SKRIPSI Jurusan Sastra Inggris - Fakultas Sastra UM
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Imaginary Companion and Dissociative Identity Disorder in The Perfect Host Film
No full textABSTRACT Hardini, M. D. 2016. Imaginary Companion and Dissociative Identity Disorder in The Perfect Host Film. Thesis. Department of English, Faculty of Letters, Universitas Negeri Malang. Advisor I: Dr. Johannes Ananto Prayogo, M.Pd., M.Ed., Advisor II: Inayatul Fariha, S.S., M.A. Keywords: imaginary companion, dissociative identity disorder, psychoanalysis, personality Film reflects human’s everyday life while the analysis of the film enables the researcher to figure out different phenomena in society. DID, an abbreviation for Dissociative Identity Disorder, is one phenomenon which commonly occurs in society. Through the analysis of The Perfect Host film, the researcher relates the Imaginary Companion with DID. Due to the fact that these two phenomena are rather ubiquitous in society, finding the relation between these two phenomena will be pretty much essential to raise awareness of the Imaginary Companion and Dissociative Identity Disorder phenomena among society. Therefore, the main objective of this research is to prove that Imaginary Companion could be one of the symptoms to suffer from DID. Qualitative approach along with Imaginary Companion, Dissociative Identity Disorder, psychoanalysis approach and Abraham Maslow’s theory of personality present the theoretical frameworks of this research. All of these theories are used to assess to what extent the phenomenon of Imaginary Companion could be one of the symptoms to suffer from DID. The researcher used The Perfect Host film as the source of data with focus on the main character, Warwick Wilson. The findings showed that the functions of Warwick’s imaginary companion are as reflection, way of achieving desires and needs, and the fragments of his personality. The findings also revealed that Warwick’s imaginary companion internalized within his original personality and caused him to dissociate which marks one of DID symptoms. Furthermore, the imaginary companions represent the fragments of Warwick’s personalities and resemble them as alter-personalities. Therefore, the main character of The Perfect Host film, Warwick Wilson, supports the researcher’s argument that imaginary companion could be one of the symptoms to suffer from DID. Conducting a psychoanalysis research on The Perfect Host film gives an overview on how two different yet interconnected phenomena of Imaginary Companion and Dissociative Identity Disorder are linked and related. Theoretically, this research is expected to able to prove that Imaginary Companion could be a symptom to suffer from Dissociative Identity Disorder as represented through the main character in the film. Practically, this research is expected to raise awareness among society regarding the phenomena which commonly occur in society. The last but not least, for the future researcher, this research is expected to able to be one of the pioneer references for broader and further analysis topics.
using classroom debate strategy to improve tenth grade senior high school students' speaking skill
No full textABSTRACT Prihatin, Muji. 2016. Classroom Debate Strategy to Improve Tenth Grade Senior High School Students Speaking Skill. Thesis, English Language Education, Faculty of Letters, State University of Malang. Advisors: 1) Prof. H. Ali Saukah, M.A., Ph.D., 2) Dr. Furaidah, M.A. Key words: Speaking Skill, Fluency, Classroom Debate Strategy As a means of communication, English is widely used in international communication. Students in Indonesia are expected to be able to actively participating in international communication. Therefore, English is taught in junior high schools and senior high schoolsin Indonesia. Thus, the students are demanded to have good speaking fluency as one of speaking skill's aspect to be enable them to participate in the international interaction.Based on the result of the preliminary study, the students of X IIS 3 Senior High School 5 Malang had low speaking skill fluency. It was found that 31 out of 36 the students lack of speaking fluency. This Classroom Action Research (CAR) was aimed to increase the students' speaking fluency by using debate strategy. It was conducted in four meetings in one cycle consisting of four steps which are planning, acting, observing, and reflecting. The subjects of the study were 36 the students of X IIS 3 Senior High School 5 Malang. The instruments used in this study were observation sheets, field notes, interview guides, questionnaire, and scoring rubric. The debate strategy successfully increased the students' speaking fluency. It could be seen from the speaking ability score. The students could increase their score gradually about 1 to 4 points in each meeting. Thus, in the last meeting of the implementation, all of the students could increase their score by 5 points, and some even increased more. Based on the result of the study, the researcher suggests that the English teacher choose the right material for debate strategy and manage the time allotment properly. Besides, the school's principal is suggested to provide the facilities that support the debate strategy such as LCD projector and sound system in the classroom. The last,future researchers are recommended to implement the debate strategy by exploring more interesting and meaningful activities to get better result.
