TEACHING NARRATIVE READING BY USING CHARACTER QUOTES STRATEGY TO THE ELEVENTH GRADE STUDENTS OF MAN 1 novindabersakareni@gmail.com Abstract: The objectives of this study are to find out whether or not there is a significant improvement before and after the treatment on the eleventh grade students’ reading comprehension scores of MAN 1 Palembang by using Character Quotes strategy and to find out whether or not there is a significant difference on the eleventh grade students’ reading comprehension scores of MAN 1 Palembang between the students who are taught by who are not. In this study, the researcher used Quasi Experimental Design using pretest-posttest nonequivalent groups design. students belonged to experimental group and 30 st In collecting the data, test was used. The test was given twice to both experimental and control groups, as a pretest and posttest. To verify the hypotheses, the data of pretest and posttest were analyzed by using independ sample t-test in SPSS program. The findings showed that the p sample t-test (sig2-tailed) was 0.000 which was lower than 0.05 and t was higher than t-table with df=29 (2.0452). The result of p sample t-test was 0.001 which was lower that 0.05 and the t than t-table with df=58 (2.0017). It means that teaching narrative reading by using Character Quotes strategy had significant effect on the students’ comprehension scores. Keywords: Character Quotes Strategy, Teaching Introduction Language is one of the most important things in communication and it cannot be separated from our life. According to Javed, Xiao, and Nazli (2013, p. 130), language is an effective way to communicate our feelings. communication to express a message of the speaker’s idea to listener. languages that human use for communication is English. English is considered as a first language, second language and foreign language. NARRATIVE READING BY USING CHARACTER QUOTES STRATEGY TO THE ELEVENTH GRADE STUDENTS OF MAN 1 PALEMBANG Novinda Bersa Kareni UIN Raden Fatah Palembang novindabersakareni@gmail.com The objectives of this study are to find out whether or not there is a significant improvement before and after the treatment on the eleventh grade mprehension scores of MAN 1 Palembang by using Character Quotes strategy and to find out whether or not there is a significant difference on the eleventh grade students’ reading comprehension scores of MAN 1 Palembang between the students who are taught by using Character Quotes strategy and those who are not. In this study, the researcher used Quasi Experimental Design using posttest nonequivalent groups design. Purposive sampling was used, where 30 students belonged to experimental group and 30 students belonged to control group. In collecting the data, test was used. The test was given twice to both experimental and control groups, as a pretest and posttest. To verify the hypotheses, the data of pretest and posttest were analyzed by using independent sample t-test and paired test in SPSS program. The findings showed that the p-output from paired tailed) was 0.000 which was lower than 0.05 and t-value 11.399 table with df=29 (2.0452). The result of p-output from independent test was 0.001 which was lower that 0.05 and the t-value 3.465 was higher table with df=58 (2.0017). It means that teaching narrative reading by using Character Quotes strategy had significant effect on the students’ Character Quotes Strategy, Teaching Narrative Reading Language is one of the most important things in communication and it cannot be separated from our life. According to Javed, Xiao, and Nazli (2013, p. 130), language is an effective way to communicate our feelings. It means that language is a to express a message of the speaker’s idea to listener. languages that human use for communication is English. English is considered as a first language, second language and foreign language. Patel and Jain (2008, p. 20) 173 NARRATIVE READING BY USING CHARACTER QUOTES STRATEGY TO THE ELEVENTH GRADE STUDENTS OF MAN 1 The objectives of this study are to find out whether or not there is a significant improvement before and after the treatment on the eleventh grade mprehension scores of MAN 1 Palembang by using Character Quotes strategy and to find out whether or not there is a significant difference on the eleventh grade students’ reading comprehension scores of MAN 1 Palembang using Character Quotes strategy and those who are not. In this study, the researcher used Quasi Experimental Design using was used, where 30 udents belonged to control group. In collecting the data, test was used. The test was given twice to both experimental and control groups, as a pretest and posttest. To verify the hypotheses, the data of test and paired output from paired value 11.399 utput from independent value 3.465 was higher table with df=58 (2.0017). It means that teaching narrative reading by using Character Quotes strategy had significant effect on the students’ reading Language is one of the most important things in communication and it cannot be separated from our life. According to Javed, Xiao, and Nazli (2013, p. 130), It means that language is a to express a message of the speaker’s idea to listener. One of languages that human use for communication is English. English is considered as a (2008, p. 20) mailto:novindabersakareni@gmail.com 174 state that English as a fore Indonesia, the government has considered English as the most important foreign language and the compulsory foreign language subject that must be learnt by students in every school level. In learning English, there are four major language skills. T speaking, reading, and writing. All of those skills are important especially reading. Carrel (1998, p. 1) says that important in learning English reading, students will get many kinds of information needed in order to help them acquire knowledge. As one of the basic skills, reading is very useful and important for our life. Patel and Jain important skill for people. From the definition above, the purpose of reading is to get something from what the readers have read by understanding the meaning of the words. It is clear that readi student’s achievement. In Indonesia, there are many kinds of reading texts that students should learn of Senior High School especially for the eleventh grade students and it is supported by School-based Curriculum (KTSP 2006). They are narrative, spoof and hortatory exposition texts. In this study the researcher will focus on narrative text. Narrative text is learnt by the students as one of materials in English and some of the students get difficulty to read and comprehend the narrative text. Leinhardt, Beck, and Stainton (2009, p. 70) state that students appear to have difficulty in identifying the main story of the text and are limited in their ability to connect events into causal chains. Therefore in this study, the researcher chose MAN 1 Palembang as the population because the researcher did the interview to