Jurnal Serunai Bahasa Inggris Vol 13.
No.
Maret 2021
e-ISSN 2621-010X
THE EFFECT OF STORY FACE IN INCREASING THE STUDENTSAo READING
COMPREHENSION OF NARATIVE TEXT OF THE TENTH GRADE
AT SMK SWASTA YPIS MAJU BINJAI.
1Yolla Aprilia,2Ummi Umara,3Rabukit Damanik Mahasiswa STKIP Budidaya Binjai yollaaprilia7@gmail.
Dosen STKIP Budidaya Binjai umaradocument@gmail.
rabukitdamanik21@gmail.
ABSTRACT
The objective of this study was find out whether there was an effect of using Story Face in increasing the studentsAo reading comprehension of narative text.
The writer design in this study was quasi-experimental design by using pre-test and post-test non-equivalent control group design.
This study was conducted with the tenth grade students of SMK Swasta YPIS Maju Binjai as the population of the study.
The sample was taken by cluster random sampling, with 60 students as the sample of this study.
The writer used class X TBSM with consist of 30 students as the experimental class and X TKJ wich consist of 30 students as the controled class.
The writer used test asthe instrument of collecting data.
The data collected from this study were analyzed using t-test formula.
The result of this study that was a positive effect of the result studentsAo reading comprehension narative text after using Story Face strategy.
It can be seen from the data analysis, it was found that value of t-observed .
was higher than t-table .
The result from calculating the data was tobservation .
o= 5,.
and t-table .
t=1,.
it means, to is higher than tt in significant levvel 5%, so the null hypothesis (H.
is rejected, and the alternative hypothesis (H.
is accepted.
in order words, using Story Face had effect on studentsAo reading comprehension of narative text of the tenth grade students at SMK Swasta YPIS Maju Binjai.
Key Words : Story Face.
Reading .
Comprehension.
Narrative text I.
INTRODUCTION
English is one of the international languages that most used in many countries in the world, including Indonesia.
As an international language, english is very important because people around the world communicate to others using English.
In teaching and learning process of English as a foreign language, the students have to master all of English skill such as listening, speaking, reading and Brown states that reading arguably the most essential skill for success in all educational contexts.
Reading is the most important of the four skills, particularly in second/foreign language.
Teaching English is not easy because it requires motivation and creativity in order to make a good condition and achievement of English learning and teaching goal.
Students in senior high school still find difficulties in For example, when the students read a text, they cannot comprehend the text because the text is very long.
For that reason, the students need and interesting techniques to improve their reading Reading is one of the four skills in learning English besides speaking, writing, and listening.
It is an interactive process used by the reader to identify and make meaning from a written conveyed by the author.
It also means a variety of ways in language to acquire and understand words in order to get information, ideas, fluency, and motivation.
Reading is an essential factor that influences oneAos activity in People reading as an important activity, so that people usually say that reading is the way to open the world.
Reading is an Jurnal Serunai Bahasa Inggris Vol 13.
No.
Maret 2021 e-ISSN 2621-010X interesting activity because by reading people can get some information widely without going away.
Reading is what happens when people look at a text and assign meaning to the written symbols in that text.
In other words, we assume that reading activity is peopleAos activity to read a text, there is an interaction between the reader and the text when people read the text.
It can be concluded that reading is a process of reacting and understanding a written text as a piece of communication.
Reading does not necessarily need to look everything in a given piece of It is important to comprehend genre in order to catch the information and message in written text.
Comprehension is related to reading skill, as reading is one of the important skills in order to communicate using English to fulfill daily needs such as reading a newspaper, and instruction, a rule, a book, and advertisements, a magazine, etc.
Reading is not the activity to read aloud but to comprehend the message and information in the text.
researcher has seen the difficulties that arise when some students in grade X of SMK Swasta YPIS Maju Binjai were asked the to comprehend narrative written material they have just read.
Evidently, students have some difficulties in comprehend text and students have a lack of vocabulary.
English is not their native langguage so they need to have enough vocabulary to comprehend the text Some students do have the ability to read the text fluently but the students can not comprehend the text because they have lack of prior knowledge or background, which hinders their ability to comprehend the In short, some students have lack of knowledge to answer comprehension questions.
In order to read, students must be able to decode .
ound ou.
the printed words and also comprehend what they read.
It means that, reading is not only decoding The basic objective of reading is Thus, the researcher concerns on solving studentsAo problem in reading comprehension.
