THE EFFECT OF USING PICTURE SERIES ON...

THE EFFECT OF USING PICTURE SERIES ON STUDENTS’

READING COMPREHENSION OF NARATIVE TEXT

(A Quasi-Experimental Study at the Second Year Students of Islamic School Al-Falah

Villa Mutiara-Ciputat)

Bayyini Rosyada Elka

1091014000211

DEPARTMENT OF ENGLISH OF EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH

JAKARTA

2015

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ABSTRACT

THE EFFECT OF USING PICTURE SERIES ON STIUDENTS‟ READING

COMPREHENSION OF NARRATIVE TEXTA Quasi-Experimental Study at the

Second Year Students of Islamic School Al-Falah Villa Mutiara-Ciputat in 2013/2014

Academic Year. Skirpsi of English Education at Faculty of Tarbiyah and Teacher‟s

Training of State Islamic University Syarif Hidayatullah Jakarta 2014.

The objective of this study was know the empirical evidence about

effectiveness of students‟ reading comprehension of narrative text using picture series

at the Second Year Students of Islamic School Al-Fallah Villa Mutiara academic year

2013/2014. The subject of this study consisted of 23 students of Islamic School Al-

Fallah Villa Mutiara.

The method used in this study was quantitative research and the research

design was quasi-experimental study. This study was conducted following procedures

of the quasi-experimental study. Data collecting technique was conducted pre-test and

post-test by giving test which consists 30 multiple choice items for each test. Data

analyzed used formula t-test.

The result of this 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 on the df = 44 and in the degree of significance 5%

the value of degree of significance is 2.41. By comparing the value to is higher than tt.

The result showed that t-test (to) > t-table (tt) (4.87 > 2.41).The alternative hypothesis

(Ha) is accepted and null hypothesis (Ho) is rejected. Therefore, it can be concluded

that teaching reading by using picture series can affect the students‟ comprehension

of narrative text.

ii

ABSTRAK

EFEKTIFITAS MENGGUNAKAN SERI GAMBAR TERHADAP

KOMPREHENSIF MEMBACA TEKS NARATIVEStudi Kuasi-

Experimental Siswa Kelas 2 Sekolah Islam Al-Fallah Villa Mutiara Tahun Pelajaran

2013-1014. Skripsi Pendidikan Bahasa Inggris di Fakultas Tarbiyah dan Keguruan

Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2014.

Tujuan penelitian ini untuk mengetahui bukti empiris tentangkeefektikan

penggunaan seri gambar terhadap kemampuan membaca teks narative pada siswa

kelas 2 sekolah Islam Al-Fallah Villa Mutiara tahun akademik 2013-2014.Subyek

penelitian ini terdiri atas 23 siswa dari sekolah Islam Al-Fallah Villa Mutiara.

Metode yang digunakan dalam penelitian ini adalah kuantitatif dan desainnya

menggunakan eksperimen semu (quasi-eksperimental study).Pengumpulandata

penulis menggunakan pre-test dan post-test dengan memberikan tes kemampuan

membaca berupa 30 soal pilihan ganda.Dalam menganalisis data, penulis

menggunakan t-test.

Hasil dari penelitian ini menunjukkan bahwa adanya perbedaan yang

signifikan dalam pemahaman siswa dalam membaca teks narative dengan

menggunakan gambar berseris dan tidak menggunakan gambar berseri. Dalam tabel

signifikansi, dapat dilihat bahwa df= 44 dimana derajat signifikansi 5% adalah 2.41.

Dengan membandingkan, nilai to lebih besar dari tt yaitu, hipotesis alternatif (Ha)

diterima dan hipotesis nihil ditolak. Oleh Karena itu, 4.87 > 2.41) dapat disimpulkan

bahwa mengajar membaca teks narative menggunakan gambar berseris dapat

meningkatkan pemahaman siswa akan teks yang dibaca.

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ACKNOWLEDGEMENT

In the name of Allah, the Beneficent and Merciful

All praises be to Allah, Lord of the world, for the health and the strength that

Allah has given to the writer in writing this „skripsi‟. Peace and salutation be upon the

prophet Muhammad, his family, his companions as well as his followers.

Firstly, the writer also would thank to her beloved parents, H.Sukarya, S.Ag.

M.Si. And Lilis Suryani who always never stop teaching their precious meaning of

life, giving their knowledge, giving their time and who always pray her every time;

her brothers, M.Arief Al-Farabi, M.Zaki Al-Ghazali and M.Zaki Al-Kindi, also her

sister, Ade Aulia Zunnun, who always give support and motivation to her.

Secondly, she would like to address her thank and great gratitude to

Ismalianing Eviyuliwati, M.Hum. And Zaharil Anasy, M.Hum. As the writer‟s

advisors, who give consultation with full of patience, help and guidance as valuable

advice during developing this “Skripsi” and completing her work, may Allah SWT

respond to their kindness much better.

Thirdly, the writer thought that she would never finish this skripsi fluently

without their supports and their helps. Her gratitude also goes to:

1. All lecturers of English Education Department for teaching precious knowledge,

sharing philosophy of life and giving wonderful experiences.

2. Prof. Dr. Ahmad Thib Raya, M.A, as the Dean of Faculty of Tarbiyah and

Teachers Training.

3. Drs. Syauki, M.Pd, as the Head of English Education Department

4. Zaharil Anasy, M.Hum, as the Secretary of English Education Department.

5. Uswatun Hebah Hasanah, S.Pd, as the English teacher at Islamic School Al-Fallah

Villa Mutiara, for all sincere help, time, and guidance.

6. The students of second grade of Islamic School Al-Fallah Villa Mutiara especially

8.2 and 8.3, for being participants in this research.

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7. All of her best friends in English Education Department 2009 academic year

In E class, especially for Reni Septiani, Hari Supriyatna, Sari Anjany, Hayin

Azizah, Trianti Kumala, Zein Zarkasih, and Zaki Habibillah, Dedi Eka Setiawan

she thanks them being her best friends. And her lovely cousin Ina Nur Agustianti.

Her adoptive older sister Lala Siti Lama‟ah.

Finally, the writer admits that her writing is still far from being perfect.

Therefore she hopes some suggestions and criticism from the reader for this paper.

Hopefully this „skripsi‟ will have some values for her and the reader.

Ciputat, February 24th

2015

Bayyini Rosyada Elka

NIM. 109104000211

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CHAPTER I

INTRODUCTION

A. Background of the Study

People use language to communicate each other with other people. Language

is often defined as a tool for communication used by people in communicate either

through spoken or written. Through language, people can express their opinions,

ideas and feelings. Language as a communication is necessary to be mastered because

language has significant roles in the various fields of activities and wide influences in

the world, such as in social, politics, economic, education. There are many languages

in this world. English is the most widely used language all over the world. English is

also used to absorb and develop science, technology, economy, and culture.

According to realty, English language helps people.

In present day, English becomes essential subject of education in Indonesia.

English is known as a foreign language. English not only becomes an essential

language also a compulsory subject at elementary level to university level. By

learning English, the students are expected to acquire some abilities. In addition,

English will help and make Indonesian learner gain success such as in finding the

right career in the future.

As a English language teacher should be creative to achieve the goal in

teaching. In realty, mostly students who learn targetlanguage or English, they get

stress in the process of learning, because in the classroom, students usually do not get

some exposure or motivation as those. In this case happened in the students who-

whatever age. The teacher should think what elements need to be present in a

language classroom to help students learn effectively. As Jeremy Harmer said on his

book: Activities and materials which frequently engage students include: games

(depending on age and type), music, discussions (when handled challengingly),

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stimulating pictures, dramatic stories, and amusing anecdotes, etc. 1 There are many

methodologies and roles how to create the students to be master in target language

with the methodologies the teacher create how teaching process would be fun.

One of language skill should be master is reading. Reading is an active

cognitive process that does indeed face the words which include the information in it.

Reading is not simply getting the words right, without comprehension there is no

reading. In the other words reading will not occur without comprehending the text. In

the process of reading, the readers begin by looking at the words in a massage

thengrab their meaning. When the reader knows the words, sentences or massage fits

into his prior knowledge and experience, he comprehends the text, and

comprehending requires the skills. To develop the students reading skills need that

the media to improve their reading such as magazine, newspaper, book, text, etc.

In learning reading, students often find some problem to comprehend the

text. There are some problems occurred on the process of reading itself. First of all,

reading is claimed as a boring activity by most of the students. It happened because of

several factors, one of them student’s interest about the text they would read, some of

not. Second, most of students find it difficult to get the message of the text because

they find many unfamiliar vocabularies needed to be translated. It is takes a lot of

their effort that leads to an uninterested to do. Those are the causes the students

difficult comprehending the text.

It is found at students of Islamic School Al-Fallah when the writer

interviewed some of the student about teaching learning English language activities

especially about reading activity. When the teacher taught about reading English text

she just instructed the students to read the text then the teacher asked the question

about the text. Most of students can not answer the text because they do not

understand, and lazy to read the text they feel difficult to understand the text because

they find unfamiliar vocabularies. From all of the case about reading, the writer was

1Harmer, Jeremy. How to Teach English,( Harlow: Longman, 1998), p.25.

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interested to have some technique in teaching reading. The writer would use picture

in teaching reading to achieve students reading comprehension in her research and to

get teaching English language activity more fun especially in teaching reading.

According to Andrew Wright, “pictures are the most suitable known the language.

Picture contributes; interest and motivation, a sense of the context of language, and a

specific references point and stimulus”.2 Pictures are good visual aid to present what

the text about and to give stimulus for the students in teaching learning activities.

Based on the explanation above, the writer would like to conduct an

experimental research in teaching reading using picture series to know whether it is

still effective to use in current situation and also to write her “Skripsi” entitled “THE

EFFECTIVENESS OF USING PICTURE SERIES TOWARD STUDENTS

READING COMPREHENSION OF NARRATIVE TEXT”(An Quasi

Experimental Study at the Second Year Students of Islamic School Al-Fallah Villa

Mutiara in 2014-2015 Academic Year)

2Andrew Wright, Pictures for Language Learning, (Cambridge: Cambridge University Press,

1989), p. 2.

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B. Identification of the Problems

There are someconditions in language teaching that promote the problem of

this research to come up. They are as follow:

1. Most of students still think of reading as difficult.

2. Students were found to be bored in the classroom teaching and learning process

especially in learning reading because the teacher does not create the class to be an

active class and most of students have lack of vocabularies.

3. Teachers were still teaching reading using an uninteresting method, which is not

effective.

4. Most students were low- motivated in learning reading.

C. Limitation of the Problems

In this study, the writer limits the discussion on teaching reading using

picture series of narrative text toward students reading comprehension at the second

year students of Islamic School Al-Fallah.

D. Formulation of the Problems

Based on the background mentioned above, the writer would like to formulate

the problem as follows: “Was there any different effect before and after using picture

series on students’ reading comprehension of narrative text at the Second Year of

Islamic School Al-Fallah Villa Mutiara

E. Objective of the Study

The objective of this study was to know the empirical evidence about the

effectiveness on students’ reading comprehension of narrative text using picture

series at the Second Year Students of Islamic School Al-Fallah Villa Mutiara.

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F. Significance of the Study

The results of study were expected:

1. English Teachers

It is expected to be an alternative solution for English teacher in teaching

reading.

2. Students

This study is expected to make the learning process more fun and interest,

develop their interest and motivation in learning English subject, and improve

their understanding and mastery of English.

3. Other Researchers

It is expected to provide new information and knowledge for the subsequent

researchers who are interested to conduct a better research on the same issues.

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CHAPTER II

THEORETICAL FRAMEWORK

A. Literature Review

1. Definition of Reading

As one of English skills, reading is the ability to draw the meaning from the

text or printed materials. It requires the process of getting and interpreting the

message sent by the authors appropriately through the printed materials, such as

books, magazines, newspapers, text, and so on. In fact, many instances around the

world may argue that reading is the most important foreign language skills,

particularly in cases where the readers have to read English materials in order to help

them develop their knowledge at various subjects either in school or daily life.

Sometimes, many people be able to read and pronounce the words correctly,

but they do not understanding the text or material. As Flynn and Stainthrop state on

his book ―Accessing meaning is the rationale for reading. Reading result from an

ability to decode the print and to comprehend the language that is thus unlocked.‖1 It

means reading is not simply done by pronouncing the words, but it also involves

transmission process of ideas of the author’s mind to the reader’s mind. What the

author means should be understood well by the readers.

In addition, reading is one of communicative skills, is classified as a receptive

skill. Looking up this term, people roughly assume that reading is a passive skill

because all the work has been done by the writer that produces the text, and the reader

has only to open his or her mind to let the meaning come in then the communication

is achieved.

1Naomi Flynn and Rhona Stainthrop, The Learning and Teaching of Reading and Writing,

(London: Whurr Publishers Limited, 2006), p. 42.