An Analysis on Teacher-Made Midterm English Test of Semester I of Grade X of 2015/2016 of SMK PGRI 3 Malang
No full textABSTRAK Pratiwi, Sherly Rasdiana Puteri. 2016. An Analysis on Teacher-Made Midterm English Test of Semester I of Grade X 2015/2016 of SMK PGRI 3 Malang. Thesis, English Language Teaching Program, English Department, Faculty of Letters, State University of Malang, Advisor I: Dr. Sintha Tresnadewi, M.Pd. Advisor II: Dra. Furaidah, MA. Keywords: Teacher-made test, midterm English test, item analysisdiadakannya penelitian ini adalah untuk mengevaluasi kualitas dari Ujian Tengah Semester (UTS) Bahasa Inggris kelas X semester 1 SMK PGRI 3 Malang tahun pelajaran 2015/2016 yang dibuat oleh guru. Aturan-aturan dan prinsip yang digunakan untuk mengevaluasi soal ujian dalam penelitian ini adalah berdasarkan kriteria tes yang baik yang harus dicapai oleh sebuah tes agar menjadi sebuah alat ukur yang baik dalam menilai kemampuan peserta didik. Syarat-sayarat untuk mengevaluasi sebuah tes yang akan menjadi fokus dalam penelitian ini adalah validitas isi, validitas muka, reliabilitas, tingkat kesukaraan, daya pembeda dan keefektifan pengecoh.Desain yang digunakan dalam penelitian ini adalah deskriptif evaluatif. Metode kuantitatif dan kualitatif digunakan untuk mengevaluasi kualitas tes dalam penelitian ini. Data yang digunakan dalam penelitian ini didapat dari dokumen sekolah. Data yang digunakan berupa lembar jawaban siswa dan lembar soal. Data yang diperoleh kemudian dihitung menggunakan program Microsoft Excel tahun 2007.Berdasarkan hasil analisis, Ujian Tengah Semester Bahasa Inggris kelas X tahun pelajaran 2015/2016 SMK PGRI 3 Malang memiliki validitas isi yang 25% valid.Yang kedua, validitas muka tidak cukup bagus untuk karena tidak dapat mencerminkan soal Ujian Tengah Semester Bahasa Inggris yang sebenarnya. Yang ketiga, tes memiliki reliabilitas yang tidak dapat diterima. Koefisien reliabilitas mencapai .45 dan termasuk ke dalam kategori relatif lemah. Keempat, tingkat kesukaran dari tes tergolong baik. Kelima, daya pembeda tergolong rendah karena kebanyakan dari butir soal tidak dapat membedakan antara siswa dari golongan “atas” dan siswa dari golongan “bawah”. Keenam, hanya ada 17,5% dari total butir soal yang semua pengecohnya berfungsi dengan baik. Terakhir, setelah merangkum hasil dari analisis butir soal, terdapat 11 butir soal yang harus dibuang karena butir-butir soal tersebut tidak memenuhi kriteria dan prinsip-prinsip butir soal yang baik. Untuk merangkum secara keseluruhan, tes yang dibuat oleh guru pada Ujian Tengah Semester Bahasa Inggris semester 1 kelas 10 2015/2016 SMK PGRI 3 Malang memiliki tingkat kesukaran yang bagus, namun tidak dapat menunjukkan hasil yang memuaskan dalam validitas isi, reliabilitas, validitas muka, daya pembeda dan keefektifan pengecoh. Mengetahui hasil dari analisis kualitas tes, sangat penting bagi guru sebagai pembuat tes untuk membuat kisi-kisi soal sebelum membuat tes. Tes yang dibuat oleh guru seharusnya memiliki kisi-kisi soal sehingga memiliki validitas isi yang baik. Jadi, kemampuan siswa yang sebenanarnya dapat terukur dan terpaparkan dangan baik
A Correlational Study between the Scores Obtained from Teacher, Peer and Self-Assessment in the Speaking Class in the Senior High School Level
No full textABSTRAK Speaking, as a language skill, has attracted a lot of researchers to conduct studies on it.One interesting topic in the research on speaking concerns with the use of self-assessment and peer assessment as an alternative assessment to support learner-centered activities. In this study, the researcher as a teacher of English Language Skill (ELS)class of SMAN 2 Probolinggo involved students in the process of assessing speaking by training them to conduct self-assessment and peer assessment. The objective of this study is to find out the correlation between the scores obtained from self-assessment, peer assessment and teacher assessment in speaking class. It also examines the students’ attitude toward the implementation of self-assessment and peer assessment in assessing speaking. The design of the present study was correlational research design.Due to the limitation of access, the present study was conducted only in 10th Social 3 of SMAN 2 Probolinggo. The sampling technique was stratified random sampling. There were only 26 students participating in this study. The instruments used in this study were speaking scoring rubric and student questionnaire. The research instruments has already been tried out to make sure that the instruments were proper to be used. The speaking scoring rubric was used to collect the scores of teacher, peer and self-assessment. It was analyzed using Pearson Product Moment in IBM SPSS 20 for Windows. Meanwhile, the student questionnaire was used to examinethe students’ attitude toward the implementation of self-assessment and peer assessment. It was also analyzed using IBM SPSS 20 for Windows. There are three main findings related to the