Using story grammar strategy to improve reading comprehension of narrative texts

Abstract

This research was designed to improve the eighth graders’ reading comprehension of narrative texts through story grammar strategy. Collaborative Classroom Action Research was employed. The subjects of the research were the eighth grade students (VIII-C) of MTs TMI Pujon. This research was conducted in two cycles comprising four stages of action research, i.e. planning, implementing, observing, and reflecting. The students’ reading comprehension achievement in the form of score and the information on students’ interaction during the teaching and learning process were obtained by administering a reading comprehension test at the end of each cycle and by using observation checklists and field notes. The findings of this research indicated that the story grammar strategy was successful in improving the students’ reading comprehension of narrative texts. The result of reading comprehension test in cycle 2 showed that 90% of students (19 students) passed the minimum passing score (75). Dealing with the teaching process, almost all of students were enthusiastic and actively involved in all activities, most students also gave positive responses toward the application of story grammar strategy. It can be concluded that story grammar strategy can improve the reading comprehension of narrative texts of the eighth grade students of MTs TMI Pujon.

Keywords: Story Grammar; Reading Comprehension; Narrative Texts