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Furthermore, reading is also an interaction between the reader and the author

where the prior knowledge such as knowledge of content, structure, and vocabulary

enables the reader to make meaning from the text. According to Christine Nuttal said

that: The process of reading is clear enough for to say that reading means getting out

the text as nearly as possible the massage the writer put into it. (How we respond to

this meaning – whether, for instance, we accept it, reject it or transform it by using

our own imagination – is another matter).2From that definition, it can be concluded

reading is the process of people to learn and to get the knowledge by understanding

the text. It is about the way the reader understanding the text.

Furthermore, Jerry G. Gebhard also stated oh his book Teaching English as a

Foreign or Second Language ―Reading includes discovering meaning in print and

script, within a social context, trough bottom-up and top-down processing and the use

of strategies and skills.‖It means reading is not done in vacuum activity for example

we read a menu item at the restaurant to the waiter to order the menu, or we read

something to inform the hot news to our friends those means we are doing the social

context to the other.3

2Christine Nuttal, Teaching Reading Skills in a Foreign Language, (Oxford: The Bath Press,

1996), p. 4. 3Jerry G. Gebhard, Teaching English as a Foreign or Second Language, (Michigan: The

University of Michigan, 1996), p. 197.

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2. Reading Comprehension

Reading involves comprehension. That is proven by the fact that someone

reads because he or she wants to get something from the writing. It called by the

message. The message it may be fact, enjoyment, ideas, feelings, etc. whatever the

message about the readers wants to comprehend the massage that what the writer

intended. Reading has not happened yet, if the reader has not reached the

comprehension of the text. The reader may be able to read aloud every sentence

written in the text, but if the reader does not get the understanding of what the text is

about, it means the act of the reading has not been exist.

Francious Grellet state on his book ―Reading comprehension is understanding

a written a text means extracting the required information from it as efficiently as

possible4.‖ It means reading comprehension that the process understanding the new

information contained in the text, and the reader find what she or he looking for.

Understanding the new information in the text that means the reading purpose in each

case has been successfully, and it called reading process.

Furthermore explanation has been made by G.C. Ahuja & Pramila Ahuja that

reading involves comprehension beyond decoding and literal label interpretation of

the printed symbols.5 Literal level interpretation involves translation of what the

words say while decoding process serves as a tool for the mental process when the

reader tries to get meaning out of the printed material.

From all of explanation above, it can be concluded that reading

comprehension is an active process in which the reader, by using his mind and eye

which the reader construct an understanding of the message by interacting with the

text.

4Francoise Grellet, Developing Reading Skills, (Cambridge: Cambridge University Press,

1999), p. 3. 5G.C. Ahuja dan Pramila Ahuja, How to Increase Your Reading Speed, (Kuala Lumpur:

Synergy Books International, 1995), p. 13.

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3. Purpose of Reading

Purpose refers to reader’s aim or information in reading certain text. When

dealing with reading, the reader seems to address the different purposes. William

Grabe stated on his book there are six major purposes of reading:

a. Reading to search for information

When the readers want to search for some specific information, they engage on

two skills: Skimming and Scanning. Skimming is the ability to identify the main

ideas while very rapidly and selectively skipping over the reading material.

Besides, they use scanning in order to identify specific information from the text.

b. Reading to learn from text

In academic and professional settings, sometimes the readers want to learn

something from the text. It occurs when the information in a text is identified as

important which will be used for some task given by the teacher at the specific

course.

c. Reading to integrate information, write, and critique texts.

When the reader do integration of information in reading they have a purpose are

required to insert the information from multiple text or bring together

information taken from different textbook. Sometimes, the readers are required to

evaluate and criticize the information of a text whether the parts of the text are

important, and how the readers get their goal from the text.

d. Reading for general information

Since someone reads to get the comprehension of the text, this purpose becomes

the commonest purposes for reading a text among the readers. This purpose takes

place when we read an interesting novel, newspaper, and magazine. 6

6William Grabe and Fredericka L. Stoller, Teaching and Researching Reading, (Harlow:

Longman Pearson Education Limited, 2002),pp. 13—15.

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4. Kinds of Reading

There are two kinds of reading mentioned by Harmer on his book; Extensive

Reading and Intensive Reading.

a. Extensive Reading

This was discussed as the book told in the text, that the importance or extensive

reading for development of student’s word recognition. An entire short story, or a

chapter or sequence of chapters of a novel, or entire one-act play should be

assigned, read briefly reported on as a single unit. The students should

understand that in this type of reading their major concern in on the overall

comprehension of characters and events rather than on the specific details of

either language or story content. Where possible, reading for pleasure should be

involved. This activity encourages students to choose what they want to read and

gives them some opportunities to share their reading experiences.

b. Intensive Reading

In contrast to this, the technique employed in intensive reading should be

definitely different. Intensive reading refers to the detail focus on the

construction of reading text which takes account in classrooms. Teacher may ask

students to extract the information from magazine, poems, internet websites,

novels, and a wide range of text genre. The specific purpose will determine the

exact choice of genres and topics. Intensive reading is characterized by study

activities, such as the particular uses of grammar and vocabulary items. 7

7Jeremy Harmer, The Practice of English Language Teaching, (Harlow: Pearson Education

Limited, 2007), pp. 283—286.

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5. Models of Reading

While processing a text, the readers need to use these three complementary

ways; Bottom-Up Models, Top-Down Models, and Interactive-Models.‖In some

cases, one model predominates, but they are used by the readers while approaching a

difficult text. According to William Grabe and Fredricka L. Stoller on Nida Husna

book said ―There are three models of reading skills.‖8

a. Bottom-up Models

These models assume that reading involves the way reader builds up a meaning

from the text by creating a piece by piece mental translation. Recognizing letters

and words and working out sentence structures are conducted in a linier fashion.

In this case, the reader must scrutinize the vocabulary and syntax to meet the

same point view as the writer intended.

b. Top-Down Models

Top-Down Models state that reading depends on the reader’s expectations which

is conducted to draw inferences and to interpret assumptions. The readers have

their own set of goals while reading a text. They direct their eyes to the most

likely place where useful information can be found.

c. Interactive Models

These models take useful ideas from a bottom-up perspective and combine them

with the key ideas from a top down views. Practicality, readers shift from one

focus to another, adopting a top down models to predict the probable meaning,

then moving to the bottom up approach to check whether that is really what the

writer says.

8Nida Husna, Step by Step to Reading Skills Step First Edition, (Jakarta: English Education

Department Syraif Hidayatullah Jakarta), pp. 13—14.

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6. Reading Skills

In reading certain text, a number of things should be able to be done by the

students by using reading skills: Scanning, Skimming, and Reading For Detailed

Comprehension.

a. Scanning

This skill requires students to be able to scan the text for particular information

or details they are searching for. It means that they do not need to read the entire

paragraph especially in every word and line. This skill is applied, for example,

when they are looking for certain advertisement on the newspaper or someone’s

name on the attendance list.

b. Skimming

This skill is used to get the general understanding of what the text is about.

Skimming is done by running our eyes rapidly over a text. For example, when

the students read a newspaper, they only cast their eyes over it to find the general

idea of what has been happening, or weekly popular magazine that what we

would find about the information we need in a half time it takes us to read it now.

c. Reading for detailed comprehension

To get the detail comprehension of the text, students have to use the skill which

is different from the skills explained before. Reading for detailed comprehension

is actually more complex than commonly assumed. It requires very rapid and

automatic processing of words, strong skills in forming a detailed meaning

representation of main ideas, and efficient coordinating of many processes under

very limited time constraints. 9

9Jeremy Harmer, How to Teach English: An Introduction to the Practice of English Language

Teaching, (Harlow: Longman, 1998), p. 60.

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7. Principles of Teaching Reading

There are six basic principles in teaching reading elaborated by Harmer, as

Follows.

a. Reading is not passive skills

Actually reading is an active skill. To do this successfully, the readers have to

understand the meaning of the text, see the picture what the text about,

understand the argument of the text, and we develop the text if we understand it

well.

b. Students need to be engaged with what they are reading

A lot of efforts have to be done by the teacher in order to make sure that every

student in the class is engaged with the topic of reading text. The students who

are not engaged with the text, mostly they do not interested with the text

especially with the teaching learning activity, because they get bored with the

lesson in the beginning of the lesson. The impact of this the students have less

benefit of it.

c. Students should be encouraged to respond to the content of a reading text,

not just to the language.

It can be said that the meaning of the text is just as important as the structural of

the text to be comprehended such as how the text use the language, the number

of the paragraphs included in, and how many time the clauses are use in it. In this

case, the teacher has to give a chance to the students to respond that message in

some way.

d. Prediction is a major factor in a reading

Before the readers actually start reading, there are some hints printed on the book

that give them the clause of what the book is about. By glancing at those hints,

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their brain starts predicting what will be discussed on the book. In this case, the

active reading process ready to be begin.

e. Match the task to the topic

The teacher should select the appropriate reading text based on the student’s

level, the topic of the text and its linguistic, and activation potentials. And then,

the teacher should choose reading tasks which match to the topic of the text. This

could be in terms of the right kind of the questions, appropriate reading activities,

and useful study exploration.

f. Good teachers exploring the texts to the full

Good teachers integrate the reading text into interesting lesson sequences, using

the topic for discussion and further tasks, using the language for study and then

activation, and using range of activities to bring the text to life.10

8. The Reading Assessments

According to Gillet, Temple, and Crawford on their book that teacher use

different kinds of assessments for different purposes at different points in the year.

Many school use four phases of assessments.11

a. Screening Assessment

The screening instrument use as economical as possible because they may given

to an entire class or an entire grade, examine only a few key aspects of literacy

and just enough to identify the children who need extra attention. In this case, at

the beginning of the year, the teacher may administer screening measure to

determine which the children who need extra support and attention.

10

Ibid,pp. 70—71. 11

Jane Wallce Gillet, Charles Temple, Codruta Temple, & Alan Crawford, Understanding

Reading Problems, (Boston: Pearson Education, 2012), p. 8.

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b. Diagnostic Assessments

Diagnostic instrument may test specific skills, such as a test of phonemic

segmentation or a test reading fluency. Others, like an informal Reading

Inventory, are more comprehensive and test may areas of reading ability.

c. Monitoring Assessment

Monitoring assessment sometimes calledformative assessment, are done to see if

a child’s instruction is ―on track.‖ The range from informal observation to formal

probes. Monitoring assessment is advisable be designed with end-of-year

assessment to make sure all students are learning what they will be expected to

know. Because of monitoring assessment may be done at regular intervals-every

month or every quarter for most students, but more often for students who seem

to have greater difficulty learning.

d. Outcomes-Based Assessment

Outcomes-based assessment also referred to as grade-level reading standards-

based assessment; because the desire outcomes of a year’s teaching are reflected

in each state’s learning standards. Those skills include phonemic awareness,

phonics, fluency, vocabulary, and comprehension.

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9. Text Types

English text can be divided into two major text types, they are: 12

a. Literary Text

The text types used to express human experiences in an imaginative way are

classified as literary texts. These texts are aimed to entertain the readers. The

main literary text types are:

1) Narratives

The aim of the narrative text is to tell a story or relate the event and providing the

entertainment to the audience. In the narrative can be make the audience think

about an issue, teach them the lesson, or excite their emotions. Narrative can be

presented as written or spoken texts. If the narrator is one of the characters of the

story, the story is usually told inthe first person. If a person outside the story is

the narrator, then the story is being told in the third person.

2) Poems

This text types express people’s feelings and impressions about life. Poems may

tell a vivid description of story. The aim of this text is to describe someone’s

point of view about something through thought-provoking images. Ballads,

haiku, limericks, sonnets, song lyrics, and chinqua

pins are some examples of poetic texts. Some of them may be written by using

sound patterns and rhythm.

3) Dramas

Ideas and expression of life may sometimes be expressed through a drama.

Drama can be spoken and written. The actors may have set libels to be performed

or even improvised. These lines are usually constructed in the form of a dramatic

text, sometimes we call as a script. The examples of dramatic texts include: film

12

Mark Anderson and Kathy Anderson, Text Type In English, (South Yarra: Macmillan

Education Australia, 1998), pp. 2—28.

17

scripts, improvisations, stage settings, soap opera, streets theatre, and re-

enactments.

b. Factual text

Factual text present information and ideas. The purpose of these texts is to

inform, instruct, educate, or persuade the reader. The main factual text types are:

1) Explanation

This kind of text tells how to do something or why something happens. The

purpose of this text is to tell the step of the process and give the reason of it. This

text type involves three major parts: a general statements, a series of paragraphs,

and concluding paragraph.

2) Information report

A report text explains information about a subject which is quite general rather

than the specific one. The aim of this text is to describe each parts, behaviors,

and qualities of a subject throughout presenting a series of fact.

3) Discussion

Discussion text is a text type which gives for and against the positive and

negative, or good points and bad points of certain issue. The purpose of this text

is to present the different opinions on a topic to the audience or the reader, and, at

the end, the reader opinion.

4) Exposition

The function of this text is to inform the point of view if arguments of the writer

to influence the listener and reader’s view.

5) Recount

The text type is to tell a story which relates an event or a past experience to

entertain the reader. The writer often sets the first paragraph are telling who,

what, where, and when.