correlation between self-assessment, peer assessment and teacher assessment in speaking class, that is (1) there is significant positive correlation between self-assessment and peer assessment (p-value = .049), with a low correlation coefficient ( value = .390); (2) there is significant positive correlation between self-assessment and teacher assessment (p-value = .005), with a fair correlation coefficient ( value = .538); and (3) there is significant positive correlation between peer assessment and teacher assessment (p-value = .000), with a very strong correlation coefficient ( value = .807). In terms of the students’ attitude, more than 75% of the students show positive perception in all aspects of the student questionnaire. Based on the findings of this study, several suggestions are addressed to English teachers and future researchers. For English teachers, it is suggested that they develop a clear and understandable speaking scoring rubric based on the students’ level. It is also important to give clear explanation for every criteria in the scoring rubric followed by real examples taken from the students and give training as repeated practice which help the students to do self-assessment and peer assessment more objectively. For future researchers, it is suggested that they take a larger sample from different school. Besides, the use of more instruments to collect the data, such as teacher and students interview will also help future researchers to obtain more comprehensive understanding of how self-assessment and peer assessment may benefit language learners.
Using Think-Pair-Share Strategy to Improve the Reading Comprehension of the Tenth Graders of SMAN 1 Kepanjen
No full textReading is one of the essential skills that should be mastered by students in learning English. The teaching of reading as a foreign language in Indonesia can be included as teaching of reading comprehension because it aims to improve students’ skill in understanding the meaning of a written text (Cahyono & Widiati, 2006). Some students of X MIA 3 in SMAN 1 Kepanjen got difficulties in comprehending a text because they did not know the meaning of some new vocabulary items, the structure of a sentence, and the tenses used in the text. Thus, the reading class tend to be difficult. Teachers as learning facilitators should engage the students to comprehend a text well and be active in learning process. One of the strategies that can be implemented is Think-Pair-Share (TPS) strategy. This strategy has three stages to be followed: think, pair, and share. In the think phase, the students read a recount text and answer a comprehension question individually. In the pair phase, the students work in pair to compare their answers/ideas/opinions. Then, they decide the best answer. In the share phase, the students discuss their answer with the whole class. Then, they have to state their final answer individually. This study was conducted to improve students’ reading comprehension and active participation. This study used the Classroom Action Research (CAR) design which involved 30 students of X MIA 3 in SMAN 1 Kepanjen. The data were collected by usingthree instruments: reading comprehension test, student worksheet, and observation checklist. This study was carried out in one cycle,consisting of four meetings. The criteria of success were the students’ improvement in reading comprehension and their active participation in reading class. The improvement was indicated by their reading comprehension test scores. Whereas, the students’ active participation was identified fromthe observation checklist results. The findings showed that the students reading comprehension improved. The average score of the preliminary test and the final test improved from 75.8 to 80.5 which a significant value of .026. In this study, the learning and teaching processes ran well and interactively. In addition, the students were active during the learning process. TPS strategy successfully improved the reading comprehension of the tenth graders of SMAN 1 Kepanjen. For the English teachers, this strategy can be used as an alternative strategy to teach reading comprehension or otherEnglish skills. The time allotment should be managed wisely in implementing this strategy. In addition, the teacher has to make sure that all the students are active in each phase of TPS strategy. For the future researchers, I suggest to use this strategy to improve students’ reading comprehension in different text types, different English skills, setting and subjects.ABSTRAK Reading is one of the essential skills that should be mastered by students in learning English. The teaching of reading as a foreign language in Indonesia can be included as teaching of reading comprehension because it aims to improve students’ skill in understanding the meaning of a written text (Cahyono & Widiati, 2006). Some students of X MIA 3 in SMAN 1 Kepanjen got difficulties in comprehending a text because they did not know the meaning