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TECHNIQUE FOR TEACHING READING OF NARRATIVE TEXT TO

THE EIGHTH GRADE STUDENTS AT SMP N 2 JATIROTO

IN 2015/ 2016 ACADEMIC YEAR

PUBLICATION ARTICLE

Submitted as a Partial Fulfillment of the Requirements

for Getting Bachelor Degree of Education

in English Department

by

MURDANINGRUM RETNA WIJAYANTI

A320120141

DEPARTMENT OF ENGLISH AND EDUCATION

SCHOOL OF TEACHER TRAINING AND EDUCATION

MUHAMMADIYAH UNIVERSITY OF SURAKARTA

2016

i

APPOVAL




PUBLICATION ARTICLE

by


A320120141

Approved to be Examiaed by Consultant

Consultant

Drs. Djoko Srijono, M. Hum

NIP. 19590601 198503 1 003

ii

ACCEPTANCE




BY


A320120141

Accepted and Approved by Board of Examiner

School of Teacher Training and Education

Muhammadiyah University of Surakarta

on August 11th

, 2016

Team of Examiner:

Team of Examiner:

1. Drs. Djoko Srijono, M.Hum ( )

(Chair Person)

2. ( )

(Member I)

3. ( )

(Member II)

Dean,

Prof. Dr. Harun Joko Prayitno, M.Hum

NIP. 1965042813199303 1001

iii

PRONOUNCEMENT

I testify that the publication article is the real work of the writer and no

plagiarism of the previous literary work which have been raised to obtain bachelor

degree of a certain university, nor there are opinions or masterpieces which have

been written or published by others, except those in which the writing was

referred in the manuscript and mention review and bibliography.

Hence later, if it is proven that there are some untrue statements in this

testimony, I will be fully responsible.

Surakarta, August 11th

, 2016

The writer


1




Abstract

This research paper is to describe technique for teaching reading of narrative text

to the eighth grade students at SMP N 2 Jatiroto in 2015/ 2016 Academic Year.

The writer focuses on teaching reading of narrative text at the second semester

conducted by the teacher. The purpose of this research are to know the techniques

for teaching reading of narrative text used by the teacher and to know the

problems faced by the teacher in teaching reading of narrative text at the eighth

grade students of SMP N 2 Jatiroto in 2015/ 2016 Academic Year. The data are

taken from all elements of teaching reading committed by the teacher and the

students and other sources such as field note, syllabus, textbook, and lesson plan.

The methods of collecting data are observation, interview, and documentation.

The result of the research shows that the techniques for teaching reading of

narrative text to the eighth grade students at SMP N 2 Jatiroto are translation

activity and question-answer exercises. The problems of teaching reading of

narrative text are limited vocabulary of the students, limited media use, and

limited of time.

Keywords: technique for teaching, reading narrative text

Abstrak

Skripsi ini bermaksud untuk menggambarkan hasil kegiatan belajar mengajar

siswa kelas 8 di SMP N 2 Jatiroto pada tahun ajaran 2015/ 2016. Penulis fokus

pada pengajaran reading teks naratif di semester 2 yang dilakukan oleh guru.

Tujuan dari penelitian ini adalah untuk mengetahui teknik – teknik pengajaran

reading teks naratif yang dilakukan oleh guru dan untuk mengetahui masalah

yang ditemui oleh guru dalam pengajaran reading teks naratif kelas 8 di SMP N 2

2

Jatiroto pada tahun ajaran 2015/ 2016. Data diambil dari semua elemen –

elemen dalam pengajaran reading yang dilakukan oleh guru dan siswa dan data

lain seperti catatan, silabus, buku pelajaran, dan RPP. Metode pengumpulan data

adalah observasi, wawancara, dan dokumentasi. Hasil dari penelitian ini

menunjukkan teknik – teknik mengajar reading teks naratif yang digunakan guru

dalam pengajaran kelas 8 di SMP N 2 Jatiroto adalah aktivitas menerjemahkan

dan latihan tanya jawab. Masalah dalam pengajaran reading teks naratif adalah

kurangnya kosakata siswa, penggunaan media yang terbatas, dan terbatasnya

waktu.

Kata Kunci teknik pengajaran, membaca teks naratif

1. INTRODUCTION

There are four major English skills which have relationship among and the

others, namely listening, speaking, reading, and writing. In the teaching and

learning process, the teacher must give emphasis on those four skills. Actually

those four skills are important and those four skills also increase the student’s

ability to communicate. From the four skills, reading is one of language skills

which needed to be taught in the classroom.