6) Factual Description

Factual description is descriptive text which are describes a particular person,

place or thing. A descriptive text typically has an opening paragraph introducing

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the subject of the text, a series of paragraph describing the features of the subject,

and concluding paragraph signaling the end section of the text.

7) Procedure

This text type presents the reader or listener how to do something. It is

characterized through the existence of the instruction will guide the reader to

make something, to do something or to get somewhere. Recipes, itineraries,

instruction manuals, and directions could be the examples of this text. There are

three major parts if this text namely introductory statement, list of materials, and

sequence of steps.

B. Description of Narrative Text

1. The Narrative

Narrative is kind of story consisting of series of events which is constructed

in a chronological order, According to Alice Oshima and Ann Hogue states that

Narration is story writing. When you write a narrative paragraph, you write about

events in the order that they happen. In other words, you use time order to organize

your sentences.13

Narration or narrative is a story in the written text which are events

that tells about what the story happened, time order is tell what happened first, what

happened text, what happened after that, and so on. Accroding to Siahaan and

Shiroda‖Narration is any written English text in which the writer wants to amuse,

entertain people, and to deal with actual or vicarious experience in different ways‖.14

A narrative not only about an events ended with what the story happened but also

narrative is an event which the writer have the purposes to make aninteresting text, to

13

Alice Oshima and Ann Hogue, Introduction to Academic WritingThird Edition, (White

Plains: Longman, 2007), p. 24. 14

Sanggam Siahaan & Kisno Shiroda, Generic Structure Text, (Yogyakarta: Graha Ilmu,

2008), p. 73.

19

entertain the reader, and to make the reader have the experiences same as the text

about.

Moreover, Clouse states that ―A narration usually includes the answers to the

journalist’s questionswho, what, when, where, why, and how‖.15

It means that the

narrative text should present the explanation to those questions, who was involved,

what happened, when, where, why, and how it happened, in a sequential order. In

addition, in some stories the author might pay attention more on different answer in

different narrations. Sometimes the answer of certain question may not be found by

the reader because the author may emphasize more on who was involved in the story

rather than why the story happened. In other stories, the author may present more

details on explaining when the story happened, in this case, the time element of the

story.

The purpose of a narrative, other than providing entertainment, can be to make

the readers think about the issue, teach them a lesson, or excite their feelings. It

means that narrative could also inform the readers about the issues and persuade to

take the benefit from the story.

2. The Elements of a Narrative

a. Plot

Plot is defined as an author’s careful arrangement of action happened in a

narrative to achieve a desired effect. Series of actions in a narrative text are often

presented in chronological order. Traditionally, plots grow out of a conflict are

an internal or external struggle between the main character and an opposing

force.

b. Setting

15

Barbara Fine Clouse, Patterns For A Purpose: A Rhetorical Reader, (New York: McGraw

Hills Company, 2003), p. 162.

20

In narrative, the author usually opens their story by telling the setting-that is, the

time and the place. However, setting can be general, specific, and very detailed.

Setting usually functions as more than a backdrop for a story.

c. Character

All stories have a character to be presented. Based on the literary term, a

character is a person created for a work of fiction. In some cases, they are veiled,

autobiographical version of the author or they are people the author knows or

people the author has observed or overhead.

d. Point of view

Point of view in narrative text can be First-person (by using ―I‖), and Third-

person (by using ―he/she/it‖). First-person is not about the author, the author

creates a persona or mask through which he or she tells the story.16

3. The Schematic Structure of Narrative Text

a. Orientation

This is the introductory part of the stories where the author tells the reader who is

in the story, when the story takes place, and where the story is happening.

Throughout this part, the reader can get the insight of what probably happens

next in the story.

b. Complication

The part the author tells the chain of events in the story that influences what will

happen in it. This is where the characters play their role. Many characters will be

affected by some of the events happen in this part.

c. Sequence of Event

16

Jane Bcahman Gordon and Karen Kuehner, Fiction: The Elements of the Short Story, (New

york McGraw-Hills company, 1999), pp. 1—151.

21

A narrative may present a series of events as the form of response from the

characters to the complication of the story. It involves the character’s feelings

and what they do. Those events are usually told in chronological order or with

flashback. The point of view appears in this part.

d. Resolution

In this part, the story reaches its end. This is where the problem is solved.

e. Coda

Usually coda is present at the last paragraph. Coda includes a moral or message

to be learnt from the story.17

C. Definition of Schemata

According to Gilakjani and Ahmadi ―Schema‖ is background knowledge- also

prior knowledge is supposed to consist of two main components: ―our assimilated

direct experiences of life and its manifold activities, and our assimilated verbal

experiences and encounters. Schemata are accepted as interblocking mental structure

representing reader’s knowledge.‖ 18

It means schema is about everything people’s

experiences, and readers integrate the new information from the text into their

previous information or knowledge. It can be said that organize categories of previous

information then combine it into new information.

D. Picture

1. The definition pictures

According to Andrew Wright ―pictures are the most suitable known the

language. Pictures contribute; interest and motivation, a sense of the context of

17

Mark Anderson and Kathy Anderson, op,.cit.,p.4. 18

Abbas Pourhosein Gilakjani and Seyedh Masoumeh Ahmadi,The Relationship between L2

Reading Comprehension and Schema Theory. A Matter of Text Familiarity, (International Journal of

Information and Education Technology, vol 1, No 2, 2011), p. 142.

22

language, and specific references point and stimulus.‖19

Pictures are good visual aid to

present what the text about and to give the stimulus for the students in teaching

learning activities. It is stimulate the imagination of the students to explore their mind

out from the class. It is important for the teacher to be creative to help the students

understand the text better.

Some of English teacher prefer to use picture as one of their teaching technique,

it can be found from the book, handout, internet, etc. As the Jim Scriverner states on

his book ―Pictures and pictures stories can be in a book or handout, drawn on the

board or OHP, on flashcards, or on posters. Traditionally they have been used a

starting point for writing exercises, but they are also very useful for focusing on

specific language points or as material for speaking and listening activities‖.20

Based on the explanation above, the writer concludes that pictures are good to be

a media in teaching because it can attract students’ attention by seeing the picture that

teacher used. Students can use their imagination and their mind. Therefore, the writer

choose picture as a media in teaching reading of narrative text, in order to make the

students interesting while studying English and can stimulate the students ability just

by seeing the picture.

2. Kinds of Pictures

Marry Finnochiaro and Michael Bonomo borke down picture into three broad

categories:21

a. Picture of individual person or object.

The example

19

Andrew Wright, Pictures for Language Learning, (Cambridge: Cambridge University Press:

1989), p. 2.

20

Jim Scrivener, Learning Teaching: A Guide Book for English Language Teacher (Oxford:

Macmillan Publishers Limited), p.334. 21

Marry Finocchiaro & Michael Bonomo, M.S. in Ed, The Foreign Language Learner: Guide

for Teachers, (New York: Regents Publishing Company, 2006), p. 164.

23

b. Picture of situation in which person are ―doing something‖ with objects and in

which the relationship of object and/or people can be seen.

c. A series of pictures (six to ten) on one chart. Picture series you may wish several

of these chart: for example, one for count nouns, one for mass nouns, one for and

mass nouns placed at random.

E. Teaching Reading Using Picture

Picture is making easy and interest to teach and to facilitate learning. Picture

can stimulate students to predict the text and attract the student understand ability

dimension to what they are reading. According to Harmer ―A reading text will be

adorned by a photograph which is not strictly necessary, in the same way as happens

in newspaper and magazine articles. The rationale for this clearly that picture enhance

the text, giving readers (or students) an extra visual dimension to what they are

24

reading. Pictures are useful for getting students to predict what is coming next in a

lesson. Thus students might look at picture and try to guess what it shows.‖ 22

F. Previous Studies

The studies about the use of picture series for language teaching are

abounding. First study is by Setianingrum, she did a study about the use of picture

series on teaching vocabulary, especially in the second year class at MI Arrohmah

Depok. The respondents are 34 students of the second year.23

The second research is by Haryanto, his research is conducted to find the

effectiveness of using pictures toward students’ understanding of preposition of

location at the first year of SMPN 164 Jakarta. The respondents are 70 students (35

students of experiment class and 35 students of control class). Based on the research

findings, it can be concluded that learning through picture has served a positive

influence, so it can be used as an alternative method in learning preposition of

location.24

The third research is by Fiqrie, his research is conducted to find the

effectiveness of using pictures in teaching reading of procedure text at ninth grade of

SMP Negeri 3 Kota Tangerang Selatan. The respondents are classes 9.1 and 9.4. He

had been taught reading of procedure text throught pictures in 9.1 class and He had

been taught reading of procedure text without pictures in 9.4 class. Based on the

reasearch findings, it can be concluded that students comprehension on this kind of

text not only affected by pictures but also might be determined by their vocabulary

22

Harmer, op.cit., pp. 178—179. 23

Dwi Setianingrum, Teaching Vocabulary Using Picture, (Jakarta: English Education

Departement, 2012).P. 42. 24

Agus Haryanto, The Effectiveness Of Using Pictures Towards Students’ Understanding of

Preposition of Location, (Jakarta: English Education Department UIN Syarif Hidayatullah, 2012).P.

40.

25

mastery and intelligent level of students in both class, particularly in English subject

that relatively equivalent.25

The differences of this research with their studies are this research did about

the use picture series towards students reading comprehension, especially in narrative

text. Participants of this research are second grade students of junior high school.

Those all the researcher using picture but they had differences on variable Y. And

those all participants mentioned above their participants at Junior High School except

Setianingrum she used participants at elementary school.

G. Thinking Framework

Narrative is kind of story consisting of series of events which is constructed in

a chronological order. A narrative not only about an events ended with what the story

happened but also narrative is an event which the writer have the purposes to make an

interesting text, to entertain the reader, and to make the reader have the experiences

same as the text about. This kind of text has become one of the English texts that

must be mastered by junior high school students. Therefore, as an English teacher

have to be creative, especially in teaching reading how to achieve students’

understanding of reading text. Because, most of students when they faced English

text many students found to be bored and feel difficult to get the message to grasp the

meaning of the text.

Therefore, some English teachers can choose several techniques in teaching

reading such as using mind map and picture series. Those techniques aim to make the

students enjoy reading English text. One of the techniques in teaching reading is

using picture series in which it can stimulate students to focus to the picture is given

by the teacher in the beginning to read the narrative text.

25

Mochammad Fiqrie,Teaching Reading of Procedure Text Thorugh Pictures, (Jakarta:

English Education Departmen UIN Syarif Hidayatullah, 2011). P. 50

26

Picture series can increase students’ interest, imagination and idea in

creating situation from the story. When teacher shows picture series directly to the

students, they will focus and imagine a concept of story from those picture series.

Therefore, picture series can help the students to develop their idea.

Related to the picture series and reading, schema theory had great impact to

both of theories. Picture can build student’s schemata, when the teacher shows the

picture series she/he gives the narrative text. The teacher explaine what included in

the picture series, it gives the information to the students. Then when the students are

faced with narrative text they would organize their schemata from the previous

information, in the sense they will correlate the new information into previous

information from the picture series were explained, it happened reading

comprehension.

H. TheoreticalHypotheses

Research hypothesis is defined as a tentative explanation that accounts for a

set of facts and can be tested by further investigation. There are two kinds of

hyptheses: Null Hypothesis (H0) and Alternative (Ha). The alternative hyphothesis is

the one we want to be true, the null hyphothesis is the opposite.26

The alternative

hypothesis there is a significant difference in teaching reading using picture series

and without picture series. The null hypothesis there is no significant difference in

teaching reading using picture series and without picture series.

26

Danile Mujis, Doing Quantitative Research, (London, Sage Publication, 2004), p. 16.

28

CHAPTER III

RESEACH METHODOLOGY

A. Place and Time of Study

The research was conducted by the researcher on 13th

March 2013 until 5th

September in 2014. The place for this research study is Islamic Junior High School

Al-Fallah at Villa Mutiara - Ciputat - Tangerang Selatan.

B. Method of Study

In this research, the writer used a quantitative design which was conducted

with experimental research design. The experimental research because the researcher

had been formed or selected a group, decided what changes will occur in each group,

tried to control all relevant factors in addition to the changes she/he introduced, and

observed or measured the effect of the group at the end of the study.”1 The research

design is Quasi-experimental study.

There were two variables involved in this research. They were reading

comprehensionof narrative text as independent variable and picture series as a

dependent variable.

The experimental class which is taught reading of narrative text by using

picture series then the control class which is taught reading of narrative text without

using picture series.

1Emzir.Metdologi Penelitian Pendidikan, (Jakarta: Rajawali Press, 2012), p. 69.

29

C. Population and Sampling

Population is a place of generalization that consist of subject and object of the

research with certain quality and characteristic that are standardized by the researcher

in order to learn from them and then to draw a conclusion from them.2This research

used purposive technique. In this research the writer took the population at the second

year students of Islamic School Al-Fallah Villa Mutiara - Ciputat - Tangerang

Selatan.

