TEACHING READING USING STORYBOOK READING AT SD NEGERI 1 TROSEMI GATAK.

Apriani, Nur Ikawati (2009)

Abstract
The objectives of the study are to describe: 1) the process of teaching reading using storybook reading to the fifth year of SD N 1 Trosemi Gatak; 2) the result of teaching reading using storybook reading to the fifth year at SD N 1 Trosemi Gatak; and 3) the solution to overcome problems which appear in teaching reading process using storybook to the fifth year of SD N 1 Trosemi Gatak. The type of this research is an action research. The subject of the study is the students of SD N 1 Trosemi Gatak, especially the fifth year student. This class consists of 30 students as respondent of research. The object of the study is teaching reading using storybook to elementary school of SD N 1 Trosemi Gatak in the fifth grade. The data collecting method is done using tests. The data analysis is done using qualitative method. Based on the analysis, the writer draws some conclusions as follows: 1) The process of teaching reading using storybook reading to the fifth year of SD N 1 Trosemi Gatak is done by preparing reading material in the form of storybook; 2) The result of teaching reading using storybook reading to the fifth year at SD N 1 Trosemi Gatak is that the teaching reading result in an improvement in the students’ competency in reading. It is demonstrated by the improvement in the students’ passing level throughout the cycles unde rtaken.; and 3) T he solution to overcome problems which appear in teaching reading process using storybook to the fifth year of SD N 1 Trosemi Gatak is done based on the problems appear during the teaching reading process.

CHAPTER I
INTRODUCTION
A. Background of the Study
A good reading skill will improve student’s ability in gathering ideas to
communicate. Reading is a process of decoding message in which the students
need their own experiences and knowledge. Elementary school students are the
beginners in learning English, so it is common if they have some problems in
learning English especially in reading. The main reason is that English is not
the mother tongue of the students and the teachers, therefore, many problems
arise from the learners, teacher, and the facilities.
To solve the problem, many teaching techniques are developed. One of
the techniques is teaching English by using story. By listening to a story, some
important skills can be developed such as predicting, guessing, message
decoding, and assimilating new vocabulary. Story also allows students to be
more creative and imaginative, and also give students a sense of achievement.
Here, story can be applied on several activities like story telling and
storybook reading. Story telling activities are a great way to allow students to
express themselves freely and creatively in an authentic and real way. “story
telling has a significant part to play in contemporary education from pre-school
to lifelong learning... story telling has immediate benefits for the development
of a pupil’s speaking and listening skills” (Storytelling in education:
http://www.crickcrackclub.com/CRICRACK/EDUCF.HTM).
In story telling, the story is delivered using speech or oral, oral telling
terms using simpler language, sentence are generally shorter. With oral telling,
we usually repeat things more redundancies, especially if the students are
having difficulties to follow the story. Telling story have the weaknesses such
as teacher should paraphrase the story first, teacher should using the simple
word for explaining the story, teacher should be good in mimic, gesture, etc.
telling story is not efficient because needs many time and energy. But different
with storybook reading, it is a simple and efficient technique because the
teacher activity is only read the text on the books.
“Reading storybook with young children is one of the most
important things adults can do to support early language and
literary skills. What other fun, engaging interaction can teach
children so many critical concept including print awareness,
vocabulary, grammar, sentence structure, and social and
conversational skill?” (Ezell, Helen K. and Laura M. Justice ,
http://www.brokepublishing.com/store/books/ezell-
8000/index.htm).
Storybook reading is the most common practice for implementing
literature-based instruction in primary classroom. Children who read daily over
long periods of time have a good result on vocabulary, comprehension and
decoding ability than children in control groups who no read by an adult
(Dickinson and Smith, 1994: 104).
Specifically, this research uses an action research at elementary school.
The writer chooses SD Neger i 1 Trosemi Gatak for doing the action research:
that is the fifth year students because those students have been taught English
especially in reading subject. Therefore, the writer decided to carry out a
research entitled “TEACHING READING USING STORYBOOK READING
AT SD NEGERI 1 TROSEMI GATAK”.
B. Problem Statement
The writer formulates the problem of the study as follows:
1. How is the process of teaching reading using storybook reading at the fifth
year at SD N 1 Trosemi Gatak?
2. What is the result of teaching reading using storybook reading at the fifth
year at SD N 1 Trosemi Gatak?
3. What solution can be taken to overcome the problems which appear in
teaching reading process using storybook at the fifth year at SD N 1
Trosemi 1 Gatak?
C. Objective of the Study
Based on the formulation of the study mentioned above, the objectives
of the study are:
1. To describe the process of teaching reading using storybook reading to
the fifth year of SD N 1 Trosemi Gatak.
2. To describe the result of teaching reading using storybook reading to the
fifth year at SD N 1 Trosemi Gatak.
3. To describe the solution to overcome problems which appear in teaching
reading process using storybook to the fifth year of SD N 1 Trosemi Gatak.
D. Benefit of the Study
The writer hopes that this research will have some benefits in studying
English especially in reading skill. There are two kinds of benefits in this
research, those are:
1. Theoretically
The result of this research can give some information to other
researchers who want to analyze method of teaching English, so that the
research will be useful as the references for other researcher.
2. Practically
This paper can give the information to English teacher about the
suitable techniques for elementary school students in learning English,
especially teaching reading, to construct a policy dealing with the teaching
English at elementary school and to give them opportunity to learn and
practice English more effectively.
E. Research Paper Organization
This research paper is organized into five chapters. Chapter I is
introduction, which explains the background of the study, problem statement,
objectives of the study, benefit of the study, and research paper organization.
Chapter II is dealing with the review of related literature. It consists of
previous study, the notion of reading, teaching reading to children, the
characteristics of children, the general concept of English teaching techniques
using stories, storybook reading, rationale, and hypothesis.
Chapter III contains the research method. It discusses the type of the
research, subject of the study, object of the study, source of data, method of
collecting data, techniques for analyzing data.
Chapter IV is data analysis and discussion. In this chapter, the writer
wants to explain about teaching reading using story book reading in English
teaching learning process and discussion.
Finally, the writer concludes her paper into conclusion and suggestion
into Chapter V.