Teaching reading comprehension by using choral reading method to the tenth gradestudents

Posted on Maret 20, 2012 by kemoclickers

TEACHING READING COMPREHENSION BY USING CHORAL READING (CR) METHOD TO THE TENTH GRADE STUDENTS OF VOCATIONAL SCHOOL SETIA DARMA OF PALEMBANG1. BackgroundEnglish language is international languages. Reading is one of the four language skills that must be mastered by students in order to comprehend the message written by the author successfully. Moreover, reading is important because it provides access to information due to the fact that it can give valuable knowledge to the reader who wants to get information. In this era whereas everything is running fast, where technology is one of the most important thing that we can use as a media to get the information. One way to get that is by reading.Reading comprehension involves all of the elements of the reading process, described in earlier sections of this review, acting together. According to Kruidenier Jhon (2002:77), comprehension is the purpose of reading, in order to get information from a text, remember it later, and uses it effectively, whether for work or for pleasure, reading comprehension is essentialThe ability to read is recognized generally as one of the most important skills that a person can have, reading is a tool of the acquisitive mind; it is the vehicle for obtaining ideas that cannot be transmitted verbally (Amita Bhardwaj 1997:1). A reader, in reading any materials, must understand the writer message. The reader or the student in this case, should understand what he/she is reading. The students must be able to understand the information conveyed by the writer. Comprehension is the main purpose of reading process. Without comprehension, there is no reading since the purpose of reading is to grasp the meaning of the text. To grasp the meaning of the text, the reader/the student combines his/her knowledge and his/her experience.Reading is important not only to the individual; it possesses also great social significance. Such records usually are easily accessible, and they may be read at any time by any person in accordance with his needs, (Amita Bahardwaj, 1997:2). Students reading comprehension has very strong relationship with the gained information. It means that more the students comprehend the text, the more the students get information. In other words, without any comprehension the students will fail in gaining the information available in the text.According to Clymer in (Beck, Robert H, 1959:135) Reading is an ability that is constantly called into use in a society as complex as ours. Reading ability is also a necessary prerequisite to competence in any occupation. It means the importance of reading is widely recognized among educational workers; not a few teachers in the elementary school view reading as the most important skill the school has to develop.Based on the discussion above, the writers reason is doing a study related the students ability to comprehend the reading passage of Vocational School Setia Darma of Palembang. The writer will then apply Choral Reading method in order to help students improve their reading comprehension skills. Hopefully, that this method will make reading not only beneficial for them but enjoyable as well.2. The Problem of the StudyBased on background above, the main problem in this study is the using Choral Reading (CR) method. As guide in doing in this study, the limitation and the formulation of the problem are presented below.2.1Limitation of ProblemThe limitation of the problem of this study focuses on the teaching reading comprehension by using Choral Reading method to the tenth grade students of vocational school Setia Darma of Palembang.2.2 Formulation of ProblemBased on the background above, the problem of this research can be formulated in the following questions:Is it effective to teach reading comprehension by using Choral Reading method to the tenth grade students at Vocational School Setia Darma of Palembang?1. The Objectives of the StudyIn relation to the problem above, the objective of this study to find out whether or not it is effective to use Choral Reading method in teaching reading comprehension to the tenth grade students at Vocational School Setia Darma of Palembang.1. Significance of StudyThe significance of this study are asfollows :(1) The result of writers research in this study will give a contribution to the teachers and students of Vocational School Setia Darma of Palembang in improving the students reading comprehension in teaching and learning.(2) The writers hope in this study can contribute something useful for people who read it as a source of information.(3) For the writer herself, this study will be an invaluable experience to increase her knowledge about teaching reading method especially about Choral Reading Method.1. Literature ReviewSome concepts such as (1) the concept of teaching, (2) the concept of reading, (3) the purpose of reading (4) the concept of comprehension, (5) the concept of teaching reading comprehension, (6) the concept of Choral Reading method, (7) the benefit of Choral Reading , (8) Related previous study .5.1 The Concept of TeachingTeaching is an important aspect of the educational system (Mohan Ram 1985b:48). The concept in this research is the concept of teaching reading comprehension by using Choral Reading Method in order to make the students are understand and comprehend with the material given.Teaching is an activity, which is designed for multiple objectives, in terms of changes in pupils behavior (Mahapatra, B.C, 2004:vii). Pupils have multi dimensional personality having different learning styles.5.2 The Concept of ReadingThe importance of reading is widely recognized among educational workers; not a few teachers in the elementary school view reading as the important skill the school has to develop.Goodman (1998:9) states the ideas that reading, far from being passive, is an active process, with emphasis on both active and process. Though reading is a process in which information is dealt with and meaning constructed continuously, it can be usefully represented as a series of cycles (Goodman 1998:15)5.3 Purpose of ReadingSethi (2010:72) states before actually beginning to read it is important to know the purpose of reading, i.e. why reading is being done. When the purpose of reading is known, it greatly enhances the effectiveness of reading. Also, the knowledge of the purpose can help one adopt a style of reading, best suited for that purpose. One of the basic purposes of all reading is to provide the missing link to the reader between what he knows and what he needs o know.

5.4 The Concept of ComprehensionAccording to reading theory, comprehension is depend on several cognitive process, including decoding, word recognition, and knowledge ( Gibbons 1988:60).Sharon (2004:98) states comprehension is the active process of constructing meaning from text; it involves accessing previous knowledge, understanding vocabulary and concept, making inferences and linking key ideas. Reading comprehension includes the following:1. Applying ones knowledge and experiences to the text.2. Setting goals for reading, and ensuring that they are aligned with the text.3. Using strategies and skills to construct meaning during and after reading.4. Adapting strategies that match the readers text and goals.5. Recognizing the authors purpose6. Distinguishing between facts and opinions, and7. Drawing logical conclusions.5.5 The concept of Teaching Reading ComprehensionFew of the students we taught who had learning disabilities also read well and with comprehension, (Harris and Graham, 2007:1)Based on (Pinnell and Scharer, 2003:8-9) Children learn to understand texts in just about every context in which they encounter them-hearing them read aloud, reading them as independent work, exploring them at productive work centers, discussing them as literature, and reading together in small groups. Readers begin to comprehend from the moment they think about reading a text (building expectations and making those first connections) to long after reading it (talking about it with others, using the information, or connecting to subsequent texts).5.6 Concept of Choral Reading MethodChoral Reading means reading out loud with your child, the same text at the same time (Wood, 2006:216). You read together in unison, and your child gets to hear your voice, guiding and supporting, all the while.Based on Barbara (1996:326), use a single selection with various Choral Reading Methods so students learn about the various ways of expressing meaning.There are four common types of Choral Reading:1. The easiest to learn is refrain, in which the teacher reads most of the lines and the students read the refrain.2. Line-a- child reading, individual students read specific lines, while the entire group reads the beginning and ending of the selection.3. Antiphoral or Dialog, Choral Reading is most appropriate for middle-or intermediate-level students. It enables reader to explore pitch and durations of sound.4. Unison is the most difficult Choral Reading approach because the entire group speaks all of the lines.

