[ ABSTRAK
Ada dua jenis struktur teks dalam sastra anak, yaitu repetitif atau pengulangan dan progresif. Setiap struktur mempunyai fungsinya sendiri dalam membentuk pemahaman terhadap anak. Struktur repetitif mengandung plot cerita yang berulang-ulang diceritakan, sedangkan struktur progresif menceritakan tiap babak terus maju. untuk mengukur pemahaman anak, kita dapat menggunakan dua pendekatan atau aktifitas pada anak, yaitu dengan menyusun paragraf yang acak dan menceritakan ulang cerita tersebut. Dalam memahami cerita dengan meyusun paragraf acak, anak cenderung mengikuti alur cerita secara aktan seperti yang dijelaskan Greimas dalam teorinya. Lalu, dalam aktifitas menceritakan kembali, pemahaman anak dilihat dari apakah mereka menuturkan klausa naratif secara benar atau tidak. Kedua aktifitas tersebut menunjukan hasil yang berbeda dalam memahami struktur teks.

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ABSTRACTThere are two kinds of structure in children literature, which are

repetitive and progressive. Every structure has its function in building up children’s understanding. Repetitive structure contains the redundant plot, while progressive structure tells every scene of the text in progress. To measure children’s comprehension, we can use two approaches, which are arranging random paragraph and retelling story. In comprehending story by arranging random paragraph, children tend to follow the story actantial-ly as Greimas mentioned in his theory. Then in retelling story task, children’s understanding was reflected whether they uttered narrative clause completely or not. Both of the tasks show different result in term of understanding text structure., There are two kinds of structure in children literature, which are

repetitive and progressive. Every structure has its function in building up children’s understanding. Repetitive structure contains the redundant plot, while progressive structure tells every scene of the text in progress. To measure children’s comprehension, we can use two approaches, which are arranging random paragraph and retelling story. In comprehending story by arranging random paragraph, children tend to follow the story actantial-ly as Greimas mentioned in his theory. Then in retelling story task, children’s understanding was reflected whether they uttered narrative clause completely or not. Both of the tasks show different result in term of understanding text structure.]