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CHAPTER 1 INTRODUCTION

E. Scope of the Research

The research was limited to find out the students’ competence in predicting information through picture series in narrative text focus on literal comprehension in terms of main idea and supporting details and interpretative comprehension in term of conclusion of the text at second Grade students’ SMAN 25 Bone.

6 CHAPTER 2

LITERATURE REVIEW

A. Some Previous Study

Some Researcher have conducted the research about picture series in reading skill. There are some previous researches that are used by the writer. The previous study was “The Effectiveness of Using Picture Series in Teaching Reading of Procedure Text” conducted by Allen Subekti. The result of his study shows that picture is an effective media in teaching reading especially in procedure text.(Subekti, 2014)

The second previous study was “Improving Students’ Reading Comprehension of Procedure Text through picture word inductive model strategy” conducted by Zainal Ikhsanudin Militansina. The results of his study was the students’ learning had been improved the students were more interested in learning and they liked to participate interactively in the classroom activity. The research findings show that, the students’ mean score in the first cycle was 65.5 (average to good) and in the second cycle was 83 (good to excellent).through Picture Word Inductive Model Strategy”.(Militansina, 2014)

The third previous study was “The Effect of Using Picture Series on Students’ Reading Comprehension of Narrative Text” conducted by Bayyini Rosyada Elka. The result of her study shows that there was significant difference on students’ reading comprehension of narrative text by picture series and without picture series. It can be seen that teaching

reading using picture series can affect the students’ comprehension of narrative text..

Based on several previous studies, researchers have similarities and differences between the three previous studies above. Similarity of this research with the previous research above, the three previous researchers used a picture series as a media in their research. while the differences in the previous studies above and this study include; research by Allen Subekti and Zainal Ikhsanudin Militansina used Text Procedure while this research use Narrative Text to measure students' reading skill. while research from Bayyini RosyadaElka, also uses narrative text but the difference is this research besides focusing on the use of picture series and narrative text, researcher also focus on measuring literal and interpretative students' reading comprehension while research from Bayyini Rosyada Elka in general focuses on reading comprehension .

B. Literature Review 1. Definiton of Reading

Reading is one of important language skills. This is the fact that people mostly get knowledge and information from reading. Reading is one of process that involves reader, text, and interaction between the reader and the text. In reading people can get more information about something and increase their knowledge.

Reading is one of learning in English. Reading is the ability to take meaning from text or printed material, such as books, magazines,

newspapers, texts and so on. Reading is a sensory and mental process. This is the use of eyes and Related thoughts compile people to read something on the text, they are not only done know what is in the published text but their brains will be processed meaningfully from what they read, so they will get ideas, concepts and thoughts. In other words, reading is not just to get information from supported texts But also for processing. Reading can also asked in many ways depending on the background knowledge of people and them purpose in reading. Get adults to read as an activity to produce Hear from what they read.

Reading is development, increative and global process involving learned skills as stated by Leu and Kinzer as cited in Musfiroh, (2014).

According to William (1984) Reading as a process whereby one looks at and understands what has been written. Rohani Ariffin (1992:1) in her research stated that entitled Anthropology of Poetry for Young People defines reading as a highly personal activity that is mainly done silently, alone.

In teaching reading, there are many methods that can be use to improve students’ reading skill, including them: previewing, predicting, guessing from context, paraphrasing.in this paper, the author only focuses on predicting. To know the meaning of the text, the teacher have to do an interest method.

Predict meaning of the text through picture series will help students to more easily predict the meaning of the text and also attract students’ attention with an interesting picture.

There are some steps for improving abilty to predict are as follows; 1.

Look at the picture of a story, stating what will happen in the story. Ask yourself what will happen next. 2. Tell what will happen in next story. 3.

Discuss why things happen. 4. Make ending for the story. 5. Compare the information in the text with the information that we have already had in our mind then deciding what will happen. 6. Predict what will happen after listening the part of the account of an experience other students. (Dallmann, 1982).

For many students, reading skills are a particular challenge in finding information in the reading text. often the teacher can hear students read fluently and assume that they are good at reading. But if asked about the information they got from the reading, students might experience difficulties.

Reading comprehension consists of several levels: Literal, Interpretive and Critical. This strategy was devised by Herber (1978) and further developed by Morris and Steward-Dore (1984) to help students think and comprehend easily through the information in the texts. The Three Level Guide Strategy is an appropriate way that can be used by the teacher to help the students understand and conceive the text well.

2. Definition of Reading Comprehension

Reading is an activity that can involves understanding that cannot be completed with each other. All that have not been approved to read, if not yet reached the text. Understanding makes the connection between what the reader reads and what the reader already knows. Sometimes a connection

works by itself - especially compilation of information that is important or interesting to the reader. This means one of the goals of reading. In understanding reading, readers must have knowledge about reading comprehension, because without understanding reading, it has not really happened.

