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Name : Ihwal Hidayat Siregar
Reg. Number : 16 203 00041
Faculty : Tarbiyah and Teacher Training Faculty
Department : English Education
The Title of the Thesis : The Students’ Ability in Reading Comprehension
on Narrative Text of MIA-1 at Grade X MAN
Nagasaribu.

ABSTRACT

Reading comprehension skill is a fundamental skill to obtain further

academic learning success to the students. Most of them understand the
informational of the text, in other words, they are good in decoding the text but
struggling to comprehend what the underlying meaning and purpose beyond the
text are. The research goal is to analyze students reading comprehension skill on
narrative text of X MIA-1 at grade X MAN Nagasaribu on Academic Year
2019/2020.
This research used the descriptive qualitative method that is supported by the
quantitative method. The qualitative method is in the form of expression sentence
while the quantitative method is in the form of table. The data were obtained
from the informant and students test outcome. Analysis process in the qualitative
method was explained in the 3 steps, as following: data reduction, data
presentation and conclusion.
Based on the result of the research, it was known that the students‟ ability in
reading comprehension of narrative text of MIA-1 at grade X MAN Nagasaribu
was categorized into good category with 63 score; it was gotten from the result of
students‟ means score in doing the test by analysis reading comprehension of
narrative text. Then, the hypothesis is “students‟ability in reading comprehension
on narrative text of MIA-1 at grade X MAN Nagasaribuis good category”. Then
from the result of the hypothesis testing, the researcher found that the hypothesis
is rejected. It can be proved from Zcount = -6.22 Ztable 0.3264.

Key Words: Reading Comprehension, Students’ Ability, Narrative Text

ix
 ACKNOWLEDGEMENT

‫بسم هللا الرحمن الرحيم‬

First of all, I would like to say thank you to Allah the Almighty God who has

given me time and healthy in writing and finishing this thesis. Next, I do not forget to

send Shalawat to our prophet Muhammad SAW who has brought us from the

darkness into the lightness.

This thesis is presented to the English education Department of the State

Institute for Islamic Studies (IAIN) Padangsidimpuan as a partial fulfillment for

degree Strata I (S1).

In finishing this thesis, I got a lot of advices, suggestions, and aids from the

following;

1. Mrs. Eka Sustri Harida, M.Pd., as the first advisor who has given me suggestions,

criticism, and helps in writing this thesis. May Allah bless her.

2. Mrs. Fitri Rayani Siregar, M.Hum., and Mrs Sri Rahmadani Siregar, M.Pd., as

the second advisors who have helped, supported and suggested me to finish this

thesis.

3. Prof. Dr. H. Ibrahim Siregar, M.CL., as the Rector of the State Institute for

Islamic Studies Padangsidimpuan.

4. Mrs. Dr. Lelya Hilda, M.Si., as the Dean of Tarbiyah and Teacher Training

Faculty.

5. Mrs. Fitri Rayani Siregar, M.Hum., as the Leader of English Department.

x
6. All lecturers of IAIN Padangsidimpuan who have given the knowledge during

my studying in this campus.

7. IAIN Padangsidimpuan Librarian (Yusri Fahmi, S.Ag., S.S., M.Hum.) and the

staffs for their cooperative and permission to use their books.

8. My beloved parent, (Ikhsanul Hakim Siregar, S.Ag and Nur Hamni Sihotang)

who taught me how to be patient to face this life, my elder brother (Arif Rahman

Siregar, S.Pd.I.), my young brother (Muhammad Satria Siregar), and all my

beloved family who always give their praying, motivation, and moral

encouragement to finish my studying.

9. My beloved friends Ahmadon, Rahmad, Anggia, Aswandi, Roja‟, Mahdi,

Husein, Irfan, Habibi, Ilham, Jupri, Ramadi and especially to TBI-2 thanks for

your help, patience, and care to support to finish my study.

10. All my friends in IAIN Padangsidimpuan, good luck for you.

11. All the people who have helped me to finish my study that I can‟t mention one

by one.May Allah, the Almighty bless them all, Amin.

Finally, I realize that there must be some weaknesses in this thesis. Therefore,

I welcome to all good and value critics that can improve this thesis.

Padangsidimpuan, 21st May 2020

The Researcher,

IHWAL HIDAYAT SIREGAR

NIM. 16 203 00041

xi
 TABLE OF CONTENTS
Page
TITTLE PAGE ...................................................................................... i
LEGALIZATION ADVISOR SHEET .................................................. ii
AGREEMENT ADVISOR SHEET....................................................... iii
DECLARATION OF SELF THESIS COMPLETION ........................ iv
AGREEMENT PUBLICATION OF FINAL TASK
FOR ACADEMIC CIVITY ................................................................... v
LEGALIZATION OF EXAMINER SHEET ........................................ vi
AGREEMENT DEAN SHEET ............................................................. vii
ABSTRACT ........................................................................................... viii
ACKNOWLEDGEMENT ..................................................................... ix
TABLE OF CONTENTS ....................................................................... xi
LIST OF TABLE ................................................................................... xiii
LIST OF APPENDICES ........................................................................ xiv

CHAPTER I INTRODUCTION
A. Background of the problem .......................................................... 1
B. Identification of the problem ........................................................ 6
C. Limitation of the problem ............................................................. 6
D. Formulation of the problem .......................................................... 6
E. The Aims of the Research............................................................. 7
F. Definition of Operational Variables .............................................. 7
G. Significance of the Study .............................................................. 8

CHAPTER II THEORETICAL DESCRIPTION

A. Theoretical description ................................................................. 10
1. Students‟ Ability..................................................................... 10
a. The Definition of Students‟ Ability ................................... 10
b. Types of Ability ................................................................ 12
2. Description of Reading Comprehension .................................. 14
a. The Definition of Reading Comprehension ....................... 14
b. The Purpose of Reading .................................................... 18
c. Concepts of Reading Comprehension ............................... 18
d. Kinds of Reading .............................................................. 21
e. Techniques of Reading Comprehension ............................ 23
f. Reading Assessment ......................................................... 24

xii
 3. Description of Narrative Text ................................................. 27
a. The Definition of Narrative Text ....................................... 27
b. Generic Structure of Narrative Text .................................. 28
c. Language Features ............................................................ 28
d. The Example of Narrative Text ......................................... 29
B. Review of Related Findings .......................................................... 30
C. Hypothesis ................................................................................... 33

CHAPTER III RESEARCH METHODOLOGY

A. Place and time of the research ...................................................... 34
B. Design of the research .................................................................. 34
C. Population and sample .................................................................. 35
a. Population ............................................................................. 35
b. Sample................................................................................... 35
D. Instrument of collecting data ........................................................ 36
E. Technique of Data Analysis .......................................................... 37
F. Test Hypothesis ............................................................................ 39
G. Outline of Thesis .......................................................................... 40

CHAPTER IV THE RESULT OF THE THESIS

A. Description of Data ...................................................................... 42
B. Hypothesis Testing ....................................................................... 49
C. Discussion .................................................................................... 50
D. Threats of the Research ................................................................ 54

CHAPTER V THE CONCLUSION AND SUGGESTION

A. Conclusion ................................................................................... 55
B. Suggestion.................................................................................... 55

REFERENCES
CURRICULUM VITAE
APPENDIXES

xiii
 LIST OF TABLES

Page
Table 1: Indicators of Reading Assessment ................................................ 26
Table 2: Generic Structure of Narrative Tex ................................................ 28
Table 3: Example of Narrative Text ............................................................ 30
Table 4: The Population of MIA-1 at grade X MAN Nagasaribu ................. 36
Table 5: The Indicator of Reading Comprehension
of Narrative Text Test ..................................................................... 38

Table 6: The Classification Quality of the Students‟ Score .......................... 39

Table 7: Students‟ Total Score in Reading Narrative Text ........................... 42

Table 8: The Quality score of the students in Reading Narrative Text ......... 44

Table 9: The resume of variable score in reading narrative text ................... 45

Table 10: The Frequency Distribution in reading narrative text ................... 46

xiv
 LIST OF APPENDIXES

Page
Appendix 1: Test......................................................................................... 60
Appendix 2: Validity of Test ....................................................................... 67
Appendix 3: Students‟ Name and Initials of MIA-1
at grade X MAN Nagasaribu .................................................. .68
Appendix 4: Students‟ Score in Reading Narrative Text
of MIA-1 at Grade X MAN Nagasaribu .................................. 69

Appendix 5: Description Data Using Mathematic Formula.......................... 70

xv
 CHAPTER 1

INTRODUCTION

A. Background of the Problem

Reading is one of the basic skills, the ability to process the understanding

of the written text. People often say reading is the depot of information in the

world. By reading people can add theirknowledge and their insight. Nowadays,

reading is not only found from the books, but also from other sources like

internet, announcement, newspapers, advertisements, magazine, television, news,

maps, slogan and everything in written form.

Reading is one of the receptive skills in English. It is a skill that works as

communication way of a written text between a writer and a reader. Byusing this

skill, the readers try to understand what the ideas or the information of the text

that want to be delivered by the writer. It plays an important role in guiding

students to be successful in learning language, especially in learning foreign

language. Reading is activity with a purpose. A person may read in order to get

the information or verify existing knowledge, or in order to critique a writer„s

idea or writing style. 1 A person may also read for enjoyment, or to enhance

knowledge of the language being read. Taking those as the consideration, the

purpose for reading guides the reader‟s selection of text.

1
Heniarti Sri Agusta, Zainuddin Amir, and Delvi Wahyuni, “The Effect of Applying
Annotating Strategy on Comprehension of Grade XI Students AT SMAN 8 Padang in Reading
Monologue Texts,” Journal of English Language Teaching 3, no. 1 (September 27, 2014): 110-115–
115.

1
 Reading comprehension is an ability to understand what the readers read

where words have context and text have meaning. If the readers can read the

words of a text, but they do not understand what they are reading, they are not

really reading. Reading comprehension is an essential skill for English learners.

From explanation above the researcher can conclude that reading is one

of the language skills that must be learned by the students of English as a foreign

language. Students must make reading is their needed because reading is very

important. In reading a text, the students have to understand about what the text

purpose, main idea or what is the text talk. So reading with comprehend the

meaning is better but the fact most of students unlike read long passage because

they do not have strategy so in reading comprehension we need strategy to make

our reading is fun, easy, etc. Therefore there are few reasons why reading is

necessary in the life and very important.

First, reading is one of the most important skill which is learn by the

students beside, listening, speaking, and writing. Reading is learning process that

aimed at getting information from the text and it uses to add the reader

knowledge. In reading, need an active process in the reader brain, however the

reader have to find both of explicit and implicit information from what they read.

Beside that, there is an interaction between the text and the reader. Reading is an

important skill which has an important contribution to the success of learning

language.

2
 Second, reading has a significant place in learning English. Reading is

important because it can help the students to gain information such as general

knowledge, subject of school. Through reading people can add their own

knowledge which is needed to insure the continuing personal growth and adapt

the change in the world. In other words reading can help the students to broaden

their experience of the world in which they live.

Third, reading for comprehension is not of course an easy text especially

for Junior High School students. Many students have troubles when they get the

tasks related to reading material. The cause of this matter is lack of reading

comprehension ability. The important thing that can help the students explore

their reading comprehension is ability to arrange the reading material, its

element, and understand interrelationship between its parts. Through reading,

they can enrich their vocabulary and of course to access knowledge.

