PROPOSAL

IMPROVING STUDENT’S READING COMPREHENSION ACHIEVEMENT

THROUGH STORYTELLING TECHNIQUES

ROFI’AH
NIM 1842300026

ENGLISH EDUCATION DEPARTMENT

SOCIAL AND HUMANITIES FACULTY
UNIVERSITY OF NURUL JADID
PROBOLINGGO
2021
 A. Background of Study
In the last 4 years, Indonesia has become a hot topic of discussion and even
controversy because data from the World's Most Literature Nations conducted by
Central Connecticut State University, United States released in early 2017, explains
that Indonesia ranks 60th out of 61 survey participating countries in terms of reading
ability (Central Connecticut State University, 2017). Even the results of the Indonesia
Assessment Program in 2016 conducted by the Education Research Center
(Puspendik) of the Ministry of Education and Culture itself revealed data that the
national average distribution of literacy on students' reading ability in Indonesia was
46.83% in the Poor category, only 6 0.06% are in the Good category, and 47.11% are
in the Enough category (P. Kemdikbud, 2017). 1 From the data above, it can be
concluded that the interest of school students in Indonesia in reading is still relatively
low. Interest in reading that is not yet high has to compete with the swift influence of
the internet in Indonesia. In contrast, with low reading interest in Indonesia, internet
users in Indonesia reached 88.1 million people in 2014. This has a fairly wide gap
with the number of Indonesian people's reading interest in 2014, which was only
250,000 people out of 250 million people.2
Some people think that data on the low reading ability and culture in Indonesia
should be used as a basis for positive thinking because after all these surveys were
carried out with scientific methodologies and publications which of course could be
scientifically justified by the organizers. By thinking positively, these data can be
used as material for reflection and evaluation for future improvements, especially
those directly related to improving reading skills and culture to increase the nation's
reading power.3
Reading comprehension assessments are an essential component of any
national research effort aimed at improving our understanding of what reading
comprehension is and how best to teach it. As time goes on and texts become more
and more complex, comprehension difficulties will become clearer and more

1
Lilik Tahmidaten & Wawan Krismanto. (2020). Permasalahan budaya membaca di Indonesia (Studi pustaka
tentang problematika & solusinya). Scholaria: Jurnal Pendidikan dan Kebudayaan, 10(1), 22-33.
2
Andalusia N Permatasari, D. N. (2017). Literasi Dini dengan Teknik Bercerita. Jurnal FamilyEdu, 20-21
3
Ibrahim, G. A. (2017, April 30). PISA dan Daya Baca Bangsa—Kompas.com [Newspaper]. Retrieved March 9,
2019, from Kompas.com website:
https://nasional.kompas.com/read/2017/04/30/11135891/pisa.dan.daya.baca.bangsa
detrimental to effective school learning. Through reading, students will know about
the text, understand the main idea of the text or get the gist of the reading. In addition,
reading also helps them learn many aspects even in other language skills such as
writing, speaking, and listening skills.
To improve students' reading skills is not an easy thing. There are many
processes that students have to go through starting from reading the beginning to
reading to understand the contents of the reading. In carrying out the process to
achieve a predetermined goal sometimes there are problems that can hinder the
achievement of a goal. Likewise with reading, the level of ability of each student is
different, starting from his family background, the role of parents, and the
surrounding environment.
The main problem in this case is that students may be less than necessary
reading strategies to overcome these challenges. This case will be frustrating and
demotivating, such an attitude is often the result of an unsuccessful reading
experience. this is motivated by the author when the author took teaching practice in
X Science 2 of Islamic Senior High School in Paiton Probolinggo, where most of the
students cannot read and understand the text, although some students can read or
pronounce words well but they can't understand to understand the text well because
they cannot identify the meaning difficult words in the text.
To overcome this problem, many strategies are needed so that reading
comprehension can occur. Strategies can assist teachers in creating the classroom
environment into an effective condition for teaching and learning. In the process of
reading activities, the teacher must consider students' problems, so that the use of
reading strategies can help students to understand the text. And one technique that can
be applied to increase students' insight and understanding in reading is the storytelling
technique. This technique if implemented properly, it can help students in
understanding the reading. Several teachers expressed their opinion that in applying
the storytelling technique, students would gain reading comprehension by asking
questions. Storytelling techniques can improve student learning outcomes, besides the
application of storytelling techniques that emphasize the sequence of events can make
it easier for teachers to deliver material so that learning objectives can be achieved
effectively.
Peck (1989) said that telling stories in the classroom furthers oral and written
language development, as well as furthering comprehension for reading and listening.
 Malo and Bullard (2000) said that storytelling might be more powerful than other
mediums at developing skills that prepare children for reading. In an observational
study conducted by Palmer, Harshbarger, and Koch (2001), young children made
gains in story concept, comprehension, vocabulary, and many other areas, after
participating in a story time program using storytelling.
In the literature, it is highlighted that stories are an effective means of
acquiring critical reading skills (Gaber-Katz, 1999). Stories that are produced and
shared in a social context reflect social relationships. In fact, stories are a bridge
between individual experiences and social patterns. In this context, story analysis can
be a potential tool to raise a more critical awareness of social relations in society
(Faircloth, 2009). In this sense, it is considered that analyzing the story will enable
students to express their own opinions and have a critical view of the text.
Based on the description described above, the authors are interested in
conducting classroom action research entitled "Improving the Student's Reading
Comprehension Achievement Through Storytelling Techniques"

