IMPROVING STUDENTS’ READING COMPREHENSION OF

NARRATIVE TEXTS THROUGH GUIDED READING

STRATEGYAT SMA DHARMA PANCASILA MEDAN

A THESIS

Submitted to English Department Faculty of Teaching and Education

In Partial Fulfillment for Sarjana the Degree of
Sarjana Pendidikan

HANDIKA SIGALINGGING
Registration Number : 143306021030

ENGLISH DEPARTMENT
FACULTY OF TEACHING AND EDUCATION
UNIVERSITY OF PRIMA INDONESIA
MEDAN
2015
 ABSTRACT

This research was conducted to find out the improvement of the students‟ reading
comprehension in narrative texts through guided reading strategy and to describe
how the process of guided reading strategy can improve students‟ reading
comprehension of narrative texts. This study was conducted by applying
Classroom Action Research which was carried out in two cycles. The subject of
this research was students of SMA Dharma Pancasila Medan which consisted of
40 students of class X-1. The data of the research was taken from quantitative data
and qualitative data. The quantitative data was collected by giving the reading
comprehension tests. The mean of the students‟ mean score for Pre-Test was 61;
the mean of the score for Post-Test I was 71,35 and the mean of the students‟
score for Post-Test II was 79,85. It also could be seen from the percentage of the
students who got score up to 75. In the Pre-Test, there were 12,5% of the students
who got score up to 75. In Post-Test I, there were 42,5%; in the Post-Test II, there
were 79,85%. Besides, the qualitative data was taken from interview sheet,
observation sheet, and diary notes. It was found that teaching and learning process
ran well. It can be concluded that Guided Reading Strategy worked effectively to
help students improve their reading comprehension of narrative texts. The result
of the research showed that the application of Guided Reading Strategy
significantly improved students‟ reading comprehension of narrative texts. It was
suggested that teachers of English apply Guided Reading Strategy as one of the
alternatives in teaching reading comprehension.

Keywords: Reading Comprehension, Narrative Texts, Guided Reading

Strategy
 ABSTRAK

Penelitian ini dilakukan untuk mengetahui peningkatan keterampilan siswa dalam

pemahaman membaca melalui strategi pemanduan membaca dan untuk
menggambarkan bagaimana proses pemanduan membaca tersebut dapat
meningkatkan keterampilan siswa dalam membaca. Penelitian ini dilakukan
dengan menerapkan metode Penelitian Tindakan Kelas yang dilakukan dalam
dua siklus. Subjek dalam penelitian ini adalah siswa kelas X-1 SMA Dharma
Pancasila Medan yang terdiri dari 40 siswa. Data penelitian diambil dari data
kuantitatif dan data kualitatif. Data kuantitatif dikumpulkan dengan memberikan
tes tertulis. Nilai rata-rata siswa untuk pre-test adalah 61; nilai rata-rata untuk
post-test I adalah 71,35 dan nilai rata-rata siswa untuk post-test II adalah 79,85.
Hal ini juga dapat dilihat dari hasil persentase siswa yang mendapat nilai hingga
75 (batas KKM). Nilai rata-rata persentase siswa untuk Pre-Test adalah 12,5%;
dan untuk Post-Test I adalah 14,25%; dan untuk Post-Test II adalah 79,85%.
Sedangkan hasil data kualitatif diambil dari lembar wawancara, lembar
observasi, dan catatan harian. Ditemukan bahwa proses belajar mengajar
berjalan dengan baik. Dengan demikian dapat disimpulkan bahwa Guided
Reading Strategy adalah efektif untuk membantu siswa meningkatkan
keterampilan membaca dari teks naratif. Hasil penelitian menunjukkan bahwa
penerapan strategi pemanduan membaca secara signifikan meningkatkan
kemampuan pemahaman membaca dari teks naratif. Disarankan agar guru
Bahasa Inggris menerapkan Strategi Pemanduan Membaca sebagai salah satu
alternatif dalam meningkatkan keterampilan mengajar membaca.

Kata Kunci : Membaca, Teks Naratif, Guided Reading Strategy.

 ACKNOWLEDGEMENTS

Firstly, the writer would like to express his gratitude to the Almighty God,

Jesus Christ His blessing so this thesis could be completed in due time. Although

there are many problems faced in the process of writing this thesis but it can be

overcome that God has given to the writer for the love, health, power, inspiration

and always leading his to accomplish this thesis entitled “ Improving Students‟

Reading Comprehension of Narrative Texts Through Guided Reading Strategy”

well as a partial fullfillment of the requirements for the degree of Sarjana

Pendidikan at the English Department Faculty of Teaching and Education,

University of Prima Indonesia Medan.

This thesis would not have been completed without the helps, supports,

advices, academic guidance, motivations, constructive comments and suggestions

for several people for which the writer would like to extend his sincere and special

thanks to the following people:

1. Dr. Nyoman Ehrich Lister, M.Kes., AIFM as the institute chief in

University of Prima Indonesia.

2. Prof. dr. Djakobus Tarigan, AAI, DAAK, as the Rector University of

Prima Indonesia.

3. Drs. Hilman Haidir, M.Pd., as Dean of Faculty Teaching and Education,

University of Prima Indonesia.

4. Drs. Petrus Purwanto, M.Pd., as the vice Dean of Faculty Teaching and

Education, University of Prima Indonesia.

5. Sri Ninta Tarigan, SS.,M.Hum., as the Head of English Department

University of Prima Indonesia and as the writer‟s second advisor for the

advices, and suggestions in reading comprehension this thesis from the

beginning up to the end of this thesis.

6. Erikson Saragih, S.Pd.,M.Hum., as the writer‟s first advisor, for his

valuable time, continuous guidance, advices, suggestions, motivations, and

encouragement in reading comprehension this thesis from the beginning

up to the end of this thesis.

7. Herlina Bancin, S.S.,M.Hum., as the writer‟s examiner, thank you for all

suggestions, comments, and corrections in completing this thesis reading

comprehension.

8. All lecturers, for those who had taught the writer during academic years at

this university, and all the staff FKIP.

9. All lecturers who had taught me and guided me on the writer university

before, University of Saint Thomas Medan especially to Drs. Viator

Lumbanraja M.Pd.

10. Drs. H. Ibrahim Daulay.,M.Pd as the Headmaster of SMA Dharma

Pancasila Medan, for the giving the writer‟s permission to do a research

for finishing this thesis.

11. Kartina R. Rambe,S.Pd.,M.Hum., as the English Teacher of SMA Dharma

Pancasila Medan, for helping, advices, suggestions, and motivations

during do the research for finishing this thesis.

12. Special thanks to the writers beloved parents, the writer‟s dearest father

H.Sigalingging and beautiful and lovely mother Alm (+) M.Pasaribu Gorat

and my aunt M. Marpaung, his sisters (Dozni, Afrini, and Elisabeth) and

his brother (Niko) who always give their praise, love, encouragement and

motivations in working out his study.

13. To the writer‟s (+) Grandfather and (+) Grandmother, all of the big

Sigalingging‟s family, his aunt, and his cousin, thanks for all their praise,

love and motivations in working out his study.

14. To the writer‟s Uncle ( Pasaribu‟s family) in Medan, and all

Sigalingging‟s family, thanks for all kindness and supports to the writer.

15. Thanks for all friends UKM-KMK St.Ignatius de Loyola Unika St.Thomas

Medan, for all love, support and pray to his from the beginning until the

writer finishing this thesis well.

16. Someone special who has made his day brighter and joyful. May God

bless our relationship.

17. His best friends Arnes, Mx.Rio, Sr.Berliana, Rospita, Mariana, Hotsa and

Sara, thanks all for togetherness, friendship and supports to the writer.

18. All of his friends, especially Rudi Salam Sinulingga, Seri Ukurta, Lamro,

Christian, Arman, and the other friends of EdsCo, thanks for all supports

and motivations.

19. To the writer‟s classmates, all of his friends in University of Prima

Indonesia, and all people who have been helped in finishing this thesis that

can not mention them all.

 Finally, the writer realizes that this thesis is still less perfect. The writer

hopes any suggestions and criticism to make it perfect. The writer hopes this

thesis can be useful for the improvement of English teaching learning process,

especially for the writer himself and for the readers in general.

Medan, August 2015

The Writer,

Handika Sigalingging
143306021030
 CHAPTER I

INTRODUCTION

1.1 The Background of the Study

Reading is one of important skills in learning English besides listening,

speaking and writing. By reading, the students will get much information about

anything and students can add their knowledge about what they read. It can be

acquired if the students giving fully attention to the text that they read. According

to Heilman et. al (1981:4) reading is an active and ongoing process that is affected

directly by an individual‟s interaction with his environment.To do reading activity

and to get meaning from the reading text completely, the students have to

comprehend their reading well. Considering the importance of reading, the

students should be able to comprehend the text.

The main purpose of reading is comprehension. Comprehension is the

essence of reading because the goal of producting a written language is

communication of messages. Reading comprehension is the process of

constructing meaning by coordinating a number of complex processes that

includes word reading, word and world knowledge, and fluency.

