TEACHING NARRATIVE READING BY USING INTERACTIVE NOTATION SYSTEM FOR EFFECTIVE READING AND THINKING (INSERT) STRATEGY TO THE ELEVENTH GRADE STUDENTS OF SMA The objectives of the study are to find out whether or not there is significant improvement on students’ narrative reading score by using INSERT Strategy to Eleventh grade students of SMA N 2 Prabumulih, and to find out whether or not there is a significant difference on the eleventh grade students’ narrative reading between those who are taught by using INSERT strategy and those who are not SMA N 2 Prabumulih. This study used quasi posttest design. The population of this study was the eleventh grades students of SMA N 2 Prabumulih, the sample of this study was class XI MIA 3 and MIA 4 with the total number of students between each class is 31 students. In collecting the data, the test was used. The test was given twice to experimental and control groups, as a pretest and posttest. To verify the hypotheses, the data of pretest and posttest of the experimental and control groups were analyzed by using independent sample t and paired sample t-test in SPSS 16 program. The findings showed that the p from paired sample t-test (sig2 t-value (12.936) was higher than t independent sample t-test was 0.000 which was lower than 0.05 and the t (5.191) was higher than t-table with df=60 (2.000). It means that teaching narrative reading by using INSERT Strategy had narrative reading score. Keywords : INSERT strategy, teaching narrative reading. Introduction Language is identity of individual or group. According to Crystal (2003, p. 22), language is a major means (some wo we belong, and of distinguishing one soc world we can see evidence of linguistic divergence rather than convergence. TEACHING NARRATIVE READING BY USING INTERACTIVE NOTATION SYSTEM FOR EFFECTIVE READING AND THINKING (INSERT) STRATEGY TO THE ELEVENTH GRADE STUDENTS OF SMA NEGERI 2 PRABUMULIH Ega Vansela UIN Raden Fatah Palembang Egavansela@ymail.com Abstract The objectives of the study are to find out whether or not there is significant improvement on students’ narrative reading score by using INSERT Strategy to Eleventh grade students of SMA N 2 Prabumulih, and to find out whether or not there is a significant difference on the eleventh grade students’ narrative reading between those who are taught by using INSERT strategy and those who are not SMA N 2 mulih. This study used quasi-experimental design using nonequivalent pretest posttest design. The population of this study was the eleventh grades students of SMA N 2 Prabumulih, the sample of this study was class XI MIA 3 and MIA 4 with f students between each class is 31 students. In collecting the data, the test was used. The test was given twice to experimental and control groups, as a pretest and posttest. To verify the hypotheses, the data of pretest and posttest of the and control groups were analyzed by using independent sample t test in SPSS 16 program. The findings showed that the p test (sig2-tailed)) was 0.000 which was lower than 0.05 and the s higher than t-table with df=30 (1.697). P-output from test was 0.000 which was lower than 0.05 and the t table with df=60 (2.000). It means that teaching narrative reading by using INSERT Strategy had a significant improvement on the students’ INSERT strategy, teaching narrative reading. identity of individual or group. According to Crystal (2003, p. 22), language is a major means (some would say the chief means) of showing where we belong, and of distinguishing one social group from another, and all world we can see evidence of linguistic divergence rather than convergence. 185 TEACHING NARRATIVE READING BY USING INTERACTIVE NOTATION SYSTEM FOR EFFECTIVE READING AND THINKING (INSERT) STRATEGY TO THE ELEVENTH GRADE STUDENTS OF SMA The objectives of the study are to find out whether or not there is significant improvement on students’ narrative reading score by using INSERT Strategy to the Eleventh grade students of SMA N 2 Prabumulih, and to find out whether or not there is a significant difference on the eleventh grade students’ narrative reading between those who are taught by using INSERT strategy and those who are not SMA N 2 experimental design using nonequivalent pretest- posttest design. The population of this study was the eleventh grades students of SMA N 2 Prabumulih, the sample of this study was class XI MIA 3 and MIA 4 with f students between each class is 31 students. In collecting the data, the test was used. The test was given twice to experimental and control groups, as a pretest and posttest. To verify the hypotheses, the data of pretest and posttest of the and control groups were analyzed by using independent sample t-test test in SPSS 16 program. The findings showed that the p-output tailed)) was 0.000 which was lower than 0.05 and the output from test was 0.000 which was lower than 0.05 and the t-value table with df=60 (2.000). It means that teaching narrative a significant improvement on the students’ identity of individual or group. According to Crystal (2003, p. uld say the chief means) of showing where ial group from another, and all over the world we can see evidence of linguistic divergence rather than convergence. Then, mailto:Egavansela@ymail.com 186 language is used for communication language, it is easy to communicate with others. There are many languages that people use in the world, such as Arabic, French, Mandarin and English. One of them, international language, at least at present becomes a good reason for people for at least knowing English nowadays. English as a compulsory subject is taught integrated senior high school. Those are listening, speaking, reading, and writing. As one of the language skills, reading also plays an important role because reading has become a part of daily activities. Based on the holy Qur’an, surah Al below: َخلََق اإلْنَساَن ِمْن َعلَقَ ◌ْ َعلََّم اإلْنَساَن َما لَْم یَْعلَم Meaning: Recite in the name of your Lord who created, Created man substance, Recite, and your Lord is the most Generous, Who taught by the pen, Taught man that which he knew not (Q.S Al The first message that was informed to our pr command to read, because by reading, Allah teaches knowledge that we do not know. By reading, human will improve insight about important knowledge that will be useful for their life later. It means, improve our knowledge. Richards and Renandya (2002, p. many second or foreign language teaching situations, reading receives a spec There are two reasons for this. First, many foreign language students often have reading as one of their most impo information and pleasure, for their career, and for the study purposes. In fact, in