In this research, the sample of the population was taken from two classes in

Islamic School Al-Fallah. The class was divided into three classes, and they are 8.1

(plus), 8.2, and 8.3. The samples are from 8.2 and 8.3., the writer choose those classes

because their quantity fulfill for doing the experimental method.

D. Instrument of Data Collection

Some techniques used in collecting data in this research are:

1. Pre-test

The writer gave the students pre-test for two classes before the lesson began to

know in which level the background knowledge of the material students is. The

pre-test consisted of 30 questions of written test related to the material.

2. Treatment

The writer taught reading of narrative text in the experimental and control class.

She gave both classes the same materials in different technique.The experimental

class was taught using picture series while the control class was taught without


2Etta Mamang Sangaji,& Sophia. Metodologi Penelitian: Pendekatan Praktis Dalam

Penelitian, (Yogyakarta: Andi Yogyakarta, 2010), p. 185.

30

3. Post-test

The writer gave the post-test to both classes after the lesson finished. The items of

the post-test were similar from pre-test. This test is held in order to know if there

any progress before and after teaching and learning activity by using picture series

or without picture series.

The result of pre-test and post-test were collected and compared to know the

effectiveness of using picture series in teaching reading of narrative text.

E. Technique of Data Analysis

The next step of the research, the writer will process and analyze the data. The

writer analyzes the score pre-test and post-test. This is to find out the differences of

students’ scores by using picture series and without using picture series. The

technique of data analysis that is used by the writer in this research is statistic

analysis with t-test, the formula is:

With the explanation:

= The value of “t observation”

= Mean of the differences of Experiment Class

M2 = Mean of the differences of Controlled Class

SE = Standard Error of Experiment Class

SE = Standard Error of Controlled Class

31

The procedures of calculation are as follows:

1. Determining Mean of Variable X:

∑

2. Determining Mean of Variable Y:

∑

3. Determining Standard of Deviation Score Variable X:

√∑

4. Determining Standard of Deviation Score Variable Y:

√∑

5. Determining Standard Error Mean Variable X:

√

6. Determining Standard Error Mean Variable Y:

√

7. Determining Standard Error of Different MeanVariable X and Variable Y, with

formula:

√

8. Determiningto, with formula:

32

9. Determining Degrees of Freedom, with formula:

. 3

F. Statistical Hypotheses

In order to get the answer of the hypothesis above, the researcher proposes

alternative hypothesis (Ha) and null hypothesis (H0) which is provided as follows:

H0 = to<tt

Ha = to>tt

Where:

H0: Using Picture Series method is not effective in students’ reading

comprehension.

Ha: Using Picture Series method is effective in students’ reading

comprehension.

If t-test (to) > t-table (tt) in significant degree of 5%, H0(null hypothesis)is

rejected.

If t-test (to) < t-table (tt) in significant degree 5%, H0(null hypothesis)is

accepted.

3Anas Sudjono, Pengantar Statistik Pendidikan, (Jakarta: Rajawali pers, 2012), p. 314—316.

33

CHAPTER IV

RESEARCH FINDINGS AND INTERPRETATION

A. RESEARCH FINDINGS

The result of the statistical calculation indicated that value of (t

observastion) is 4.87. The degree of freedom is 40 which is obtained from (N1+N2)-

2=(23+23)-2=44, the writer used the degree of freedom of significance of 5%, the

value of the degree of significance is 2.41.

Comparing the result of with the value of the degree of significance, the

result is 4.87 > 2.41. Therefore, there was significant difference between student’s

achievements who were taught using picture series who were taught without using

picture series.

1. Description of the Data

The experimental class and the controlled class were taught in different

technique in teaching reading. The experimental class was taught narrative text using

picture series, whereas the controlled class was taught narrative text as some as with

the experimental class but without using picture series. The data shown in this part

were collected from student’s test score were pre-test and post-test of both

experiment class and controlled class.

a. The Data of Experiment Class

Table 4.1

The Score of Pre-Test and Post Test of Experiment Test

Students Pre-Test Post-Test Gain Score

1 63 70 7

2 43 73 30

3 67 73 6

34


4 53 77 24

5 73 83 10

6 43 73 30

7 63 73 10

8 57 77 20

9 63 73 10

10 67 80 13

11 53 73 20

12 43 70 27

13 63 73 10

14 40 67 27

15 67 77 10

16 60 77 17

17 63 73 10

18 33 80 47

19 53 67 14

20 40 63 23

21 27 63 36

22 33 50 17

23 43 70 27

Ʃ n = 23 Ʃ X0=1210 Ʃ X1=1655 Ʃ X2=445

AVERAGE 52.60 72 19.35

MAX 73 83

MIN 27 50

From the description of score in experimental class above, it could be seen

that from 23 students in the class, the mean of pre-test was 52.60 and the mean of

post-test was 72. So, the writer got the mean of gain score was 19.35. Based on the

table previously, the highest students’ score in pre-test was 73 obtained by one

student. Meanwhile, the lowest of students’ score in pre-test was 27 by one student.

From differences score obtained between the highest students’ score was 73 and the

lowest students’ score was 27 before the students get treatments in using picture

35

series. And based on the table above, it showed that the highest student’s score in

post-test was 83 by two students. And the lowest students’ score in post-test was 50

by one student. For the differences between the students’ score in prê-test and

students’ score in post-test, it can be conclude that there was a positive effects of

using picture series technique in students’ reading comprehension of narrative text.

b. The Data of Controlled Class

Table 4.2

The Score of Pre-Test and Post-Test of Controlled Class


1 67 73 6

2 60 63 3

3 70 80 10

4 70 77 7

5 37 57 20

6 57 73 16

7 80 83 3

8 67 63 -4

9 70 70 0

10 57 63 6

11 67 80 13

12 67 80 13

13 53 63 10

14 60 67 7

15 87 87 0

16 43 53 10

17 60 63 3

18 53 63 10

19 47 60 13

20 50 60 10

21 47 53 6

22 43 40 -3

36


23 47 53 6

Ʃ n = 23 Ʃ X0=1359 Ʃ X1=1524 Ʃ X2=165

AVERAGE 59 66.26 7.17

MAX 87 87

MIN 37 40

From the description of score in controlled class above, it could be seen that

from 23 students in the class, the mean of pre-test was 59 and the mean of post-test

was 66.26. The writer got the mean of gain score was 7.17. The smallest score in the

pre-test was 37 by one student and the highest score was 87 by one student. After the

writer giving the treatment without using picture series, the writer gave the students

post-test. The data showed in post-test that the smallest score was 23 by one students

and the highest score was 87 by one student. From the differences of table 4.1 and 4.2

above it, it can be concluded that there was positive effect in teaching reading

comprehension of narrative text through picture series.

Table 4.3

The Comparison between the Experiment Class and Controlled Class

students Experiment

Class (X)

Controlled

Class (Y)

x

(X-MX)

y

(X-MY) x

2 y

2

1 7 6 -12.35 -1.17 152.52 1.37

2 30 3 10.65 -4.17 113.42 17.39

3 6 10 -13.35 2.83 178.22 8.01

4 24 7 4.65 -0.17 21.62 0.03

5 10 20 -9.35 12.83 87.42 164.61

6 30 16 10.65 8.83 113.42 77.97

7 10 3 -9.35 -4.17 87.42 17.39

8 20 -4 0.65 -11.17 0.42 124.77

9 10 0 -9.35 -7.17 87.42 51.41

10 13 6 -6.35 -1.17 40.32 1.37

37

students Experiment

Class (X)

Controlled

Class (Y)

x

(X-MX)

y

(X-MY) x

2 y

2

11 20 13 0.65 5.83 0.42 33.99

12 27 13 7.65 5.83 58.52 33.99

13 10 10 -9.35 2.83 87.42 8.01

14 27 7 7.65 -0.17 58.52 0.03

15 10 0 -9.35 -7.17 87.42 51.41

16 17 10 -2.35 2.83 5.52 8.01

17 10 3 -9.35 -4.17 87.42 17.39

18 47 10 27.65 2.83 764.52 8.01

19 14 13 -5.35 5.83 28.62 33.99

20 23 10 3.65 2.83 13.32 8.01

21 36 6 16.65 -1.17 277.22 1.37

22 17 -3 -2.35 -10.17 5.52 103.43

23 27 6 7.65 -1.17 58.52 1.37

Ʃ X=19.35 Ʃ Y=7.17 Ʃ x= -0.05 Ʃ y=0.09

Ʃ x2=2415.

16

Ʃ y2=773

.33

X = Gained score of the experimental class

Y = Gained score of the control class

x = The different value of X after compared with the mean of gained score of

the experimental class

y = The different value of Y after compared with the mean of gainedscore of

the control class

x2= The square value compared to the mean of gained score of experimental

class

y2= The square value compared to the mean of gained score of control class

38

The data collected from the result of the experimental class using picture series

showed the gained score of the experimental class was 445, the gained score of the

control class was 165. The different value of X after compared with the mean of

gained score of the experimental class was -0.05 and the different value of Y after

compared with the mean of gained score of the control class was 0.09. The square

value compared to the mean of gained score of the experimental class was 2415.16

and the square value compared to the mean for gained score of control class was

773.33

2. Data Analysis

The formulation of t-test as follow:

The calculation can be seen as follows:

a. Determining Mean of variable X:

∑

b. Determining Mean of variable Y:

∑

c. Determining Standard of Deviation Score of Variable X:

√∑

√

√

d. Determining Standard of Deviation Score of Variable Y:

√∑

√

√

39

e. Determining Standard Error Mean of Variable X:

√

√

√

f. Determining Standard Error Mean of Variable Y:

√

√

√

g. Determining Standard Error of different Mean of Variable X and Mean of

Variable Y, with formula:

√

√ √

√

h. Determining to with formula:

i. Determining Degrees of Freedom (df), with formula:

The value of df 44 at the degrees of significance 5% or tt is 2,41.

5% = >tt= 4.87 > 2.41. The comparison between t-score with t-

table:

40

B. The Test of Hypotheses

The statistical hypothesis of this research can be seen as

1. Null Hypothesis (Ho): there is no significantdifference affectbetween the

students’ reading comprehension of narrative texts using authentic picture series

and without using picture series to the second grade students of Islamic School

Al-Fallah.

2. Alternative Hypothesis (Ha): there is significant differenceaffect between the

(students’ reading comprehension of narrative texts using picture series and

without using picture series to the second grade students of Islamic School Al-

Fallah.

According to Sudjiono if the result of calculation (t observation) is higher

than tt (t table), the null hypothesis (Ho) is rejected. It means that there are significant

differences between student’s achievement using picture series and without using

picture series. If the calculation of (t observation) is lower than tt (t table): the null

hypothesis(Ho) is accepted. It means there is no significant between

students’achievement using picture series and without using picture series.

The is obtained from the result of the calculation is higher than tt,so the

alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected. It

means there was significant difference between student’s achievement in learning

using picture series and without picture series.

41

C. Data Interpretation

The test of hypotheses showed significant difference of students’

achievement before and after they were taught using picture series. The students’

achievement of experimental class was higher after they were taught using picture

series. It was proved by the result of the statistical calculation t observation is 4.87.

And t table 2.41 which was obtained from the degree of freedom is 44, the writer

used degree of freedom of significance of 5%. Comparing the result t observation

with the value of the degree of freedom of significance, the result is 4.87 > 2.41.

The problem that they faced mostly was lazy and lack of vocabulary. In the

early the writer taught about reading using picture series the students were showed

their enthusiastic alreadyat the beginning the teacher showed the picture. The teacher

can interpret that the students interested with the teaching learning activity.

Based on the result of the data analysis, it was proved that the students’ score

of reading taught using picture series was better and it was effective to the students

and really made sense for each student. Another reason based on the student’s

responses was because most students found that using picture series was enjoyable

and fun.

The effectiveness of using picture technique can be seen from the student’s

being enthusiast before learning activity began. The previous problem can be

reduced. Based on the data analysis and the discussion above, the writer can interpret

that teaching speaking using picture series at the second year students of Islamic

School Al-Fallah is proved practically more effective and applicable than without


42

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

A. Conclusions

Based on the research that carried out in eight grade of Islamic School Al-

Fallah Villa MutiaraCiputat academic year 2014/2015, it concluded that using picture

series is effective in teaching students’ reading comprehension of Narrative texts.

The result of the statistic said that the result of the statistic calculation

indicated that the value of = 4.87 and the value of df(degree of freedom) 44 with

significance 5% is 2.41. Comparing the with each values of degree significance, the

writer finds that is higher than .The result showed that t-test (to) > t-table (tt)

(4.87> 2.41).

Since score in the table is higher than score obtain from the result of

calculating, so the alternative hypothesis ( ) is accepted and the null hypothesis

( ) is rejected.

It can be said that, using picture series toward students’ reading

comprehension of narrative texts is effective.

B. Suggestion

The following suggestions hopefully can helpthe teachers when they teach

reading and students when they learn about reading in the class.

1. For Teachers

a. Teacher should use picture series in teaching reading can attract the

students’interest. Because they will not just read the text but also know the

pictures of the text.

b. Teacher should give the example or story of narrative texts that the students

more familiar with those sentences and they can apply it in their daily life.

