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Direktori Belajar Ilmu -

CHAPTER 1

INTRODUCTION

1.1 Background of the Study

            English an an international language is spoken in most international events and is used as the medium of information flow on science, technology and culture. It is understood that learning  a foreign language is more difficult than learning a national language or learning a mother tongue. It is because a foreign language has completely different aspects and system, which should be cultural background of the language. Besides, it should be remembered that there are some factors in foreign language learning, which can influence student or learners in mastering the language. According tu Subhan ( 1990 : 18 ) learning a foreign language involves five factors. The first of all is inteligence. It is a gate for getting knowledge. Secondly, motivation plays influential role too in encouraging students to learn the language. It covers both intrinsic motivation which comes from the students themselves and extrinsic one which comes from outside. The third and fourth ones have close relation with each other that are students’ attitudes and strategy of language learning. Facilities of language leaning are the last factor which is not less important than the others.

            In the Basic Course Outline ( GBPP ) of English curriculum 2004, it is stated that English is considered as a tool or instrument for expressing meanings. Based  on the concept and the fuction of English as stated in that BCO the teaching at secondary scholl aims to develop the four language skills ( listening, speaking, reading and writing ). The Indonesian students start leaning English at the Junior High Scholl (SMP). The process continues at Senior High Scholl ( SMA). In fact, now, English is also taught in some elementary scholls as the local content and even in some kindergartens. The pupils are introduced to some English Vocabularies. In addition to learning the language in formal education as mentioned above, people also learn it in non – formal education. English course and private lessons are the examples of non – formal education. This indicates the failure of teaching English in this country ; as Ramelan ( 1992 : 4 ) states that the teaching of English in Junior High  Scholl in Indonesia is not successful. It can be seen from the quality of SMP graduates’ mastery of listening, speaking, reading and writing in English. In addition, based on the observation in grade VIII SMP Budi Murni 2, the researcher found that the students got low score in English. It can be seen from their achievement in last – two years that consisted of 3 semesters. The average of English score for all students grade IX in SMP Budi Murni 2 are 66,30 ( the first semester in 2009 / 2010 of academic year ) and 67,10 (the first semester in 2010 / 2011 of year ).

            The Basic Course Outline of  English ( BCOE ) 2002 states the among the four language skills ( listening, speaking, reading and writing ). Reading is the most emphasized in English teaching and learning process. Quite simply, without solid reading second language readers cannot perform at levels they must succed in reading. Thus, reading is not passive but rather an active process, involving the readers in on going with the text. Futhermore, reading constantly involves guessing, predicting, checking and comprehending.

            Reading is a means of language acquisition of communication, and of sharing and ideas http://en.wikipedia.org/wiki/reading %28process%29. These ideas are usually some sort of representation of language, such as symbols to be examined by sight or by touch. It means that reading is a result of the interaction between the perceptions of cognitive skills, knowledge of world and so on. In this case, it is called as reading comprehension.

            According to Lenz ( 1999 ), reading comprehension is the process of constructing meaning from next. The goal of all reading instruction is ultimately targetted at helping a reader comprehend text. Reading comprehension involves at least two people : the reader and the writer. The process of comprehending involves decoding the writer’s words and then using backgroung knowledge to construct an approximate understanding or writer’s message. In reading comprehension process, the readers try to create the meaning intended by the writer.

            In some cases, reading text maybe difficult. Readers may find some problems. The most often problem appeared is the difficulty of getting information, main point or the content or reading. There are many kinds of the reading types is narrative. Narrative text discusses story whether it is fictional or non – fictional events. http://essayinfo.com/essays/narrative essay.ph states a narrative writing essay tells a story. Narrative essays are told from a defined point of view, often the author’s, so there is feeling as well as spesific and often sensory details provided to get the reader involved in the elements and sequence of the story. The narrative essay makes a point and that point is often defined in the opening sentences, but can also be found as the last sentence in the opening paragraph.

            Though narrative text consists of story, it sometimes raises the confusing for its reader. Some readers usually face the confusing are students. Students may feel attractive in its story but when they are asked to analyze the text, they feel confused. Reading the story amuses him but analyzing the content is rather difficult because it seems that every sentence in the text contain important information. Moreover, when the researcher did his teaching practise ( PPL in 2010 ) he found that the students who were taught got the difficulty in analyzing the text. It is cause by the complex mental English narrative text. The readers of narrative construct complex mental models of spaces within which to locate themselves. During this process, readers construct, activate and adjust a spatial -  temporal focus to integrate interpretation of individual sentences in a global interpretation. This focus, the deitic center, shifts contantly. Althought linguistic markings help orient the readers. They must draw not only on complex inferential skill but also shematic socio – cultural knowledge. This can create difficulties for students from other linguistic and cultural environments.