Reading comprehension is the construction the meaning of a written and spoken communication through a reciprocal, holistic interchange of ideas between the interpreter and the message. The presumption here is that meaning resides in the intentional problem-solving, thinking processes of the interpreter that the content of the meaning is influenced by that person’s prior knowledge and experience. (Harris & Hodges, 1995, p. 39)

Other experts said that reading comprehension refers to reading for meaning, understanding, and entertainment. It involves higher-order thinking skills (Nunan, 2005). It can be defined that as a reader it is very important in understanding what the text says, knowing the main idea of the text, and the details of the text telling about.

Kristin and her colleagues also propose a definition of reading comprehension “Reading comprehension is the ability to construct meaning from a given written text (Kristin Lems, 2010). That means, the reader must find the meaning written from the reading. When the reader reads a text.

Automatically they must find the information implicit in the text.

Reading and comprehension cannot be separated each other.

Reading comprehension is an activity to understand the meaning of the text.

So to in reading comprehension, the reader should know some strategies that can be use to know the meaning of text.

3. Reading Comprehension Levels

In reading comprehension, there are 3 levels that must be understood by the reader before reading. that is; Literal reading comprehension, interpretative reading comprehension and critical thinking. Literal reading comprehension means that reader can identify the main ideas of the paragraph or short story, Recall details that support the main ideas and organize the sequence in which the main events occurred.

Interpretative reading comprehension means the reader can Predict endings and anticipate consequences, state reasons for events and make generalizations. And Chritical thinking means the reader can Make generalizations, comparisons, judgments, recommendations and suggestions, decisionn and create alternative endings.

According to Westwood (2001: 30-31), he state that there are four levls in comprehension, such as literal level, inferential level, critical level and creative level.:

a. Literal Level

Literal reading refers to the acquisition of meaning of ideas or information that was explicitly stated in the text. Some spesific reading skill at the literal level of comprehension were : identifying spesific

information or nothing details, sequencing ideas when explicitly signal where given, and following instructions.

a) Identifying Spesific Information

This reading requires one to focus attention only on one or some particular information or detail which he need form a text ; the rest of the text may not be read anymore. That information may be a name, a date, a scientitic term, or a place or just anything, the search for which motivates the person to read. In looking for a detail, the reader must look for signals in the environment of the needed information or in the information itself.

b) Main Idea

Meaningful reading results from the reader’s ability to follow the flow of thought of the writer. This was so because any discourse was made up of words and sentences which were not only grammatically linked to one another, but were also logically related and sequence of ideas as presented by the writer enables him to summarize, outline and infer correctly.

c) Conclusion

Conclusion draws together factual evidenve into a statement about the nature of phenomenon.

. Sample phrases or questions for this level are as follows : a) What is ……….

b) How old ………

c) When ………

The abilities which refer to the literal level are : a) Knowledge of word meanings.

b) Recalling of ideas directly stated or paraphrased in own word

c) Understanding of grammatical clue-subject, verb , pronoun, conjunction and so forth.

d) Recalling of main idea explicitly stated.

e) Knowledge of sequence of information presented in the text.

b. Interpretative Level

This level requires the reader to go beyond the information given by the writer. The reader is required to see the significance of the data; to note various relationships such as cause effect and relation of the part to the whole, to make comparison, to draw conclusion and inference and to make generalizations. Sample phrases or questions for this level are as follows:

a) Why ……….

b) What evidence ……….

c) What you can conclude ……

The abilities which refers to the interpretive level are:

a) Reasoning with the information presented to understand the writer’s tone, purpose and attitude

b) Inferring factual information, main ideas, comparison, cause-effect relationships not explicitly stated in the text.

c. Critical Level

At this level, the students learn to evaluate and judge the information and the writer’s use of language for guiding the reader’s interpretation; noting evidence of the writer’s bias, his qualifications, his point of view, intent and truthfulness.

Sample phrases or questions for critical level are as follows:

a) Judge ……….

b) What would be the result of …..

c) How would you describe ……..

The abilities which refers to the critical level are:

a) Reacting to information in a text indicating its meaning to the reader.

b) Analyzing and evaluating the quality of written information in terms of some standards.

d. Creative Level

This level requires the reader’s involvement with the information presented as he uses it to formulate or rethink ideas of his own. Question at this level might consist of open-ended queries which require the reader to include his own knowledge, view, and value. Sample phrases or questions for this level are as follows :

a) What would you do if ………

b) Make up ……….

c) What does the text tell you about ….

The abilities that refer to the creative level are:

a) Knowledge of emotional response of literary techniques b) Knowledge of response of forms, style and structures.

In short, Literal level involves acquiring information that is directly stated. Interpretive level involves “reading between lines”

of making inference. Critical level involves evaluating of written material. Creative level involves formulating and rethinking ideas.

From the description above, it can be stated that each level requires different abilities or skills. Interpretive level requires higher skill than Literal and so forth.

C. Picture Series

1. Definition of Picture Series

The picture is usually abbreviated as pic, the picture is a visual capture of an object. Images can be created using devices such as digital cameras, cellphones, or works created on a computer. If a visual object is created on a computer and is not captured by other devices, it can be referred to as clip art, graphics, illustrations, rendering, or screenshots. The picture is one of the media in teaching English, the picture can be a good incentive to speak, but the picture must also be based on students' abilities.

