Schedule of research is important to guide the researcher to do the research. It can see in this table.
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Notice :The scedule could be changed anything
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CHAPTER IV
FINDING AND DISCUSSION A. Finding
In this chapter the researcher presents finding the answer of the research problem. Here, the data wich have been obtained in the field are reported based on three activities: given the test in the classroom, interview with informants and docummentation in the classrom.
The researcher has given the text reading to the students on 01 maret 2018 and then the students prediction the text. The text is about narrative text, wich in the text there is a picturen. Then students begin to predict the text, there are some students find it difficult how to predict the text. And there are also among those who already understand how to predict the text.
In pra-activities, these activities researcher order students to focus on the lesson. Researcher must make good and relax situationin the class before start to give a text. After that the researcher going the motivation wich related by using the text purpose. The the researcher introduced the step of the text, and explaining the role of score.
In whilst activities, the students did the text carefully. They permited to ask if they got conpuse about the questions. Then, the researcher moved around the class to check the students answer.
Then, in post activity, the researcher give some feedback and special on the students in answering the questions from researcher about the reading text.
Researcher said thank you to the students.
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The result of the text can be seen as follows:
Table 1
The distribution text score 1
Scrore Category Text Result
Frequency Percentage
81-100 Very good - -
61-80 Good 10 28%
41-60 Fair 22 61%
21-40 Weak 4 11%
0-20 Poor - -
Total 36
Based on the table above, it can be seen that 10 students or 28% got score between 61-80, then 22 students or 61% got score between 41-60, and last 4 students or 11% got score between 21-40. In fact, the students ability of the eight grades students class B of MTsS Al-Irsyadiyah Merangin Tabir Lintas is in criteria “Fair”.
In order to make the test more accurate, the researcher has given the text to students on 25 maret 2018. The result of the second text can be seen below.
Table 2
The distribution test score 2
Scrore Category Post-test
Frequency Percentage
81-100 Very good 8 22%
61-80 Good 19 53%
41-60 Fair 6 17%
21-40 Weak 3 8%
0-20 Poor - -
Total 36
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Based on the table above, it can be seen that 8 students or 22% got score between 81-100, then 19 students or 53% got score between 61-80, 6 students or 17% got score between 41-60 and the last 3 students or 8% got score between 21-40. In fact, the students ability of tthe eight grade students class B of MTsS Al-Irsyadiyah is in criteria “good” for the second chance.
From the results of the analisys the researcher suggests that the text predicted by the students among them there are 8 students predict by looking at the title, 11 students predict by looking at the picture, 7 students predict by looking at the paragrah, 6 students predict by looking at the context clues and 4 students by looking at the keywords. Then, they tell the results of their predctions in the form paragraphs, at least there are 5 paragraphs they tell from the predictions results.
1. The problem faced by students in predicting of reading text at MTsS Al-Irsyadiyah Merngin Tabir Lintas.
Based onstudents inteview, most of students like predicting information from reading text subject. Then, for the question about their effort to understand the reading text, how their predict the text. Soem of them that they looking at the picture to predict the text. Below is their statements:
“saya memprediksi dengan melihat judul karena dari judul terlihat mudah untuk di prediksi” (interview with usman, 25 maret 2018)
“iya, saya lebih paham dengan melihat gambar untuk memprediksi text”
(interview with aisyah, 25 maret 2018)
“iya, saya memprediksi dengan melihat paragrap karena saya membuka kamus ketika saya tidak mengatahui kosata” (interviuw with umi fatima riki, 25 maret 2018)
“tidak, karena saya tidak memahami bagaimana cara memprediksi text”
(interview with annisa, 25 maret 2018)
“tidak, karena saya lebih suka membaca text reading dari pada memprediksi sebuah text” (interview with nabila, 25 maret 2018)
In view of the question above there are predict by looking at the title, there is also a predict by looking at the picture and some are predicting by
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looking at the paragraph. But some do not understand ow to predict reading text. And there are alsothose who prefer to read reading text rather than predict the text.
The problem above can be caused by smoe factors. One of the factors is the teacherability in delivering the sucject to the students. Based on writer’s interview result with the english teacher, in teaching prosess, the teacer usually gives the passage to the students and asks them to read the full textqithout guiding them to comprehend the text through an interesting strategy. When the students finished reading the text the teacher delivers some questions about the text to them.