1. The Benefit of Choral Reading MethodThe benefit of choral reading based on (Mc Cormack and Pasquarelli, 2010:57), when children are choral reading a 200-word passage, every student gets the same amount of practice. The students are not listening or scrutinizing each other. If a student makes an error reading, no one really knows. Choral reading is also an excellent method to build prosody. As the students listen to each other, those students who have natural expression and phrasing will model those characteristics for the other.5.8 Related previous studyArtanto (2006) with the titled Teaching Reading Comprehension by using PQ4R Startegy to the Second Year Students of SMA Veteran Plaju Palembang, have the similarities with the writer topic Teaching Reading Comprehension by using Choral Reading (CR) Method to the Tenth Grade Students of Vocational School Setia Darma of Palembang. The similarities of them is discussing about teaching reading comprehension, and the differences of them are (1) Artanto use PQ4R Strategy in teaching reading comprehension, (2) Artanto do the research at the SMA Veteran Plaju Palembang, (3) total of the students for research.6. HypothesisArikunto (2006:71) hypothesis is an answer for the time being about the investigated problem, it can till be proved through data collected. The hypothesis of this study is in the form of Null and Alternative Hypothesis. The hypotheses are as follows:Null Hypothesis (Ho): it is not effective to use Choral Reading Method in teaching reading comprehension to the tenth grade students of Vocational School Setia Darma of Palembang.Alternative Hypothesis (Ha): it is effective to use Choral Reading Method in teaching reading comprehension to the tenth grade students of Vocational School Setia Darma of Palembang.7. The Criteria for Testing HypothesisThe Hypothesis will be tested by critical value of t-distribution table. In generally, for the research in education use significant level in 0,05 or 0,01 (Arikunto, 2006:76). If the result of matched t-test is the same or less, the null hypothesis will be accept. But, if the result of the matched t-test is equal to or exceeds the alternative hypothesis will be accept and consequently the null hypothesis will be rejected.8. Research and ProcedureIn this part discuss (1) Method of Research, (2) Research Variables, (3) Operational definition, (4) Population and Sample, (5) Technique for collecting the data, (6) Technique for analyzing the data.

8.1 Method of ResearchThe writer will use true experimental research design. Experimental Method provides much control and, therefore, establishes a systematic and logical association between manipulated factor and observed effects. Kumar (2002 :24). The writer will uses one of the true experimental designs called a random assignment of subject. The form is follow:

Where:R = RandomO1 = Pretest of before experimentalO2 = Posttest of after experimentalX = the treatment8.2 Research VariablesThere are two kinds of variables, independent and dependent variables. Fraenkel and Wallen (1993:50) State an independent variables is presumed to have an effect on, to influence somehow, another variable. The variables that the independent variable is presumed to affect is called the dependent (or outcome) variable.Independent variable of this study is the method that will be used for teaching reading comprehension that called Choral Reading Method, and the dependent variable is the students scores of the reading comprehension test which will be measured through writing test.8.3 Operational DefinitionIn this part, the title of this study is Teaching Reading Comprehension by Using Choral Reading Method to the Tenth Grade Students of Vocational School Setia Darma of Palembang. The Writer defines the terms are as follows:1. TeachingTeaching means an activity, that d by the teacher. In this activity, the teacher help the students to be more understand and know what they must do. The teacher transferred all of the knowledge they have to their students.2. Reading ComprehensionReading Comprehension is the way students to get the meaning from the text that they read.3. Choral Reading MethodChoral Reading method is one of the five possible methods in teaching reading. It provides many opportunities for repeated reading for a particularly and gives practice to poetry and rhymes.

8.4 Population and Sample8.4.1 PopulationAccording to Fraenkel and Wallen (2003:79), the larger group to which one hopes to apply the result is called the population. The population of this study will be doing to the tenth grade students of vocational school Setia Darma of Palembang. They consist of 6 Classes. The total numbers of the students are 180 (see Table 1).TABLE 1The Population of ResearchNo.ClassNumber of Students

1XAK.142

2XAK.2

44

3XPJ.1

41

4XPJ.2

41

5XPJ.3

41

6XPJ.4

36

Total245

(Source: SMK Setia Darma Palembang)8.4.2 SampleAccording to Fraenkel and Wallen (2003:79), a Sample in a research study refers to any group on which information is obtained. Sample is a part of representative of population investigated. The writer will use random sample technique .The table 2 shows the sample of this study.TABLE 2The Table of SampleNo.ClassNumber of Students

1XAK.142

3XPJ.1

41

Total83

(Source: SMK Setia Darma Palembang)8.5 Technique for Collecting the DataIn order to obtain data needed, the data will be collected through test. According to Hornby (1974:893), test is an examination or trial to find its quality, value, composition, etc. The writer will test the students with pretest and posttest. Pre-test in this study, in order to get students level of reading comprehension. The post-test is giving by using Choral Reading Method to find out the students achievement in reading comprehension.The writer will give 20 test items to the students to find out main ideas (5 items), to interpret specific information in the reading texts (5 items), multiple choice test 10 test items.The time allocated to do this test would be 90 minutes.8.5.1 ValidityValidity is the most important ideas to consider when preparing selecting and instrument for use validity to appropriateness. Freankel and Wallen (1990:27) state the content validity is a form that is based on the degree to which a test adequately and sufficiently measurement skills or behaviour it set out to measure. The writer will consult with advisor and the teacher of English at vocational school Setia Darma of alembang in making the test materials. Table 3 shows the test specification:TABLE 3Test SpecificationNoObjectives MaterialsIndicatorsTotal of itemsNumber of itemsTypes of test

1To measure the students ability in reading comprehension to find out the main ideas, and find specific information in reading texts.The reading textsThe students are able to find the main ideas.