            However, the difficulties happened not only because of the complex mental English narrative text itself, but also caused by other factors. First, the teaching technique that the teacher applied was not effective. The teaching technique that the teacher frequently used was conventional technique. The teacher ask the students to underline some difficult words. Then find the meaning of the difficult words in indonesia language. After all, the students are asked to translate the meaning of the text, then they are instructed to answer comprehension questions of the narrative text. Second, students were not motivated to know about the material given to them. Third, students found that they were still lack of vocabularies, syntactical grammar and the concept of words.

            Therefore, if students find problems in reading narrative, teacher as instructor and guider must help them in solving the problem. One of helps that teacher can suggest is providing or giving the effetive technique. It is done in order to attract students’ interest in reading text. If teacher can attact students’ interest, the students will enjoy in reading the text and finally the students can achieve the information available in reading text. When the teacher is successfull in gaining students’ attention. The teacher can attract students’interest and as what has been told previously, the student’s achievement in reading  text especially in reading narrative text can be achieved.

            For those reasons, the researcher will use instuctional teahing technique, namely Think Pair Share technique. Think Pair Share technique is one of cooperative learning that is developed by Lyman and Kagan ( 1992 ) to improve teaching quality in order to bring the effectiveness of learning English. Simon ( 1972 : 209 ) describes that most of activities require the learners to solve some kinds of problem in cooperative way. The learners imply a whole range of their ideas, attitudes, values and beliefs. This challenges them to be flexible and creative in their use of language. When this technique is used, the students can solve the problem in reading narrative text which needs analizyng, since they do not work individually with own limited comprehension, but with different levels of ability. They will share their comprehension to each pair and will complete each other.

            So, Think Pair which is one of teaching alternative method which is assumed to be able to increase students achievement in reading narrative text.

1.2 Problem of the Study

            Based on the background, the problem of the study is formulated as follows : Is students’ achievement in reading narrative text significantly by Think Pair Share technique ?

1.3 Objective of the Study

            The objective of the study is to find out whether Think Pair Share significantly affects the students’ achievement in reading narrative text.

1.4 Scope of the Study

            There are many kinds of instructional teaching teaching techniques : discussion, small group, conventional, think pair share, etc. This study is focused on using Think Pair Share in teaching reading. So the scope of the study is limited to find out the effect of using Think Pair Share on the students’ achievement in reading narrative text.

1.5 The Significanses of the Study

            It is expected that the findings of this study will be useful for :

1.      Teachers as student’s guider in order to provide a better teaching by using technique in teaching reading particularly reading narrative texts.

2.      Students in order to increase their achievement in many kinds of text particularly narrative text.

3.      The next researchers who are interested in conducting students’ achievement particularly in reading narrative texts. It will share them the benefit of Think Pair Share technique in helping the students to read.

           

CHAPTER II

REVIEW OF LITERATURE

2.1 Theoretical Framework

            A research is considered as a scientific way to discover new fact to get additional information. In doing research, it is very important to clarify all terms that related to the study in order to have the same perspective of the implementation in the field. The terms function to give a concept that is specially meant in the particular context. In this case, the researcher is going to elaborate those important terms for the purpose of this study.

2.1.1  Students Reading Achievement

            The word “ Achievement “ is derrived from “ Achieve “ ( Hornby 1986 : 7 ) which means to gain or reach by effort then it becomes to the noun word. Furthermore, according to Oxford Learner’s ( 1995 : 10 ), “ achievement means a thing successfully, especially with efford and skill “. Achievement is something that you can accomplish. It could be a big goal or a small goal. So, students reading achievement is the students’ capability in reading.

2.1.2  Reading

            Reading is the ability to draw meaning from the printed page and interpret this information appropriately. Leedy, ( 1988 : 13 ) declares “Reading is a mutual process“. For reading is knowing what to do with a page of print, reading is knowing to look to discover main ideas and supporting details. Reading is knowing the appreciate on of the organization of thought and how to interpret and to evaluate the material reading and to define the author’s purpose in reading it. These approach, to read, to think, to evaluate, to define must proceed simultaneously. This what Leedy meant “ Reading Process “.

            Siahaan ( 2008 ) states that reading is one of four language skills. It is categorized into the area of a receipted skill. This category is a skill to comprehend a piece or information in the written language.

            Lado ( 1986 : 1223 ) states that reading in a foreign language consists of grasping meaning in the language throught it’s written presentation. It means that reading can enrich people’s knowledge since it gives them a lot information what the people do not just accept whatever the text represents but he or she should try to guess, predict and ask him or herself about what he or she is reading.

