The Implementation of Problem Solving Learning Method toward Increasing Students’ Reading Narrative Text at Grade VIII B of SMPN 35 Pekanbaru

CHAPTER 1

INTRODUCTION

A.    Background of the Research

Learning English skill was incomplete without discussing reading. Reading itself was taught since students in the elementary grade. Students were pushed to be able to understand the texts as well as the texts was intended for. Reading also encouraged the students to work their critical thinking to respond the texts. Therefore, teaching reading was not only focused on understanding the texts but it also regard to the students’ response toward the texts. The teacher taught reading to the students somehow they were the active reader. From the explanation above, it could be said that reading was not easy to be taught to the students.

Teaching and learning reading in SMP N 35 Pekanbaru especially at the eighth grade was pointed on the procedure, narrative and descriptive texts. Procedure text was the text which used to do or make something. Then, narrative was the texts which explained the story happened. The last, descriptive texts was used to explain the description of something. In this research, the researcher focused on the narrative texts as it is being taught to the students.

In the reality of learning reading at the eighth grade students of SMPN 35 Pekanbaru, learning narrative was still obstacle and some difficulties were faced by the students based on the interview with English teacher on October 9^th 2014. The facts were seen from the students’ works from daily test that was assigned by the teacher that there are students’ score which did not reach the minimum score in term of reading. It was only 25% score with the minimum score 70 as drawn in the daily test result. It was caused by several factors. Firstly, the students had lack of vocabulary in reading narrative text, actually there were so many words of narrative text that they must know to support their understanding in reading narrative text, but because of lack of vocabulary, the students were difficult to find the main idea and generic structure of narrative text correctly. Secondly, the students were not motivated when reading narrative texts because they were difficult to understand the narrative text as they have lack of vocabulary. Thirdly, in reading narrative text there were some indicators that must be reached by the students. The first was identifying the generic structure such as orientation, complication, resolution and re-orientation and the second was identifying language features of narrative text. When the teacher asked the students to find them,  there still some students were not able to identify the generic stucture and the language feature of narrative text.   

From the above problems, the researcher would like to conduct an action research by implementing the possible learning method to solve the problem and increase the students skill in reading especially in reading narrative text. The learning method implemented was Problem Solving Learning Method. According to Sudirman (1987:146)  Problem Solving method was a way to present the material to make the learning problem as a starting point for the discussion analyzed and synthesized in an attempt to find a solution or answer by students. Meanwhile, according to Gulo (2002:111) states that problem solving was a method that teaches problem solving with emphasis on the completion of a reasoning problem.

Based on the explanation above, the researcher was interested to conduct the research entitled “The Implementation of Problem Solving Learning Method toward Increasing Students’ Reading Narrative Text at Grade VIII B of SMPN 35 Pekanbaru”.

B. Identification of the Problem     

            The problem of this research can be identified as follows:

1.      Students had less vocabulary to understand the texts.

2.      Students had low motivation to learn reading.

3.      Student could not write or organize the narrative text by using its generic structure.

C.  The Limitation of the Research

            Here the researcher limited this research on the implementation of Problem Solving learning method toward increasing students’ reading narrative text at grade VIII B of SMPN 35 Pekanbaru.

D.  Formulation of the Research

   Referring to the limitation of the problem above, the researcher formulated the problem in the following question:

1.      To what extent Problem Solving Learning method can improve students’ reading narrative text at grade VIII.B of SMPN 35 Pekanbaru?

2.      What factors influence students reading a narrative text at grade VIII.B of SMPN 35 Pekanbaru by using Problem Solving learning method?

 

E.  Purpose of the Research

There were the essential purpose in conducting this research

1.        To find out the students’ improvement in reading a narrative text at grade VIII.B of SMPN 35 Pekanbaru

2.        To find out the factors influence students reading a narrative text at grade VIII.B of SMPN 35 Pekanbaru

 

F.       Importance of the Research

            By conducting this research, the researcher carried some importance as mentioned below:

1.      For the English teachers;

To identify and modify their strategy in teaching reading, especially on reading narrative texts.

2.      For the students;

To identify their weakness and give solution on learning English, especially learning to read narrative texts.

3.      For the next researcher is to give more references about teaching and learning English related to reading narrative texts.

4.      For the researcher ;

To increase her knowledge about reading narrative text.

G. Definition of Key Terms

            In order to have a good interpretation of some key terms in this research, the researcher describes clearly in this section below:

1.         Problem Solving Learning method was a kind of learning method to push the students prevent their difficulty in learning.