The students are able to find specific information in reading texts

The student are able to choose the correct answer of the question5

5

101-5

6-10

11-20Multiple choice and essay questions

8.5.2 ReliabilityAccording to Longman (1992:314), reliability is a measure of the degree to which a test gives consistent result. Reliability refers to the consistency of the scores obtained, how consistent they are for each individual from one administration of an instrument to another and from one set of items to another. The reliability of the test material will be evaluated through the internal consistency method with the technique single test double trial.Kuder-Richardson approaches. Perhaps the most frequently employed method for determining internal consistency is the Kuder-Richardson approach. Note, however, that formula KR 21 can be used only if it can be assumed that the items are of equal difficulty, (Fraenkel and Wallen 1993:149). The following formula is:

Where:KR 21 = Kuder-Richardson reliabilityK = Number of items in the testM = Mean of the set of test scoresSD = Standard DeviationThe Formula of SD is:

Where:X = Number of correct answer= Students mean scoresn = Number of students8.6 Technique for Analyzing the DataTo analyze the data, the writer would analyze the data through statistical analysis. According to Thomas (2011:154) the formula of t-test as follows:

Where:t = t-obtainedX1 = Mean of the students score in Control ClassMean of the students score in Experimental ClassS12 = The variance of group Control caseS22 = The variance of group Experimental ClassN1 = The number of the subject in Control ClassN2 = The number of the subject in Experimental Class

REFERENCESArikunto,Prof. Dr. Suharsimi. 2006. Prosedur Penelitian Suatu PendekatanPraktik, edisi vi. Jakarta: Rieneka Cipta.Barbara, D. Stoodt. 1996. Childrens Literature Discovery for a lifetime.Australia: McMillian Education Australia FTY, Ltd.Beck, Robert H. 1956. The Three Rs Plus. USA: University of Minnesota.Bhardwaj, Amitha. 1997. Improving Reading Skills. New Delhi: Sarup&Son.Fraenkel, Jack. R and Norman E. Wallen. 1993. How to Design and EvaluateResearch in Education. New York: Mc Graw Hills.Gibbons. John. H. 1988. Power ONI New Tools for teaching and Learning.

Washington DC: US, Government Printing Office.Goodman, K. S. 1998. Interactive Approaches to Second LanguageReading. Cambirdge University Press.Harris, K. R and Graham Steve. 2007. Teaching Reading Comprehension toStudents with Learning Difficulties. New York: The Guilford Press.Hornby, A. S. 1988. Oxford Advance Learners Dictionary of CurrentEnglish. Oxford: Oxford University Press.Krudenier, Jhon. Ed.D. 2002. Research-Based principles for Adult BasicEducation Instruction. Portsmouth: RMC Research. Co.Kumar, Arvind. 2002. Research Methodology in Social Science. New Dekhi:Sarup & Sons.Longman. 1992. Longman Dictionary of language Teaching and AppliedLinguistics. Longman Group UK,Ltd.Mahapatra, B.C. 2004. Models of Teaching in education. New Delhi: Sarup &Sons.Mc Andrews, Stephanie L. 2008. Diagnostics Literacy assessments andInstructional Strategies a Literacy Specialists Resource. InternationalReading Association, Inc.Mc Cormack, Rachel L and Pasquerelli Susan Lee. 2010. Teaching ReadingStrategies and Resources for Grades K-6. New York: The GuilfordPress.Michaels Leonard and Ricks Christopher. 1979. The States of the Language.London: University of California Press, Ltd.Mohan Ram. 1985b. Universalization of Higher Education. New Delhi: Sarup& Sons.Pinnell, Gay Su and Schraer, Patricia L. 2003. Teaching for Comprehensionin Reading Grades K-2. New York: Scholastic.Sethi, Anjanee and Adhikari, Bahavana. 2010. Business Communication.New Delhi: Tata Mc Graw Hill Education Private, Ltd.Vaughan, S. 2004. Research-Based Methods of Reading Instruction GradesK-3 USA: Association for Supervision and Curriculum Development(ASCD).Wood, Tracy, M.Ed. 2006. Overcoming Dyslexia for Dummies. Indianapolis:Willey Publishing, Inc.Contoh Skripsi Bahasa Inggris

CHAPTER IINRODUCTIONA. Background of The Study Education is changing of behavior, habit, attitude and skill (ability). This changing process happens after someone interact with environment. (Nasution in Hadneh, 2005 : 1) . We know that the aim of education in indonesia is the making students to develop basic character good citizeans. Our society needs as well as provide students prerequisite for future studies to increase the quality of education that sould be achieved by the society.

Many way can be used to improve students English achievement. One of them is reading many English books. Reading is one of the skills that much be thought, by reading, we can get information, knowledge, and pleasure. Now days. There are so many books written is English and the students are thought English in all level of school up university.

The priority of the students ability in reading recount text in school because it can over there others skills. The habit of people, who often read books written in English, will make them easy to master the other skills. As achin (in hadneh, 2005:1) stated that reading skill involves the tree other skills: listening, speaking and writing.

In a learning process the recount to work, the reading materials is the main goal but fact school that the mayority of the students are not competent in this skill. The student can increase knowledge in reading recount text through read like : recount, narrative, and descriptive.

Therefore, the students ability is necessary to be delovep especially in improving reading recount text of the students, because reading recount text can help students expand to skill and comprehension student in reading recount text, in order to student able to understand aim from content recount.

So, based on the statement above, to find out the students ability in reading recount text of the second year students at SMP Negeri 1 Praya Barat Daya in Academic Year 2010/2011.

B. Statement of The ProblemsBased on the background of the study. The statement of the problem is what extent is the students ability in reading recount text at the second year students of SMP Negeri 1 Praya Barat Daya in Academic Year 2010/2011?

C. Purpose of The StudyProblem statement above, the writer tries to get a target in this writing should be achieved thet to measure the students ability in reading recount text at the second year students of SMP Negeri 1 Praya Barat Daya in Academic Year 2010/2011.

D. Significance of The StudyThe significances of the study are:

1. The theoreticat significances

The students are expected to understand reading recount text so, the result of the study will give information about how to cope with the difficulties understand and students motivation in reading recount texts particularly second year students of SMP Negeri 1 Praya Barat Daya in Academic Year 2010/2011

2. The practical significances

The writer wants to find the students difficulties in understanding reading recount test so, the result of the study will encourage them improve to skill in reading recount text.

E. Assumption of The StudyThe research conducted is based on the assumption :

1. The students are encountered a sum of reading questions, naturally based on the text.

2. The instrument used to collect the data is true in measuring the students ability of reading recount text used at SMPN 1 Praya Barat Daya in Academic Year 2010/2011.

F. Hypothesis of The StudyHypothesis is a powerful tool on scientific inquiry, because it is a tentative answer. It enables us to find real answer by doing research and relating it to the theory.

The hypothesis set forth the current study is worth considering. However, they still need to be proved under the results of finding later. There are two kinds of hypothesis: null hypothesis and alternative hypothesis.

Based on the theoretical of view, the hypothesis of this research can be formulated as follws :

1. The Alternative Hypothesis (Ha)

The second year students of SMPN 1 Praya Barat Daya in Academic Year 2010/2011 are able in reading recount text.

2. For statiscal analysis (Ho). The second year students of SMP Negeri 1 Praya Barat Daya in Academic Year 2010/2011 are not able in reading recount text.