the teacher of English and eleventh grade students of MAN 1 Palembang on September 14 many problems that students faced i state that English as a foreign language has a very complex system of vowels. In Indonesia, the government has considered English as the most important foreign language and the compulsory foreign language subject that must be learnt by students lish, there are four major language skills. They are listening, speaking, reading, and writing. All of those skills are important especially reading. Carrel (1998, p. 1) says that reading is one of the four skills considered as the most ng English. Reading should be mastered by students because by reading, students will get many kinds of information needed in order to help them As one of the basic skills, reading is very useful and important (2008, p. 113) describe that reading is the most useful and important skill for people. From the definition above, the purpose of reading is to get something from what the readers have read by understanding the meaning of the It is clear that reading is a fundamental requirement that can influence the In Indonesia, there are many kinds of reading texts that students should learn of Senior High School especially for the eleventh grade students and it is supported ed Curriculum (KTSP 2006). They are narrative, spoof and hortatory exposition texts. In this study the researcher will focus on narrative text. Narrative text is learnt by the students as one of materials in English and some of the students to read and comprehend the narrative text. Leinhardt, Beck, and Stainton (2009, p. 70) state that students appear to have difficulty in identifying the main story of the text and are limited in their ability to connect events into causal in this study, the researcher chose MAN 1 Palembang as the population because the researcher did the interview to the teacher of English and eleventh grade students of MAN 1 Palembang on September 14 th , 2015. students faced in learning narrative reading. The problems were ign language has a very complex system of vowels. In Indonesia, the government has considered English as the most important foreign language and the compulsory foreign language subject that must be learnt by students hey are listening, speaking, reading, and writing. All of those skills are important especially reading. reading is one of the four skills considered as the most Reading should be mastered by students because by reading, students will get many kinds of information needed in order to help them As one of the basic skills, reading is very useful and important (2008, p. 113) describe that reading is the most useful and important skill for people. From the definition above, the purpose of reading is to get something from what the readers have read by understanding the meaning of the ng is a fundamental requirement that can influence the In Indonesia, there are many kinds of reading texts that students should learn of Senior High School especially for the eleventh grade students and it is supported ed Curriculum (KTSP 2006). They are narrative, spoof and hortatory exposition texts. In this study the researcher will focus on narrative text. Narrative text is learnt by the students as one of materials in English and some of the students to read and comprehend the narrative text. Leinhardt, Beck, and Stainton (2009, p. 70) state that students appear to have difficulty in identifying the main story of the text and are limited in their ability to connect events into causal in this study, the researcher chose MAN 1 Palembang as the population because the researcher did the interview to the teacher of English and , 2015. There were The problems were the lack of students’ motivation in reading English text, the students had poor vocabulary so they were not able to guess the meaning easily predict the content of the narrative text, character of the narrative text. The last, some of the students got difficulties in comprehending the text. The researcher also acquire the information from the teacher of English at MAN 1 Palembang about the ele learning reading text, especially in narrative text. Based on the data evaluation, it was known that 50% of the total of the students got the lowest score, under the criteria of KKM of 75 (see appendix A). It happened interests in narrative reading text. Therefore, the students of MAN 1 Palembang felt bored in reading narrative text and lazy in reading narrative text. There are various reading to assist the students to gain the One of the strategies is Character Quotes strategy. Character Quotes strategy is a reading strategy that extends students’ insights into a character; According to Sejnost (2009, p. 101), acquaint the students with a topic to be studied by examining the actual quotations of a character from narrative text. Studying the quotes gives stude inferences about the content of the narrative text. In addition, defines that Character Quotes Strategy can be applied to Elementary, Secondary, and Post Secondary grade level adaptability. students’ motivation. The students will be assisted in comprehending the reading text and they can reach the final stage of reading comprehension. Therefore, can support the students’ learning especially in narrative reading com senior high school. Based on the reasons above, the researcher is interested in conducting a research study entitled “Teaching Narrative Reading by Using Character Quotes Strategy to the Eleventh Grade Students of MAN 1 Palembang” the lack of students’ motivation in reading English text, the students had poor so they were not able to guess the meaning easily, the students predict the content of the narrative text, the students got difficulty to identify the character of the narrative text. The last, some of the students got difficulties in comprehending the text. The researcher also acquire the information from the teacher of English at MAN 1 Palembang about the eleventh grade students’ difficulties in learning reading text, especially in narrative text. Based on the data evaluation, it was known that 50% of the total of the students got the lowest score, under the criteria of KKM of 75 (see appendix A). It happened because the teaching did not attract their interests in narrative reading text. Therefore, the students of MAN 1 Palembang felt bored in reading narrative text and lazy in reading narrative text. There are various reading techniques and strategies that can be used in order to assist the students to gain the comprehension level as the goal of reading activity. One of the strategies is Character Quotes strategy. Character Quotes strategy is a reading strategy that extends students’ insights into a character; fiction or nonfiction. (2009, p. 101), Character Quotes strategy is a strategy that acquaint the students with a topic to be studied by examining the actual quotations of a character from narrative text. Studying the quotes gives students practice in making inferences about the content of the narrative text. In addition, Tilton (2012, P. 70) defines that Character Quotes Strategy can be applied to Elementary, Secondary, and Post Secondary grade level adaptability. It also increases comprehension and students’ motivation. The students will be assisted in comprehending the reading text and they can reach the final stage of reading comprehension. Therefore, this strategy can support the students’ learning especially in narrative reading comprehension in Based on the reasons above, the researcher is interested in conducting a “Teaching Narrative Reading by Using Character Quotes Strategy to the Eleventh Grade Students of MAN 1 Palembang”. 