43

c. The teacher should be more creative when giving the reading materials

especially when they want to teach about narrative text. Because it would

make the students not bored to hear and look the text.

2. For Students

a. The students can use a book with a picture to stimulate their reading it would

be make the students interested in reading a book etc.

b. The students should develop their vocabulary to find the comfortable in

reading.

3. For Further Researcher

a. The researcher can use picture series in teaching speaking and vocabulary.

b. The researcher should be more creative to give the picture series such as

moving pictures.

c. The researcher gives some games from the picture to stimulate the students

enthusiastic.

As stated above, the writer believes that using picture series give a positive

effect for the students. Using picture series in teaching reading can be a solution and

an alternative way for teacher to make the students more interesting in reading class.

44

REFFERENCES

Ahuja, G. C. andAhuja, Pramila.How to Increase Your Reading Speed. Kuala

Lumpur: Synergy International, 1995.

Anderson, Mark and Anderson.Kathy.Text Type in English. South Yarra: Macmillan

Education Australia, 1998.

BcahmanGordon, Jane and Kuehner, Karen.Fiction: The Elements of the Short Story.

New York: McGraw-Hills company, 1999.

Emzir.MetdologiPenelitianPendidikan, Jakarta: Rajawali Press, 2012.

Fine Clouse, Barbara.Patterns For A Purpose: A Rhetorical Reader. New York:

McGraw Hills, 2003.

Finocchiaro, Marry &Bonomo, Michaelin Ed.The Foreign Language Learner:

GuideFor Teacher.New York: Regent Publishing Company, 1973.

Fiqrie, Mochammad. Teaching Reading of Procedure Text Through Pictures.Jakarta:

English Education Department UIN SyarifHidayatullah, 2011.

Flynn, Naomi and Stainthrop, Rhona.The Learning and Teaching of Reading and

Writing.London: Whurr Publisher Limited, 2006.

Gebhard, Jerry G.Teaching English as a Foreign or Second Language.Michigan: The

University of Michigan, 1996

Grabe, William and L. Stoller, Fredericka.Teaching and Researching Reading,

Harlow: Longman Pearson Education Limited, 2002.

Grellet, Francoise.Developing Reading Skills, Cambridge: Cambridge University

Press, 1999.

Harmer, Jeremy.The Practice of English Language Teaching, Harlow: Pearson

Education Limited, 2007.

Harmer, Jeremy. How to Teach English, Harlow: Longman, 1998.

45

Haryanto, Agus.The Effectiveness of Using Pictures TowardsStudents’

Understandingof Preposition of Location.Jakarta: English Education

Department UIN SyarifHidayatullah,2012.

Husna,Nida. Step by Step to Reading Skills Step 1 First Edition, Jakarta: English

Education Department SyarifHidayatullah Jakarta.

MamangSangajiandSophia.MetodologiPenelitian:PendekatanPraktisDalamPenelitia

n.Yogyakarta: Andi Yogyakarta, 2012.

Muijs, Danile. Doing Quantitative Research, London: Sage Publications, 2004.

Nuttal, Christine. Teaching Reading Skills in a Foreign Language, Oxford: The Bath

Press, 1996.

Oshima, Alice and Hogue, Ann. Introduction to Academic WritingThird

Edition.White Plains: Longman, 2007.

Scrivener, Jim. Learning Teaching: A Guide Book for English language

Teacher.Oxford: Macmillan Publishers Limited.

Setianingrum, Dwi. Teaching Vocabulary Using Picture, Jakarta: English Education

Departement, 2012.

Siahaan, Sanggam&Shiroda, Kisno.Generic structure Text, Yogyakarta: GrahaIlmu,

2008.

Sudjiono, Anas. PengantarStatistikPendidikan. Jakarta: RajawaliPress, 2012.

WallceGillet, Jane et al. Understanding Reading Problem.London: Whurr Publishers

Limited, 2006.

Wright, Andrew.Pictures for Language Learning. Cambridge: Cambridge University

Press, 1998.

46

APPENDICES

47

PRE-TEST

Name :

Class :

Read the text and answer the question number 1 to 3.

Long, long ago, a terrible dragon came to the Kingdom of Tarrania. It carried

away the Princess. “Oh, save my Princess,” the King of Tarrania shouted. “Who can

save Princess Tara?”

“I can save Princess Tara. I‟m the bravest knight in your kingdom,”Prince

Gregor said proudly. “I can save her too, but I‟m the poorest boy in your Kingdom,”

Thomas said humbly.

“You? Ha …. ha …. “Prince Gregor laughed loudly. “How can you save the

Princess? You have no soldiers and no swords. I‟ll save the Princess, beggar boy.”

Ready! Get set! The terrible dragon roared. Prince Gregor and his soldier ran

away. On the other hand, Thomas did not run away. He opened his basket and took a

ladder, a flute, a rope, a piece of meat, a spear and a blanket. Thomas ran into the

cave to catch and kill the dragon. At last, he saved Princess Tara.

Thomas and Princess Tara finally married and lived happily after.

1. Who was the real strongest in the story?

A. Thomas.

B. The King.

C. The Poorest Boy

D. Prince Gregor

2. “Prince Greoger and his soldier ran away.”

The underline word has the same meaning as ….

A. Fight

B. Deny

C. Escape

D. Go away

3. What is the purpose of the text?

A. To report a past event

B. To describe a kingdom

48

C. To tell a series of event

D. To entertain someone else

Read the text and answer the question number 4 to 5

Long time ago there were two thin goats. Both of them were hungry. They

were tied together with a brown rope. They wanted to eat the green leaves from two

separeated bushes. One bush was on the left. The other bush was on the right.

The goats thought they could do everything on their own. The first goat to go

the bush on the left, but the second goat wanted to go to the bush in the right.

However, the rope was short. They tried and tried but they could not reach the

bushes. They were very sad.

Then, the goats decided to work together. First, they are the leaves of the bush

on the right. Then, they ate the leaves on the left. The leaves were delicious. They

were happy.

4. What is the main idea of paragraph 2?

A. The goats thought they could do everything on their own

B. They tried and tried but they could not reach the bushes

C. The second goat to go to the bush on the left

D. The first ahd the second goat were very sad

5. “The leaves were delicious.” (paragraph 3).

The underlined word means ….

A. Feeling pleasure

B. Giving nice taste

C. Tasting unpleasant

D. Having great color


Miss Crow has stolen a big piece of cheese and flew on a branch to enjoy it. A

sly fox, who wanted the cheese for himself, came up and spoke politely to her.

“Oh, Miss Crow, how beautiful you are! What a lovely beak, what a lovely

feathers you have! What a preety eyes! If you only could sing, you would be the most

beautiful bird in the world!”

Very pleased to hear all of this about her, Miss Crow gave a loud croak to

show that she could sing. Of course the moment she opened her beak, the cheese fell

down. And Mr. Fox ran away with it, laughing loudly.

49

6. What moral value can we get from the story above?

A. Don‟t ease to trust someone else

B. Don‟t make a friend with a fox

C. We are proud of our ability

D. A fox is a selfish bird

7. “…. And Mr. Fox ran away with it, laughing loudly.”

The word “it” refers to ….

A. The cheese

B. The branch

C. The croack

D. The beak

8. Which on is NOT TRUE according to the text?

A. The fox loves the crow

B. The eyes of the crow were pretty

C. The cheese fell down on the branch

D. The crow flew on a branch to enjoy the cheese


Once upon a time there was a prince. He was a good looking and very rich.

He lived in a beautiful castle together with his knights and servants.

One rainy dark night, a woman came to his castle. She was old and ugly. The

prince didn‟t like her and sent her away. After he sent the woman away, she turned

into a beautiful fairy. She cast a spell over the prince and his castle.The prince

became the beast. He was no longer good looking. He looked very ugly instead and

all his servants turned into furniture.

One day, an old man named Maurice was traveling past the castle. It was

raining so hard that he decided to enter the castle. When the beast saw him, he

captured him. After sometime Maurice‟s daughter, Belle began to worry about him.

She started to look for him. Finally, she arrived in the castle and she found her

father there. She asked the beast to let her father go but he refused. Belle then agreed

to stay in the castle so that her father could go home.

While Belle was staying at the castle the beast slowly changed. He was not

meant anymore. Belle began to like him and finally they fell in love with each other.

Right after she declared her love for him the spell was broken. The beast and her

50

servants became human again. Then, the beast and Belle got married. They lived

happily ever after.

9. How was the night when an old and ugly woman came to the prince‟s castle?

A. It was wonderful C. It was rainy

B. It was fantastic D. It was clear

10. What does the text tell us about?

A. The story of the prince who felt in love with Belle

B. The story of the prince with a beautiful fairy

C. The story of Belle with her poor father

D. The beast and the servant became human

11. What is the purpose of the text about?

A. To infrom about the prince who wanted to marry a beautiful girl

B. To describe the castle and the prince in a rainy and dark night

C. To tell Belle and her father to live in a castle with the prince

D. To entertain others with an old and educated story


The wind and the sun argued about which of them was the stronger. The wind

said, “I‟m so powerful that I can blow all the clouds out of the sky. The sun said, “I

am more powerful because I can heat up the sea below and his will produce many

more clouds.”

For a long time, the sun and the wind went on arguing. Just then, they saw a

boy walking along the road below. He was wearing a coat. The wind suddenly had an

ide. He said, “Let‟s see who can get the coat off that boy‟s back.” The sun agreed.

The wind started first. He blew as har as he could. He blew form behind and

he blew from in front of the boy. The harder he blew, the more tightly the boy held on

to his coat to keep it from blowing away. After a while, the wind gave up.

Then it was the sun‟s turn. It came out from behind the clouds and shone on

the boy. The boy felt warm. It began to get hotter and hotter. Soon the boy could not

stand the heat any longer. He took coat off. The sun had won.

12. Who was the winner of arguing the story above?

A. The sun C. The coat

B. The wind D. The boy

51

13. “… the more tightly the boy held on to his coat to keep it from blowing

away.” (paragpraph 3)

The underlined word refers to …

A. The argument

B. The boy‟s coat

C. The boy‟s back

D. The wind‟s idea

14. Which statement is TRUE according to the text?

A. The wind is more powerful than the sun

B. The boy and the wind felt warm and hot

C. The sun could make the boy take off the coat

D. The wind kept on arguing with the boy and the sun


Once upon a time a rabbit lived in forest with a lion. He looked down upon

the rabbit. He often insulted her and beat a lot. The rabbit could stand it no longer.

She made up her mind to get rid on the lion by a trick.

One day the rabbit came to the lion and said, “Good morning, sir! Just now I

saw an animal over there that looked just like you. He said that he was the king of all

the animals in the forest. He told all of us to obey him and be a servant.” “Didn‟t you

tell him about me?” roared the lion.“ Yes I did, “said the rabbit. “I told him how

strong you were, but he said that no animal was as strong as he was”. The lion was

very angry and roared.”Where is he? Where is he?

The rabbit took the lion to a deep well and said,” He is down over there in the

well.” Immideatly, the lion hastened to the well and looked angrily at the water.”Yes,

there he is.” He flew down at his enemy into the well and was drowned.

15. Why did the rabbit make a trick to get rid of the lion?

A. The lion was very proud of her

B. The rabbit was often insulted by the lion

C. The lion and the rabbit lived together in a forest

D. The rabbit could stand on the body of the tiger longer

52

16. “I told him how strong you were…”

What does the underline word refer to?

A. The lion

B. The king

C. The rabbit

D. The animal

17. What the main idea of the last paragraph?

A. The enemy flew down into the well

B. The animal and the lion were dead together

C. The rabbit showed the place of the lion‟s enemy

D. The lion flew down at his enemy into deep well


Long years ago, Zeus, the king of Gods, men, and animals, fixed a date on

which all the birds of the world had to appear. He wanted to choose the most

beautiful bird of all, and appointed it as a King to rule over the others.

All of the birds gathered on the river bank to wash and preen themselves.

There were many birds over there. The crow was also there. He soon realized how

ugly he looked.

“There‟s away around every problem,” he thought. He gathered up all the

feathers the other bird had dropped, and he stuck them all over his back and wings.

He now looked like a beautiful bird.

The appointed day arrived and all the birds appeared. Zeus was about to

declare the crow as a King. All of the other birds were angry. They teared the feathers

off the crow‟s back.

18. Where the secene of the story above?

A. Country side C. Jungle

B. Village D. River side

19. How did the crow peen himself on the river bank?

A. He stuck all his friend‟s feathers over his back and wings

B. He gathered on the river bank to wash and clean all of his body

C. He soon made up himself by washing his back and wings

D. He asked other birds tu put the feathers on his back and wings

53

20. “…, and he stuck them all over his back and wings.” (paraghraph 3)

The underline word refers to …

A. The kings

B. Other birds

C. Feathers

D. Wings

Read the text carefully and the answer the question number 21 to 22

Once upon a time, a rabbit wanted to cross a river but he could not swim. He

had an idea. He saw a crocodile swimming in the river. The rabbit asked the

crocodile, "How many crocodiles are in the river?" then the crocodile answered, " we

are twenty here". "where are they?" the rabbit asked for. "what is it for?" the

crocodile asked.

