STORY MAPPING TO TEACH READING NARRATIVE TEXT AND IT’S PROBLEM

The purposes of this research are to find out whether Reciprocal teaching strategy can improvestudents’ comprehension of narrative text and to find out what factors that influence theimprovement of students’ reading comprehension of narrative text by implementing Reciprocalteaching strategy. The research was a classroom action research which was conducted in twocycles consisting of eight meetings. The research was done from March 17th to April 11th, 2012.There were thirty eight students of Grade XI Science One of SMA Handayani Pekanbaru, andone collaborator treated as participants of this research. The data of the research were takenfrom reading tests, observation, field notes and interviews. The data were analyzed byquantitative and qualitative technique. The study revealed that the implementing of four stepsof Reciprocal teaching (predicting, questioning, clarifying and summarizing) can help thestudents in comprehending the narrative text. Students’ score increased after they applied fourways and they were able to master all indicators of reading comprehension of narrative textconsisting of theme, orientation, complication, and resolution as well as draw conclusion. Thefactors that influenced the change of students’ reading comprehension of narrative text were theparticipation of students, classroom setting and reading materials used in the process of thisresearch. The researcher concludes that Reciprocal teaching can better improve students’reading comprehension of narrative text at the Grade XI Science one of SMA HandayaniPekanbaru.

In teaching reading comprehension, teaching strategy and motivation influence students’ reading comprehension. Strategy which was used in this experimental research was Questioning strategy. Questioning strategy can be used as a variation of teaching strategy in teaching reading comprehension. The purpose of this research was to find out the effect of questioning strategy and students’ motivation toward reading comprehension of narrative text. This research was an experimental research with factorial design 2x2. It was conducted at SMA Negeri 1 Talamau Pasaman Barat. The population of this research was eleventh grade social science students with total population of 40 students. The sample was taken by using total sampling; so all of population was taken as sample. XI IPS 2 was experimental class and XI IPS 1 as control class. The instruments of this research were reading comprehension test and questionnaire. The data was analyzed by two ways ANOVA (ANOVA 2x2). The results of this research are (1) Reading comprehension of students who are taught by questioning strategy is better than reading comprehension of students who are taught by conventional strategy. Fo = 196.582 > Ft = 2.69, it means that Ha is accepted. (2) There is no interaction between strategy and students’ motivation toward reading comprehension. Fo = 0.012 < Ft = 2.69, it means that Ha is rejected. When no interaction is present it means that these two strategies did not influence each other so we do not need to continue for hypothesis 3 and hypothesis 4. In short; questioning strategy can be used as a teaching strategy in teaching reading comprehension at SMA Negeri 1 Talamau Pasaman Barat. Other researchers are suggested to do futher research about questioning strategy dealing with of the skills.

This research was based on the students’ problem in reading comprehension of narrative text, especially in generic structure, purpose, language features and vocabulary. The purpose of this research was to improve reading comprehension in narrative text. The design of this research was Classroom Action Research (CAR). This research consisted of five meetings in one cycle. This research conducted on March 2018. Based on the test result, it was found that the average score of cycle was 80, 09. Furthermore, the data about factors that influence the students’ improvement in reading comprehension in narrative text were obtained by interview, observation checklist, and field note. The factors were interested of media, students’ enjoy and fun during learning process and this strategy was easily to comprehend. In conclusion, the use of FLIP strategy can improve students reading comprehension in narrative text.

This research was motivated by several problems of students at the 9th grade of SMPN 2 Rao Selatan related to students’ reading comprehension in narrative text. The problems of this research were students felt difficult to determine the main idea in narrative text. Students were low enthusiastic in learning. This research aimed to know whether there was significant effect of using cartoon film on students’ reading comprehension in narrative text. The researcher used a pre experimental research with one group pretest posttest design. The population of this research was the 9th grade students of SMPN 2 Rao Selatan consist of 2 classes, the sample was in class IX.1 which was taken by using purposive sampling technique. The data was analyzed by using liliefors test to test the normality and homogeneity data. Whereas, the hypothesis the researcher used t test, then the researcher consulted the result with the degree table (a) = 0.05. The research findings showed that the reading comprehension in narrative text of students at the 9th grade of SMPN 2 Rao Selatan had poor score in pretest which mean score 51.40. After treatment, their reading comprehension increased significantly which mean score 72.00. The result of the t-obtained =9.726 > t-table=2.093 with degree freedom (df) =19 with 0.05/2=0.025. Meanwhile, the Sig (2-tailed) was 0.000 < 0.005. So, the alternative hypothesis (Ha) was accepted that there was significant effect of using cartoon film. It was proven that using cartoon film can help to improve students’ reading comprehension in narrative text.