of some new vocabulary items, the structure of a sentence, and the tenses used in the text. Thus, the reading class tend to be difficult.Teachers as learning facilitators should engage the students to comprehend a text well and be active in learning process. One of the strategies that can be implemented is Think-Pair-Share (TPS) strategy. This strategy has three stages to be followed: think, pair, and share. In the think phase, the students read a recount text and answer a comprehension question individually. In the pair phase, the students work in pair to compare their answers/ideas/opinions. Then, they decide the best answer. In the share phase, the students discuss their answer with the whole class. Then, they have to state their final answer individually. This study was conducted to improve students’ reading comprehension and active participation.This study used the Classroom Action Research (CAR) design which involved 30 students of X MIA 3 in SMAN 1 Kepanjen. The data were collected by usingthree instruments: reading comprehension test, student worksheet, and observation checklist. This study was carried out in one cycle,consisting of four meetings. The criteria of success were the students’ improvement in reading comprehension and their active participation in reading class. The improvement was indicated by their reading comprehension test scores. Whereas, the students’ active participation was identified fromthe observation checklist results.The findings showed that the students reading comprehension improved. The average score of the preliminary test and the final test improved from 75.8 to 80.5 which a significant value of .026. In this study, the learning and teaching processes ran well and interactively. In addition, the students were active during the learning process. TPS strategy successfully improved the reading comprehension of the tenth graders of SMAN 1 Kepanjen. For the English teachers, this strategy can be used as an alternative strategy to teach reading comprehension or otherEnglish skills. The time allotment should be managed wisely in implementing this strategy. In addition, the teacher has to make sure that all the students are active in each phase of TPS strategy. For the future researchers, I suggest to use this strategy to improve students’ reading comprehension in different text types, different English skills, setting and subjects
LINGUISTIC INCONGRUITY IN THE INTERNET MEMES: STUDY OF HUMOR
No full textABSTRAK Wicaksono,Langgeng Aji.2017. Linguistic Incongruity in the Internet Memes: Study of Humor. Skripsi, Jurusan Sastra Inggris, Fakultas Sastra, UniversitasNegeri Malang. Pembimbing: 1) Maria Hidayati, S.S, M.A. dan 2) Dr. Johannes A. Prayogo, M.Pd, M.Ed. Kata kunci: linguistic incongruity, Internet meme, humorHumor sudahadacukup lama dengancirikhasnya. Kita tidakbisamenyangkalbahwa humor juga merupakanbagiandarikehidupansosialkita. Melalui humor kitabersosialisasi, berkomunikasi, mengkritik, bahkanmenyindirsoalisutertentudalamkehidupankitasehari-hari. Itumenunjukkanbagaimana humor dekatdengankehidupankita. Kita dapatdenganmudahmenemukan humor di setiaptempat. Denganperkembanganteknologiterlebih, apalagidenganditemukannya internet, saatini humors menghadirkanhiburan di Internet. InimenciptakanfenomenabarudariInternet meme. Penelitianiniberfokuspadamempelajarisatu meme tertentu yang dikenaldengansebutanpun dog meme. Tujuannyaadalahuntukmenganalisisketidaksesuaianlinguistik, punsdanbentuk humor yang digunakandalampun dog meme.Desainpenelitiandaripenelitianiniadalahdeskriptifkualitatif. Data penelitianinidiambildari situs terbesardanpopulerbernamaimgflip (imgflip.com). Penelitimemilih 20 data pun dog memedari 70 posting terbaru di situs inidaribulanJanuarisampaiFebruari 2017. Setelahmendapatkan data tersebut, penelitimulaimenganalisisdanmengkategorikanketidaksesuaianlinguistik yang terjadipadapun dog meme. Langkahterakhiradalahmenyimpulkanjenisketidaksesuaian linguistic, bentuk humor, danpenempatanpuns.Penemuan data dananalisa data menunjukan phonology-oriented incongruity lebihseringdigunakandenganpresentasemencapai 80% dandiikutidengan lexis-oriented incongruity denganpresentase 20%. Phonology-oriented incongruity memanipulasi homophony dan homonym dalam kata danfrasa. Sedangkan lexis-oriented incongruity lebihbermainpadapenggunaan kata buatan (coinage word).Selainitu, empat (4) data ditemukanmeletakkanpun pada setup danenambelas (16) data ditemukanmeletakkanpun pada punchline. Selainitu, tujuh (7) data ditemukanmenggunakanbentukone-liners dantigabelas (13) data menggunakanriddle. Studiinimenyarankansiswalinguistikuntukmelihatlebihdalamstuditentang humor karenaadabanyakaspekmenarik yang dapatdipelajari. Bagi orang padaumumnya juga bisabelajar humor lebihdalamkarenamembantumerekauntuklebihmemahami humor lebihbaikdarisebelumnya
KEEPING UP WITH NEOLOGISM: THE CASE OF WORD-FORMATION AT AN INDONESIAN INTERNET FORUM (WWW.KASKUS.CO.ID)
