TEACHING READING NARRATIVE READING BY USING

LITERATURE CIRCLES STRATEGY TO THE TENTH GRADE

STUDENTS OF SMAN 1 LEMPUING JAYA

Nofitarina
UIN Raden Fatah Palembang
nofitarina@gmail.com

Abstract: The objective of this study are to find out whether or not there is
significant difference and significant improvement on the tenth grade students’
narrative reading achievement between those who are taught by using Literature
Circles Strategy and those who are not of SMA N 1 Lempuing Jaya. In this study,
quasi experimental design was used. The sample of the study was taken by using
purposive sampling technique and selected class X MIA 1 as the control group and
X MIA 3 as an experimental group in academic year 2016/2017 that consisted of 71
students. This study was conducted for about a month and a half consist of fourteen
meeting including pre-test and post-test. The instrument used in collecting the data
was multiple choices test. The test was administrated twice, as the pre-test and post-
test for both control and experimental group. The result of the test was analyzed by
using independent sample t-test, pairead sample t-test and percentage analysis, it
was found that there was significant different between students post-test
experimental and control group, since p-output (0.002) was lower 0.05 and t-value
(3.228) was higher than t-table (1.9949). Furthermore, there were significant
improvement both of group, since p-output (0.000) was lower than 0.05 and t-value
(16.785) in experimental group, and (7.628) in control group were higher than t-
table (2.0301).
Key words: Literature Circles Strategy, narrative text, reading comprehension.

INTRODUCTION

Teaching English means teaching four language skills. Based on school of

curriculum 2006, there are four skills in English subject for senior high school, they are
listening, speaking, reading and writing. Khameis (2006, p. 111) states that the four skills
(reading, writing, speaking and listening) naturally appear together in every English class,
even in the EFL context. From those fours skills, reading plays an important role in
language learning because it can cover all the others language skill. According to Brown
(2000, p. 232), a course that deals with reading skills, then will also deal with related
listening, speaking, and writing skills. Reading is also one of the four language skills
which is very important to the students in order the students can synthesize information
from the text. Grabe and Stoller (2011, p. 187) stated that, reading is the primary means
for independent learning, whether the goal is performing better on academic tasks,
learning more about subject matter, or improving language abilities.
Reading has an important role in English. According to Abdullah, Sabapathy,
Theethappan, and Hassan (2012, p. 233), reading is the most integral part in language

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learning. Additionally, Bean (1996, p. 133) states that many of today’s students are poor
readers, overwhelmed by the density of their college textbooks and baffled by the
strangeness and complexity of primary source and by their unfamiliarity with academic
discourse.
According to Bean (1996, p. 134-137) there are ten factors of reading difficulties,
there are misunderstanding of the reading process, failure to adjust reading strategy for
different purposes, difficulty in perceiving the structure of an argument as they read,
difficulty in assimilating the unfamiliar, difficulty in appreciating a text’s rhetorical
context, difficulty seeing themselves in conversation with the author, lack of cultural
literacy assumed by the text’s author, inadequate vocabulary, difficulty in tracking
complex syntax, and difficulty in adjusting reading strategies to the varieties of academic
course.
In term of reading, one of the assessments in English reading is the students’ ability
to comprehend the written text. In reading process, the reader should comprehend what
they have read to get the informations from the text. Nunan (2003, p. 68) states that the
goal of reading is comprehension. Brassell and Rasinski ( 2008, p. 18) stated that
comprehension occurs when a reader is able to act on, respond to, or transform the
information that is presented in written text in ways that demonstrate understanding.
Further, teaching reading strategies will not just help students to know how to read
the text but it will help them to be more successful in general because they will absorb
information there. Bernadowski (2012, p. 16) states that in an era of diverse classroom
settings and standards based instruction in the U.S., instructors at all levels are searching
for strategies that will encourage students to engage with text, develop deeper levels of
text comprehension, and stimulate discussion among classmates. Furthermore, Harvey
(2012, p. 14) states that teaching reading strategies will help students understand and gain
meaningful information from what they are reading.
Based on the school curriculum KTSP, there are several text types taught to the
tenth grade students on senior high school, they are narrative, descriptive, news items,
recount, and procedure text. Narrative itself always appears in national examination.
According to Flippo (2014, p. 102), narrative text usually includes most story type of
materials. Like reading other types of text, students find some difficulties on reading
narrative text. Leinhardt, Beck, and Stainton (2009, p. 70) stated that students appear
have difficulty in identifying the main story of the text and are limited in their ability to
connect events into causal chains.