This study discusses students' challenges in reading narrative texts. In this study, we have discussed the effectiveness test of the Google Sites digital multimodal platform to improve students' comprehension in reading. This study used pre-experimental approach with a single-group pretest-posttest design. The subjects of this study were 79 ninth-grade students at SMP Ma’had Islam Semarang. They were selected using purposive sampling. In this method. Iit systematically explored basic comprehension through pretests, intervened students using Google Sites, and ended with a posttest to determine the improvement in reading comprehension achieved by students. The main findings of this study show an increase in students' understanding in reading narrative texts through the Google Sites digital multimodal platform. So it can be concluded that Google Sites' learning tools are significant for improving the reading comprehension of narrative texts. The limitation of this study is the absence of a control group, but the results of the study show that this method approach is highly recommended to maximize students' reading comprehension instruction.

The purpose of this research is to reveal whether there any significant effect of kahoot application as technology resources in teaching reading comprehension, especially in narrative text. The method used in this research was quantitative design with a quasi-experimental study. The population of students at the first grade was 230 students of Vocational High School in Majalengka with two sample classes which have 19 students in each class. Both classes were assigned into experimental and control class. Experimental class was taught by using kahoot application, control class was taught with team games tournament method. The data was collected through pre-test and post-test. Based on the calculation data, this research showed that using kahoot application is effective in teaching reading comprehension of narrative text. This conclusion was supported by the mean of post-test in experimental class which got 61,47 while the control class 56,42. Therefore, the statistics showed that 2,17>2.02 = tobserved > ttable which proves that the Alternative Hypothesis (Ha) is accepted. It means kahoot application is effective in teaching reading. Keywords: Kahoot, Narrative Text, Reading Comprehension

This study aims to develop and examine the effectiveness of a Culturally Responsive Teaching (CRT)-based module to enhance narrative text reading comprehension among grade 4 elementary students. CRT was selected for its strength in integrating the local cultural context of West Java into the learning process, creating a cognitive bridge between students' daily experiences and the material. The research employed a modified 4D R&D model that included cultural analysis. Participants involved material, language, and media experts, teachers, and 30 fourth-grade students from SDN Puncakmanis, Sukabumi Regency. Data were collected using expert validation, questionnaires, and reading comprehension tests. Results indicated that the CRT-based module was valid (material 87.27%, language 88.33%, media 85%), practical (teachers 93.33%, students 87.22%), and effective—evidenced by an N-Gain of 0.61 (medium category) and an improvement in learning completeness from 40% to 100%. The findings suggest that CRT-based learning can significantly improve students' reading skills and support the integration of cultural relevance in education. However, the study's limitation lies in its specific cultural scope (West Java), suggesting a need for adaptation in other regions with different cultural backgrounds. Additionally, implementation was limited to a single school, requiring broader application for generalization. Highlights: Culturally Relevant: Integrates West Java culture to boost reading comprehension. Well-Validated: Scored highly in expert and user evaluations. Effective Results: Improved learning completeness from 40% to 100%. Keywords: Teaching Module, Culturally Responsive Teaching, Reading Comprehension Skills, Narrative Text, Elementary School

Reading is something that is very needed in our lives. By reading we will open the window of the world and if we can take wisdom from what we read, we will become a great and noble human being as exemplified by the Prophet Muhammad. This study aims to determine whether there is a significant influence using metacognitive strategies for students’ reading comprehension in narrative texts. This study used a t-test experiment involving each individual in Grade VIII of SMP NU Panunggalan consisting of 34 students. The results showed that the mean score of the pre-test yielded 40.2941 and the average post-test post-test yielded 92.3529. The mean deviation produces a value of 52.05882, standard deviation produces a value of 21.85065 and produces a t-test of 13.892. T-table 5 % shows the number 2.032 and t-table 1% shows the number 2.738. Then it can be concluded that 2.032<13.892>2.738. These results show significant results from the experiments on the effectiveness of metacognitive strategies on students’ reading comprehension in narrative texts.

The objective of this research is to find out whether or not teaching reading through CAR using folklore can improve the reading comprehension of narrative text on the first-grade students of SMK Negeri 9 Kabupaten Tangerang. The writer conducted the learning process in reading through folklore by Classroom Action Research. It focused on Kurt Lewins’ Design: Planning, Acting, Observing, and Reflecting. The instruments that were used in this research involved the English test sheet, observation sheets, and interview guidelines. For collecting the data, the writer gave the test in the form of narrative text, and the students had to answer the essay questions based on the text that they had learned before. Based on the research result, the comprehension of students in learning the text through folklore has improved. The result of pre-test, there are only 4 students who passed the KKM. The result of post-test in the second cycle gained 20 students who passed the KKM and derived mean score 80,75. In addition, students’ responses to learning are generally positive. Based on these findings, it can be concluded that the use of jigsaw technique can improve students’ reading comprehension of narrative text on the first-grade students of SMK Negeri 9 Kabupaten Tangerang.