B. Statement of Research Problem

The statement of Research Problem are as follow:
1. How is student’s reading comprehension of X Science 2?
2. How to teach story telling technique to increase student’s reading comprehension
achievement of X Science 2?
C. Objective of The Study
Based on the research question, the objectives of the study are:
1. To describe student’s reading comprehension achievement before implementing
story telling technique.
2. To describe the process of implementing the story telling technique on student’s
reading comprehension achievement.
D. Action Hypothesis
If storytelling technique is applied well, it will improve student’s reading
comprehension achievement at class X Science 2 of MA Nurul Jadid academic year
2021/2022.
E. Significance of The Study
Hopefully, the result of this research can be useful for:
 1. Headmaster, to increase knowledge of English to improve the quality of teaching
English, especially by using the best strategies in the learning process.
2. English teachers, they can use the best strategies to improve the student’s
achievement in reading comprehension at class X Science 2 of MA Nurul Jadid.
3. The X Science 2 students of MA Nurul Jadid can improve their achievement in
reading comprehension by using story telling techniques.
4. The readers, have the basic information of learning technique in reading
comprehension.
F. The Limitation of Study
In order for this research to be directed and not too broad in scope, it is necessary to
limit the problem. The limitations of the problem in this study are:
1. Research is still limited to being carried out in 1 class, namely class X Science 2
MA Nurul Jadid.
2. The problem in this research is limited to improve the reading comprehension
ability of students of class X Science 2 MA Nurul Jadid with storytelling techniques.
G. Definition of Operational Key Term
a. Reading
Reading is one of English skills besides speaking, listening and writing.
Broadly, reading can be defined as the ability to respond appropriately to
writing. In this regard, reading is one of the most valuable human skills.
Reading means seeing and understanding the contents of what is written.
According to Webster's Dictionary, reading is “To read is to understand and
grasp the full sense of (such as mental formulation) either with or without
vocal reproduction”. The World Book Encyclopedia states that: “Reading is
the act of getting meaning from printed or written words. It is basic to learning
and one of the most important skills in everyday life”.
b. Reading Comprehension
Understanding in learning is the level of ability that expects someone to be
able to understand the meaning or concepts, situations and facts that they
know.
 RAND Reading Study Group state their definition of reading comprehension.
They write “We define comprehension as the process of constructing meaning
through interaction and involvement with written language.”4
According to Klingner, reading comprehension is “the process of constructing
meaning by coordinating a number of complex processes that included word
reading, word and world knowledge, and fluency”. 5 It refers to the ability in
interpret words, understand the meaning and the relationship between ideas
conveyed in a text. He summarized the reading comprehension instructions for
teacher as follows a three-step procedure: mention, practice, and assess. That
is, the teacher mentions the skills students want to use, then they give them
opportunities to practice these skills through workbooks or worksheets, and
finally assess whether they are using the skills successfully or not.
c. Technique
According to Cambridge Dictionary, technique is a way of doing something
that needs skill or thought. Iskandarwassid (Iskandarwassid, 2008) states that
Technique is a systematic way of teaching something. Technique is a trick,
tactic, or invention that is used to complete and perfect an immediate goal.
Technique must consistent with the method. Therefore, techniques must be in
harmony and harmony with approach. The ability of the teacher is very
decisive in choose the teaching technique that will be used so that the learning
objectives can be achieved well. If the teacher has limitations knowledge and
mastery of scientific disciplines as well as good teaching, of course he will
stick with the same technique, or undeveloped, and without variation. Thus,
learning will seems boring.
d. Story Telling Technique
Coconi in (Inayah, 2015) defined Storytelling is the communicating of events
through the use of words and sounds. This is an art of expression and
improvisation, which revolves around a plot and/or narrative point of view.