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 Teaching narrative is important to the students. According to Abbott (2002, p. 6),
narrative is so much a part of the way we apprehend the world in time that it is virtually
built in to the way we see. Furthermore, Nathanson (2006, p. 1) states that stories help to
focus the reader's attention and build personal connection. Stories, as a literary type, are
able to help students to develop their interpretative abilities in language awareness.
Additionally, Pathan (2012, p. 29-30) states that stories also attract the students’ attention
more than any other normal passage and stories can develop students’ interpretative
abilities and expand their language awareness.
Based on the preliminary study by interviewing the teacher of English and
observing to the SMA N 1 Lempuing Jaya - one of superior school in OKI, the writer
found out some problems in English especially reading comprehension at tenth grade
students. By interviewing to the teacher of English, the writer found out some problems
came from the students during teaching reading process especially in identifying
information, identifying main idea, and making inference of narrative text. Moreover, the
students feel bored because they read the text too long and they feel confused how to
answer the questions related to the narrative text because they find many unfamiliar
words in the text. And based on the interview, the writer found that the method frequently
used by the teacher is Lecture method. By using this method the students are still difficult
to comprehend narrative text. Furthermore, by conducting the mini test in narrative
reading comprehension test, the wtiter found out most of the students have the low result
of the narrative reading achievement (see appendix 1). Therefore, the teacher should try
to find out an attractive and suitable strategy so the teacher can apply the strategy
effectively to improve student’s reading skill.
Based on the factors that have been mentioned, it is necessary to have an effective
strategy to improve students’s understanding of the contents. The strategy that can be
used by teachers in teaching reading comprehension especially in teaching narrative
reading is through Literature Circles Strategy. Literature Circles Strategy can help
students to comprehend the literary texts. Literature Circles Strategy is the reading
strategy that encourages students to work in group and play a certain role in a group and
discuss the reading material they are reading. According to Brown (2002, p. 3), Literature
Circles can play a key role in helping students improve their literacy skills and become
proficient readers. Additionally, Rogers and Leochko (2006, p. 5) stated that Literature
Circle is a group of people who meets on regular basic to discuss stories and book. Every
student in a group will have a different role. Based on Rogers and Leochko’s book, they

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mentioned there were six roles that will be played in a group consist of the highlighter,
the relater, the picture maker, the word detective, the profiler, and the question maker. A
research conducted by Daniels (2002) showed that Literature Circles was effective
teaching strategy that could improve students’ reading comprehension skill in senior high
school. Furthermore, Literature Circles was also appropriate for narrative reading.
Daniels (2002, p. 92) states that what they will need is lots of books-fiction and
nonfiction-as well as articles, magazine, and other printed materials. The word “fiction”
proved that Literature Circles was appropriate for narrative text.
Based on previous explanation, the writer was interested in applying Literature
Circles Strategy in order to see the improvement of the tenth grade students of SMA N 1
Lempuing Jaya. The research study entitled “Teaching Narrative Reading by Using
Literature Circles Strategy to the Tenth Grade Students of SMA N 1 Lempuing
Jaya.”
Based on the background above, the writer formulates the study into the
following questions :
1. Is there any significant improvement on the tenth grade students’ narrative
reading achievement between those who are taught by using Literature
Circles Strategy and those who are not of SMA N 1 Lempuing Jaya?
2. Is there any significant difference on the tenth grade students’ narrative
reading achievement between those who are taught by using Literature
Circles strategy and those who are not of SMA N 1 Lempuing Jaya?