"All of you are good, nice, adn gentle. so I want to make a line in order. Later

I will know how kind all of you are", rabbit said. Then crocodile called all his friend

and asked them to make a line in order from one side to the other side of the river.

Then the rabbit started to count while jumping from one crocodile to another

crocodile: one..two..three..four..until twenty, and finally, he thanked all crocodiles

because he had crossed the river.

21. We know from the first paragraph that the rabbit actually wanted:

A. Know the number of crocodiles there

B. A crocodiles swimming in the river

C. To know where the crocodiles are

D. To swim across the river

22. The story mainly tell us about:

A. The boss of the crocodile and all his friends

B. Twenty crocodiles

C. A rabbit and crocodiles

D. A rabbit and twenty crocodiles

Read the text carefully and the answer the question number 23 to 26

Once, a farmer owned a donkey and lapdog. The donkey worked hard all day,

hauling heavy lauds. The lapdog stayed with its master all day and lived in the house

54

with him. It did not work, but was allowed to sit on its master‟s lap. The donkey grew

jealous of the lapdog.

“Perhaps if I behave like the dog, like wag my tail and jump on the master, the

master will start loving me as much as he does the dog. “ So the donkey waited for its

chance.

One day, when it was left unattended, the donkey broke its halter and ran into

the farmhouse kitchen, where the farmer sat at the table. The donkey rushed up to him

and began wagging its tail vigorously and knocked off all the things on the table. It

then started jumping around and frolicking like a little dog and finally, plunked it self

down on the farmer‟s lap. The shocked farmer yelled for help. The farmhand came

running in and dragged the donkey off to its table and gave it a beating it would never

forget for the rest of its life

23. Based on the text below that ….

A. The donkey was not jealous of the lapdog

B. A farmer had a donkey and lapdog

C. The donkey dragged the donkey of the house

D. The donkey would never forget the beating for the rest of its life

24. Who dragged the donkey off to the stable?

A. Lapdog C. Farmer

B. Farmhand D. The master

25. “One day, when it was left unattended (paragraph 3)

What does the underlined word refers to ….

A. A donkey C. The master

B. A lapdog D. Farmhand

26. “The donkey grew up jealous of the lapdog” (paragraph 1)

The underlined word refers to ….

A. Care C. Envious

B. Loving D. thoughtful

55

27. What does the paragraph two tell you?

A. The donkey wanted to be loved by the master

B. The way the farmer treated the donkey

C. The things the donkey did, to be loved

D. The dog‟s habit its liked by the master

Read the text carefully and the answer the question number

Wolf saw a goat grazing at the edge of a high cliff. The wolf smacked his lips

at the thought of a fine goat dinner.

“My dear friend,” said the wolf in his sweetest voice, “aren‟t you afraid you

will fall down from that cliff? Come down here and graze on this fine grass beside me

on safe, level ground.”

“No, thank you,” said the goat.

“well then,” said the wolf, “aren‟t you cold up there in the wind? You would be

warmer grazing down here beside me in this sheltered area.”

“No, thank you,” said the goat.

“But the grass tastes better down here!” said the exasperated wolf, “Why dine alone?”

“My dear wolf,” the goat finally said, “are you quiet sure that it is my dinner you are

worrying about and not your own?”

28. What did the wolf ask when he saw the goat grazing at the edge of a high cliff?

A. To be his friend

B. To graze on the level ground

C. To climb up higher

D. To be his dinner

29. “Aren‟t you cold up there in the wind?” The word „there‟ refers to …

A. At the edge of a high cliff

B. A sheltered area

C. Grass

D. Ground

56

30. What we can learn from the story?

A. Don‟t look down to other creatures

B. Don‟t easily believe in well-behaved creatures

C. Don‟t judge others by their appearance

D. Don‟t easily beat other creatures

The Answer Key

1. A 11. D 21. B

2. C 12. A 22. D

3. D 13. B 23. B

4. A 14. C 24. B

5. B 15. B 25. A

6. A 16. A 26. C

7. A 17. D 27. A

8. C 18. C 28. B

9. C 19. A 29. A

10. A 20. C 30. B

57

Kelas Experiment pertemuan ke-1

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Nama sekolah : SMP Islamiyah Ciputat

Mata pelajaran : Bahasa Inggris

Kelas/semester : VIII (delapan)/I

Waktu : 2x45 menit

Tema : Fabel

A. Standar Kompetensi:Memahami makna dalam teks tulis fungsional dan monolog

pendek sederhana berbentuk narrative dan recount teks untuk

berinteraksi dengan lingkungan sekitar.

B. Kompetensi Dasar: Mengungkapkan makna dalam teks tulis fungsional dan esei pendek

sederhana dengan menggunakan beragam bahasa tulis secara

akurat, lancar, dan berterima untuk berinteraksi dengan

lingkungan sekitar dalam teks berbentuk narrative.

Indikator Pencapaian Kompetensi:

1. Mempelajari narrative text pendek berupa teks pendekbergambar

2.Mengidentifikasi karakteristik narrative text.

3. Mencirikanjenis-jenis narrative text.

58

Tujuan Pembelajaran

Pada akhir pembelajaran, siswa dapat merespon makna dalam:

1. Memahami makna narrative text dan membedakan dengan teks yang lainnya.

2. Mampu memahami penjelasan guru tentang present tense dan past tense.

3. Menggunakan kata kerja sesuai dengan tense yang telah diajarkan.

4. Melengkapi teks dengan memilih jawaban sesuai dengan teks yang telah

diberikan.

5. Menceritakan kembali teks yang telah diberikan.

Karakter yang diharapkan :

Jujur, tanggung jawab, dan percaya pada diri sendiri.

Keterampilan sosial, melatih menjadi pendengar yang baik, keberanian untuk

berkomentar, danmenyumbangkan ide.

Materi pembelajaran :

a. Communication and Practice: Teks berebentuk narrative bergambar series

b.Developing Skills: Daftar pertanyaan dan vocabularies

Model dan Metode Pembelajaran

Model: Pendekatan kontekstual

Metode: Memberi penjelasan berdasarkan materi otentik,tanya jawab, latihan, dan

penyelidikan

Media Pembelajaran:

Materi otentik berupa narrative text

Langkah-Langkah Pembelajaran

a. Kegiatan Pendahuluan

Salam.

Mengkondisikan peserta didik dengan menggunakan bahasa Inggris. Lalu

meminta peserta didik untuk merapihkan tempat duduk dan pakaian mereka.

Membaca daftar hadir peserta didik.

59

Siswa menyimak tujuan pembelajaran yang disampaikan guru yang meliputi

tujuan pembelajaran proses, produk, karakter, keterampilan sosial, dan

psikomotor.

a. Kegiatan Inti

Explorasi

Mendengarkan informasi tentang makna narrative dan kata kerja yang harus

digunakan narrative dan karakteristik teks tersebut.

Guru meberikan teks berupa narrative text

Meminta siswa untuk mencari arti dari kosakata yang diberikan oleh guru yang

sesuai dengan teks narrative.

Men-drill kosakata yang telah diartikan.

Guru memfasilitasi terjadinya interaksi antarpeserta didik serta antara

peserta didik dengan guru, lingkungan, dan sumber belajar lainnya.

Konfirmasi

Meminta siswa untuk menceritakan kembali narrative yang telah diberikan didepan

kelas.

Menjawab pertanyaan sesuai dengan narrative teks yang diberikan oleh guru.

b. Kegiatan Penutup

Memberikan kesempatan kepada siswa untuk bertanya tentang materi yang telah

diajarakan.

Membiasakan kepada siswa untuk mengucapkan Hamdalah diakhir kegiatan belajar

dan pembelajaran.

Sumber Pelajaran

Teks narrative (http://fujianto21-chikafe.blogspot.com/2013/11/7-contoh-singkat-narative-

text-pendek.html

http://fujianto21-chikafe.blogspot.com/2013/11/7-contoh-singkat-narative-text-pendek.html


60

Penilaian

Indikator

PencapaianKompetensi

Teknik

Penilaian Bentuk Instrumen Instrumen/ Soal

1. Mempelajari

narrative text

2. Mengidentifikasi

karakteristik teks

Tes Lisan

Tes Tulis

1. Membaca dan

mempelajari teks

2. Isian singkat

Read and comprehending

text.

Answer the question

based on the text!

Penilaian

Rubrik penilaian A

Pengucapan, pemahaman, accuraccy, dan manner

Skor max= 5

Rubrik Penilaian bagian B

1. Untuk tiap nomor, tiap jawaban benar skor 1

2. Jumlah skor maksimal x 1 = 10

3. Nilai maksimal = 10

4. Nilai Siswa = 10x

alSkorMaksim

hanSkorPerole

Mengetahui,

Guru Mata Pelajaran Mahasiswa Peneliti

(Uswatun Hasanah, S.Pd.) (Bayyini Rosyada Elka)

61

Kelas kontrol pertemuan ke-1


(RPP)




Waktu : 2x45 menit

Tema : Fabel


pendek sederhana berbentuk narrative dan recount teks untuk

berinteraksi dengan lingkungan sekitar.

B. Kompetensi Dasar: Mengungkapkan makna dalam teks tulis fungsional dan

esei pendek sederhana dengan menggunakan beragam

bahasa tulis secara akurat, lancar, dan berterima untuk

berinteraksi dengan lingkungan sekitar dalam teks

berbentuk narrative.


1. Mempelajari narrative text pendek berupa teks pendek.



Tujuan Pembelajaran


1. Memahami makna narrative text dan membedakan dengan teks yang lainnya.

2. Mampu memahami penjelasan guru tentang present tense dan past tense.

62

3. Menggunakan kata kerja sesuai dengan tense yang telah diajarkan.

4. Melengkapi teks dengan memilih jawaban sesuai dengan teks yang telah

diberikan.

5. Menceritakan kembali teks yang telah diberikan.






a. Communication and Practice: Teks berebentuk narrative

b.Developing Skills: Daftar pertanyaan


Model : Pendekatan kontekstual

Metode: Memberi penjelasan berdasarkan materi otentik, tanya jawab, latihan, dan

penyelidikan

Media Pembelajaran:




Salam.






psikomotor.

63

b. Kegiatan Inti

Explorasi

Mendengarkan informasi tentang makna narrative dan kata kerja yang harus

digunakan narrative dan karakteristik teks tersebut.

Guru memberikan teks berupa narrative text.

Guru memfasilitasi terjadinya interaksi antarpeserta didik serta antara peserta

didik dengan guru, lingkungan, dan sumber belajar lainnya.

Konfirmasi


kelas.


c. Kegiatan Penutup


diajarakan.


dan pembelajaran.

Sumber Pelajaran

Teks narrative (http://fujianto21-chikafe.blogspot.com/2013/11/7-contoh-singkat-narative-

text-pendek.html

Penilaian

Indikator


Teknik


1. Mempelajari

narrative text

3. Mengidentifikasi

karakteristik teks

Tes Lisan

Tes Tulis

1. Membaca dan

mempelajari teks

2. Isian singkat


text.

Answer the question based

on the text!



64

Penilaian

Rubrik penilaian A


Skor max= 5






alSkorMaksim

hanSkorPerole

Mengetahui,



65

Kelas Experiment pertemuan ke-2


(RPP)




Waktu : 2x45 menit

Tema : Cerita anak-anak

A. Standar Kompetensi: Memahami makna dalam teks tulis fungsional dan monolog

pendek sederhana berbentuk narrative dan recount teksuntuk

berinteraksi dengan lingkungan sekitar

B. Kompetensi Dasar: Mengungkapkan makna dalam teks tulis fungsional dan esei

pendek sederhana dengan menggunakan beragam bahasa tulis

secara akurat, lancar, dan berterima untuk berinteraksi dengan

lingkungan sekitar dalam teks berbentuk narrative.


1. Mempelajari narrative text pendek berupa teks pendekbergambar series



66

Tujuan Pembelajaran


a. Siswa diharpakan mampu memahami susunan suatu teks yang berbentuk narrative

text.

b. Siswa mampu mencari dan mengidentifikasi komposisi yang terdapat didalam

sebuah narrative text.

c. Mengaktifkan siswa agar terlatih dalam memahami isi dari narrative text.

d. Menerapkan materi yang telah disampaikan melalui tulisan bertemakan narrative

text











penyelidikan

Media Pembelajaran:

Materi otentik berupa narrative textbergambar series



Salam

Mengkondisikan peserta didik dengan menggunakan bahasa Inggris. Lalu meminta

peserta didik untuk merapihkan seragam atau pakaian mereka.

67




psikomotor.

b. Kegiatan Inti

Elborasi

Mengulang kembali informasi tentang makna narrative dan kata kerja yang harus

digunakan narrative.

Guru memberikan teks berupa narrative text dan gambar berseries

Guru menceritakan teks yang telah diberikan kepada siswa melalui gambar berseries

Konfirmasi

Meminta siswa untuk mencari arti dari kosakata yang diberikan oleh guru yang sesuai

dengan teks narrative.