most English as Foreign Language (EFL) situations, the ability to read in foreign language language is used for communication (Brown, 2007, p. 17). By understanding a easy to communicate with others. There are many languages that people use in the world, such as Arabic, French, Mandarin and English. One of them, English, is undeniably the dominant international language, at least at present (Sasaki, Suzuki, & Yoneda, 2006, p. 382) becomes a good reason for people for at least knowing English nowadays. English as a compulsory subject is taught integrated, within the four skills . Those are listening, speaking, reading, and writing. As one of the language skills, reading also plays an important role because reading has become a part of daily activities. Based on the holy Qur’an, surah Al-Alaq verse َخلََق اإلْنَساَن ِمْن َعلَقَ , اْقَرْأ بِاْسِم َربَِّك الَِّذي َخلَق َعلََّم اإلْنَساَن َما لَْم یَْعلَم , الَِّذي َعلََّم بِاْلقَلَِم , اْقَرْأ َوَربَُّك األْكَرمُ , Meaning: Recite in the name of your Lord who created, Created man from a clinging substance, Recite, and your Lord is the most Generous, Who taught by the pen, Taught man that which he knew not (Q.S Al- Alaq: 1-5). (Al-Hilalahi & Khan) The first message that was informed to our prophet Muhammad SAW is the d, because by reading, Allah teaches knowledge that we do not know. By reading, human will improve insight about important knowledge that will be for their life later. It means, reading activity is important thing Richards and Renandya (2002, p. 273) explained that many second or foreign language teaching situations, reading receives a spec reasons for this. First, many foreign language students often have heir most important goals. Students want to be able to read information and pleasure, for their career, and for the study purposes. In fact, in most English as Foreign Language (EFL) situations, the ability to read in foreign language By understanding a There are many languages that people use in the world, such as Arabic, is undeniably the dominant 2006, p. 382). It our skills in . Those are listening, speaking, reading, and writing. As one of the language skills, reading also plays an important role because reading has become a Alaq verse 1-5, states , from a clinging substance, Recite, and your Lord is the most Generous, Who taught by the pen, Hilalahi & Khan) ophet Muhammad SAW is the d, because by reading, Allah teaches knowledge that we do not know. By reading, human will improve insight about important knowledge that will be reading activity is important thing in order to explained that in many second or foreign language teaching situations, reading receives a special focus. reasons for this. First, many foreign language students often have want to be able to read information and pleasure, for their career, and for the study purposes. In fact, in most English as Foreign Language (EFL) situations, the ability to read in foreign language is all that students ever want to a pedagogical purposes. Based on the informal interview with at SMA N 2 Prabumulih on August 10 students’ reading comprehension score minimum passing grade for the eleventh grade was 75. information that many students had problems in comprehending the reading text, especially in narrative text such as (1) th get main idea or find some problems from the narrative text, and (3) the students could not relate the material Based on those phenomena as previously me most students including SMA N 2 Prabumulih still have problem in reading, especially narrative reading. Therefore, the writer considered that it wa and interesting strategy. One o Effective Reading and Thinking (INSERT) strategy Mather (2008, p. 112), INSERT was designed to help students monitor their thinking and learning while reading. prior knowledge, and insert one Then, according to Tankersley (2005, p. 134), In narrative texts, students can place the notes wherever they have an observatio own background. According to Barnes (2013, p. 2), INSERT is a during strategy that helps readers consciously interact with the text to clarify their thinking. This strategy can be used for various ages a subject areas (Forget, 2004, p. Vii). It means that INSERT strategy is appropriate to narrative text. is all that students ever want to acquire. Second, written text serves various Based on the informal interview with two English teachers and seven students on August 10 th 2015, only fifty percent of the eleventh grade comprehension score could reach the passing grade, where the minimum passing grade for the eleventh grade was 75. The writer got some information that many students had problems in comprehending the reading text, especially in narrative text such as (1) they had lack of vocabulary, (2) they could not get main idea or find some problems from the narrative text, and (3) the students not relate the material (narrative text) into real context with their condition. mena as previously mentioned, the writer can conclude that most students including SMA N 2 Prabumulih still have problem in reading, especially narrative reading. Therefore, the writer considered that it was necessary to find out the suitable and interesting strategy. One of the strategies is Interactive Notation System for Effective Reading and Thinking (INSERT) strategy. According to Wendling and Mather (2008, p. 112), INSERT was designed to help students monitor their thinking and learning while reading. Students are taught to reflect on their reading, connect to prior knowledge, and insert one of the symbols as students think about their reading. Then, according to Tankersley (2005, p. 134), In narrative texts, students can place the notes wherever they have an observation to make, find a link to something in their According to Barnes (2013, p. 2), INSERT is a during strategy that helps readers consciously interact with the text to clarify their thinking. This strategy can be used for various ages and the strategy can be used in various subject areas (Forget, 2004, p. Vii). It means that INSERT strategy is appropriate to 187 cquire. Second, written text serves various seven students of the eleventh grade could reach the passing grade, where the The writer got some information that many students had problems in comprehending the reading text, ey had lack of vocabulary, (2) they could not get main idea or find some problems from the narrative text, and (3) the students al context with their condition. can conclude that most students including SMA N 2 Prabumulih still have problem in reading, out the suitable f the strategies is Interactive Notation System for Wendling and Mather (2008, p. 112), INSERT was designed to help students monitor