LITERATURE REVIEW
Concept of Reading Comprehension
Reading comprehension is reading activities that can build an understanding in
order to know the meaning of the text being read. According to Woolley (2011, p. 15),
reading comprehension is the process of making meaning from text. The goal is to gain
an overall understanding of what is described in the text.
In reading process, the reader should comprehend what they read to get the
informations from the text. Harvey ( 2012, p. 2) states that comprehension is a process
that involves thinking, teaching, past experiences, and knowledge. Reading
comprehension requires the reader to actually know and understand what they are
reading. Brassell and Rasinski (2008, p. 17-18) stated that reading comprehension is the

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ability to take information from written text and do something with it in a way that
demonstrates knowledge or understanding of that information.
In teaching reading comprehension, it is not only the students who must have
ability in comprehending the text but also the teachers must have an appropriate strategy
to assist their students in learning process.Most of students really enjoy being entertained
and amused. There is also a Hadist which mention that:

‫واوالَتُنَِّ ُِروا‬
َ ‫س ُر‬
ّ ِ َ‫واووب‬
َ ‫س ُِر‬
ّ َ‫س ُِروا َوب‬ ّ ٌَ ‫سلَّ َم قَا َل‬
ّ َ‫س ُِروا َوالَ تُع‬ َ ُ‫صلَّى هللا‬
َ ‫علَ ٍْ ِه َو‬ َ ٍ ِ‫ع ْن أَن َِس ب ِْن َمالِك‬
ّ ِ‫ع ِن النَّب‬
َ ًِ َ
َ.)‫(اخرجه البخاري فً كتاب العلم‬

Meaning : “Make it easy and do not you make a difficult. Annouce and do not
you make a run” (HR. Abu Abdillah Muhammad bin Ismail al-
Bukhori al-Ju’fi).

The hadits above explains that teaching and learning process must be applied in an
easy and enjoyable situation in the classroom. Those situations will make the students not
feel bored and depressed in the classroom. The students will be interested and
enthusiastic in learning process. A good teacher can create a good classroom atmosphere
and interesting teaching process. Therefore, a good teacher must have a suitable strategy
in teaching reading comprehension.

Literature Circles Strategy

According to Rogers and Leochko (2006, p. 5), Literature Circles is a group of
people who meets on a regular basis to discuss stories and books. They also said that
Literature Circles is forum for the students to articulate their thoughts, opinions, and
questions about common material they have read. Literature Circle is strategy to guide
students to deeper understanding of what they read through structured discussion of the
text or book and allow students to practice and develop the skills and strategies of good
readers. By most accounts, Literature Circles have been a valuable addition to many kids’
school experience, helping to grow more self-sustaining, lifelong readers (Daniels, 2006,
p 10).
There are many benefits to using Literature Circles as part of reading program.
Elhess and Egbert (2015, p. 14-15) stated that recent evidence demonstrates that literature
circles positively impact student learning processes and language development.

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 1. Improved Comprehension Skills
2. Increased student participation in a safe environment
3. Enhanced responsibility and motivation
4. Expanded collaborative discussion
5. Develop oral proficiency
6. Increasing scaffolding opportunities
7. Reinforced writing skills

Procedures of Literature Circle Strategy

Rogers and Leochko ( 2006, p. 9-10) state that the teachers have compiled a list of
roles, a strategy for teaching each role and dynamics of group communication through
mini-lesson, and a number of short stories that teacher can use to help students to
understand their role in Literature Circles.
1. The highlighter
The highlighter reads aloud two sections of the story. Each section should be one or
two paragraph in length. The highlighter chooses whatever he or she feels should be
highlighted. It can be a funny section, or a confusing section. The highlighter then asks
the other in the group why they think these sections were chosen.
2. The relater
The relater finds connections between the story and the world in which he or she
lives (their reality). The student should find two or three connections. The others in the
group suggest why the relater chose the sections.
3. The picture maker
The picture maker uses his or her imagination to interpret part of the story visually.
The picture can be a sketch, painting, cartoon, diagram, or collage. It should represent a
feeling or idea from the story.
4. The word detective
The word detective comes to the group with three special words, ready to explain the
meaning of each. The words might be unfamiliar to the student, or may simply sound
interesting, prompting the word detective to study the root and meaning of each.
5. The profiler
The profiler choses one main character and tries to determine what kind of
personality the character has, based on the description of appearance, and what he or she

72
says and does. The profiler lists and explains the personality traits and cites three
examples of each trait in the story.
6. The question maker
The question maker prepares questions that will start the group discussion. The
question maker learns the difference between open and closed-ended questions (big and
little questions). He or she asks questions to all members of the group. When the question
maker role is shared among the group members, have each student come to group with
one question.

