Improving Student’s Motivation and Activeness in Reading Narrative Text

through Character Education Values for Students nineth grade in

SMP Negeri 9 Tambusai Utara

Reka Novintan Barus(1)

Novalita Fransiska Tungka (2)
(1)
Student of the study program English Education, Faculty of Teacher Training and
Education, Open University of Indonesia
(2)
Lecturer of the study program English Education, Faculty of Teacher Training and
Education, Open University of Indonesia
(1)
barusrekanovintan@gmail.com
(2)
novalitatungka@gmail.com

Abstract: The main goal of learning nowadays is to increase students' motivation and activeness in
learning English. The government is currently implementing a literacy habituation program to enable
this character education. This study used a qualitative approach, and data were collected through
observation, interview, and documentation. This research shows that students at SMP Negeri 9
Tambusai Utara (IX) are taught to read story texts through the classification of story text structures
consisting of orientation, conflict, and resolution. Secondly, identifying moral values contained in the
text as a whole through the search for moral values contained in the text. Narrative texts are able to
give readers an extraordinary, interesting experience, and get important information. Reading the
narrative test attracts students to more easily understand the moral values contained in it.
Keywords: Character Education, Motivation, Narrative Text

Abstrak: Tujuan utama pembelajaran saat ini adalah untuk meningkatkan motivasi dan keaktifan siswa
dalam belajar bahasa Inggris. Pemerintah saat ini menerapkan program pembiasaan literasi untuk
memungkinkan pendidikan karakter ini. Penelitian ini menggunakan pendekatan kualitatif, dan data
dikumpulkan melalui observasi, wawancara, dan dokumentasi. Penelitian ini menunjukkan bahwa siswa
di SMP Negeri 9 Tambusai Utara (IX) diajarkan membaca teks cerita melalui klasifikasi struktur teks
cerita yang terdiri dari orientasi, konflik, dan penyelesaian. Kedua, mengidentifikasi nilai-nilai moral
yang terkandung dalam teks secara keseluruhan melalui pencarian nilai-nilai moral yang terkandung
dalam teks. Teks Naratif mampu memberikan pembaca pengalaman yang luar biasa, menarik, dan
mendapatkan informasi penting. Membaca tes naratif menarik siswa untuk lebih mudah memahami
nilai-nilai moral yang terkandung di dalamnya.
Kata Kunci: Motivasi, Pendidikan Karakter, Teks Naratif