Meminta siswa untuk mengidentifikasi karakter dan tempat yang ada didalam cerita

Meminta siswa untuk menceritakan kembali narrative yang telah diberikan didepan kelas.


c. Kegiatan Penutup


diajarakan.

Membiasakan kepada siswa untuk mengucapkan Hamdalah diakhir kegiatan belajar dan

pembelajaran.

Sumber Pelajaran

Narrative text (Dora Save Enchanted Forest) by Valerie Walsh Valdes

68

Penilaian

Indikator


Teknik


1. Mempelajari

narrative text

2. Mengidentifikasi

vocabularies

3. Mengidentifikasi

narrative text

Tes lisan

Tes tulis

Tes tulis

1. Membaca dan

mempelajari teks

2. Isian singkat

3. Isian singkat


text.


on the text!


on the text!

Penilaian

Rubrik penilaian A


Skor max= 5

69


Pemahaman dan manner

Skor max= 5

Rubrik Penilaian bagian C





alSkorMaksim

hanSkorPerole

Mengetahui,



70

Kelas Kontrol pertemuan ke-2


(RPP)




Waktu : 2x45 menit



pendek sederhana berbentuk narrative dan recount teks

untuk berinteraksi dengan lingkungan sekitar.

B. Kompetensi Dasar: Mengungkapkan makna dalam teks tulis fungsional dan esei

pendek sederhana dengan menggunakan beragam bahasa

tulis secara akurat, lancar, dan berterima untuk berinteraksi

dengan lingkungan sekitar dalam teks berbentuk narrative.


1. Mempelajari narrative text pendek berupa teks pendek.



Tujuan Pembelajaran


1. Siswa diharapkan mampu memahami teks berupa narrative text

2. Mengaktifkan siswa agar terlatih dalam memahami isi dari narrative text

71

3. Menerapkan materi yang telah disampaikan melalui tulisan bertemakan narrative

text

4. Siswa diharpakan mampu memahami susunan suatu teks yang berbentuk narrative

text.











penyelidikan

Media Pembelajaran:

Materi otentik berupa narrative text.



Salam.






psikomotor.

72

b. Kegiatan Inti

Explorasi

Guru memberikan teks berupa narrative text.

Guru menceritakan teks yang telah diberikan kepada para siswa, menjelaskan isi

cerita dengan detail.

Guru memfasilitasi terjadinya interaksi antarpeserta didik serta antara peserta

didik dengan guru, lingkungan, dan sumber belajar lainnya.

Konfirmasi

Meminta siswa untuk mencari arti dari kosakata yang diberikan oleh guru yang

sesuai dengan teks narrative.



kelas.


c. Kegiatan Penutup


diajarakan.


dan pembelajaran.

Sumber Pelajaran

Narrative text (Dora Save Enchanted Forest) by Valerie Walsh Valdes

73

Penilaian

Indikator


Teknik


1. Mempelajari

narrative text

2. Mengidentifikasi

vocabularies

3. Menidentifikasi

narrative text

Tes Lisan

Tes Tulis

Test Tulis

1. Membaca dan

mempelajari teks

2. Isian singkat

3. Isian singkat


text.


on the text!


on the text!

Penilaian

Rubrik penilaian A


Skor max= 5



Skor max= 5

Rurbrik Penilaian bagian C





alSkorMaksim

hanSkorPerole

Mengetahui,



74

Kelas Experiment Pertemuan ke-3


(RPP)




Waktu : 2x45 menit


A. Standar Kompetensi : Memahami makna dalam teks tulis fungsional dan

monolog pendek sederhana berbentuk narrative dan recount teksuntuk berinteraksi

dengan lingkungan sekitar.

B. Kompetensi Dasar : Mengungkapkan makna dalam teks tulis fungsional dan

esei pendek sederhana dengan menggunakan beragam bahasa tulis secara akurat,

lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks



1. Mempelajari narrative text pendek berupa teks pendekbergambar series


3. Menerapkan kemampuan membaca.

75

Tujuan Pembelajaran


a. Siswa mampu mengidentifikasi jenis narrative text

b. Siswa mampu mencirikan kebahasaan yang digunakan didalam narrative text

c. Siswa mampu memproduksi narrative text











penyelidikan

Media Pembelajaran:

Materi otentik berupa narrative text bergambar series.

76



Salam

Mengkondisikan peserta didik dengan menggunakan bahasa Inggris.

Lalu meminta peserta didik untuk merapihkan seragam atau pakaian

mereka.


Siswa menyimak tujuan pembelajaran yang disampaikan guru

yang meliputi tujuan pembelajaran proses, produk, karakter,

keterampilan sosial, dan psikomotor.

d. Kegiatan Inti

Elborasi

Mengulang kembali informasi tentang makna narrative dan kata kerja

yang harus digunakan narrative.

Guru memberikan teks berupa narrative text dan gambar berseries

Guru menceritakan teks yang telah diberikan kepada siswa melalui

gambar berseries

Guru bertanya kembali kepada siswa karakter dan tempat yang ada di

narrative text

Konfirmasi

Meminta siswa untuk mencari arti dari kosakata yang diberikan oleh

guru yang sesuai dengan narrative text

Guru membuat sebuah game untuk mengartikan kosakata yang telah

diberikan sesuai dengan narratiive text


Meminta siswa untuk mengidentifikasi karakter dan tempat yang ada

didalam cerita

77

Meminta siswa untuk menceritakan kembali narrative yang telah

diberikan didepan kelas.

Menjawab pertanyaan sesuai dengan narrative teks yang diberikan oleh

guru.

e. Kegiatan Penutup

Memberikan kesempatan kepada siswa untuk bertanya tentang materi

yang telah diajarakan.

Membiasakan kepada siswa untuk mengucapkan Hamdalah diakhir

kegiatan belajar dan pembelajaran.

Sumber Pelajaran

Narrative text (Planes Fire&Rescue) by Bill Scollon.

Penilaian

Indikator


Teknik


1. Mempelajari

narrative text

2. Mengidentifikasi

vocabularies

3. Mengidentifikasi

narrative text

Tes lisan

Tes tulis

Tes tulis

1. Membaca

dan

mempelajari

teks

2. Isian

singkat

3. Isian

singkat


text.


on the text!


on the text!

78

Penilaian

Rubrik penilaian A


Skor max= 5



Skor max= 5






alSkorMaksim

hanSkorPerole

Mengetahui,


(Uswatun Hasanah, S.Pd) (Bayyini Rosyada Elka)

Kelas Kontrol pertemuan ke-3

79


(RPP)




Waktu : 2x45 menit


C. Standar Kompetensi : Memahami makna dalam teks tulis fungsional dan

monolog pendek sederhana berbentuk narrative dan recount teksuntuk berinteraksi

dengan lingkungan sekitar.

D. Kompetensi Dasar : Mengungkapkan makna dalam teks tulis fungsional dan

esei pendek sederhana dengan menggunakan beragam bahasa tulis secara akurat,

lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks



1. Mempelajari narrative text pendek berupa teks pendek


3. Menerapkan kemampuan membaca.

80

Tujuan Pembelajaran


a. Siswa mampu mengidentifikasi jenis narrative text

b. Siswa mampu mencirikan kebahasaan yang digunakan didalam narrative text

c. Siswa mampu memproduksi narrative text











penyelidikan

Media Pembelajaran:


81


b. Kegiatan Pendahuluan

Salam

Mengkondisikan peserta didik dengan menggunakan bahasa Inggris.

Lalu meminta peserta didik untuk merapihkan seragam atau pakaian

mereka.


Siswa menyimak tujuan pembelajaran yang disampaikan guru

yang meliputi tujuan pembelajaran proses, produk, karakter,

keterampilan sosial, dan psikomotor.

d. Kegiatan Inti

Elaborasi

Mengulang kembali informasi tentang makna narrative dan kata kerja

yang harus digunakan narrative.

Guru memberikan teks berupa narrative text

Guru menceritakan teks berupa narrative text

Konfirmasi

Meminta siswa untuk mencari arti dari kosakata yang diberikan oleh

guru yang sesuai dengan narrative text

Guru membuat sebuah game untuk mengartikan kosakata yang telah

diberikan sesuai dengan narratiive text


Meminta siswa untuk mengidentifikasi karakter dan tempat yang ada

didalam cerita

Meminta siswa untuk menceritakan kembali narrative yang telah

diberikan didepan kelas.

Menjawab pertanyaan sesuai dengan narrative teks yang diberikan oleh

guru.

82

e. Kegiatan Penutup

Memberikan kesempatan kepada siswa untuk bertanya tentang materi

yang telah diajarakan.

Membiasakan kepada siswa untuk mengucapkan Hamdalah diakhir

kegiatan belajar dan pembelajaran.

Sumber Pelajaran

Narrative text (Planes Fire&Rescue) by Bill Scollon.

Penilaian

Indikator


Teknik


1. Mempelajari

narrative text

2. Mengidentifikasi

vocabularies

3. Mengidentifikasi

narrative text

Tes lisan

Tes tulis

Tes tulis

1. Membaca dan

mempelajari teks

2. Isian singkat

3. Isian singkat


text.


on the text!


on the text!

Penilaian

Rubrik penilaian A


Skor max= 5



Skor max= 5

83






alSkorMaksim

hanSkorPerole

Mengetahui,


(Uswatun Hasanah, S.Pd) (Bayyini Rosyada Elka)

84

POST-TEST

Name :

Class :


Once upon a time, in a jungle a lion and bear found a dead deer at the same

time. Both of them did not want to share the meal. So they began to fight. A fox,

standing near by.

When the lion and the bear were tired of fighting they stopped to take a rest of

a moment. To their surprised the dead had been gone. The fox stole the dead deer

while they were fighting each other.

1. The text tell us about . . . .

A. Animals in the jungle

B. The way of lion and bear fighting

C. A lion and a bear

D. A lion and a bear relationship

2. What can we learn after reading the text above?

A. Sharing meal is useless

B. Fighting is useless

C. Stealing is important

D. Nothing is important


Once upon a time, a kangaroo, a frog, a cricket challanged one another to see

who could jump the highest. The competation made all animals to come. Knights,

dukes, and counts also arrived. Since such a grand competation required a big prize,

the king promised the hand of his daughter in marriage to the winter.

It came to the moment for the three athletes to prove themselves. To tell the

truht, it was the cricket who jumped highly but however, had the serious misfortune

to land on the King‟s head and was diqualified at once for disrespect. The kangaroo

jumped hardly any distance, but was intelligent enough to land in the arms of the

princess, and thus the prize went to the competitior who had the best sense rather than

to the highest jumper.

3. What does the text tell us about?

A. A kangaroo and a frog

B. Jumping Competation

85

C. Knights, dukes , and counts

D. The three athletes

4. Why did the king promised the hand of his daughter in marriage to the winter?

A. Because the king is very wise

B. Because it is a grand competation

C. As all animals in the world would come

D. As the corners are the king, duke, and counts.

5. “…, but he jumped so high that nobody could see him…” (line 7)

The underline word refers to . . . .

A. Kangaroo C. Cricket

B. Frog D. Competitor


Once upon a time, The King Prabu ruled a Kingdom in West Java. King Prabu

and his wife were wise and kind so that their people were prosperous.

The problem came because The King didn‟t have children. They tried many ways

to have children, but they always failed.

One day, Prabu prayed to God, and he was very happy because God accepted his

prayer. Soon, they had a child that was beautiful but spoiled and had the bad

behavior.

For her seventeenth birthday party, the princess got the gold necklace from her

parents. Unfortunately, when she saw it, she didn‟t like it and threw it away into the

floor. Everybody was shocked because from the ground emerged a lot of water. All

of the kingdom suddenly became a big lake.

People call it Telaga Warna and believed that the colours came from the

Princess‟necklace.

6. The kingdom was located in . . . .

A. Sumatera C. Java

B. Sulawesi D. Bali

7. People …. The king Prabu

A. Hated

B. Liked

C. Disliked

D. Connected with

8. Which statement not Correct?

86

A. The queen had one daughter.

B. The lake swallowed the Kingdom.

C. The King adopted a girl as his child.

D. The princess had the bad behavior.


Once upon a time, there lived an old lady crow who was mean and ugly. One

day, Miss Crow had stolen a big piece of cheese. And then, she flew on to a branch to

enjoy it.

On the other place, under the tree, a sly creature, Mr. fox, who wanted the cheese for

himself, came up and spoke politely to her.

“Oh. Miss Crow, how beautiful you are! What a lovely beak, what lovely

feathers you have! What pretty eyes! If you only could sing, you would be the most

beautiful bird in the world!”

Very pleased to hear all of this about herself, Miss Crow gave a loud croak to

show that she could, sing. Of course, the moment she opened her beak, the cheese fell

down, and Mr. fox ran away with it, laughing loudly.