2.         Narrative text was a text which is intended to tell the reader about the fiction story.

CHAPTER II

REVIEW OF RELATED LITERATURE

A.    Review of Related Theories

      In this chapter two, I reviewed some experts’ ideas to support the problems of this research as follows;

1.        The Nature Reading

According to Baer (2003) inclusion of the four tasks reflects the range of basic reading skills, from very simple tasks to more authentic and complex reading tasks. At the most basic level, skilled readers have ready knowledge of the numeric and alphabetic code (digit and letter reading) and can easily recognize and read a vast number of common English words (word reading). When readers encounter unfamiliar words in print, they can apply sight-to-sound correspondence skills and knowledge of the English language to decode the words (decoding). That is, readers can produce a plausible pronunciation that can be matched to words in their listening vocabulary or stored in memory as new vocabulary. Finally, skilled readers can draw on all of their basic print reading skills (both in recognizing words and in using the conventions of print, such as punctuation), as well as their language abilities (such as syntactic parsing and word knowledge), to quickly, efficiently, and fluently read aloud and make sense of continuous text.

In line, Jafer (2006) says that in order to make students aware of these different types of reading styles, I find it useful to provide an awareness raising lesson to help them identify reading skills they already apply when reading in their native tongues. Thus, when approaching an English text, students first identify what type of reading skill needs to be applied to the specific text at hand. In this way valuable skills, which students already possess, are easily transferred to their English reading.

Moreover, Alyousef (2005) defines that reading can be seen as an interactive process between a reader and a text which leads to automaticity or (reading fluency). In this process, the reader interacts dynamically with the text as he/she tries to elicit the meaning and where various kinds of knowledge are being used: linguistic or systemic knowledge (through bottom-up processing) as well as schematic knowledge (through top-down processing). Since reading is a complex process, He argues that many researchers attempt to understand and explain the fluent reading process by analyzing the process into a set of component skills in reading; consequently researchers proposed at least six general component skills and knowledge areas:

1. Automatic recognition skills

2. Vocabulary and structural knowledge

3. Formal discourse structure knowledge

4. Content/world background knowledge

5. Synthesis and evaluation skills/strategies

6. Metacognitive knowledge and skills monitoring

2.        Nature of Reading Comprehenshion

                 According to Brown (1994:291) states that reading comprehension is primarily a matter of developing appropriate, efficient comprehension strategies. So, reading comprehension is the main factor in teaching English. Reading comprehension is as a process of activating the prior knowledge of the reader which cooperates with his appropriate cognitive skills and reasoning ability to find out the concept from a printed text. It means that is every word, must be able to understand, to interpret, and to select actual information the text by reader.

           Reffering to Klingner  (2007:4) some reading comprehension strategies that been associated with the highest effect sizes for students with learning disabilities are those that teach students strategies that prompt them to monitor and reflect before, during, and after reading. Richards and Renandya (2002:277), defines that reading comprehension is the primary purpose for reading (though this is sometime overlooked when students are asked to read overly difficult texts); raising students’ awareness of main idea in a text are essential for good comprehension. It means that reading comprehension has the purpose to make the readers find meaning from the text which they are reading. Also, Rubin (2000:171) states that reading comprehension has been described as a complex intellectual process involving a number of abilities. It can be concluded that reading comprehension is a process to know the ability of students in teaching and learning process.

           Referring to Klingner (2007:8), reading comprehension is a multi component, highly complex process that involves many interactions between readers and what they bring to the text (previous knowledge, strategy use) as well as variables related to the text itself (interest in text, understanding of text types). It means that reading comprehension as a complex process of constructing meaning by the integration relate to previous knowledge, strategy use, text interest, and understanding of text types. According to Snow (2002:13) reading comprehension is as the process of simultaneously extracting and constructing meaning through interaction and involvement with written language. It consists of three elements: the reader, the text, and the activity or purpose for reading. Rubin (2000:171) state that reading comprehension has been described as a complex intellectual process involving a number of abilities. It can be conducted that reading here is reading comprehension is one the process to know the ability of students in teaching and learning process of language.

           However, According to Snow, (2002:22) we also know that fluent word recognition is not a sufficient condition for successful reading comprehension and that other variables that directly or indirectly influence language comprehension are also critically important determinants of variability in reading comprehension. These variables  include (1)Vocabulary and linguistic knowledge, including oral language skills and an awareness of language structures; (2) non-linguistic abilities and processes (attention, visualization, differencing, reasoning, critical analysis, working memory, etc.); (3) engagement and motivation; (4) an understanding of the purposes and goals of reading; (5) discourse knowledge; (6) domain knowledge; and (7) cognitive and meta cognitive strategy development. Still another important determinant of variability in reading comprehension is a reader’s perceptions of how competent she or he is as a reader.