1
INTRODUCTION
Learning today is not like previous learning that prioritizes intellectual intelligence
alone but has paid attention to the character of each student. Character development begins
Education from early childhood through primary school to higher education and university.
Since education is a continuous program, personality Programs need to emphasize character
development It has been emphasized since childhood (Nikmah, 2020).
Most educators, both teachers and parents, are less aware of the fundamental reasons
why character education is so important as a foundation for self-formationstrengthening the
Pancasila Learner Profile in English teaching also focuses on strengthening the character of
students such as faith and noble character, independence, reasoning, creativity, mutual
cooperation, and global diversity both directly and indirectly in interacting with the social and
natural environment through contextual learning. In relation to the goal of forming Pancasila
Learner Profile, the teaching of English for Junior High School (Damayanti,2022)
Character education is the process of instilling the noble values of the nation through
the development of logic, morals, and faith. Starting from elementary school (SD), junior high
school (SMP), and senior high school (SMA) education to the university level, this process is
expected to produce individuals with morals, character, and dignity. Facing the nation,
including the contradictions we face in our daily lives, which often make patchwork policies
that only require formalities to run but in reality are characterized by many irregularities. A
nation that does not have character (productive-creative) is always unprepared to face new
policies, so the dominant is formal logic (Fatchual,2019).
Character education aims to improve the quality of education implementation and
outcomes in schools. This reflection activity can be done in writing or verbally depending on
the agreement made in the classroom. The most important thing at this stage is that the teacher
must be open (Jati,2021). hopefully to explain how human character mappings and how human
character is shaped by the historical material conditions of its society. Although my exploration
is incomplete, I have attempted to show the measures of strong (strengthening) and weak
(weakening) character in this section.
The purpose of character education is to help children strengthen and develop certain
values, which will be seen in students' behavior both during education and after students leave
school. In addition to the above-mentioned goals of character educationholisticintegrative in
English lessons English. English can be a vehicle for the cultivation of character values
character values in order to achieve the three competencies. The reason, because English is the
the first foreign language in Indonesia which is considered important for develop science and
2
to connect with other nations. But in reality reality, the success of language teaching English
teaching in Indonesia is still not maximized (Dwiastuty,2020). The subject matter is connected
to the real world and incorporates Islamic principles to encourage contextual learning and instill
character values in students. (Imrohatin, 2020)
Narrative Text is a story of imagination, the writer writes an event with the aim of
entertaining the reader. In addition, the language of narrative text includes verbs, temporal
conjunctions, and structure. Its purpose is to entertain or amuse the reader.The structure of a
narrative text has three main components, namely: orientation, complication, and resolution
(Agustine,2021). Narrative text aims to please the readers. By presenting characters that vary
from the names of people to animals, readers are very interested in narrative texts that present
stories with conflicts that vary so as to attract students.
Narrative Text material is material that is considered difficult by students. The 2019
National Examination results show that students' absorption of the material is less than 55% of
the material is less than 55%. Therefore, it is necessary to develop a special learning unit that
discusses the social function, text structure, and elements of narrative text in this PKB program
(Imrohatin,2020). Narratives will appeal to the emotions and imagination of readers and
listeners because they try to understand them by associating them with previous knowledge and
experience. Therefore, storytelling can also improve educational and emotional understanding.
According Nikmah (2020) language learning with reading material in English lessons including
narrative text. Narrative text is a fictional text that has the aim of pleasing the readers. In
narrative text there are three text structures, namely orientation, conflict and resolution.
Narrative text aims to please the readers.
According to Haerazi (2020) How much a student will participate in educational
activities depends on their level of motivation. People who have high motivation will be more
interested in participating in learning. Students who lack motivation will be more likely to be
passive (Vuong,2021). Reading motivation can be increased by reading proficiency and vice
versa. Both sides of the relationship between reading motivation and reading performance were
examined: Students who desire to improve their reading proficiency should have high reading
motivation.
According to Haerazi (2020) A person's struggle to change his overall behavior as a
result of his experience in interaction with his environment is called learning.Students' learning
achievements can show their success in learning. Optimal and high learning achievement is the
expected result. However, individual learning achievement results vary. The outcome will
benefit the students' ability to advance their reading skills. And can provide guidance to English
3
teachers on how to put this technique to use in order to advance students' knowledge of reading
through skimming, as well as some ideas for long-time analysts on how to use this technique in
another class of content (Rosmarie,2021). Authors can teach character through characters and
students' experiences. Children and adolescents more easily understand the meanings and
principles contained in narrative stories. In addition, the meanings and moral principles
described in the writing can be absorbed and applied in their lives and increase students'
motivation and activeness. Therefore, the author examines and improves learning on the basis
of this background with the title Improving Student’s Motivation and Activeness in Reading
Narrative Text through Character Education Values for Students nineth grade in SMP Negeri
9 Tambusai Utara.

RESEACRCH METHOD
The researcher used classroom action research (PTK) and learning with the lecture
method, which was carried out by the teacher with other colleagues as Supervisors in the
classroom. This research focuses on improving or increasing the process and learning outcomes
of students. In addition, as stated by Suharsimi Arikunto et al. in his book entitled Classroom
Action Research, classroom action research is research conducted with the aim of increasing or
improving learning practices in the classroom. This research involves elements of the teaching
and learning process in the classroom, subject matter, and learning media, so it is class-based.
Classroom action research includes qualitative research, but the data can be quantitative.
Improvements were made in Mekar Jaya Village, North Tambusai District, Rokan Hulu
Regency, Riau Province in class IX of SMP Negeri 9 Tambusai Utara, North Tambusai Village,
Rokan Hulu Regency, Riau in May 2023. With a total of 20 students. In English subjects with
the theme of Narrative Text. In improving learning in the classroom, researchers must consider
students' backgrounds, their characteristics, students' learning styles, and students' ability levels
in learning so that teachers can provide learning materials to students in an effective way.
Research Location, The research was conducted on Mekar Jaya Village Road, North
Tambusai District, Rokan Hulu Regency, Riau Province at SMP Negeri 9 Tambusai Utara
School in the Palm Oil Plantation area and is an area that is included in the 4T area (Frontier,
Outermost, Disadvantaged and Transmigration areas). Research Time, The implementation
time of learning improvement was carried out in two cycles, namely cycle I on May 8, 2023
and cycle II was carried out on May 15, 2023.
There are four planning: 1.Planning: At this stage, researchers made lesson plans along with
research instruments: student assignment sheets and teacher and student observation sheets. 2.
4
Implementation: At the preparation stage, namely the implementation of classroom action, the
teacher has made a lesson plan to be implemented.3. At this stage, researchers collect accurate
data for improvement in the next cycle through observations or observations made when the
action is taken. Observation, excavation, and documentation of all symptoms that occur during
the assessment process are examples of observations made. The researcher was assisted by the
class teacher who acted as an observer and colleague in conducting this observation. 4.
Reflecting: This cycle is the last stage, which aims to repeat what has been done and the results
produced. Researchers and colleagues analyze data from all instruments simultaneously to
determine the shortcomings of cycle I and become a reference for cycle II. The action
intervention model for classroom action research, according to Kemmis and Mc Taggart, is as
follows:

Picture 1.1 Chart of cycle I and Cycle II

A. Learning Improvement Procedure Design
Cycle 1
1. Planning : At this stage the researcher plans what classroom action activities should be
carried out in this first cycle, where the researcher does several things, namely: 1.Researchers
determine the material to be taught in grade IX English lessons with the theme of Narrative
Text. 2. Make a lesson plan (RPP) according to the subject and learning material 3. Determining
teaching materials or teaching methods that will be carried out 4. Arrange apperception
activities and also configuration sheets that will be used by researchers 5. Preparing tests to
measure learning outcomes during ongoing research activities. 2. Implementation: The lesson
plan that has been made will be applied or implemented as the next action. Learning that
involves exercises to determine the level of students' understanding of writing narratives using
an approach with the lecture method. 3.Observation :This observation is done with an
5
observation sheet. The purpose of this observation is to obtain accurate data during the learning
process. Researchers choose colleagues to observe the situation in the classroom so that
researchers can understand and observe changes. 4.Reflection : Reflecting on what values were
observed by the observer during the learning process. In the next cycle, these notes will be used
as a source of research and reference for design. With better character education, it is expected
that there will be changes in the learning process and significant learning outcomes in students'
encouragement and engagement to read narrative texts. And it is expected to be useful for the
development in the implementation of Cycle II.
Cycle II
1. Planning :For the implementation of Cycle II is the same as the implementation of cycle I
where in cycle II improvements are made so that it is right on target and also gets changes from
cycle I. 2. Implementation: Researchers have organized the implementation systematically and
improved in cycle II and the steps are the same as in cycle I. 3. Observation : Observations
made in cycle II are the same as those in cycle I but in cycle II the observations made are more
specific and more detailed so that learning improvements can be found and made. 4. Reflection:
At this final stage the researcher examines more thoroughly so that it can be found when the
learning process takes place. In the next cycle, these notes will be used as a study and reference
for design. The goal is to change the process and learning outcomes in Indonesian language
specifically in Improving Students' Motivation and Activeness in Reading Narrative Texts
Through Character Education Values in Grade IX Students of SMP Negeri 9 Tambusai Utara.
B. Data Analysis Technique
The data analysis that can be done in this research is: Data Reduction: The investigation
known as data reduction aims to refine, use, and organize the sorting of redundant data.
Selecting, streamlining, and moving data is done to reduce information. In the act of decreasing
information, the mistakes that students make when solving questions will be expanded and what
actions are taken to correct them. Data Presentation:Presentation of data to move and make
inferences from an organized data set is known as data presentation. This stage reaches
conclusions about the completed examination activity by conveying information. It enables the
specialist to figure out what happened and what to do to comprehend the information event.
Drawing Conclusions: The next cycle of drawing conclusions starts with the ends drawn. In the
end, they also get the solution to the problem tracked while performing the task. To overcome
the challenges faced by the students, a thinking test is conducted to improve their learning
outcomes. To find out if the model used in the exercise is worth using

6
 At this stage, the examination activities are completed. The next cycle begins with the
end drawn. In the end, they also get the solution to the problem tracked while performing the
task. To address the challenges that students face, a thinking test is conducted to improve their
learning outcomes. Analysis of the information is essential to determine whether the model
used in the learning exercise is feasible. After each educational cycle ends, test questions are
used to assess student learning achievement and fulfillment. To calculate this analysis, simple
statistics such as the following are used.