Reading is one of the subjects has been already taught since the first

grade. In other words, they have been studying English for a long time, it means

they should know a good learning method and strategies to learn English

especially in reading comprehension. In this school, students are taught some

strategies and techniques to understand reading text, for example, the students

have been taught how to identify main idea and topic sentence, main idea,

supporting sentence and others. From the explanation above, it can be seen that

students have been learning reading maximally. Ideally, students are able to

identify information, the main idea, and etc.

3
 In short, students have many problems with their reading skill. Although

the students had been taught reading comprehension by using the way which

has been explained above, but students‟ reading comprehensionis still far from

the expectation of curriculum itself. Based on the writer‟s observation at MAN

Nagasaribu, the writer found some problems faced by the students in learning

reading.

The first is the students are lazy to read because the teacher just using a

conventional strategy such as teaching without using technique or strategy. 2

Then, the students do not concentrate of the material and they difficult to focus

and center their mind when reading. Besides that, some of the students were not

able to define reading comprehension.

The second, the students are lack of vocabulary and motivation in

reading, seldom to practice, and lack of attention about the important of

reading. They just read a text, and they accept what is in print directly without

compare and connect what they are reading with what they have known. 3So,

before reading, they do not find out what the assignment about, and check the

length of an assignment before reading and read until the assignment is

completed only.

2
Interview with Mr. Agus Mulia, et.al., Students of MAN Nagasaribu, on 12 November 2019
at 10:00 am.
3
Habib Pratama, Private Interview to the students of MAN Nagasaribu, (Nagasaribu, MAN
Nagasaribu, 12nd November 2019).

4
 The third, they also cannot make the inference of the text and do not

know what the text talk about. So, the students comprehend the text well. Then,

reading becomes the burden of their life. 4 Besides, many students accept

everything they read at face value, they seldom sit back and examine the

authors‟ ideas, sources, evidences, or choice of words with critical eyes.

In addition, students also had difficulty analyzing the text well. In order to

increase students‟ reading comprehension needs an appropriate strategy or

technique to help them as solution for their problems. So to achieve the success

in language teaching learning process especially English, the appropriate

teaching and learning strategy is one of important factors in all language

teaching.

Understanding reading material is an ability which has to the students

developed and growth to the students, and need a hard effort and more attention

because they have to learn about sentences construction, short story, and poem.

In this case reading comprehension is needed. Based on the explanation above,

it is known that ability in reading narrative text is very important for students.

So, the researcher interested to know the students‟ ability in reading

comprehension of narrative text. Then, the researcher applied it through the title

“The Students’ Ability in Reading Comprehension of Narrative Text at X Grade

of Man Nagasaribu.”

4
Rani Ayumi Harahap, Private Interview to students of MAN Nagasaribu, (Nagasaribu, MAN
Nagasaribu, 12nd November 2019).

5
B. Identification of the Problem

Based on the background above the researcher identified the problems of

the students‟ reading comprehension, they are students were not concentration

with the material because the teacher just using conventional learning, the

students are lack of vocabulary and motivation in reading, seldom to practice,

and lack of attention about the important of reading, and they also cannot make

the inference of the text and do not know what the text talk about.

C. Limitation of the Problem

Based on the identification above, the researcher found some problems in

reading comprehension of narrative text. Based on my observation in MAN

Nagasaribu of MIA-1 at X grade of English subject, one of the student basic

competence is understanding reading comprehension, and they can solve about

how to identify the main idea in a text.So, the researcher limited the problems on

finding the students‟ ability in reading comprehension on narrative text of MIA-1

at X grade of MAN Nagasaribu.

D. Formulation of the Problem

To make the problems clearly in this research, the researcher formulates

them as follow “How is the students‟ ability in reading comprehension on

narrative text of MIA-1 at X grade of MAN Nagasaribu?”

6
E. The Aim of the Research

The aim of this research is to examine the students‟ ability in reading

comprehension of narrative text of MIA-1 at grade X MAN Nagasaribu.

F. Definition of Terms

Based on advance explanation, the writer has conveyed some theories of

each terms. Therefore, writer can conclude both variables as follow:

1. Reading comprehension

Reading comprehension is basically is an activity to help students to

comprehend text. Comprehension of text depends on 2 main things, reader

and what they read. Students have to comprehend the text if they can explain

the main points of the text they have read without reading it again, and also

they can make connections between the new information they get after

reading and their prior knowledge.

2. Ability

Ability is a physical, mental or legal to perform (he has ability to

accomplish whatever he sets his mind to).5 In Indonesian dictionary state that

ability is power or mental have someone to do something, a property that

people. 6 Base on definition above, researcher concludes that ability is a

power or mental having someone to do something by hard.

5
A Merriam Webster, Webster’s Collegiate Thesaurus, (USA: : Massa Chusetts, 1976). P. 324
6
Tim prima pena. Kamus besar bahasa Indonesia, (TT: Gitamedia Press, 2001), P. 511.

7
 3. Narrative Text

Narrative text is any written English next in which the writer wants to

amuse, entertain people, and to deal with actual or vicarious experience in

different away.

So, my title in this research is “The Students‟ Ability on Reading

Comprehension of Narrative Text in MIA-1 at Grade X MAN Nagasaribu”.

It means the capability of students MIA-1 grade X in reading comprehension

of narrative text.

G. Significance of the Study

The significances of this research are:

1. Headmaster, to motivate English teacher to teach English in good away.

2. Students, to know the way learn English will be better, to prove students

skill in learning reading comprehension and also to help students

understanding text genre.

3. Teachers, to develop teaching English especially in teaching reading and to

help the teacher in teaching learning process and providing the active

learning, creative, innovative, effective and fun for students in classroom.

4. Researcher, it is useful as source of the information for further related

studies and this study can be used by the researcher to get new experience in

the teaching learning process and gives insightful knowledge of English

proficiency.

8
 5. School, it can give positive effect to future in teaching learning process,

especially in reading comprehension.

H. Outline of the Thesis

The systematic of this research is divided into five chapters. Each chapter

consists of many sub chapters with detail as follow:

In chapter one, it is consist of background of the problem, identification

of the problem, limitation of the problem, formulation of the problem, the aims

of research, significances of the research, and systematic of the thesis.

In chapter two, it is consists of the theoretical description, which consists

of sub chapters such as theoretical description of reading comprehension,

students ability, and narrative text. Then review of related findings, and

hypothesis.

In chapter three, it is consist of research methodology which consists of

time and place of the research, research methodology, population and sample,

instrument of research, the techniques of data collection and the last the

technique of data analysis and outline of the thesis.

In chapter four, it is the result of the research talking about the analysis of

data. This chapter four, it is consist of description of data, hypothesis testing,

discussion and the threats of research.

Finally, in chapter five consists of conclusion that is giving conclusion

about the result of the research and suggestion that given suggestion to the

students and teachers by researcher.

9
 CHAPTER II

THEORETICAL DESCRIPTION

A. Students’ ability

1. Definition of students’ ability

Students‟ ability consists of two words, students and ability. In

oxford advanced leaner‟s dictionary of current English, according to A. S

Hornby students who is studying at a university. 7 Students are anyone

who studies or who is devoted to the acquisition of knowledge. Student is

a person who attends a school, collage of university, a person who studies

something. 8 In Indonesian dictionary the students is s learner especially

on the grade of elementary, junior and senior high school.

According to Merriam Webster, the word “ability” has three

meanings, they are, the power to do something physical, mental, or power

to perform, competence in doing.9Means, on those definitions above that

ability is a mental, power or legal of someone to do something by his/her

self.

7
Hornby A S, Oxford Advanced Learner’s Dictionary (New York: Oxford University Press,
1974). P. 18.
8
Merriam A Webster, Defenition of Student, (http//www.merriam-
webster.com/dictionary/student.), retrideve 10:34 PM (2020).
3
Webster A Marriam, Webster’s Collegiate Thesaurus (USA: Massa Chusettes, 1976). P. 78.

10
 Ability is a quality or state being able, power to perform, whatever

to perform, whatever physical moral intellectual, conventionalor legal

capacity, skill or competence in doing, sufficiency of strength, skill,

resource. Ability is a natural tendency to do something successful or

well. 10 In Oxford Dictionary stated that ability is “level of skill or

intelligence”. 11 Mariam says that “the ability is a quality or being able,

especially in physical, mental or legal power to perform”. 12 The ability

means the quality or capacity of being able to do something well. As said

by Hornby, the definition of ability such as, “ability is:

a) Capacity or power to do something physical and mental.

b) Cleverness, intelligence.

c) Special natural power to do something well that talent.13

Based on explanation above ability is quality to makes students be

able to do something, students can be easy to understand what they do

and the students have intelligence well.

According to Douglas Brown, the word “ability” has three

meanings, they are: 14

10
Trianto, Definition of Ability, (http://www.brainyquote.com/words/ab/ability126113.html).
retrieved on 5:57 PM (2020).
11
Hornby A S, Oxford Advance Learner’s Dictionary of Current English (New York: Oxford
University Press, 2000). P. 2.
12
Webster A Mariam, Webster’s Collegiate Thesaurus (USA: Massa Chusettes, 1976). P. 33.
13
Hornby A.S, Oxford Advance Learner’s Dictionary of Current English (New York: Oxford
University Press, 2000). P .38.
14
H. Douglas Brown, Teaching by Principles and Interactive Approach to Language
Pedagogy (New jersey: Engle wood Cliffs, 2001). P. 236-238.

34
 a) Achievement is actual ability and can be measured by straight use

of the instrument or devised test.

b) Capacity is potential ability and can be measured by the

individual‟s capacity.

c) Aptitude is quality and can be expressed by especially training.

So ability is the student‟s potential that can be used to measure or

to know the individual‟s capacity and also can be expressed by training.

2. Types of Ability

An ability is the power to do the things well this includes

knowledge, skill and talent that can be directed to achieve a result. The

following are common types of ability: 15

a) Aptitude, a component of a competency to do a certain kind of work

at a certain level. An aptitude is a component of a competency to do a

certain kind of work at a certain level, which can also be considered

“talent”. Aptitudes may be physical or mental. Aptitudes inborn

potential to do certain kinds of work whether developed or

undeveloped. Ability is developed knowledge, understanding,

learned or acquired abilities (skills) or attitude. The innate nature of

aptitude is in contrast to skills and achievement, which represent

knowledge or ability that is gained through learning.

15
Webster A Mariam, Webster’s Collegiate Thesaurus (USA: Massa Chusettes, 1976). P. 90.

35
b) intelligence, logic, abstract thought, understanding, self-awareness,

communication, learning, having emotional knowledge, retaining,

planning, and problem solving. Intelligence has been defined in many

different ways including one‟s capacity for logic, abstract thought,

understanding. Self-awareness. Communication, learning, emotional

knowledge, memory, planning, creativity and problem solving. It can

be more generally described as the ability to perceive information,

and retain it as knowledge to be applied towards adaptive behaviors

within an environment.

c) knowledge, a familiarity with someone or something, which can

include facts, information, descriptions, or skills. Knowledge is a

familiarity, awareness or understanding of someone or something,

such as facts, information, descriptions, or skills, which is acquired

through experience or education by perceiving, discovering, or

learning.

d) Skills, the learned ability to carry out a task with pre-determined

results.

e) Power (social and political), the ability to influence people or events.