King and Stanly (1989:330) state that there are five components of reading comprehension may help the students to read carefully:

1.      Finding factual information

        Finding factual information is one component of reading comprehension that is suitable for vocational school students. Factual information requires readers to scan specific details. The factual information questions are generally prepared for students and those, which appear with WH question word. There are many types of questions: reason, purpose, result, time, comparison etc in which of the answer can be found in the text.

2.      Finding main ideas

        Recognition f the main idea of a paragraph is very important because it helps you not only understand the paragraph on the first reading, but also helps you to remember the content later. The main idea of a paragraph is what he paragraph develop. An efficient reader understands not only the ideas but also the relative significance as expressed by the writer. Paragraph is a group of sentences develops a particular topic. Identifying the topic can generally help the reader understand the main idea. The main idea makes a particular statement or emphasizes a special aspect of the topic. The main idea is usually expressed as a complete thought and the main idea usually indicates the authors’ reason or purpose for writing and the message he or she wants to share with the reader. The main idea is not only in the beginning of the paragraph, but also in the middle and at the end of the paragraph.

3.      Finding the meaning of certain word

  It means that the readers could develop his/her guessing ability to the word which is not familiar with him or her, by relating the close meaning of unfamiliar words to the text and of the text that is read. The words have nearly equivalent meaning when it has it or nearly the same meaning as another word. In the other word, the students are expected to be able to form and understand the meaning.

4.      Identifying references

        In English, as in other language, it would be clumsy and boring to have and repeat the same word or phrase every time you use it. Instead of repeating the same word or phrases several times, after it has been used we can usually refer to it than repeat it.  For this purpose, we use reference words. Recognizing reference words and being able to identify the word to which they refer to will help the reader understand the reading passage. Reference words are usually short and very frequently pronoun, such as; it, she, he, this, etc.

5.      Identifying inferences

Inference is a skill where the reader has to be able to read between lines. King and Stanly divide into two attentions, draw logical inferences, and make accurate prediction.

Based on definitions above, it can be concluded that reading is an interactive and a thinking process of transferring printed letters into meaning in order to communicate certain message between the writer and the reader. In reading actively a reader brings her or his background knowledge, emotion, and experience to construct his or her idea in understanding the meaning of the text.

3.        Nature of Narrative Texts

Narrative text is text that tells a story, recounts events that have happened. According to Wahidi (2009:7) narrative is a text focusing specific participants. Its social function is to tell stories or past events and entertain the readers. Narrative deals with problematic events which lead to a crisis or turning point of some kind, which in turn finds a resolution. Bonner (1994:48) a narrative tells about something that happened in the past. Signal words and time expressions make the order of narrative clear. It means that every story, which is ordered in the past, is a narrative.

Narrative is a text which contents about a story like a story of citizen (folktale), the story of animals (fable), legend, etc. that a narrative text contains story by presenting the sequence of events and actors which are characterized as heroes or cowards. It can be concluded that narrative text is a spoken or written text to communicate a massage, which is used to interpret its meaning in the story.

The basic purpose of narrative is to entertain, to gain and hold a readers’ interest. However narratives can also be written to teach or inform, to change attitudes/social opinions e.g. “Soap Operas” and “Television Dramas” that are used to raise topical issues. Narratives sequence people/characters in time and place but differ from recounts in that through the sequencing, the stories set up one or more problems, which must eventually find a way to be resolved.

It means that the purpose of narrative is to give entertainment and to deal with actual or vicarious experience indifferent ways, which is the evaluation shows now the problem starts. Then, there will be complication in which the problem arises. The resolution comes to solve the problem.

a.       Generic Structure

One way in understanding narrative text is by identifying the generic structure of that text. The simple generic structure that is taught in junior high school is divided into the following three elements, namely orientation, complication, resolution and reorientation.

1. Orientation

               Normally, in the introduction or orientation the writer or narrator explains where the story happened. In this level the writer also used to produce atmosphere so that make the readers are persuaded to follow the story. In other words, it also has a function as the stimulus to the readers the narrator's literature. By reading the introduction of the text readers will understand first the contents of the text before they read it.

2. Complication

In this part, the crisis arises. It is the climax of the narrative. In the middle of the story, generally, the narrator shows the complication. Complication makes the story more interesting because the main character is prevented to reach his or her wanted.

3. Resolution

               After spelling many issues in the climax of the narrative, the narrator then tells to the readers about the resolution of issues or the problems. Resolution is the crisis which is resolved, for better or worse. A satisfying narration will give the readers the resolution of the problem or complication. Generally, the resolution is placed in the end of narration, but sometimes the narrator will place other issues or complication after he or she presents the resolution of the problem. It is used to make the story does not come to the end. In short, resolution is the ending of the story.

b.        Language Features

1.      A narrative focuses on specific participants.

2.      There are many action verbs, verbal and mental processes

3.      Direct and indirect speeches are often used

4.      It usually uses Past Tense

5.      Linking words are used, related with time

6.      There are sometimes some dialog and the tense can change

7.      Descriptive language is used to create listener’s or reader’s imagination

8.      Temporal conjunctions are also used.

4.      Nature of Problem Solving Learning Method

     a. Definition 

                    Methods of solving problems (problem solving ) is the use of the method  in learning activities with road train students to face various problems either     personal or individual issues or problems to be solved alone or group together.

