Chapter V THE EFFECT OF CRITICAL READING STRATEGIES ON READING REPORT TEXT AT GRADE XI SMA NEGERI 1 SIABU

 

CHAPTER V

CONCLUSION AND SUGGESTION

A.    Conclusion

Based on the result of the research, the conclusions of this research are:

1.    Before using Critical Reading Strategies, students’ reading report text was still low. it can be seen by highest score of experimental class in pre test was 78 only and lowest score was 34. While the highest score of control class was 80 and the lowest score was 36. Besides, the mean score of experimental class with using conventional strategy was 60.62 and the control class with using conventional strategy was 63.92, it is on the level low.

2.    After using Critical Reading Strategies, researcher got the highest score of experimental class became 96 and the lowest score 62 and the mean score of experimental class was higher than control class (81>91). it means that by using Critical Reading Strategies, students’ reading report text was higher.

3.    Based on the calculation of t_count was 13.38 was higher than t_table 1.678 and the mean score of experimental class in post test was 81.91, meanwhile the mean score of control class in post test was 71.87, it was higher than control class (81.91>71.87), it can be conclude that there was the significant effect of Critical Reading Strategies on Reading Report Text at Grade XI SMAN 1 Siabu where H_a was accepted and H₀ was rejected.

B.     Suggestion

Based on the above conclusion, the researcher has some suggestion as follow:

1.         For headmaster, provides strategy in teaching reading report text. That students’ increase to learning English whit strategy.

2.         For the English teacher of SMAN 1 Siabu. It is very wise to apply the innovative approach such as Critical Reading Strategies on reading report text.

3.         For the research, it is hoped to use Critical Reading Strategies, because it can make them to be able to communicate or communicated competence.

 

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Chapter I IMPROVING STUDENTS’ WRITING ABILITY IN NARRATIVE TEXT THROUGHSTORY MAPPING TECHNIQUE AT GRADE XI SMA N 7 PADANGSIDIMPUAN

 

CHAPTER I

INTRODUCTION

A.  Background of the Problems

In Indonesian education curriculum, the purpose of learning English for students is, to provide them the creativity of using English language as a tool of communication even if it is for talking or writing. Curriculum of English Senior High School, English has four basic language skills. They are listening, reading, speaking and writing. Listening and reading are receptive skills because learners do not need to produce language to do these, they receive and understand it. On the other hand, speaking and writing are productive skills because learners need to do these to produce language.

To develop students’ ability in dispensing the information in English, writing could be used as a media. Furthermore, the act of writing is an essential activity for them in their future academic life. Talking about learning English, students use both speaking and writing in order to communicate to another. In writing a sentence or a text, the students have to focus on the rules of writing such as topic of paragraph, body of paragraph, and conclusion of paragraph.

Writing is a process how to generate the letter, words and sentences. Therefore, students must be able to combine the words that easier to understand by human. Writing disabilities are caused by problems in vocabulary and grammar. However, an understandable and acceptable writing not only depends on vocabulary and grammar but also has to be well sequenced, cohesive, coherent, and appropriate with its purpose.

In conveying and sharing ideas or opinions, it is good to understand the types of texts used by the writer. There are many kinds of text such as recount, procedure, report, explanation, narrative, descriptive, news item. Narrative is one of the texts that must be learned by students in Senior High School. Narrative is a kind of text which s frequently use in the daily life to tell the past event. In addition, narrative pattern is use to convey someone’s experience in his or her life.

A narrative text is a piece of text which tells a story used time order to organize the sentences in the text. In other words, narration is story writing, write about events in order that happen. In other hand, writer use time order to organize his/ her sentence. In the narrative text, writer use time to tell what happen first, what happen next and what happen after that. The text consists of orientation, complication or problems, resolution and coda.

A story mapping is a visual graphic map in which is provided the elements of story such as setting, characters, problems, and resolution. This technique enables students to relate story events and to perceive structure in literary selection in composing narrative text. To apply this technique, the teacher has to give the students the concepts of story mapping, including the steps of writing story mapping. By using story mapping technique, the students have to focus on composing a good narrative text because in writing narrative text, they will write their own story or retell a story based on what they have been read also the students have to pay attention to the rules of writing and all components of writing especially grammar, structure and the sentence use on writing narrative text.

Based on the explanation above, writing is very important in the education field. Therefore, students need to be exercised and trained in order to have a good writing skill. However, in teaching writing skill is still have some problems, especially when the teacher giving writing text materials to the students at grade XI IPA 3 SMA N 7 Padangsidimpuan.

The problems are; students are expected to delivering idea in their written, but many students still get difficulties in delivering their idea, they sometimes confuse how to start their writing, they are confuse how to organize their ideas because they have not motivation to write due to their limited range of vocabulary, and they are unable to build a sentence or paragraph correctly.[1]

First, students are expected to delivering idea in their written, but many students still get difficulties in delivering their idea. In teaching writing the teacher use traditional technique to teach writing. In fact, learning English with the same teaching technique makes the students bored, because the technique is monotonous. That is why teachers need various methods which can increase students’ creativity and sense of writing. The teacher should use available resources to develop students’ creativity in learning English, especially in writing.