4
Anne P. Sweet. (2005). Assessment of Reading Comprehension: The RAND Reading Study Group
Vision. Department of Education.
5
Janette K. Klingner, S. V. (2007). Teaching Reading Comprehension to Students with Learning
Difficulties. New York: The Guildford Press.
 Maynard in (Inayah, 2015) defined stories as the way people communicate
their experience, the way they understand the experience of others, the way
they liberate their imaginations, the way they make sense of the world and
their own position within it. Maynard stated that stories are important to
people, politics, and education. Stories are how people make sense of
themselves and their worlds.
H. Previous Research
Some writers have conducted the research about improving student’s reading
comprehension through storytelling technique. They are:

The first research was conducted by Jumairi Binti Kassim (2018). The method used
by the researcher is a qualitative research method, while the formula for calculating
the respondent's questionnaire is quantitative. Researchers used 2 classes as research,
namely class A and class B which consisted of 56 students for class A and 70 students
for class B. The number of questionnaires distributed was 44 with 10 questions. The
results of the questionnaire explained that as many as 70.46% of children liked
storytelling activities and as many as 29.54% of children did not like storytelling
activities. And as many as 100% of children admit that storytelling activities are very
important to help increase their child's reading request. From the results of the data
analysis above, it shows that the use of storytelling techniques can increase students'
reading interest in AN Nur's Kindergarten.

The second research was conducted by Sri Astuti, Sri Lestari, and Desni Yuniarni
(2019). The method used by the researcher is Classroom Action Research. This
research was conducted with a qualitative research approach because this research is
descriptive and naturalistic. This research was conducted in Islamic Kindergarten
Bina Pontianak. The subjects in this study consisted of 21 children and 2 teachers.
Data collection techniques used in this study using observation techniques. The
research implementation is planned in 3 research cycles. Based on the results of
observations on the results of teacher teaching activities in the implementation of the
storytelling method in the first cycle of 3 meetings, it shows that the teacher's teaching
ability in each indicator is in the very good category. Children's learning outcomes at
meeting 1, the category of ability to connect simple writing with symbols that
symbolize it 57.14% of children are in the category of developing according to
expectations, in the category of mentioning simple writing and symbols that
 symbolize it 47.62% of children are in the category of developing according to
expectations and at the category of recognizing various kinds of vowel and consonant
symbols 52.38% of children are in the category of developing as expected. From the
results of the data analysis above, it is shown that the use of storytelling techniques
can improve students' reading skills in Islamic Kindergarten Bina Empat Lima.