G. Definition of The Key TermsTo avoid misunderstanding in this study, it is necessary to explain some terminologies related to this thesis:

1. Reading

Finochiaro and bonomo (in hadneh. 2005: 3) State that: Reading is bringing meaning to and getting meaning from pointed or written material. Burn at all (in Hadneh, 2005: 3) defined reading as the interpretation of the meaning of printed symbol. In this extend reading text is denote to the text which are expected the students understand.

2. Recount text

(Seaton, in Siti Rahmawati, 2008: 5) State that: Recount is a reconstruction of something happenes in the past. It is the unfolding sequence of events overtime and the purpose is to tell what happened. Recounts begin with by telling the reader who was involved what happened where this event took place and when it happened. In this research recount text means to the text (written works which consists of several paragraphs ) which are expected the students to understand about recount text.

CHAPTER IIREVIEW OF RELATED LITERATUREA. Reading 1. What is Reading Reading is active process in which reader shift between source of information (what they know and what the text says), elaborate meaning and strategies check their interpretation (revising when appropriate), and use the social context to focus their response (Tarigan, 1979: 4). Next reading is creativity, meaning that the creativity reader brings to the material skill of comparison and synthesis the ability to use new relationship and arrive at devinitely conclusion (Burns et al, 1989: 6).

Since communicative courses focuses on message rather then the from, the reading skill is redefined to focus on the purpose of reading. (Hodgson in Nuryanti,2009: 4) stated the reading is process and also utilizet by reader to get message word media/ language write. From linguistic facet, reading is recoding and decoding process.

(Anderson in Yudhistira,2009: 5) stated that the target of reading is to look for and to get information embarrasses feels and reading meanings, some target of reading are:

a. Reading for details or facts

b. Reading for main ideas

c. Reading for sequence or organization

d. Reading for inference

e. Reading to classify

f. Reading to evaluate

g. Reading to compare or contrast.

2. Activities of ReadingA proficient reader must coordinate a number of skills. He must read rapidly as well as with a through understanding of the subject matters. Followings are step of reading, namely: (wiyacharta in afzalurrakhman, 2008: 6) skimming is the skill to read quickly and selectively in order to obtain a general idea of the material. There are them methods of skimming:

a. Preview

By the preview the students can find out the book or articles that written by the authors in a certain field whether the authors have their own format of writing.

b. Overview

Overview is a reading activity to find out sections that they are ability.

c. Survey

Trough a survey the students will get general idea of that material contains; skimming is the skills tahat help the students read quickly and selectively in order to obtain a general idea of the materials.

1) Pre reading activity

By conduction pre reading activity, we can help students to relate their knowledge to the text they are going to read. there are two kinds of important. Knowledge involved in reading, knowledge of the language and knowledge of the text .

2) While reading activity

To lead students to resd more effectively, it is advisable for the teacher to facilitate students with questions before the read.

3) Post activity (follow up activity)

Careful planned follow up activities can add fun enjoyment to a reading lesson.

3. Kinds Of Reading Materials(Jack C Richacd in Nurhayanti, 2009: 7) classified reading materials into two kinds namely:

a. Artificial materials

The material quoted from any text book. It is the material, which is mandible prepared for the purpose of instructional activities. This material same time makes students bored, because the message is implied not more students ability.

b. Authentic materials

Authentic material, especially reading material any kind of literary work, which is used as the material the teaching reading. This material mainly not prepared for instructional activities for other purpose of reading.

English teacher nowadays assume that of material is worth full since:

1) Aims when using a reading text

The teacher should decide first what their aims are:

a) To teach basis reading comprehensions skill

b) To teach real life reading skill

c) To devlop critical reading skill

d) To reinforce certain grammatical feature

2) Method of teaching reading

Methot will be depend on the aim and focus on two aspects:

a) Presenting a text

(1) Arouse the students ability

(2) Draw their attention to their own previous knowledge and experience, which will help them to attack the text.

(3) Give reason for reading

(4) Pre teach any important words or concepts.

b) Developing the reading lesson

The teach can do some of the thing develop reading skill:

(1) Preview

The student can be finding out the book or article written by specialist in a certain field.

(2) Skimming

Skimming is the skill the help the students read quickly selectively in order to obtain a general idea of the material.

(3) Scanning

On the hand, scanning help the student read quickly for the specific information such as one scan pages of the newpaper to find particular articles to read.

B. Text Generally there are three models of language which shows now a text is influenced by the contexts (Hammond et al in Puspitasari, 2009: 17)

1. Context of CultureA language is used by the people that have same cultural background. Context of culture caused the development of many kind of text or genre. British are familiar with the kind of text such as, narrative text, conversation. Thus, the native speakers also need to study how to tell events (recount) both orally and written.

A text can be short and simple, but it must be structural and easy the reader to understand it. For example, in transactional conversation the students learn how the language and also learn the rhetorics ways that are usually used by the native speaker.

2. Context of Situationa. Field means anything happened in the text, the topic of the text (subject matter) who involved, what happened, where it happened, how to happened, and so on.

b. Tenor is the interpersonal relation between the character (who are involved) in the text.

c. Mode is the channel of communication between oral and written language.

3. TextText is something written or read. Text is not word unity but text is a semantic unit (Holliday in Puspitasari, 2009: 18). These semantic units are realized in the from of word, clause and sentence. When we read or write means we create a text. A dialogue or conversations that emphasize meaning called text. (Holliday in Puspitasari, 2009: 18) also stated when we communicated or event just as a listener or reader we have created a text indirectly.

C. The Term of Recunt Text.There are some kinds of text (genre) in English teaching, for example, expository, discussion, and explanation. Recounts, narrative, and anecdote. The based competency which dealt with the mastering of this type of text is the students should be able run communication both orally or written.

A recount is a text that has social function to retell events for the purpose of informing or entertaiming. When you tell about happenings in the past it means that you make a recount text. Recount texts refer that tells a story that has happened in the past. It can be from of personal letters, diary, history, biography or autobiography and the similar (depdiknas,2004: 26)

Derewianka in depdiknas (2004: 34) listed out three major types of recount text:

1. Personal RecountPersonal recount describe an event where the writer or the author is doing the action by himself. It includes in the story, funny events which is written on the diary.

The characteristic of personal recount is that the use the first person pronoun, personal respone to the events can be included ( usually at the and of the recount).

2. Factual RecountFactual recount describes the facts of events, such research report, the magazine, and so forth.

3. Imaginative RecountImaginative re-count describes the unfactual story or fiction, for example, the text for teaching language. The imaginative recount usually written in the first person, and need not to include personal reaction.

CHAPTER IIIRESEARCH METHODOLOGYA. Research MethodThis research tries to measure the students ability in reading recount text. The method of the study is a descriptive method. Descriptive method means a research method wich is used to study the status of a community, an object, or a set of condition, a system of thinking or an event on present (nazir in hadijah, 2008: 23). Data obtained were analyzed by applying basic statistical computation.