Second, they sometimes confuse how to start their writing, they are confuse how to organize their ideas because they have not motivation to write due to their limited range of vocabulary. On the other hand, their teacher do not create and think of effective way to motivate and stimulate them in order they can be more excited in following learning process in the classroom.

Third, they are unable to build a sentence or paragraph correctly. Some of them have not understand such as grammar and words structure and they don’t have a background knowledge about English. So, they cannot recognize and improve a sentence or paragraph correctly. As a result, students need to spend so much time to finish their writing and may not be able to continue their writing.

According to the problems above, the researcher expects that it needs to be solved. There are many techniques used to English learning especially writing ability, such as listing, outlining, story mapping, sketch and label, that is to develop the knowledge and skill to deal with spoken and written in social context and the researcher choose story mapping. There are reasons why the researcher chooses story mapping technique. First, Story mapping is a graphic or semantic visual representation of a story. Second, the map illustrates ways to show an overview of a story. The last, It also tell the information about its generic structure, such as characters, setting, goal, event and resolution.

In this research, the researcher proposes story mapping as the teaching technique. Mapping is a part of visual aids. Based on the references that the researcher found about story map, it has been proved to be a beneficial as a teaching technique. It regards as one of effective tools which supposed to be a good way to turn a broad idea into a limited and more manageable story which actually gives the words closely related to the theme provided. Moreover, story mapping can help students to motivate them in writing. This technique could be effective as prewriting stage of writing process. As Boulliane states that story map is a tool to create a connection of story components using a visual graphic. Those story components are setting, character, problem, and resolution.[2]

From the explanation above, the researcher interested to conducting a Classroom Action Research (CAR) through the title “ Improving Student’s Writing Ability in Narrative Text Through Story Mapping Technique at Grade XI SMA N 7 Padangsidimpuan”.  

B.  Identification of the Problem

Based on the background of the problem above, the writer finds some  problem as follows:

1.    Most of students still get some difficulties in delivering their idea. Therefore, students should be given a suitable technique which can overcome their problem in writing.

2.    Students are confused to start their writing.

3.    Students are unable to continue a sentence or paragraph correctly.

 

C.  The Formulation of the Problem

Based on the statement above, the researcher formulates the problem as follows: “can story mapping technique improve students’ writing ability in narrative text at grade XI SMA N 7 Padangsidimpuan?”

D.  The Aim of the Research

The aim of this research is to know the result of using story mapping as an attempt to improve teaching technique in learning writing of narrative text.

E.  The Significances of the Research

The significances of the research are :

1.    To the headmaster, as an information. The headmaster can motivate and give suggestion the teachers to be a professional so they can improve their students’ writing ability.

2.    To the English teacher, to provide information about teaching technique which may improve their students’ writing of narrative text in classroom.

3.    To other researcher, as a tool to make a comparison of other similar research particularly to compare some technique which are used to improve the students’ ability of English especially to improve the writing ability of narrative text.

 

 

 

F.   Definition of Terminologies

1.    Improving

Improving is “to make or become better”.[3] Improving is to increase the productivity become better. In this research, improving used to students’ writing ability through story mapping technique at grade XI SMA N 7 Padangsidimpuan.

2.    Writing Ability

Knefel stated people who speak or write must have had some purposes and needs in what they say or write.[4] Writing is one of the elements of skill in language. Then, writing is the mental work of inventing ideas, thinking how to express and organizing into statements and texts that will be clear to a reader. Writing is producing or reproducing written massage. It is an active process to organize and formulate the ideas on the paper. Writing makes a product in the form of written texts which are used to deliver the writer ideas and meanings to the reader.

3.    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 research, that is narrative text. Narrative is a text that tells a story and, in doing so, entertains the audience. Also, its narrative purpose is mainly to inform often contains large passage arranging the events in a story strictly in chronological order.

Masiello stated that narrative considers as a good text which is useful for students to describe specifically about a picture of critical elements that build a story such as setting, character, sequence of events, resolution and coda.[5]

4.    Story Mapping Technique

Story mapping are templates that provide students a concrete framework for identifying the elements of narrative stories.[6] Story mapping is a procedure which trains young students to recognize the basic framework of narrative stories in order to enhance their comprehension of text.

 

 

 

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[1]Arnisah, S.Pd as English Teacher at Grade XI IPA 2 of SMA Negeri 7 Padangsidimpuan, Private Interview at October 31^th, 2016.

[2]  Tori Boulliane, et.al., Use Story Mapping to increase Students Grammar Text

Comprehension in Elementary with Learning Disabilities, Learning Disability Quarterly Journal, vol.27, 2004, p. 3.accessed at http//www.ukessay.com/../April5^th  2017, 11:15 a.m.

[3]A.S. Hornby. Oxford Advanced Learners’ Dictionary of Current English. (New York: Oxford University Press.19.74), p. 427

[4] Don Knefel, Writing and Life, (New York: College Publishing, 1986), p. 4.

[5] Lea Masiello, Writing in Action: A Collaborative Rhetoric for Collage Writers, (New York: Mcmillan Publishing Company, 1986), p. 108.

[6]Zygouris, Coe V and Glass, C, Story Mapping, Florida Department of Education: Writing Strategy of the Month Journal, vol. 2, 2004, accessed at http:// forpd.ucf.edu/ strategies/ strat Story M.html/ October 11^th 2016, 10:20 a.m.