So students‟ ability means anyone who studies or who is devoted

to the acquisition of knowledge and somebody need construction or

development of owned ability it individually and group and also expect

treatment either from adult, including the teacher. The ability is the skills

36
 or the potential of an individual to master the skill in doing various tasks

in a job or an assessment of the person‟s actions. The ability is the

achievement of person who is studying in school.

Based on definition above, the researcher concludes that the

students‟ ability is anyone who studies in school in performing something

or to do something of power and skill and ability is state being able to

express or to do express or to do perform what they have known whether

physical moral intellectual or legal capacity. Everyone have different

ability in writing, reading, speaking and listening senior high school. 16

Based on the definition above the researcher concludes that the student is

anyone who studies in school or University.

B. Reading Comprehension

1. Definition of Reading Comprehension

Reading is receptive skill, it is transactional between a reader and

a writer. Reading is an interactive process between a reader and the text,

reading is the process cognition, interpretation and perception of a written

or printed material.According to Marilyn “Reading is one of the principal

means of obtaining information. The information may be in printed form,

such us a book magazine, or in electronic form on a computer screen.

Reading is an efficient way to learn because it allows you to control the

16
Tim Penyusun Kamus Pembinaan Dan Pengembangan Bahasa, KamusBesarBahasa
Indonesia (Jakarta: Balaipustaka, 2001). P. 1077.

37
 flow of information”.17 Reading is important to get the information in all

aspect. Likewise, it names as the one of information source that Allah

SWT, taught to the human for getting the knowledge.

In other words, the science has to search as life guidance for be

loyal. Reading also helps the students to answer the question that refers to

the subject matter they are studying. They search the answer in reading

the information about the question they have. 18 Reading gives them much

information that they need besides the other way such as interview

someone, look for in the internet, in document but it doesn‟t release from

the reading. To sum up, to answer the question that appears in learning

process can be exceeded by the reading the other information that refers

to the subject matter.

Finally, reading is the process of cognition, interpretation and

perception of a written or printed material. Reading is fluent process of

readers combining information from a text and their own background

knowledge to build meaning.19 So, reading is an interactive process that

happens in human minds to reconstruct the meaning for what they have

read and then, bringing meaning to and getting meaning from printed or

17
Sue C. Camp. Marilyn L. Satterwhite, Collage and English Communication (New York:
McGreen- Hill, 2003), P. 68.
18
Dewi Fatimah Sitompul, EkaSustri Harida, and Sojuangon Rambe, “Improving Students‟
Reading Comprehension Through Guessing Strategy,” English Education : English Journal for
Teaching and Learning 7, no. 1 (June 2019): 127–39, https://doi.org/10.24952/ee.v7i01.1658.
19
Marianne Celce-Murcia. Teaching English as A second or Foreign Language (Los Angeles:
Newbury House. 1991), P. 200.

38
 written material. Reading to learn also involves complex thinking skills in

which students must be able to make material their own through activities

which guide them into analyzing texts. Such as summarizing passage and

chapters, picking out main ideas, and building them into an outline.

Reading comprehension is understanding and getting the meaning

from the text by interactive communication with the author though by

physical and mental process. Reading cannot be separated from

comprehension because the purpose or the result of reading activity is to

comprehend what has been read. Reading without understanding what has

been read is useless. Readers‟ ability to understand the authors‟ massage

is influenced by their background knowledge. It is stated by Burn and

Page that comprehension is the process where background knowledge or

the word knowledge of the reader interacts with the massage encoded in

the text to generate an understanding of an authors‟ massage. 20So, reading

is cannot be separated from the comprehension because the result of the

reading activity is to understand what the text has been read.

Reading comprehension is dependent on three factors. The first

factor is that the reader has command of the linguistic structures of the

text. The second factor is that the reader is able to exercise metacognitive

control over the content being read. This means that the reader is able to

20
Meri Febrianti, “The Correlation Between Annotating Text Strategy Mastery and Reading
Comprehension at the First Year Students‟ of SMAN 11 Pekanbaru” (2013), http://repository.uin-
suska.ac.id/10083/.

39
 monitor and reflect on his or her own level of understanding while

reading the material. 21 The third and most important criterion influencing

comprehension is that the reader has adequate background in the content

and vocabulary being presented.

In addition, Clarke and Silberstein said that “a reader‟s

comprehension depends on her or his ability to relate the information that

she or he gets from the text with prior knowledge.”22 Therefore, schema

plays an important role in reading comprehension. Besides that, the

students should be able to explore their thinking and to identify what the

author means. In other word, the students in this level are supposed to

read and to understand the text comprehensively.

So, Reading comprehension means the ability to interpret and

evaluate what readers read and to understand of written or printed

material. In addition, Reading comprehension is the ability to understand

information presented in written form. Reading comprehension is mental

process in which the readers try to understand the meaning in the text by

interpreting what have been read in order to find the new idea that given

by the writers.

21
Maslakhatin, “The Effects of Mind Mapping (MP) and Pre-Questioning (PQ) on the Students‟
Reading Comprehension,” n.d. ISSN 2443-0390,
http://journal.uinjkt.ac.id/index.php/ijee/article/view/3090.
22
Leah D.Miller and Tenena M.Soro Kristin Lems, Teaching Reading to English Language
Learning, First Edit (New York: The Guilford Press, 2010). P. 56.

40
 2. The Purpose of Reading

The main idea of reading to get and to find information include

content and meaning of the text based on purpose. Here there some of

purposes of reading:

a) Teacher and learners catch the material in the process of

direct communication.
b) Reader and writer are effective, so that there is close
relationship between them, then there will be settlement on
relative implication.
c) Learner rarely have to use the information what they get,
whichever within an interaction process to accommodate
entrance to the most salient directions towards meaning or to
follow these directions into their own abstract worlds. 23

Based on the list above, the researcher makes an inference that

purposeof reading is to make the point of understanding and

comprehending the text.

3. Concepts of Reading Comprehension

Reading is one of the four languages. This category is skill to

comprehend a piece of information in written language. It explain that in

teaching reading, the teacher should be emphasized on the skill to help

the students‟ motivation, various kind of English text to help the students,

develop their ability in reading. 24 However, for just read it‟s a book

23
Rohib Adrianto Sangia, “The Process and Purpose of Reading at a Public University
Surabaya,” no. May 2014 (2018): 8.
24
Cristine Nuttal, Teaching Reading Skill in a Foreign Language, (London: Heinemann, 1996),
P. 23.

41
 without comprehend the meaning or identify the text we need many

vocabulary. So, reading comprehension will build up our vocabulary.

Reading is comprehension. If students can read the words of a

text, but do not understand what they are reading, they are not really

reading. As Hornby says, “comprehension is the power of

understanding”. 25 It is the ability to understand a language.

According to Parr that the purpose of reading is to develop the

children to love literature, the multitude of genres and to be confident in

their own reading to share with others. Reading also develops the children

to have a wide range of opportunities for reading then become

independent readers. 26 Moreover, it develops powers of imagination,

inventiveness and critical awareness, equally important, read it with

expression and emotion.

Based on definition above, the researcher conclude that reading

comprehension is an activity that does by someone or called as a reader to

understand and get the point from a text or point material.

There are some elements in reading comprehension, they are:

a) Topic

25
Hornby, Oxford Advanced, ed. John, First Edit (New York: American Library Association,
2010). P. 120.
26
Wulandari, “Implementation of Story Mapping and Mind Mapping Toward Students’ Reading
Comprehension Enhancement: A Comparative Study,” Acuity : Journal of English Language
Pedagogy, Literature and Culture 4, no. 1 (2019): 23–31, https://doi.org/10.35974/acuity.v4i1.678.

42
 A topic is the one thing the whole paragraph is about, which

every sentence and idea contained in the paragraph related to.

Usually, the topic is one word or phrase consisting of two or more

words. That is why a topic could also be defined as the word or

phrase that best describes what all of the sentences in the paragraphs

about.

b) Main Idea

A main idea is what the author says, thinks, or wants to

communicate about the topic. Sometimes main idea is located in the

first paragraph, because in that place the author is telling about the

text. Every other sentence and idea in the paragraph is related to the

main idea. The main idea is usually directly stated by writer in a

sentence called the topic sentence which is usually but not always

played in the beginning of paragraph.

c) Supporting Sentence

Supporting sentence is developed the topic sentence that is, they

explain the topic sentence by giving reasons, example, facts,

statistics, and question. Supporting sentence usually is in the second

paragraph, and the purpose of supporting sentence to develop the

topic sentence.

43
 d) Conclusion

A concluding sentence asserts the main idea of the paragraph

and, while elaborating the conclusion, it connects the topic sentence

and the ideas presented in the supporting details. A concluding

sentence sums up the information that is presented in a paragraph. It

completes the paragraph and restates the main idea.

In short, based on the explanation above, the researcher concluded

that topic is what the text talk about. Main idea is point of view by author

in a sentence that using as a representation to the next sentences.

Supporting sentence is the sentences which has role to give detail

explanation about main idea. While, conclusion is the point of the text tell

or explain.

4. Kinds of Reading

a) Silent Reading

According to Oxford dictionary “silent reading is condition of

not speaking and a sound track”. 27 It means silent is not voice.

According to Kasihani that “silent reading is to train the students to

really pay attention to comprehendthe text.” 28 So, silent reading is

reading by heart or without sounds to get the deep understanding of

the material. Reading silently improves students‟ understanding

27
Karen Tankerslay, Literacy Strategies, (Virgina USA: ASCD, 2005), P. 108.
28
Kasihani, K.E.Suyanto, English for Young Learners, (Jakarta:Bumi Aksara, 2008), P. 65.

44
 because it helps them concentrate on what they are reading, rather

than the pronunciation of individual words. When we read silently,

we can form mental pictures of the topic being discussed. Also, we

do not need to read one word at a time. Encouraging the students to

read silently will help them develop the strategies they need for

reading fast, and with better comprehension.

The researcher concluded, silent reading is the process of

reading by heart. It is condition of not speaking and the reader try to

focus on the text.

b) Loud Reading

According to H. Douglas Brown stated that loud reading is the

test-taker separate letters, word, and or short sentence and read them

loud, one by one, in the presence of administrator since the easement

is reading comprehension, any recognize able oral approximation of

the target response is considered correct. 29 Reading aloud also

connects the eyes and ears to the tongue as well as to the entire body,

which is involved in body language.

Then, the researcher can conclude that loud reading is the

activity to read the text with oral expression, speaking or talking out

loud.

29
H. Douglas Brown, Language Assessment Principle and Classroom Practices, (Pearson
Education Inc, 2004), P. 90.

45
 5. Techniques of Reading Comprehension

There are many experts writing about reading technique or

strategies, about how to read effectively and efficiently. Some writers, for

example Eskey, Sanford and Garrold, and Carrell state that there are

interactive model in reading. 30 They explain that efficient and effective

second language reading requires both top-down and bottom-up strategies

operating interactively. The interactive process in reading will be

occurred when the readers make an interactive work between the top-

down and bottom-up strategy, it enables the readers to be good readers.