This study discussed the factors that influence the improvement of students’ reading comprehension in narrative text. By using SQ3R, it is an effective method to teach students reading comprehension. The method used in this research was descriptive research as the research design. The participants in the research study consisted of third-year students at SMPN 2 Kampar Kiri of Class 9.2. The results of this research are: first, the student’s interest in using the SQ3R reading method found from interviews the research which showed that they were interested and enjoyed learning reading using the SQ3R reading method. Second, the students’ motivation in reading. It was also found from the interviews done during the research that they had more motivation to be involved in the reading class. Third, the use of the SQ3R reading method had given more advantages in learning reading text; they could comprehend the text easily and answer the question quickly. Thus, this method is effective to use in comprehending reading the narrative text. It can improve students’ ability in understanding the text. Therefore, the SQ3E method is suitable to be implemented in teaching reading comprehension.

This study attempted to find out the effect of using skimming and scanning to the students’ ability in reading comprehension at grade X in SMA Kampus Nommensen Pematangsiantar. This research design of is quantitative descriptive. The population of this research is students of SMA Kampus Nommensen Pematangsiantar with cluster sampling data. The researcher gets 60 students as the sample which divided by 30 students as the sample of control class (X-1) and 30 students as the experimental class (X-2). The multiple-choices test is used by the researcher as the instruments to get the data. The test is given to measure the students’ ability in reading comprehension of narrative texts especially in the type of myths. After collected the data, the researcher analyzed the data to find out the effect of skimming and scanning from the calculation scores of pre-test and post-test. Based on the data analysis it is found that the tobserve is higher than ttable (4,54>1,67). So, it can be concluded that the alternative hypothesis (Ha) is accepted and the null hypothesis (H0) is rejected. In other word, it can be stated that Skimming and Scanning significantly affect the students’ reading comprehension at grade X of SMA Kampus Nommensen Pematangsiar.

This study aimed to find out the difficulties in reading comprehension of narrative text faced by students ninth-grade at SMP Muhammadiyah 3 Waru. This study used a qualitative descriptive method where data collection techniques is interview. The sample of this study were students of class 9-A SMP Muhammadiyah 3 Waru which consisted of 29 students. However, in this study only 15 students were willing to participate in the interview. The results of this study has shown that students had three difficulties in reading comprehension of narrtive text, namely, students’ difficult to understand the word, difficult to understand long sentences and difficult to understand the main idea.

The purpose of this study was to determine (1) the student's SRL strategies at SMP N 5 Palembang, and (2) whether or not there was a significant correlation between Self-Regulated Learning Strategies (SRL) and reading comprehension in the narrative text at SMP N 5 Palembang. This study's population and sample were students in the eighth grade at SMP N 5 Palembang. The sample size was 46 students, chosen using a non-random sampling technique. To collect data, students were given a questionnaire about self-regulated learning (SRL) strategies and a reading comprehension test. The data were analysed using correlation analysis. Based on the statistical analysis, the correlation coefficient or R-value (0.631) was found to be greater than R-table (0.245). The significance level (p) (sig.2-tailed) was then 0.000. This indicates that the p-value (0.000) was less than 0.05. It is possible to conclude that there was a highly significant correlation between the students' self-regulated learning strategies and reading comprehension in narrative text.

This experimental research aims to find out the effectiveness of digital comic books in reading skills at SMP Bunga Matahari Banda Aceh in the academic year 2021/2022. The samples of this research were 16 students of ninth-grade students who were divided into two groups (one group as an experimental group and one group as the control group). The researcher administered a pre-test before the treatment to collect data about the students reading preliminary scores. Then, the teacher taught reading by using comics in two meetings at the experimental group and conducted a post-test to collect data about the student's reading ability after they learned reading by using narrative-based comics. Meanwhile, the students in the control group were taught reading by using the traditional method in two meetings and then they were given a post-test. Then, the pre-test and post-test test scores were analyzed by using N-Gain scores. The mean score pre-test of the control group was 75.50, and the experimental group was 70.63, the mean score post-test of the control group was 82.50 and the mean score post-test of the experimental group increased to 89.50. Based on the result of the research, it could be concluded that teaching reading narrative text by using digital comics could improve the student's reading comprehension of narrative text.

This research aimed to describe the process of improving students’ reading comprehension of narrative text through graphic organizer strategy in SMP Regina Pacis Surakarta. It was conducted to the ninth year students, especially class VIII A as the subject of research. The researcher conducted a classroom action research. Achievement test, observation checklist and field note used as the tools of data collecting. The research findings showed that graphic organizer strategy was appropriate for teaching reading comprehension. Students’ mean score increased from 63 to 78. The students were able to map out basic components of the story such as setting, problem, goals, action, and outcomes. Graphic organizerprovides structure and organization so students were able to comprehend the story more effective.