B. Population and Sample of The Study1. Population

Population is the number of the people having at least the same characteristic (hades in faizin, 2004: 21). Another definition that is similar to that given by Donald Ary (in faizin, 2004: 21) said that population is a number of people defined events or objects. From the two definitions above, a simple definition of population is a set (or collection) of all elements prossessing one more attribute of ability.

The number of population of study is all of the second year students of SMPN 1 Praya Barat Daya in academic year 2010/2011. That consists iof 1 class. In each class consists of 26 students, so the total population in this research is 100 atudents.

2. Sample

According to arikunto, sated that if population are less than one hundred that is better to take all of population to be subjects of the research. If the number of population is more than one hundred it suggested taking 10-15 % or 20-25 % (arikunto, 1991: 107). The consist of 4 class namely class VIII 1 is 25 students, class VIII 4 is 25 students. The totoal of all students from 4 classes is 101 students. So, the writer takes 26 students (17%) of total number. This number of population is representative enough for the subject of the research. This sample class is VIII 3.

C. Method of Data CollectionThis study finds out the data at the second year students of SMPN 1 Praya Barat Daya in academic year 2010/2011. The data are obtained from the research instrument used follow:

Reading test.

The data of research are collected by used reading test. The tezt is given to students understand about that, the purpose of giving tezt is to know the students difficulties in understanding reading recount text. And the next, the writer gives test reading one by one in front of class. Until that the writer will used question in test reading, kind of reading test is multiple choices that consist of 20 questions, take from reading test and have to test 26 students.

The look for the correct answer to know the students understand in reading skills which is used as reading text.

D. Data Analysis ProcedureThe analysis of the data is done based on the data collected in from of score through the steps:

1. Collect the result of students test.

2. Analysis the students mistake uses grammar and reading recount text.

3. Calculate the students mean score in reading recount text by using formula:

Where : X= Mean Score of The Students

= The Total Score of The Students.

N= The Total of Students (Gay, 1981).

4. Table identifying the students ability

Table I. identifying the students ability

No CATEGORYSCORE RANGES

1.

2.

3.

4.

5. EXCELLENT/VERY GOOD

Good

Fairly good

Poor

failed80-100

66-79

65-56

49-55

30-39

CHAPTER IVRESEARCH FINDING AND DISCUSSIONA. Data Description This chapter deals with the data description and discussion based on the data The Students ability inreading recount text: A Survey At The Second Year Students At SMP Negeri 1 Praya Barat Daya in Academic Year 2010/2011.

After collection the data, the writer gave four criterions for the students ability in reading recount text: good level, fairly good level, poor level, And failed level.

Based on the students score on the students ability in reading recount text, the writer classified them as follows: 10 students were classified in good level, 7 students were classified in fairly good level, 3 students were classified in poor level, and 6 students were classified in fail level.

Table II. The students score on test reading recount text

NoName StudentsCorrect AnswerStudent ScoreClassification

1ahmad Dalail840Fail

2Alan Sastra Diningrat1260Fairly good

3Ami Ardiutami735Fail

4Bq. Ami cahyanika1470Good

5Bq. Faarmi isniarti1575Good

6Dewi Marta Ningsih1260Fairly good

7Erna Wati1470Good

8Fahrurrozi1155Poor

9Hawariatun Munawara735Fail

10Heti Aulia1575Good

11L . Mahendra Saputra1470Good

12Mustainah1155Poor

13M. Khotibul U.B1575Good

14M. Ridwan735Fail

15Marsini1260Fairly good

16Nurul Hidayati1575Good

17Paliyena Sarbini735Fail

18R. M. Rifki Komala Aji1575Good

19Riza Kurnia Harfizi1365Fairly good

20Samsul Rizal735Fail

21Sarfin Effendi1260Fairly good

22Taslina Septianintyas1365Failrly good

23Siti Salamah1470Good

24Teguh Samudra1470Good

25Yulia Atira H.M1155Foor

26Nia Titian Dini1260Fairly good

Total Score

Mean Score1495

57.5

From the table above, it was shown that the students score and classification. To obtained of the students mean score the writer applied the formula as follows:

Where : X= Mean Score of The Students

= The Total Score of The Students.

N= The Total of Students

Calculation :

The calculation showed that the mean score of the second year students of SMPN 1 Praya Barat Daya in Academic Year 2010/2011 was 57.5. based on the previous classification, the score above was classified as fairly good. The six standard intervals values of students score as follows:

1. 80-100 is classified as excellent

2. 66-79 is classified as good

3. 65-56 is classified as fairly good

4. 49-55 is classified as poor

5. 30-39 is classified as fail

The test consists of 20 items. The writer decided to use one hundred as the highest value. Therefore, the score of each correct answer are six, based on six intervals from the collection data: 10 students were classified good (66-79), 7 students were fairly good ( 65-56), 3 students were poor (49-55)and 6 students were fail (30-39).

B. Discussion This heading present about the students ability in reading recount text. The writer got data from reading text. It can be elaborated as follow.

Reading testReferring to the statements of problem in the second year students of SMPN 1 Praya Barat Daya in academic year 2010/2011 find difficulties in learning reading recount text. The data were obtained from reading test. The 26 students were tested. They answered the reading recount text.

From the result of the data obtained, the writer found the second year students of SMPN 1 Praya Barat Daya in academic year 2010/2011 have ability in reading recount text. It can be seen from the table 10 students got good score, 7 students got fairly good score, 3 students got poor score, 6 students got fail score, and the total mean score is 57.5. the highest score is 100 and the lowest score is 50. From percentage, the writer can conclude that the students of SMPN 1 Praya Barat Daya in academic year 2010/2011 are still 57.5 is classified as fairly good in understanding and determine the main idea in a paragraph.

Based on the study, the writer seen that the students are not able in two points above because of some reasons. The fist, they do not have special books prepared in the school, so the students cannot study from different book to develop their recount text in two points above. The second reason is because the students often absent in the class, so the students are lack of the material in deceloping their reading skill mainly in two points above. The third reason is the students are not able to understand the text and its question. So they did not answer the question well. It happen because

1. The students did not understand how to find out the main idea, so they did not answer the question well.

2. The students have lack understanding of the paragraph

3. The students did not know meaning of some sentences of the text.

Based on the data above, the answer of statement of problem in chapter I is the students get lack score on reading recount text. Thus, the teacher must always feel need to stimulate their students motivation to learn the material which they were given by the teacher and try hard to practice, to achieve the objective that their teacher given for them.

CHAPTER VCONCLUSION AND SUGGESTIONA. Conclusion In this part. The writer concluder the result of the study, it can be inferred that the students ability in reading recount text at the second year students of SMPN 1 Praya Barat Daya in academic year 2010/2011.

