RAHMA MUSTIKARINI, 2201405525 THE USE OF ILLUSTRATED FOLKTALE THE CARELESS JAKA TARUB TO IMPROVE THE STUDENTS ABILITY IN UNDERSTANDING NARRATIVE READING.

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RAHMA MUSTIKARINI, THE USE OF ILLUSTRATED FOLKTALE THE CARELESS JAKA TARUB TO IMPROVE THE STUDENTS ABILITY IN UNDERSTANDING NARRATIVE READING TEXT (An Experimental Research at the Eighth Year Students of MTs Abadiyah Gabus- Pati in the Academic Year of 2009/2010)

Identitas Mahasiswa - NAMA : RAHMA MUSTIKARINI - NIM : PRODI : Pendidikan Bahasa Inggris - JURUSAN : BAHASA & SASTRA INGGRIS - FAKULTAS : Bahasa dan Seni - ticca_04 pada domain yahoo.com - PEMBIMBING 1 : Prof. Dr. Mursid Saleh, M.A - PEMBIMBING 2 : Dra. Indrawati, M.Hum. - TGL UJIAN :

Judul THE USE OF ILLUSTRATED FOLKTALE THE CARELESS JAKA TARUB TO IMPROVE THE STUDENTS ABILITY IN UNDERSTANDING NARRATIVE READING TEXT (An Experimental Research at the Eighth Year Students of MTs Abadiyah Gabus-Pati in the Academic Year of 2009/2010)

Abstrak The topic of this study is the use of illustrated folktale “The Careless Jaka Tarub” to improve the students’ ability in understanding narrative reading text – an experimental research at the eighth year students of MTs Abadiyah Gabus-Pati in the academic year of 2009/2010. In this study, I presented two problems: 1) how effective is the illustrated folktale “The Careless Jaka Tarub” in improving students’ understanding of narrative texts? and 2) in what ways are the illustrated folktale “The Careless Jaka Tarub” effective to teach narrative reading? The objectives of this study were: 1) to know the effectiveness of using the illustrated folktale “The Careless Jaka Tarub” in improving students’ understanding of narrative texts and 2) to find out the ways the illustrated folktale “The Careless Jaka Tarub” are effective to teach narrative reading. This study was conducted by using experimental research to the eighth year students of MTs Abadiyah Gabus-Pati as the population. The population consists of five classes. Two classes were chosen as the sample, they were 8A as the experimental group and 8B as the control group. These two groups got four meetings. The first meeting was for giving pre-test. At the second and third meetings, the experimental group was taught by using illustrated folktale “The Careless Jaka Tarub” and the control group was taught by using folktale “The Careless Jaka Tarub”. For the last meeting, the post-test was given to these two groups. The result of the pre-test and post-test showed that the average score of pre-test for the experimental group was 61.02, and the average score of pre-test for the control group was After the treatment, the average score of post-test for the experimental group was 78.00, and the average score of post-test for the control group was After the test of significance, the t-test number (4.359) was higher than t-table (1.66). It means that the experimental group’s understanding of narrative texts was better than the control group. Besides using test, this study was also using questionnaire. From the result of the questionnaire, it can be seen that the use of illustrated folktale “The Careless Jaka Tarub” was effective to teach narrative reading because of some reasons: 1) the students like to read English story books, 2) the students were interested in the illustrated pictures of the story “The Careless Jaka Tarub”, 3) the students could understand the story easily from the illustrated pictures, 4) the students knew the meaning of vii the words in the story from the illustrated pictures, 5) the students enjoyed reading the story “The Careless Jaka Tarub” more than the story from other countries.

Kata Kunci Illustrated Folktale, Understanding Narrative

Referensi Anderson, M. and K. Anderson Text Types in English. South Yarra: MacMillan. Anthony, Edward M. and Jack C Richards Reading: Insight and Approaches. Singapore: Singapore University Press Ptc. Ltd. Arikunto, Suharsimi Prosedur Penelitian Suatu Pendekatan Praktik Edisi Revisi VI. Jakarta: Rineka Cipta. Burns, P.C., B.D.Roe, And E.P.Ross Teaching Reading in Today’s Elementary Schools. USA: Houghton Mifflin Co. Carnine, D., J.Silbert, and. E.J.Kameenui, Direct Instruction Reading. Ohio: Merril Publishing, Co. Departemen Pendidikan Nasional Kurikulum Tingkat Satuan Pendidikan. Jakarta: Depdiknas. Gerot, Linda and Peter Wignell Making Sense of Functional Grammar. Australia: Centre for Applied Linguistics University of South Australia. Grabe, W., and F.L., Stollar Teaching and Researching: Reading. Applied Linguistics in Action Series. Great Britain: Longman. Harmer, J The Practice of English Language Teaching. Pearson Education Ltd. Heaton, J. B Writing Language Test. London: Longman Group. Ltd. Linse, Caroline T Practical English Language Teaching. Singapore: McGrawHill. Sadler, R.K. and T.A.S. Hayllar Text in Action Research I, an English Workbook. Australia: MacMillan Education Australia PTY, Ltd. Simanjuntak, E., G., Dra Developing Reading Skills for EFL Students. Jakarta: Depdikbud. Tanner, Rossie dan Green, Catherine Tasks for Teacher Education. England: Longman. Tarigan, HG Telaah Buku Teks Indonesia. Bandung: Angkasa Bandung Press. The Definition of Folktale. Online at The Definition of Folktale. Online at

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