The third research has been conducted by Arda Arasmita (Arasmita, 2019). The
method which is used by the writer is pre-experimental research design specifically
one-group pre-test post-test design. This research design has one class which are not
randomly selected. The researcher conducted the pretest of Grade XI IPA 1 which is
consisting of 22 students. The pretest contains of 40 questions of multiple choice
about narrative text. First, the result of mean score of posttest (76.82) was higher than
the mean score of pretest (65.11). Furthermore, the statistical analysis shows that the
value of t-counted (9.51) was higher than the value of t-table (1.721) with 0.05 level
of significance of 21 (22-1) degree of freedom (df). From result data analysis shows
that the use of Story Mapping Strategy can improve students' reading comprehension
at SMA Negeri 9 Palu.

I. Review of Related Literature

a. Second Language Acquisition
The second language can be defined based on the sequence, namely the language
acquired or learned after the child has mastered the first language (L1) or mother
tongue. In contrast to the acquisition of the first language, generally the
acquisition of the second language is more of a conscious process of
understanding language learning.
According to Wikipedia, Second Language Acquisition (SLA) is the process by
which people learn a second language.6 Second-language acquisition refers to
what learners do; it does not refer to practices in language teaching, although
teaching can affect acquisition. The term acquisition was originally used to
emphasize the non-conscious nature of the learning process, but in recent
years learning and acquisition have become largely synonymous.

6
Wikipedia contributors. (2021, September 24). Second-language acquisition. In Wikipedia, The Free
Encyclopedia. Retrieved 07:57, December 15, 2021, from https://en.wikipedia.org/w/index.php?
title=Second-language_acquisition&oldid=1046187090
 According to Michael H. Long (Long, 2017) Second language acquisition (SLA),
like applied linguistics, is an interdisciplinary field with widely varying
interpretations placed on it, and varying demands made of it. SLA theory and
research findings are utilized in many fields, including first language acquisition,
theoretical linguistics, neurolinguistics, language learning in abnormal
populations, language teaching, education, and psychology (Long, 2017).
In Saville-Troike and Barto (Muriel Saville-Troike, 2017) Second Language
Acquisition (SLA) refers both to the study of individuals and groups who are
learning a language subsequent to learning their first one as young children, and
to the process of learning that language. The additional language is called a
second language (L2), even though it may actually be the third, fourth, or tenth to
be acquired. It is also commonly called a target language (TL), which refers to
any language that is the aim or goal of learning.
In learning a second language, it is stated that people who within themselves have
a desire, impulse, or goal to be achieved in learning a second language tend to be
more successful than people who learn without being based on an impulse, goal
and motivation.
b. Reading Comprehension

Because the purpose of reading is to understand the content of the reading, then
reading comprehension is reading cognitively (reading to understand the content
of the reading). Reading without understanding is not reading at all.
Comprehension and reading go hand in hand. Reading with comprehension is the
connection between the conscious and the subconscious. Even Edmund Burke
said 'Reading without reflection is like eating without digesting'.

Basically, reading comprehension is a continuation of the initial reading, students

are no longer required to pronounce the letters correctly and assemble each
sound, word form, and sentence. But in reading comprehension, they are required
to understand the contents of the reading they read.

Reading comprehension can be defined as a series of processes carried out by

readers to find information and understand the information contained in a reading
text. This means that in reading comprehension there are a series of processes that
are carried out by the reader to find meaning, understand the information
contained in a reading text, and entertain. In reading comprehension, experts
agree that the initial knowledge possessed by the reader is the determinant of
success in reading comprehension.