The technique of reading comprehension that can use, they are:

a) Identify the purpose of reading

Efficient reading consists of clearly identifying the purpose in

reading something. The reader must know what looking for and can

weed out potential distracting information. It is important for the

teacher to teach reading technique and to set up the purpose of

reading to the students.

b) Skimming

One of the most technique that use by the students in reading

skimming. Skimming is kind of reading strategies that can help

30
Maria Novary, Ngabut, “Reading Theories and Reading Comprehension,” Journal on
English as a Foreign Language (JEFL) 5, no. 1 (March 2015): 25–36,
https://doi.org/10.23971/jefl.v5i1.89.

46
 students to read faster.Skimming is reading as the fastest speed a

person can accomplish.

Skimming gives the readers the advantage of being able to

predict the purpose of the passage, the main topic or the message, and

possible some of developing of supporting details.

c) Scanning

The second in the most valuable category is scanning. Scanning

is reading technique quickly searching for some particular piece of

pieces of information in the text. This technique asks the students to

look for name or dates, to find definition or key concepts, or to list a

certain number of supporting details. The purpose of scanning is to

extract certain specific information without reading through whole

the text. Scanning involves looking through a text to find specific

information. Look for words to the topic or purpose for reading. Use

scanning to research, review, and find information.

6. Reading Assessments

Assessments require planning and organization. The key lies in

identifying the purpose of reading assessment and matching instructional

activities to that purpose. Assessment is a tool to measure how far the

students ability and comprehension of the material. 31There are indicators

31
J. Michael O, Malley and Lorraine Valdez Pierce, Authentic Assessment for English
Language Learners (United States of America: Addison-Wesley Publishing Company, 1996), P. 98.

47
 in reading comprehension that want to be developed in expressing the

meaning of the words, content of message, and infer implied meaning.

The indicators for reading comprehension are the following sentences:

a) Topic sentence is a sentence that refers to the main idea or

message in the paragraph.
b) Important information is facts or details about the text which it
has great effect or value as specific information and a piece of
story that refers to accident, behavior and character of the
actors, and the actors of the text.
c) Content of the message is global information that refers to a
core of the story and problem in the text.
d) Meaning of difficult word/ idiom/ phrases in context meaning
of difficult word/ idiom/ phrases in context is a word or phrase
that refers to lexical and contextual meaning, idiom and a
pronoun that identifies a subject of the sentence.
e) Conclusion of the text Improving Students‟ Reading
Comprehension through Guessing Strategy. Conclusion of the
text is a sentence that refers to a summary, ending, moral or
learning and problems‟ solving in the story. 32

Base on explanation above teacher should consider it to make

students comprehend and evaluation more useful.

There are some indicators in assessing students‟ reading, as

follows:

a) Identify the topic from the text

b) Identify main idea from the text
c) Identify information that needed from the text
d) Give conclusion from the text
e) Understand the vocabulary from the text.33

32
Dewi Fatimah Sitompul, Eka Sustri Harida, and Sojuangon Rambe, “Improving Students ‟
Reading Comprehension through Guessing Strategy of State Institute For Islamic Studies
Padangsidimpuan,” English Journal for Teaching and Learning 7, no. June (2019): 127–39.
33
H . Douglas Brown “ Language Assessment Principles and Classroom Practices / . Douglas
Brown , (New jersey: Engle wood Cliffs, 2001), P. 98.

48
 Table 1
Indicators of Reading Assessment
No Indicators of Reading Assessment
1 Discovering main idea fable
2 Identifying detail fable
3 Understanding vocabulary fable
4 Summarizing concepts of fable34

There are some techniques in assessing or testing, one of them

is multiple choice questions. A multiple choice test item is usually set

out in such a way that the candidate is required to select the answer

from a number of given options. Only one of which is correct, the

marking process is totally objective because the marker is not

permitted to exercise judgment when marking the candidate‟s answer,

agreement has already been reached as to the correct answer to each

item. 35 So the researcher takes the conclusion, the researcher will take

some of the indicators of reading comprehension and choose the

multiple choose question as a technique totest reading comprehension.

The researcher will use indicators of reading assessment on the table 1.

C. Description of Narrative Text

1. Definition of Narrative Text

34
Mislaini, “Improving Students‟ Reading Comprehension on Narrative Text By Using Fable
at The Grade X SMAN 1 Bonai Darussalam at a Public University in Pasir Pangaraian,” 2015.
35
Cyrill J and Weir, Communicative Language Testing (New York: Prentice Hall, 1990), P.
43.

49
 A narrative is a kind type composed both in written and spoken

form, which describes a sequence of real or unreal events. Narrative is

one of the commonest text types that students are expected to use early on

their school life. Moreover, narrative text is an imaginative story to

entertain and engage the reader in imaginative experience. Narrative deals

with problematic events which lead to a crisis or turning point of some

kind, which in turn finds a resolution.

The basic purpose of narrative text is to entertain, i.e. to gain and

hold the reader‟s interest in a story. But narrative may also seek to each or

inform, to embody the writer‟s reflections or experience, and perhaps

most important to nourish and extend the reader‟s imagination. So

narrative text has purpose to amuse of entertain and gives good lesson to

us and the other people to listen about narrative.

Dorothy states a narrative is an account of an event or a series of

events. It can be fictional or not true and nonfictional or true story.

Stories, poems that tell story, some newspaper reports, history, biography,

and autobiography are narration. 36 Narrative is one of text that its social

function is to entertain, and dealing with actual experience or

representatives in different ways. Narrative deals with problematic events

36
Hilman Suherman, “Teaching Reading Comprehension Narrative Text Through Mind
Mapping Method to The Eight Grade of MTs Darussalam Kalibakung Balapulang Tegal Regency at
Walisongo Islamic State University” (2015). https://epirints.walisongo.ac.id.

50
 that caused the crisis or turning point of some kind, which in turn find a

resolution.

2. Generic Structure of Narrative Text

Table 2
Generic Structure of Narrative Text
Text Elements Content
Orientation This is the introductory part of the stories where the
author tells the reader who is in the story, when the
story taking the place, and were the story is
happening. Throughout this part, the reader can get
the insight of what probably happens next in the
story.
Complication The part the author tells the chain of events in the
story that influences what will happen in it. This is
where the character plays their role. Many
characters will be affected by some of the events
happen in this part.
Sequence of A narrative may present a series of event as the
Event form of response from the characters to the
complication of the story. It involves the
character‟s feelings and what they do. That event is
usually told in chronological order of with
flashback. The point of view appears in this part.
Resolution In this part, the story reaches its end. This is where
the problem is solved.
Coda Usually coda is present at the last paragraph. Coda
includes a moral or message to be learn from the
story.

3. Language Features

There are some language features in narrative text, they are:

51
 a) Certain noun, pronouns, animals, and certain thing in the story,
such as maid, stepsister, housework.
b) Adjectives extending noun phrase, such as long black hair, two
read apples.
c) Time connectives and conjunction to make events sequence, such
as then, before, soon, next, etc.
d) Adverbs and adverbial phrases to show location and time of events
such as there, here, in the, mountain, happily, etc.
e) Action verbs in past tense: stayed, climbed, jumped, etc.
f) Saying verb indicating utterance such as said, told, promised, and
thinking verbs identifying the thought, perception or feeling of the
character in the story, such as thought, understood, felt, seemed,
etc.
g) The use of the Past tense.37

So, researcher concludes the language features of narrative text are

to get or to find the adjectives extending noun phrase, action verb in past

tense, time connectives and conjunction. It has talked about that

comprehension to construct the language to take the information from the

text.

4. Example of Narrative Text

Narrative text is one of the text that tells about the past event. In

this text, the tenses that used is simple past tense, and this text is very

familiar in adult life because the content is interesting and there is moral

value inside of the text. So, below is the example of narrative text.

Table 3
Example of Narrative Text

37
Megan Watkins Peter Knapp, Genre Text Grammar, First Edit (Sydney: UNSW Press Book,
2005). P. 67.

52
Title Hungry Crocodile

Orientation One day, there was a hungry crocodile waiting

a prey near the take in the jungle. That
crocodile hiding under the surface of the lake
for a long time, but there was not yet any prey
approaching that lake to drink. That crocodile
was so cruel ad thus it had no friend and the
other animals hate it so much.
Complication At the afternoon, the crocodile could not stay
any longer to the lake. It finally walked to the
ground. But that day was unlucky day for that
crocodile. After getting at the bank of the lake
suddenly there was a big branch of the tree
falling upon its neck. The crocodile could not
move at all. Not long after the falling branch,
finally there was a buffalo was afraid and
would leave that lake soon. But the crocodile
asked it sadly to help. The buffalo felt sad about
it and decided to help the crocodile. But after
helping the crocodile, the buffalo got something
unexpected. The crocodile bit the buffalo‟s leg
and the buffalo shouted loudly asking help for
any other animal near it. Kancil that was at the
way to go to the lake heard the buffalo‟s voice.
Kancil run quickly to see what had happened to
the buffalo. Near the lake, kancil saw the
buffalo and the crocodile.
Resolution The buffalo laid the big branch at the former
position, upon the crocodile‟s neck. After that
suddenly kancil said, “Lets run buffalo, lets
run”. The buffalo and the kancil run as fast as
possible and the crocodile had realized that it is
had been fooled by kancil. The crocodile was
still trapped there and there was no one helped
it
Coda Usually coda is presented at the last paragraph.

53
 Coda includes a moral or message to be learnt
from the story. 38

D. Review of the Related Findings

There have been many researches done regard to this research and the

research found some related findings such us:

The first is the students‟ ability in comprehending narrative text is as the

following: Excellent 12 students, Good 12 students, Average 1 students.

Where 48% students who got score 80-100 categorized as “Excellent”, 48%

students who got score 60-79 categorized as “Good” and 4% students who got

score 50-59 categorized as “average”. 39 So the researcher can categorized that

they are good in comprehending narrative text

The second is she concluded based on the result of analyzing data, it was

found that the tenth Audio Video department of SMKN 1 Padang had high

ability to comprehend narrative text. It was indicated by the fact that 45

students (78.95 %) had high ability to comprehend narrative text. Specifically,

the students‟ ability to comprehend generic structure of narrative text was

high. It was indicated by the fact that 43 students (75.44 %) had high ability.

The students‟ ability to recognize word meaning (vocabulary) of narrative text

was high. It was indicated by the fact that 55 students (96.49 %) had high

38
Kaarina Koski and Frog with Ulla Savolainen, Genre Text Interpretation, First Edit
(Turenki: Studia Fennica Folkloristica, 2016).P. 67.
39
Lely RefnitaPrihatiaNingsih, Syamsul Huda, “An Analysis of The Students‟ Ability to
Comprehend Narrative Text At The Tenth Audio Video,” Jurnal Didascein Bahasa 06, no. 7 (2016):
1–15.

54
 ability. The students‟ ability to identify moral value of narrative text was low.

It was indicated by the fact that 38 students (66.67 %) had high ability. The

students‟ ability to identify purpose of narrative text was high. It was

indicated by the fact that 50 students (87.71 %) had high ability. 40 So, the

researcher can conclude that the students‟ ability to comprehend narrative text

was high.