According to Fauziati (2015: 113), students need to read texts in English either

for their careers, for study or pleasure. Reading texts also provide opportunities

for the students to learn vocabulary, grammar, pronunciation, and even good

models for English writing (Fauziati, 2015: 113). According to Harmer (2005) in

Fauziati, (2010: 32) last but not least, reading text can introduce interesting topics

and stimulate discussion.

Commonly, the students have the problem with their ability to communicate in

English. They do not understand the meaning of narrative text which has long

texts. They are silent and passive in the teaching and learning process. However, it

is essential for the students to be active in learning process so they are able to

develop their ability.

The teacher should find the best technique to teach reading skill. The teacher

also should apply appropriate technique to motivate the students. As we know that

3

the students are difficult in reading the long texts so they are passive in the

teaching - learning process. This is one of problems faced by the teacher in the

classroom.

This problem happens to the students of the eighth grade students of SMP N 2

Jatiroto. The students have difficulties in reading narrative texts. They are afraid

to read narrative texts because they do not understand the meaning and they make

wrong understanding in translating sentences in narratives. They have a tendency

to be silent and they just read with soft voice. Therefore, in anticipating and

solving these problems, the teacher should apply appropriate technique for

teaching reading.

Based on this previous explanation, the writer is interested in conducting a

research in teaching reading entitled Technique for Teaching Reading of Narrative

Text to the Eighth Grade Students at SMP N 2 Jatiroto in 2015/ 2016 Academic

Year. The writer formulates the problem of study as follows:

1) What techniques are used by the teacher in teaching reading of narrative text

to the eighth grade students at SMP N 2 Jatiroto in 2015/ 2016 Academic

Year?

2) What are the problems faced by the teacher in applying the technique for

teaching reading of narrative text to the eighth grade students at SMP N 2

Jatiroto in 2015/ 2016 Academic Year?

The writer finds other studies conducted on technique for teaching reading by

other researchers. The first study was done by Wulandari (UMS, 2010) entitled

“Improving Students’ Reading Competence through ACTIVE (An Action Research

at the Second Grade of SMP 1 Al Islam Kartasura) . The score from the students

after learning through ACTIVE is increase than before use this technique. It is

good for the students at SMP 1 Al Islam Kartasura.

The second study was done by Aulia (UMS, 2012) entitled “The Effectiveness

of Using Pre-questioning in the Reading Comprehension Achievement for the

Seventh Grade Students of MTs Negeri Plupuh Sragen in 2011/ 2012 Academic

Year”. The result of this research shows that, firstly, the implementation of pre-

questioning on the reading comprehension achievement is helpful for the students.

4

The students who use pre-questioning on reading achievement are better than

students who do not use the pre-questioning on reading achievement. Secondly,

the effectiveness in using pre-questioning on reading comprehension achievement

is effective.

The third study was done by Puspitasari (UMS, 2011) “A Descriptive Study on

Teaching Learning Process of Reading to the First Students of SMP Negeri 3

Colomadu in 2010/2011 Academic Year”. The result of the research shows that

the English teacher in SMP Negeri 3 Colomadu adopts two approaches in

teaching reading, namely bottom-up approach and top-down approach.

In this research, the writer uses descriptive research. The writer is considering

the problem and the techniques which are suitable in teaching reading in Junior

High School.

The problems faced by the teacher on teaching reading of narrative text to the

eighth grade students at SMP N 2 Jatiroto in 2015/ 2016 Academic Year are as

follows:

1) Limited Vocabulary of the Students

2) Limited Media Used

3) Limited Time

2. RESEARCH METHOD

The type of this research is descriptive research. The sources of data of this

study are all elements of teaching-learning process committed by the teacher and

the students and other sources such as field note, syllabus, textbook, and lesson

plan. There are three kinds of the method of collecting data: observation,

interview, and analyzing documents. The writer interviews one of English teacher

who teaches reading at the eighth grade students of SMP N 2 Jatiroto in 2015/

2016 Academic Year. After collecting data, the writer analyzing the data. There

are the steps in analyzing data:

a. Data Reduction

b. Data Display

c. Verification

5

3. FINDING AND DISCUSSION

In the research finding, the writer describes the techniques used and problems

faced on teaching reading narrative text for the eighth grade students at SMP N 2

Jatiroto in 2015/ 2016 academic year.

Based on the observation and interview the writer finds the techniques for

teaching reading of narrative text used by the teacher at the eighth grade students

of SMP N 2 Jatiroto. There are two techniques for teaching reading used;

translation activity in (Grammar Translation Method) and question and answer

exercise in (Direct Method). In this part, the writer presents the discussion of the

analysis of this study. In this research, the writer analyses the techniques used on

teaching reading of narrative text and the problems faced by the teacher on

teaching reading of narrative text to the eighth grade students at SMP N 2 Jatiroto

in 2015/ 2016 academic year.