(Catherine Snow, 2002) defines reading comprehension as the process of

simultaneously extracting and constructing meaning through interaction and
involvement with written language. Besides, (Duffy, 2009) defines it as the
essence of reading because if we don’t understand the message, we are not
reading. Reading comprehension involves much more than readers’ responses to
text. Reading comprehension is a multicomponent, 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
(Janette K. Klingner, Teaching Reading Comprehension to Students with
Learning Difficulties, 2015).
Peregoy and Boyle (caroline T Linse, 2005) state that there are three things that
distinguish students in reading including: the child’s background knowledge, the
child’s linguistic knowledge and the strategies or techniques the child uses.
In his book, Klingner (Janette K. Klingner, Teaching Reading Comprehension to
Students with Learning Difficulties, 2015) describes the skills and technique that
good readers use include:
 Rapid and accurate word reading
 Setting goals for reading
 Nothing the structure and organization of text
 Monitoring their understanding while reading
 Creating mental notes and summaries

Burns (Somadayo, 2011) argues that students understand a reading if they can
make conclusions, for example the main idea of the reading, the topic
sentence/main sentence in a paragraph, casual relationships, and reading analysis.
So, to reveal the reading comprehension data in this study, the researcher will
measure it through several indicators, namely:

a) Answering questions according to the content of the reading,

b) Determine the main sentence of each paragraph, and
c) Determine the main idea of each paragraph.
 Based on the description above, it can be concluded that reading comprehension
is a reading activity to understand the contents of the reading, both expressed and
implied. Therefore, in this case students are not only required to understand and
understand the contents of the reading, but also must be able to connect new
information with experiences experienced.

c. Problems on Reading Comprehension

The ability to read and understand is a provision and key to the success of
students in undergoing the educational process. Most of the acquisition of
knowledge is done by students through reading activities. The knowledge that
students gain is not only obtained from the teaching and learning process at
school, but also through reading activities in everyday life. Therefore, reading
skills and reading comprehension skills are important in mastering and improving
students' knowledge.
Reading comprehension according to the Ministry of National Education is
essentially a reading activity intended to understand the meaning contained in a
text. Understanding a text is very dependent on several things. One of them that
needs attention in reading is the skill that affects the level of understanding of the
text being read.
Everyone's ability to understand reading is different. This depends on the
vocabulary they have, interests, speed of interpretation and intellectual ability and
understand what the purpose of reading is.
In addition, there are various factors driving the low reading ability and cultur of
students, namely:
a) Reading has not become a necessity,
b) Misperceptions about the concept of reading ability in most communities
including students and teachers,
c) The learning process still doesn’t utilize various and appropriate learning
techniques for reading comprehension learning,
d) Reading materials and learning activities that tend to still dwell on low-
level thinking skills,
e) The facilities and infrastructure of the school library are not maximized as
a center for developing students’ reading skills and culture
 Inappropriate reading techniques can also cause students to have difficulty
understanding reading. One thing that might be the cause is that teachers are less
varied in using reading techniques. This is what causes students' reading
comprehension skills to be low.

d. The Recent Research on Tackling Problems in Reading Comprehension

Some writers have conducted the research about improving student’s reading
comprehension. They are:
The first research has been conducted by Lisnawati Harun (Harun, 2018). The
method which is used by the writer is Classroom Action Research. This study to
be implemented in one class that consist of 12 students. Starting from pre-cycle,
there were 4 students have met the KKM and 8 others have not met the KKM,
then in the first cycle of students who have met the KKM increased to 6 students
and 6 others have not met the KKM, even the value of the 4 students decreased.
while in the second cycle, all of students reached KKM. So this research has
ended in the second cycle. For pre-cycle with the students’ average total reach 69,
83 with presentation 33.33%. This is can be seen from the students’ value at the
first semester. And then cycle I with the students’ average total decreased 55, 6
with presentation 50 %. This is because there is a student who did not follow the
learning (absent). Meanwhile on the cycle II the students’ averages improve 80
with the presentation 100%. Until to cycle II students have success. From result
data analysis shows that the implementation of Learning Model in Talking Stick
by using Short Story can improve students' reading comprehension at SMP
Negeri 15 TIKEP.

