EXPLORING INTERACTIVE READ-ALOUD ACTIVITIES IN TEACHING READING NARRATIVE

177 Pages·2017·5.59 MB·English

EXPLORING INTERACTIVE READ-ALOUD ACTIVITIES
IN TEACHING READING NARRATIVE TEXT
(A Qualitative Descriptive Analysis at the Eighth-Grade Students of
SMP Muhammadiyah 17 Ciputat)
A Skripsi
Presented to the Faculty of Educational Sciences in Partial Fulfillment of the
Requirements for the Degree of S.Pd. (Strata-1) in English Education

FUNNY WULAN
1113014000025

DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2018
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ABSTRACT

FUNNY WULAN (1113014000025). Exploring Interactive Read-Aloud
Activities in Teaching Reading Narrative Text; (A Qualitative Descriptive
Analysis at the Eighth-Grade Students of SMP Muhammdiyah 17 Ciputat). A
Skripsi of Department of English Education at Faculty of Educational Sciences of
Syarif Hidayatullah State Islamic University Jakarta, 2017.

Advisors : 1. Neneng Sunengsih, M.Pd.
2. Tati Lathipatud Durriyah, Ph.D.
Keywords : Reading Narrative Text, Interactive Read-Aloud.

Based on the curriculum KTSP, the eighth-grade students must learn narrative
text. It is written as a competence standard: Memahami makna dalam esei pendek
sederhana berbentuk recount, dan narrative untuk berinteraksi dengan
lingkungan sekitar. It means that reading is aimed to understand the meaning of
the text and interact with others. This purpose can be achieved by using
interactive read-aloud in teaching reading narrative text. Interactive read-aloud is
an approach that involves interactions between the teacher and the students. Three
main stages were implemented such as before reading, during reading, and after
reading. The objective of this research was to describe interactive read-aloud
activities to teach reading narrative text for the eighth-grade students in SMP
Muhammadiyah 17 Ciputat. The participants of this research were seven students.
They voluntarily joined reading club created specifically for this research. The
results of the research include the description of interactive read-aloud activities,
the explanation of students’ participations, and the benefits of interactive read-
aloud to students’ comprehension in reading narrative text. The research findings
showed that the teacher should do some preparation such as book selection, book
order with other consideration, and read practicing before conducting read-aloud
in the class. In addition, the researcher found that the students showed different
participations toward interactive read-aloud. The students got some benefits
followed interactive read-aloud activities for their understanding to the narrative
text.

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ABSTRAK

FUNNY WULAN (1113014000025). Exploring Interactive Read-Aloud
Activities in Teaching Reading Narrative Text; (A Qualitative Descriptive
Analysis at the Eighth-Grade Students of SMP Muhammdiyah 17 Ciputat). Skripsi
Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan,
Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2017.

Pembimbing : 1. Neneng Sunengsih, M.Pd.
2. Tati Lathipatud Durriyah, Ph.D.
Kata Kunci : Membaca Teks Naratif, Interactive Read-Aloud.

Berdasarkan kurikulum KTSP, siswa kelas delapan harus mempelajari teks
naratif. Hal ini tertera pada standar kompetensi: Memahami makna dalam esei
pendek sederhana berbentuk recount, dan narrative untuk berinteraksi dengan
lingkungan sekitar. Artinya, membaca bertujuan untuk memahami teks dan
berinteraksi dengan siswa yang lainnya. Tujuan ini dapat dicapai dengan
menggunakan interactive read-aloud dalam mengajar membaca teks naratif.
Interactive read-aloud adalah sebuah pendekatan belajar yang melibatkan
interaksi antara guru dan siswa. Tiga tahap diimplementasikan seperti sebelum
membaca, saat membaca, dan setelah membaca. Tujuan dari penelitian ini adalah
untuk mendeskripsikan aktivitas-aktivitas interactive read-aloud dalam mengajar
membaca teks naratif untuk siswa kelas delapan di SMP Muhammadiyah 17
Ciputat. Paritisipan penelitian ini adalah tujuh siswa. Mereka secara suka rela
mengikuti klub membaca yang dibentuk untuk penelitian ini. Hasil penelitian
meliputi deskripsi aktivita-aktivitas interactive read-aloud, penjelasan mengenai
partisipasi siswa dan manfaat interactive read-aloud bagi komprehensi siswa
dalam membaca teks naratif. Hasil penelitian menunjukkan bahwa guru harus
melakukan beberapa macam persiapan seperti penyeleksian buku, pertimbangan
susunan buku, dan latihan sebelum melakukan interactive read-aloud di dalam
kelas. Di tambah lagi, peneliti menemukan bahwa siswa memperlihatkan
partisipasi yang berbeda-beda dalam interactive read-aloud. Siswa mendapatkan
beberapa manfaat dari mengikuti interactive read-aloud untuk pemahaman
mereka terhadap naratif teks.

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ACKNOWLEDGEMENT
ميحِ ره لا نِ مَ حْ ره لا ِاللَّه مِ سْ ِب
In the name of Allah, the Beneficent, the Merciful.