It is obtained the writer got the value of the students ability in reading recount text of VIII3 the mean score was 57.5 is classified fairly good. This conclusion is based on the students; result of reading text one class in this case the descriptive one class get lack score of the students. It meant the students ability in reading recount text who lack is 57.5 the classified fairly good.

From the result on the table, writer classified them as follow: 10 students were classified in good (66-79), 7 students were classified in fairly goog (65-56), 3 students were classified in poor (49-55), and 6 students were classified in fail (30-39).

The null hypothesis (Ho) which stated the students do not able in readingrecount text is definitely accepted and the alternative hypothesis (Ha) the students able in reading recounts text is clearly rejected.

As stated in previous chapter I that the null hypotheses (Ho) of the writing are;

1. The second year students of SMPN 1 Praya Barat Daya in academic year 2010/2011 are not able in reading recount text.

2. The second year students of SMPN 1 Praya Barat Daya in academic year 2010/2011 got 57.5 is classified fairly good score in understand reading recount text.

B. Suggestion Observation the finding above, the writer provides some suggestion are follow:

1. The teacher should always realize reading is a skill is quick comlex and difficulties students to learn.

2. Because of the reading is a skill and skill must need a lot of exercise, so that the teacher should always try to choose good reading materials and give the students a lot of exercise.

3. The teacher is hoped to motivate the students understanding of the reading recount text given, he/she can ask the students to the reading it in from of text.

4. In reading leraning process, it is suggested to the teacher to be aviding word by word learning reading skill.

Contoh Skripsi Bahasa Inggris Short Story Analysis in EFL/ESL

ELT, Reflective Teaching, Short Stories, Teaching Tips 0 comments

Short Story Analysis in EFL/ESL:A great source of learning and teachingShort stories can be a great source of learning and a great tool for teaching as well. In ELT, stories can serve different purposes. Roughly speaking EFL/ESL students can benefit from them by acquiring new vocabulary items while appreciating literature. They can also be used to introduce the basics for literary analysis, especially if they need to take narrative or drama as part of the curricula. Short stories, as outlined before, can be of great learning/teaching use if approached properly.Keeping in mind that my students are A1+ or low A2 (based on the CEF), I try to have them enjoy the experience rather than feel animosity against reading short stories. In addition, using the segmented story approach used by Goodman (2003) in his Literature for English series combined with Manneys (2012) well-suited workshop approach to reading short stories, I have devised a five-step basic literary analysis for my beginning reading skills students at the university.

Task 1> PLOT UNDERSTANDING: The stories we get to use in class are segmented to ensure student understanding of the plot. As prepared by Goodman in his books, for each segment of the story a set of questions is prepared. This questionnaire aims at facilitating students plot understanding and literary appreciation of the genre. In addition, this segmentation of the plot can help the teacher focus students on key vocabulary items that need to be understood to guarantee the storys comprehension. This process works better if the instructor assigns the questionnaire for homework to maximize TASK 2.Task 2> STORY RECONSTRUCTION: In class, as suggested by Manney, a literary workshop starts to ensure that students voices are heard when dealing with the questions. Students are either paired or asked to work in small groups to go over the questionnaire. Besides, they are asked to write a brief summary of what the story is about, which guarantees that everyone in class understands it. Once students are done with the discussion of the questions and the summary is written, -as a whole class activity-, two questions are posed to be discussed: Whats being told by the author? How realistic is the story?

Task 3> EVENTS RECOLLECTION: Before students are asked to create their own storys Feytags pyramid, it is advisable to model a diagram for them. When they feel confident with its use and potential, students are also asked to produce their own pyramids by means of Traci Gardners

Burton Goodmans book series is entitled Literature for English published by McGraw-HillArticle published in Voices Magazine by IATEFL

Webtool published by NCTE at http://www.readwritethink.org/files/resources/interactives/plot-diagram/