                   Problem solving is the process of accepting the challenge and effort to      resolve to find a solution. According Syaiful Bahri Djamara (2006:103) that            Problem Solving method is not just a teaching method but also a method of                   thinking, because in problem solving can use another method that starts from      looking at the data to draw conclusions.

                    According Sudirman (1987:146) a method of problem solving is a way      to present the material to make the learning problem as a starting point for the   discussion analyzed and synthesized in an attempt to find a solution or answer    by students. Meanwhile, according Gulo (2002:111) states that problem solving       is a method that teaches problem solving with emphasis on the completion of a        reasoning problem.

                    In line with the above opinion Sanjaya (2006:214) states in the problem-   solving method, the subject matter is not limited to books but also sourced from         the event - a specific event in accordance with the applicable curriculum. 

          There are several criteria for selecting learning materials for problem-solving methods, namely :

a.  Contains issues that contain conflict bias of news, videos and other recordings 

b.  As a student familiar with

c.  Dealing with the public interest

d.  Support the objectives or competencies required of students according to the              

     applicable curriculum

e.  In accordance with the interest of the students so that students feel the need to         

      learn

           With this method the teacher does not give out information but the information obtained by the students after solving the problem. Learning problem solving departing from the problem to be solved through a practicum or observation.

          A problem can be seen as a " problem " is very relative. A matter which is regarded as a problem for someone, for others maybe just a mere routine. Thus, teachers need to be careful in deciding a matter that will be presented as a solution. For most teachers to acquire or construct a matter which really is not a matter of routine for students may include a hard job. However, this will be overcome, among others, through the experience of presenting questions that vary in both forms, the theme of the problem, the level of difficulty, as well as the demands of intellectual skills to be achieved or developed in students.

          Problem Solving Learning is part of the Problem - Based learning (PBL). According Arends (2008:45) is a Problem -Based Learning approach to learning in which students work on authentic problems with a view to construct their own knowledge.

          In Problem-Based Learning students are required to perform solving the problems presented by digging as much information, then analyzed and searched the solution of existing problems. Solutions to these problems are not absolutely have the right answer means students are also required to learn critically. Students are expected to be individuals who are knowledgeable and able to see the relationship of learning with aspects that exist in the environment.

          From the opinion of the above it can be concluded learning methods of problem solving is a presentation of the subject matter that exposes students to the problem to be solved or resolved to achieve the learning objectives. In this lesson students in authentic required to conduct an investigation to find the solution to the given problem. They analyze and identify problems, develop hypotheses, gather and analyze information and make conclusions.

b. Advantage and objective of Problem Solving Method

           The benefits of the use of the method of problem solving in the learning process to develop learning more interesting. According Djahiri (1983:133) of problem solving methods provide several benefits, among others :

a)       Develop the attitude of students' skills in problem solving , as well as in taking   desicion objectively and independently

b )     Develop students' thinking ability , the assumption that the ability to think will  be born when knowledge is increasingly

c )      Through inquiry or problem solving ability to think was processed in a situation  or circumstance that Ko - Ko lived , as well as students interested in a variety of           diverse alternatives

d )     To foster the development of the attitude of feeling ( want to know more ) and  how to think objectively - independent , the crisis - analysis of both individual         and group

               Success or failure of an instruction depends on the goal to be achieved. The purpose of learning problem solving is as follows:

1)       Students become skilled at selecting relevant information and then analyze        them and eventually re-examine the results.

2 )     Intellectual satisfaction will come from within as the intrinsic reward for            students.

3 )     Intellectual potential of students increased.

4 )     Students learn how to perform the invention through a process of discovery.

            According to Anthony (2005) Problem-Solving is a process—an ongoing activity in which we take what we know to discover what we don't know. it involves overcoming obstacles by generating hypo-theses, testing those predictions, and arriving at satisfactory solutions.

            Problem-solving involves three basic functions:

1.      Seeking information

2.      Generating new knowledge

3.      Making decisions

            Problem-Solving is, and should be, a very real part of the curriculum. It presupposes that students can take on some of the responsibility for their own learning and can take personal action to solve problems, resolve conflicts, discuss alternatives, and focus on thinking as a vital element of the curriculum. It provides students with opportunities to use their newly acquired knowledge in meaningful, real-life activities and assists them in working at higher levels of thinking.