Teaching reading at school is aimed at improving students‟ reading ability

to comprehend reading text. The aim of teaching reading is to develop the

students‟ reading skills so the students can read English text efficiently and

effectively. Most of students feel that reading is very difficult work because they

don‟t understand correctly how to comprehend a reading material.

 Harvey (2000) said that reading comprehension is not a single step or easily

acquired skill. It is a very complex process that teachers find difficult to teach.

The foundation of reading comprehension is word identification and decoding. As

individuals get better at these skills and are able to read words,they have to move

into learning the actual meanings of the words they are reading. Knowing and

understanding what is being read is the key to comprehension.

In relation to the explanation above, a research that was conducted by

National Research Council(NRC) as quoted by Iaquinta (2006), one in five

children is estimated tohave difficulty learning to read in school; otherresearchers

estimate that as many as 45% of ourchildren are having difficulty learning to read.

The NRC reportasserts that reading problems are more likely tooccur among

children who are poor, are minorities,attend urban schools, or arrive at school not

speaking English.

However, the writer‟s experienced in Teaching Practice Program (PPL) in

SMA Dharma Pancasila, it was found that the students had low motivation

andalso faced many difficulties in comprehending the text. Many students could

not finish their reading with good comprehension. The students could read the text

but they did not understand what they were reading. They always read the text

from the beginning until the end, and did not understand correctly how to get the

main ideas. When they found some difficult words,they stopped to read and

looked for the meaning of the words in the dictionary. This condition made the

students became bored and not interesting to comprehend text. These students‟
failure may be not only caused by lack of the students‟ knowledge to comprehend

the text, but also caused by lack of the teacher strategy in teaching.

Teachers must build the interest by applying a good strategy. For the

purpose of improving the students‟ ability in reading, the writer assumes that

guided reading strategy is one way of teaching. In Guided Reading teacher will

guides students to comprehension the text, this strategy has proven effective to

improve the students reading comprehension.These factors make the writer wants

to try a strategy to improve their skill in reading comprehension through a

research. In this research the writer takes three researchers was conducted by the

previous researches to strengthen this research.

The first researcher, Yazdani (2014) conducted a research that investigating

the efficiencies and deficiencies of reading strategies is one of the noticeable

issues in the related theoryand research in reading comprehension instruction.

This study was to examine the impact of Guided Reading (GR) on reading

comprehension. Sixty three Iranian students of grade one in Shahed High School

in the city of Bojnourd took part in the study. They were assigned in three groups,

one control andtwo experimental groups. The instruction lasted for ten weeks.

This study utilized a pretest posttest control group inquantitative quasi-

experimental design. The same reading comprehension test was administered as

pre-test and posttest. The results were twofold: First, the instruction of learning

strategies could foster reading comprehension skill. Second, while the explicit

instruction of both strategies could improve the students' reading comprehension

skill, Guided Reading had a more significant positive effect.

 The second researcher, Iaquinta (2006) was conducted a research on

describe the guided reading provides the necessary opportunity for teachers to

explicitly teach reading strategies at the students‟ individual levels. Guided

reading reinforces problem-solving, comprehension, and decoding. And, it

provides opportunities for establishing good reading habits and strategies. The

critical element, however, is the skillful teaching that helps young readers learn

the effective strategies they need to become independent.

The third researcher, Richardson (2010) this action research was conducted

when students struggle with reading comprehension they are at a severe

disadvantage. They donot retain what has been read and eventually become

dissuaded by reading altogether. Thepurpose of this action research was to

discover which guided reading strategies should beimplemented to help develop

comprehension skills. Educational professionals and theorists havedetermined that

focused intensive instruction of reading strategies will improve

readingcomprehension. The methods used in this study included pre-reading

strategies, during readingstrategies, and post-reading strategies specifically

modified to improve comprehension. Over thecourse of eleven weeks multiple

lessons and activities were tailored and implemented to fit theneeds of a

struggling reader, pre-reading strategies were found to have the greatest impact

oncomprehension.

Based on the explanation above, it can be concluded that guided reading

strategy can improved students‟ in reading comprehension. The writer would like

to conduct a research of students‟ in reading comprehension of narrative text. The

writer interests to choose narrative text because the writer aware so many students

can be interested about a topic narrative text but it still hard to express it in

reading. Narrative text prefer showing to telling and that the power of narrative.

The students will feel as they show by themselves what happen in the text. And it

will be used to amuse or entertain the readers and to tell a story. In this research

the writer will teach students‟ in reading comprehension of narrative text through

guided reading strategy.

The writer interests to apply Guided Reading Strategy because some

reasons. First, the previous studies have shown the success of the application of

this strategy in reading comprehension. Secondly, guided reading is a strategy that

is interesting because it provides opportunities for teachers to work with small

groups of students.According to Olson (2007) Guided Reading is a direct method

of teaching employed with a small group of students to explicitly teach a variety

of reading strategies through teacher modeling and student practice using material

at the independent level.

Based on explanation above, the writer is interested to conduct a research

entitled : Improving Students’ in Reading Comprehension of Narrative Text

through Guided Reading Strategy at SMA Dharma Pancasila Medan. The

writerwants to know whether they are able to use guided reading strategy in the

reading narrative text. It is essential to use a suitable and affective strategy to help

students to solve their reading comprehension problem.

1.2 The Problem of the Study

Based on background of the study above the problem in this research is

formulated as following :

1. How is the process teaching reading comprehension in narrative text

through guided reading strategy at SMA Dharma Pancasila Medan?

2. Does Guided Reading Strategy can improve students‟ reading

comprehension of narrative text at SMA Dharma Pancasila Medan?

1.3The Objective of the Study

The objective of the study are:

1. To describe how the process teaching reading comprehension of narrative

text through guided reading strategy.

2. To find out the improvement of the students‟ reading comprehension in

narrative text through guided reading strategy.

1.4The Scope of the Study

The scope of the study is limited to the reading process in which the students

improve their achievement of comprehension in reading narrative text by applying

guided reading strategy.There are four some types of genre in reading

comprehension, namely descriptive text, narrative text, recount text, procedure

text, report text, explanation text, discussion text, anecdote, etc. This research
only focuses on narrative text in reading comprehension that was taught to the

students.

1.5 The Significance of the Study

The finding of this study is expected to have both theoritical and practical

importance as a process and product especially the framework of reading.

1. Theoretically, the findings of the present study are expected to enhance the

theory teaching strategy in English and support evidence to the existing

research findings which revealed the importance of having and

experimenting different concerning teaching reading comprehension.

2. Practically, the result of this study is intended as valuable informative

feedback to the researcher, English teacher and students of SMA Dharma

Pancasila Medan.

a) For the writer, the result of the study will become important input

and can help the writer to think a new strategy that is used in

teaching reading through Guided Reading Strategy.

b) For the English teacher, the writer hopes that they are able to use

GuidedReading Strategy for teaching English especially for

teaching reading comprehension.

c) For the students, this is hoped to be useful for them to increase and

strengthen their motivation and interest in learning English to

improve their reading comprehension through Guided Reading.

 CHAPTER II

REVIEW OF LITERATURE

2.1Theoretical Framework

In doing research, it is very important to clarify all terms that are related to

the study in order to have a clear perpective of the implementation of the theory in

the field. The clarification of the concept will minimize possible

misunderstanding between the writer and the reader. Therefore, the writer is going

to elaborate the terms which are important for the purpose of the study.

2.2 The Concept of Reading

Establishing a clear definition of reading provides an important perspective

for evaluating approaches to teaching word-identification skills. Most educators

would agree that the major purpose of reading should be the construction of

meaning, comprehending and actively responding to what is read.

2.2.1Reading

Reading is one of the most important skill in learning a language besides

listening, speaking, and writing. Most definitions of reading stress that is a

process of getting meaning from prints. Understanding information in the text is,

of course, the whole purpose of reading.

According to Heilman et. al (1981:4) reading is an active and ongoing

process that is affected directly by an individual‟s interaction with his

environment.The most students cannot understand fully how the way reading very

well. Unfortunately they consider that reading is just the act of saying words to

their teacher or to themselves depending on whether they are reading orally and

silently. Grabe and Stoller (2002:9) state that reading is the ability to draw

meaning from the printed page and interpret this information appropriately. In

other words, reading is the ability how to draw meaning and interpret information

appropriately.

Even definitions of reading that emphasize meaning indicate that reading is

activated by print. The reader must be able to translate the written words into

meaningful language.Like all language, it is a complex interaction between the

text and the reader which is shaped by the reader‟s prior knowledge, experiences,

attitude, and language community which is culturally and socially situated. The

reading process requires continuous practice, development, and refinement.

2.2.2 Reading Process

According to Nunan (2003: 70-72) reading process divided into three

processes that are bottom-up model, top-down model and interactive model.

1. Bottom-up Model

Bottom-up models typically consist of lower level reading processes.

Students start with the fundamental basics of letter and sound recognition,

which in turn allows for morpheme recognition followed by word recognition,

building up to the identification of grammatical structures, sentences, and

longer text.
 The reader begins with the smallest elements and builds up to

comprehension of what is being read.