175 the lack of students’ motivation in reading English text, the students had poor , the students could not identify the character of the narrative text. The last, some of the students got difficulties in comprehending the text. The researcher also acquire the information from the teacher venth grade students’ difficulties in learning reading text, especially in narrative text. Based on the data evaluation, it was known that 50% of the total of the students got the lowest score, under the criteria of because the teaching did not attract their interests in narrative reading text. Therefore, the students of MAN 1 Palembang felt be used in order comprehension level as the goal of reading activity. One of the strategies is Character Quotes strategy. Character Quotes strategy is a fiction or nonfiction. Character Quotes strategy is a strategy that acquaint the students with a topic to be studied by examining the actual quotations of nts practice in making Tilton (2012, P. 70) defines that Character Quotes Strategy can be applied to Elementary, Secondary, and rehension and students’ motivation. The students will be assisted in comprehending the reading text this strategy prehension in Based on the reasons above, the researcher is interested in conducting a “Teaching Narrative Reading by Using Character Quotes 176 Concept of Teaching Reading Comprehension Teaching is a process helping someone to know something or to do something. According to Brown (2000, p. 7) teaching is showing or helping someone to learn how to do something, giving instruction, guiding in the study of som providing with knowledge, causing to know or understand. interaction between teacher and students. Harmer (2001, p. 56) defines that teaching is “transmissions” of knowledge from teacher to students. that teaching is how the teacher gives someone knowledge or to train someone to instruct, teaching also gives some information of a subject matter to the students in the classroom. Reading is certainly an important activity for expanding knowledge of a language. Patel and Jain (2008, p information and a pleasurable activity but also as a means of consolidating and extending one’s knowledge of the language. the most complex skills in English and reading plays an important role in many aspects of life. It means that reading can give us some information for anything. Reading cannot be separated from comprehension. the main purpose of reading activity. All re material that they read. Of course, the process of reading comprehension is also complex and it takes time for a reader to acquire the meaning of a reading material. According to Linse (2006, p. 71), reading comprehen meaning, understanding, and entertainment The readers need to be able to figure out the author’s purpose presenting the material, comprehending some valuable information stated in the passage in relation to comprehending the over reading materials. Concept of Narrative Text Narrative text is a kind of text that happens at the past and it tells about story whether true story or fictional. According to Flippo (2014, p. 102), narrative text Teaching Reading Comprehension Teaching is a process helping someone to know something or to do something. According to Brown (2000, p. 7) teaching is showing or helping someone to learn how to do something, giving instruction, guiding in the study of som providing with knowledge, causing to know or understand. Teaching is also interaction between teacher and students. Harmer (2001, p. 56) defines that teaching is “transmissions” of knowledge from teacher to students. The researcher assumes ching is how the teacher gives someone knowledge or to train someone to instruct, teaching also gives some information of a subject matter to the students in the classroom. Reading is certainly an important activity for expanding knowledge of atel and Jain (2008, p. 114) say that reading is not only a source of information and a pleasurable activity but also as a means of consolidating and extending one’s knowledge of the language. It can be assumed that reading is one of s in English and reading plays an important role in many aspects of life. It means that reading can give us some information for anything. Reading cannot be separated from comprehension. Reading comprehension is the main purpose of reading activity. All readers intend to have connection to the material that they read. Of course, the process of reading comprehension is also complex and it takes time for a reader to acquire the meaning of a reading material. According to Linse (2006, p. 71), reading comprehension refers to reading for meaning, understanding, and entertainment The readers need to be able to figure out the author’s purpose presenting the material, comprehending some valuable information stated in the passage in relation to comprehending the overall content of Concept of Narrative Text Narrative text is a kind of text that happens at the past and it tells about story whether true story or fictional. According to Flippo (2014, p. 102), narrative text Teaching is a process helping someone to know something or to do something. According to Brown (2000, p. 7) teaching is showing or helping someone to learn how to do something, giving instruction, guiding in the study of something, Teaching is also interaction between teacher and students. Harmer (2001, p. 56) defines that teaching The researcher assumes ching is how the teacher gives someone knowledge or to train someone to instruct, teaching also gives some information of a subject matter to the students in the classroom. Reading is certainly an important activity for expanding knowledge of . 