CHAPTER I INTRODUCTION
D. Concept Of Reading
6. Reading Comprehension
d). Re-orientation It tells what the story has told or tells again the character and contains the message of moral value to the readers. Those elements must exist in narrative text. It gives more explanation in order to make the story clear and understandable.
e) Evaluation This part can be joined in orientation part. It contains the narrative begin. Evolution tells about the time and place of the event being storied.
4). Characteristics of Narrative Text
a). Using the past tense (except in conversation)
b). Accompanied by an adverb of time (a long time ago, on a day, etc.) c). Conjunction of time ( then, suddenly)
d). Action verb e).Direct sentence
f).Specific characteristics
The process of constructing meaning depends on the individual competencies, such as experience and how to interpret the text. One of the goals Reading is comprehension.
Reading can help people to improve their comprehension. Comprehension can be meant the process by which a person understands the meaning of written or spoken language. According to Blachowicz and Ogle in Yazdani and Mohammadi (2015) state that reading comprehension is a process demanding skill and strategies. Klingner (2007) states that reading comprehension involves much more that readers responses to text. Reading comprehension is a multi of component, highly complex process that involves many interaction between readers and what they bring to the text (previous knowledge, strategy use) as well as variables related to the text its self (interest in text, understanding of text types). Paragraphs above defined the definitions of reading and comprehension.
We can combine into briefly definition about reading comprehension. Reading comprehension is about relating prior knowledge to new knowledge contained in written texts. Prior knowledge, in turn, depends on lived experience (Pang, et al, 2003).
According to Anderson in Klingner (2007:) defines reading comprehension is the process of constructing meaning by coordinating a number of complex process that include word reading, word and world knowledge and fluency. It meant that reading with comprehension has meaning that the reader is able to extract from the selection its essential facts and understanding, visualized
details and sense the readiness of facts. Reading Comprehension requires motivation, mental frameworks for holding ideas, concentration and good study techniques or strategies Good readers recognize and get meaning from word they see in print, and use their knowledge of the structure of the language to begin forming a mental nation of the topic.
b. The Levels of Reading Comprehension
Teaimah in Al-Sagaby and Allamankhrah (2014) classifies reading comprehension into three levels: comprehending the text, criticizing the text and interacting with the text. The others have identified reading levels suitable for Grade 4 stage and following stages:
1) Literal comprehension: This is called “reading on the lines”. It includes the skills of enriching vocabulary, identifying and remembering details, outlining the general idea stated in the text, understanding the organizational structure of the text, and following instructions.
2) Interpretative comprehension: This is called “reading between the lines”. It includes interpreting the figurative meanings of words, identifying the writer‟s main themes and point of views, drawing conclusions, outlining the central idea not stated in the text, interpreting feelings, and analyzing characters.
3) Applied comprehension: This is called “reading beyond the lines”. It includes the following skills: evaluating the writer‟s degree of accuracy in expressing ideas, distinguishing between facts and opinions, and finding
solutions to problems (Teaimah and AlSheibi in Al-Sagaby and Allamankhrah, 2014).
c. The Factors Influencing Reading Comprehension
Inside factors are divided into four components. The first is linguistic component (what the readers know about the language). When the students learn language, they learn three systems (Johnson in Goestina, 2016); they are:
1) Phonological Knowledge; It includes of the different phonemes (individual sounds) in the language.
2) Syntactic Knowledge; It refers to the orderly arrangement among words in sentence.
3) Semantic Knowledge; It refers to our knowledge of words‟ meaning. It is also includes our knowledge of the relationship among words.
E. Implementation of Edmodo in Reading Comprehension
In general reading comprehension online class, Edmodo can be used as an additional tool to provide more learning experiences (quizzes, assignments, exercises, discussion, etc.) outside classroom. The features of Edmodo highly promote independence or autonomous learning due to time constraints. They will also result in incidental learning as language acquisition process. As explained previously, Edmodo doesn’t only benefit teachers but also students (Warawudhi, 2017). Hence, below is the possible Edmodo implementation in reading comprehension online classes.
a. Attractive classroom
Reading comprehension is a receptive skill. Common reading classes, then, are seen as a passive online classroom since it only requires students to read.
However, the learners should not be regarded as “passive receivers of ideas and knowledge” (Looi & Yusop, 2011). One way to gain students’ engagement is to create active learning strategies through reading involving other “pedagogical methods such as in-class discussion, questioning, debate, and explaining” (Looi
& Yusop, 2011). Due to time constraint, Edmodo helps teachers to provide online quizzes (fill-in-the-blank, short answer, multiple answers, and true-false) which will make the online class be more interesting. According to Warawudhi (2017), the program is easy to use and it engages the students to get involved in outside online classroom. That way, the use of Edmodo nurtures the class to be attractive and further, because of the emergence of motivation in learning language, result in a lively language learning process.
b. Lifelong learning
Any regular classes must have duration or time limitation. In reading classes, it is not enough to learn only from teaching and learning session in a classroom.
