"THE ANALYSIS OF STUDENTS’
DIFFICULTIES IN COMPREHENDING READING NARRATIVE TEXT TO THE ELEVENTH GRADE OF
SMA LUBUKLINGGAU"
1. Background
Language is one of the most important things in communication and it is used as a tool of communication
among the nations all over the world. By the language, the human relations can be established and we can
interact with other. Beside that, through the language we can convey ideas, messages, intentions, feelings
and opinions on others. Without language, there will be no communication between the humans.
In this world there are thousands of languages to communicate. To do communicate we need a unifying language,
reading, the students can acquire a valuable source of information that can improve their thinking to generate ideas
and solve problems.one of them is English. Therefore, English is called a lingua franca as the international language.
In Indonesia,
English is considered as the first foreign language and taught formally from junior high school up to the university level.
In learning English, there are four skills that should be mastered, namely: listening, speaking, reading, and writing.
english is not a main language for Indonesian students and the students find difficulties in reading because reading
is the interpretation of the meaning of the printed symbols. Beside that, the students get difficulties because they
have limit vocabularies and low grammar ability. The purpose of reading is to capture the idea of the texts. By
In
this study, researcher will use the descriptive methods to know the students’ difficulties
directly at the eleventh grade students of SMA Lubuklinggau. The researcher
will take 10 students from 32 students at the eleventh grade students of SMA Lubuklinggau
as the subject of the research. In collecting the data, the researcher uses the
objective test in form multiple choice that consist 20 items and interview the
students to Analysis the Students’ Difficulties in Comprehending Reading
Narrative Text to the Eleventh Grade of SMA PGRI 1 Lubuklinggau. By
doing the research, the writer hopes the eleventh grade students of SMA Lubuklinggau
can improve their mastery on reading especially the narrative texts.
Based on the description
above, the writer would like to take study and analyze entitles “The analysis
of students’ difficulties in comprehending reading narrative text to the
eleventh grade of SMA Lubuklinggau”.
2. Formulation of the Problem
The formulation of the problem is based on the following question:
a.
What are students’ difficulties in comprehending reading
narrative text to the eleventh grade of SMA Lubuklinggau in the academic year
of 2015/2016?
b.
What are
kinds of caused the students’ difficulties in comprehending
reading narrative text to the eleventh grade students of SMA Lubuklinggau in the
academic year of 2015/2016?
3. The
Scopes of the Research
The problems of this study are limited on the following points:
a.
The students in this study refer to the eleventh grade
students of SMA Lubuklinggau in the academic year of 2015/2016.
b.
The analysis focuses on students’ difficulties in
comprehending narrative text, with the themes of “Sangkuriang” and “Jack and the Bean Stalk”.
4.
Objective of
the Research
The objectives of this research are:
a.
To analyze the students’ difficulties in comprehending
reading narrative text to the eleventh grade of SMA Lubuklinggau in the
academic year of 2015/2016.
b.
To describe the kinds of students’
difficulties caused in
comprehending reading narrative text to the
eleventh grade students of
SMA Lubuklinggau in the academic year of 2015/2016.
5.
Significances
of the Research
The result of
this study is expected to give contribution to the development of the teaching
and learning activities. In other words, study will useful for the English
students, the teacher, the writer and the institute as follows:
a. For the students
The students will get improvement and
can increase their knowledge about reading text especially in comprehending
reading narrative text.
b. For the Teacher
For the English teacher, it is hope that
this research will give information about students’ difficulties in
comprehending reading narrative text, so that the teacher can solve students’
difficulties in learning comprehending reading narrative text. It can also help
the teachers face the problems that occur during the process of teaching and
learning in the class.
c. For the Writer
The writer herself can learn more and it will add
more knowledge in developing the creativity and innovation in analyze students’
difficulties in comprehending reading narrative text.
d.
For
the Institute
It is expected that this research may be able to add the sources of books
for the institute and can be helpful for teaching and learning process.
6. Operational
Definitions
To avoid readers from misunderstanding the terms used in
this study, it is necessary for the writer to present the operational
definition of the terms used. They are (1) analysis, (2) difficulty, (3)
reading comprehension, and (4) narrative text.
a. Analysis
Analysis means to examine the elements of structure of something in
detail. Analysis is a systematic examination and evaluation of data or information, by breaking it into its component parts to uncover their interrelationships. In
this study, analysis referred to determine the students’ difficulties in
comprehending narrative text.
b. The Difficulty
Difficulty is the quality of something that
makes it hard to do. The term of
difficulty in this study refers to any problems not being easy to do or
understanding encourages the pack to persuade causes of the action. The
difficulties also was affected the students’ assignment. In this study the word
difficulty is defined as the students’ problem answering the questions of
narrative text.
c. Reading
Comprehension
Reading comprehension means the
understanding, evaluating, utilizing of information and giving the idea through
and interaction between reader and author. In this study, dealing comprehension
refers to the students’ ability to comprehend the reading of narrative text.
d. Narrative
Narrative text is a text that has an
essential purpose to tell a story, the detailed purpose that started from
orientation, events, complication, and resolution. For example, the purpose of
a myth is often to explain a natural phenomenon and a legend is often intended
to pass on cultural traditions or beliefs.