Comprehension

Figure 1. Bottom-up approach to reading

2. Top Down Model

On the other hand, begin with the idea that comprehension resides in the

reader. The reader uses background knowledge, makes prediction and searches the

next to confirm or reject the predictions that are made. A passage can be thus

being understood even if all the individual words are not understood. Within a

top-down approach to reading the teacher should focus on meaning generating

activities rather than on mastery of word recognition.

Reader begins with reader knowledge

Figure 2. Top-down approach to reading

3. Interactive Model

The models that are accepted as the most comprehensive description of

reading process are interactive model. This third type combines the elements of
bottom-up and top-down models assuming “that a pattern is synthesis based on

information provided simultaneously from several knowledge sources‟. The

reader combines element of both bottom-up and top-down models of reading to

reach comprehension. An interactive approach to reading would include aspects of

both intensive and extensive reading. We need to provide the learners with shorter

passages to teach specific reading skill and strategies explicitly.

Reader background knowledge.

Comprehension

Individual letters and sounds

Figure 3. Interactive approach to reading

2.2.3The Purpose of Reading

According to Heilman et.al (1981: 247) stated that most reading authorities

regardsmeaningful, purposeful reading as a major factor in promoting

comprehension. The ability of the reader to establish a purpose when reading sets

the limits for completing the job efficiently. Providing children with specific

questions prior to reading helps engage them in learning, direct their purposes for

reading, and regulate their depth and rate of reading.

 In addition, Grabe and Stoller (2002:13-15) the purpose of reading are

classified into : (a) Reading to search for simple information, (b) Reading to learn

from text, (c) Reading to integrate information, write, critique and (d) Reading for

general comprehension.

a) Reading to search for simple information

Reading to search for information is common reading ability thoughsome

researchers see it as relatively independent cognitive process. It used so often

in reading tasks that is probably best seen as a type of reading ability.

Similarly, reading to skim is common part of many reading task and a useful

skill in its own right. It involves, in essence, a combination of strategies for

guessing where important information might be in the text, and then using

basuc reading comprehension skills on those segments of the text until a

general idea is formed.

b) Reading to learn from text

Reading to learn typically occurs in academic and professional context in

which a person needs to learn a considerable amount of information of a text.

Reading to learn is usually carried out at a reading somewhat slower than

general reading comprehension (primaly due to reading and reflection)

strategies to remember information.

c) Reading to integrate information, write and critique text

Reading to integrate information requires additional decision about the

relative importance of complementary, mutually supporting or conflicting

information and likely restructuring of a theoretical frame to accomodate

information from multilevel sources. Both reading to write and reading to critique

text require abilities to compose, select, and critique from text.

d) Reading for general comprehension

Reading for general comprehension is the most basic purpose for reading,

underlying and supporting most other purposes for reading. General reading

comprehension is actually more complex than commonly assumed. Reading

for general comprehension requieres very rapid automatic processing of

words, strong skills in forming a general meaning representation of main ideas

and efficient coordination of many processes under very limited time

constraints.

2.2.4Types of Reading

Brown ( 2004:189) explains the types of reading. In the case of reading,

variety of performance is derived more from the multiplicity of types of the text

than from the variety of overt types of performance. Nevertheless, several types of

reading performance are typically indentified as follows.

1. Perceptive

Perceptive reading task involve attending to the components of larger stretches

of discourse : letters, words, punctuation and other graphemic symbols. Bottom-

up processing is applied.

2. Selective

In order to ascertain one‟s reading recognition of lexical, grammatical, or

discourse features of language within a very short story, stretch of language,

certain typical tasks are used: picture-cueed tasks, matching, true/false, multiple-

chice, etc.

3. Interactive

Included among interactive reading types are strecthces of language of several

paragraphs to one page or more in which the reader must, in psycholinguistics

sense, interact with the text. That is, reading is a process of negotiating meaning;

the reader brings the text a set schemata for understanding it, and intake is the

product of that interaction.

4. Extensive

Extensive reading applies to text of more than a page, up to and including

professional articles, essays, technical reports, short stories and books.

2.3Comprehension

Comprehension is a process that involves thinking, teaching, past experience,

and knowledge. The foundation of reading comprehension is word identification

nd decoding. As individuals get better at these skils and and are able to read

words, they have to move into learning the actual meanings of the words they are

reading. Knowing amd understanding what is being read is the key to

comprehension.

2.3.1 Reading Comprehension

Reading is comprehension. Comprehension is a special kind of thinking

process. Reading comprehension is a dynamic interactive process of constructing

meaning by combining the reader‟s existing knowledge with the text information

within the context of the reading situation. The key elements are readers, text, and

context. The reader comprehends by actively constructing meaning internally

from interacting with the material that we read. It can be said that in reading

comprehension, the reader comprehend actively in constructing meaning

internally from interacting with the material that is read finding a particular piece

of information, solving problem through reading, working to understanding an

idea, or following a set of direction.

Grabe and Stoller (2002:29) state that reading comprehension is an

extraordinary feat of balancing and coordinating much ability in very complex

and rapid set routines that makes comprehension a seemingly effortless and

enjoyable activity for fluent reader. It means that, reading comprehension a

performance that extraordinary and enjoyable activity untuil to be fluent reader.

Reading comprehension is not only dependent on the characteristics of the

reader and the text but also on the context, or reading environment. A student is

likely to read differently in a busy classroom than in a quiet place at home. The

context for reading also includes the reader‟s purpose, the task, the expectations of

the teacher, ad the perceived result or use of reading. In addition, the make up of

the reading group, the classroom atmosphere, and the interactions with the teacher

are important in setting the context for reading.

In conclusion, reading comprehension is an interaction between thought

and language to get the meaning or comprehend the text.

2.3.2 Strategies for Reading Comprehension

According to Brown (2001:306) states that in teaching reading

comprehension, teacher can apply some strategies, they are :

a. Identify the purpose in reading

Purpose setting can be greatly enhanced by activating prior knowledge and by

previewing and utilizing text structure. Although purpose setting is sometimes set

by the teacher or assignment, skilled readers incorporate and internalize external

purposes. Purposes can be for entertainment, to get information, or to learn how to

perform a task.

b. Use graphemic rules and patterns to aid in bottom-up decoding (especially for

beginning level learners)

At the beginning levels of learning English, one of the difficulties students

encounter in learning to read is making the correspondences between spoken and

written English. In many cases, learners have become acquinted with oral

language and have some difficulty learning English spelling conventions. They

may need hints and explanations about certain Englsih orthographic rules and

peculiarities. While you can often assume that one-to-one grapheme-phoneme

correspondences will be acquired with ease, other relationships might prove

difficult.

c. Use efficient silent reading techniques for relatively rapid comprehension (for

intermediate to advanced levels).

 In the beginning level students, this particular strategy will not apply because

it‟s still struggling with the control of a limited vocabularyand grammatical

patterns.

d. Skim the text for main ideas.

Perhaps the two most valuable reading strategies for learners (as well as native

speakers) are skimming and scanning. Skimming consists of quickly running

one‟s eyes across a whole text (such as an essay, article, or chapter) for its gist.

Skimming gives readers the advantage of being able to predict the purpose of the

passage, the main topic, or message, and possibly some of the developing or

supporting ideas. This gives them a head start as they emabrk on more focused

reading.

e. Scan the text for specific information

The second in the most valuable category is scanning, or quickly searching for

some particular piece or pieces of information in a text. Scanning exercises may

ask students to look for names or dates, to find a definition of a key concept, or to

list a certain number of supporting details. The purpose of scanning is to extract

specific information without reading through the whole text. For academic

English, scanning is absolutely essential. In vocational or general English,

scanning is important in dealing with genres like schedules, manuals, forms, etc.

f. Use semantic mapping or clustering.

Readers can easily be overwhelmed by a long string of ideas or events. The

strategy of semantic mapping, or grouping ideas into meaningful clusters, helps

the reader to provide some order to the chaos. Making such semantic maps can be
done individually, but they make for a productive group work technique as

students collectively induce order and hierarchy to a passage.

g. Guess when you aren‟t certain

This is an extremely broad category. Learners can use guessing to their

advantage to guess the meaning of a word, guess a grammatical relationship

(e.g.,a pronoun reference), guess a discorence, guess discourse relationship, infer

implied meaning(“between the lines”), guess about a cultural reference, and guess

content messages.

h. Analyze Vocabulary

One way for learners to make guessing pay off when they don‟t immediately

recognize a word is to analyze it in terms of what they know about it. Distinguish

between literal and implied meanings.This requires the application of

sophisticated top-down processing skills. The fact that not all language can be

interpreted appropriately by attending to its literal, syntactic surface structure

makes special demands on readers. Implied meaning usually has to be derived

from processing pragmatic information.

i. Capitalize in discourse markers to process relationship.

Many discourse markers in English signal relationships among ideas as

expressed through phrases, clauses, and sentences. A clear comprehension of scuh

markers can greatly enhance learners‟ reading efficiency.

2.3.3The Level of Reading Comprehension

Level of comprehension refers to the degree in which a reader can

becategorized as good as poor readers, proficiency or less proficiency readers. It

means that how far the students understand the information gotten from the text

and which level that has been achieved. Heilman et al. (1981 : 246) divides

comprehension into three levels, namely : (a) Literal comprehension, (b)

Interpretative comprehension, (c) Critical comprehension.