114) say that reading is not only a source of information and a pleasurable activity but also as a means of consolidating and It can be assumed that reading is one of s in English and reading plays an important role in many aspects of life. It means that reading can give us some information for anything. Reading comprehension is aders intend to have connection to the material that they read. Of course, the process of reading comprehension is also complex and it takes time for a reader to acquire the meaning of a reading material. sion refers to reading for meaning, understanding, and entertainment The readers need to be able to figure out the author’s purpose presenting the material, comprehending some valuable all content of Narrative text is a kind of text that happens at the past and it tells about story whether true story or fictional. According to Flippo (2014, p. 102), narrative text usually includes most story entertain, create, stimulate emotions, motivate, guide and teach. Wardiman, Jahur, and Djusma (2008, p. 94) mention that the purpose of narrative text is to entertain listener or readers with a true ex The generic structure of narrative text usually has four components. They are orientation, complication, resolution, and reorientation. Sudarwati and Grace (2007, p. 154) describe orientation is set the scene, where and when introduces the participants of the story, who and what is involved in the story; complication is tell the beginning of the problem which leads to the crisis (climax) of the main participants; resolution is the problem (the crisis) is re happy ending or in a sad (tragic) ending; and reorientation is a closing remark to the story and it is optional. It consist of moral lesson, advice or teaching from the writer. Concept of Character Quotes Strategy Character Quotes str character and predict the content of the narrative text. that Character Quotes Strategy is a strategy that helps students develop insight about a character by examining wha encourage student in critical thinking by examining the quotation from the character and making inferences, prediction and connection about the character of the text. Similarly, Podmorka, state that Character Quotes strategy introduces students to text via excerpted quotes before approaching the text as a whole. Using the language of the text, the Character Quotes Strategy allows students to examine charact making generalizations based on instructor selected quotes from the text. analyzing a profile, students can synthesize the traits they have identified into a preliminary sketch of the character. In addition, Tilton (2012, Character Quotes strategy is to motivate students to read the assigned text, as well as usually includes most story type of materials. The purpose of narrative text is to entertain, create, stimulate emotions, motivate, guide and teach. Wardiman, Jahur, and Djusma (2008, p. 94) mention that the purpose of narrative text is to entertain listener or readers with a true experience or an imaginary one. The generic structure of narrative text usually has four components. They are orientation, complication, resolution, and reorientation. Sudarwati and Grace (2007, p. 154) describe orientation is set the scene, where and when the story happened, introduces the participants of the story, who and what is involved in the story; complication is tell the beginning of the problem which leads to the crisis (climax) of the main participants; resolution is the problem (the crisis) is resolved, either in a happy ending or in a sad (tragic) ending; and reorientation is a closing remark to the story and it is optional. It consist of moral lesson, advice or teaching from the writer. Concept of Character Quotes Strategy Character Quotes strategy is a strategy that help students to identify the character and predict the content of the narrative text. Buehl (2014, p. 79) explains that Character Quotes Strategy is a strategy that helps students develop insight about a character by examining what he or she says. In other words, this strategy can encourage student in critical thinking by examining the quotation from the character and making inferences, prediction and connection about the character of the text. Similarly, Podmorka, Paulus, Mead, Kauffman, and Soldner (2011, p. 55) state that Character Quotes strategy introduces students to text via excerpted quotes before approaching the text as a whole. Using the language of the text, the Character students to examine characters, authors, or personages by making generalizations based on instructor selected quotes from the text. analyzing a profile, students can synthesize the traits they have identified into a preliminary sketch of the character. In addition, Tilton (2012, p. 70) describes that Character Quotes strategy is to motivate students to read the assigned text, as well as 177 type of materials. The purpose of narrative text is to entertain, create, stimulate emotions, motivate, guide and teach. Wardiman, Jahur, and Djusma (2008, p. 94) mention that the purpose of narrative text is to entertain The generic structure of narrative text usually has four components. They are orientation, complication, resolution, and reorientation. Sudarwati and Grace (2007, the story happened, introduces the participants of the story, who and what is involved in the story; complication is tell the beginning of the problem which leads to the crisis (climax) of solved, either in a happy ending or in a sad (tragic) ending; and reorientation is a closing remark to the story and it is optional. It consist of moral lesson, advice or teaching from the writer. that help students to identify the Buehl (2014, p. 79) explains that Character Quotes Strategy is a strategy that helps students develop insight about t he or she says. In other words, this strategy can encourage student in critical thinking by examining the quotation from the character and making inferences, prediction and connection about the character of the text. (2011, p. 55) state that Character Quotes strategy introduces students to text via excerpted quotes before approaching the text as a whole. Using the language of the text, the Character ers, authors, or personages by making generalizations based on instructor selected quotes from the text. By analyzing a profile, students can synthesize the traits they have identified into a p. 70) describes that Character Quotes strategy is to motivate students to read the assigned text, as well as 178 to help them analyze and predict character traits of an individual in the upcoming reading selection and it is appropriate for fiction, nonfiction Based on the explanation above, it can be concluded that Character Quotes strategy is an excellent, effective and engaging strategy that places the responsibility upon students to construct their own meaning from a reading. Teacher n challenge students to develop better thinking and understand about the text. Through Character Quotes strategy, the students quickly understand and comprehend the text what they had just read. Research Design The method of this research was Quasi Experimental Design with the Non Equivalent Control Group Design. It involved two classes, an experimental class and a control class. The experimental class was the class taught by using Character Quotes strategy. The nonequivalent control group design suggested by Cohen, L, Manion, L, & Morrison, K, (2007, p. 283) is shown below: O1 : Pretest of experimental group X : Treatment in experimental group by using Character Quotes Strategy O2 : Posttest of experimental group O3 : Pretest of control group O4 : Posttest of control group ---- : Dashed line (Non random) Population and Sample Gay and Diehl (1996, p. 127) state that the term population is the group which a researcher would like the result of the study to be generalizable. The population of this study was all students in the eleventh grade of MAN 1 Palembang. O1 ------------------ O3 to help them analyze and predict character traits of an individual in the upcoming reading selection and it is appropriate for fiction, nonfiction and expository text. Based on the explanation above, it can be concluded that Character Quotes strategy is an excellent, effective and engaging strategy that places the responsibility upon students to construct their own meaning from a reading. Teacher n challenge students to develop better thinking and understand about the text. Through Character Quotes strategy, the students quickly understand and comprehend the text The method of this research was Quasi Experimental Design with the Non Equivalent Control Group Design. It involved two classes, an experimental class and a control class. The experimental class was the class taught by using Character nonequivalent control group design suggested by Cohen, L, Manion, L, & Morrison, K, (2007, p. 283) is shown below: : Pretest of experimental group in experimental group by using Character Quotes Strategy : Posttest of experimental group : Pretest of control group : Posttest of control group Dashed line (Non random) Gay and Diehl (1996, p. 127) state that the term population is the group which a researcher would like the result of the study to be generalizable. The population of this study was all students in the eleventh grade of MAN 1 Palembang. 1 X O2 Experimental Group ------------------ O4 Control Group to help them analyze and predict character traits of an individual in the upcoming and expository text. Based on the explanation above, it can be concluded that Character Quotes strategy is an excellent, effective and engaging strategy that places the responsibility upon students to construct their own meaning from a reading. Teacher needs to challenge students to develop better thinking and understand about the text. Through Character Quotes strategy, the students quickly understand and comprehend the text The method of this research was Quasi Experimental Design with the Non- Equivalent Control Group Design. It involved two classes, an experimental class and a control class. The experimental class was the class taught by using Character nonequivalent control group design suggested by Cohen, L, in experimental group by using Character Quotes Strategy Gay and Diehl (1996, p. 127) state that the term population is the group which a researcher would like the result of the study to be generalizable. The population of The researcher used p. 100) say that purposive sampling researchers do not simply study whoever is available but rather use their judgment to select a sample that they believe they need. The researcher took the two science classes of the eleventh grade students of MAN 1 Palembang, because for the English subject especially in narrative reading, the classes had poorer English co student. XI IPA 2 and XI IPA 3 were selected as the sample. Furthermore, The researcher determined the two classes which class became control and experimental group, after those classes were given the pretes 2 and XI IPA 3 showed that the students’ score in class XI IPA 3 was lower than class XI IPA 2. Therefore, it is assumed that this class is better to get the treatment by using Character Quotes strategy. The total sa 247 populations. 30 students as experimental group and 30 students as control group. Data Collection The researcher used reading comprehension test in the form of multiple choice to collect the data. The test items because the purpose of giving them was to know the progress of students’ reading comprehension scores before and after treatments. treatment. The purpose of giving pretest to t English reading comprehension scores before implementing Character Quotes strategy. Posttest was given after the treatment. The posttest was administered to know the students English reading comprehension scores after i Character Quotes strategy. The result of this test was compared to the result of pretest in order to measure the students’ progress taught by using Character Quotes strategy The researcher used purposive sampling. Fraenkel, Wallen and Hyun (2012, urposive 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 The researcher took the two science classes of the eleventh grade students of MAN 1 Palembang, because for the English subject especially in narrative reading, the classes had poorer English competence than other classes and similar total of student. XI IPA 2 and XI IPA 3 were selected as the sample. Furthermore, The researcher determined the two classes which class became control and experimental group, after those classes were given the pretest. The result in pretest between XI IPA 2 and XI IPA 3 showed that the students’ score in class XI IPA 3 was lower than class XI IPA 2. Therefore, it is assumed that this class is better to get the treatment by using Character Quotes strategy. The total sample of this study was 60 students from 247 populations. 30 students as experimental group and 30 students as control group. The researcher used reading comprehension test in the form of multiple choice . The test items in the pretest were the same as those of posttest, because the purpose of giving them was to know the progress of students’ reading comprehension scores before and after treatments. Pretest was given before the treatment. The purpose of giving pretest to the students was to know the students English reading comprehension scores before implementing Character Quotes Posttest was given after the treatment. The posttest was administered to know the students English reading comprehension scores after implementing Character Quotes strategy. The result of this test was compared to the result of pretest in order to measure the students’ progress taught by using Character Quotes strategy 179 purposive sampling. Fraenkel, Wallen and Hyun (2012, is different from convenience sampling in that researchers do not simply study whoever is available but rather use their judgment to , based on prior information, will provide the data The researcher took the two science classes of the eleventh grade students of MAN 1 Palembang, because for the English subject especially in narrative reading, mpetence than other classes and similar total of student. XI IPA 2 and XI IPA 3 were selected as the sample. Furthermore, The researcher determined the two classes which class became control and experimental t. The result in pretest between XI IPA 2 and XI IPA 3 showed that the students’ score in class XI IPA 3 was lower than class XI IPA 2. Therefore, it is assumed that this class is better to get the treatment by mple of this study was 60 students from 247 populations. 