file:///D:/methoid%20thesis/short-story-analysis-in-eflesl.htmlMay 17, 2009

SHORT STORY APPRECIATION: A look at Students' Competence

INTRODUCTIONMany experts have talked about language learning or language teaching; they all have talked about the theory, the principles, the approaches, the strategies, and the objective of language learning.Robert Lado (1964) argued that one can only learn a language if deals decisively with its cultural content. And one of the aims of teaching a foreign language according to Wilga Rivers is to bring students a greater understanding of people across national barriers by giving them a sympathetic insight into the ways of life and the ways of thinking of the people who speak the language they are learning, and to increase the students personal culture through the study of the great literature and philosophy (in Frederick, 1988: 9).Both Lado and Rivers, therefore, seem to agree in one point, that learning a language should not be separated from the learning the pattern and values of culture of which it is a part.Widdowson (1975) claimed that there are two levels of linguistic knowledge; the level of usage and the level of use. Usage involves a knowledge of linguistic rules, whereas use entails knowing how to use this rule for effective communication. Since literature uses language as its medium, it seems reasonable to contribute a language use.Literature, according to Sandra McKay (in Frederick, 1988), will increase all language skills because it presents language that illustrates a particular dialect which is embedded within a social context. As such, literature deals for developing an awareness of language use. Furthermore, it can foster an overall increase in reading proficiency. If students enjoy reading literature, it may increase their motivation to interact with the text. Reading a foreign culture through literature may also increase students understanding of that culture and is likely to spurs their own imaginative writing.For most students, literature can provide a key to motivating them to read in English; and for all, literature is an ideal vehicle for illustrating language use and for introducing cultural assumptions.However, it should noted that success in using literature in language learning, depends greatly upon the selection of the text which will not be too difficult for students, either on linguistic or conceptual level. Literature, therefore, should be taught when the students are advanced in their control of the language, and their understanding of the culture and literature.According to Lado, finding a way to prepare students to understand and experience a particular piece of literature is likely to be the teachers responsibility. One way of doing this is to treat vocabulary before hand, so that when the piece of literature is read, it can be read, understood, and appreciated (1964: 142).For the English language teachers and lecturers, although the students do not yet fluently express their English, either in speaking or writing, they are still able to comprehend when they discuss a piece of literary work, since they come from a society which has its own literature. They have read and studied poems, plays, novel, or short stories in their own language. Hence, they are familiar with the elements and forms of literature written in their native language.At the English Department of the State University of Makassar, in particular at the English Literature Study Program, the current condition of the teaching of literature is promising enough since the program offers several courses on literature; namely: Introduction to Literature, Prose 1 and Prose 2, Poetry 1 and Poetry 2, Drama 1 and Drama 2, Comparative Literature, Creative Writing, and Australian Literature. However, compared to linguistic aspect, the portion of literature is deliberately low. This is proved by the fact that only 10 (16,67%) courses deal with literature.This study was conducted to have a description on the students ability in short story appreciation by means of objective approach, and to get to know whether their ability varies in appreciating different kind of short stories. By objective approach the emphasis of the appreciation is on the literary work itself as an autonomous structure. This means that the literary work is just analyzed from the elements that build it up. The reason why this study was conducted is a prior confirmation for lecturers of English in order that they are able to treat the students properly based on the students needs. It can also become a proof of a promising condition of the teaching of literature at the English Department.PERTINENT LITERATUREThe Classification of Short StoriesShort story can be classified according to its emphasized element. The emphasized element determined the action of the story (Sumardjo, 1984: 70). Hence, short story can be classified into five; namely: Characteristic short story; that is the short story describing certain aspect of human characteristics, such as stingy, honest, ashamed, and so on, Plot short story; emphasizing the happening of a very exciting event, Thematic short story; emphasizing the theme, Setting short story; tends to describe the background location where the story takes place, and Situational short story; that is the short story seemingly having no story at all, but it is interesting because of the situations described by the author.Short Story AppreciationLexically, the term appreciation means the recognition of feelings or sensitiveness of inner mental, the recognition of aesthetic values grown up by the author, or the sense of satisfaction and judgment of aesthetic values developed by the author (Gove, 1969: 105).Appreciating literary works, including short stories, is not just a brief activity; that is to say that the reader does not only understand the story he reads but he ought to do this continuously. An appreciator must be able to understand and evaluate all aspects that build up the story (Tanuwijaya, 1986:18).According to Wardani, the process of literary appreciation can be divided into four levels; namely: Level of likeness; where the students begin to have an interest in reading literary works. Level of enjoyment; where the students begin to have an enjoyment when they read literary works due to the growth of their understanding Level of reacting; where the students begin to offer their opinion or comment on a certain literary works they enjoy Level of producing; where the students begin to create literary works. (1981: 1).To be able to appreciate literary works, an appreciator, besides having to understand the language used in the works he appreciates, he must also involve his imagination, interpret the meanings of the work, and avoid any prejudice to the literary works that he reads.In communicating to literary works, an appreciator must be open minded. That is to say, an appreciator should not inflict his prejudice toward the author through his work, and toward historical background of the works he appreciates. Literary works, whether comes from the East or the West, does not matter for a good appreciator. Then, for further communication, the literary work should be regarded as a subject.Every reader has different ability in appreciating literary works. This depends much on their educational or knowledge background. If an appreciator has only little background knowledge on literature, consequently he has low ability to appreciate literature. Whereas, an appreciator with sufficient background knowledge on literature will have fair ability, and in such a manner, if he has good background knowledge, he will have high ability to appreciate it (Badrun, 1989:135). Approaches to AppreciationIn appreciating short story, we cannot deny that we will have different view and interpretation on a certain story. One factor controlling this matter is that we might employ different approaches in appreciating it.M.H. Abrams (1953) argued that there are four approaches that can be employed in appreciating literary works. They are expressive, pragmatic, mimetic, and objective approach.Expressive approach focuses on the role of the author as the creator of the literary works. It is basically derived form principle that literary work is the authors expression. It is resulted from a creative process of the author based on his perception, his thought, and his feelings. The main case in this approach is the authors psychological process.Pragmatic approach focuses on the role of the reader as man of response and enjoyment. It sees the advantages or the functions of literary works. A success literary work is one which offers some advantages to the reader. It should be advantageous and enjoyable, for the two characteristics are the power of interest of literary work.Mimetic approach emphasizes on the connection between literature and reality. In other word, we can say that this approach sees the relevance of the literary work to the real life that we experience.,Objective approach emphasizes on the literary work itself as an autonomous structure. This means that the literary work is just analyzed from the elements that build it up. In other word, this approach emphasizes the literary work as a system. Hence, to comprehend the literary work means that we have to appreciate it totally.RESEARCH METHODThis study employs descriptive method. It aims at giving description on the students ability to appreciate short stories and to identify whether their ability varies in appreciating different kind of short stories.The research subjects are the English major students of State University of Makassar of the fourth semester. The number of the population was 172. They were from two study programs, namely English Education (112), and English Literature (60 students). The sample was the fourth semester students of Class B of English Literature Study Program of State University of Makassar which consisted of 30 students. They were selected purposively.This study employed a competency test which is based on Moodys test of appreciation which consists of four levels of category; namely informative, conceptual, perspective, and appreciative category. The order of these categories shows the level of difficulty. Hence, appreciative category is the most difficult of all categories (in Wardani, 1981: 28). The test was constructed by using two short stories of different kind, namely plot short story entitled The Boar Hunt by Joze Vasconcelos and characteristic short story entitled Like a Bad Dream by Heinrich Boll. Each short story has five questions on each level of category and marked 10 at maximum for each number.The data obtained from the test was scored manually, tabulated, and then analyzed into percentage and mean analysis. The scores of the students for each level of category were classified into five levels. Score 0-10 was classified very low, 11-20 (low), 21-30 (fair), 31-40 (high), and 41-50 (very high).Thus, the classification of the students total scores obtained through the test was divided into five: Score 0-40 was classified very low, score 41-80 was classified low, score 81-120 was classified fair, score 121-160 was classified high, and score 161-200 was classified very high.FINDINGS AND DISCUSSIONFindingsThis section deals with the presentation of the data gathered from the research instrument.A. The Students Score on Plot Short Story The students informative competenceThree students (10%) got very high score, 20 (66,67%) got high score, and seven (23,33%) got average score. Consequently, none of them got low or very low score. The total score of the students on the informative test is 1120. This shows that the mean score is 37,33 which falls into high classification. The students conceptual competence13 students (43,33%) got high score, and 17 (56,67%) got fair score. The total score of the students on the conceptual test was 850. The mean score is 28,33 which falls into fair classification. The students perspective competenceTwo students (6,67%) got high score, 13 (43,33%) got average score, and 15 (50%) got low score. The total score of the students on the perspective test was 735. The mean score is 24,5 which falls into fair classification. The students appreciative competence14 students (46,67%) got very low score, 12 (40%) got low, and four (13,33%) got fair score. The total score of the students on the appreciative test was 479. The mean score is 15,96 which falls into low classification.B. The Students Score on Characteristic Short Story The students informative competenceTwo students (6,67%) got very high score, 24 (80%) got high, and four (13,33%) got fair score. Consequently, none of them got low or very low score. The total score of the students on the informative test is 1100. This shows that the mean score is 36,67 which falls into high classification. The students conceptual competence13 students (43,33%) got high score and 17 (56,67%) got fair score. The total score of the students on the conceptual test was 806. The mean score is 26,86 which falls into fair classification. The students perspective competenceThree students (10%) got high score, 12 (40%) got fair score, and 15 (50%) got low score. The total score of the students on the perspective test was 689. The mean score is 22,96 which falls into fair classification. The students appreciative competence15 students (50%) got very low score, 10 (33,33%) got low, and five (16,67%) got fair score The total score of the students on the appreciative test was 470. The mean score is 15, 67 which falls into low classification.