1. Literal Comprehension

Understanding the ideas and information explicitly stated in the passage.

Abilities :Knowledge of word meanings.Recall of deatils directly stated or

paraphrased in own words.Understanding of grammatical clues-subject, verb,

pronouns, conjunctions, and so forth.Recall of main idea explicitly stated.

Knowledge of sequence of information presented in passage.

2. Interpretative Comprehensiom

Understanding of ideas and information not explicitly stated in the

passage.Abilities :Reason with information presented to understand the

author‟s tone, purpose, and attitude. Infer factual information, main ideas,

comparisons, cause-effect relationship not explicitly stated in the passage.

Summarization of story content.

3. Critical Comprehension

Analyzing, evaluating, and personally reacting to information presented in

a passage.Abilities :Personally reacting to information in a passage indicating

 its meaning to the reader.Analyzing and evaluating the quality of written

information in terms of some standards.

2.4 Types of Genre

According to Nst,et al (2013: 53-123) stated that genre of the text is type that

has function as frame of reference so that the text is effective in its purpose, chice

and structure of text elements, and grammar.

Based on generic structure and language feature dominantly used, texts are

classified into several types. They are narrative, recount, descriptive, report,

explanation, discussion, hortatory exposition, anecdote, and procedure.

a. Narrative Text

Narrative is the most famous type of any text. Various purposes are

communicated in a narrative type. Narrative prefer showing to telling and that

the power of narrative. Reader will feel as he show by himself what happen in

the text. Actually narrative can be fiction such as short story or novel and non-

fiction like memories.

Purposes : To amuse / entertain the readers and to tell a story. Generic

Structure : orientation, complication, and resolution. Dominant Language

Features : using past tense, using action verb, chronologically arranged.

b. Recount Text

Purpose : to retell something that happened in the past and to tell a series

of past event. Generic Structure : Orientation, events, reorientation.

 Dominant Language Features : using past tense, using action verb, and using

adjectives.

c. Descriptive Text

A descriptive text is a text which list the characteristics of something.

Purpose : to describe a particular person, place or thing in detail. Generic

structure in range as :general statement, explanation, closing. The description

text has dominant language features as follows : using simple present tense,

using action verbs, using passive voice,using noun phrase, using adverbial

phrase, using technical terms, using general and abstract noun, using

conjunction of time and cause-effect.

d. Report Text

Purpose : to presents information about something, as it is. Generic

Structure : general classification,and description. Dominant Language Feature:

introducing group or general aspect, using conditional logical connection, and

using simple present tense.

e. Explanation Text

Purpose : to explain the processes involved in the information or working

of natural or socio-cultural phenomena. Generic Structure : general statement,

explanation, and closing. Dominant Language Features : using simple present

tense, using action verbs, using passive voice, using noun phrase, using

adverbial phrase, using technical terms, using general and abstract noun,using

conjunction of time and cause-effect.

f. Discussion Text

Discussion is a text which presents a problematic discourse. Purpose : to

present information and opinions about issues in more one side of an issue

(„For/Pros‟ and „Against/ Cons‟). Generic Structure : issue, arguments for and

aginst, and conclusion. Dominant Language Features : using simple present

tense, use of relating verb/ to be, using thinking verb, using general and

abstract noun, using conjunction/transition, using modality, using adverb of

manner.

g. Hortatory Exposition

A hortatory exposition is a type of spoken or written text that is intended

to explain the listeners or readers that something should or should not happen

or be done. To strengthen the explanation, the speaker or writer needs some

arguments as the fundamental reasons of the given idea. In other words, this

kind of text can be called as argumentation. Hortatory exposition text can be

found in scientific books, journals, magazines, newspaper articles, academic

speech or lectures, research report etc. The generic structure of Hortatory

Exposition usually has three components that is thesis, arguments, and

recommendation.

h. Anecdote

Purpose : to share with others an account of an unusual or amusing

incident. Generic Structure : abstract, orientation, crisis, reaction, and coda.

Dominant Language Features : using exclamations, rhetorical question or

intensifer, using material process and using temporal conjunctions.

i. Procedure

Procedure is a text that show a process in order. Its social function is to

describe how something is completetly done through a sequence of series. Generic

Structure : goal, material and steps. Language Feature of procedure : using

temporal conjunction, using action verb, using imperative sentence, and using

simple present tense.

2.4.1 Narrative Text

According to Nst. et al (2013:54) narrative text is the most famous type of

any text. Various purposes are communicated in a narrative type. However the

way it is constructed is describing certain event, character or phenomenon in

detail. Narrative prefer showing to telling and that the power of narrative. Reader

will feel as he show by him self what happen in the text. Actually narrative can be

fiction such as short story or novel and non-fiction like memoirs. And it will be

used to amuse or entertain the readers and to tell a story.

According to Gerot and Wignell (1994:204),Social function of narrative is

to amuse, entertain and to deal with actual or varicarious experience in different

ways; Narratives deal with problematic events which lead to a crisis or turning

point of some kind, which in turn find a resolution.

Generic Structure of Narrative:

a. Orientation : sets the scene and introduces the participants.

b. Evaluation : a stepping back to evaluate the plight.

c. Complication : a crisis arises.

 d. Resolution : the crisis is resolved, for better or for worse.

e. Re-orientation : optional.

Significant Lexicogrammatical Features of Narrative :

a. Focus on specific and usually individualised participants.

b. Use of Material Processes, (and in this text, Behavioural and Verbal

Processes.

c. Use of Relational Processes and Mental Processes.

d. Use of temporal conjunctions, and temporal circumstance.

e. Use of past tense.

2.4.2 Example of Narrative Text

Snow White

Once upon a time there lived a little girl named Snow White. She lived

with her Aunt and Uncle because her parents were dead.

One day she heard her Uncle and Aunt talking about leaving Snow White

in the castle because they both wanted to go to America and they didn‟t have

enough money to take Snow White.

Snow White did not want her Uncle and Aunt to do this so she decided it

would be best if she ran away. The next morning she ran away from home when

her Aunt and Uncle were having breakfast. She ran away into the woods. She was

very tired and hungry. Then she saw this little cottage. She knocked but no one

answered so she went inside and fell asleep.

 Meanwhile, the seven dwarfs were coming home from work. They went

inside. There they found Snow White sleeping. Then Snow White woke up. She

saw the dwarfs. The dwarfs said, “what is your name?” Snow White said, “My

name is Snow White.”

Doc, one of the dwarfs, said, “If you wish, you may live here with us.”

Snow White said, “Oh could I? Thank you.” Then Snow White told the dwarfs the

whole story and finally Snow White and the seven dwarfs lived happily ever after.

Once upon a time there lived a little girl named Snow

White. She lived with her Aunt and Uncle because

ORIENTATION her parents were dead.

One day she heard her Uncle and Aunt talking about

leaving Snow White in the castle because they both

wanted to go to America and they didn‟t have

enough money to take Snow White.

Snow White did not want her Uncle and Aunt to do

this so she decided it would be best if she ran away.

COMPLICATION
The next morning she ran away from home when her

Aunt and Uncle were having breakfast. She ran away

into the woods.

She was very tired and hungry. Then She saw this

little cottage.She knocked but no one answered so

she went inside and fell asleep.

 Meanwhile, the seven dwarfs were coming home

from work. They went inside. There they found

Snow White sleeping. Then Snow White woke up.

RESOLUTION She saw the dwarfs. The dwarfs said, “what is your

name?” Snow White said, “My name is Snow

White.”

Doc, one of the dwarfs, said, “If you wish, you may

live here with us.” Snow White said, “Oh could I?

Thank you.” Then Snow White told the dwarfs the

whole story and finally Snow White and the seven

dwarfs lived happily ever after.

2.5 Strategy

According to Grabe and Stoller (2002:15) a strategy is a set of abilities under

concious control of reader; strategy is not single event, but rather a creative

sequence of events that learners actively used. The way generally is compatible

with the student‟s learning styles and preferences, personalities, and culturl

background. Strategy is a tool for active, self-directed involvement that is

necessary for developing communicative ability.

2.5.1 Guided Reading

According to Olson (2007) Guided Reading is a direct method of teaching

employed with a small group of students to explicitly teach a variety of reading

strategies through teacher modeling and student practice using material at the

independent level. The goal Guided Reading is to teach students to independently

use reading strategies at their instructional level. It is bridge between shared

reading and independent reading.

Walker (2008) Guided Reading provides opportunities for teachers to work

with small groups of children on text that closely matches the children‟s needs,

abilities, and interest. The teacher acts as a facilitator, using prompts and

questioning strategies to guide children to comprehension. Using a book

introduction, the teacher sets the scene, arouses student interest and engages

children in discussion. In Guided Reading everything is learned within the context

of a book. The specific formats used during lesson were : (1) Introduce the story,

and any new vocabulary, (2) Reading the independently and (3) Discuss and

respond to the story.

