CHAPTER III RESEARCH METHOD RESEARCH METHOD
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B. Discussion
The present research focuses on Improving the Students‟ Reading Skill by using Preview, Ask Questions, Read And Summarize (PARS) Strategy at SMA Al-Ashriyah Sesela. Research used tests to collect data and observe all learning activities using observation sheets that is used to observe the implementation of the action. The indicators observed are the presence, attention, and seriousness of students in participating in the teaching and learning process of reading skills using the PARS strategy.
In this study, there were two cycles, namely cycle 1 and cycle 2. Each cycle consisted of planning, action and observation, and reflection. In cycle 1 the researcher interprets what the PARS strategy is and the steps. in cycle 2 the researcher did the same thing but emphasized more on giving examples using the PARS strategy and correcting the lack of steps in cycle 1. To make it easier for students to understand the material, the researchers used handouts. The researcher
made handouts about material for students that could be taken from English textbooks for Class Xl SMA. In taking the text, the researcher chose appropriate materials such as reading texts that were relevant for high school students, especially grade II students at Al-Ashriyah Sesela Senior High School. The reason were helped them to understand the lesson and catching their attention so that they were interested in the materials. Before taking action, the researcher made a lesson plan and discussed the lesson plan and materials with the English teacher.
The research findings show that. there is an increase in student scores before the implementation of the PARS strategy and after using the PARS strategy.
Before being given treatment to students, students' reading ability was low. This can be seen from the results of the frequency and percentage of students' scores on the pre-test is 59.47. in the pre-test only 2 students who scored more than the average with a percentage of 11% of students got very bad scores. This shows that students are lazy, bored and not interested in learning to read more. Most students have difficulty in reading because they are lazy and bored with carrying a dictionary and are not serious in the learning process.
After applying the PARS strategy in the post-test cycle 1, the student's score was 71.05. In the post-test cycle 1, there were 7 students who scored more than the average with 37%. In addition, the value in the post-test cycle 2 is 85.78. with 85% of the 16 students who have scores above the average. this means that students' reading comprehension increases after the implementation of the PARS strategy. This is because when the researcher taught reading by applying the PARS Strategy, he asked each student to read the recount text. The researcher
gave an interesting story to the students. So that it makes students enthusiastic to read it and makes them better understand what the text is talking about. Then from the observations of teacher and student activities during the teaching and learning process before the implementation of the PARS strategy, the enthusiasm of teachers and students can be categorized quite well. Conditions and situations in the classroom are monitored to be conducive. however, there are several aspects that need to be improved such as question and answer activities and several other things. then after the implementation of the PARS strategy the activities of teachers and students can be categorized as very good. meaning that the activities of teachers and students after the implementation of the PARS strategy increased.
the teaching and learning process is going very well.
The findings in the present research are similar with the study conducted by Nur Kamaria30 on the use of PARS strategy ti improving students reading skill.
She found that there was a significant influence of using the PARS strategy to improving students reading skill because there was an increase from the mean score of first test was 49.8% and mean score of last test was 77.75%. In addition, Mita Hardiyanti31 also has the same discovery in her research is the effect of applying the PARS strategy on students reading achievement. there was an outstanding effect on the students' reading achievement in narative text after being taught with the PARS strategy because the reaction showed that T-Observe was
30 Nur Kamaria, The Students’ Reading Skills By Using Preview, Ask Question, Read and Summarize (PARS) Strategy Of The Second Grade Students Of MTS.Guppikalimbua Kab.Enrekang (Classroom Action Research). English Program Tarbiyah And Adab Department State Islamic Institute (IAIN) Parepare (2018).
31 Mita Hardiyanti. The Effect Of Applying Preview,Ask Question, Read and Summarize (PARS) Strategy On The Students’ Reading Achievement In Narrative Text. The Faculty Of Teacher Training and Education University Of Muhammadiyah Sumatera Utara Medan (2018).
2.32 and T-table was 2.00 at α = 0.05, and df = 57. The reality showed that T- Observe was greater than T-table (2.32>2.00).
Another research that has similar findings to present research is the study by Iha Syafrotul Fadilah (2018)32 on Effectiveness Of Preview, Ask Question, Read and Summarize On Students‟ Reading Comprehension The result of this research is that the average score of to = 4. 34 is bigger than tt = 1.67 and 2.39 with level significant of 5% or 1%. Since the to is bigger than tt, so there is effectiveness of preview, ask question, read and summarize on students‟ reading comprehension.
That the students‟ reading skill who use preview, ask question, read and summarize strategy achieve better performance than those who do not preview, ask question, read and summarize strategy.
In conclusion, the present research found that the use of the PARS strategy can help students‟ reading skill. It has been supported by previous research who
also found the use of the PARS strategy to be effective to improving reading skill.
Finally, the researcher concluded that the results of the statistical analysis showed that the use of the PARS strategy was able to improve students' reading skills. So, the use of PARS Strategy is effective to improve students' reading skills. This shows that the use of PARS Strategy is carried out in the treatment of success. Because some students' reading skills are developed or improved when comparing the average score of the first test and the last test. The success of
32 Iha Syafrotul Fadilah, The Effectiveness Of Preview, Ask Question, Read and Summarize On Students’ Reading Comprehension. The State Islamic University of Sultan Maulana Hasanuddin Banten in the academic year 2018/2019.
research on the use of the PARS Strategy can be carried out in schools because English teachers must be creative in developing teaching materials, where they can use various techniques in learning English in general and especially in reading.
CHAPTER V
CONCLUSION AND SUGGESTION A. Conclusion
Based on the data analysis which are presented in the previous chapter, showed that the students‟ achievement were taught by PARS Strategy in reading recount text was higher than the students who were taught without applying the PARS Strategy. The researcher conclude from cycle I and cycle II. From the research, the researcher seen that the students are still get some difficulties in reading a text, they get difficulties in translating the words. Through PARS strategy, its help the students to find the key word of the text that the students read. So, the students can be easier to undertstand the text that they have been read. There is a significant influence of using PARS strategy in improving students‟ reading skill for the second grade students of SMA Al-Ashriyah. It can be seen from the score of pre-test and post-test which are increased from the result of the calculation in two cycles. Based on the calculation that the mean of post- test is greater than the mean of pre-test. The mean of post-test is 71.05 and the pre-test is 59.47. in cycle II, the mean of post-test is higher than the post-test cycle I. the mean of post-test cycle 2 is 85.78. It means that there was an improvement of students‟ reading skill by using PARS strategy. In addition, the success rate in the cycle 2 is greater than the success rate in the cycle 1, from 37% to 85% . there was a significant influence on the cycle I up to cycle II. It means that the use of PARS startegy in teaching reading skill was succesful.