The second research has been conducted by Indriyani (Indriyani, 2019). The
method which is used by the writer is quasi-experimental research design. In
presenting the data, the researcher analyzed the data taken from pre-test and
posttest. The researcher had given pre-test and post-test to both experimental
group and control groups. Pre-test was conducted in order to know the student’s
prior reading comprehension skill before they got the treatment. After the pre-
test, the researcher conducted the treatment by using Story Face Strategy for six
meetings to the experimental group, while the control group was not. The average
value of students in the experimental group pretest was 53.78 while the control
 group was 56.47. Then the average value of the posttest the experimental group
was 78 while the control group was 66.27. In analyzing the data, the researcher
used 0.05 as the significance level and 62 (30+34-2) degrees of freedom (df). The
calculated t value in this study is 7.64 and the t table value is 1.67. The calculated
value of t is greater than the value of the t table, which means that the hypothesis
is accepted. In other words, the use of Story Face Strategy can improve reading
comprehension tenth grade students at SMA Negeri 1 Parigi.

The third research has been conducted by Greselia Kaganang (Kaganang, 2019).
The method which is used by the researcher is Classroom Action Research. This
researcher took 21 students from a class (class B) in Senior High School 1 of
Middle Halmahera. The result can be seen by using frequency (f) which is
significantly different from 1st to 2nd cycle. In the 1st cycle, the f of result No is
11 which means that 11 students or 52 % of the students do not pass the passing
grade. In the 2nd cycle, the f of result No decreased significantly from 11 to 1
which means that the percentage of the students who do not pass the passing
grade decreased from 52% to 5%. To make it clearer, we can see the difference of
the MIN, MAX, and MEDIAN of each cycle. It can be seen that the lowest score
in the 2nd cycle is higher than the score in 1st cycle. It also can be seen that the
median and the highest score in the 2nd cycle are higher than in the score in the
1st cycle. Based on the data showed above, it can be concluded that Problem-
Based Learning has increased the students’ reading comprehension.
e. Story Telling
Success in learning to read comprehension, it is necessary to pay attention to
some basic principles of designing reading learning as stated by Brown (Abidin,
2012), one of which is the need for reading learning techniques/strategies to build
students' intrinsic motivation. One of the techniques that can be used to improve
students' reading comprehension is the storytelling technique. Storytelling is one
of the learning strategies that can provide a learning experience for students.
Through stories, many things can be conveyed and understood by listeners,
because of the interesting way of delivery, the language used is also simpler. In
her article, Maxine (Alterio, 2002) reveals that storytelling is a powerful and
enduring means of communication that has widespread appeal. Storytelling is an
ideal teaching and learning tool, because it urgently requires students to make
 sense of the experience, using the meaning-making process generated by their
own culture as cited in (Alterio, 2002). Storytelling can also support and enhance
relationships between students who create new knowledge and learn from others.
This is supported by Mauro (Dujmovic, 2006) Storytelling is also a living art.
In story telling activities, the storytelling process becomes very important because
from this process the value or message of the story can reach students. When the
story telling process takes place, there is an absorption of knowledge that is
conveyed by the storyteller to the listener. Many do not realize that how to teach
students can create an unpleasant impression during reading comprehension
activities. Reading comprehension activities that only rely on books will seem
boring. And therefore, reading comprehension activities will not be effective.
Most students feel forced when they learn to read and understand the text.
However, with storytelling, students will have a different experience. Through
storytelling, students will learn to read and understand the text without feeling
forced to do so.
Through storytelling technique, it is expected that students' reading
comprehension achievement will be further increased.
J. Research Method
1. Approaches and Type of Research

The research approach used in this research is Classroom Action Research. This is
because classroom action research is able to offer approaches and procedures that
have a direct impact on improving and increasing teacher professionalism in
managing the learning process in the classroom.