According to Iaquinta (2006) Guided Reading Strategy is a teaching

approach used with all readers, struggling or independent, that has been three

fundamental purposes: to meet the varying instructional needs of all the students

in the classroom, to enable the students to greatly expand students‟ reading

powers to teach students to read increasingly difficult texts with understanding

and fluency; to construct meaning while using problem solving strategies to figure

out unfamiliar words that deal with complex sentence structures, and understand
concepts or ideas not previously encountered. The three fundamental purposes can

be reached with choosing the tet by considering interest, social, and ability of the

students, started from easier text than grade level of the students and continued

with difficult text so that the ability of reading is increasing.

Classroom Protocols for Guided Reading are : (1) A Guided Reading lesson

usually takes about 20 minutes although you may need to allow for some extra

reading time for longer text, (2) Explicit teaching is needed to allow the students

to be aware of their focus for the lesson. They need to be given time to pull

together what they already known about the topic and /or genre, (3) The social

environment is vital to the implementation of a Guided Reading lesson. Students

need to be comfortable with taking turns, accepting the opinion of others

especially where it differs from your own, and supporting each other in sharing

views and opinions. Students develop skills that enable them to build on and to

question each other‟s ideas, (4) The organization of the room is important as the

other students in the class need to be able to work apart from the Guided Reading

group so that they don‟t interrupt the conversation. The Guided Reading group

needs to be seated where they can see every member of the group, either on chairs

in a cricle or seated around a table, (5) During the „Reading the Text‟ stage you

have the opportunity to hear the students read. This can be done unobtrusively by

having a signal for the students to read aloud such as when you sit beside a

student, that student reads aloud until you move on to the next student and (6) One

of the advantages of Guided Reading is that it allows you to observe and note
student reading behavior. It also allows you to provide immediate feedback to

students.

2.5.2The Steps in Guided Reading

To teach reading by using Guided Reading the teacher should know about

the planning and steps in using it in the classroom.The steps for a guided reading

are : (1) Before reading, set the purpose for reading, introduce vocabulary, make

predictions, and talk about the good strategies readers use, (2) During reading,

guide students as they read, provide waiting time, give prompts or clues as needed

by individual students, such as “Try that again. Does that make sense? Look at

how the word begins.” (3) After reading, strengthen comprehension skills and

provide praise for strategies used by students during the reading.

The steps of a guided reading lesson will vary according to the needs of the

students in the flexible group. As teachers become more comfortable planning and

leading guided reading lessons, they will also become more skilled in structuring

the lesson to best meet those students‟ need.

Flexible groupings are based on student abilities and needs. There are

various ways to determine a child‟s ability level, such as running records, print

tests, and teacher observations. Since students progress at different levels, the

teacher will need to have a plan for ongoing observation and assessment to track

student growth, select appropriate texts, and to regroup students as their needs

change. Again, teacher observations and running records can provide valuable

information.
 A wide variety of books at different ability levels, sometimes called

“leveled texts,” are necessary so that the teacher can fit the book to the group.

Teachers shouls choose books that are easy enough for independent reading, meet

the instructional goals for the group, and are intersting and motivating top

students. As students become more skilled at using a range of reading strategies,

the ability level of the texts used in guided reading lessons can be increased.

Previously read texts should always be available so that students can reread them

independently, with a partner, or at home as they become fluent, confident, and

self-motivated readers.

2.5.3 Indicator of Students’ in Reading Comprehension

In reading the students must be able to get the meaning from what they

read. Here are some indicators that should be achieved by the students in reading.

They are: (1) Students are able to identify the generic structure of narrative text,

(2) Students are able to identify linguistic features in narrative text, (3) Students

are able to identify the meaning in the narrative text and (4) Students are able to

identify the questions related to the narrative text.

Guided reading strategy is reading with students, after doing reading

through Guided Reading students are able to know the generic structure, linguistic

features, meaning of the text and question related to the text they are read because

the teacher guide them.

2.5.4Assessing in Reading Comprehension

According to Brown (2004:185) reading, arguably the most essential skill

for success in all educational; contexts, remains skill of paramount importance as

we create assessments of general language ability.The assesment of reading

ability does not end with the measurement of comprehension. Strategic pathways

to full understanding are often important factors to include in assessing learners,

especially in the case of most classroom assesments that are formative in nature.

An inability to comprehend may thus be traced to a need to en-hance a test-taker‟s

strategies for achieving ultimate comprehension.

To assess students‟ ability in reading comprehension in cognitive will be

used tests. The tests given to the students should be able to measure the level

comprehension of students expected. Level comprehension that students must

master are literal and interpretative comprehension. So, all the tests should be able

to measure the students‟ ability in comprehending text literally and

interpretatively.
2.6.Conceptual Framework

Figure 2.6 Conceptual Framework of Teaching Reading Comprehension

Independent Variable Dependent Variable

Collaborative
Reading Strategy

Directed Reading
Thinking Activity

READING
Guided Reading COMPREHENSION
Strategy OF NARRATIVE
TEXTS
KWL (Know, Want
To Know, Learned)

Think Aloud Strategy

Reading is one of the most important skill in learning a language beside

listening, speaking, and writing. Reading is much more than simply decoding

words and text; it is a complex process working to create meaning. It involves

word knowledge (vocabulary) as well as thinking and reasoning. Reading

Comprehension is the process of deriving meaning from connected texts. Readers

must use information already acquired to filter, interpret, organize, reflect upon

and establish relationships with the new incoming information on the page.

Many students have some difficulties in comprehending a text. After

reading a text, they don‟t know what the text is about. They can‟t grasp the ideas

and answer the question based on the text.

In order to make students comprehend the text well, the teacher should be

aware of the students‟ need; understanding difficult words and mastering the

sentence structure. The teacher have to know appropriate strategy to be used to

teach to the students to answer their need because teaching strategy has a very

important role to improve students‟ reading comprehension.

There are some strategies can aplly to improve the students‟ in reading

comprehension of narrative text, such as Collaborative Reading Strategy, Directed

Reading Thinking Activity, Guided Reading Strategy, KWL, Think Aloud

Strategy.These strategies can be applied in teaching reading of narrative text, but

the writer focus on applying Guided Reading Strategy.

Guided Reading Strategy, the subject of the research, makes students work

in a small group with a teacher in order to develop their motivation, to teach how

to find context clues, to help to construct word structure, and to teach how to

apply comprehension strategies. It is in Guided Reading Strategy that students are

shown how to read, and are continuously supported by the teacher as they read

more difficult texts. Because of the teacher‟s and peer‟s support in Guided

Reading Strategy students are expected to have the ability to be better readers,

develop reading strategies so they can read increasingly difficult texts, become
independent readers who can experience success while reading, and can develop

before, during, and after reading behaviours which aid in comprehension. To

conclude, teaching reading comprehension through Guided Reading Strategy is

hoped to improve reading comporehension of the students.

 CHAPTER III

RESEARCH METHODOLOGY

3.1 Research Design

The design of this research was Classroom Action Research (CAR) design.

This design uses two kinds of data : qualitative and quantitative was used to

measure the students‟ reading comprehension through guided reading reading

strategy. There are two variables that are independent variable and dependent

variable. Independent variable is Guided Reading Strategy and dependent variable

is Reading Comprehension of narrative text. The classroom action research

implemented for teaching and learning process in the classroom to find out the

problem solving of students in reading comprehension.

According to Harmer (2001 : 344), action research is the name given a series

of procedure teacher can engage in either because they wish to improve aspects of

their teaching, or because they wish to evaluate the success of certain activities

and procedure. And Kusumah (2010:9) state that research actions carried out by

the teacher in the classroom. Classroom action research must be started from the

teachers themselves who wish to improve and enhance the quality of learning in

schools in order to improve the quality of education.Thus, the implementation of

action research as one of the research that aims to overcome the problems inherent

in the class.

The writer was done research based on Kemmis and McTaggart model in

Kusumah (2010). This study was conducted in two cycles namely cycle I and
cycle II. Each cycle consists of three meetings and each cycle have four steps

namely planning, action, observation, and reflection.

The stages of Kemmis model in action research can be seen as the following

figure:

Figure 3.1 Action Research Model According Kemmis & MC Taggart in

Kusumah (2010).

Actually, if the result of the first cycle was failed, it was continued the next

cycle by renewing the previous steps to find out the problem solving. The new

cycle must be improved from the result of the teaching. If the new planning was

increased students‟ reading comprehension mastery, the cycle was stopped. If it

was not increased students‟ reading mastery, the cycle continued on the next

cycles until the result determinedthat was researched.

3.2 Location and Subject of the Research

This research was conducted in SMA Dharma Pancasila Medan. The school

located at Jl. Dr. Mansyur No.71C Medan. The subject of research was the tenth

grade students of SMA Dharma Pancasila Medan. The subject of the research was

one class which consist of 40 students. The writer chooses this school because this

school give priority the academic knowledge so the writer was interested in

conducting research in this school. And based on the writer‟s observation and

interview with the English teacher at this school, no one researcher ever

conducted a research in improving students‟ reading comprehension of narrative

texts through guided reading strategy.

3.3Population and Sample

3.3.1 Population

The population of this research was the students onX-1 grade of SMA

Dharma Pancasila Medan, in the academic year of 2014/2015. This school

located at Jl. Dr.Mansyur No.71C Medan. There are five parallel classes namely

X-1, X-2, X-3, X-4, X-5. The total number of population was 180 students.