2.1.2.1  Reading Comprehension

            Reading comprehension is making a sense on written idea through meaningful interpretation and interaction with language. Heilman ( 1981 : 15 ) argues that the earth of understanding the comprehension process is the realization that it is an internal, mental process that can not be obseved or studied directly. Many investigators relate reading to thinking and argue that both reading and thinking are inseparable in understanding our printed language. Thus reading comprehend or understand text easily.

2.1.2.2  Level of Reading Comprehension

            According to burns ( 1984 : 177 ) there are four levels of reading comprehension, namely literal comprehension, infrential comprehension, critical comprehension and creative comprehension.

1.      Literal Comprehension

 Literal comprehension refers to the ability to understand what is stated by the writer

or taking the ideas and facts that are directly stated on the printed page.The reader could easy go back in the underline the information desired.The literal level is the easiest level of reading comprehension because a reader is not required to get beyond what the actually said.

2.      Inferential Comprehension

            Inferential comprehension focuses on the ideas and information not directly stated in the text.It is the process of driving ideas that are implied.At this level,readers go beyond what is said and read for deeper meaning.They must be able to see the relationship among ideas

3.      Critical Comprehension

            Critical reading is evaluation what is read,the reader analyze,evaluate,and react his personal information presented in a passage.Critical comprehension refers to the ability to make judgment about ideas and information a writer offers.The critical  reader must be an active reader quistioning,searching for facts,and suspending judgment until he or she has consindered all of rhe material.

4.      Creative Comprehension

            Creative comprehension refers to the ability of reader to use his/her imagination when reading the passage.Skills for creative reader comprehension include understanding cause-efect relationship on a story,solving problems and producing new creations.

2.1.3 Text

            A text has a general notion(  Fairclough,1995 ). It can be any existence in any context.

            A social occurrence such a greeting,or conversation,or quarrel is a text,which can be understood under the social context ( Hymes, 1974 ).In the viewpoint of the discourse analysis,any linguistic unit is defined as a text,which is functional in context ( Haliday,1985 ).

            A linguistic unit can be a word,or phrase or a clause ,or a sentence,or a paragraph unit,which is bigger than paragraph such as an informal essay,or a survey research paper,or an argumentative research paper,or a book.

            From the definition above,it can be deduced that  a text is a set of sentences or paragraphs constructed in particular way to enable the students to get the information that the writer has expressed.It consists of a lot of information that is organized in various genres of texts that will affect readers’interest in reading.

2.1.3.1 The Kinds of the Text ( Genre )

            Genre is kinds of text which describes the general of the text.Generally,the reading text can be divided into narrative,descriptive,news item,expository and argumentative text.

            According to Gerot and Wigned ( 1994 : 190 – 219 ),genre is one of the most important and influential concepts in language.A genre can be defined as a culturally specific text-type which results  from using language(written or spoken) to help accomplish something.The kinds of the text(genre) are:

a.       Spoof

Social Function is to retell an event with a humorous twist.

b.      Recount

Social function is to retell or inform an event or activity in the past.

c.       Report

Social function is to describe the way things are,with the reference to a range of natutal of non natural phenomena or things in the world.

d.      Exposition

Social function is to persuade the reader that something in the case or not.

e.       News Item

Social function is to readers,listeners or viewers about events of day  which are consindered news-worthy or important.

f.       Anecdote

Social function is to share with others an account of an usual or amusing story.

g.      Narrative

Social function is to amuse, entertain actual or various experience in a different way.

h.      Procedure

Social function is to explain how something through a sequire of action of step is done.

i.        Description

Social function is to describe a certain person, place or thing

j.        Explanation

Social function is to explain the process involved in the formation of natural or socio cultural phenomena.

k.      Discussion

Social function is to present ( at least ) two points of view about an issue.

l.        Review

Social function is to give about an art or event for public audience.

2.1.4 Narrative Text

            Narration or narrative text provides details of telling a story. Narrative is story that is created in a constructive formal ( written, spoken, poetry, prose, images, song, theater or dance ) that describes a sequence of fictional or non – fictional events (http://en.wikipedia.org/wiki/narrative- 49 k ). It derives from the Latin verb narrare, which means “ to recount “ and is related to the gnarus,  meaning “ knowing “ or “skilled“. It also states stories are important aspect of culture. Many work of art and most of work of literature, tell stories; indeed, most of humanities involve stories.

            Siahaan and Shinoda ( 2008 : 73 ) define narration as any written English text in which the writer wants to amuse, entertain people, and to deal with actual or vicarious experience in different ways.