No full textABSTRAK This study aimed at investigating the phenomenon of neologism created at an Indonesia Internet forum (www.Kaskus.co.id). There were two problems presented in this study: the types of word-formation processes occurred to several threads at Kaskus, and the perception of the Kaskusers (users of Kaskus) towards that phenomenon. By using descriptive research, this study provided 177 new coined words, which described and categorized to some types of word-formation processes. The theories that were used purposed by George Yule (2010) in The Study of Language. It suggested that the most frequently occurring word-formation process was Abbreviation & Acronyms as it is simplify to use (34%). The behavior of Kaskusers who disposed to use Multiple Processes for (22%) indicated their creativity in creating new coined words. Other findings categorized to Blending (14%), Semantic Transfer (13%), Clipping (16%), Borrowing (9%), and Derivation (7%). This study also tried to analyze the Kaskusers’ perception toward the phenomenon of neologism. Totally, 15 items in questionnaire distributed to 114 Kaskusers. The result showed respondents’ positive responses towards three hypotheses. In conclusion, this study had proven that the diversity of word-formation processes in the Internet forum might create the creativity of the users, also lead to the evolution of language in the Indonesian online communication context
Indonesian Students’ English Coursebook and Thai Students’ English Coursebook
No full textABSTRAK Cicilia, Tifany. 2017. Indonesian Students’ English Coursebook and Thai Students’ English Coursebook. Thesis. English Department, Faculty of Letters, State University of Malang. Advisor: (I) Dr. Sri Rachmajanti, Dip. TESL, M.Pd., (II) Dr. SinthaTresnadewi, M.Pd. Key Words: English Textbook, Evaluation, Indonesian and Thai StudentsThis study is aimed to examinehow BahasaInggris book compared to English Explorer 2, an English textbook used in Thailand. The instrument used in this study was an evaluation sheet adapted from BSNP (2014), Basic Education Core Curriculum (2008), Cunningsworth (1995), and Tomlinson (2003) which covered content feasibility, graphic feasibility, methodology, language content, language skills, and practical consideration.The study implementedqualitative content analysis research design. The evaluation sheet used consisted of 6 variables, 21 sub-variables, and 40 indicators. A teacher of SMA Negeri 2 Malang and I evaluated the two coursebooks by using the evaluation sheet. Each of us filled the evaluation sheets which then were compiled into one data collection. After that, I analyzed the collected data by writing a description figuring out the reasons behind each score given in the evaluation sheet and the implications of the findings.The result of the study showed that English Explorer 2 book was better than BahasaInggris book in five out of the six variables. English Explorer 2 was ahead BahasaInggris book in terms of content feasibility ( = 3.42>3.07), graphic feasibility ( = 3.46>2.86), language content ( = 3.375>2.75), language skills ( = 3.5>2.4), and practical consideration ( = 4>3.5).BahasaInggris was better than English Explorer 2 in only one variable, methodology, in which BahasaInggris got 3.3 and English Explorer 2 got 2.67 for the average score of methodology variable. In conclusion, based on the result of the study, a further improvement by the materials developers for both coursebooks was needed. Materials developers were encouraged to consider to take experts’,teachers’, and students’ opinion into account. Teachers as educators were also suggested to be able to choose the most suitable coursebooks for their students’ needs. Students should also be able to find materials which were the most suitable with their learning styles. Last but not least, future researchers were suggested to conduct a study in coursebook evaluation by using a whole coursebook package and by comparing with other cousebooks available in the market
The Teaching of Reading to Eighth Graders at SMPN 2 Malang
No full textABSTRAK This study is aimed to describe the teaching of reading to 8th grade students of SMPN 2 Malang. It focused on the strategies the teachers used in teaching reading. There are factors that influence students in understanding reading such as linguistic factors, students’ background knowledge, and students’ interest. The teacher may use strategies in teaching reading to improve students’ understanding. In this case, a good choice of strategies used gives an influence to students understanding.This study used descriptive qualitative research design. The subjects of the study were the two English teachers of 8th grade at SMPN 2 Malang. It employed some instruments to collect data, which were interview guide, observation checklist, field notes and recorder. The data were collected from February until March 2017 by observing the teaching and learning process for four meetings which is two meetings for each teacher and interviewing the teachers.The findings covered the