7. Literature
Review
a. Theoretical Descriptions
1)
The Concept
of Analysis
Analysis is the study of something made by the second and
foreign language learner. Analysis may be carry out in order to (a) find out
how well someone knows a language, (b) find out how a person learns a language,
and (c) obtain information on common difficulties in language learning, as an
aid in teaching or in the preparation of teaching materials. This definition
stresses the function of analysis. According to Macmillan (2005:82), analysis
mean process of examining in detail in order to find out what it contains.
Moreover, Webster
(2012) defined analysis a careful study of something to
learn about its parts, what they do, and how they are related to each other. The definition above clarity that analysis is
an activity to identify, classify and interpreted or describe something made by
someone in learning a reading text.
2) The
Concept of Difficulty
The students need to comprehend the reading text, but can best do this
when allowed to ask about what it is that they do not understand rather than
rely on their teacher or text book to anticipate areas of comprehension
difficulty and simplify a prior. According
to Webster (2012), difficulty is the quality of something that makes it hard to do. Difficulties assumed that teachers can improve their knowledge
and skills, not necessarily by following a particular approach or the findings
provided by “official” research, but with and enquiring attitude which allows
him/her to find out the most adequate technique in each situation.
Each difficulty is different and
needs to take of the teacher, the classroom context and the community with its
local educational and intellectual traditions. And every language lesson on
necessarily different and unique as the teacher and the learners jointly
construct it.
Difficulty happens because it relies on the teacher’s creative provision
of the best and possible learning environment and activities for his/her
student. It is science since it is a system, an ordered set of ideas and
Approaches used by the teachers in doing their man jobs: planning a lesson,
implementing the plan in the classroom and evaluating the outcome of the
activities. It is skill because it demands the ability attained from relevant
theories and practice to assist students expertly in learning so that they are
able to gain linguistic and communicative competence in the target language
(Saleh, 2007:18).
Based on the explanation above, it can be concluded that difficulties is problem
and troubles in accomplishing knowledge reflected in the form of propositions,
example, the information on the form and meaning of a grammatical point, and
procedural knowledge represented in the form of productions, example, answering
a question of main ideas, general information, detailed information, included
orientation, events, complication, and resolution.
3) Concept of Reading Comprehension
Dalman (2013:5) states that reading is an activity or a
cognitive process that seeks to find a variety of information contained in the
article. It means reading is a thought process to understand the content of the
text read. therefore, reading is not just a look at a collection of letters
that have formed the word, group of words, sentences, paragraphs, and discourse
alone, but more so that reading is an activity to understand and interpret the
emblem/sign/writing meaningful so that the message conveyed author can be
accepted by the reader.
Richards and Schmidt (2002:443) state that reading comprehension is the
result of understanding the contents of a written text, it depends on the
reader’s purpose in reading. Reading
comprehension is the basic purpose for reading, underlying and supporting most
other purposes for reading and more complex than commonly assumed. There are
some reading strategies uses by good readers, skills essential to students’
academic success: pre-reading, initial reading, getting the main ideas section,
guessing meaning from context, re-reading, and post-reading exercise. According to Krashen (2007:86), reading comprehension is the extent to which the
reader understands what students reads, resulting from what students
knew, before reading the
text
(background knowledge) and how students reads it.
However, these types of
reading comprehension skills are considered a successful.
Comprehension is the main purpose of
reading. In fact, without it, there is no reading since reading is the process
of constructing meaning from print. Reading comprehension involves reading
skills, such as; word recognition, comprehension skills, and study skills.
Understanding a passage as the main point of this study is a part of
comprehension skills. According Nurhadi (2005:4), there are some characteristics
of good readers, such as read clear goal, which is readable units sentences
mind reading speed that is applied varies, critical reading read varied, rich
vocabulary, know how to read that correctly.
Richards and Schmidt (2002:173) divides reading
comprehension ability into three categories, they are:
1. Literal Comprehension
Literal
comprehension refers to an understanding of the straightforward meaning of the
text, such as facts, vocabulary, dates, times, and locations. Questions of
literal comprehension can be answered directly and explicitly from the text to
make sure that the students understand the basic or surface meaning of the
text.