Discussion

The discussion of the result of data analysis is divided into two parts in accordance with the classification of the two short stories students appreciated.A. The Ability of the Students to Appreciate Plot Short StoryThe findings show that the highest mean score is 37,33 which belongs to the informative test, followed consecutively by conceptual test (28,33), perspective test (24,5), and appreciative test (15,96). It means that the students informative ability is better than the other three. Their conceptual ability is better than their perspective ability. Their perspective ability is better than their appreciative ability. This is relevant to the level of the difficulty of each test category, where the appreciative ability is the most difficult of all. The total score of the students for all categories is 3184, and the mean score is 106,13 which falls into fair classification. It means that the students have fair ability in appreciating plot short stories.B. The Ability of the Students to Appreciate Characteristic Short StoryThe findings show that the highest mean score is 36,67 which belongs to the informative test, followed consecutively by conceptual test (26,86), perspective test (22,96), and appreciative test (15,67). It means that the students informative ability is better than the other three. Their conceptual ability is better than their perspective ability. Their perspective ability is better than their appreciative ability. The total score of the students for all categories is 3065, and the mean score is 102,17 which falls into fair classification. It means that the students have fair ability in appreciating characteristic short stories.CONCLUSION AND SUGGESTIONConclusionBased on the result of the two kinds of short stories above, it can be concluded that the English major students of State University of Makassar have fair ability in appreciating short stories. The result also shows that there is no significant difference in their ability to appreciate the two kinds of short stories.However, their ability varies on the four levels of competence. Their informative ability is the highest of all, followed consecutively by conceptual, perspective, and appreciative competence. This is not surprising since appreciative competence is the most difficult, followed consecutively by perspective and conceptual competence. The easiest one goes to the informative competence.SuggestionTo be idealistic, it is expected that the students get very high result in their test. Their ability in each level of the test should get balanced, in order to achieve perfect appreciation. Students should be directed to read more short stories where the appreciation is likely to achieve its perfection.Since this study merely gives a description on the students ability to appreciate short stories by means of objective approach without taking into account other variables that might affect their ability, the writer recommends that it should be further study conducted, preferably by other approaches, in order that we can get a more comprehensible result.BIBLIOGRAPHYAbrams, M.H. (1953). The Mirror and the Lamp: Romantic Theory and the Critical Tradition. London: Oxford University Press.Badrun, Ahmad. (1989). Teori Puisi. Jakarta: P2LPTK.Frederick, J.Tirajoh (1988). English Poetry: An Introduction to Indonesian Students. Jakarta: P2LPTKGove, Bobcock. (1969). Webster New International Dictionary. New York: G&O Meriam Company.Hall, James B. (1965). The Realm of Fiction: 65 Short Stories New York: McGraw Hill,Kenney, William. (1966). How to Analyze Fiction. New York: Monarch Press.Sumardjo, Jakob. (1984). Memahami Kesusastraan. Bandung: Alumni.Tanuwijaya, Solchan et al. (1986). Penelitian Kemampuan Apresiasi Murid Kelas III SMP di Jawa Timur. Jakarta: Depdikbud.Wardani, I.G.A.K. (1981). Pengajaran Sastra. Jakarta: DepdikbudWiddowson, H.G. (1975). Stylistic and the Teaching of Literature. New York. Longman Group Limited.

Posted by Iskandar Sulaiman, Bachelor of Art in English Education (IKIP), Master of Educational Studies (Curtin), Doctor Candidate (Unhas), PhD student (Curtin) at 1:06 AM file:///D:/methoid%20thesis/short-story-appreciation-look-at.htmlMiss Gimie

Monday, 11 April 2011

REFLECTION ON THE STAGES OF LITERARY APPRECIATION

Given that the individual is an integral asset in defining literature and critiques have equated it to an experience, it therefore means that there are some stages that we to have to go through ourselves. The reality of how children develop literary appreciation indicates that their experiences with literature move through recognizable stages that build on earlier interactions (Rycik 1999). These stages are interrelated. It is imperative that we realise that this stages are gone through but are built upon as. For example Carlsen (1974) is of the opinion that if students do not go through the stage of losing oneself in the text- level 4- nothing else in Literature would make much sense.

Prior knowledge of these stages would have made me better equipped to package the subject for the students and would have improved my pedagogy in the classroom. Firstly, knowledge of the stages of literary appreciation would have given me a better understanding of the texts students should have been exposed to. Readers derive their greatest sense of literature when they are taken back to the realities of human situations, problems, feelings and relationships (Ighile (2011)) which give a perfect definition of the characteristics of stage four. Additionally, at this stage students begin to discriminate. They begin to enjoy some experiences more than others and find some distasteful or deeply absorbing. Thus, whatever text students were exposed to, should have served these purposes. An understanding of the stages of literary appreciation would have also influenced the strategies and techniques that were employed in the classroom. Ighile (2011) contends that literature can best be thought of as a process of communication between the writer or the artist and his public. Students could have been engaged in more meaningful guided discussions about the writers craft and to relate their experiences to that of the characters (Flood et al 1994). Students should have been able to make the connections so as to enable them to identify with the characters and the issues discussed in the text (a characteristic of Young Adult Literature). Other strategies suggested by Flood et al 1994 that would definitely create a communication channel between the student and the distant author are reading out loud, writing responses to the story, revisiting the story and extending to other stories which includes students reading alone, students reading with partners and readers workshop. Although some of these techniques were utilised, they were not stressed upon and were done superficially. Had they been done with the intention of guiding my students through the stages of literary appreciation, they would have been more meaningful and help students to appreciate the subject for what it is. The literature experience has to be a satisfying one filled with pleasure and profit for students, one which focuses less on the academics and more on the student. All students should aim at reaching the highest stage of literary appreciation so that they can be classified as an avid literature student (Nilsen and Donelson 2001). Therefore as teachers we have to meet them half way and comfortably take them through the stages.

Flood, J. & Lapp, D.(1994) Developing literary appreciation and literacy skill: A blueprint for success,(48) 1, 76-79

Knickerbocker, J. l. & Rycik, J. (2002) Growing into literature: Adolescents' literary interpretation and appreciation, (46) 3, 196-208http://www.pucpr.edu/facultad/ssantiago/english326/326-Stages%20of%20Literary%20Appreciation%203.pdfhttp://business.highbeam.com/435378/article-1G1-94123328/growing-into-literature-adolescent-literary-interpretationhttp://www.jstor.org/pss/40017127http://www.pucpr.edu/facultad/ssantiago/english326/326-Stages%20of%20Literary%20Appreciation%203.pdfNilsen,A.&Donelson,K.(2009).Literaturefortodaysyoungadult.(8thed.).Boston:PearsonEducationInc.pp.10-16

Posted by Ms Gimie at 22:23

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