            Dumais ( 1994 : 73 ) states that a narration tells a story – a series of connected incidents, or an action – process of an action. In a narrative, the incidents that make up story are usually told in the order in which they would really happen. The story may be true as in the writing of history, autobiography or news reports. The story may fictional as in short story, novelette or novel. A narrative can tell what happens in a matter of minutes or years. Burns, Roe and Ross ( 1984 : 305 ) state that narrative style describes the action of people in particular situations. It does not present the density of ideas typical of content, which is generally written in an expository style, with facts presented in concertrated form. Students must give attention to every sentence in the content, for nearby everyone will carry important information that they must acquire before they can understand later on. Burns, Roe and Ross (1984:343) state that short stories can cause reading diffuculties because of their brevity and because of large amount of information is packed into a small number of words.

            It is clear that narrative is concerned to a story whether fictional or non – fictional. One must keep his attention while reading narrative because every sentence or paragraph can contain important information he must focus on. Generally, the concept of structure in narratives refers to there being an obvious timeline in which events happen in fixed order with a beginning, a well signposted sequence of events and an ending.

2.1.4.1  The Parts of Narrative Text

            According to Gerot and Wignel ( 1994 ), there are the parts of narrative text that should be understood as the following :

A.    Social Function

            Social function in narrative text is to amuse, entertain and to deal with actual or vicarious experience in different ways. It deals with problematic events which lead to crisis or turning point of some kinds, which in turn finds a resolution.

B.     Generic Structure

Generic Structure of narrative namely :

a.       Orientation

This element usually contained of the statements that is the topic of an activity or problematic events that will be expected. It is contained of what seemed to be problematic, when it happened, the participant and personal attitudes ( what the author thinks of the “ what “ ).

The example questions to form orientatios are :

-          Did you have a special happen ?

-          Where did it happen ?

b.      Evaluation

This element contained of an event, which talk about the activity or event in the past

The example question to form evaluation is :

-          What really happened to you ?

c.       Complication

This element contained of an event that talk about crisis that arises.

The example question to form complication is :

-          How did you feel ?

d.      Resolution

This element contained of an event that talk about the crisis is resolved (problem solving), even it is for better or for worse.

The example question to form resolution is :

-          What did you do then ?

-          How did you feel then ?

e.       Re-orientation

This element contained of a brief summary, which is airned to give or submit a moral lesson to the reader.

f.       The example question to form Re-orientation  is :

-          Did you learn anything from the experitnce ?

C.    Grammatical Features of Narrative Text

                        There are some typical grammatical features of narrative are :

a.         Focus and specific and usually individualized participants.

b.        Use the material process refers to the “ doing “ the action and happening we observed taking place around us ( for example : he walked, they drove, it rained ).

c.         Use mental process refer to human engage in with their intellect and senses.

d.        Use verbal processes refer to the “ talking “ ( for example : he said, she accused, they promised ).

e.         Use the relational processes relate one part or the sense to another.

f.         Use of temporal conjuctions and time connectives to put events in right order ( for example : then, before that, soon ).

g.        Use the past tense.

Based on explanation above, the part of narrative text is very important to understand in organizing a good narrative text. By comprehending them, it can case students to build a narrative text.

2.1.5 Processes to Teaching and Learning

            To be successful in the teaching and learning processes, there are important points need to be considered. Some of them are presented below :

2.1.5.1 Approach

            An approach is a way of doing something. Harmer ( 2003 : 78 ) explains that approach describes how language is used and how its constituent parts interlock – in other words it offers a model of language competence. Approach describes how people acquire         their knowledge of the language and makes statements about the conditions which will promote successful language learning.

2.1.5.2 Method

            A method is the way in doing something that contains of roles and model to reach the goals. Harmer (2003:78) defines that a method is the practical realization of an approach. The originators of a method have arrived at decisions about types of activities, roles of teachers and learners, the kinds of material which will be helpful and some model of syllabus organizatios. Methods include various procedures and techniques as part of their standard fare.

 2.1.5.3 Technique

            A Technique is a method of doing something needs skill. Brown ( 2001 : 16 ) says that a technique is any of a wide variety of exercises, activities, or task used in the language classroom for realizing lessons objectives. Richard and Rodger (2001:26) exlplain that a technique refers to the procedure that describes how realized its approach and design in classroom behavior. Therefore, technique must be consistent with the method as well as the approach.

2.1.5.4 Strategy

            A strategy is a plan designed for a particular purpose. Brown ( 2000 : 113 ) defines that strategy is specific method of approaching a problem task, models of operation for achieving a particular end, planned design for controlling and manipulating certain information.