3.1 The Technique for Teaching Reading of Narrative Text to the Eighth

Grade Students at SMP N 2 Jatiroto in 2015/ 2016 Academic Year

The teacher of SMP N 2 Jatiroto uses translation activity in (Grammar

Translation Method) and question and answer exercise in (Direct Method) for

teaching reading. The media used are the worksheet “English Students’

Worksheet for Junior High School”, textbook “Practice Your English

Competence”, and English dictionary. The material given is narrative text.

3.1a Translation Activity

The teacher uses translation activity to teach the students class VIII B.

Translation is a way to help the students understand the context of the text that

they read. In addition, translation also increases vocabulary activity. After the

teacher translate the text, the teacher discus to make the students find their

problems about the material given by the teacher. The students can ask the teacher

to solve their problem. The writer concludes the teacher can apply translation

activity in Grammar Translation Method for teaching narrative text but there are

many students are limited of vocabulary. The student use English dictionary to

help them.

6

3.1b Question-answer Exercise

The teacher just uses Indonesian as mother tongue for teaching reading of

narrative text. This activity is done because the students are less in mastering

vocabulary so they cannot understand what the teacher says in English. The

technique used is question-answer

3.2 The Problems Faced by the Teacher on Teaching Reading of

Narrative Text to the Eighth Grade Students at SMP N 2 Jatiroto in 2015/

2016 Academic Year.

From the observation in the classroom when the teaching reading and

interviewing the teacher, the writer found some problems faced by the teacher on

teaching reading of narrative text at SMP N 2 Jatiroto.

3.2a Limited Vocabulary of the Students

A lot of students are silent and passive in the teaching-learning process. They

do not understand the meaning of the text so the students are not interested in

learning the text. In fact, the teacher explained the material using Indonesian

because a lot of the students couldn’t understand the meaning of English words

spoken by the teacher. The factor that causes limited vocabulary of the students

was that the students did not practice English everyday in their daily activity. The

students only spend their time to play with their friends.

3.2b Limited Media Used

Based on the observation, the teacher just used the worksheet, material, and

dictionary when she was teaching. On the other hand, the school provided the

English textbook. The book is Practice Your English Competence for SMP/ MTs

Class VIII.

3.2c Limited Time

The teacher just got the time 2 x 40 minutes in one meeting. In fact, the time is

not optimal because the teacher must finish the teaching-learning process earlier.

The teacher also teaches the students of ninth grade preparing national

examination. In the second meeting the teacher cannot finish the question-answer

process in the classroom.

7

4. CONCLUSION

Based on the research finding and discussion in this study, the writer draws

conclusions as follows:

The techniques for teaching reading of narrative text used by the teacher of the

eighth grade students at SMP N 2 Jatiroto in 2016/ 2017 Academic Year are

translation activity and question and answer exercise. There are some findings

during applying the teaching methods as follows:

1) The reading materials given by the teacher of SMP N 2 Jatiroto is genre.

The text is narrative text, and

2) The teaching media are worksheet “English Students’ Worksheet for Junior

High School”, and English dictionary.

During implementing the teaching reading, the teacher faces some problems as

follows:

1) Limited vocabulary of the students

The effect is the teacher more uses Indonesian than English.

2) Limited media used

The teacher just used worksheet and dictionary during the process of

teaching-learning in the class. On the other hand the school provided the

English textbook entitle Practice Your English Competence for SMP/ MTs

Class VIII.

3) Limited time

The teacher cannot use the time optimally because she also gives lesson to

the ninth grade students preparing national examination.

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Adler, P. A. & Adler, P. 1994. Observational Techniques. In N. K. Denzin, & Y.

S. Lincoln (Ed.), Handbook of Qualitative Research (pp. 377-390). Thousand

Oaks, CA: Sage.

Aulia, M. F. 2012. The Effectiveness of Using Pre-questioning in the Reading

Comprehension Achievement for the Seventh Grade Students of MTs Negeri

Plupuh Sragen in 2011/ 2012 Academic Year. Skripsi. Fakultas Keguruan dan

Ilmu Pendidikan. Universitas Muhammadiyah Surakarta.

Denzin, N. K. & Lincoln, Y. S. 1994. Handbook of Qualitative Research.

Thousand Oaks, CA: Sage.

8

Fauzi, Endang. 2014. Methods of Teaching English as a Foreign Language.

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