The Third is The result of this research showed that the students in

understanding moral value of narrative texts were included into, “low

category” There were 3 students (8.56%) included good category; 15 students

(42,87%) were included into “moderate” category; and 17 students (48.57%)

were included into “low” category. 41 The average was (57.9). legend is

regarded as the most difficult kind of narrative texts to find out its moral value

there were 99 time of correct answer (56.57%).

The forth is The results of test scores of the students of SMK Bhineka

Karya 05 Teras show that all the students have reached the KKM that have

been assigned by schools that is 65. However in the mastery of reading

English on students was classified as being. The form of the questions that are

available on the test scores are numbered 50 questions and the whole were

40
Rony Arahta Sembiring, “The Students‟ Ability in Reading Comprehension in Narrative
Text,” SaltelJurnal 2, no. 2 (2019): 36–44, http://dx.doi.org/10.35307/saltel.v2i2.30.
41
Suhendra, “Students‟ Ability in Understanding Moral Value of Narrative Text” (STAIN
Curup, 2017).

55
 multiple choice namely selecting Answer A, B, C or D. 42 The form of the

question highly allows students the origin of the answer and the answer is

available downward because the results of the interview with English teacher

shows that the reading ability of students is generally categorized as high.

The fifth The result shows that students' ability in identifying the topics is

good, (the mean score is 71.48), students' ability in finding the main idea is

good enough, (the mean score is 65.70), the ability of students in identifying

supporting detail is good enough, (the mean score is 68.65), student ability in

making inference is enough (the mean score is 59.36) and student ability in

identifying writer‟s purpose is good enough (the mean score is 68.75). 43 Thus,

the results of this research indicated the students‟ reading ability of the fifth

semester students of English Department of Universitas Negeri Padang in

academic year 2017/2018 is good enough, where the total mean of students‟

score is 66.72.

So, based on five previous research above, the researcher tries to find the

students‟ ability in reading narrative text. In other hand, four of this research

are similar research, but the result and objects are different. Meanwhile, this

research investigate in reading narrative text. The researcher describe how the

students‟ ability in reading narrative text at grade X MAN Nagasaribu.

42
Herman Setyo Budi, “Students Reading Comprehension on Narrative Text at the Second
Grade of SMK BhinekaKarya 05 Teras” (The State Islamic Institute of Surakarta, 2017).
43
Fiorentina Italia and FitrawatiSaunirSaun, “An Analysis of Students Reading Ability in
Reading An Expository Text of The Fifth Semester Students in English Department,” Jurnal of
English Language Teaching 7, no. 1 (2018): 1–9.

56
E. Hypothesis

Here, the hypothesis of the research is “The Students‟ Ability in reading

comprehension of narrative text is enough ability.

CHAPTER III

RESEARCH METHODOLOGY

A. Place and Time of Research

The location of this research is in MAN Nagasaribu Padang Bolak

regency Padang Lawas Utara district North Sumatera Utara Province. This

research has been done from November 2019 until Mei 2020

B. Research Design

Based on analysis of data, the researcher used the quantitative research.

It is an analysis research, this research observed one variable and type of the

research is descriptive method. Descriptive method is determiners and

describes the way things are. Descriptive research can be either quantitative or

qualitative

57
 So, it can be concluded that descriptive method uses to describe Students‟

ability in reading comprehension on narrative text of MIA-1 at grade X MAN

Nagasaribu.

C. Population and Sample

1. Population

The population is the whole the students of MIA-1 at X grade of

MAN Nagasaribu. The research finished for MIA-1 at grade X Science

students of MAN Nagasaribu. The population of the research consists of 1

class with 30 students. It can be seen from the table follow:

58
 Table 4
The population of MIA-1 GradeX MAN Nagasaribu
No Class Total Students
1 MIA 1 30
TOTAL 30

2. Sample

In this research, the researcher used purposive sampling to take

the sample. A purposive sampling is a non probability sample that is

selected based on characteristics of a population and the objective study.

The sample has taken from one class that is MIA-1 consists of 30

students. It means when subject less than 100, it is better to take all of the

subjects. Then, if the subject is more than 100, the sample can be for

about 10-15% or 20-25% or more appropriate with the researcher ability,

because population of MIA-1 grade X MAN Nagasaribu is 30 students.

So, the researcher takes all the population as the sample, namely: 30

students are the sample of this research

D. Instrument of Collecting Data

A research must have an instrument in the research, without

collecting data it is impossible to do the research. The data is one of very

important role. The data has collected by using an instrument and also

the test has been valid by using rproduct moment with rt in 5%

significant: 0,388 and 1% significant 0,496 and can be seen in appendix

2.

41
 So, if rcount>ttable the test is classified valid. To get the validity of

the test, researcher uses the formula of product moment:

Rpbi=

Where:

Rpbi : coefisien item validity

Mp : mean score of the total score

SDt : Standard Derivation of the total score

p : presentation of the right answer of the item tested validity

q : presentation of the wrong answer of the item tested validity

Before the instrument gave to the respondents, the researcher also told

verbal instruction to make sure that the respondents choose if they know what

to do.

The instruction is choose the best answer by crossing a, b, c, or d that

they found in multiple choice test. There are some indicators that is used by

the researcher to measure the students‟ ability in reading narrative text. It can

be seen in the table of the test indicator.

42
 Table5
The indicator of reading comprehension of narrative text
test
No Indicators of
Number of
Reading Item Scores Total Scores
Items
Assessment
1 Able to 2, 21
discovering 2 5 10
main idea fable
2 Able to 1, 3, 6, 10,
identifying 11, 12, 13,
13 5 65
detail fable 14, 15, 16,
25, 26, 27.
3 Able to 4, 5, 24,
understanding
3 5 15
vocabulary
fable
4 Able to 20, 29
summarizing 2 5 10
concepts fable
Total 20 5 100

E. Technique of Data Analysis

After collecting the data, the researcher analyzed the result of the test

with mean scores and the average scores. The researcher presented the result

of the test in descriptive data with the formula as following:

M= ∑

Explanation:

M : Mean score (average)

∑x : Total of the result

43
 n : Sum of respondent 44

After the researcher get the data, it has been presented in

frequency table as following:

Table 6
The Classification Quality of the Students’ Score
No
Percentage Criteria
1
0% - 20% Very low
2
21 – 40% Low
3
42% - 60 % Enough
4
61% - 80% High
5
81% - 100 % Very high45

After the researcher found the mean score of all students‟, it

would be consult to the criteria as the following :

1. If the value of mean score is 0 -20, it can be categorized into very

low ability.

2. If the value of mean score is 21 – 40. It can be categorized into low

ability.

3. If the value of mean score is 41 – 60, it can be categorized into

enough ability.

44
Anas Sudjiono, Pengantar Statistik Pendidikan (Jakarta: Rajagrafindo Persada, 2018), P.81.
45
Riduwan, Pengantar Statistik Untuk Penelitian (Bandung: Alfabeta, 2013), P. 23.

44
 4. If the value of mean score 61 – 80, it can be categorized into high

ability.

5. If the value of mean score 81 – 100, it can be categorized into very

high ability.

After the doing the categorization, test hypothesis would be

tested with the formula as following:

Z-Test

( )
√

Explanation:

x: Data that includes hypothesis categories.

n: All of data

p: Hypothesis proportion46

If Z count Z table. So the hypothesis is rejected

If Z count Z table. So the hypothesis is accepted

46
Ahmad Nizar Rangkuti, Statistik Penelitian Pendidikan (Medan: Perdana Mulya Sarana,
2014), P. 80.

45
F. Test Hypothesis

Hypothesis is a researcher‟s guess about the situation of participants. It

is a tentative supposition or provisional guess which seems to explain the

situation under observation. So, it can be concluded that hypothesis is an

expectation or prediction based on generalization of the assumed relationship

between variables.

46
 CHAPTER IV

THE RESULT OF RESEARCH

As mentioned in earlier chapter, in order the students‟ ability in reading

narrative text of MIA-1 at grade X MAN Nagasaribu. The researcher has

calculated the students‟ test result relate to this research‟s title by applying

analysis. This quantitative descriptive analysis was used mean score to get their

whole result as general, then to tested the hypothesis. Then to test the hypothesis,

the researcher used formula of Z. Next, the detailed description of data as

follows:

A. Description of the Data

Absolutely, to know the extent of the students‟ ability in reading narrative

text of MIA-1 at grade X MAN Nagasaribu, the researcher used test as

instrument of the collecting the data. The researcher asked the students to

identify the correct answer based on the multiple choice with reading narrative

test. So the researcher found many stories inside the test, then the instrument

given for MIA-1 the grade X students of MAN Nagasaribu, the score each of

them could be seen in the table below:

47
 Table 7
The Students’ Total Score in Reading Narrative Text
NO Students’ Initial Total Score
1 ARS 80
2 ABS 80
3 AHS 40
4 AMS 55
5 ASS 45
6 BOS 50
7 DOH 85
8 DERS 40
9 EF 75
10 ERS 70
11 GUS 85
12 HALS 85
13 ISMH 75
14 KHS 50
15 KHD 90
16 MESH 70
17 MUPS 70
18 NOH 65
19 PIMD 75
20 RAS 70
21 RDS 60
22 RMS 50
23 RRS 40
24 RH 85
25 SAH 35
26 SOP 80
27 UNH 40
28 GYS 45
29 FS 45
30 YUS 55
TOTAL 1890

Based on table above, the total scores of MIA-1 grade X students of MAN

Nagasaribu in reading narrative text is 1890. It can also seen that there were

students have got 90 as the highest score and there were have 35 score as the

52
lowest score. To know the quality score each of the students in identifying word

classes can be seen as below:

Table 8
The Quality score of the students in Reading Narrative Text

No Students‟ Initial name Total score Quality score

1 ARS 80 High
2 ABS 80 High
3 AHS 40 Low
4 AMS 55 Enough
5 ASS 45 Enough
6 BOS 50 Enough
7 DOH 85 Very High
8 DERS 40 Low
9 EF 75 High
10 ERS 70 High
11 GUS 85 Very High
12 HALS 85 Very High
13 ISMH 75 High
14 KHS 50 Enough
15 KHD 90 Very High
16 MESH 70 High
17 MUPS 70 High
18 NOH 65 High
19 PIMD 75 High
20 RAS 70 High
21 RDS 60 Enough
22 RMS 50 Enough
23 RRS 40 Low
24 RH 85 Very High
25 SAH 35 Low
26 SOP 80 High
27 UNH 40 Low
28 GYS 45 Enough
29 FS 45 Enough
30 YUS 55 Enough
Total 1890

53
 Based on table above, it is clearly that quality score the students‟ score in

reading narrative text is differently. There were many students have low, low,

enough, and high. It means that the ability of MIA-1 at grade X students of

MAN Nagasaribu in 2019-2020 academic year in reading narrative text is

variously.

The test score become the data that were needed for testing hypothesis is

the data are tabulated as follow:

Table 9
The resume of variable score in reading narrative text
No Statistic Variable

1 High score 90

2 Low score 35

3 Mean score 63

4 Median 62.7

5 Mode 82.92

From the table above, it can be known from 30 students that the

highest score is 90 and the lowest score is 35. From the data, the researcher

calculated that the mean score is 63. The researcher got median score is 64.5

and modus is 82.92. By the calculation, it can be concluded that the students‟

ability in reading narrative text is good.

