Suggestion - AND SUGGESTION - PDF THE USE OF CONSTRUCTION INTEGRATION MODEL TO IMPROVE STUDENTS

CHAPTER V.CONCLUSION AND SUGGESTION

B. Suggestion

To improve the reading comprehension command of the students, the researcher puts forward these suggestions:

1. The researchers in the future are suggested that they develop these research findings to investigate the reading comprehension in any level of students, especially senior high school level. Moreover, the use of classroom action research as research design can be first research implication to secure the issues or problem in improving the students’

reading comprehension.

2. The students is also more cheerful to get active independent and diligent to follow the class. They can do all their activities together and also share their information to each other.

3. The researcher conducts similar researches for getting better result of the research, so that the students get increase in their learning.

BIBLIOGRAPHY

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Bower (Eds.), The Psychology of Learning and Motivation: Inferences and Text Comprehension (pp. 1–16). New York: Academic.Students’ Learning with Hypermedia. Journal of Educational Psychology, 96, 523–535.

Brother. ( 1962). Volume 10,11,12, New Jersey. Laid Law Brother Published.

Burn. (1984). Teaching Reading Today’s Elementary School. Horghten Mifflin Company: Boston.

Carnine, in ikbal, (2011). Direct Interaction Reading Second Edition USA. Merill Publishing Company.

Carrel and Patricia. (1988). Interactive Approach to Second Language Reading.

New York: Cambridge University press.

Cathleen. (1991). AnOverview of Construction Integration Model: a Theory of Comprehension as a Foundation for a New Cognitive Architecture. New York: Sigart.

Dolores in Aulia, (2005). Improving The Students’ Reading Ability By Using Directed Activities Related to The Text. Makassar: UMM.

Elliot in Adnan. (2010). Metode Penelitian.. Malang: UM Press

Gay. (1981). Education Research. Columbus: Charless E Merill Publishing Company.

Goodman. (1979). Ten Steps to Building College Reading Skills. Townsend:

Townsend Press.

Goldman, S. R. (1996). Extending Capacity – Constrained Construction Integration: Toward “smarter” and Flexible Models of Text Comprehension. In B.K.Briton and A. C. Graesser , Models of understanding text (pp. 73-114). Mahwah, NJ. Lawrence Erlbaum Associates, Inc.

Grasser, A. C., Singer, M., & Trabasso, T. (1994). Constructing Inferences during Narrative Text Comprehension. Psychological Review, 101, 371–395.

Harmer. (1953). The Practice of English Language Teaching. New York:

Longman Inc.

Harmer . (2007). How to Teach English. England: Longman.

Harrist. (1980). How to Increase Reading Ability. A guide to Developmental and Remedial Method, Seven Edition Revise and Enlarged. New York:

Longman Publisher Inc.

Hecklemen, R.G. (1969). A Neurological-Impress Method of Remedial Reading Instruction Academic Theraphy Journal (Online), Vol. 4, 227-282.

Kintsch, W. (1998). Comprehension: A Paradigm for Cognition. Cambridge, England: Cambridge University Press.

Layman. (2000). The Responsive Classroom Discussion. Maryland: University of Maryland College of Education.

Lewin. (1948). Second Language Teacher Education. England: Cambridge University Press.

Mayer (2003). Reading Comprenhension Levels. Cambridge University Press.

McNamara, D. S., & Kintsch, W. (1996). Learning from text: Effects of Prior Knowledgeand Text Coherence. Discourse Processes, 22, 247–287.

Nunan. (1989). Designing Tasks for Communicative Classroom. Cambridge:

Cambridge University Press.

Nunan. (1990). Classroom Action Research. Retrievedfrom:

http://technologysource.org/extra/113/definition/3/.

Nuttal. (1998). Teaching Reading Skill in A Foreign Language. Bedford:

Heinemann English Teaching.

Patricia in Simanjuntak. (1987). Metode Penelitian Tindakan Kelas. Bandung Remaja Rosdakarya.

Richard. (1998). Extensive Reading In Second Language Classroom. Cambridge University Press.

Shapiro. (1944). A Study Of Repeated Name Penalty. Journal of Skilled Readers Make Better Use of Anaphora.

Sudjana. (1990). Metode Statistika. Bandung: PT. Gramedia.

Sudjana. (2010). Penelitian dan Penilaian Pendididkan. Cetvi. Bandung: Sinar Baru Algensindo.

Thinker, MA and Mc. Collough. (1975). Teaching Elementary Ready. New Jersey: New Jersey Practice.

Verezub. (2012). Construction Integration Model: Teaching Reading Strategies;

Reading Comprehension: Swinburne University of Technology.

Woryodijoyo. (2009). Strategi Pendidikan dan Tehniknya. Jakarta: Depdikbud.

Appendix A Cycle 1

RENCANA PELAKSANAAN PEMBELAJARAN

Nama Sekolah : Madrasah Aliyah Muhammadiyah Limbung Kelas/Semester : X/1

Aspek/skill : Reading (Membaca) Alokasi waktu : 2 x 45 menit

Standar Kompetensi : Memahami makna teks tulis fungsional pendek dan essay sederhana berbentuk narrative, recount, procedure dalam konteks kehidupan sehari hari dan untuk mengakses ilmu pengetahuan.