            Here is a five-stage model that most students can easily memorize and put into action and which has direct applications to solve the problem of reading narrative text.

1.      Understand the problem

          When reading text, it's important that students understand the nature of a problem and its related goals. Encourage students to frame a problem in their own words.

2. Describe any barriers

                    In reading text, the students need to be aware of any barriers or constraints that may be preventing them from achieving their goal. In short, what is creating the problem? Encouraging students to verbalize these impediments is always an important step.

3. Identify various solutions

       After the nature and parameters of a problem are understood, students will need to select one or more appropriate strategies to help resolve the problem. Students need to understand that they have many strategies available to them and that no single strategy will work for all problems. Here are some problem-solving possibilities:

o    Create visual images

            Many problem-solvers find it useful to create “mind pictures” of a problem and its potential solutions prior to working on the problem. Mental imaging allows the problem-solvers to map out many dimensions of a problem and “see” it clearly.

o    Guesstimate

            Give students opportunities to engage in some trial-and-error approaches to problem-solving. It should be understood, however, that this is not a singular approach to problem-solving but rather an attempt to gather some preliminary data.

o    Create a table

             A table is an orderly arrangement of data. When students have opportunities to design and create tables of information, they begin to understand that they can group and organize most data relative to a problem.

o    Use manipulatives

            By moving objects around on a table or desk, students can develop patterns and organize elements of a problem into recognizable and visually satisfying components.

o    Work backward

            It's frequently helpful for students to take the data presented at the end of a problem and use a series of computations to arrive at the data presented at the beginning of the problem.

o    Look for a pattern

            Looking for patterns is an important problem-solving strategy because many problems are similar and fall into predictable patterns. A pattern, by definition, is a regular, systematic repetition and may be numerical, visual, or behavioral.

o    Create a systematic list

            Recording information in list form is a process used quite frequently to map out a plan of attack for defining and solving problems. Encourage students to record their ideas in lists to determine regularities, patterns, or similarities between problem elements.

4. Try out a solution

            When working through a strategy or combination of strategies, it will be important for students to …

o    Keep accurate and up-to-date records of their thoughts, proceedings, and procedures. Recording the data collected, the predictions made, and the strategies used is an important part of the problem solving process.

o    Try to work through a selected strategy or combination of strategies until it becomes evident that it's not working, it needs to be modified, or it is yielding inappropriate data. As students become more proficient problem-solvers, they should feel comfortable rejecting potential strategies at any time during their quest for solutions.

o    Monitor with great care the steps undertaken as part of a solution. Although it might be a natural tendency for students to “rush” through a strategy to arrive at a quick answer, encourage them to carefully assess and monitor their progress.

o    Feel comfortable putting a problem aside for a period of time and tackling it at a later time. For example, scientists rarely come up with a solution the first time they approach a problem. Students should also feel comfortable letting a problem rest for a while and returning to it later.

5. Evaluate the results

            It's vitally important that students have multiple opportunities to assess their own problem-solving skills and the solutions they generate from using those skills. Frequently, students are overly dependent upon teachers to evaluate their performance in the classroom. The process of self-assessment is not easy, however. It involves risk-taking, self-assurance, and a certain level of independence. But it can be effectively promoted by asking students questions such as “How do you feel about your progress so far?” “Are you satisfied with the results you obtained?” and “Why do you believe this is an appropriate response to the problem?”

5.      Teaching Reading Narrative Text by Using Problem Solving Learning Method

          According J.Dewey W.Gulo (2002 : 115 ) Solving problems can be done through six stages, namely

Table 2.1

Steps	Required ability
1 ) Formulate the problem	Knowing and formulate the problem clearly
2 ) Reviewing the problem	Using knowledge to itemize analyze the problem from various angles
3 ) Formulate hypotheses	Imagining and appreciate the scope, cause - effect and alternative settlement
4 ) Collect and classify the data as a hypothesis verification and compiling data	The ability to present data in the form of diagrams, drawings and tables
5 ) Proof Skills hypothesis examines and discusses the data, proficiency connect - connect and counting	Decision-making skills and conclusions
6 ) Determine the completion of	Decision-making skills and conclusions Proficiency make alternative choices completion prowess by taking into account effects occur at every option

               According to David Johnson and Johnson Problem Solving can be done through group with settlement procedures as follows ( W.Gulo 2002: 117 ) :

1. Define the Problem

          Defining the problem in the class can be done as follows :

a)       Tell the students problematic events, either through written or verbal material,    and then ask the students to formulate the problem in a simple sentence (Brain            Storming ). Contain any opinion by writing them on the board without the right         to question whether or not, the opinion is right or wrong.

b )     Every opinion is reviewed by demand an explanation from the student               concerned. Thus it can be crossed several formulations that are less relevant.            Selected precise formulation, or reformulated (rephrase, restate) formulation -            less precise formulation. finally in the class choose the most appropriate one  formula used by all.

