strategy in improving the students’ reading comprehension. It is proved by the improvement of students’ participation in the first meeting of cycle I was 48,52%
and in the last meeting of cycle II students’ participation became 83,08%. It indicates that the application of Role, audience, Format And Topic (RAFT) strategy can stimulate the students’ activeness in teaching and learning process.
main idea and supporting idea. The improvement of such two indicators is explained in detail as follow:
a. Main idea
The result of the data analysis presented in the finding above shows that the mean score of the students’ main idea was getting higher from diagnostic test to cycle I and cycle II. In the diagnostic test the mean score was 36. 25.
This result was lower than the result in the cycle I was 52. 5. The improvement is 44. 82%. Then in the cycle II the students’ mean score was 75. By seeing the result of the students’ in the cycle II that was higher than both diagnostic test and cycle I indicate that the application of Using Role, audience, Format And Topic (RAFT) strategy could improve the students’ ability to identify the sequence details in reading comprehension significantly.
b. Supporting idea
The result of the data analysis showed that the mean score of the students’
in term of supporting idea was getting higher from diagnostic test to cycle I and cycle II. In the diagnostic test the mean score was 32.5. This result was lower than the result in the cycle I was 50. The improvement is 53.84%. Then in the cycle II the students’ mean score was 70.. By seeing the result of the students’
in the cycle II that was higher than both diagnostic test and cycle I indicate that the application of Using Role, audience, Format And Topic (RAFT) strategy could improve the students’ ability to identify Supporting idea in reading comprehension significantly.
In order to see the students’ score achievement of literal comprehension in any level of scoring classification, it is presented as follow:
2. The Improvement of the Students Interpretative comprehension
The result of the data analysis through the reading test showed that the students in Interpretative comprehension in terms of taking notes and cause- effect relationship improved significantly. It was indicated by the percentage of the result of the students’ diagnostic test and the percentage of the result of the students’ test in cycle I and II that were difference one another. The mean score of the students’ diagnostic test was 30. It is lower than the mean score of the students’ in cycle I was 43.75 and cycle II was 71. These scores were got from two indicators; main idea and supporting idea. The improvement of such two indicators are explained in detail as follow:
a. Summarizing
Based on the result of data analysis, it showed that the mean score of the students’ in term of summarizing was getting higher from diagnostic test to cycle I and cycle II. In the diagnostic test, before the application of Using Role, audience, Format And Topic (RAFT) strategy, the mean score was 30. This result was lower than the result in the cycle I was 43.75 with The improvement is 45.83%. Then in the cycle II the students’ mean score was 70 with percentage.
b. Conclusion
The result of the data analysis showed that the mean score of the students in terms of Taking Notes was getting higher from diagnostic test to cycle I and cycle II. In the diagnostic test the mean score was 5.05. The students’ mean score then got improved after conducting the action for four meetings. It was proved by the higher score of cycle 1 than diagnostic test was 30 with. The improvement is 45.83%. Then in
the cycle II the students’ mean score was higher than cycle 1. It became 70 .By seeing the result of the students’ in the cycle II that was higher than both diagnostic test and cycle I indicate that the application of Using Role, audience, Format And Topic (RAFT) strategy could improve the students’ ability to make summary in terms of Taking Notes significantly.
In order to see the students’ score achievement of Interpretative comprehension in any level of scoring classification, it is presented as follow:
3. The Implementation of Role, audience, Format And Topic (RAFT) strategy
The result of the students’ reading comprehension in teaching and learning process improved significantly through Using Role, audience, Format and Topic (RAFT) strategy in literal and interpretative reading comprehension.In literal and interpretative reading comprehensionin the first meeting of cycle I was under score and categories as poor and in the last meeting of cycle II was higher and classification as good and the students’
participation became good It indicates that the application of Using Role, audience, Format And Topic (RAFT) strategy can stimulate the students’
activeness in teaching and learning process.
Based on the explanation above, the writer concludes that the application of Using Role, audience, Format And Topic (RAFT) strategy in teaching reading comprehension could improve the students’ ability in literal comprehension and interpretative comprehension significantly. So, the target that was stated in the background to improve the students’ mean score
until 7.00 could be successfully achieved. In the other word, teaching reading comprehension through Role, audience, Format And Topic (RAFT) strategy is able to improve the students’ achievement at class VIII of SMP Negeri 2 Mangara Bombang.
A. Conclusion
After conducting the research about the implementation of Role, audience, Format And Topic (RAFT) strategy at SMPN 2 Manggarabombang Kab Takalar in class VIII b, based on the research finding in the previous chapter, the researcher can make conclusion as the following:
1. The use of Using Role, audience, Format And Topic (RAFT) strategy is able to improve main idea and supporting idea of the students literal at the second year students’ of SMPN 2 Manggarabombang Kab Takalar in cycle1 and the improvement main idea is 54.32%. and their supporting idea is 61.53%.
2. The use of Using Role, audience, Format And Topic (RAFT) strategy is able to improve summarizing and making conclusion of the students’ interpretative at the second year students’ of SMPN 2 Manggarabombang Kab Takalar in cycle1 and the improvement conclusion is 47.5%. and their summarizing is 60%.