teaching strategies used by the teacher, the process of applying the strategies and the reasons why the teachers used the strategies. It was found that the two teachers used different teaching strategies. The first teacher used complete three-phase technique. The techniques used in pre-reading, whilst-reading and post-reading activity was brainstorming, reading aloud, questioning and reviewing. The second teacher tends to use silent reading and drilling. The reasons why the teachers used those strategies were also different. The first teacher stated that she used strategies that were easy to apply and it should be based on the condition in the class. The second teacher stated that he used the strategies that were suited to the students’ ability and condition. Based on the findings, it is concluded that teachers of eighth grade at SMPN 2 Malang applied different teaching strategies. It is suggested that the teachers use a complete stages of three-phase technique as the teaching reading strategies in order to improve students’ interest on the lesson. The teacher should also more focus on the whilst-reading activity and not easily distracted by other topic. For the further research, it is suggested that other researchers focus on other school and choose more experience teachers
The Use of Graphic Organizers to Enhance the Reading Comprehension of the Eleventh Graders of SMK Shalahudin Pasuruan
No full textABSTRAK Reading is one of the important skills which has to be learned by the students in order to master English well. In reading activity, many students are not able to get complete understanding of the text such as in identifying main ideas, generic structures, inferring explicit information. Thesedifficulties may be caused by lack of vocabulary, or inability to find the main idea in a paragraph, and infer the meaning of the text.Knowing the fact that reading comprehension skill is very important, a research about English reading comprehension is worth conducting, and it is expected that this study can give knowledge as the reference to how teacher should teach reading comprehension, especially in vocational high school level.In the preliminary study, it was found that the students had problems in identifying main ideas and structures of texts. These difficulties seem to be caused by their lack of vocabulary and motivation. The use of graphic organizers is believed to be the appropriate solution because the graphic organizers visually represent the main ideas and structure of texts and also it helps students to connect what they already know with the new information provided in the texts.The research design used in this study is Classroom Action Research (CAR). It consisted of one cycle as the criteria of success had already been successfully achieved after the cycle. This study was conducted in four meetings and there were four stages, that is, planning, acting, observing, and reflecting. In order to know how the graphic organizers can be used to enhance the students’ reading narrative texts, four instruments were employed including reading comprehension exercises, students’ questionnaires, observation sheet, and field notes.The results of this study showed that the use of graphic organizers successfully improved the students’ ability in reading narrative texts. The students were able to find main ideas and identify the structures of the texts. Moreover, they also could pass the standard score set by the school, that is, 75. The students were active during the teaching and learning process. Most of them said that the use of the graphic organizers was helpful and interesting to assist them in reading narrative texts.There are some steps in using this media as found in this study. First, the researcher explains the definition and examples of graphic organizers which are suitable for narrative texts. Second, the researcher gives students a narrative text. Third, the researcher asks students to practice making graphic organizers based on the text. After making graphic organizers, the researcher discusses together with the students the various kinds of information in the text with the help of the graphic organizers. After that, the students are asked to submit the graphic organizers so that the researcher can give feedback.The use of graphic organizers has improved the students’ ability in reading narrative text. The improvement of students can be seen from the mean score which was 54 in the preliminary study and 85 after the cycle was conducted. This study has also achieved the criteria of success set by the researcher which means that this media can be used to enhance the student’s reading comprehension in narrative text. The use of graphic organizers has already used to improve students’ reading comprehension in narrative texts in the eleventh graders of SMK shalahudin Pasuruan. Thus, it is recommended that future researchers explore the use of graphic organizers for different types of text and also different level of education