STUDENTS’ NARRATIVE READING COMPREHENSION THROUGH STORY FACE
Article Sidebar
Narrative Text,
Reading Comprehension,
Student
Main Article Content
Abstract
The purpose of this research is to ascertain how the story face method affects students' reading comprehension of narrative texts. The study was carried out at MA Hidayatul Insan Palangka Raya's class X. One class was picked by the researcher to be the experimental class. Purposive sampling was the method utilized to gather research data by choosing 16 students and administering pre- and post-tests. The story face method was used by the experimental class to learn English. The paired sample t-test method was used to examine the data gathered for this investigation. According to the study's findings, adopting the story face method significantly improves students' reading comprehension of narrative texts. The data analysis reveals that the sig. (2-tailed) is 0.00<0.05, which means that H0 is rejected and H1 is accepted. As a consequence, there is an average difference between the pre-test and post-test scores, indicating that the story face method has an impact on how well students understand narrative texts.
Article Details
References
Akil Isa (2013). The Effect of Story Frames Strategy Toward The Second Year Students Reading Comprehension Of Narrative Text At State Junior High School 1 Rambah Hilir Rokan Hulu. p. 107.
Albiansyah and Saputra, J. (2020). Enhancing the Reading Comprehension of Students in Narrative Text Using Story Face Strategy. Indonesian Journal of Instructional Media and Model. 2(2). p. 78. Available at: https://doi.org/10.32585/ijimm.v2i2.927.
Alfyna, F. (2021). The Use Of Story Face To Improve Students Reading Comprehension By Narrative Text, 5(2).
Cullen, C. and Metatla, O. (2019). Co-designing inclusive Multisensory story mapping with children with mixed visual abilities. Proceedings of the 18th ACM International Conference on Interaction Design and Children. IDC 2019, pp. 361–373. Available at: https://doi.org/10.1145/3311927.3323146.
Damanik, M.S. (2020). The Use of Story Face in Teaching Reading Comprehension of Narrative Text in SMK Swasta Dwiwarna Medan. Universitas Negeri Medan [Preprint].
Dawkins, L.D. (2017). Factors Influencing Student Achievement in Reading. (Unpublished doctoral thesis) [Preprint].
Devi, R., Juniardi, Y. and Syafrizal (2020). Improving Students Reading Comprehension and Writing Ability of Narrative Text through Story Map Strategy. Annual International Seminar on English Language Teaching. 6(11).
Indriyani, et al (2019). Using Story Face Strategy to Improve Students Reading Comprehension Skill. (1). pp. 1–7.
Ismail, H. et al. (2022). The Power of Story Face Strategy and Concept Mapping Strategy in Teaching Students Reading Skill. 14. pp. 6267–6274. Available at: https://doi.org/10.35445/alishlah.v14i4.1207.
Klingner, J.K., Vaughn, S. and Boardman, A. (2015). Teaching Reading Comprehension to Students with Learning Difficulties. Second Edition. pp. 1–13. Available at: www.guilford.com/p/klingner.
Kurniawan, A. (2013). Improving Students Reading Comprehension on Narrative Text Through Story Mapping Strategy. Universitas Tanjung Pura Pontianak. pp. 1–2.
Ningrum, N.A., Zulianti, H. and Marcella, E.D. (2022) The Influence Of Story Frame Strategy Towards Students’ Reading Comprehension Of Smk Taman Siswa Teluk Betung. Jurnal Ilmiah Mahasiswa. 3(2). pp. 40–46.
Nur Azizah, R.M. and E.B. (2018) ‘Improving students’ reading comprehension on narrative text through wh-questions’, pp. 1–12.
Nurdwiansyah, D. (2015). Teaching reading comprehension on narrative text by using powerpoint animation. Jurnal Pendidikan dan Pembelajaran Khatulistiwa. 4(3). pp. 1–12.
Oktarina, P.S. (2018) ‘Innovative Teaching Strategies for Teaching Reading: Reciprocal Teaching Strategy and Face Story Strategy’, 1(21), pp. 1–9.
Sugiyono. (2019). Metode Penelitian Kuantitatif Kualitatif Dan R&D. Bandung: Alfabeta.
Santi Nurdianti et al (2019) ‘Improving Students’ Reading Comprehension Through Reciprocal Teaching Strategy on Report Text’, PROJECT (Professional Journal of English Education), 2(5), p. 601. Available at: https://doi.org/10.22460/project.v2i5.p601-607.
Septiani, R.D. (2016) ‘Teaching Reading in Narrative Text By Using Story Frame Strategy To the Eighth Grade Students of’, Edukasi Jurnal Pendidikan dan Pengejaran, pp. 11–21.
Sholichah, N.I. (2017) ‘the Effect of Story Mapping on Reading Comprehension’, INTAJ : Jurnal Penelitian Ilmiah, 1(1), pp. 29–48. Available at: https://doi.org/10.35897/intaj.v1i1.43.
Smith, R. et al. (2021). The Role of Background Knowledge in Reading Comprehension: A Critical Review. Reading Psychology, 42(3), pp. 214–240. Available at: https://doi.org/10.1080/02702711.2021.1888348.
Srisang, P. and Everatt, J. (2021). Lower and higher level comprehension skills of undergraduate efl learners and their reading comprehension, LEARN Journal: Language Education and Acquisition Research Network, 14(1), pp. 427–454.
Sugrah, N. (2019). Implementasi teori belajar konstruktivisme dalam pembelajaran sains. Humanika, Kajian Ilmiah Mata Kuliah Umum, 19(2), 121-138.
Suhaimi, M. (2019). Story Face Strategy to Improve Students’ Comprehension of English Text, Education, Faculty of Training, Teacher [Preprint].
Utami, E., Anggerayni, V. and Yuneva. (2020). The Use of Story Face Strategy To Improve Students Reading Comprehension Of Narrative Text At Ma Al-Kariim Bengkulu Tengah (A Classroom Action Research at the Second Grade Students of MA AL-KARIIM Reading is important things of our language and to get’, Journal of english education and linguistic, 4(1), pp. 29–44.
Yolla Aprilia, U.A. and R.D. (2021) ‘Jurnal Serunai Bahasa Inggris Vol 13, No. 1, Maret 2021 e-ISSN 2621-010X’, 13(1), pp. 36–42.