Concept of Narrative Text

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. Gamble and Yates (2002,
p. 20) stated that narrative text relates a sequences of event. Narrative is defined as the
act, process or skill of telling a story. 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.
Furthermore, Bonvilliain (2003, p. 94-95) defined narratives are stories or framed
segments of ongoing discourse that relate or report events in chronological sequence.
There are many kind of narratives: historical narratives that recount events in the history
of a community or a people; mythic narratives that recount happenings in primordial
times or in a realm other than our own; and personal narratives that relate events in the
speaker’s life (or in the lives of persons whom the speaker is describing). A narrative is
not an exhausting recounting of every element of the reported experience but is the
outcome of the narrator’s editing.

Gamble and Yates (2002, p. 39-40) stated that there are four elements in narrative
text:
1. Exposition: the scene is set and characters are introduced.
2. Complication: the characters’ lives become complicated in some way.
3. Climax: this is the point in the story where suspense is at its highest.
4. Resolution: provides a solution for the complication.

73
 Based on the definition above, narrative text can be regarded as a kind of text that
purposes to tell a story which contains a series of events or actions chronologically. The
purpose of this text is to entertain or to amuse the readers or listeners about the story.
Narrative text is a text which contains about story (fiction, nonfiction, tales, folktales,
fables, myths, and epic) and its plot consists of orientation, climax of the story
(complication) the followed by the resolution.

RESEARCH METHOD
In this research, the writer used Quasi Experimental design. Specifically, one of the
quasi experimental design used in this research was pretest-posttest non-equivalent
control group design. There were two groups, they were experimental and control group
which both were given the pretest and posttest. The writer did the treatments by using
Literature Circle Strategy to the experimental group, but the control group was not.
The population in this research was the students of the tenth grade of SMA N 1
Lempuing Jaya. Based on the data, there were 249 students, consist of six classes.
Furthermore, the sample of this study was taken by using purposive technique sampling.
According to Fraenkel, et al (2009, p. 99), Purposive sampling is different from
convenience sampling in that researchers do not simply study whoever is available but
rather use their judgment to select a sample that they believe, based on prior information,
will provide the data they need. The writer purposively clasified the subjects based on the
students’ score averange, and the same teacher. In other words, the total number of
students as the sample in this study were 71 students. It would be the students in X MIA 1
as a control group which consist of 35 students and X MIA 3 as an experimental group
which consist of 36 students.
In this research, the test-question items which used for students’ pre-test was the same
as it is given for students’ post-test activities. Before they implemented as research
instrument, it must be analyzed or checked for their validity and reliability tests. The
writer had consulted the instrument with two validators to evaluate whether the
components of the instrument are valid or not to be applied in research activities. They
are Amalia Hasanah, S.S., M. Pd. and Manalullaili, M. Ed. The result from the validators
can be assumed that the test instrument and lesson plan are appropriate to be used in this
research study. Furthermore, to find out the validity of the test question items, the writer
did try-out to know whether it is valid or not. From the result analysis of each question
item, there are 44 questions considered valid since the scores of significance are higher

74
 than 0,339. It can be took 40 items from 44 items. In order to know if the contents of the
test items are appropriate, the writer checked the test materials to the curriculum. After
try out, to measure the test, The writer calculated the students’ score using Split Half in
by SPSS version 21.0 programs with spearman-brown prophecy formula in internal
consistency realibility. From the result of measuring reliability test using Split Half
method, it was found that the p-output of Guttmann Split-Half Coefficient is 0.721 (see
appendix 4). From the score it can be stated that the reliability of the test is reliable since
the reliability was higher than 0.70.