In reading learning, the teacher must choose the media that is suitable with the learning material. In this case, the researcher chooses narrative text as teaching material and of course uses pictures as a learning medium. With the images presented in the text, students will not feel bored to read long texts. In addition, by using interesting and funny pictures, students will be more motivated and interested in learning.

Yunus (1981: 49) explains that an image is a collection of suitable images that are approved to be made in order. Therefore, the function is to read the story or sequence of events. Raimes (1983: 36) says that pairs of drawings or series of drawings provide a variety of guided and free writing exercises. (Rahayu, 2016)

In addition, Wright (1989: 68) states the picture series as a sequence of pictures that shows some actions in order to be able to meet the needs of teaching. Using pictures in the teaching and learning process can help students to understand various aspects of foreign languages. General contexts or specific illustration points can be provided by images. If a picture depicting a story is understood by students, it is hoped that the new language will also be understood. (Wulansari, 2015)

Deeply, Wright (1989: 2) says that images work together in three aspects namely interest and motivation, scenes of language context, and specific reference points or stimuli. (Wulansari, 2015) Images can help students to be able to get motivated, and make the subjects they face clearer and better understood, and to illustrate general ideas and in the form of

specific objects. By using images that are suitable as media in the teaching and learning process can accelerate the process of assimilating students' meanings.

Mackey (2005) mentions that media such as pictures, films or song lyrics are often used as tools for learning.this proves that the tools teachers use in class can manipulate to see, hear and read to facilitate teaching in the classroom. According to Sabri (2010) the types of two and three dimensional media are concepts, graphics, posters, drawings, flat maps and relief maps. Some of the benefits of using media in the teaching process.First, clarification of instructions so that they are not verbalized.

Second, Superintend is limited to space, time and senses. Third, using media that is appropriate and has variations can reduce student passivity.

Finally, teachers will be able to provide equal motivation, experience and perception. (Drs. AndriDefrioka, 20014)

There are several similar studies conducted by other researchers.

KateřinaJoklová (2009) observes how to use images in vocabulary teaching. In his research, he got the main goal of this thesis is to show how images can be used in English classes in several ways and to answer the question of how and why this works and in what way exactly they help students remember the words he learned. Joklova's research is similar to this research using image media. In Joklova's research, images are used in vocabulary teaching, but in this study the researchers used image media in teaching present tense. (Sari, 2018)

Based on the above understanding, the research concludes that the Pictures series can be structured as a medium to help students express ideas and feelings. Image series as learning strategies that use images as learning media.

D. Narrative Text

1. Definiton Of Narrative Text

Narrative text is a type of text to tell a story that has a series of chronological events that are interconnected. The purpose of this text is to entertain the reader about a story or story. Narrative text is a type of text to tell a story that has a series of chronological events that are interconnected.

The purpose of this text is to entertain the reader about a story or story.

Narratives are pieces of text that are tell a story by doing it, entertaining or telling a reader or listener Anderson (1997: 8). Narration is the thing with the most a strong way of communicating with others in using Anderson's graphic organizer method to be able to teach narrative texts in high school by (Niws, 2017).

Children learn the structure of narrative texts that are read (Caldwell &Lesly 2009). A study showed that students who were read, when asked to retell, were able to remember the main elements of the story including characters, problems, some events, and some sort of solution. The results also show that students who have not been exposed to stories may need more explicit instruction when learning about story elements. He stated that teaching narrative effectively must require thorough lecture instruction as

well as reading comprehension strategies that enable students to fully engage with narrative texts. Students must be encouraged to work dynamically with the text to develop interpretations strategies that are proficient and creative.

In addition, these techniques allow students to understand and appreciate narratives assigned at the personal level, making reading a more pleasant and enjoyable experience.

2. Generic Structure of Narrative Text

The generic structure of narrative texts is orientation, complications, sequence of events, resolution and coda. More detailed generic structures of narrative texts have been proposed by Anderson and Anderson who argue that narrative texts include:

a. Orientation b. event

c. Event / climax sequence:

Due to various reasons, students will have a little difficulty reading narrative texts. Narrative texts cover many genres, both in the fiction and nonfiction genres. As students develop through grade levels, the narrative texts they encounter become increasingly complex (Dymock, 2007). Not only that, lack of knowledge about the structure of narrative texts, skills that are usually acquired during early primary education, can generally disrupt student understanding. (Drs. Andri Defrioka, 20014)

How can teaching in the structure of texts help students to be able to understand written texts, and what strategies are effective for

understanding narrative texts? Some experts in reading learning explain how to introduce text structure with effective strategies for teaching narrative texts. Fitzgerald & Spiegel (1983) say that the key to understanding narration is the sense of plot, theme, character, and event, and how they are related. Teaching students to be present in a well-formed story organization increases not only understanding but also the quality and creativity of stories written by students. (Drs. Andri Defrioka, 20014)

understanding narrative texts? Some experts in reading learning explain how to introduce text structure with effective strategies for teaching narrative texts. Fitzgerald & Spiegel (1983) say that the key to understanding narration is the sense of plot, theme, character, and event, and how they are related. Teaching students to be present in a well-formed story organization increases not only understanding but also the quality and creativity of stories written by students. (Drs. Andri Defrioka, 20014)

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