2. Inference
Making
“inferences” involves more than a literal understanding. Students may initially
have a difficult time answering inference questions because the answers are
based on material that is in the text but not explicitly stated. An inference
involves students combining their literal understanding of the text with their
own knowledge and intuitions.
3. Evaluation
This
level demands a higher level of thinking ability because the questions in this
level are determining word meaning from context, finding main ideas, reading
between the lines, drawing conclusions, making generalizations, and recognizing
cause and effect reasoning. The text type of comprehension is “reorganization”.
Reorganization is based on a literal understanding of the text; students must
use information from various parts of the text and combine them for additional
understanding.
4. Appreciation
The
fifth comprehension type “appreciation”, involves students using both their
understanding of the passage and their own knowledge of the topic and related
matters in a systematic fashion to determine what might happen next of after a
story ends.
Level 1 is literal recognition or recall. This is the lowest level. In
this level, the readers understand just what the words mean. Such literal
information may be the main idea, a set of specific details, or sequence of
events. Level 2 is inference. This level of comprehension requires that the
readers understand the literal information from level 1 and go beyond it to
hypothesize about relationships, unstated ideas, and connections between ideas
or events. Level 3 is evaluations. This level requires the readers to make
judgments about the reading or to demonstrate the value placed upon the
information. Level 4 is appreciation. Appreciation relates to the emotional
responses of readers to a text. This level of comprehension refers to the
readers’ awareness of the literary and stylistic techniques use by the author
to encourage readers’ emotional response.
Based on the explanation of the
experts’ above, it can be concluded that reading comprehension is the ability
in understanding will help them get the main idea, which is something important
to be understood when we read a text, so that it can make them answer the
questions from the text easily. Social interaction is one strategy that can be
used to help the students to improve their reading comprehension. Interaction
with the teacher or other students will help them in getting something that they
can not learn with their own.
4) Concept of Narrative
Narrative is a kind of genre aimed to
entertain, to gain and hold the reader’s interest in a story (Derewianka,
2004:127). Narrative also means the information of someone’s reflections in
experience that nourishes and extends the reader’s imagination. Narrative text
is to tell a story and to give account of something that happened in time
(Jones and Farnes, 1982:48). Setiawan (2009:168) states that narrative text is
the text about story or legend that purposes to entertain the reader.
Narrative
text is central to students’ learning. They use it as a tool to help them
organize their ideas and to explore new ideas and experience. Composing
stories, whether told or written, involves a set of skills and authorial
knowledge but it also an essential mean for students to express themselves
creatively and imaginatively.
According to Wahyu (2008:80), narrative text is
the text about fiction, non fiction, legend, or society story. For example, the
legend of Tangkuban Perahu and Roro Jonggrang. In addition, narrative text
means the text tells us a story or event when can be in the form of story a
legend, a fable and myth. Narrative is essential temporal. Like space, time is
a natural organizer, ancient and simple. Hour follows hour, day follows day,
year follows year, and life follows life. Again, the author takes the reader
along the natural sequence of what happens, or to nations, or to any items in
experience or experiment. The author can bring the reader to perceive it by
following the sequence of things as they happened, stepping aside as necessary
to explain background and simultaneous events, guiding your reader along with
temporal signpost: at the same time, now, when, while, then before, after,
next, all the time.
There are many types of narrative, as stated at the beginning, they are
typically imaginary but can be factual. They include fairy tales, mystery,
science fictions, romances, horror stories, adventure stories, fables, myths
and legends, historical narrative and the like. The essential purpose of
narrative is tell a story, but the detailed purpose may vary according genre.
Those kinds of narrative are usually built up by the generic structure as
written by Pratyasto (2011:32).
a)
Orientation
It is about the opening
paragraph where the characters of the story are introduced. (1) what is the story about?
(2) who is the participant? (3) where is the place setting? (4) when is
the time setting?
b)
Complication
Tells the beginning of the problems which leads
to the crisis (climax) of the main participants.
c)
Resolution
It comes to a solution for the
complication. In narrative texts, a resolution can be happy ending or sad
ending.
d)
Re-Orientation
This is a closing remark to the
story and it is optional. It consist a moral lesson, advice or teaching from
the writer.
b. Related
Previous Study
The similar thesis which is the writer’s
proposal written Aida Agustina, a student of English Study Program at
STKIP-PGRI Lubuklinggau (2009). Her thesis is entitled “The Seventh Grade
Students’ difficulties in Forming Plural Noun at SMP Lubuklinggau”.