FINDINGS
In findings, the writer presents data description, pre-requisite analysis and
hypothesis testing.
In distribution of data frequency, the writer got the interval score, frequency and
percentage. The result of pre-test and post-test scores in control and experimental group
are described in the following table:
Table 1
Distribution of Data Frequency and Descriptive Statistic on Students’
Pre-test Scores in Control and Experimental Groups

Category N Frequency Percentage Min Max Mean Std

(%) Deviation
Excellent 0 0%
Control Very Good 0 0% 40 72.5 53.4286 7.50210
Group Fair 3 15 43%
Poor 5 20 57%

Excellent 0 0%
Experimental Very Good 36 0 0% 40 65 51.8750 7.86106
Group Fair 12 33.3%
Poor 24 66.7%

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 Table 2
Distribution of Data Frequency and Descriptive Statistic on Students’
Post-test Scores in Control and Experimental Groups

Category N Frequency Percentage Min Max Mean Std

(%) Deviation
Excellent 1 2.9%
Control Very Good 3 2 5.7% 45 85 61.9286 7.63057
Group 5 28
Fair 80.1%
Poor 4 11.5%
Excellent 1 2.8%
Experimental Very Good 36 6 16.8% 50 85 67.8472 7.58647
Group Fair 28 78%
Poor 1 2.8%

Furthermore, the writer analyzed the normality and homogeneity of students’

pretest and posttest scores in experimental and control group. The result showed that the
significance value of the students’ pretest in control group was 0.074, while the
experimental group was 0.614. moreover, the result of showed that the significance value
of the students’ post-test in control group was 0.288, while the experimental group was
0.274. From the score, it could be stated that the students’ pretest score in control and
experimental group were considered normal since the result of p-output were higher than
0.05.
To compute homogeneity test, Levene statistics in SPSS 21 was applied. in the pre-
test of experimental and control group were found that the p-output is 0.530. From the
result, it could be stated that the obtained score from students’ pretest in experimental and
control groups are homogenous, because it is higher than 0.05. Furthermore, in the
posttest of experimental and control group were found that the p-output was 0.623. From
the result, it could be stated that the obtained score from students’ post-test in
experimental and control groups are homogenous, because it was higher than 0.05.

Hypothesis Testing
Independent sample t-test was implemented in measuring a significant different
between students’ narrative reading achievement who are taught by using Literature
Circles Strategy , it was found that the p-output was 0.002 and the t-obtained was 3.228.
Since the p-output was lower than 0.05 and the t-obtained (3.228) was higher than t-table

76
(1.9949). It can be stated that there was a significant difference on students’ narrative
reading score taught by using Literature Circles Strategy and those who were not at SMA
N 1 Lempuing Jaya.
Furthermore, paired sample t-test was used to measure the significant improvement
on the tenth grade students’ narrative reading achievement taught by using literature
circles strategy before and after treatment. it was found that the p-output is 0.000 with
df=35 (2.0301), and t-value= 16.785. It can be stated that there is significant
improvement from students’ pretest to post-test scores in experimental group taught using
Literature Circles Strategy since p-output is lower than 0.05 and the t-value (16.785) was
higher than t-table (2.0301). It is concluded that the null hypothesis (Ho) is rejected, and
the alternative hypothesis (Ha) is accepted.

INTERPRETATION
Based on the findings which have been described in the previous section, some
interpretations were made as follows:
First, the writer had conducted the pre-test in both experimental and control groups.
The result of pre-test score measured students reading comprehension achievement before
they were given treatment. The result showed that X MIA 3 got lower than X MIA 1. It
was because the students seemed bored and lack of motivation in doing the test. For those
reasons, class X MIA 3 was choosen as the experimental group.
Second, there were differences found on students’ attitute toward the material
during treatment in 12 meeting excluding pre-test and post-test. In the first meting, the
students were still confused on understanding their role. Day (2003, p. 7) states that these
roles require a deeper understanding of the text and are not as easy grasped. Finally they
got bored to play the role and they lack the ability to concentrate the text. Meanwhile,
between forth and sevent meeting, they slowly could manage their role and concentrate to
the text. This strategy is interesting and succeeded when the students could manage their
role and shared the informations to other member in a group based on their role. Roghers
and Leochko (2006, p. 5) stated that much attention is currenly being paid to Literature
Circles in the classroom. Finally, in the next meeting the students could understand the
role and the material well. Furthermore, the students were actively involved in the class
activities. They were actively involved in all stages given, and they show their interest in
learning. Those things improved their reading skill and the improvement also effect the
score they got in the post test.

