The Eleventh Graders’ Ability in Comprehending Reading Narrative Texts in SMAN 1 Kedamean Gresik (RETAIN, 2013)
Abstrak Teks narrative secara dominan diajarkan di Sekolah Menengah Pertama (SMP) adn Sekolah Menengah Atas (SMA). Ini sangat penting belajar membaca dikarenakan membaca mengabungkan kecakapan lainnya. Ada beberapa mempengaruhi kemampuan membaca siswa. Pengajar seharusnya berperan untk memberikan model strategi meliputi mengabungkan membaca strategis dengan tujuan membantu siswa supaya menjadi pembaca strategis and memahami pesan yang terkandung pada teks, yakni teks narrative. Studi bertujuan mengetahui bagaimana siswa kelas 11 dapat memahami teks narrative? The RAND Reading Study Group (2002:11) medefisinikan komprehesi membaca adalah suatu proses secara serentak menarik dan membangun arti melalui interaksi and keterkaitan dengan bahasa tertulis. Studi ialah kuantitatif. Subjek studi adalah siswa kelas 11 IPA 1. Peneliti memperoleh dua data berbentuk teks pertanyaan pilihan ganda. Teks pertama memuat tujuh pertanyaan and teks kedua memuat sepuluh pertanyaan. Hasil studi menunjukkan bahwa kemampuan membaca siswa (dalam bahasa inggris ) meningkat itu terlihat dari pekerjaan menjawab teks pertanyaan pilihan ganda yang setiap pertanyaan mengandung indikator skill comprehensi membaca yang harus dicapai oleh siswa. Hampir siswa memenuhi skill comprehensi membaca pada tugas yang diberikan. Mereka mengunakan pengetahuan dasar to menyimpulkan arti teks baik secara explisit maupun implisit, menyimpulkan kata baru dari konteks, menentukan maksud pengarang, mengidentifikasi tipe struktur teks and menarik kesimpulan. Siswa juga dapat membedakan antara topik and gagasan utama. Ini meliputi pengringkasan gagasan utama, mengikuti gagasan / pendapat pengarang tanpa berpegang pada semua gagasan pendukung dan mengidetifikasi gagasan utama. Serta siswa dapat menentukan tema dari teks. Sebagai rekomendasi, selain pengajar menilai comprehensi membaca siswa melalui pemberian tugas, bisa juga melalui retelling, ringkasan dan rekaman berjalan. Pengajar juga dapat menentukan strategi tepat dan skill dengan tujuan pengembangan pengajaran sehingga siswa dapat memahami isi yang terkandung di dalam teks. Kata Kunci: teks naratif, membaca strategis Abstract Narrative text is dominantly taught in junior and high schools. Learning reading is very important because it integrates other skills. There are some factors affecting students’ reading ability. The teacher has role to model strategy including integrating strategic reading to help the students become more strategic readers and comprehend text, namely narrative texts. The goal of the study is (1) How are the eleventh-grade students’ ability to comprehend narrative text?.The RAND Reading Study Group (2002:11) defines reading comprehension as “the process of simultaneously extracting and constructing meaning through interaction and involvement with written language. This study is the quantitative research design. The subjects are the eleventh graders of SMAN 1 Kedamean. The researcher uses two data in the form of multiple choice tasks. The first task consisted of seven questions and the second task consisted of ten questions. The result shows that the students’ reading ability increased in doing the task from the first meeting until the last meeting. There was increase in the students’ reading ability in doing the task containing indicators of reading comprehension skill that had to be achieved by the students. Most the students could fulfill the skill of reading comprehension on the task. They applied their background knowledge to infer implicit and explicit meaning of the text and to infer an unknown word from the context, determine author’s purpose, identify type of text structure and draw conclusion. The students could differentiate between a topic and main idea. It involved their’ summarizing an important idea of the text, keeping track of the idea or opinions of the author without hanging on to all the supporting details and identifying important information (main idea). Moreover, the students determined theme from the text. It is recommended that the teacher asses the students’ reading comprehension through the administration of task, but also trough other assessment such as retelling and summarizing, running record. In addition, she determines appropriate strategies and skills to develop for teaching so that the students can comprehend texts. Key words: narrative text, strategic reading