Acquisition Score (ΣX)

Percentage of test results = _____________________ X 100 %
Total Score (ΣN)

Description: ΣX : Student acquisition score ΣN : Total Score

C. Assessment of Learning Completeness

Individual and classical learning completeness. Based on the guidelines for teaching and
learning implementation, the researcher considers that increasing students' motivation and
activeness in reading naratsi text through character education will improve their learning
outcomes if students can complete the questions and meet at least 70% of learning
completeness. To calculate the percentage of learning completeness, the following formula was
used:
Σ students who pass the test
p = ____________________________ X 100%
Σ Number of students

Based on the formula above, learning completeness is achieved if learning completeness

in the class reaches 70%. Therefore, it can be concluded that the data analysis is used as the
basis for the next cycle, and a second cycle should be conducted. As long as the problem has
not been solved, the results of the data analysis can be presented in the following table.
Level of Success (%) Meaning
90% - 100% Very high
80% - 89% High
65% - 79% Medium
55% - 64% Low
0% - 54% Very low
Table 1.1 Succesfull of passed the test

7
RESULT AND DISCUSSION
Result
1. Description of Learning Improvement Research Results
The results of the pretest were observed observing students about the character education
possessed by class IX students at SMP Negeri 9 Tambusai Utara. There are many violations
and lack of norms and values so that researchers raised research to increase student motivation
and activeness in reading narrative text through character education values in class IX students
of SMP Negeri 9 Tambusai Utara. Students' understanding of reading English texts, especially
Narrative Text, requires researchers to carry out reviews and improvements in learning. The
method used in Cycle I was the lecture method and in Cycle II the lecture method but with a
more intense approach. The points and results of the pretest and posttest can be seen in the
attached chart.
Description of Cycle I
a. Planning
In this stage, the preparation of lesson plans and instruments to be used in the study has been
provided by the researcher, which is used as an observation sheet as well as test sheets and
documentation. Furthermore, the lesson plans and instruments were discussed with Mrs. Nur
Asiah, S.Pd as Supervisor and English Teacher in class IX SMP Negeri 9 Tambusai Utara.
b. Implementation
After the instruments and lesson plans had been approved by Mrs. Nur Asiah, S.Pd, the
researchers started on May 08, 2023. At the first meeting the researcher was introduced by Mrs.
Nur to the students and opened the class with greetings and prayers. Then the researcher began
with apperception, namely informing the presence of researchers to teach them about reading
narrative text or narrative text and seeing the increase in motivation and activeness through
character education after reading and understanding narrative text.
The first meeting the teacher started by asking "Do you like reading stories? Like folktales, or
fairy tales?" Some children answered enthusiastically, some children answered casually, some
were playing and some were ignoring.
The researcher briefly explained about the narrative text from the definition and also the
linguistic structure occasionally the teacher gave a joke urau so that the class was not too quiet.
and the teacher gave an example of 1 simple text of narrative text entitled "Fox and grapes"
with pictures that attracted students' attention. after the teacher explained, the students
understood the text and tried to take the character values implied in the story. the teacher
directed the students to understand and the teacher gave a test and directed the students to do it.
8
The closing part of the lesson has been carried out. Then the teacher and students together
provide conclusions and also close the learning with prayer and greetings.
c. Observation
This observation activity was carried out by the teacher and a supervisor, Mrs. Nur Asiah. The
purpose of this observation activity is to see what students and teachers do during the process.
During the learning process, the following data was collected from teacher and observer
observations of student activities and activities during the learning process in the classroom:

No Aspects Observed Research Results Description

1 While the teacher prepares the No Lack of discipline
pictures, students pray together towards students
quietly.
2 Students create an orderly and No Students still do not
calm classroom atmosphere respect the teacher
3 Students create a calm and No Students still make
relaxed classroom atmosphere noise in class
4 Students listen when the teacher Yes
is explaining Narrative Text
5 Students are enthusiastic by No Students do not
actively following the teacher's have enthusiasm in
direction in reading Narrative learning
Text.
6 Students understand the Yes
character values that can be
taken from reading Narrative
Text.
7 Students have motivation and No Students have no
activeness to learn reason to study
hard
8 Students show good character
values when learning takes Yes
place
Table 1.2 Observation Guidelines for Student Activities Cycle 1 (First Meeting)

Percentage of Student Activity = Total Score / Maximum Score x 100%

= 3/8 x 100 %
= 37%
d. Reflection
Reflection at the first cycle stage which is the result of an assessment of the learning
process in English subjects regarding Narrative Text, increasing student motivation and
activeness through reading narrative texts, researchers need encouragement to foster student
enthusiasm in learning so as to make students understand the importance of character education