2. Diagnose the problem

          After successfully formulate the problem the next step is to form a small group, this group will discuss the reasons - because of problems.

3. Formulate Alternative Strategies

          At this stage the group search and find various alternatives on how to settlement problems. For the group to be creative, divergent thinking, understanding the conflict between the various ideas, and have a high inventiveness.

4. Determine and implement strategies

          After various alternatives identified groups, the selected alternative should be available. In this stage, the group uses considerations are quite pretty critical, selective, with convergent thinking.

5. Evaluate Success Strategies

          In this last step study group :

( 1 ). Is it successful strategy (evaluation process ) ?

( 2 ). Whether as a result of the implementation of the strategy ( evaluation results ) ?

          Based on the opinion of experts, it can be concluded steps that must be considered by the teacher in providing a learning problem solving as follows :

1. Defining the problem

          In formulating the problem the necessary capabilities is the ability to identify and formulate a problem.

2. Reviewing the problem

          In examining the necessary capabilities to analyze and specify the problems examined from various angles.

3. Collecting and classifying the data as a hypothesis verification

          Collect and classify the data is demonstrated data in chart form, images, and others as a hypothesis verification.

4. Proof hypothesis

          In the hypothesis of proof required is the ability to review and discuss the skills of data that has been collected.

5. Determine selection problem solving and decision

          In determining the choice of problem solving and decision capabilities required are skills make alternative solutions  choosing alternative solutions and decision making skills.

6.        Narrative Reading Assessment

According to KTSP, the reading assessment separated into two categories. The first is the text that consist of the part. There are orientation, complication, resolution, and reorientation. The second is language feature. There are divided into four. There are focus on specific participant, use of material process or action verbs, time words, and descriptive words.

Table 2.2

The Rubric Score of Reading Narrative Text

1	Generic Structure	Score
	Orientation	20
	Complication	20
	Resolution	20
	Reorientation	20
2	Language feature
	Specific participant	5
	Use action verb	5
	Time words	5
	Descriptive words	5
Total Score		100

(Adopted from SMPN 35 Pekanbaru)

B.     Review of The Related Findings

There were some previous researchers that have done by some researcher related to problem solving learning strategy:

First, Dale (1992) found that problem solving approaches of a group of elementary and secondary ESL students were investigated through a performance assessment accompanied by think-aloud procedures. Students were enrolled in ESL classes in a Title VII project implementing the Cognitive Academic Learning Approach (CALLA). In this approach, curriculum content is used to develop academic language and learning strategies are taught explicitly to increase students metacognitive awareness and to facilitate their learning of both content and language. Participating teachers were identified either as high implementation teachers (extensive involvement in staff development and other project activities) or low implementation teachers (limited involvement in project activities). The study was designed to identify learning and problem solving strategies of students at high, average and low achievement levels, and to compare strategic approaches of students in high implementation and low implementation classrooms. The results indicated that significantly more students in high implementation classrooms were able to solve the problem correctly than were students in low implementation classrooms. As expected, students rated high in performance also performed significantly better on finding the correct problem solution.

Second, Ali (2010) the major purpose of study was to investigate the effects of using problem solving method on students’ achievement in teaching English at elementary level. Pre-test post-test design was used in the study. Results were analyzed using mean, standard deviation and t-test. From the findings it was observed that the use of problem solving method enhanced the achievement of the students in English. The result showed that there was significant difference between the effectiveness of traditional teaching method and problem solving method in teaching of English at elementary level. The study recommended that the teachers should be encouraged to employ problem solving method in teaching English concepts like set, information handling and geometry etc. Regular training, workshops and seminars should be arranged for teachers to give them knowledge and understanding of problem solving learning.

Third, Atan (2005) This paper reports the investigation of the effectiveness of Problem-Solving Learning (PSL) within a web-based environment in the delivery of an undergraduate Physics course. The effectiveness was evaluated by comparing the performances and the perceptions of the sample students (n=67) using the web-based PSL and comparing the outcomes with those of the web-based Content-Based Learning (CBL). The comparative post-test performance analysis conducted using a student t-test statistical analysis (p<0.05) revealed that the experimental web-based PSL approach yielded better performances than the controlled CBL approach. Where perceptions were concerned, the analysis also revealed that students exposed to the web-based PSL approach responded more positively with their knowledge enhancement compared to students exposed to the web-based CBL approach.