their thinking ht to reflect on their reading, connect to f the symbols as students think about their reading. Then, according to Tankersley (2005, p. 134), In narrative texts, students can place n to make, find a link to something in their According to Barnes (2013, p. 2), INSERT is a during-reading strategy that helps readers consciously interact with the text to clarify their thinking. nd the strategy can be used in various subject areas (Forget, 2004, p. Vii). It means that INSERT strategy is appropriate to 188 Concept of Teaching Teaching is an activity to help, guide someone to get and develop skill, attitude and ideas. Teaching is guiding and facilitating learning, enabling the learner to learn, setting the conditions for learning can be said the noble thing because it is a process of transferring knowledge that can help people to know something new. It is stated in the holy Qur’an surah An verse 125, states below: The meaning: Invite to the way of your Lord, Allah with wisdom and good instruction, and argue with them in a way that is the best. Indeed, your Lord, Allah is most knowing of who has strayed from His way, and He is most knowing of who is rightly guided. (Q.S An-Nahl: 125). (Al Relate to the verse above, as a teacher, we have to show the best attitude in transferring our knowledge. According to personality of the teacher is a crucial issue in the classroom. Then, to teach by heart (Yunsirno, 2010, p. 155) Morgan and Fleener (2008, p. 13), t being dependent on teachers to being make them autonomous learners. autonomous in thinking and teaching is an activity that is really noble in the life and as a good teacher have a good personality. Teaching is an activity to help, guide someone to get and develop skill, eaching is guiding and facilitating learning, enabling the learner to learn, setting the conditions for learning (Brown, 2007, p. 8). Moreover, teaching can be said the noble thing because it is a process of transferring knowledge that can o know something new. It is stated in the holy Qur’an surah An The meaning: Invite to the way of your Lord, Allah with wisdom and good instruction, and argue with them in a way that is the best. Indeed, your Lord, Allah is most knowing of who has strayed from His way, and He is most knowing of who is Nahl: 125). (Al-Hilalahi & Khan) Relate to the verse above, as a teacher, we have to show the best attitude in transferring our knowledge. According to Harmer (1998, p. 2), the character and personality of the teacher is a crucial issue in the classroom. Then, a good teacher ha (Yunsirno, 2010, p. 155). Moreover, according to Richardson, Morgan and Fleener (2008, p. 13), the goal of teaching is to move students from being dependent on teachers to being independent in their learning habits make them autonomous learners. But it is not fair to expect that students can become autonomous in thinking and learning without the benefit of instruction teaching is an activity that is really noble in the life and as a good teacher Teaching is an activity to help, guide someone to get and develop skill, eaching is guiding and facilitating learning, enabling the learner . Moreover, teaching can be said the noble thing because it is a process of transferring knowledge that can o know something new. It is stated in the holy Qur’an surah An-Nahl, The meaning: Invite to the way of your Lord, Allah with wisdom and good instruction, and argue with them in a way that is the best. Indeed, your Lord, Allah is most knowing of who has strayed from His way, and He is most knowing of who is Relate to the verse above, as a teacher, we have to show the best attitude in Harmer (1998, p. 2), the character and a good teacher has . Moreover, according to Richardson, ching is to move students from endent in their learning habits that is, to But it is not fair to expect that students can become t of instruction. It means, we have to Concept of Reading Reading is a very important component in English because it plays an important role in a human communication. The purpose of reading is to get the information from the text, and to learn information from the text. According to Nunan (2004, p. 70), the purposes of reading should be the same in class as they are in real life: 1) to obtain a specific fact or piece of information (scanning), 2) to obtain the general idea of the author (skimming), 3) to obtain a comprehensive understanding of reading, as in reading a textbook (thorough comprehension), or 4) to evaluate information in order to determ reading). According to Mikulecky and Jeffries (2004), skimming is a high reading that can save you time and help you get through lots of material quickly, and scanning is very high-speed read piece of information. Then, according to Sutarsyah (2014, p. 1), in order to understand what you are reading from an English text, you need to guess the meaning of unfamiliar words (words you do not know) f read faster and easier. Moreover, according to Grabe and Stoller (2002, p. 9), reading processes refers to cognitive activity involving skills, strategies, attentional resources, knowledge resources, and integration. that covers comprehension skills, strategies, and knowledge resources available to the reader. Concept of Reading Comprehension Reading comprehension aware of an idea, understand it in terms of their experimental background and interpret it in relation to their own needs and purpose. Moreover, according to (2009, p. 14-15), reading comprehension depends on prior knowledge or knowledge about the world. Without background knowledge Reading is a very important component in English because it plays an human communication. The purpose of reading is to get the information from the text, and to learn information from the text. According to Nunan the purposes of reading should be the same in class as they are in real ific fact or piece of information (scanning), 2) to obtain the general idea of the author (skimming), 3) to obtain a comprehensive understanding of reading, as in reading a textbook (thorough comprehension), or 4) to evaluate information in order to determine where it fits into our own system of beliefs (critical According to Mikulecky and Jeffries (2004), skimming is a high reading that can save you time and help you get through lots of material quickly, and speed reading that you do when you are looking for specific Then, according to Sutarsyah (2014, p. 1), in order to understand what you are reading from an English text, you need to guess the meaning of unfamiliar words (words you do not know) from the context. This will help you Moreover, according to Grabe and Stoller (2002, p. 9), reading processes refers to cognitive