9. What is the best title of the story?

A. Old Lady Crow

B. Beautiful Miss Crow

C. The Fox and The Crow

D. Ugly Mr. fox

10. Why the crow did give a loud croak? Because it wanted …

A. To show her pretty eyes

B. To show her beautiful beak

C. To show her lovely feathers

D. To show that she could sing

11. “… very pleased to hear all of this”

(paragraph 4). What is the same meaning of the underline word?

A. Guilty

B. Happy

C. Angry

D. Worry

12. “… an old lady crow who was mean and ugly .”

The oppposite of the underlined word is ….

A. Bad

B. Pool

C. Beautiful

D. Rich


87

Long ago in the Neverland, there was lived a very beautiful princess, Snow

White. The queen was her stepmother. She was very jealous of her beauty. So, she

wanted Snow White died.

Snow White knew about the evil plan. She escaped into a forest. There she

made friends with seven dwarfs.

The queen turned into a witch. Snow White did not realize it. The witch gave

her a poisoned apple. As a result, Snow White was put into sleep for years.

Fortunately, in the end, Prince Charming revival her with a kiss. They lived

together happily ever after.

13. Who were involved in the story?

A. Cinderlla and glass shoes

B. Snow White and Prince Charming

C. Alice in wonderland

D. Sleeping beauty

14. Why was the queen jelaous to Snow White? Because…

A. Snow White‟s beauty

B. Prince Charming loves Snow White

C. The princess of Neverland

D. The Queen loves Prince

15. Did Snow White eat the poisoned apple given by the witch?

A. Yes, she does

B. No, she does not

C. Yes, she did

D. Yes, she did not


In a field one summer‟s day a grasshopper was hoping about, chirping and

singing to its heart‟s content. An ant passed by, bearing along with the great toil an

ear of corn he was taking to the nest.

“Why not come and chat with me?” said the grasshopper, “instead of toiling

and moiling in that why?” “I‟m helping to lay up food for the winter,” said the ant,

“and recommend you to do the same.”

“Why bother about winter?” said the grasshopper, “we have got plenty at

present.” But the ant went on its way and continued its toil. When the winter came,

the grasshopper had no food and found itself dying of hunger, while it saw the ants

distributing everyday corn and grain from the stores they had collected in the

summer.

16. What animals are in the story above?

A. Dragonfly and ant

B. Butterfly and grasshopper

88

C. Grasshopper and ant

D. Grasshopper and bee

17. What did the grasshopper do when he saw an ant toiling and moiling?

A. He is chatting with his friend

B. He is chripping and singing

C. He is toiling and moiling

D. He is helping an ant

18. The seasons that do not mentioned in the text are …

A. Summer and winter

B. Summer and spring

C. Spring and autumn

D. Winter and autumn

19. What happened to grasshopper when the winter came?

A. He had full of food

B. He was dying of hunger

C. He came to ant‟s nest

D. He moved to another place


Once upon a time, there lived a happy family in a village. A man and his wife

lived happily on a little farm, breeding their flock of geese and selling their eggs at

the market. They were not rich, but they were happy with their life together.Then one

day, a new goose flew in among their flock. The couple was surprised to find a shiny

golden egg in her nest. Each and everyday after that, the goose laid another egg of

solid gold.

The couple was soon richer than they had ever dreamed of but they were not

happy. They grew impatient with only one golden egg a day. The farmer said to his

wife, “our goose must be full of gold. Why should we wait to have more egg?”

“If we cut her open,” his wife agreed, “we can get all the eggs at once.” So

they killed the goose! They were very surprised to find that it was just like any other

goose inside. Even worse, there would never be any more golden egg.

20. How did the man and his wife make their living?

A. By planting rice

B. By breeding geese

C. By selling eggs

D. By selling geese

21. How many golden eggs did the couple get each day?

89

A. One

B. Two

C. Three

D. Four

22. They were not rich (paragraph one). The opposite of the underlined word

above is …

A. Simple

B. Poor

C. Cruel

D. Arrogant


Once upon a time, a rabbit wanted to cross a river but he could not swim. He

had an idea. He saw a crocodile swimming in the river. The rabbit asked the

crocodile, "How many crocodiles are in the river?" then the crocodile answered, " we

are twenty here". "where are they?" the rabbit asked for. "what is it for?" the

crocodile asked.

"All of you are good, nice, adn gentle. so I want to make a line in order. Later

I will know how kind all of you are", rabbit said. Then crocodile called all his friend

and asked them to make a line in order from one side to the other side of the river.

Then the rabbit started to count while jumping from one crocodile to another

crocodile: one..two..three..four..until twenty, and finally, he thanked all crocodiles

because he had crossed the river.

23. We know from the first paragraph that the rabbit actually wanted

E. Know the number of crocodiles there

F. A crocodiles swimming in the river

G. To know where the crocodiles are

H. To swim across the river

24. The story mainly tell us about:

E. The boss of the crocodile and all his friends

F. Twenty crocodiles

G. A rabbit and crocodiles

H. A rabbit and twenty crocodiles

90


Once upon a time, there were two animals, Sura and Baya name. Sura in the

name of the beast is the beast shark and Baya the crocodile. They live in the deep of

the sea. After Sura and Baya were looking for some food. Suddenly, Baya see a nice

goat.”Yummy is good, this is the must delicious lunch, “said Baya.”No way! This is

my lunch. You greedy “Sura said. Later they fought for goats. After several hours of

fighting they were tired. Feels tired of fighting, they live in different places. Sura

Baya live in the water and stay in the country. Border is the beach, so they do not will

fight again.

Someday, Sura went to the ground and look for some food in the river. He

was very hungry and there was not much food in the sea. Baya was very angry when

he knew that Sura broke a promise. They fight again. They both puching and kicking.

He bit Sura very hard until Sura finally gave up and returned to the sea. Baya happy

named is final city of Surabaya.

25. What did Baya and Sura found?

A. Dog

B. Goat

C. Bird

D. Shark

26. What animals are Sura and Baya?

A. Shark and crocodile

B. Goat and horse

C. Monkey and bird

D. Shark and goat

27. What is not true from the story?

A. Sura and Baya love eachother

B. Sura and Baya are fighting for goat

C. Sura look for som food in the river

D. Baya bit hard to Sura

Read the text and answer the question number

The old witch locked Hansel in a cage and set Gretel to clean the house. She

planned to eat them both. Each night the children cried and begged the witch to let

them go.

Meanwhile, at home, their stepmother was beginning to wish she had never tried to

get rid of the children. “I must find them,” she said and set off into the forest.

91

Many hours later, when her feet were tired from walking and her lips were dry

from thirst, she came to the cottage belonging to the witch. The stepmother peeped

though the window. Her heart cried out when she saw the two children.

She picked up the broom leaning against the door and crept inside. The witch

was putting some stew in the oven when the stepmother gave her an almighty push.

The witch fell into the oven and the stepmother shut the door.

„Children, I have come to save you,‟ she said hugging them tightly. I have done

a dreadful thing.

I hope in time you will forgive me. Let me take you home and become a family

again. They returned to their home and the stepmother became the best mother

anyone could wish to have, and of course they lived happily ever after!

28. The story is about stepmother who…

A. Cried every night

B. Planned to eat her children

C. Begged a wicth of money

D. Saved her children from a witch

29. Which statement is TRUE about stepmother

A. She was a witch‟s friend

B. She loved her stepchildren

C. She locked her children in a cage

D. She hit the wicth with a broom.

30. How did the witch die?

A. She was burn in the oven

B. She was trapped in a cage

C. She was locked in her house

D. She was hit with a broom

The Answer Key

1. C 11. B 21. A

2. B 12. A 22. B

3. B 13. B 23. D

4. B 14. A 24. D

5. C 15. C 25. B

6. C 16. C 26. A

7. B 17. A 27. A

8. C 18. C 28. D

9. A 19. B 29. B

10. D 20. C 30. A

92

Research Material

96

Dora Saved the Echanted Forest

Once upon a time, there was a magical land called the Enchanted Forest. King

Unicornio, a kind and fair leader, ruled over the forest. All of the creatures there were

free to do what they wanted to do. Honeybees could sing. Puppy dogs could try to fly.

Oak trees could hide and seek.

One sad day, everything changed. King Unicornio had to leave the Echanted

Forest. The Kind and fair leader gave his crown to Owl and asked him to watch over

the kingdom. But Owl was not kind and fair like Unicornio. He made new rules. He

said that bees could not sing and dogs coulld not try to fly. When Unicornio returned,

Owl did not want to give the crown back. The sneaky bird led the Unicornio into a

trap! Owl had his mini-owls put a crack in the dam, and king Unicornio had to use his

magic horn to plug the crack. If Unicornio didn‟t stay where was, the Enchanted

Forest would flood. So all of the creatures in the forest had to keep following Owl‟s

unfair rules. The creatures of the Enchanted Forest were not happy with Owl‟s rules.

They wanted Unicornio to be their king, not Owl. They talked and talked. They knew

there was only one person who could help them. Dora!

Rabbit set out from the forest to look for her. He hopped through the Fairy

Tunnel. He hopped past the Elf Gardern. He hopped across the Cornfield. He found

Dora and Boots jumping in the fall leaves outside of Dora‟s house. “Dora, Boots,

vegan rapido!” Rabbit called to his friends. “I know if you come, you can save thhe

Echanted Forest. We have got to resccue Unicornio so he can be king again!” We

have got to find the quickest way to Enchanted Forest,

“Dora answered.”Map can help us!” Dora and Boots headed down the path to get to

the Cornfield. There they saw a scarecrow perched on his pole. “Hola, Scarecrow!”

Dora called. “can we go through the Cornfield?”. “We have to rescue king

Unicornio!” Boots added. Before the Scarecrow could answer, Owl flew by. He did

not want to help Unicornio. He wanted to be king forever. He told mini-owls to pile

up lots and lots corn. Dora and Boots could not get to the Enchanted Forest.

Scarecrow was happy to help Dora and Boots find a way to clear the path.”Owl made

a new rule,” Scarecrow told them.”He said that Scarecrow and crows can not go into

the Enchanted Forest anymore.”That is not fair!” Dora and Boots cried. Dora watched

as Scarecrow chased away four crows that were trying to pick up corns from the

pile.”If we invite the crows down, instead of chasing them away, they could clean up

the path,”she said to Scarecrow.”Okay, I will give it a try,” Scarecrow called out

“welcome friends!”.

97

Dora and Boots raced down the path to the Elf Garden. Before they could get

across the bridge that led to the garden, Owl flew by. He did not want Dora to help

Unicornio. The owl told the mini-owls to take the screws out of the bridge. Dora and

Boots could not get to the Enchanted Forest. The elves helped Dora and Boots they

fix the bridge together. The elves were happy to help Dora and Boots find a way to

fix the bridge. The elves told them “ the Owl made a new rule” that the elves can not

go into Enchanted Forest anymmore. Up ahead, the firefly fairies were shimmering

around a patch of sunflowers. They collected light from the flowers to make their tails

glow. Dora knew the fairies could use their light to show them the way through the

dark tunnel. Before they arrived to the tunnel, Owl flew by. He did not want Dora

helps Unicornio then he told the mini-owl to blow out the fairies‟ light. Dora and

Boot could not get to the Enchanted Forest. The fairies were happy to help Dora and

Boots find a way through the tunnel, as before the Owl made a new rule that the

fairies can not go into Enchanted Forest anymore. Dora and Boots were ready to

rescue the Unicornio. They made it across the Cornfield past the Elf Garden, and

through the Fairy Tunnel. There was just one thing left for them to do. They had to

open the magic door that led to Enchanted Forest. After they crossed through magic

door, Dora and Boots were sad to see how much the Enchanted Forest had changed.

There were no scarecrows in the forest. There were no elves in the forest. There were

no fairies in the forest. Owl even told the squirrels that they were not allowed in the

Enchanted Forest anymore. Rabbit came hopping to Dora and Boots. “I will take you

to Unicornio, quick,” he wishpered to them. “He is protecting the forest with his

horn.” Dora said “we have got to help him!‟. The Owl told to the mini-olws to make

more leaks. Dora and Boots had to stay to plug the dam too.

Dora looked over at the kind and fair Unicornio. He was so brave and loyal.

He was not just a great leader, he was a good friend, too. “Good friends that is it!”

Dora cried. “We made lots of friends today. Maybe they can help us one more time.”

Dora and Boots thought about the elves were really good fixing things, so Dora sent

Rabbit to go get them. “Tell the elves to bring their tools!” she called to Rabbit as he

hopped away. Quick as flash, the elves came with their tools. They were eager to fix

dam so that Unicornio could return to the Enchanted Forest. Once the dam was all

fixed up, it was time for the friends to head back into the Enchanted Forest and get

Unicornio‟s crown back. All of the creatures wanted Oel to leave the forest. But that

was npt fair either. The Enchanted Forest was for everyone! “Owl, you are very

smart, but you must learn to get along with others and treat everyone fairly,”

Unicornio told him. “I want you to do a service for everyone in the forest.”

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Owl was told to invite everyone to the biggest party the Enchanted Forest has

ever seen. The Owl returned the crown to King Unicornio. All of the creatures

celebrated King Unicornio‟s return to the thorne. They danced and sang as fireworks

flashed in the sky.

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