Home > Vol 10, No 1 (2016) > Hamidah

STORY GRAMMAR STRATEGY: AN APPROACH TO TEACH

READING NARRATIVE TEXT
Nuriyatul Hamidah

Abstract

Teaching English as Foreign Language emphasizes on teaching discourse in the classroom. This paper is presented
focusing on conceptual paper in teaching reading. Specifically, this study focuses on written discourse discussing on the
use of narrative text to teach students’ reading skill. In foreign language teaching, teaching reading is one of important
goal that students want to achieve. This paper focuses on one of English text type that is narrative text. It covers the
theoretical basis dealing with the method of teaching reading, the use of narrative text that applies the text discourse
analysis and the use of story grammar strategy. Furthermore, it also covers the teaching procedure (pre-teaching,
whilst-teaching, post-teaching), reflection, and conclusion. Finally, it presents the reflection and conclusion of this
analysis. The result shows that students’ comprehension can be enhance through story grammar in the teaching of
reading narrative text along with appropriate assessment for them.

Keywords
Discourse, Narrative Text, Story Grammar

Home > Vol 9, No 2 (2018) > Latifa

Teaching Narrative Text by Using Preview, Question, Read,
State, and Test (PQRST) Technique
Nurul Latifa

Abstract
This study was aimed to investigate the effects of Preview, Question, Read, State, and Test (PQRST) technique in
teaching reading at the first grade students of MAS Insan Qur’ani Aneuk Batee, Aceh Besar. A quasi experimental
research was used and the data were collected through tests and questionnaire. The sample of the research was two
classes; religious class as the control class and the science class as the experimental class. The sampling technique
used was random sampling. The data were analyzed by utilizing Mann-whitney test and Levene test for t-test while
percentage calculation for questionnaire. Based on the mean score, the experimental groups students had higher
reading scores (79) than those of control group (55.5). The students’ reading achievement in both groups was different
as indicated by t-score. The result of t-score between two groups is 4.425 with the significant difference score is 0.000
which is lower than α = 0.05. Therefore, it could be concluded that the PQRST technique effectively improved the
students’ achievement in reading skill such as main idea, inference, reference, vocabulary and stated detail as well as
gave many advantages to the students.

Keywords
reading comprehension; teaching reading; PQRST technique