According to Mills (Mills, 2011) action research designs are systematic

procedures done by teachers (or other individuals in an educational setting) to
gather information about, and subsequently improve, the ways their particular
educational setting operates, their teaching, and their student learning. Creswell
(Creswell J. W., 2008) asserts that CAR is a systematic procedure used by
teachers (or other individuals in an educational context) to collect quantitative and
qualitative data in order to improve educational components, such as teacher
teaching techniques or student learning processes.
Classroom action research aims to develop the most efficient and effective
learning strategies in natural situations (not experiments). Action research
assumes that knowledge can be built from experience, especially experience
gained through action. With this assumption, ordinary people have the opportunity
to improve their abilities through research actions. Researchers who conduct
action research are assumed to have the expertise to change the conditions,
behavior and abilities of the subjects (students) who are the research targets.
In CAR, there is rarely success that can be achieved in one action; therefore, CAR
is often carried out in several cycles of action. And in each cycle consists of 4
steps, namely: planning, action, observation and reflection.
According to Creswell (Creswell J. , 2012), the purpose of action research is to
improve educational practice, researchers study their own problems or problems
in the school or educational environment. Educators engage in reflection on the
issue, collect and analyze data, and implement changes or an action plan based on
their findings.
The following are the steps needed in classroom action research according to
Creswell (Creswell J. , 2012):
1) Determine whether the classroom action research has used the best design
2) Identify problems for research
3) Look for data sources to help pinpoint the problem
4) Identify the information needed
5) Carry out data collection
6) Analyze data
7) Develop an Action plan
8) Implement the plan and reflect.

From some of the definitions above, it can be concluded that classroom action
research (CAR) is a research method whose implementation is carried out to find
out problems in the learning process and the steps that teachers can use in
improving the quality of learning. Classroom action research is also research
conducted to improve the learning process in the classroom, so that there is an
improvement in teacher performance in the teaching and learning process which
ultimately affects student learning outcomes.
2. Research Subject

The subject of this research was class X Science 2 that consisted of 36 students. This
research was conducted at MA Nurul Jadid Paiton Probolinggo in the academic year
2021/2022.

3. Collecting Data
In this study, the researchers used qualitative and quantitative for collecting data.
Data collection techniques are activities to find data in the field that will be used
to answer research problems. This matter because the right technique will produce
accurate data. Judging from the data collection theory according to Arikunto
(Arikunto, 2010) which states that the process carried out by researchers to
uncover or capture phenomena, locations or conditions of researchers is in
accordance with the scope of research.
Data collection techniques used in this study are as follows:
a) Observation
Observation technique is a data collection technique by observing the
research object. Observations were made during the implementation of
learning; this observation was to determine the activities of students and
educators as well as the implementation of lesson plans and the
implementation of learning during the teaching and learning process.
b) Test
A test is a tool or procedure used to find out or measure something in an
atmosphere, in a way and with predetermined rules. The test is used by
researchers to get the learning outcomes of students who have studied
reading comprehension through storytelling techniques as an evaluation
after the learning process takes place.
4. Analysis Data
Qualitative data analysis is conducted if the empirical data obtained is qualitative
data in the form of a collection of tangible words and not a series of numbers and
cannot be arranged in categories/classification structures. Data can be collected in
various ways and are usually processed before they are ready for use, but
 qualitative analysis still uses words that are usually arranged into expanded text,
and does not use mathematical calculations or statistics as analytical tools.
According to Miles and Huberman, analytical activities consist of three streams of
activities that occur simultaneously, namely data reduction, data presentation, and
conclusion drawing/verification.
K. Systematic Research
This research was conducted in cycles (cycle 1 and cycle 2). Each cycle consists of
four steps, namely: planning, action, observation, and reflection. Each step consists of
several items that must be done as follows:
 Planning: A plan developed for carrying out an action and/or used to collect
information and data in order to observe or capture the experience or monitor
the practice. In this stage the research questions and methods are made
explicit.
 Action: Researchers implement plans or change practices and collect data.
Data can be collected from various sources.
 Observation: at this stage the researcher observes class activities during the
teaching and learning process and analyzes the data. The main issues related to
the problem are identified.
 Reflection: The researcher reflects and interprets the information and
communicates and discusses it with the class to determine whether further
cycles are needed or not.
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