30 students as experimental group and 30 students as control group. The researcher used reading comprehension test in the form of multiple choice in the pretest were the same as those of posttest, because the purpose of giving them was to know the progress of students’ reading Pretest was given before the he students was to know the students English reading comprehension scores before implementing Character Quotes Posttest was given after the treatment. The posttest was administered to mplementing Character Quotes strategy. The result of this test was compared to the result of pretest in order to measure the students’ progress taught by using Character Quotes strategy. 180 Results and Discussion Validity Test Validity is the way to measure or to know that the test we use are successful or not in the object. In order to ensure each items of researcher used three kinds of validity. They were: - Construct Validity The researcher asked the related to some aspects measured validator, Eka Sartika, M.Pd. as the second validator, and Winny A. Riznanda, M.Pd. as the third validator. three validators accepted it to continue doing tryout to the eleventh grade students. - Validity of Each Question Item To find out the validity of the test question items, the researcher analyzed the items of the tests by doing try SPSS Statistics Program Version 15 with the correct answer was labeled 1 and the wrong answer was labeled 0. p.24), if the result of the test sho means that the item is valid. which was given to the students. The result analysis of validity in each question items by using SPSS 15. from 60 test items provided by the researcher which could be used as the instrument since the scores of significance were higher than 0,312. There were 19 question items were invalid since the scores of significance were low 0,312. - Content Validity A content validity was very important, since it is an accurate measure of what it is supposed to measure. Validity is the way to measure or to know that the test we use are successful In order to ensure each items of reading test is three kinds of validity. They were: The researcher asked the lecturers as validators after constructing the instruments related to some aspects measured. They were Manallullaili, M.Ed. as the first validator, Eka Sartika, M.Pd. as the second validator, and Winny A. Riznanda, M.Pd. as the third validator. After measuring the format of the instrument test, the three validators accepted it to continue doing tryout to the eleventh grade Validity of Each Question Item To find out the validity of the test question items, the researcher analyzed the ests by doing try - out. The result of the test was analyzed by using SPSS Statistics Program Version 15 with the correct answer was labeled 1 and the wrong answer was labeled 0. According to Basrowi and Soenyono (2007, p.24), if the result of the test shows that routput is higher than rtabel means that the item is valid. In this case, there were 60 multiple choice items which was given to the students. The result analysis of validity in each question items by using SPSS 15. It was found that there were only 41 question items from 60 test items provided by the researcher which could be used as the instrument since the scores of significance were higher than 0,312. There were 19 question items were invalid since the scores of significance were low A content validity was very important, since it is an accurate measure of what it is supposed to measure. The researcher analyzed content validity to know if the Validity is the way to measure or to know that the test we use are successful reading test is valid, the fter constructing the instruments They were Manallullaili, M.Ed. as the first validator, Eka Sartika, M.Pd. as the second validator, and Winny A. Riznanda, ring the format of the instrument test, the three validators accepted it to continue doing tryout to the eleventh grade To find out the validity of the test question items, the researcher analyzed the out. The result of the test was analyzed by using SPSS Statistics Program Version 15 with the correct answer was labeled 1 and According to Basrowi and Soenyono (2007, tabel (0,312), it In this case, there were 60 multiple choice items which was given to the students. The result analysis of validity in each question ere were only 41 question items from 60 test items provided by the researcher which could be used as the instrument since the scores of significance were higher than 0,312. There were 19 question items were invalid since the scores of significance were lower than A content validity was very important, since it is an accurate measure of what it The researcher analyzed content validity to know if the contents of the test items given were appropriate, the resear materials to the curriculum. In order to judge the test has or has not the content validity, a specification of the skills or structures should be made based on the curriculum and syllabus. Test Reliability Reliability test measures whether research instrument used for pretest and posttest activities is reliable or not. reliability refers to the consistency of the scores obtained how consistence they are for each individual from one administration of an instrument to another and from one set of items to another. They also state that the test score is considered reliable whenever the reliability coefficient of test score should be at least 0.70 and preferably higher. In this part, split half scores of reliability were obtained from tryout analysis. were analyzed by using Pearson Correlation Formula SPSS Program Version 15. From the calculation, it was found that the coefficient reliability of the reading test items was 0,787 which higher than 0,70. Therefore, it could be stated that this instrument was considered reliable for this study. Normality Test Normality test is used to d from normally distributed population or not. According to Flynn, (2003, p.17), the data can be categorized homogen whenever it is higher than 0.05. The data was obtained from students’ pretest and posttest in measuring normality test, the researcher used One Sample Kolmogorov in SPSS 15. The result showed that the pretest in control and experimental groups were 0.907 and 0.487. Then, the contents of the test items given were appropriate, the researcher checked the test materials to the curriculum. In order to judge the test has or has not the content validity, a specification of the skills or structures should be made based on the curriculum and syllabus. Reliability test measures whether research instrument used for pretest and posttest activities is reliable or not. Fraenkel, et. al. (2012, p. 154) describe that reliability refers to the consistency of the scores obtained how consistence they are individual from one administration of an instrument to another and from one They also state that the test score is considered reliable whenever