9
through reading narrative texts so that student motivation and activeness in learning are
maximized.
Based on the researcher's discussion with the supervisor, it was found what caused the
lack of success in cycle I which caused the learning not to be maximized, namely the researcher
was less able to maintain calm and silence in the classroom so that there were still students
playing and chatting while learning was taking place. There are still students who do not pay
attention. Therefore, the supervisor gave advice to attract students' attention to be closer and
understand the students' characters. Based on the results of research on reading narrative text to
increase student motivation with character education in reading narrative text in cycle I, 11
students passed the average test and 9 students did not pass the average. And the average
learning outcome reached 66.5 with the highest score of 80 and the lowest score of 50.
Description Cycle II
a. Planning
The Cycle II action planning was carried out referring to the results obtained in the Cycle I
reflection. At the following stage, the researcher compiled a lesson plan that had been given
suggestions by the supervisor and the researcher made additions such as ice breakers to
encourage students in increasing student motivation and activeness in reading narrative texts
through character education values in class IX students of SMP Negeri 9 Tambusai Utara.
b. Implementation
In Cycle II, the implementation was carried out on May 15, 2023. At the first meeting in cycle
II the researcher opened the learning with cheerful and began with prayer and greetings. The
researcher conducted apperceptions such as reminding students of Cycle I learning, then the
researcher invited students to sing "BINGO" which made students excited and also trained their
memory of spelling because in the lyrics of the BINGO song there will be letters that disappear
one by one making students be careful and focused because if they are wrong they will be
penalized. Therefore, the learning activities are more interesting for students.
The researcher also gave a snkat story about "Hare and Tortoise" which made students more
interested in learning and taking the value of character values from the story. The researcher
encouraged students to dare to speak up and understand the importance of character education
in everyday life. Furthermore, the teacher gave a test which was the post test in Cycle II and
directed students to complete the test correctly.Then after the end of learning time the teacher
collects the text, conducts an evaluation and also closes the lesson with prayer and greetings.
c. Observation

10
Observation activities were carried out by researchers and supervisor Mrs. Nur Asiah. This
activity aims to observe the motivation and activeness of students when learning is taking place.
Based on the analysis and observations made by researchers and supervisors, the results are as
follows:
No Aspects Observed Research Results Description
1 While the teacher prepares the Yes
pictures, students pray together
quietly.
2 Students create an orderly and Yes
calm classroom atmosphere
3 Students create a calm and Yes
relaxed classroom atmosphere
4 Students listen when the teacher Yes
is explaining Narrative Text
5 Students are enthusiastic by Yes
actively following the teacher's
direction in reading Narrative
Text.
6 Students understand the Yes
character values that can be
taken from reading Narrative
Text.
7 Students have motivation and Yes
activeness to learn
8 Students show good character Yes
values when learning takes
place
Table 1.3 Observation Guidelines for Student Activities Cycle 2 (Second Meeting)
Percentage of Student Activity = Total Score / Maximum Score x 100%
= 8/8 x 100 %
= 100%
Result of Kb Cycle II
Kb= Ns/N x 100%
Kb2 = 18/20 x 100%
Kb2 = 90%
d. Reflection
The results of the reflection carried out by the researcher are the results of improving the
learning actions in Cycle I and also the results of student reflection have improved from all
aspects. Researchers have also improved from maintaining class code and also attracting
student attention, researchers have carried out fun activities when learning sedan belansung so
that researchers can maximize. Based on the results of the observation, the graduation criteria
have met the KKM. There are 2 students who can’t pass the test andd 18 students can pass the
test.

11
 2. Analysis of Improving Students' Motivation and Activeness in Reading Narrative
Text through Character Education Values after post test Cycle II
The author identifies and analyzes the analysis of increasing students' motivation and activeness
in reading narrative text through character education values. Here are the results of student
analysis in cycle II:
a. Student Test Results Marcel Sianturi and Regina Zai who scored incomplete KMM so
that they traced their understanding of reading in English which is still difficult but in
motivation and learning activeness and character education values have increased and
very good.
b. The results of the student test named Ira Eriana Sitanggang and Parhan Saputra
experienced a significant increase not only in the ability to read narrative text but also
concluded that there was an increase in student activeness and motivation in learning.
Likewise, character values are getting better.
3. Discussion of Research Results
After the implementation of the analysis in Cycle I and Cycle II, the following data were
obtained:
1) Learning completeness in cycle I was 55% and in cycle II it was 90%.
2) The average score obtained by students in Cycle I was 66.5 and Cycle II became 81
Cycle II
3) The percentage of student motivation and activeness in Cycle I was 37% and cycle II
was 100%.
4) The results of this study have increased due to using the lecture method which is given
innovation in order to make learning more effective and on target, from the intervention
actions carried out in Cycle I and then continued Cycle II has achieved success so that
the researcher decides to end or decide and stop the research because the desired results
have been achieved.
The following are the Pretest and Post Test results from Cycle I and Cycle II
No. Name Pretest Post Test Description
1 Agnis Safira Laia 70 80 Increased
2 Alba Fahira 60 80 Increased
3 Amat Dani 60 70 Increased
4 Chelsea Olivia Sihite 80 90 Increased
5 Delilis Anjelina 80 80 Increased
6 Desriat Zai 70 90 Increased
7 Dikka Setiawan 60 80 Increased