54
 Based on the calculation mean score was 63. So application in reading

narrative text was good, it can be known from the table interpretation mean

score in chapter III. To know revelation of data was done to group the variable

score in reading comprehension of narrative text which interval 9.

Table 10
The Frequency Distribution in reading narrative text

No Frequency Frequency
Interval Class
Absolute Relative
1 35-43 5 15 %
2 44-52 6 20 %
3 53-61 3 10 %
4 62-70 5 15 %
5 71-79 3 10 %
6 80-90 8 30 %
i =9 30 100 %

Based on the above table, it can be drawn at histogram as below:

55
 Series 1
8
7
6
5
4
3 Series 1
2
1
0
35-43 44-52
53-61 62-70 71-79 80-90

Diagram 1: The histogram students’ ability in reading narrative text of

MIA-1 at grade X MAN Nagasaribu

Based on the table above, it was known that the variable revelation

students‟ ability in reading narrative text shown that the respondent at 35 – 43

were 5 students, interval 44 – 52 were 6 students, interval 53 – 61 were 3

students, interval 62 – 70 were 5 students, interval 71 – 79 were 3 students,

interval 80 – 90 were 8 students. So, the meaning of interval in this research is

showing the count of sample who got score in percentage.

B. Hypothesis Testing

The hypothesis of research is “The students‟ Ability in reading

comprehension of narrative text of MIA-1 at grade X MAN Nagasaribu” was

good ability. Based on the collected data, the data has been analyzed to prove

hypothesis by using formula of Z- test. It can be seen as follow:

56
Calculation Z count :

z= √ ( )

z= ( )
√

= ( )
√

=
√

= -6.22

calculation Ztable :

Z (1/2 )= Z table

= 0.05

= (0.05)

Z= -6,22

0.025 = 0.0030

Based on calculation it can be concluded that Zcount = -6.22 was less

then Z table = 0.3264 (Zcount = -6.22 Ztable =0.3264 by level 0,05. So from the

result above the researcher concluded that the hypothesis is rejected by using

Z-test. Because Z count= -6.22 Z table= 0.3264.

57
 The meaning in the level 5 % Students‟ ability in reading

comprehension of narrative text of MIA-1 at grade X MAN Nagasaribu have

good ability.

So, if Zcount= -6.22 Z table= 0.3264 the hypothesis is rejected. Then

the result is students‟ ability in reading comprehension is not like with the

hypothesis before namely, the students ability in reading was enough ability.

So, the students‟ ability on reading was good ability.

C. Discussion

After analyzing the data, it was known that the students‟ ability in reading

comprehension of narrative text at grade X MAN Nagasaribu was categorized

into good category or 63 score; it was gotten from the result of students‟ means

score in doing the test by analysis reading comprehension of narrative text. This

category same with researcher before that had been done by Lely Refnita Prihatia

Ningsih. She has done her research in Universitas Prima Indonesia in

comprehending narrative text is as the following: Excellent 12 students, Good 12

students, Average 1 students. Where 48% students who got score 80-100

categorized as “Excellent”, 48% students who got score 60-79 categorized as

“Good” and 4% students who got score 50-59 categorized as “average”. 47

The second was done by Rony Arahta Sembiring. He concluded based on

the result of analyzing data, it was found that the tenth Audio Video department

47
Lely Refnita Prihatia Ningsih, Syamsul Huda, “An Analysis of The Students‟ Ability to
Comprehend Narrative Text At The Tenth Audio Video,” Jurnal Didascein Bahasa 06, no. 7 (2016):
1–15.

58
 of SMKN 1 Padang had high ability to comprehend narrative text. It was

indicated by the fact that 45 students (78.95 %) had high ability to comprehend

narrative text.48

The Third was done by Suhendra. His result of his research showed that the

students in understanding moral value of narrative texts were included into,

‟enough category” There were 3 students (8.56%) included good category; 15

students (42,87%) were included into “moderate” category; and 17 students

(48.57%) were included into “low” category. 49

The forth was done by Setyo Budi. The results of test scores of the students

of SMK Bhineka Karya 05 Teras show that all the students have reached the

KKM that have been assigned by schools that is 65. However in the mastery of

reading English on students was classified as being categorized high.

The fifth, the result shows that students' ability in identifying the student

ability in identifying all the characteristic of narrative text is goo(the mean score

is 68.75). 50 Thus, the results of this research indicated the students‟ reading

ability where the total mean of students‟ score is 66.72.

48
Rony Arahta Sembiring, “The Students ‟ Ability in Reading Comprehension in Narrative
Text,” Saltel Jurnal 2, no. 2 (2019): 36–44, http://dx.doi.org/10.35307/saltel.v2i2.30.
49
Suhendra, “Students‟ Ability in Understanding Moral Value of Narrative Text” (STAIN
Curup, 2017).
50
Fiorentina Italia and Fitrawati Saunir Saun, “An Analysis of Students Reading Ability in
Reading An Expository Text of The Fifth Semester Students in English Department,” Jurnal of
English Language Teaching 7, no. 1 (2018): 1–9.

59
 Therefore, the researcher concluded that the students‟ ability in reading

narrative text done by 5 researchers was different and category among the 5

researcher s above. It can be seen as follows:

Table VII

Result of Previous Research

No Name of Researcher Resut of Research in Category of

reading narrative text Mean Score
1 Lely ReptiaPritiaNingsih 60 Enough
2 RonyArahtaSembirig 78 Good
3 Suhendra 48,5 Enough
4 FitrawaniSaunir 66,72 Good
5 This Research 63 Good

D. Threats of the Research

In conducting this research, the researcher realized that there were many

threats of the researcher. It is started from the titled until the technique of

analyzing data, so the researcher knew that it was so far from excellence thesis.

On doing the test, there were the treats of time, because the students‟ had

activities. Beside, the time with was given to be students‟ not enough. Then,

students also did not do the test seriously. So, the researcher looks the answer

directly without care about it.

The researcher was aware all the things would want to be searched, but to

get the excellent result from the research were more difficult become there were

threats the writer, the researcher helping from the entire advisors, headmaster and

English Teachers.

60
 CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the result of the research and calculations of the data, the

researcher got the conclusion that students‟ ability in reading comprehension on

narrative text of MIA-1 at grade X MAN Nagasaribu was categorized into good

category. It can be seen from the value of the precentage from mean score gotten

by students, that is 63 mean score. Then from the result of the hypothesis testing,

the researcher found that the hypothesis is rejected. It can be proved from Zcount =

-6.22 Ztable 0.326. So, the hypothesis is “students‟ ability in reading

comprehension on narrative text of MIA-1 at grade X MAN Nagasaribu is good

category”.

B. Suggestion

After take the conclusion, the researcher wants to give the suggestion

above the result of this research. It can be seen as bellow:

1. It is suggested to the Headmaster, Maria Ulfah S.Pd to motivate her teachers,

especially English teachers of MAN Nagasaribu, to keep motivating their

students in studying English.

2. It is suggested to the English teachers, especially to the grade X english

teachers before studying about reading comprehension, or reading narrative

61
 62

text. The teachers apply the suitable strategies, method, ways or procedures

which can improve or help the students in understanding English especially in

reading narrative text. The teacher should be serious to teach about this. Even,

up to university, the students still learn about this topic and the last is reading

comprehension is one of the skill that needed our mind to think about the text,

and also reading is very important to get the information from the sources. So,

be sure that the students have been understood first.

3. It is important to other researchers to make the deepest research with the topic

of this research, because it is still far from the perfect one to topic to the

limitation of the researcher material, knowledge and experience.

4. It is more important to the students to be more seriously and always being

passionate when the teacher gives some learners, and always believe in

yourself.
 63

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Longman (2000).pdf,” n.d.

Budi, Herman Setyo, “Students Reading Comprehension on Narrative Text at the

Second Grade of SMK Bhineka Karya 05 Teras” (The State Islamic Institute of
Surakarta, 2017).

Fiorentina Italia, Fitrawati Saunir Saun, “An Analysis of Students Reading Ability in
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Hornby, Oxford Advanced. Edited by John. First Edit. (New York: American Library
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Irianto, Agus, Statistik Konsep Dasar dan Aplikasinya,(Padang: P2LPTK

Departemen, Pendidikan Nasional, 2003).

Koski, Kaarina, and Frog with Ulla Savolainen. Genre Text Interpretation. First Edit.
(Turenki: Studia Fennica Folkloristica, 2016).

Lubis, Fitriadi, ''The Effect of Make a Match Technique on Students‟ Reading

Comprehension at XI Grade of MAN 1 Padangsidimpuan.” English Education :
English Journal for Teaching and Learning 5, no. 1 (June 2017): 1–15.
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Malley and Lorraine Valdez Pierce J. Michael O, Authentic Assessment for English
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Company. 1996).

Marilyn L. Satterwhite, Sue C. Camp, Collage and English Communication (New

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Maslakhatin, “The Effects of Mind Mapping (MP) and Pre-Questioning (PQ) on the
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Mislaini, “Improving Students‟ Reading Comprehension on Narrative Text By Using

Fable at The Grade X SMAN 1 Bonai Darussalam at a Public University in
Pasir Pangaraian,” 2015, https://e-journal.upp.ac.id.

Muria Celce- Marianne. Teaching English as A second or Foreign Language (Los

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Nunan, David, Practical English Language Teaching, (New York: McGraw Hill,
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Peter Airasian and L.R.Gray, Education Research, (New York:Merril, 2000).

Rahmawati, “The Effect Of Using Read, Encode,Annotate And Ponder (Reap)

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Sman 2 Bangkinang Barat,” 2013. http://repository.uin-suska.ac.id/10131/.

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Sembiring, Rony Arahta, “The Students ‟ Ability I N Reading Comprehension in

Narrative Text,” Saltel Jurnal 2, no. 2 (2019): 36–44,
https://doi.org/http://dx.doi.org/10.35307/saltel.v2i2.30.

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Reading Comprehension of 3rd Semester Students of English Department of
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Reading Comprehension Through Guessing Strategy.” English Journal for
Teaching and Learning 7, no. 1 (2019): 127–39.
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Suhendra, “Students‟ Ability in Understanding Moral Value of Narrative Text”

(STAIN Curup, 2017).

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Mind Mapping Method to The Eight Grade of MTs Darussalam Kalibakung
Balapulang Tegal Regency at Walisongo Islamic State University” (2015), p.23,
https://epirints.walisongo.ac.id.

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2005).

Syamsul Huda, Lely Refnita Prihatia Ningsih, “An Analysis of The Students‟ Ability
to Comprehend Narrative Text At The Tenth Audio Video,” Jurnal Didascein
Bahasa 6, no. 7 (2016): 1–15.