the reliability coefficient of test score should be at least 0.70 and preferably r. In this part, split half method in internal consistency reliability was used. The scores of reliability were obtained from tryout analysis. Then, the scores of the test were analyzed by using Pearson Correlation Formula SPSS Program Version 15. calculation, it was found that the coefficient reliability of the reading test items was 0,787 which higher than 0,70. Therefore, it could be stated that this instrument was considered reliable for this study. Normality test is used to determine whether the sample data has been drawn from normally distributed population or not. According to Flynn, (2003, p.17), the data can be categorized homogen whenever it is higher than 0.05. The data was obtained from students’ pretest and posttest in experimental and control group. In measuring normality test, the researcher used One Sample Kolmogorov-Smirnov test The result showed that the pretest in control and experimental groups 0.487. Then, the posttest in control and experimental groups were 181 cher checked the test materials to the curriculum. In order to judge the test has or has not the content validity, a specification of the skills or structures should be made based on the Reliability test measures whether research instrument used for pretest and Fraenkel, et. al. (2012, p. 154) describe that reliability refers to the consistency of the scores obtained how consistence they are individual from one administration of an instrument to another and from one They also state that the test score is considered reliable whenever the reliability coefficient of test score should be at least 0.70 and preferably was used. The Then, the scores of the test were analyzed by using Pearson Correlation Formula SPSS Program Version 15. calculation, it was found that the coefficient reliability of the reading test items was 0,787 which higher than 0,70. Therefore, it could be stated that this etermine whether the sample data has been drawn from normally distributed population or not. According to Flynn, (2003, p.17), the data can be categorized homogen whenever it is higher than 0.05. The data was experimental and control group. In Smirnov test The result showed that the pretest in control and experimental groups xperimental groups were 182 0.700 and 0.816. It can be concluded that the data were considered normal since they are higher than 0.05. Homogeneity Test Homogeneity test is used to measure the scores obtained whether it is homogen or not. According to Flynn, (2003, p.17), the data can be categorized homogen whenever it is higher than 0.05. In measuring homogeneity test, the researcher used Levene Statistic that the pretest scores was 0.591 data was homogeneous since the score was higher than 0.05. Hypothesis Testing A significant improvement is foun scores in experimental group, and a significant different is found from testing students’ posttest to posttest score in control and experimental that the p-output is 0.000 with df=29 (2.0452) words there is a significant improvement from students’ pretest to posttest scores in experimental group taught than 0.05. It can be stated that the null hypothe hypothesis (Ha) is accepted. Moreover, there is a significant different from students’ posttest to posttest scores in control and experimental group since p than 0.05. It was found that the p the p-output was lower than 0.05 level and the t value of t-table with df=58 (2.0017). and the alternative hypothesis (Ha) i 0.816. It can be concluded that the data were considered normal since they Homogeneity test is used to measure the scores obtained whether it is homogen or not. According to Flynn, (2003, p.17), the data can be categorized homogen whenever it is higher than 0.05. In measuring homogeneity test, the researcher used Levene Statistics in SPSS 15 software application. The result showed 0.591 and posttest scores 0.772. It can be conluded that the data was homogeneous since the score was higher than 0.05. A significant improvement is found from testing students’ pretest to posttest scores in experimental group, and a significant different is found from testing students’ posttest to posttest score in control and experimental group. It was found output is 0.000 with df=29 (2.0452), and t-value= 11.399, in the other there is a significant improvement from students’ pretest to posttest scores in experimental group taught by using Character Quotes strategy since p-output is lower than 0.05. It can be stated that the null hypothesis (Ho) is rejected, and the alternative hypothesis (Ha) is accepted. Moreover, there is a significant different from students’ posttest to posttest scores in control and experimental group since p-output is lower than 0.05. It was found that the p-output was 0.000 and the t-value was 3.465. Since output was lower than 0.05 level and the t-value (3.465) was higher than critical table with df=58 (2.0017). Therefore, the null hypothesis (Ho) is rejected, and the alternative hypothesis (Ha) is accepted. 0.816. It can be concluded that the data were considered normal since they Homogeneity test is used to measure the scores obtained whether it is homogen or not. According to Flynn, (2003, p.17), the data can be categorized homogen whenever it is higher than 0.05. In measuring homogeneity test, the The result showed t can be conluded that the d from testing students’ pretest to posttest scores in experimental group, and a significant different is found from testing t was found in the other there is a significant improvement from students’ pretest to posttest scores in output is lower sis (Ho) is rejected, and the alternative hypothesis (Ha) is accepted. Moreover, there is a significant different from students’ output is lower value was 3.465. Since value (3.465) was higher than critical the null hypothesis (Ho) is rejected, Conclusion There are some conclusions of this research referred to the descriptions and discussions presented in the previous chapter. First, based on the result of pretest to posttest, Character Quotes comprehension score to the eleventh grade students of MAN 1 Palembang. Second, there was significant difference on students’ reading comprehension score to the eleventh grade students who were taught by using Character Quotes strategy and those who were taught by strategy that usually used by the teacher of MAN 1 Palembang. Therefore, it could be assumed that Character Quotes the eleventh grade students of MAN 1 Palembang. The students got improvements from the implementation of Character Quotes strategy. It also could be seem from the result of the test, it implied that Character Quotes alternative strategy in teaching reading skill. Buehl, D. (2014). Classroom strategies NJ: International Reading Association, Inc. Brown, H. D. (2000). Principles of language learning and teaching York, NY: Addision Wesley Longman, Inc. Carrel, P. D., & Eskey, D. (1998). reading (7th