Reading comprehension is the process of simultaneously extracting and constructing meaning through interaction and involvement with written language.
means that comprehension is essential and comprehension is a process to construct the meaning from what the reader said.
consists of three elements: the reader, the text, and the activity or purpose for These mean that the reader brings his cognitive capabilities, motivation, knowledge, an experience toward reading.
Text is a resource to get information.
Meanwhile the activity is the outcome from reading.
Nurlela and Efrini panjaitan .
0 : .
AuThe purpose of teaching reading is to make students are able to read the text effectively, efficiently and enable them to interpret what their read, and also to gain information or variety existing knowledge, or in order to critique a writerAos idea or writing styleAy.
comprehension is an activity of getting meaning from the text that we have read.
is not only about the ability to read the text, but how to use knowledge that can build the comprehension.
Narrative text is one of the genre text form.
Anderson states that a narrative text is a piece of text which tells a story Jurnal Serunai Bahasa Inggris Vol 13.
No.
Maret 2021 e-ISSN 2621-010X and, in doing so, entertains of informs the reader or listener.
Nurdwiansyah narrative text is a text about telling a story which tells conflicts among the participants and there is a plot of problem solving in it.
Furthermore Wagner states that narrative text is a kind of text that is suitable to tells about the activity or the past events that is using the problematic Experience and resolution to amuse and entertain the Story Face is by giving a picture to make the students interest reading process.
Stall in Klinger, et all .
states that Story face is an adaptation of story mapping that provides a visual frame work for understanding, identifying, and remembering elements in narrative text.
The story face constructed by making the eyes, eyelashes, nose.
Story Face used the frame work to make students understand about a text.
Before the students reads a text the students should be identifying and remember about element of narrative text, so that the students reading the narrative text the students have background knowledge about text.
Whitten writes that Story Face is a strategy in which students read a story and generate a map of its events, ideas and key elements.
It means that before students should read the frame work first.
understanding, the frame work, the students will remember with the content of the text.
When the students read the text the students will be easy to understanding the In relation to that, the researcher is seeking effective way to assist students in grade X of SMK Swasta YPIS Maju Binjai when reading narrative As what Brown and Atkins mentioned, to help students to improve their reading, teachers must be able to identify various types of texts that a student will encounter when reading and various strategies of reading which the student might adopt.
Therefore, the researcher strives to improve studentsAo comprehension by using a way that appropriate for learning narrative text.
Procedure of Story Face Strategy First, the teacher give the students an illustration about the text before they read the text.
Next, the teacher tells the students about the text.
The last when the teacher read the story, the teacher will pause and give each character a chance to tell the class what they are thinking and Hedgcock and Ferris give the procedures that we can use to teach the strategy of story face.
The procedure is as follows.
Preview the Story Face with students prior to reading a narrative text.
Review the information .
etting, main characters, problem, events, and resolutio.
that students are expected to find.
Have students read the text and complete the Story Face, either individually, in pairs, or as a Some teachers prefer to have students fill out the Story Face as they read, while others prefer that students fill it out after Beside Morellion contributes the teaching procedure.
The procedure is as follows.
Web the main ideas on sketch paper.
Jurnal Serunai Bahasa Inggris Vol 13.
No.
Maret 2021 e-ISSN 2621-010X Negotiate three to five main ideas and circle them Number the ideas in the order they happened in the book Record them on the story face.
Copy notes from the class story face.
In addition.
Klingner design the Procedure of this strategy.
The procedure is as follows:
The teacher selects a narrative passage The teacher prepares questions to lead students through the story The teacher discusses of a story by explaining that every story has a beginning, middle, and an end.
The teacher explains the visual story face and relates it to story The beginning tells the place and who the characters are During the middle of the story, the central character has a problem and makes a plan to solve it.
Certain events in the story lead to solving the The end of the story tells how the character.
solved the problem The students read the story The teacher and the students fill out the story face together.
The teacher uses the prepared questions to guide the completion of the map The teacher and the students compare this story with other stories they have Advantages of Story Face Strategy This strategy gives some advantages to the students.
First, easy to construct.
Second, it is easy to remember.
Third, it can guide retelling.
Then is collaboratively learned through discovery.
Next, it is Finally, it provides a frame work that can facilitate narrative text.
The Shape of Story Face Strategy Stall in Kligner .
states it looks like a story map, only it is shaped like a face.
Staal provides examples of AuhappyAy and AusadAy faces.
We offer an adaptation of the happy version .
or the sad face, the smile is upside dow.
Staal write that the Story Face is constructed by:
Making the representing the setting and main Eyelashes: specific description and secondary characters.
Nose: problem.
