add D then getting ∑D.
1 See Appendix 3 Lesson Plan p. 50-63 2 Anas Sudjiono, Pengantar Statistik Pendidikan, (PT Raja Grafindo Persada: Jakarta,
2007), p. 305
37
3. Seek Mean from Difference by using formula:
MD = ∑D
N
4. Seek the Standard of Deviation from Difference (SDD) by using
formula:
SDD = ∑D2 - (∑D)2
N N2
5. Seek the Standard Error from Mean of Difference by using formula:
SEMD = SDD
N - 1
6. Seek to by using formula:
to = MD
SEMD
Then, the calculation of Thit is compared with Ttable with degree of
significance of 1% and 5% with test criteria as follows:
• If Thit > Ttable so Ho is rejected and Ha is accepted.
• If Thit < Ttable so Ho is accepted and Ha is rejected.
E. Data Description
To know the result of the test, the writer makes the table of students’ score
as follows:
Table 4
The Result Calculation of Pre Test and Post Test
Students Pre-Test
Score (X)
Post-Test
Score
(Y)
D = X - Y D2 =
(X –Y)2
1 50 77 -27 729
2 63 87 -24 576
3 67 93 -26 676
4 82 75 7 49
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5 73 93 -20 400
6 73 93 -20 400
7 62 75 -13 169
8 78 92 -14 196
9 62 92 -30 900
10 73 87 -14 196
11 73 85 -12 144
12 73 87 -14 196
13 70 83 -13 169
14 75 82 -7 49
15 63 78 -15 225
16 70 77 -7 49
17 70 77 -7 49
18 77 77 0 0
19 73 80 -7 49
20 73 82 -9 81
21 73 93 -20 400
22 70 83 -13 169
23 60 67 -7 49
24 70 83 -13 169
25 70 73 -3 9
26 65 72 -7 49
27 57 67 -10 100
28 67 73 -6 36
29 55 80 -25 625
30 65 73 -8 64
N = 30 - - -384
∑D
6972
∑D2
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From the description above, the writer get the students’ pre-test score the
class with minimum score is 50 and maximum score is 82, mean is 68.4,
median is 70 and mode is 73.
After they are taught by using story mapping, the writer get the students’
post test score of the class with minimum score is 67 and maximum score is
93, mean is 81.2, median is 81, and mode is 77.
F. Data Analysis
As stated above that the writer uses “t-test” in analyzing the data by this
formula:
1. Determining the Standard of Deviation with formula:
SDD = ∑D2 - (∑D)2
N N2
= 6972 – (-384)2
30 302
= 232.4 – 7.75
= √224.65
= 14.99
2. Determining the Standard Error with formula:
SEMD = SDD
√ N - 1
= 14.99
30 – 1
= 14.99
√30
= 14.99
5.48
= 2.74
40
3. Determining Mean of Difference by using formula:
MD = ∑D
N
= -384
30
= -12.8
4. Determining to with formula:
to = MD
SEMD
= -12.8
2.74
= -4.67
The last result -4.67 indicated that there was a difference of degree as
much as -4.67. Regardless the minus, it does not indicate negative score.
Then, to complete the result of the research, the writer tried to find out
the degree of freedom (df) with formula:
df = N – 1
= 30 – 1
= 29
Df = 29 (See table of “t” value at degree of significance of 5% and 1%)
At the degree of significance of 5% = 2.04
At the degree of significance of 1% = 2.76
The result of analyzing the data by using the above formula shows that
the coefficient is 4.67 this means that there is a significance increase that
the application of story mapping in the teaching reading comprehension.
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G. Data Interpretation
The comparison between t-score and t-table:
In the table of significance or in t-table df3 = 29, the t-score (to = 4.67)
then we can know to is bigger than tt that 2.04 < 4.67 > 2.76.
From the result calculation if to > tt that Ha (alternative hypothesis) of the
research is accepted and Ho (null hypothesis) is rejected or there is
significance different result of pre test and post test.
Based on the data analysis and the discussion above, the writer can
interpret that story mapping is effective and applicable to be used in the
classroom in teaching and learning reading comprehension.
3 See Appendix 4 Nukilan Tabel “t” untuk Berbagai df, p. 64
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the data described previously, the writer draws the conclusion as
follows: Story mapping is effective to be used in the classroom to improve
students’ achievement in reading comprehension competence. It can be seen
from the result calculation of pre test and post test. Also it can be seen from
the t-test, the result is 2.04 < 4.67 > 2.76. It proved that there is significant
result of pre test and post test.
B. Suggestion
The writer would like to give suggestions on her research which are:
1. The teacher should use story mapping in teaching reading of story text
or narrative text to increase the students’ achievement in reading
comprehension as the alternative one.
2. The teacher should use LCD projector as media to present story map
power points to make students be more motivated.
3. The teacher should be well-prepared and be ready for some
possibilities that can happen in students’ learning activities.
4. The teacher should find out the various materials from other English
textbooks which school provided and from internet to make students
more interested in the materials.
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43
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