Fourth, Lester (2011) targeted as a highly desired skill for contemporary work and life, problem solving is central to game-based learning research. In this study, middle grade students achieved significant learning gains from game play interactions that required solving. Student trace data results indicated that effective exploration and navigation of the hypothesis space within problem-solving task was predictive of student content learning and in-game performance. Students who selected a higher proportion of appropriate hypotheses demonstrated greater learning gains and completed more in-game goals. Students providing correct explanations for hypothesis selection completed more in-game goals; however, providing the correct explanation for hypothesis selection did not account for greater learning gains. From the analysis, we concluded that hypothesis testing strategies play a central role in game-based learning environments that involve problem-solving tasks, thereby demonstrating strong connections to content learning and in-game performance.

The last, Brad (2011) This study was conducted with the purpose of analyzing high school students’ approach to problem solving activities, namely the metacognitive abilities and the strategies they employ. The results show that although students apply basic strategies well, they use a trial-and-error approach, they give-up when faced with difficulties and have deficiencies in metacognitive abilities, which are signals that must be taken into account. The conclusions suggest that greater attention should be given to the students’ needs, putting more emphasis on reasoning and understanding, so that students can improve their self-regulated learning.

            Based on some studies above, the researcher concludes that Problem Solving is a good learning method to improve students’learning in reading comprehension. This method will be able to make a good situation in the class. For this reason, the researcher will use this method to solve the students’ problem in reading narrative text. The researcher wants to find out the improvement of reading comprehension at the students of VIII.B SMP N 35 Pekanbaru.

C. Conceptual Framework

Figure 2.1

Conceptual Framework

Problem

Problem Solving

Low Reading skill in Narrative Text

Using Problem Solving Learning Method

Expected Result

Improving Students’ reading skill in Narrative text

 

            From the conceptual framework above, the researcher did the research started from the problems of the research, here the problem was about the low reading skill in narrative text. And then, the researcher solved the problem by using the Problem Solving Learning Method in order to get the improvement of the students’ reading  skill especially in narrative text.

CHAPTER III

METHOD OF THE RESEARCH

A.       Type of the Research

In this research, the researcher decided the method of the research was action research actualized in classroom action research. Action research was the process through which teachers collaborate in evaluating their practice jointly; raised awareness of their personal theory; articulated a shared conception of values; tried out new strategies to render the values expressed in their practice more consistent with the educational values they espouse; recorded their work in a form which was readily available to and understandable by other teachers; and thus developed a shared theory of teaching by researching practice (Cresswell, 2005). It meant that classroom action research was planning the activity through preparing the steps to change the condition to the better practice.

B.       Participants of the Research

The participants in this research was the students SMPN 35 Pekanbaru, and the researcher took the students of grade VIII.B 31 students. The reason for taking this class as participants because the problem of  less  understand the texts, difficulty to understand narrative text, low motivation to learn reading found in this class that knowing from interview with the English teacher.

C.       The Location of the Research and time

The research was conducted at grade VIII.B of SMPN 35 Pekanbaru at Jl.Dasar Sei Mintan Kel.Simpang Tiga Kec. Bukit Raya. The research was held on January to February 2015.

D.  Instruments

There were four instruments used in the research:

1.    Test

Test was one of the method to collect information from the participant. Firstly, the researcher gave the student a topic about narrative text and the researcher gave 20 question related to the narrative text understanding.

2.    Observation

This instrument used to collect the qualitative data which done by collaborator. The collaborator observe the teachers’ and students’ activities in classroom and it needed observation checklist. Also, the researcher and collaborator discussed our finding to conduct improvement for next meeting.

Table 3.1: Teacher’s observation

Point of Observation	Yes	No
1.      Preparing the material ( teacher prepares the material before teaching)
2.      Instructing students to work in small  group ( when in the class, teacher asks the students to have a group)
3.      Giving the problem to the students and instructing to solve it (teacher convey the appropriate problem for the students based on their level)
4.      Asking students’ resolution (teacher asks the students to work together to solve the problem)
5.      Comparing students resolution among groups (teacher asks the students to present the students’ resolution then compare it)
6.      Concluding the lesson together (teacher and students together conclude the lesson)

Table 3.2 : Students’ observation

Point of Observation	Yes	No
1.      Students have small group
2.      Students work with their group
3.      Students understand the problem
4.      Students work together to solve the problem
5.      Students reports their work
6.      Students compare their work

3.        Field Note

            The aim of field note was not specific things, weakness, strength or suggestion related to teaching and learning process which noted in observation checklist. It hoped that the researcher could make an improvement when teaching at the next meeting so that the researcher could reach the purpose.