Alhamdulillah, all praises be to Allah, Lord of the Worlds who has blessed the
researcher with His power to accomplish this Skripsi. Blessing and salvation be
upon to the beloved Prophet Muhammad SAW, his family, his companions and
also his followers.
The researcher would like to thank a lot to all people who have supported and
helped her until she could finish this Skripsi. Her gratitude goes to her beloved
parents and her brother for all their supports and motivation to the writer to finish
her study. Besides of those people, the researcher also would like to express her
deepest gratitude to:
1. Neneng Sunengsih, M.Pd. and Tati Lathipathud Durriyah, Ph.D., as the
advisors, for their advices, guidance, corrections, and suggestions in
finishing this Skripsi.
2. Prof. Dr. Ahmad Thib Raya. MA., the Dean of the Faculty of Educational
Sciences.
3. Dr Alek, M.Pd, as the Head of Department of English Education.
4. Dadan Nugraha, M.Pd., the academic advisor of B Class in academic year
2013/2014.
5. Drs. Sayuti Sufriatna, MM., the Headmaster of SMP Muhammadiyah 17
Ciputat for giving the writer permission to conduct the research.
6. Tantowi, S.S. and Diana Dewi, S.Pd., the English Teachers of SMP
Muhammadiyah 17 Ciputat for the help and guidance during the research.
7. Rizki Alfianssyah, Daffa ‘Isy Arkananta, Mutiara Putri, Aliffia Meidina,
Ikke Ardila, Fita Herawati, and Bela Nabila for their contribution during
the research as the participants.
8. Her best friends; Maspupah, Mahdah Ridaillah, Anna Nurhasanah, and Siti
Nurjanah, for the laugh, support, help, motivation, and happiness.
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9. Her friends; Ryanti Rahmawati, Lutfi Arsy, Noer Fajrin, and Ahmad
Sobari for the support and motivation.
10. Her friends in Department of English Education in academic year
2013/2014, especially lovely DEE Class B for the happiness and supports.
11. All of the people who could not be mentioned one by one for all the
contributions and supports in finishing this Skripsi.
The words are not enough to appreciate their helps, supports and contributions
in finishing this Skripsi, may Allah SWT bless them all. Then, the researcher
realizes that it is far from being perfect. Therefore, the researcher would like to
accept criticism and suggestion to make it better. Finally, the researcher expects
that this Skripsi will give valuable and useful information and become the
inspiration for people who read it.

Jakarta, December 2017

Funny Wulan

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TABLE OF CONTENTS

APPROVAL SHEET .................................................................................... i
ENDORSEMENT SHEET ........................................................................... ii
STATEMENT OF AUTHENTICITY ......................................................... iii
ABSTRACT ................................................................................................... iv
ACKNOWLEDGEMENT ............................................................................ vi
TABLE OF CONTENTS .............................................................................. viii
LIST OF TABLES ........................................................................................ xi
LIST OF FIGURES ...................................................................................... xii
LIST OF APPENDICES .............................................................................. xiii
CHAPTER I INTRODUCTION .................................................................. 1
A. Background of Research ................................................ 1
B. Identification of Problems .............................................. 5
C. Focus of Research .......................................................... 6
D. Question of Research ..................................................... 6
E. Purpose of Research ....................................................... 6
F. Significance of Research ................................................ 7
CHAPTER II THEORETICAL FRAMEWORK .................................. 8
A. Reading .......................................................................... 8
1. The Nature of Reading .............................................. 8
2. Reading Process ........................................................ 10
3. Reading Comprehension ........................................... 11
4. Principle for Teaching Reading ................................. 13
B. Narrative Text ................................................................ 15
1. The Nature of Narrative Text .................................... 15
2. The Purpose of Narrative Text .................................. 17
3. The General Structure of Narrative Text ................... 18
4. The Types of Narrative Text ..................................... 19
5. The Language Features of Narrative Text .................. 20
6. The Example of Narrative Text ................................. 20
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C. Interactive Read-Aloud .................................................. 21
1. The Nature of Interactive Read-Aloud ...................... 21
2. Essential Components of Interactive Read-Aloud ..... 23
3. Steps in Interactive Read-Aloud ............................... 25
4. Selected Book ............................................................ 27
5. Students’ Participation .............................................. 28
D. Previous Related Studies ................................................ 29
E. Thinking Framework ...................................................... 31
CHAPTER III RESEARCH METHODOLOGY .................................... 32
A. Place and Date ................................................................ 32
B. Research Design ............................................................. 32
C. Population and Sample ................................................... 33
D. Data Sources .................................................................. 34
1. Teacher Notes ............................................................ 34
2. Researcher’s Journals ................................................ 34
3. Interview .................................................................... 35
E. Data Analysis Technique ............................................... 36
F. The Example of Data Analysis ...................................... 38
G. Validity of Data .............................................................. 40
H. Book Selection ............................................................... 43
CHAPTER IV RESEARCH FINDINGS .................................................. 45
A. Data Description ............................................................ 45
1. Interactive Read-Aloud Activities ............................. 44
a. Prior Interactive Read-Aloud ................................ 45
b. Before Reading ..................................................... 47
c. During Reading ..................................................... 49
d. After Reading ....................................................... 51
2. The Students’ Response ............................................ 54
3. The Benefits of Interactive Read-Aloud to Students . 55
B. Explanation .................................................................... 56

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