activity involving skills, strategies, attentional resources, knowledge resources, and integration. The term abilities are used as a general term that covers comprehension skills, strategies, and knowledge resources available to the Concept of Reading Comprehension Reading comprehension is as a thought process through which readers become of an idea, understand it in terms of their experimental background and interpret it in relation to their own needs and purpose. Moreover, according to 15), reading comprehension depends on prior knowledge or knowledge Without background knowledge, that is, without the vocabulary 189 Reading is a very important component in English because it plays an human communication. The purpose of reading is to get the information from the text, and to learn information from the text. According to Nunan the purposes of reading should be the same in class as they are in real ific fact or piece of information (scanning), 2) to obtain the general idea of the author (skimming), 3) to obtain a comprehensive understanding of reading, as in reading a textbook (thorough comprehension), or 4) to evaluate ine where it fits into our own system of beliefs (critical According to Mikulecky and Jeffries (2004), skimming is a high-speed reading that can save you time and help you get through lots of material quickly, and ing that you do when you are looking for specific Then, according to Sutarsyah (2014, p. 1), in order to understand what you are reading from an English text, you need to guess the meaning rom the context. This will help you Moreover, according to Grabe and Stoller (2002, p. 9), reading processes refers to cognitive activity involving skills, strategies, attentional resources, The term abilities are used as a general term that covers comprehension skills, strategies, and knowledge resources available to the as a thought process through which readers become of an idea, understand it in terms of their experimental background and interpret it in relation to their own needs and purpose. Moreover, according to Duffy 15), reading comprehension depends on prior knowledge or knowledge vocabulary that 190 comes with various experiences content of the texts but how the texts are constructed through their respective element. Besides, according students’ interest in the text and engage the prior knowledge of the students by using anticipation guides. It means text that will be given by c comprehension means a knowledge that sometimes depend on prior knowledge of the people. The people not only focus on understand the content of the text but also comprehend the text. Concept Narrative Text In senior high school there are five of texts, descriptive recount text, report text, an students in the first semester shows that reading narrative is one of reading material that has to be mastered by students. 80), a syllabus is a document which says what will (or at least what should) be learnt In this case, the writer is focusing on narrative text. appears in all semesters of all grades for senior high school and viewed important for students because it is one type that always appears as material for National Examination. However, many students still have difficulty in comprehending narrative text. Moreover, according to Sejnost and Thiese (2010, p. 9), n includes any type of writing that relates a series of events and includes (novels, short stories, poems) and nonfiction (memoirs, biographies, Moreover, according to Kistono et narrative text are: 1. Orientation: sets the scene, introduces the participants story. us experiences, there is no comprehension. They do not learn the content of the texts but how the texts are constructed through their respective element. Besides, according to Zwiers (2010, p. 179), that before reading, build students’ interest in the text and engage the prior knowledge of the students by using pation guides. It means the teacher should motivate students to interest with the text that will be given by connecting their prior knowledge. Therefore, reading comprehension means a knowledge that sometimes depend on prior knowledge of the people. The people not only focus on understand the content of the text but also school there are five of texts, descriptive text, procedure text, recount text, report text, and narrative text. From the syllabus of eleventh grade students in the first semester shows that reading narrative is one of reading material that has to be mastered by students. According to Hutchinson and Waters (1987, p. 80), a syllabus is a document which says what will (or at least what should) be learnt In this case, the writer is focusing on narrative text. Narrative text itself freque appears in all semesters of all grades for senior high school and viewed important for students because it is one type that always appears as material for National However, many students still have difficulty in comprehending Moreover, according to Sejnost and Thiese (2010, p. 9), narrative text includes any type of writing that relates a series of events and includes both fiction (novels, short stories, poems) and nonfiction (memoirs, biographies, news stories) ccording to Kistono et al., (2007, p. 33), the generic structures of Orientation: sets the scene, introduces the participants (characters) of the They do not learn the content of the texts but how the texts are constructed through their respective 179), that before reading, build students’ interest in the text and engage the prior knowledge of the students by using teacher should motivate students to interest with the Therefore, reading comprehension means a knowledge that sometimes depend on prior knowledge of the people. The people not only focus on understand the content of the text but also text, procedure text, . From the syllabus of eleventh grade students in the first semester shows that reading narrative is one of reading materials According to Hutchinson and Waters (1987, p. 80), a syllabus is a document which says what will (or at least what should) be learnt. Narrative text itself frequently appears in all semesters of all grades for senior high school and viewed important for students because it is one type that always appears as material for National However, many students still have difficulty in comprehending arrative text both fiction news stories). 33), the generic structures of (characters) of the 2. Complication: tells the beginning of the problem which leads to the crisis (climax) of the main participants. 3. Resolution: the problem (the crisis) is resolved, either in a happy ending or in a sad (tragic) ending. 