3.3.2 Sample

In choosing the sample for the study, the writerused the purposive sample of

class to become the sample of writers‟ studies that is X-I SMA Dharma Pancasila

Medan.In this class, the writer applied the Guided Reading Strategy and there are

40 students that was achieved the learning process to improve the students‟

reading comprehension of narrative text.

3.4 The Instrument of Collecting Data

In this study, the data was collected by using quantitative and qualitative data.

In collecting quantitative data, the writer used reading comprehension test about

narrative text as the instrument to measure their reading comprehension. The

students was administered by the multiple choice with five options of each item.

The total numbers of questions that distributed to each students are 50 questions

for each cycle and the writer prepared the questions based on their textbook or

workbook.

In collecting qualitative data the writer prepared the interview sheets,

observation sheet, and diary notes.

1. Interview sheet was used to know the students‟ feeling, problems, and

others condition and to know the students‟ idea or attitude in studying

narrative text through guided reading strategy.

2. Observation sheetwas used to measure the level of the students‟ activities

during teaching learning process and to measure the level of the student‟s

participation level in teaching and learning process. Therefore, this

observation sheet was focused on the situation of teaching learning process

of the students‟ activites and behaviors, and the students‟ skill through the

techniques which was applied.

3. Diary notes is essentially private document and can be written

immediately after a teaching event, when the details are fresh in the mind

or at the end of the day, when there may be more time. In the study, diary

notes which was written by the writer as the result of the observation
 during the action was held. Diary notes was contained the writers personal

evaluation about the class and the progress of the project.

3.5 The Procedures of Collecting Data

Before doing the procedure of data collection, pre-test was administered to

know the level of the students‟ reading comprehension. The procedures of data

collection was performed by administrating for six meetings and for two cycles.

Each cycle consists of three meetings. Each cycle contains four step which are

planning, action, observation and reflection.

3.5.1 First Cycle

In this cycle, the writer observed the situation of the conventional learning

process in the class sample, make an oral interview with the students in order to

know their opinion about learning English especially reading activity and identify

the students‟ problem in reading process from the conclusion of the interview.

The first cycle in this research was done in four steps of action research.

1.Planning

Planning is arrangement for doing something. In this phase, the writer

wasdesigned teaching program, media, and teaching materials that was used

during the cycles. The activities that was done in planning that is:

a) Preparedthe lesson plans consist for each meeting.

b) Prepared the teaching facilities.

 c) Prepared the research instrument, such as observation format to observe

the teaching and learning process, interview sheet and diary notes.

d) Prepared the pre-test as the instrument to collect the data about the

students reading comprehension before action was given to the students.

2.Action

Action is the process doing things, it is implementation of planning. In this

step, the students was taught how to comprehend reading narrative text through

Guided Reading Strategy.

Table 3.5.1 The Steps of Activities in Cycle I

Meeting Teacher‟s Activities Student‟s Activities

1 a. Teacher motivated the students in a. Students listened to

order to increase their interest in the teacher‟s
reading. explanation.
b. Teacher introduced the procedure of b. Students got the
teaching reading by using Guided reading text from the
Reading Strategy. teacher.
c. Teacher explained about narrative c. Students answered
text through guided reading strategy the questions which
briefly. is given by teacher.
d. Teacher asked the students some
questions or retell a narrative text to
students.
e. Teacher gave the Pre-Test to the
students.
2 Teacher demonstrated the Guided
Reading Strategy in reading narrative
text. The procedure can be seen as
follows :
a. Students predicted
Before Reading : the story with their
a. Selected the text. Teacher must friends.
choose text that is on the group's b. Students found out
instructional reading level. It means uncommon words
that the text is neither to easy nor too and the meaning.
difficult for the students to read. c. Studentsread the text
b. Introduced the text. Tap into the together .
student's background knowledge or d. Students read the text
provide background knowledge of individually.
the text. Teacher should also: e. Students listened
- Explained the important ideas teacher‟s explanation
and concepts. and read the story
- Told the students to predict what one more time.
the story talking about based on f. Students seated in
the title. their own group.
- Helped them to find some new g. Students answered
vocabulary. the questions based
on the text.
During Reading :
a. Teacher supported the effective
reading. Students read the text
individually, guided the students as
they read the text.
b. Teacher gave prompts or clues as
needed.
 After Reading :
a. Teacher divided the students into
groups that consist of 5 persons.
b. Teacher asked the students to answer
some questions based on the text and
assess students‟ understanding of
what they read.
3 a. Teacher concluded the materials. Studentsdiscussed of
b. Teacher gave feedback to the the some
students based on the result of their exampleinnarrative
exercises. text that was given by
c. Teacher distributed Post-test I about the teacher.
reading comprehension test to know
how far they could understand about
whole text.

3.Observation

In this phase, the writer observed and investigated the students, the situation

and the problems was found during teaching and their achievement.The

observation was conducted in the classroom while the teaching learning process

runs. It is about the behavior or attitude and all the activities while giving the

action. An observation sheet that wasused to observe all the condition that was

occurred during teaching and learning process.

4.Reflection

Reflection is the feedback process from the action. It was used to help the

teacher make decision because the reflection is done in order to analyze the

situation and make conclusion. In thus phase, the writer reflects on everything that

is done in the first cycle and make conclusion. In this case, students must be to

guess what teacher tells about something by applying guided reading strategy. The

result of this step was used as the basics for the next design points that was

planned and implemented in the next cycle in order to bring improvement to the

professional action of the teacher and learning condition of the students such as

their skill.

3.5.2 Second Cycle

This cyclewas consisted of the same four phases like cycle I ; planning,

action, observation, and reflection. In this cycle, the next planning was

dependedon the reflection cycle I. Based on the cycle I, the writer tried to make

the strategy more effective in the learning process. Then, in the second cycle, the

writer revisedthe appropriate of planning, action, observation and reflection.

1.Planning

In the second cycle, the planningwas made based on the finding in the

reflection. There are several things that was changed and suited to the condition

that is happened in the first cycle.

a) Revised and prepared the lesson plan.

b) Prepared the media that was needed when will do the teaching learning.
c) Prepared the texts that was used during the cycles and evaluation.

d) Since there are some students who are not participated in the class discussion,

the writer divided the students in groups. And every member of the group

have to voicing their opinion or prediction at last one.

e) Gave the motivation to all students because it is important for them in order

to motivate to be able to cooperate well, share their knowledge and helped

each other in their group.

f) When the cycle II was conducted, teacher explained more and empasized the

teaching material.

2.Action

Action in the second cycle is the implementation of revise plan of the first

cycle. This cycle was conducted in three meetings. The procedure in cycle I was

changed in order to improve students‟ reading comprehension. The activities in

the second cycle was implemented as follows:

Table 3.5.2The Steps of Activities in Cycle II

Meeting Teacher‟s Activities Students‟ Activities

1 a. Teacher gave motivations to the Listened to the teacher

students in order to increase their carefully.

interest in reading.

b. Teacher introduced the procedure

of teaching reading by using

 Guided Reading Strategy.

2 Teacher demonstrated the Guided

Reading Strategy in reading narrative

text.

The procedure could be seen as follows:

Before Reading

a. Told the students to predict what the a. Students predicted the

story talking about based on the story with their friends.

title. b. Students found the

b. Helped them to find out new uncommon words and

vocabulary. the meaning.

During Reading c. Students read the text

a. Guided the students as they read the together.

text. d. Students read the text

b. Teacher gave prompts or clues as individually.

needed. e. Student listened to the

After Reading: teacher‟s explanation

a. Teacher divided the students into and read the story one

groups that consist of 5 persons. more time.

b. Teacher asked the students to f. Students seated in their

answer some questions based on the own group.

text. g. Students answered the

 questions based on the

text.

3 a. Teacher concluded the materials. a. Listened to the teacher.

b. Teacher distributed Post-test II b. Students answered the

about reading comprehension test to questions based on the

know how far they can understand text.

about whole text.

3. Observation

Observation was done when the classroom action research was going on. The

writerobserved the whole teaching learning process (action). It was covered all

observable condition, including the students‟ responds during the recent condition

when Guided Reading Strategy is applied in classroom.

4. Reflection

In reflection, there was the result of anlysis upon the new teaching learning

design based on the data from the observation sheet, interview sheet, diary notes,

and reading evaluation.When there was significant improvement of the students‟

in reading comprehension of narrative text, the cycle was stopped.

3.6Scoring of the Test

The form of the test was multiple choice test. There were about 50 questions

for each cycle. The total question was 50 questions for two cycles. In scoring

reading comprehension test, it was determined that the ranging from 0 to 100 by

accounting the correct answer.

According to Sudijono (2011:318), the correct answer was given 1 score

while the wrong answer was given 0 by applying this formula:

𝑹
𝐒= 𝑿 𝟏𝟎𝟎 %
𝑵

Where : S = Score of the test

R= The number of the correct answer

N= The number of questions

3.7 The Technique of Data Analysis

This studywas applied with the quantitative and qualitative data. The

quantitative data was found by analyzing the tests result of the students and the

qualitative data was found by describing the situation during the teaching learning

process. The qualitative data was analyzed from the observation sheet while the

quantitative data was analyzed by computing the score of reading test.