This thesis has similarities and differences toward
proposal that is done by the writer. The similarities are that both studies
talked about the students’ difficulties and both studies used the descriptive
method. The differences are that Agustina’s
investigation discussed about the students’ difficulties in forming the plural
noun. However, the writer will discuss about the students’ difficulties in
comprehending narrative text. In her thesis, the population is the seventh
grade student of SMP Negeri 8 Lubuklinggau. While the writers’ population is
the eleventh grade student of SMA Lubuklinggau
Agustina’s research found
that the average percentage analysis of the students’ index difficulties was 73%. Based on the
result her data analysis, she found that the students’ achievement of the the seventh Grade Students’ of SMP Negeri 8
Lubuklinggau was in the position of “suffient” level in plural nouns of words.
8. Method
of Research
a. Research Design
In this research the writer uses the
descriptive method. Fraenkel and Wallen (2006:553) says
that descriptive research is a research that attempts to describes exiting
conditions without relationships among variables. Furthermore, the following
are the steps in doing the research:
1) defining the objectives in clearly;
2) designing the technique for collecting the
data;
3) selecting the subject of the research;
4) measuring the test;
5) collecting the data;
6) analyzing the data;
7) drawing conclusions;
8) proposing suggestions, and
9) reporting the result.
b. Subject of the Research
According to Arikunto
(2010:173), population is the entire subject in the research. According to Richard, et. al.
(2005:220), population is any set
of items, individuals which share some common and the observable
characteristics and form a sample can be taken. The population of the research
will be taking from the entire eleventh grade students of SMA Lubuklinggau in the academic year of 2015/2016.
The Subject of
the research is the eleventh
year students class XI
of SMA Lubuklinggau with the total are 32
students. Writer will take 10
students as representative from the class. The choosing of student depend on the high score to
low based on the teacher’s
score from mid semester.
c. Technique for Collecting the Data
In collecting the data, the writer uses two instrument ; they are written test and
interview. According to
Richard, et. all. (2005:291),
test is any procedure for measuring ability, knowledge, or performance. In this
study multiple choices will uses to find out the students’ difficulties and the
interview use to identify the causes of the students’ difficulties in
comprehending reading narrative text to the eleventh grade of SMA Lubuklinggau,
The multiple choice consists of 30
items and in doing interview the writer give for in depth interview to
questions of the students. Its will include teaching material, learning
facilities, teachers’ explanation. The
time allocation that will be given is 45 minutes.
d. Techniques for Analyzing the Data
After
the data collected, the writer analysis the data with correct the students’
result and
asking the students’ difficulties. The writer use two techniques, they are: 1)
analyzing data from the test, and 2) analyzing data from the interview. In dept
interview means conducted usually on one to one basis, it designed to reveal
the underlying motives of the interviwe’s
,attitudes, behavior, and perceptions.
e.
Accountability
of the Research
1)
Validity
Validity means the tests must be appropriate in term of objective.
According to Richards, et. al (1985:304) validity is the degree to which a test
measures what it is supposed to measure, or can be used successfully for the
purposes for which it is intended. According Isaac and Michael
(1985:120), there are three aspects of validity corresponding to the three aims
of testing may be named content validity, criterion-related validity and
construct validity.
In this study, the writer will use content validity. The test is made based on the reading text
of narrative text. The writer present the test specification as the test
instrument for the collecting the data on the following table.
Table
2
Test Specification
Objective
|
Material Tested
|
Indicator
|
Total of the
Item
|
Type of Test
|
Test
Types
|
Students are able to find general information of the text
Students are able to get main idea of the text
Students are able to get detailed information of the text
Students are able to interpret the meaning of word based
on the text
|
Reading test with the sub theme:
1.
Sangkuriang
2.
Jack
and the Bean
|
to find the general information.
to get the main idea in paragraph
to get detailed information from the text
to interpreted the meaning of word based on the context
|
5
5
15
5
|
Narrative
text
|
Multiple
choice
|
TOTAL
|
30
|
||||
9. Tentative Organization of the
Thesis
Tentative organization of this
research proposal with comprises:
Chapter I : Introduction consists
of background, the problems, the objective, the significance, operational
definitions.
Chapter II : Literature review
consists of the concept of analysis, the concept of difficulty, the concept of
reading comprehension, the concept of narrative and previous study.
Chapter III : Research Methodology consists of, research design, subject of the research, technique for collecting data, technique for analysing data, accountability
of the research.
Chapter IV : Finding and interpretation
consists of data distribution, the students’ score of reading comprehension.
Chapter V : Conclusion and Suggestion
10. Tentative Schedule
a. Preparation
1) Library
research Maret 2016
2) Starting
the Problems Maret 2016
3) Marking
the Design April 2016
4) Making Proposal April 2016- May 2016
5) Seminar on the
Proposal June 2016
b. Data
Collecting
1) Giving Test June 2016
c. Analyzing
the Data
d. Writing
the Thesis
1) Writing
the thesis draft chapter by chapter June 2016
2) Consulting
the draft with advisor chapter July 2016
e. Revision July 2016
f. Reproduction August 2016
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