4. Re-orientation: closure of the story. Therefore, narrative text is a story with complication or problematic events, and it tries to find the resolution to solve problem. Concept of INSERT strategy INSERT was originally creat taught to reflect on their reading, connect prior knowledge, and insert one of symbol as they think about their reading. Then, INSERT gets readers interacting with the text by inserting their thoughts into the ideas proposed by the text to monitor their comprehension and make decisions (Barnes, 2013, p. 2). Moreover, according to Department of Educational S strategy for a variety of materials. Furthermore, according to Rozmiarek (2006, p. 49), INSERT strategy is flexible and may be simplified when necessary. INSERT serves as a formal method of assisting readers to interact with the text in a meaningful, produc (Chapel, Thomas, & Smith, 1996, p. 404). Besides, according to Gillis and Dougall (2007, p. 49), this strategy works best when students use sticky notes and this strategy help students interact with text and holder their thinking. Then, according to Tankersley (2005, p. 134), while students read silently, provide them with sticky notes to insert into the text whenever they find a confusing point or want to ask a question about what they are wherever they have an observation to make, find a link to something in their own background. This strategy can be used for various ages and the strategy can be used Complication: tells the beginning of the problem which leads to the crisis max) of the main participants. Resolution: the problem (the crisis) is resolved, either in a happy ending or in a sad (tragic) ending. orientation: closure of the story. Therefore, narrative text is a story with complication or problematic events, it tries to find the resolution to solve problem. Concept of INSERT strategy INSERT was originally created by Vaughn and Estes in 1986. Students are taught to reflect on their reading, connect prior knowledge, and insert one of symbol ut their reading. Then, INSERT gets readers interacting with the text by inserting their thoughts into the ideas proposed by the text to monitor their comprehension and make decisions (Barnes, 2013, p. 2). Moreover, according to Department of Educational Services, all students can understand and apply this strategy for a variety of materials. Furthermore, according to Rozmiarek (2006, p. 49), INSERT strategy is flexible and may be simplified when necessary. INSERT serves as a formal method eaders to interact with the text in a meaningful, productive manner Smith, 1996, p. 404). Besides, according to Gillis and Dougall (2007, p. 49), this strategy works best when students use sticky notes and this strategy eract with text and holder their thinking. Then, according to Tankersley (2005, p. 134), while students read silently, provide them with sticky notes to insert into the text whenever they find a confusing point or want to ask a question about what they are reading. In narrative texts, students can place the notes wherever they have an observation to make, find a link to something in their own background. This strategy can be used for various ages and the strategy can be used 191 Complication: tells the beginning of the problem which leads to the crisis Resolution: the problem (the crisis) is resolved, either in a happy ending or in Therefore, narrative text is a story with complication or problematic events, Students are taught to reflect on their reading, connect prior knowledge, and insert one of symbol ut their reading. Then, INSERT gets readers interacting with the text by inserting their thoughts into the ideas proposed by the text to monitor their comprehension and make decisions (Barnes, 2013, p. 2). Moreover, according to ervices, all students can understand and apply this Furthermore, according to Rozmiarek (2006, p. 49), INSERT strategy is flexible and may be simplified when necessary. INSERT serves as a formal method tive manner Smith, 1996, p. 404). Besides, according to Gillis and Dougall (2007, p. 49), this strategy works best when students use sticky notes and this strategy eract with text and holder their thinking. Then, according to Tankersley (2005, p. 134), while students read silently, provide them with sticky notes to insert into the text whenever they find a confusing point or want to ask a reading. In narrative texts, students can place the notes wherever they have an observation to make, find a link to something in their own background. This strategy can be used for various ages and the strategy can be used 192 in various subject areas (Forget appropriate to narrative text. Research Design The method that w Experimental research, which comes ou thought by many to be the only type causal relationship (Lodico, Spaulding conducted by using quasi- group design. Creswell (2012, p. 309) states, “the quasi assignment, but not random assignment of participants to groups. Cohen, Manion, and Morrison (2007, p. 283), educational research can be repres Experimental Group Control Group Where: ------ : The dashed line separating the parallel rows in equivalent control group have not been equated by randomization 01 : the pretest of the experimental group 02 : the post test of the experimental group 03 : the pretest of the control group 04 : the post test of the control group x : the treatment of the expe in various subject areas (Forget, 2004, p. Vii). It means that INSERT strategy is appropriate to narrative text. that was used to conduct this study was experimental method. research, which comes out of the framework of scientific realism, thought by many to be the only type of research that results in findings that (Lodico, Spaulding & Voegtle, 2010, p. 228). This study -experimental design, pre-test and post-test nonequivalent esign. Creswell (2012, p. 309) states, “the quasi-experiments include random assignment of participants to groups. According to Cohen, Manion, and Morrison (2007, p. 283), quasi experimental be represented as: Group 01 x 02 ----------------------- 03 04 The dashed line separating the parallel rows in the diagram of the non equivalent control group indicates that the experimental and control groups ot been equated by randomization : the pretest of the experimental group : the post test of the experimental group : the pretest of the control group : the post test of the control group : the treatment of the experimental group (using INSERT strategy) , 2004, p. Vii). It means that INSERT strategy is imental method. c realism, is ndings that suggest is study was test nonequivalent experiments include According to designs in the diagram of the non- indicates that the experimental and control groups Population and Sample Creswell (2012, p. 1 have the same characterist