According to Sudijono (2011:254), to find out the class mean score in each

cycle, the writer applied the following the formula:

 𝐗=
𝚺𝐱
𝑵

Where : 𝐗 = The mean score of the students

Σx = The total score of the students

N = The number of the students

To categorize the number of the students who get score above 75was

calculated by applying the following formula according to Sudijono (2008:43) :

𝑭
𝐏= 𝑿 𝟏𝟎𝟎 %
𝐍

Where : P = The percentage of students who get the score 75

F= The number of students who get the score above 75

N= The total number of students who do the test.

 CHAPTER IV

DATA AND DATA ANALYSIS

4.1 DATA

The data of the study consisted of quantitative data and qualitative data. The

quantitative data were taken from the mean of the students‟ score in taking

multiple choice tests in the Pre-Test, Post-Test I, and Post Test II. The qualitative

data were taken from observation sheets, interview sheets, and diary notes. In

collecting the data, this research was conducted in one class, namely the class X-1

SMA Dharma Pancasila Medan with 40 students that was 27 female and 13 male

students as the sample of research.

There were two cycles applied in this research, and each cycle consisted of

three meetings. Every cycle had four steps, namely plan, action, observation, and

reflection. The writer did two cycles because in the first cycle that the writer

found the improvement of the students‟ reading comprehension of narrative text

still low and in second cycle the writer had found the improvement well.

4.1.1 Quantitative Data

The quantitative data were taken from the result of some reading tests

during the research that was conducted in six meetings. The first reading test was

given in the first meeting. Then the other tests were given in the end of each cycle.
 The score of the students showed the improvement continuously. The

improvement of the students‟ score in reading comprehension by Guided Reading

Strategy can be seen in table 4.2 A.

4.1.2 Qualitative Data

It has been explained before that the qualitative data were taken from

observation sheet, interview sheet, and diary notes. The observation sheet showed

some students were inactive in doing the discussion in the first cycle and also

some students were enthusiastic during the teaching-learning process. Further it

can be seen in appendix D.

The were two interviews during this research. The two interviews were

conducted by distributing interview sheet to the students. The first interview sheet

was used to analyze the students‟ difficulty in reading. The second one was used

to know the students‟ opinion after Guided Reading Strategy was applied. The

interview sheet can be seen in appendix E.

The diary notes showed that the students were interested, more active and

enthusiastic to learn reading comprehension through Guided Reading Strategy

although some of them tried to cheat their friend‟s work or called their friends in a

low voice when reading tests wree being conducted. The diary notes can be seen

in appendix F.
4.2 DATA ANALYSIS

4.2.1 Analysis of Quantitative Data

The students‟ score increased from the first reading test to the last reading

test. It can be seen in the table 4.2A below.

Table 4.2A

The score of the students from Pre-Test, Post Test I, and Post Test II.

Post-Test I Post-Test II
NO Students‟ Name Pre-Test
(Cycle I) (Cycle II)

1 Abdilah Azhar 50 64 66

2 Age Alif Ya 64 76* 88*

3 Ajeng Prapti 50 62 78*

4 Angelie Yolanda 62 70 84*

5 Angga Syahputra 76* 80* 90*

6 Anggy Alfariza Gusni 64 70 86*

7 Aqilla Fadia Haya 56 66 74

8 Ariansyah 60 72 88*

9 Ario Gusti 40 68 68

10 Arini Ulfa Rahmah 70 82* 86*

11 Arlia Anggraini 62 70 88*

12 Bela 56 72 84*

13 Cindy Syahya 60 60 64

14 Diajeng Pratiwi 54 60 76*

15 Dwi Hidayah 64 78* 88*

16 Elita Seftiana 54 68 76*

17 Hafizh Fadhilah 40 52 62

18 Hanny Puspha 64 72 86*

19 Ihsan Sahrin 70 80* 88*

20 Indah Mentari Sagala 58 70 82*

21 Kenny Irawan 50 68 84*

22 Lui Alyanti 64 64 76*

23 Marlina Lestari 60 78* 88*

24 Muhammad Ardiansyah 58 58 64

25 Muhammad Arsyad 60 70 76*

26 Muhammad Farid Dwiki 62 78* 84*

27 Muhammad Haidir 46 60 72

28 Nabillah Syahfira 76* 80* 88*

29 Novita Sari br.Ginting 76* 80* 80*

30 Nurmala br. Sitepu 78* 82* 90*

31 Reza Melani Dewi 64 76* 80*

32 Ridwan Setiawan 60 76* 76*

33 Risa Amalia Putri 50 64 70

34 Riski Candra Ependi 60 68 78*

35 Salsabila Azzahra 62 76* 84*

36 Siti Aisyah 56 60 68

37 Siti Octaviani 76* 84* 90*

 38 Syila Andriani 70 82* 84*

39 Tri Indriani 74 82* 82*

40 Wiqoyati Maryam 66 76* 78*

TOTAL SCORE 2.440 2.854 3.194

MEAN 61 71,35 79,85

*: The students who passed Minimum Mastery Criterion – Kriteria Ketuntasan

Minimal (KKM).

The increase of the students‟ score in reading comprehension through

Guided Reading Strategy can be also seen from the mean of the students‟ score in

the first reading test up to the last reading test was the highest among the other

tests.

Based on table above, it can be showed that:

1. The highest and the lowest score in Pre-Test were 78 points and 40 points.

2. The highest and the lowest score in Post-Test I were 84 points and 60 points.

3. The highest score and the lowest score in Post-Test II were 90 points and 62

points.

Furthermore, the comparison of the students‟ score in the reading tests can

be seen in the table 4.2B below.

 Table 4.2B

The Comparison of the Students’ Score in the Pre-Test, Post-Test I and Post-

Test II

Names of Test Pre-Test Post-Test I Post-Test II

Lowest Score 40 60 62

Highest Score 78 84 90

X 61 71,35 79,85

N 40 40 40

It concluded that the students‟ reading comprehension in narrative text by

using Guided Reading Strategy had increased from 61 to 79,85. The calculation of

the mean of students‟ score can been seen below:

In analyzing the data of Pre-Test, the first step is to get the average score

of the class. It is calculated as following:

𝐗=
Σx
𝑁

Where : X = The mean score of the students

Σx = The total score of the students

N = The number of the students

The improvement of the students „ mean score get from the frist reading

tests as a pre-test until the last reading test. In the first reading test (Pre-Test) in

the first meeting,the total score of the students was 2.440 and the number of the

students who followed the test was 40, so the mean of the students‟ score was:
 2.440
Pre-Test X= = 61
40

In the second reading test (Post-Test II) in the first cycle, the total score of

the students was 2470 and the number of the students who followed the test was

40, so the mean of the students‟ score was:

2.854
Post-Test I X= = 71,35
40

Then, in the third reading test (Post-Test II) in the second cycle, the total

score of the students was 3.194 and the number of the students who followed the

test was 40, so the mean of the students‟ score was :

3.194
Post-Test II X= = 79,8
40

The mean of the students‟ score in every cycle can be seen in the following graph:

80% 79,85
71,35
70%
61
60%

50%

40%

30%

20%

10%

0%
Pre-Test Post-Test I Post-Test II

Graph 1 : The Improvement of the Mean of Students Reading

Comprehension Score in each Cycle.

 The graph showed that there was an improvement of students‟ reading

comprehension of narrative texts through Guided Reading Strategy. The

improvement of the students‟ mean kept increasing from the Pre-Test to Post-Test

1 and the Post-Test II. The mean of the students‟ was only 61 in the Pre-Test.

Next, it improved to become 71,35 in the Post-Test I. Finally, in the Post-Test II,

it improved to become 79,85. The fact showed that the students‟ reading

comprehension of narrative texts improved after the students were taught through

Guided Reading Strategy.

The second step is to know the percentage of te students‟ score who

passed KKM (75). It is calculated by applying the following formula:

𝑭
𝐏= 𝑿 𝟏𝟎𝟎 %
𝑵

Where: P = The percentage of students who get the point 75

F = The number of students who get the point above 75

N = The total number of students who took the test.

Px= The percentage of the number of students who were competent

in reading comprehension for each test.

The percentage of the number of students who were competent in reading

comprehension for each test can be seen as the following:

5
P1 = 40 X 100% = 12,5%

From that computation, the students‟ score percentage in the pre-test is

12,5%. It means that there was 5 students who passed the KKM and there was 35

students are still below the KKM.

 17
P2 = 40 X 100% = 42,5%

From that calculation, the class percentage which passed the Minimum

Mastery Criterion – Kriteria Kentuntasan Minimal (KKM) is 42,5%. It means that

in cycle I of Classroom Action Research (CAR), there are 17 students who passed

the Minimum Mastery Criterion – Kriteria Kentuntasan Minimal (KKM) and

there are 23 students whose score are below the KKM.