12
 8 Dimar Umi Safitri 70 90 Increased
9 Egi Alpiyananda 50 70 Increased
10 Fenni Hardiana 60 70 Increased
11 Ira Eriana Sitanggang 80 100 Increased
12 Isdania Maimunnah 70 90 Increased
13 Marcel Sianturi 50 60 Increased
14 Muhammad Afrilli 60 80 Increased
15 Parhan Saputra 80 100 Increased
16 Regina Zai 50 60 Increased
17 Riski Alkodari 70 80 Increased
18 Tri Ningsih 80 90 Increased
19 Wulan Ramadani 60 70 Increased
20 Zahara Khohijirah 70 90 Increased
AMOUNT 1330 1620 Increased
AVERAGE 66,5 81 Increased
Table 1.4 Results of Pretest and Post Test in Cycle I and Cycle II

Ketuntasan Belajar Siklus I dan Siklus II

100%
80%
60%
40%
20%
0%
Siklus 1 Siklus 2

Tidak Lulus KKM Lulus KKM

Chart 1.3 Results of Pretest (Cycle I) and Postest (Cycle II)

DISCUSSION
This result shows that there is a positive effect or impact on students when learning
English using the lecture method. This can also improve students' learning activities and results
is true. The selection of reading narrative text is proven to be able to improve the results, and
students' learning activities, especially in learning to increase student motivation and activeness.
Apart from the opinion of Mrs. Nur Asiah, S.Pd that there is no one learning technique that is
considered the best compared to other techniques, but the lecture method can be stated as a
good learning method and can be used in learning English in deepening character values for
student life. As about good language skills teaching techniques. Because Increasing Students'
Motivation and Activeness in Reading Narrative Texts Through Character Education Values
has fulfilled the requirements as one of the good language learning methods, such as:

13
Captivate, challenge, or stimulate students to learn to increase motivation and activeness.
Providing extensive opportunities and activating students mentally and physically in learning,
This activeness can take the form of training, practicing or trying to do something, Does not
overly complicate the teacher's voice in the preparation, implementation, and assessment of the
teaching program with the lecture method, Can direct learning activities towards teaching
objectives, Understand that narrative text contains a lot of learning, Develops students'
creativity, Develop student performance individually and in groups, Enhance character values
Develop students' understanding of the subject matter.

CONCLUSION
Classroom Action Research (PTK) that has been carried out with Cycle and Cycle II
based on the results of research and discussion, it can be concluded that the lecture method is
proven to be able to increase student motivation and activeness in reading narrative text through
character education values in class IX SMP Negeri 9 Tambusai Utara. This can be seen from
the results of Cycle I learning achievement with an average score of 66.5 then increased to 81
in cycle II. The percentage of completers in cycle I amounted to 55% increased in Cycle II to
90%. And the activeness and motivation to learn in Cycle I was 37% increasing in cycle II to
100%. It can be concluded that the title Improving Student's Motivation and Activeness in
Reading Narrative Text through Character Education Values for Students nineth grade in SMP
Negeri 9 Tambusai Utara was successful.

SUGGESTION
As an educator, you should use a variety of methods to make it more varied, but learning
methods with the lecture method which are considered monotonous can be very interesting if
educators can innovate and creativity without limits. Educators should also always pay attention
to the character of students and instill morals and character values so that students are not only
intellectually smart but also have noble character. For students, they should be able to
understand that learning can be fun if given focus and also have motivation to learn, by learning
students can not only add intellectual intelligence but also can take and absorb good character
values and spread them to people around. Having morals and broad insight is the next
generation of a strong and strong nation. For the Principal of SMP Negeri 9 Tambusai Utara
Mr. Panusunan, S.Pd is expected to provide direction to all elements of the school to uphold
character education for students and urge students to always have motivation and activeness in
learning.
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