77
 Third, based on the differences between pre-test and post-test score, it was found
that the score in the experimental group were higher than their pre-test score. It was
because the students in experimental group who tought by using Literature Circles
Strategy were active during teaching and learning process. The strategy applied really
helped in comprehend reading text. Elhes and Egbert (2015, p. 14) stated that most
important of all the benefits, Literature Circles help students develop comprehension
skills that are essential when reading a text. Furthermore, the writer found the students in
control group still faced difficulties in answering the test. They looked a bit lazy when
they did the test. It was because most of students did not have enough knowledge how to
break down the literary text. Even though they were also showed the improvent on the
post test compared to their pre-test, meanwhile the improvement was not as higher as
experimental group. In conclusion, the strategy implemented on experimental group
succesed in improving the students post-test score.
Fourth, based on those conditions, it was influenced to the result of hyphothesis
testing both of significant difference and significant improvement. Even though both of
group showed the improvement, the experimental group was showed higher improvement
than control group. It was proved by the result of the t-obtain of paired sample t-test, the
experimental group got highet score of t-table than control group. Furthermore, in
independent sample t-test of students pre-test was showed that t-obtain was lower than t-
table and in the post-test score showed that the result of t-obtain was higher than t-table.
Therefore, in the pre-test score both of experimental and control group the alternative
hyphothesis (Ha) was rejected and in the post-test score in experimental and control
group the alternative hyphothesis (Ha) was accepted. Brown (2002) on his research
showed that although his study gave mixed results when using Literature Circles method
independently to teach reading comprehension skills, the basal reader series and activities
did no better. Brown (2002, p. 12) states that experiment 1 supported my hypothesis in
which the cooperative groups would improve their literacy skills more so than students
just receiving traditional drill and practice. It can be concluded that Literature Circles
Strategy could improve students narrative reading achievement.
Finally, based on the result of this research, Literature Circles Strategy was
successfully applied to the tenth grade students who have diverse of background
knowledge. Bernadowski (2013, p. 16) states that the benefits of literature circles are
numerous and can be applied across age and grade levels helping to prepare preservice
teachers with effective strategies to work with diverse populations. Literature Circles

78
Strategy could help the students expand their thinking while reading the text. The
students expanded their thinking or ideas by having a discussion or shared in circles to
talk about narrative reading, they could recite what they got from text based on their role.
Day (2003, p. 11) states that through literature circles, students' ability to
clarify,crystallise and justify their thoughts and ideas has improved dramatically. By
conducting the research using Literature Circles Strategy, it encourages group
collaboration and increase the ability to interact with others and develop their sense of
community.

CONCLUSION
Based on the findings and interpretation, it can be drawn some conclusion as
follows:
First, Literature Circles Strategy was successfully applied to the tenth grade students
of SMA N 1 Lempuing Jaya. The students got significant improvement of the
implementation of Literature Circles Strategy. Based on the result of pre-test to post-test,
Literature Circles Strategy significantly improved students’ narrative reading
achievement of the tenth grade students of SMA N 1 Lempuing Jaya. For this reason, this
strategy would be applicable to be applied to the tenth grade students.
Furthermore, by conducting the research using Literature Circles Strategy, the
students were actively involved in the class activities. They were actively involved in all
stages given, and they show their interest in learning. It encouraged group collaboration
and increased the ability to interact with others and develop their sense of community.
Furthermore, the students got improvements during learning literary text. The result
related to the improvement of the tenth grade students, as follows;
1. The students became active in learning narrative reading comprehension. It could be
seen from their way to play the role during literature circles class.
2. The students increased their comprehension in narrative text.
3. The students could be easy to identify the important part in the story.
4. The students could be easy to answer the questions.
5. The students got improvement on their critical thinking.
6. The students enhanced responsibility and motivation.

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