Table 3.3

The Field notes of The Research

The field notes of the research Cycle    : __________________ Meeting: __________________ Topic    : __________________ Date     : __________________
Teachers’ Activities	Students’ Activities	Comment
The researcher                                                              Collaborator      (____________)                                                        (_____________)

4.      Interview

An interview was a conversation in which the interviewer questions the interviewee in order to gain information. Interviews were formal or informal, structured or unstructured. They were conducted one-to-one or in groups, face to face or by telephone, Skype, or email. The researcher used interview structurally to ask the students about their problem in reading narrative text and how impression after applying the problem solving learning strategy in teaching reading narrative text. And the guideline of the Interview protocol was enclosed in Appendix.

E.  Procedure of the Research

The procedures of this research were as follows:

1.      Plan

In plan phase, the research plan what had been done at the eight grade of SMPN 35 Pekanbaru. Bellow were some steps that consisted in plan :

a.    Designing the lesson plan

b.    Preparing media

c.    Preparing material

d.   Preparing the research instruments

e.    Conforming the teaching the teaching strategy based on lesson plan

f.     Criteria of Success in Reading Narrative text is > 72

2.         Action

This secondary step was applied all from plan in learning process. There were some essential activities in this step:

a.       The teacher gave explanation about reading narrative text using problem solving learning strategy to students.

b.      The teacher assigned student to groups by alphabetically and distributed the  list of assignments to student the class.

c.       The teacher set up room with fixed seating and brought group lists, textbook, reference material, and copied of problems for each group and each group member.

d.      Teacher as guider, guided the students to do the first step was plan using copies of problems it self. One step in problem solving learning strategy was one meeting.

3.      Observation

The collaborator and the researcher observed and noted the learning activity to get the data collaboratively. The field note and observation sheet were also use to make improvement for coming meeting.

4.      Reflection

In the last step, the researcher and collaborator needed to reflect what happen with the project. According to action process and observation reflection was about students’ activity and technique application in the class and learning process.

Moreover, the figure of this Classroom Action Research could be seen at figure 3.5 below:

Figure 3.5

Action Research Framework (Cresswell, 2005)

 

F.     Technique of Collecting Data

There were two kinds data of the research where were collected:

1.      Colleting Quantitative data

In collecting Quantitative data, firstly it was implemented a test got the data from the reading test. The number of the question of reading test was 20 questions. The assessment of this test use rubric narrative assessment to measure the score.

2.      Collecting Qualitative data

In collecting qualitative data, the researcher got it from observation, field note and interview. Firstly, the collaborator and the researcher together the teaching and learning process in each meeting to know that learning process run as well or vise versa. As the further, the collaborator also collected the data from field note which as note in each meeting. In the last, the students were interviewed by asking some questions.

G.    Technique of Analyzing the Data         

            To analyze the data, the researcher analyzed based on the type of the data such as quantitative and qualitative data.

1.                  Analyzing quantitative data

To analyze the quantitative data the researcher analyzed the score of the students’ reading based on the minimum score criteria which the score was considered good if the score reached the minimum score criteria 72 and vice versa. Firstly, the researcher have to count the mean score by using below formula:

m = 

Where :

m         = mean

∑fx       = total number of items that students get right

n          = number of participants total students

            Furthermore, the researcher usd the students passing score of Kriteria Ketuntasan Minimum (KKM) of the school as bellow to identify level students’ mean score in reading narrative text.

Table 3.6

The Passing Score at SMPN 35 Pekanbaru

No	Category	Score range
1	Excellent	90-100
2	Good	72-89
3	Poor	<72

2.      Analyzing qualitative data

            To analyze qualitative data, the researcher will use the step below:

a.    Data managing

                        Data managing involves creating and organizing the data collected during the study. Try to envision what the data from an observation or interview study looks like.  Piles of field notes or transcripts and numerous computer file await order and organization. The data that collected are managed and organized by the researcher and collaborator.

b.    Reading or memoing

                        The first step in analysis is reading/memoing; reading the field notes, transcripts, memos, and observer comment to get a sense of your data. It is important that you write notes in the margins or underline sections or issues that seems important to you so that you will have a record of your initial thoughts and sense of the data. The data that will be taken from instrument read and memo by the researcher so that the data analysis is easier to do.

c.    Classifying

                        The typical way qualittative data are broken down and organized is though the process of classifying, which means ordering field notes or transcriptions into categories that represents differents aspectsof the data. Categories are used to organize similar concepts into separate groups. Note, also, that lower- level categories can themselves be organizedinto even higher, more abstract conceptual categories.The researcher classifies the data based on the type of the data.

d.   Interpreting

                        Three strategies are use to analyze  data: constant comparision, negative case analysis, and analytic induction. First, Constant comparison involves the constant comparison of identified topics and concepts to determine their distinctive characteistic so they can be place in appropriate strategies. Second, Negative case is one that contradicts an emerging category or pattern. Third, Analytic induction  is a process concerned with the development and test of theory.Theoretically, there is no limit to the levels  of data classification.

Gay(2000)