students in SMA N 2 Prabumulih in the academic year 2015/2016. The sample of this study consist students of SMA N 2 Prabumulih. sample in the study. According to Fraenkel, Wallen, & purposive sampling consist of individ or are deemed representative on the basis of prior evidence. interview with the English teacher, the writer Purposive sampling was used competence, especially in reading skill, However, The writer determine experimental group, after those classes were given the pretest. The result in pretest between XI.MIA.3 and XI.MIA.4 showed that the students’ score in class XI. MIA.3 was lower than class XI. MIA.4. Because XI.MIA.3 got the lower score in pretest, the writer assumed that this class is better to get the treatment by using INSERT strategy. This class was as experimental group in this research. Meanwhile, XI.MIA.4 got the higher score in the pretest, so that why this class was as control group in this research. Data Collection According to Arikunto (2010, p. 193), test i used to find out the students’ skill, intelligence, attitude of an individual or group. The purpose of giving test is to know the situation, knowledge, ability and performance of the students. They were pre (2012, p. 142) states that population is a group of individuals who have the same characteristic. The population of this study was the eleventh grade students in SMA N 2 Prabumulih in the academic year 2015/2016. sample of this study consisted of two groups of the eleventh grade students of SMA N 2 Prabumulih. Purposive sampling technique was used to get . According to Fraenkel, Wallen, & Hyun (2012, p. 107), purposive sampling consist of individual who have special qualification of some sort or are deemed representative on the basis of prior evidence. Based on informal interview with the English teacher, the writer took class XI.MIA 3 and XI.MIA 4. was used because these classes have the same poor English competence, especially in reading skill, and the total of students for each class. However, The writer determined the two classes which class became control and experimental group, after those classes were given the pretest. The result in pretest between XI.MIA.3 and XI.MIA.4 showed that the students’ score in class XI. MIA.3 was lower than class XI. MIA.4. Because XI.MIA.3 got the lower score in pretest, the writer assumed that this class is better to ng INSERT strategy. This class was as experimental group in this research. Meanwhile, XI.MIA.4 got the higher score in the pretest, so that why this class was as control group in this research. According to Arikunto (2010, p. 193), test is a series of questions or exercises used to find out the students’ skill, intelligence, attitude of an individual or group. The purpose of giving test is to know the situation, knowledge, ability and performance of the students. They were pre-test and post-test. 193 42) states that population is a group of individuals who The population of this study was the eleventh grade of two groups of the eleventh grade Purposive sampling technique was used to get (2012, p. 107), ual who have special qualification of some sort Based on informal and XI.MIA 4. s have the same poor English the total of students for each class. the two classes which class became control and The result in pretest between XI.MIA.3 and XI.MIA.4 showed that the students’ score in class XI. MIA.3 was lower than class XI. MIA.4. Because XI.MIA.3 got the lower score in pretest, the writer assumed that this class is better to ng INSERT strategy. This class was as experimental group in this research. Meanwhile, XI.MIA.4 got the higher score in the pretest, so that why s a series of questions or exercises used to find out the students’ skill, intelligence, attitude of an individual or group. The purpose of giving test is to know the situation, knowledge, ability and 194 According to Neuman (2007, p. 205), t dependent variable prior to introduction of the administrated to know students’ English reading comprehension before treatment. According to Neuman (2007, p. 205), dependent variable after the treatment has situation. The posttest wa comprehension scores after t Findings and Discussion Test Validity According to Fraenkel et al., (2012, p. 147), v idea to consider when preparing or se the appropriateness, meaningfulness, cor researcher makes. 1. Construct validity According to Muijs (2004, p. 68), c complex issue relating to the internal measuring. After constructing the instruments related to some aspects measured it is consulted to achieve some expert judgements from at least three validators to evaluate whether the components of the instrument can be applied in research activities. There are some charateristics for expert judgements or validators, such as: (1) English educational background, (2) English lecturer, and (3) minimum score TOEFL 500. The validators are (1) Amaliah Hasanah, M.Pd, (2) Eka Sartika, M.Pd, and (3) Benny Wijaya, M.Pd. Based on the assessment carried out by validator I, II, and III, the instrument can be used with a few revision. It means that the research instrument can be applied in this research. According to Neuman (2007, p. 205), the pretest is the measurement of the dependent variable prior to introduction of the treatment. The pretest administrated to know students’ English reading comprehension before treatment. According to Neuman (2007, p. 205), posttest is the measurement of dependent variable after the treatment has been introduced into the experimental was administrated to know students’ English reading comprehension scores after treatment. Fraenkel et al., (2012, p. 147), validity is the most important idea to consider when preparing or selecting an instrument for use, validity refers to appropriateness, meaningfulness, correctness, and usefulness of the inferences a According to Muijs (2004, p. 68), construct validity is a slightly more complex issue relating to the internal structure of an instrument and the concept it is er constructing the instruments related to some aspects measured it is consulted to achieve some expert judgements from at least three validators to evaluate whether the components of the instrument can be applied in research me charateristics for expert judgements or validators, such as: background, (2) English lecturer, and (3) minimum score TOEFL 500. The validators are (1) Amaliah Hasanah, M.Pd, (2) Eka Sartika, M.Pd, and (3) Benny Wijaya, M.Pd. They were the lectures of UIN Raden Fatah Palembang. Based on the assessment carried out by validator I, II, and III, the instrument can be used with a few revision. It means that the research instrument can be applied in this he pretest is the measurement