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 66

Zasrianita, “Using of Reading, Encoding, Annotating, and Pondering (REAP)

Technique to Improve Students‟ Reading Comprehension (A Classroom
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Academic Years 2016).”10.31958/jt.v19i2.460
http://ecampus.iainbatusangkar.ac.id/ojs/index.php/takdib/article/vi ew/460.
 xiii

CURRICULUM VITAE

A. Identity
Name : Ihwal Hidayat Siregar
Reg. Num : 16 203 00041
Place/Birth : Nagasaribu, April 02 nd 1998
Sex : Male
Religion : Moeslim
Address : Nagasaribu, Kec. Padang Bolak Tenggara
B. Parents
Father‟s Name : Ikhsanul Hakim Siregar
Mother‟s Name : Nurhamni Sihotang
C. Educational Background
1. Graduated from Elementary School SD Negeri 100980 Desa Nagasaribu
2004 -2010.
2. MTsS Utama Nagasaribu 2010-2013.
3. MAS Utama Nagasaribu 2013-2016.
4. IAIN Padangsidimpuan 2016-2020.
 xiv

APPENDIX 1

TEST

NAME :

CLASS :

SUBJECT :

Instruction : Read narrative text carefully and answer the question below.

Each one is followed by several questions about it. The questions are 20 items and

you have 45 minutes to answer all of the questions. So, you choose the best answer a,

b, c or d to each question/ give mark (x) on the best your answer.

TEXT 1 for question number 1-5

Long, long ago, when the gods and goodness used to mingle in the affairs of
mortals, there was a small kingdom on the slope of mount Wayang in West Java. The
king, named Sang Prabu, was a wise man. He had an only daughter, called princess
TejaNirmala, who was famous for her beauty but she was ot married. One day sang
Prabu made up his mind to settle the matter by a show of strength.

After that, prince of Blambangan, named Raden Begawan had won the
competition. Unfortunately, the wicked fairy, Princess Segara fell in love with Raden
Begawan and used magic power to render him unconscious and he forgot his
wedding. When Sag Prabu was searching, Raden Begawan saw him and soon realized
that he had been enchanted by the wicked fairy. The fairy could not accept this, so
she killed Raden Begawan. When princessTejaNirmala heard this, she was very sad.
So a nice fairy took her to the khayangan.
 xv

1. Which one of the following statements is false about Sang Prabu?

a. Sang Prabu was a father of his only daughter
b. Sang Prabu was a king of a kingdom in West Java
c. Sang Prabu was taken to khayangan by a whicked fairy
d. Sang Prabu was a wise man
2. Why the whicked fairy did used her magic to make Raden Begawan
unconscious?
a. She didn‟t like Raden Begawan
b. She didn‟t want RadenPrabu marry the princess
c. She wanted TejaNimala to forget about her wedding
d. She didn‟t want the prince of Blambangan marry the princess
3. What do you think will happen if gods or goodness cannot mingle in the affairs
of people in the earth at that time?
a. Princess Segara will have married with Raden Begawan
b. Sang Prabu will not hold strength competition
c. Raden Begawan will not die
d. Wicked fairytale will not take Raden Begawan‟s life
4. So a nice fairy took her to khayangan. (paragraph 2).
The word her in the sentences refers to……
a. The wicked fairy
b. The nice fairy
c. Princess Nirmala
d. Prince Teja
5. The similarity between fairy and human according to the text.
a. The place they live
b. The jealousy that they posses
c. The way they do not feel a love
 xvi

d. The strength they have

TEXT 2 for question number 6-10

A farmer come across a bird with a broken wing. He picked it up, took it
home and looked after it lovingly, even much time on the creature.

After some time, the wing mended and, because the bird did not want the
farmer to have kept on arguing with his wife all the time, it decided to go back to its
nest. When the farmer discovered that the bird was gone, he was so upset that he want
out to look for it. Eventually, he found it again, and was greeted happily by the whole
family of the bird. As a sign of their thanks for his care and attention, the birds gave
him a little box, and told him not to open it until he got home.

To his surprise, the farmer found the box full of precious stone. When his wife
saw them, she decided that she too deserved a reward, and she went to see the bird.
The birds gave her a little casket, but this one was full of devils. The devils jumped
on her as soon as she opened the casket and chased her away.

Left alone, the farmer went to live near is friend the bird. There he built a hut
of perfurmed wood, and the birds decorated it with flowers of every kind.

6. Which of the following statements do you agree with?

a. The farmer chased his wife away
b. The farmer lived happily with his wife
c. The farmer‟s wife took care of the bird
d. The bird was vey thankful to the farmer
7. The farmer‟s new hut was…………..
a. Well furnished
b. Built by the birds
c. A gift from the birds
d. Built of perfurmed wood
 xvii

8. What do we learn from the text?

a. A gift shows kindness
b. Suffering bring happiness
c. Arguing makes your distressed
d. A good deed deserves a reward
9. What is the main idea discussed in the third paragraph?
a. The bird left the farmer
b. The birds welcomed the farmer
c. The farmer got a little casket from the birds
d. The farmer was so angry and went out to find the bird
10. The word “discovered” in paragraph 3 means…………..
a. Proved
b. Invnted
c. Found out
d. Believed
TEXT 3 for question 11-15.

A long time ago, there lived o the island of Bali a giant-like creature named
Kbo Iwo. The people of Bali used to say that Kbo Iwo was everything, a destroyer as
well as a creator. He was satisfied with the meal, but this meant for the Baliness
people enough food for a thousand men. Difficulties arose when for the first time the
barns was almost empty and the new harvest was still a long varief, this made Kbo
Iwo wild with great anger. In this hunger, he destroyed all the houses and even all the
temples. It made that Baliness turn to rage.

So, they came together to plan steps to oppose this powerful giant by using his
stupidity. They asked Kbo Iwo to build them a very deep well, and rebuild all the
houses and temples he had destroyed. After they fed Kbo Iwo, he began to dig a deep
hole.
 xviii

One day he had eaten too much, he fell asleep in the hole. The oldest man in
the village gave a sign, and the villagers began to throw the limestone they had
collected before into the hole. The limestone made the water inside the hole bolling.
Kbo Iwo was buried alive. Then the water in the well rose higher and higher until at
last it overflowed and formed Lake Batur. The mound of earth dug from the well by
Kbo Iwo is known as Mount Batur.

11. Which of th following fact is true about Kbo Iwo?

a. Kbo Iwo ate a little amount of meat
b. Kbo Iwo is destroyer that cannot make anything
c. Kbo Iwo was angry because his food was stolen by Baliness people
d. Kebo eat food was equal for food of thousand people
12. Why did Kbo Iwo feel angry to the Baliness people?
a. Because the Baliness people ate his meal
b. Because Baliness people took his food so his barns was empty
c. Because Baliness people didn‟t give him food
d. Because Baliness people were in hunger
13. According to the story, if Kbo Iwo is never existed in Bali island, what do you
think will happen?
a. There will be no Bali island
b. Bali people will never be angry
c. All Bali people will live in prosperous way
d. We are not able to see the beauty of Lake Batur
14. “So, they came together to plan steps to oppose this powerful
giat……….”(paragraph 3). The antonym of the word “oppose”
is…………………
a. Support
b. Defeat
c. Turn against
 xix

d. Beat
15. What is amount Batur?
a. A lake build by Kbo Iwo
b. A well dug by Kbo Iwo
c. The mountain build by Kbo Iwo
d. A mound of earth dug from the well by Kbo Iwo
TEXT 4 for number question 16-20

A long time ago, very few people lived in the new territories. There were only
a few villages. If the people wanted to go from one village to another, they often had
to pass through wild and unsafe forest.

One day, a farmer‟s young wife went to the next village to visit her own
mother and brother. She brought along her baby son. When it was time for her to
leave, her brother said “it is getting dark. Let my son, Ah Tim go with you through
the forest.”

So Ah Tim led the way and the young woman following behind, carrying her
baby. When they were in the forest, suddenly they saw a group of wolves. They
began to run to avoid the danger, but Ah Tim kicked against a stone and fell down. At
once the wolves caught him. The young woman cried to the wolves, “please eat my
own son instead.” Then, she put her baby son on the ground in front of the wolves
and took her nephew away. Everyone understood that this was because the woman
was very good and kind. She had offered her own son‟s life to save her nephew.

They ran back to the house and called for help. All men in the village fetched
thick sticks and went back with her into the forest. When they got there, they saw
something very strange. Instead of eating the woman‟s baby the wolves were playing
with him.
 xx

16. What separated between one village to another a long time ago in the New
Territories?
a. Another village
b. Mountains
c. Forest
d. Hills
17. Who was Ah Tim?
a. The young woman‟s brother
b. The young woman‟s son
c. The young woman‟s brother and nephew
d. The young woman‟s brother‟s son
18. Who walked in front of when they were in the forest?
a. The woman
b. The woman‟s son
c. Her brother‟s nephew
d. Ah Tim
19. How could the wolves catch Ah Tim?
a. He was afraid
b. He was stumbled by a stone
c. He ran slowly
d. The woman cried
20. The woman gave her son to the wolves because…………
a. She loved her nephew than her son
b. She thought about how her brother would be
c. She wanted her son was eaten by the wolves
d. She was crazy
 xxi

Appendix 2

Calculation of the formulation in validity Test

√

A. Calculation of validityTest

1. Mean score from score total ( )

2. Standard Deviation ( )

∑ ∑
√ ( )

√ ( )