Mouth: comprises a series of circle representing the men events that lead to the solution.
II.
RESEARCH METHODOLOGY
Jurnal Serunai Bahasa Inggris Vol 13.
No.
Maret 2021 e-ISSN 2621-010X number of student in X TBSM 21 students and the number of student in X TKJ 30 students.
So the total number of sample is 30.
The design of this research Quasi-Experimental specifically one group pre-test and post-test design.
Sugiyono .
states that a quasi-experimental research refers when a research conducted in the classroom setting and the researcher cannot control all of the external factors throughly that may influence the process of treatment in the control class.
Table 1.
Design of the study Sample Experimental Group Control Group Pre- Treatmen Posttest The research will be held in SMK Swasta YPIS Maju Binjai which is location on Jl.
Amir Hamzah number 638 Kelurahan Jati Makmur Kecamatan Binjai Utara.
Kota Binjai.
Nort Sumatera.
Population is all of invetigeted subject (Arikunto,2.
The population of this study will be all the students of tenth grade students of SMK Swasta YPIS Maju Binjai.
Total number of the population is 126 A sample is part of the (Arikunto,2.
The sample of this study, the writer use the cluster random sampling to take the sample.
So, the writer take two classes, it means X TBSM (Tekhnik dan Bisnis Sepeda Moto.
and X TKJ (Tekhnik Komputer Jaringa.
as the sample.
The Where:
1 : the pre-test in experimental group 2 : the post-test in experimental group 3 : the pre-test in control group 4 : the post-test in control group 1 : treatment in experimental group 2 : treatment in control group The research dealt with two variables.
They are Story face and reading The represented the independent variable and the reading comprehension as the dependent variable.
In this research, the researcher want to know how is the comprehension on narrative text through story face at the tenth grade students in SMK Swasta YPIS Maju Binjai.
In this research , there are two groups of students namely experimental group and control The writer used Story Face to experimental group and use conventional method to control group.
RESULT AND DISCUSION
The data of this study were the studentsAo reading comprehension scores which collected during the pre-test and post-test There were 60 students involved in this study.
The students were divided into two groups namely, the Experimental Group and Control Group.
The test was in form of multiple choice, consist 25 items.
Price rxy consulted to the critical value tablesAo product moment to N students at 5% significance level.
Criteria used if rcount>rtable, then the test is considered Based on the above calculation, have calculated rcount is 0,570.
rtable with a significant level of 5% is 0,3061.
So it can be concluded that 0,570> 0,3061 then it means there is correlation between the variables Price rxy consulted to the critical value tablesAo product moment to N students at 5% significance level.
Criteria used if rcount>rtable, then the test is considered Based on the above calculation, have calculated rcount is 0,831.
rtable with a significant level of 5% is 0,3061.
So it can be concluded that 0,502> 0,3061 then it means there is correlation between the variables If result .
of r11= 1,030 consulted on r product moment with = (N1 N.
-2 = 30-2 = 28, significantly 5% then collected rtabel = 0,2144.
Then it can be concluded that r11> rtabel = 1,030> 0,3061 it would be declared Jurnal Serunai Bahasa Inggris Vol 13.
No.
Maret 2021 e-ISSN 2621-010X matter reliable.
If result .
of r11= 1,029 consulted on r product moment with (N1 N.
-2 = 30-2 = 28, significantly 5% then collected rtabel = 0,3061.
Then it can be concluded that r11> rtabel = 1,029> 0,3061 it would be declared matter reliable.
Based on the above calculation, has been known tcount is 5.
To test the hypothesis based on data that has been obtained, then in accordance with the provisions that have been established that the hypothesis accepted if tcount> Has been known the ttable is 672, then 5.
68>1.
It concluded that the alternative hypothesis (H.
is There was effect on studentsAo reading comprehension after they were taught by using Story Face.
In other words, the students who were taught by using Story Face got better achievement than the students who were taught by using conventional IV.
CONCLUSION
Based on the results of data analysis, the writer concluded that, the value of t- observed .
was 5,68 and the value of t-table .
was 1,672 for 5%.
mean that t-observed > t-table.
It can be concluded that learning reading of narrative text by using Story Face had a significant effect.
The students who were taught by using Story Face could easily understand the meaning of text easily.
The students who were taught by using Story Face could understand the content and meaning of the narrative text more easily.
The students who were taught by using Story Face more easy learning generic structure of the text.
By using Story Face, the students could understand the material more easily, the students were more active and felt enjoy in reading it could help students to improve their achievement and their interested in English text because Story Face was REFERENCES