of the pretest was administrated to know students’ English reading comprehension before treatment. posttest is the measurement of the been introduced into the experimental s administrated to know students’ English reading alidity is the most important lecting an instrument for use, validity refers to ectness, and usefulness of the inferences a onstruct validity is a slightly more structure of an instrument and the concept it is er constructing the instruments related to some aspects measured, then it is consulted to achieve some expert judgements from at least three validators to evaluate whether the components of the instrument can be applied in research me charateristics for expert judgements or validators, such as: background, (2) English lecturer, and (3) minimum score TOEFL 500. The validators are (1) Amaliah Hasanah, M.Pd, (2) Eka Sartika, M.Pd, were the lectures of UIN Raden Fatah Palembang. Based on the assessment carried out by validator I, II, and III, the instrument can be used with a few revision. It means that the research instrument can be applied in this 2. Validity of each question item To find out the validity of the test question items, the writer analyzed the items of the tests by conducting the try question items. The instrument of the test was tested to 31 students (XI.MIA.5) o eleventh grade students of SMA N 2 Prabumulih. The result of the test was analyzed by using Correlation Pearson Product Moment in SPSS (Statistical Package for Social Science) version 16. The writer did tryout to find validity of question items. The tryout of the test was held on Monday, 25 analyzing the result of try out, the writer labeled the answer into two category. T correct answer was labeled 1 and the wrong answer was lab Basrowi and Soenyono (2007, p. higher than rtabel (0,355), it means that the item is valid. In this case, there were 60 multiple choice items that were given to the students. The result analysis of validity in each found that there were 18 questions considered invalid. 3. Content validity According to Fraenkel et al., (2012, p. 148), which states content validity refers to the content and format of the instrument. test has content validity, a specification of the skills or structure should be made based on the curriculum and syllabus. The instruments of the test were taken from Senior High School books. Test Reliability According to Fraenkel et al., (2012, p. 154), r consistency of the scores obtained one administration of an instrument to another and from one set of items to another. Then, according to Nasution ( 2011, p. 77), a measurement tool is called Reliable if the tool in measuring a tendency in different time properly show the same result. tion item To find out the validity of the test question items, the writer analyzed the items of the tests by conducting the try-out in order to find out the validity of each question items. The instrument of the test was tested to 31 students (XI.MIA.5) o eleventh grade students of SMA N 2 Prabumulih. The result of the test was analyzed by using Correlation Pearson Product Moment in SPSS (Statistical Package for Social The writer did tryout to find validity of question items. The tryout of the test was held on Monday, 25 th January 2016 at 09.00 a.m analyzing the result of try out, the writer labeled the answer into two category. T correct answer was labeled 1 and the wrong answer was labeled 0. According to Soenyono (2007, p. 24), if the result of the test shows that ), it means that the item is valid. In this case, there were 60 multiple choice items that were given to the students. The result analysis of validity in each question items in the table, questions considered invalid. According to Fraenkel et al., (2012, p. 148), which states content validity and format of the instrument. In order to judge whether or not a test has content validity, a specification of the skills or structure should be made based on the curriculum and syllabus. The instruments of the test were taken from Senior High School books. g to Fraenkel et al., (2012, p. 154), reliability refers to the consistency of the scores obtained—how consistent they are for each individual from one administration of an instrument to another and from one set of items to another. tion ( 2011, p. 77), a measurement tool is called Reliable if the tool in measuring a tendency in different time properly show the same result. 195 To find out the validity of the test question items, the writer analyzed the out in order to find out the validity of each question items. The instrument of the test was tested to 31 students (XI.MIA.5) of the eleventh grade students of SMA N 2 Prabumulih. The result of the test was analyzed by using Correlation Pearson Product Moment in SPSS (Statistical Package for Social The writer did tryout to find validity of question items. The January 2016 at 09.00 a.m-10.30. In analyzing the result of try out, the writer labeled the answer into two category. The eled 0. According to 24), if the result of the test shows that routput is In this case, there were 60 multiple choice items that were given to the question items in the table, It was According to Fraenkel et al., (2012, p. 148), which states content validity In order to judge whether or not a test has content validity, a specification of the skills or structure should be made based on the curriculum and syllabus. The instruments of the test were taken from eliability refers to the individual from one administration of an instrument to another and from one set of items to another. tion ( 2011, p. 77), a measurement tool is called Reliable if the tool in measuring a tendency in different time properly show the same result. 