The class percentage of post-test I shows some students‟ improvement of

the class percentage in the pre-test (12,5%). The students‟ improvement which

passed the Minimum Mastery Criterion – Kriteria Kentuntasan Minimal (KKM) is

30% (42,5% - 12,5%). Eventhough it is still needed more improvement because it

could not achieve yet 75% as the target of success Classroom Action Research.
31
P3 = 40 X 100% = 77,5%

From that calculation, the class percentage is 77,5%. It means that in cycle

2 there are 31 students who pass the Minimum Mastery Criterion – Kriteria

Ketuntasan Minimal (KKM) and there are 9 students are below the Minimum

Mastery Criterion – Kriteria Ketuntasan Minimal (KKM). The class percentage of

post-test II obviously shows some improvements from the previous tets.

 Table 4.2 C. The Range of the Students Score Improvement

Range of the Number Percentage of

Students’ Students’ Names of Students
Score Students
Improvement

Cindy, 4
4 – 10 X 100% = 10%
Muh.Ardiansyah, and 4 40
Novita and Tri.
Angga, Lui, 8
11 – 15 X 100% = 20%
Nabila,Nurmala, Siti 8 40
Aisyah, Siti
Octaviani,Syila and
Wiqoyati.
Abdilah, Aqilla, Arini,
Muh.Arsyad, Reza, 8 8
16 – 20 X 100% = 20%
Ridwan, Risa, and 40
Riski.

Age, Angelie, Anggi, 11

21 – 25 X 100% = 27,5%
Diajeng, Dwi, Elita, 11 40
Hafizh, Hanny, Indah,
Muh.Farid and
Salsabilah.
Ajeng, Ariansyah, 8
26 – 30 X 100% = 20%
Ario, Arlia, Bela, 8 40
Ihsan, Marlina, and
Muh.Haidir.
1
31 – 40 X 100% = 2,5%
Kenny Irawan 1 40

TOTAL 40 100

From the table above, it was concluded that:

1. There were 4 students from 40 students who got the score improvement 4-

10 points from the result of Pre-Test until to the Post-Test II. The

percentage of the students who got the score improvement 4-10 points was

10%.
 2. There were 8 students from 40 students who got the score improvement

11-15 points. The percentage of the number of the students who got the

score improvement 11-15 points was 20%.

3. There were 8 students who got the score improvement 16-20 points from

the Pre-Test, Post-Test I and Post Test II. The percentage of the number of

the students who got the score improvement 16-20 points was 22,5%.

4. There were also 11 students who got the score improvement 21-25 points.

The percentage of the students who got score improvement 21-25 points

was 27,5%.

5. There were 8 students who got score improvement 26-30 points. The

percentage of the students who got score improvement 26-30 points was

20%.

6. Finally, there was only 1 student (2,5%) from 40 students who got the

score improvement 31 to 40 points from the Pre-Test, Post-Test I and

Post-Test II. He was Kenny Irawan from 50 to 84.

It could be concluded that every student got the improvement in reading

comprehension of narrative texts after they were taught through Guided Reading

Strategy.

4.2.2 Analysis of Qualitative Data

The qualitative data were taken from the result of observation sheets,

interview sheets, and diary notes.

1. Analysis of Observation Sheet

Based on to the writer observation sheet,the teaching and learning process

during doing the research in two cycles ran well. The writer could make a good

interaction in class faster and made class more enjoyable. The writer could control

and organized the class well. The students also listened and enjoyed the class with

the writer, they did not just kept silent when they were asked some questions by

the writer. In applied the Guided Reading Strategy, the students were more

interactive and felt confidence to read narrative texts. Although, some of them still

often asked about Guided Reading Strategy but they were more active in studying.

Therefore, the writer had good interaction with the students because they paid

attention to the teacher‟s explanation and gave good response to the activities that

happened in the classroom and they felt interesting and exciting to apply Guided

Reading Strategy in reading comprehension of narrative texts.

2. Analysis of Interview

The interview was done in two sessions. The first session was in the first

meeting before cycle I had not begun. The writer interviewed some of the students

and the English teacher. In that interviewed, the students were asked about their

comments of reading comprehension and their understanding about narrative

texts. They were asked about their difficulties in English especially in reading

comprehension. The interview showed that most of the students did not know

about narrative texts. They had some problems in reading comprehension in

narrative texts generally. Most of them did not remember exactly, especially about
the purpose and generic structure of the text, and some students never heard about

Guided Reading Strategy. They also found difficulties to understand the text

because of lack the vocabularies.

The second session was after last meeting in the cycle II. In this session, the

English teacher and the students were asked about their opinion in comprehending

narrative texts through Guided Reading Strategy. The interviewed showed that the

English teacher interest to apply in his teaching learning process and the students

were anthusiastic and interest to work in group. Therefore, the writer also stated

that Guided Reading Strategy was appropriate strategy in understanding the text

well.

3. Analysis of Diary Notes

Diary notes were written by the writer during teaching and learning process in

this research. It can be known from the diary notes that written by the writer every

meeting in two cycles. In cycle I, the students were active to follow the teaching

learning process. They were really interested in Guided Reading Strategy because

they could discuss the material of lesson together in their group and they had to

speak in English to presents their result of discussion in front of the class but most

of the students could not speak English well. They stopped speaking when they

did not know about the difficult words. It happened because they had lack of

vocabularies. In cycle II, the students studied more seriously and actively in their

group, so they could improve their reading comprehension of narrative texts step

by step through Guided Reading Strategy.

4.3 Research Findings and Discussion

The result of the students‟ score indicated that there was an improvement on

the students‟ reading comprehension of narrative texts through Guided Reading

Strategy. The improvement could be proved from the mean of the students‟ score

in every test in each cycle. The mean of the students‟ score in Pre-Test was 61.

The mean of the students‟ score in the Post-Test I in cycle I was 71,35 and

finally, the mean of the Post-Test II in cycle II was 79,85. Therefore, it can be

concluded that the mean of the first cycle score was better than the mean of the

pre-test score. Moreover, the mean of the second cycle score was better than the

mean of the first cycle score.

This improvement did not only happen in the mean of the students score but

also in the percentage of the students who got the score up to 75. In the pre-test

before the Guided Reading Strategy applied, there were 5 (12,5%) of the students

who got score up to 75. In the Post-Test I in cycle I, there were 17 students

(42,5% ) from 40 students in the class X-1 who got score up to 75. In the Post-

Test II in cycle II, there were 31 students (77,5%) who got score up to 75. These

result implied that applying Guided Reading Strategy could improve the students‟

reading comprehension of narrative texts.

The writer also analyzed the qualitative data were taken from the observation

sheets, interview sheets, and diary notes. From the observation sheets, it was

found that the classroom classroom activities started from the cycle I and until

cycle II ran well and they became more interactive and enjoyable. They were

always give a good attention and could make a good cooperation with the writer
during the teaching- learning process. The interviewed sheets showed that the

students had many difficulties in reading comprehension English. But, in the last

interviewed after the two cycles had been done the students were able to use

Guided Reading Strategy in reading comprehension of narrative texts. Most of the

students agreed if their English teacher applied this strategy fro teaching for

reading. The English teacher said that it was a good strategy to help the students

in comprehending reading narrative texts. From the diary notes showed that the

students were excited, interested, and active to model the procedures of Guided

Reading Strategy of reading narrative texts.

Based on the result of the data in reading comprehension test, observation

sheets, interview sheets, and diary notes, it was found that the application of the

Guided Reading Strategy had significantly improved Students‟ Reading

Comprehension of Narrative Texts.

 CHAPTER V

CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions

After analyzing the data, it was found that the students‟ reading

comprehension increased from the first cycle to the second cycle. The conclusions

as drawn as follows:

1. There is an improvement in students‟ score of reading comprehension in

narrative texts through Guided Reading Strategy at SMA Dharma Pancasila

Medan. It is proved by the increasing mean of the students‟ score in the Pre-

Test, The Post-Test I to Post-Test II.The students‟ score mean from the Pre-

Test is 61 while in the Post-Test I is 71,35 and in the Post-Test II was 79,85.

Therefore, it can be concluded that the application of Guided Reading

Strategy could improve the students‟ reading comprehension of narrative

texts. In other words, there is a significantly improvement.

2. The effectiveness of the Guided Reading Strategy in reading narartive text

can be done by using story text that the words are familiar to the students, and

give them time to discuss about the unfamiliar words before allowing the

students to read the text, make sure that all of the students in their teams are

solid in doing every activities assigned in Guided Reading Strategy.

Therefore, the students felt more enjoyable and interested in learning reading

comprehesnion by using Guided Reading Srategy. It is showed by their

 enthusiasm in reading activities in the two cycles and their responds while

they were asked about Guided Reading Strategy.

5.2 Suggestions

Based on the conclusion above, the writer would like to suggest the

following:

1. Guided Reading Strategy should be applied in teaching Reading

Comprehension of Narrative Texts because it will be assisted in teaching and

the students will be motivated in learning reading comprehension especially

on narrative texts. Furthermore, it also can motivate students to be able to

lead the group and become brave to speak English.

2. Guided Reading Strategy should be socialized to the Englih teachers in order

to improve their scores in reading comprehension of narrative texts.

3. Guided Reading Strategy should be applied more seriously and better prepare

to get the improvement of the students through the Guided Reading Strategy.
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