ed.). Cambridge, UK: Cambridge University Press. Cohen, L, Manion, L, & Morrison, K. (2007). ed.). New York, NY: Routledge. Flippo, R. F. (2014). Assessing readers: Qualitat ed.). New York, NY: Routledge. Flynn, D. (2003). Students guide to SPSS. https://barnard.edu/sites/default/files/inline/student_userguide_for_spss.pdf Fraenkel, J. R., Wallen, N. E., & research in education Gay, L.R. & Diehl, P.L. (1996). Singapore, SG: Printice Hall International, Inc. There are some conclusions of this research referred to the descriptions and discussions presented in the previous chapter. First, based on the result of pretest to posttest, Character Quotes strategy significantly improved students’ reading comprehension score to the eleventh grade students of MAN 1 Palembang. Second, there was significant difference on students’ reading comprehension score to the eleventh grade students who were taught by using Character Quotes strategy and those who were taught by strategy that usually used by the teacher of MAN 1 Therefore, it could be assumed that Character Quotes strategy was effective to the eleventh grade students of MAN 1 Palembang. The students got improvements plementation of Character Quotes strategy. It also could be seem from the result of the test, it implied that Character Quotes strategy could be used as an alternative strategy in teaching reading skill. REFERENCES Classroom strategies for interactive learning (4th ed.). Jersey City, NJ: International Reading Association, Inc. Principles of language learning and teaching (4th ed.) York, NY: Addision Wesley Longman, Inc. Carrel, P. D., & Eskey, D. (1998). Interactive approaches to second language (7th ed.). Cambridge, UK: Cambridge University Press. Cohen, L, Manion, L, & Morrison, K. (2007). Research method in education ed.). New York, NY: Routledge. Assessing readers: Qualitative diagnosis and instruction ed.). New York, NY: Routledge. Students guide to SPSS. Barnard Retrieved from https://barnard.edu/sites/default/files/inline/student_userguide_for_spss.pdf Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8 th ed.). New York, NY: Mcgraw-Hill Companies, Inc. Gay, L.R. & Diehl, P.L. (1996). Research methods for business and management Singapore, SG: Printice Hall International, Inc. 183 There are some conclusions of this research referred to the descriptions and discussions presented in the previous chapter. First, based on the result of pretest to students’ reading comprehension score to the eleventh grade students of MAN 1 Palembang. Second, there was significant difference on students’ reading comprehension score to the eleventh grade students who were taught by using Character Quotes strategy and those who were taught by strategy that usually used by the teacher of MAN 1 was effective to the eleventh grade students of MAN 1 Palembang. The students got improvements plementation of Character Quotes strategy. It also could be seem from the could be used as an Jersey City, (4th ed.). New ctive approaches to second language Research method in education (6th ive diagnosis and instruction (2nd Barnard Retrieved from https://barnard.edu/sites/default/files/inline/student_userguide_for_spss.pdf How to design and evaluate Hill Companies, Inc. Research methods for business and management. 184 Harmer, J. (2001). The practice of English language teaching UK: Longman. Javed, M., Xiao, W. J., & Nazli, S. (2013). A study of students’ assessment in writing skills of the English language. 144. Retrieved from ww.e Leinhardt, G., Beck, I, L., & Stainton, C. (2009). New York, NY: Routledge. Linse, C. (2006). Practical English language teaching: Young learners NY: McGraw-Hill Companies, I Patel, M.F. & Jain, P.M. (2008). Publisher & Distributor. Podmorka, G, Paulus, A., Mead, E., Kauffman, K., Soldner, L. (2011). Tips for the classroom in their own words: Making connection through character Journal of College Literacy and Learning, Sejnost, R. L. (2009). Tools for teaching in the block. Press. Sudarwati & Grace. (2007). Tilton, J.B. (2012). Now I get it!. Inc. Wardiman, Jahur, and Djusma. (2008). school. Jakarta, ID: Pusat Perbukuan Departemen Pendidikan Nasional. The practice of English language teaching (3rd ed.). Cambridge, Javed, M., Xiao, W. J., & Nazli, S. (2013). A study of students’ assessment in writing skills of the English language. International Journal of Instruction, 144. Retrieved from ww.e-iji.net. Leinhardt, G., Beck, I, L., & Stainton, C. (2009). Teaching and learning in history. New York, NY: Routledge. Practical English language teaching: Young learners. NewYork, Hill Companies, Inc. Patel, M.F. & Jain, P.M. (2008). English language teaching. Jaipur, IN: Sunrise Publisher & Distributor. Podmorka, G, Paulus, A., Mead, E., Kauffman, K., Soldner, L. (2011). Tips for the classroom in their own words: Making connection through character Journal of College Literacy and Learning, 37(1), 54-56. Tools for teaching in the block. Thousand Oaks, CA: Corwin Sudarwati & Grace. (2007). Look ahead: An English course. Jakarta, ID: Erlangga. Now I get it!. Lanham, MD: Rowman & Littlefield Publishers, Wardiman, Jahur, and Djusma. (2008). English in focus: For grade IX junior high . Jakarta, ID: Pusat Perbukuan Departemen Pendidikan Nasional. (3rd ed.). Cambridge, Javed, M., Xiao, W. J., & Nazli, S. (2013). A study of students’ assessment in writing International Journal of Instruction, 6(1), 130- Teaching and learning in history. . NewYork, . Jaipur, IN: Sunrise Podmorka, G, Paulus, A., Mead, E., Kauffman, K., Soldner, L. (2011). Tips for the classroom in their own words: Making connection through character quotes, Thousand Oaks, CA: Corwin Jakarta, ID: Erlangga. Lanham, MD: Rowman & Littlefield Publishers, English in focus: For grade IX junior high . Jakarta, ID: Pusat Perbukuan Departemen Pendidikan Nasional. Normality test is used to determine whether the sample data has been drawn from normally distributed population or not. According to Flynn, (2003, p.17), the data can be categorized homogen whenever it is higher than 0.05. The data was obtained from students’ pretest and posttest in experimental and control group. In measuring normality test, the researcher used One Sample Kolmogorov-Smirnov test in SPSS 15. The result showed that the pretest in control and experimental groups were 0.907 and 0.487. Then, the posttest in control and experimental groups were 0.700 and 0.816. It can be concluded that the data were considered normal since they are higher than 0.05. Homogeneity test is used to measure the scores obtained whether it is homogen or not. According to Flynn, (2003, p.17), the data can be categorized homogen whenever it is higher than 0.05. In measuring homogeneity test, the researcher used Levene Statistics in SPSS 15 software application. The result showed that the pretest scores was 0.591 and posttest scores 0.772. It can be conluded that the data was homogeneous since the score was higher than 0.05. Hypothesis Testing