3. Mean Score

Item 1

Item 2
 xxii

Item 3

Item 4

Item 5

Item 6
 xxiii

Item 7

Item 8

Item 9

Item 10
 xxiv

Item 11

Item 12

Item 13

Item 14
 xxv

Item 15

Item 16

Item 17

Item 18
 xxvi

Item 19

Item 20

Item 21

Item 22
 xxvii

Item 23

Item 24

Item 25

Item 26
 xxviii

Item 27

Item 28

Item 29

Item 30
 xxix

4. Calculating of the Formulation

√

Item 1 Item 2

√ √

√ √

Item 3 Item 4

√ √

√ √

Item 5 Item 6
 xxx

√ √

√ √

Item 7 Item 8

√ √

√ √

Item 9 Item 10

√ √

√ √

Item 11 Item 12

√ √

√ √

Item 13 Item 14
 xxxi

√ √

Item 15 Item 16

√ √

√ √

Item 17 Item 18

√ √

√ √

Item 19 Item 20

√ √

√ √
 xxxii

Item 21 Item 22

√ √

√ √

Item 23 Item 24

√ √

√ √

Item 25 Item 26

√ √

√ √
 xxxiii

Item 27 Item 28

√ √

√ √

Item 29 Item 30

√ √

√ √
 xiv

Appendix 3

Table Validity of Test

√ on 5%
No P Q Interpretation
significant

1 16.61 14.7 4.8 0.7 0.3 0.603 0.396 Valid

2 18.06 14.7 4.8 0.5 0.5 0.7 0.396 Valid

3 16.33 14.7 4.8 0.6 0.4 0.413 0.396 Valid

4 15.86 14.7 4.8 0.8 0.2 0.492 0.396 Valid

5 17.46 14.7 4.8 0.4 0.6 0.465 0.396 Valid

6 18.33 14.7 4.8 0.3 0.7 0.483 0.396 Valid

7 16.57 14.7 4.8 0.2 0.8 0.194 0.396 Invalid

8 14.45 14.7 4.8 0.4 0.6 -0.0125 0.396 Invalid

9 14.08 14.7 4.8 0.8 0.2 -0.258 0.396 Invalid

10 17.13 14.7 4.8 0.5 0.5 0.506 0.396 Valid

11 16.18 14.7 4.8 0.7 0.3 0.468 0.396 Valid

12 16.78 14.7 4.8 0.4 0.6 0.358 0.396 Valid

13 19.75 14.7 4.8 0.1 0.9 0.503 0.396 Valid

14 19.5 14.7 4.8 0.1 0.9 0.391 0.396 Valid

15 19.22 14.7 4.8 0.3 0.7 0.602 0.396 Valid

16 16.22 14.7 4.8 0.6 0.4 0.385 0.396 Valid

17 16.8 14.7 4.8 0.3 0.7 0.279 0.396 Invalid

18 13.22 14.7 4.8 0.3 0.7 -0.197 0.396 Invalid

 xv

19 15.3 14.7 4.8 0.7 0.3 0.252 0.396 Invalid

20 17.10 14.7 4.8 0.6 0.4 0.620 0.396 Valid

21 17.16 14.7 4.8 0.4 0.6 0.415 0.396 Valid

22 15 14.7 4.8 0.8 0.2 0.125 0.396 Invalid

23 15.91 14.7 4.8 0.4 0.6 0.204 0.396 Invalid

24 17.07 14.7 4.8 0.5 0.5 0.462 0.396 Valid

25 16.41 14.7 4.8 0.6 0.4 0.434 0.396 Valid

26 16.92 14.7 4.8 0.5 0.5 0.402 0.396 Valid

27 17.3 14.7 4.8 0.4 0.6 0.642 0.396 Valid

28 14.73 14.7 4.8 0.6 0.4 0.174 0.396 Invalid

29 16.23 14.7 4.8 0.6 0.4 0.566 0.396 Valid

30 14.95 14.7 4.8 0.7 0.3 0.079 0.396 Invalid

 16

APPENDIX 4

STUDENTS’ NAME AND INITIALS OF MIA-1

AT GRADE X MANNAGASARIBU

No Students‟ Names Students‟ Initials

1 AdawiyahRabiatunSiregar ARS
2 AbdiyaSahriHasibuan ABS
3 Ahmad SukriSiregar AHS
4 AmalSaleh AMS
5 AsronSiregar ASS
6 BonggalSiregar BOS
7 DaudHalomoan DOH
8 DervinaRomaitoSiregar DERS
9 Efra EF
10 ErnidaSiagian ERS
11 GunawanSiregar GUS
12 HalomoanSiregar HALS
13 IskandarMudaHarahap ISMH
14 Khairani Sep Siregar KHS
15 KhairuddinDalimunte KHD
16 Mega Sari Harahap MESH
17 MuliaPartaonanSiregar MUPS
18 NovriyantiHasibuan NOH
19 PipiMuliaNingsihDalimunthe PIMD
20 RahmanSiregar RAS
 17

21 RahmadaniSiregar RDS
22 RomadonaMuliaSiregar RMS
23 RasyidRidhoSiregar RRS
24 RidhoHarahap RH
25 SitiAisyahHarahap SAH
26 SonangPohan SOP
27 UsnanNaposoHarahap UNH
28 Gita YulandaSiregar GYS
29 FarhanSiregar FS
30 Yuni Sahara YUS
 xviii

Appendix 6
Validity
for Pre-
Test validity for post test
Item
No Name
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27
Adawiyah Rabiyatun
1 Siregar 1 0 1 0 1 1 1 1 1 1 0 1 1 1 1 0 0 1 1 0 0 0 0 0 1 1 0
2 Abdiya sahri Hasibuan 1 1 1 1 1 0 0 0 1 1 1 0 1 1 1 0 1 1 0 0 0 0 1 0 1 0 0
3 Ahmad Sukri Siregar 0 0 0 1 0 0 1 0 1 0 1 1 1 1 0 0 1 1 1 1 0 1 1 0 1 0 0
4 Amal Saleh 0 0 0 1 0 0 0 0 0 0 1 0 1 1 0 0 1 1 0 0 0 1 1 0 1 0 0
5 Asron Siregar 0 0 0 1 0 0 0 0 0 1 0 0 0 0 0 1 1 1 1 1 1 1 1 0 1 0 0
6 Bonggal Siregar 0 0 0 1 0 0 1 1 1 0 1 0 1 1 0 0 1 1 0 0 1 1 1 0 1 0 1
7 Daud Halomoan 0 1 1 0 1 1 1 1 1 1 1 0 1 1 1 0 1 1 1 1 0 1 1 0 1 1 1
8 Dervina Romaito Siregar 1 0 0 1 0 1 1 1 0 0 1 1 1 1 1 1 0 0 1 1 1 0 0 0 0 0 1
9 Efra 1 1 0 0 1 1 1 1 1 0 1 0 0 1 1 0 1 0 1 1 1 1 1 1 1 1 1
10 Ernida Siagian 1 1 1 1 1 0 1 1 0 1 1 0 1 0 1 1 1 1 1 1 1 0 1 0 1 1 1
11 Gunawan Siregar 0 1 1 0 1 1 1 0 1 1 1 1 0 0 1 1 1 1 0 1 0 1 1 0 0 1 0
12 Halomoan Siregar 1 1 0 0 0 1 1 1 0 1 1 0 1 1 1 0 0 1 1 1 0 1 1 0 1 1 1
13 Iskandar Muda Harahap 0 1 1 0 1 0 1 1 1 1 1 0 1 1 1 0 0 0 0 1 0 0 1 0 1 1 1
14 Khairani Sep Siregar 1 0 0 1 0 0 1 1 1 0 1 1 1 1 0 0 1 1 0 1 0 1 1 0 0 1 0
15 Khairuddin Dalimunthe 1 1 1 1 1 0 0 0 1 1 1 1 1 0 1 0 0 1 0 1 1 1 0 0 1 1 0
16 Mega Sari Harahap 0 0 0 0 0 0 0 0 0 0 1 1 0 1 0 0 1 0 0 1 1 0 0 1 0 0 0
17 Mulia Partaonan Siregar 0 0 0 1 0 0 0 1 0 0 1 1 1 1 0 0 1 0 0 0 1 1 1 0 0 1 1
18 Novriyanti Hasibuan 0 0 0 0 0 0 0 0 0 1 1 0 0 1 0 0 1 0 0 1 1 0 1 0 0 0 0
Pipi Mulianingsi
19 Dalimunthe 1 1 1 0 1 0 0 1 1 1 1 0 1 0 1 1 0 1 1 1 0 1 1 0 1 0 1
20 Rahman Siregar 1 1 1 0 1 1 0 1 1 1 1 0 1 0 1 1 0 1 1 0 0 1 1 1 0 0 0
21 Rahma Dani Siregar 1 1 0 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 0 1 0 0 1 1 0 0 0
22 Romadona Mulia Siregar 1 1 1 0 1 0 1 1 0 1 1 1 1 1 0 1 1 1 0 1 0 0 1 0 0 0 0
23 Rasyid Ridho Siregar 0 0 0 0 1 0 0 1 0 0 0 0 0 1 0 0 0 1 0 1 1 1 0 0 0 0 0
 xix

24 Ridho Harahap 1 1 0 1 1 0 1 1 1 1 0 0 0 1 0 1 0 0 1 1 0 1 1 0 1 1 0
25 Siti Aisyah Harahap 1 1 0 0 0 0 1 1 1 1 1 1 1 0 0 1 1 1 0 1 1 1 1 0 1 1 1
26 Sonang Pohan 1 1 1 1 1 1 0 0 1 1 1 0 1 1 0 1 1 1 1 1 0 0 1 0 0 1 1
27 Usnan Naposo Harahap 0 0 0 1 0 0 1 0 0 0 0 0 1 1 0 0 0 1 0 0 0 1 0 0 1 0 0
28 Gita Yulanda Siregar 0 1 0 1 0 0 0 1 1 0 1 0 0 0 0 1 0 0 0 0 1 1 0 0 0 1 1
29 Farhan Siregar 0 0 0 0 0 0 0 0 1 0 0 0 0 1 0 0 1 0 0 0 1 0 0 0 1 0 0
30 Yuni Sahara 1 1 1 1 1 1 1 0 1 0 1 1 1 0 1 0 0 0 0 0 0 0 1 0 1 0 0
N=30 16 17 12 16 16 10 17 18 19 17 24 12 21 20 14 12 18 20 12 20 13 18 22 4 18 14 12
p 0.53 0.57 0.4 0.53 0.53 0.33 0.57 0.6 0.633 0.57 0.8 0.4 0.7 0.67 0.5 0.4 0.6 0.667 0.4 0.667 0.4333 0.6 0.7 0.13 0.6 0.47 0.4
q 0.47 0.43 0.6 0.47 0.47 0.67 0.43 0.4 0.367 0.43 0.2 0.6 0.3 0.33 0.5 0.6 0.4 0.333 0.6 0.333 0.5667 0.4 0.3 0.87 0.4 0.53 0.6
r tabel 0.4 0.4 0.4 0.4 0.4 0.4 0.4 0.396 0.396 0.4 0.4 0.396 0.4 0.4 0.4 0.4 0.396 0.396 0.396 0.396 0.396 0.396 0.4 0.4 0.396 0.4 0.39
-
r hitung 0.68 0.71 0.53 0.08 0.57 0.43 0.44 0.431 0.413 0.59 0.45 0.06 0.54 -0.3 0.6 0.38 0.0136 0.416 0.474 0.445 -0.389 0.0748 0.5 0.12 0.1491 0.49 0.40
 xx

APPENDIX 6

STUDENTS’ SCORE IN READING NARRATIVE TEXT OF MIA-1 AT GRADE X MAN

NAGASARIBU

No Students’ Initial Total Score

1 ARS 80
2 ABS 80
3 AHS 40
4 AMS 55
5 ASS 45
6 BOS 50
7 DOH 85
8 DERS 40
9 EF 75
10 ERS 70
11 GUS 85
12 HALS 85
13 ISMH 75
14 KHS 50
15 KHD 90
16 MESH 70
17 MUPS 70
18 NOH 65
19 PIMD 75
20 RAS 70
21 RDS 60
22 RMS 50
23 RRS 40
24 RH 85
25 SAH 35
26 SOP 80
27 UNH 40
28 GYS 45
29 FS 45
30 YUS 55
Highest Score 90
Lowest Score 35
Sum 1890
Mean Score 63
Mode 89.92
Median 62.7
 21

APPENDIX 6

STUDENTS’ SCORE IN READING NARRATIVE TEXT OF MIA-1 AT GRADE X MAN

NAGASARIBU

No Students’ Initial Total Score

1 ARS 80
2 ABS 80
3 AHS 40
4 AMS 55
5 ASS 45
6 BOS 50
7 DOH 85
8 DERS 40
9 EF 75
10 ERS 70
11 GUS 85
12 HALS 85
13 ISMH 75
14 KHS 50
15 KHD 90
16 MESH 70
17 MUPS 70
18 NOH 65
19 PIMD 75
20 RAS 70
21 RDS 60
22 RMS 50
23 RRS 40
24 RH 85
25 SAH 35
26 SOP 80
27 UNH 40
28 GYS 45
29 FS 45
30 YUS 55
Highest Score 90
Lowest Score 35
Sum 1890
Mean Score 63
Mode 89.92
Median 62.7
22
23