196 According to Muijs (2004, p. 75), which states, above 0.7 a correlation coefficient is usually considered to offer reasonable rel split half method is used to obtain the scores of tryout analysis and the result analysis are presented in a table score. Based on the result Guttman Split Guttman Split-half Coefficient was 0, 755 which was higher than 0.70. Since the result of reliability of test was higher than 0.70, it can be concluded that reading test was reliable for this study. Normality Test Normality test was used to measure the obtained data whether it or not. The normality test wa experimental groups, and students’ posttest scores in groups. The function of normalit observed data fit a normal distribution. smirnov test to analyze the normality. sample was used One sample Kolmog obtained from students’ pre post-test scores in experimental group. and experimental groups were 0.545 and 0.094 and experimental groups were 0.237 and 0.283. I considered normal since they are higher than 0.05. Homogeneity Test The function of homogeneity test is to determine the students’ scores a homogeneous or not. In this study to know the homo Levene statistics by using SPSS 16. T pretest and posttest score in control and experimental grou According to Muijs (2004, p. 75), which states, above 0.7 a correlation coefficient is er reasonable reliability for research purposes. In this part, split half method is used to obtain the scores of tryout analysis and the result analysis are presented in a table score. Based on the result Guttman Split-Half Coefficient above, the p oefficient was 0, 755 which was higher than 0.70. Since the result of reliability of test was higher than 0.70, it can be concluded that reading test s used to measure the obtained data whether it wa was used to measure students’ pretest scores in control and experimental groups, and students’ posttest scores in control and experimental groups. The function of normality test is for goodness-of-fit, testing to see if the observed data fit a normal distribution. The writer used One sample Kolmogorov smirnov test to analyze the normality. In this study to know the normality of the mple was used One sample Kolmogorov-smrinov in SPSS 16. The data are obtained from students’ pre-test and post-test scores in control group, pre scores in experimental group. The result showed that the pretest in control d experimental groups were 0.545 and 0.094. Then, the result in posttest in control d experimental groups were 0.237 and 0.283. It can be concluded that the data were considered normal since they are higher than 0.05. The function of homogeneity test is to determine the students’ scores a homogeneous or not. In this study to know the homogeneity of the sample was used vene statistics by using SPSS 16. The homogeneity test is to measure students’ pretest and posttest score in control and experimental group. The result showed that According to Muijs (2004, p. 75), which states, above 0.7 a correlation coefficient is In this part, split half method is used to obtain the scores of tryout analysis and the result analysis Half Coefficient above, the p-output of oefficient was 0, 755 which was higher than 0.70. Since the result of reliability of test was higher than 0.70, it can be concluded that reading test was normal pretest scores in control and control and experimental fit, testing to see if the olmogorov- In this study to know the normality of the . The data are test scores in control group, pre-test and The result showed that the pretest in control in posttest in control t can be concluded that the data were The function of homogeneity test is to determine the students’ scores are geneity of the sample was used to measure students’ The result showed that the pretest scores was 0.089 and posttest scores 0.506. I data was homogeneous since the score was higher than 0.05. Hypothesis Testing A significant improvement 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=30 (2.042 that there is a significant improvement from students’ pretest to posttest scores in experimental group taught using INSERT strategy since the p 0.05. It can be stated that the null hypothesis (Ho hypothesis (Ha) is accepted. And, it was found that the p the p-output was lower than 0.05 level and the t value of t-table (2.000). It can be stated that there was a significant difference on students’ reading comprehension score taught by using INSERT strategy and those who are not taught at SMA Negeri 2 Prabumulih. hypothesis (Ho) is rejected, and the al Conclusion Based on the findings and interpretations presented in the previous chapter the writer concluded that there is reading between those who are taught by usi group) and those who are not taught by using INSERT strategy (Control Group) SMA N 2. Moreover, from on students’ narrative reading who are taught by using INSE Therefore, it could be improve students’ reading comprehension, especially students’ narrative reading at etest scores was 0.089 and posttest scores 0.506. It can be concluded that the data was homogeneous since the score was higher than 0.05. improvement is found from testing students’ pretest 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=30 (2.042), and t-value= 12.936. It can be stated that there is a significant improvement from students’ pretest to posttest scores in experimental group taught using INSERT strategy since the 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. And, it was found that the p-output was 0.000 and the value was 5.191. Since output was lower than 0.05 level and the t-value (5.191) was higher than critical t can be stated that there was a significant difference on students’ reading comprehension score taught by using INSERT strategy and those who are not taught at SMA Negeri 2 Prabumulih. It can be stated that the null hypothesis (Ho) is rejected, and the alternative hypothesis (Ha) is accepted Based on the findings and interpretations presented in the previous chapter writer concluded that there is a significant difference on students’ narrative reading between those who are taught by using INSERT strategy (Experimental group) and those who are not taught by using INSERT strategy (Control Group) SMA N 2. Moreover, from the result showed that there is a significant improvement on students’ narrative reading who are taught by using INSERT strategy. Therefore, it could be assumed that INSERT strategy is an effective way to improve students’ reading comprehension, especially students’ narrative reading at 197 luded that the pretest to posttest group, and a significant different is found from testing it was found value= 12.936. It can be stated that there is a significant improvement from students’ pretest to posttest scores in output is lower than ) is rejected, and the alternative output was 0.000 and the value was 5.191. Since value (5.191) was higher than critical t can be stated that there was a significant difference on students’ reading comprehension score taught by using INSERT strategy and those It can be stated that the null ternative hypothesis (Ha) is accepted. Based on the findings and interpretations presented in the previous chapters, a significant difference on students’ narrative rategy (Experimental group) and those who are not taught by using INSERT strategy (Control Group) at a significant improvement s an effective way to improve students’ reading comprehension, especially students’ narrative reading at 198 the eleventh grade students of SMA N 2 Prabumulih. of the test, it implied that INSERT strategy could be used as an teaching reading. Al-Hilali, M. T., & Khan, M. M. 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