The last question about what do they hope for the reading text subject next can be seen from those quotations below:
“saya berharap reading text kedepan nya akan mudah di pahami untuk lebih mudah di prediksikan” (interview with wualan, 25 maret 2018)
“saya lebih tertarik reading text ini lebih banyak gambar nya dari pada text nya karena lebih mudah memprediksi dengan melihat gambar dari pada yang lain nya” (interview with najmah, 25 naret 2018)
“saya berharap reading text ini kedepan nya metode yang di berikan guru dapat membuat reading text lebih menarik untuk di prediksi” (interview with fatonah, 25 maret 2018)
“saya rasa media pembelajaran seperti menggunakan infocus akan membuat kami lebih paham dalam memprediksi” (interview with ali, 25 maret 2018)
From the quottion above, ot can be seen that students need appropriate method, the updating media and the appropriate materil. Based on the interview, it can be conclude that students need the improment of reading text subject, to fix their problems in understanding reading text.
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2. How the students predicting information by using contetx clues.
There is many several students to predict the text by using context clues.
Based on students interview. It can be seen from the quatation below”
“saya memprediksi text reading dengan memahami word parts”(interview with eka, 25 maret 2018).
“saya memprediksi text reading dengan memahami definition karena denga memhami definisi saya bisa memprediksi”(interview with ina, 25 maret 2018)
“saya memprediksi text reading dengan memahami synonym karena dengan mudah mencari kata bersynonym”(interview with ulma, 25 maret 2018)
“saya memprediksi text reading dengan memahami example karena dengan melihat contoh saya sudah bisa memprediksi”(interview with roma 25 maret 2018)
“saya memprediksi text reading dengan memahami antonym”(interwview with ilham 25 maret 2018)
3. How the students to predict the text.
Before the teacher gives a text about the narrative text, the teacher explains how the tudents predicted the text. There are several ways students predict the text. The following explanation how the students predict the text in the given teacher.
a. The first explanation about how the students predict, students can predict the text by looking at the title, example thet text tells about Rabbit and turtles. Then students will predict the story of cinderella and they describe the story in paragraph form.
b. The seconds explanation, students can predict the text by looking at the picture. Maybe by looking at the picture of the students will more easily predict the expsting story in the picture but the picture in the text should be more clear because it will facilitate students in predicting the text.
Then the students will parse word for word to tell the text that there is his picture.
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c. The third explanation, students can predict the text by looking at the paragraph in bold or underlined and then the students may be mire understanding that will predicted.
d. Teh fourth explanation, students can predict by looking at the context clues. Example in the text there is synonym r antonym the the students wiil predict the text. Maybe this way of predicting loooks difficult but may also be too easy for the way they predict.
e. And the last explanation, students can predict the text by looking at the keyword. Example in the text there are keyword such as anger, crying, working or singing. Maybe how to predict by looking at the keywords will look easy but the keywords in the text should be understood because if they do not understood then what they predicted can’t teachers understood.
By looking at several ways of predicting above, the researcher concludes that predicting in the sense of the word quessing what the students know the contents of the text. When the students predict a text then students conclude in paragraph form, at least students conclude five paragraphs. Students are free to make what they predict but students must really understand the text. If the students already understand the text it will be easier for the students in predicting/
4. Prediction
Predicting by using picture is a strategy which has a high possibility in helping students’ reading achievement. Prediction is the prior elimination of unlikely alternatives. It is the core of reading. All of our prior knowledge of places and situations enable us to predict when we read and thus to comprehend and enjoy what we read. Predicting brings potential meaning to text and reducing ambiguity. The predicting strategy activates students’
prior knowledge and starts engagement with key concepts. It 6 activates prior knowledge and shows students that they were smart enough to figure things out in reading.
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Students can be able to brainstorm how the information fits in with their previous knowledge. They learn to make connections between their own prior knowledge and the ideas in the text. It is helpful for students to see that sometimes their predictions were off and they have to stop think and might be revise their prediction. Predicting and revising also assist students in thinking while they read, they paid attention to see whether they right in their prediction or not. Giving the students time to revise their prediction support them to reread an important component of completely comprehension.
According to Moreillon (2007:76) Predicting by using picture is a strategy which has a high possibility in helping students’ reading achievement. Through this strategy, students find clues or connecting points. All of our prior knowledge of places and situations enable us to predict when we read and thus to comprehend and enjoy what we read.
Predicting brings potential meaning to text and reducing ambiguity. The predicting strategy activates students’ prior knowledge and starts engagement with key concepts. It activates prior knowledge and shows students that they were smart enough to figure things out in reading.
5. Information
Information, in its most restricted technical sense, is a sequence of symbols that can be interpreted as a message. It is attributing inherent in and communicated by one of two or more alternative sequence or arrangements of something that produce specific effects.