Reading Comprehension
4. The Result of the Students’ Activeness in Teaching and Learning Process
The result of observation of the students’ activeness in teaching and learning process toward the application of ontextual Guessing Technique increases the students’ reading comprehension at the first year students of of SMP Neg. 4 Ballengeng Kab. Bulukumba in class VIII B which is conducted in 2 cycles during 8 meetings is taken by the observer through observation sheet. It can be seen clearly through the following table:
Table 4 : The observation result of the students’ activeness in learning process.
Cycle
Meetings
Average Score
I II III IV
Cycle I 32,29% 48,95% 57,29% 70,83% 52,34%
Cycle II
71,87% 78,12% 83,33% 86,45%
79,94%
The result above is formulated based on the technique of data analysis and the students’ scores that are collected through observation sheet. From the table above shows that in cycle I the students’ activeness in each meeting
increases significantly. It can be seen clearly in table that the students’ activeness in the fourth meeting is higher than the first, the second and the third meeting, where the first meeting in cycle I the students’ activeness is 27.14% and it increases to 40.71% in the second meeting, and then students’ activeness in the third meeting is 47.85% increases to 56.42% in the forth meeting, So the average of the students’ activeness in cycle I Is 43.03%
In cycle II the increase of the students’ activeness is up and down.
Where in the first meeting in cycle II the students’ activeness is 58.57% increase to 64.28% in the second meeting and it is higher than the first meeting. In the third meeting in cycle II the students’ activeness decrease to 67.85%.it is caused by the discussed topic is not interested for students. Then in the forth meeting the students’ activeness increases to 70.71%. This is caused by the teaching material is really interesting for the students and the teacher gives them game when opens the class. So the average of the students’ activeness in cycle II is 65.35%. Later, the result is presented in the chart below that shows the average of student’
activeness in the first cycle and the second cycle.
0.00 10.00 20.00 30.00 40.00 50.00 60.00 70.00 80.00 90.00 100.00
STUDENTS' ACTIVENESS 52.34
79.94
27.60
CYCLE I CYCLE II INCREASE
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Figure 4: The observation result of the students’ activeness in learning process.
The chart above shows that there is increase of students’ activeness in teaching and learning process where in cycle I is (52,34%) lower than cycle II, but after conducting cycle II the students’ activeness in learning process becomes (79,94%). (Cycle I < Cycle II). The increase of students’
activeness from cycle 1 to cycle 2 is (27,60%) B. Discussion
The research finding indicated that the students’ reading skill through contextual guessing technique showed the improvement.
The researcher has changed the activity more interesting in cycle 2 so that students could show the improvement in the first cycle the researcher gave less explanation about contextual guessing technique to students’ but in cycle 2 students’ really enjoy the contextual guessing technique because the researcher gave explanation intensively and giving more chance for students.
At the first, students were lazy to participate in contextual guessing technique but the researcher usually encourages them and made contextual guessing technique more interesting by choosing fun material. As a result students became enjoy and fun in learning process.
Based on the result of data analysis of the students’ reading comprehension of of Neg. 4 Ballengeng the writer would like to explain learning process in two cycle consisted of eight meetings that researcher could explain as foolow as:
1. At the first meeting, the teacher intoruduced the topic before the process of teaching reading. And the teacher asked the students about the topic, what they know about the topic by seeing the related words. Teacher writes one word on the white board and let them to guess the meaning of the words..
The students’ students’ predicted the words that will associated with the topic. After that the teacher asked the students to brainstorming all the words they associated with the topic and translated the word in Indonesia.
The teacher teacher asked the students to read the text reading and discuss organization of a story has a beginning, middle or and. Teacher give conclusion from the topic.
2. The second meeting, the teacher flashback about the last material. And the teacher Let guess the words and gave explanation for the students’ about all the words in guess and translated in Indonesia. Then teacher introduced the topic and asked the students’ what they know about the topic and the students to complicated the word, students can asked the meaning of unfamiliar words and teacher explained the meaning by using mind mapping. Teacher asked the students to read the test and telling the story base their understanding. Teacher gave conclusion from the topic.
3. The third meeting, the teacher introduced the new topic. Teacher gave assignments to the students base on the teaching material (class survey).
Then the teacher writes the topic on white board. And the teacher asked the students to think of ideas that might be related to the topic. The next, the teacher write one word in white board and the students’ make a
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mapping word base the word on the white board. The students brainstorming all words them associate with the topic and translated in Indonesia. The students’ read the text and discuss organization of a story had a beginning, middle or and. Teacher gave conclusion to all the assignment.
4. The fourth meeting, the teacher give word in the white board base on the topic and brainstorming the word and translated in Indonesia. And then the teacher writes the topic in central of network and students predicted the words that would the associated with the topic. Teacher gaves the reading test about and the student’s discuss organization of the story. The teacher checks all the students’ assignment and prepares evaluation in cycle I.
5. The fifth meeting, the teacher putting the students’ in groups with four or five members. The teacher explained the word to guess and makes the mapping words based on the topic and asked the groups to brainstorming all the words with the topic and translated in Indonesia. The teacher gave the reading text to the groups and every group discuss organization of the text has a beginning, middle or and. Teacher gave conclusion from the topic.
6. The sixth meeting, the teacher checked the students’ groups and introduced the topic. The teacher make guess words and every groups completed the mapping words and asked the teacher the meaning of unfamiliar words and the teacher explained the meaning by using mind
mapping. Gave the students’ reading test and every group telling the story base on their understanding. Teacher gave a conclusion from the topic.
7. The seventh meeting, the teacher checked the students’ groups. Teacher gave assignment (class survey) to every groups based on the teaching material. The teacher asked the students to brainstorming all the words they associated with the topic and translated in Indonesia. The teacher gave the reading text and every groups discussed organization of the story has a beginning, middle or and. Teacher gave a conclusion from the assignment (class survey).
8. The eight meeting, the teacher introduceed the new topic and makes a guess words based on the text. Asked the students to brainstorming the words they associated with the topic and translated in Indonesia. Gave the students reading text and every group telling the story based they understanding and answered the question based the text. Teacher gave a conclusion.
After final test cycle I and cycle II, the researher could know how this researcher succeds, and how the students mean score improved significance from low to high. This hresearcher showed the significance improvement. Where, the mean score in second cycle higher than the first cycle.
This score taken from students’ correct answer calculating by using mean score in data analysis. After that, the researcher used the score of sycle I and cycle II to find out the students’ improvement percentage. It means that the students’
achievement in reading comprehension improvement using guessing technique.
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CHAPTER V
CONCLUSION AND SUGGESTION