Blended learning, then, helps the teacher to go beyond that boundary. In this case, Edmodo plays an important role to provide academic online resources which are relevant to the topics discussed in classroom.
In her research, Warawudhi (2017) found that the majority of the students could use and participate well on Edmodo interface by “doing quizzes, polls,
posts, making comments and sharing resources”, then uploading files and suggesting websites to other friends. It shows that the materials, quizzes, exercises, or other learning resources can be continually used by both the teachers and students. The teacher can use it for the next reading classes and the students can forward, share, and even recall their learning track as well as progress in Edmodo even if they already finish the class. This lifelong learning also promotes meaningful learning as believed by Santoso, Rochsantiningsih, &
Sujoko’s (2014) that “when students are provided with comprehensible linguistic inputs, some of the language will stick in their minds as part of the language acquisition process”.
c. More language exposure
Egarding comprehensive input mentioned above, the features in Edmodo allow teachers to provide unlimited exposures to the students which can be accessed anywhere and anytime. All learning resources can be stored and reused by the users. Thus, the input is various as the teacher can upload videos, links, exercises, and other documents to support the learning process. It is very beneficial for the language acquisition process so that the students will get an incidental learning as well as autonomous learning, not dependent to face-to-face classroom. The input is to overcome the problems encountered by the students who have “limited vocabularies, not knowing the communicative purpose of the text, still confused to find implicit information, lack of motivation, not having good media to support them” (Santoso, Rochsantiningsih, & Sujoko, 2014).
d. Social networking community
Rochsantiningsih, & Sujoko (2014) that Edmodo is the way teachers can create a micro blogging for their students, interactions between teacher and students, and students and students are also developed. This is supported by Warawudhi (2017) who argued that “with this program, class engagement and interaction between students and teacher were created” (p.157). In line with Krashen’s theory which believes that language is supposed to be learned through interaction or communication, Edmodo gives collaborative-learning environment among students and teacher in order to achieve meaning-making result.
It can be done through Edmodo post column which has comment section allowing students and teacher to have online discussion. This is highly supported by Looi & Yusop (2011); “Microblogging built in the social networking sites seems to have the potential to extend these possibilities by providing the platform to facilitate reading interactivity, develop autonomous learning and support meaning making activities.”
e. Auto grading system
Any regular classes must have duration or time limitation. In reading classes, it is not enough to learn only from teaching and learning session in a classroom.
Blended learning, then, helps the teacher to go beyond that boundary. In this case, Edmodo plays an important role to provide academic online resources which are relevant to the topics discussed in online classroom.
In her research, Warawudhi (2017) found that the majority of the students could use and participate well on Edmodo interface by “doing quizzes, polls, posts, making comments and sharing resources”, then uploading files and suggesting websites to other friends. It shows that the materials, quizzes, exercises, or other learning resources can be continually used by both the teachers and students. The teacher can use it for the next reading classes and the students can forward, share, and even recall their learning track as well as progress in Edmodo even if they already finish the class. This lifelong learning also promotes meaningful learning as believed by Santoso, Rochsantiningsih, &
Sujoko’s (2014) that “when students are provided with comprehensible linguistic inputs, some of the language will stick in their minds as part of the language acquisition process”.
F. Theoretical and Conceptual Frameworks
The figure explains the learning process of the use of edmodo for online- based learning on the student’s Reading Comprehension. The teacher can upload various audio, video, pictures, and text files. So, the student doesn’t feel bored in the learning process and gives their comment about the characteristics, theme, the moral messages of the legend. Then, students can read the legend text anywhere and anytime using the edmodo. So, the writer thought that the process would help
input the Materials that
are taught
Process Teaching reading
legend the using edmodo
Output The students’s reading narrative
text especially legend
Reading Comprehension materials and example
Identifying charateristics of
legend
Identifying theme of legend
Identifying the moral messages of legend Result
- There is an effect of edmodo application on the student’s reading comprehension
- There is an increase on Students’
reading comprehension after using edmodo Application
the student’s critical reading, especially in identifying characteristics, themes, and the moral message.
F. Hypothesis
In terms of thinking framework, the hypothesis of this research is:
Statement 1
Ho: There is no an effect of edmodo application on the student’s reading comprehension
H1: There is an effect of edmodo application on the student’s reading comprehension
Statement 2
Ho: There is no an increase in the student’s reading comprehension after using the edmodo application
H2: There is an increase on the student’s reading comprehension after using the edmodo application
CHAPTER III