Kompetensi Dasar : Merespon makna dan langkah langkah retorika dalam menggunakan teks tulis essay secara akurat, lancar dan berterima dalam konteks kehidupan sehari hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk narrative, recount and procedure.

Indikator :-Mengindentifikasi ide pokok teks narasi yang telah dibaca -Memahami isi teks berbentuk narative

-Mengindentifikasi berbagai makna teksS A. Tujuan Pembelajaran

Pada akhir pembelajaran siswa dapat :

- Memahami makna teks essay yang berbentuk narrative.

- Mampu menemukan ide pokok teks yang di baca.

- Mengidentifikasi berbagai makna dalam teks narrative.

B. Materi Pembelajaran

a. Teks essei pendek berbentuknarrative Lake Toba

Long time ago, there was a boy who roamed around the world. He stayed near a river.

One afternoon, he fished near the river and got a very big fish. He felt happy and surprised. Then he brought it home. The fish changed into a beautiful woman.

And the scales of fish became gold coins. They got married. The boy promised not to tell the origin of his wife to other people. They had a son but he was very naughty and lazy. Once day, the son was ordered to send meal to his father who was working in the farm. On the way the son ate some of meal and left the rest for his father. Thus, his father got angry, so he hit his son and said, “how naughty you are. No wonder, you are really a fish child!” the son told his mother what his father said. The woman was sad because her husband had broken his promise.

Finally, the woman went away and jump into the river. When the woman jumped into the river, it was raining heavily. The river was flooded. Then the area around the river become a large lake. Now, People call it Lake Toba.

b. Kosa kata terkait teks narrative

- Long time ago - gold coins

- River - no wonder

- Fish - naughty

- Farm - etc

c. Ciri kebahasaan teks narrative

Menggunakan kalimat bentuk past tense

Misalnya : - there was a boy who roamed around the world -The fish changed into a beautiful woman - etc

C. Metode Pembelajaran: Construction Integration Model

D. Langkah-langkah Kegiatan Pembelajaran.

No Langkah-Langkah Pembelajaran Waktu

1 Pertemuan 1 (2 x 45 menit) 1. Kegiatan awal

- Salam dan doa

- Tanya jawab tentang kondisi siswa

- Memotivasi siswa akan pentingnya menguasai materi - Menginformasikan kepada siswa manfaat keterampilan

membaca.

2. Kegiatan Inti

- Guru menjelaskan metode yang akan di gunakan yaitu Construction Integration Model.

- Guru memperkenalkan topic yang akan dibahas.

- Guru membagikan teks kepada siswa dan memberikan

15 menit

60 menit

instruksi untuk memprediksikan maksud dari judul bacaan tersebut.

- Siswa diminta untuk mengerjakan teks tersebut secara individu.

- Siswa diminta untuk mengungkapkan apa saja yang mereka ketahui tentang main idea, supporting detail, yakni yang berhubungan dengan bacaan misalnya:

nama, tempat kejadian, tanggal dan kapan terjadinya.

- Guru meminta siswa untuk menyimpulkan apa yang mereka temukan dalam bacaan tersebut sesuai dengan bahasa sendiri.

3. Kegiatan Akhir

- Menanyakan kesulitan siswa selama proses belajar mengajar

- Guru menyimpulkan materi yang telah di ajarkan - Guru menutup kegiatan pembelajaran

15 Menit

E. Sumber pembelajaran

- Book and Tape Script Look Ahead X - Conversation for everyday situations F. Penilaian

Teknik : Tes tulis

Bentuk : Membaca nyaring dan Pertanyaan tertulis I. Instrumen

a. Read the text carefully

b. Answer the following questions based on the text above!!

1. What is the mind idea of the text ?

2. Explain by your own word about the mind idea you have found.

3. What are the meaning of :

a. Roamed e. Promised

b. Fished f. Went away

c. Scales g. Flooded

d. Naughty and lazy h. Meal 4. When the woman jumped into the river?

5. Make conclusion base on the text above!

Rubrik penilaian

No Criteria Score

1 2 3 4 5

1 Full and correct answer 20 20 20 20 20

2 Short answer 15 15 15 15 15

3 Incorrect answer 5 5 5 5 5

4 No answer 0 0 0 0 0

Students’ correct answer

Score = X 10 Maximun Scor

Makassar, 2013

Peneliti

Rismayanti

RENCANA PELAKSANAAN PEMBELAJARAN

Nama Sekolah : Madrasah Aliyah Muhammadiyah Limbung Kelas/Semester : X/1

Aspek/skill : Reading (Membaca) Alokasi waktu : 2 x 45 menit

Standar Kompetensi : Memahami makna teks tulis fungsional pendek dan essay sederhana berbentuk narrative, recount, procedure dalam konteks kehidupan sehari hari dan untuk mengakses ilmu pengetahuan.

Indikator :-Mengindentifikasi ide pokok teks narasi yang telah dibaca -Memahami isi teks berbentuk narative

-Mengindentifikasi berbagai makna teks A.Tujuan Pembelajaran

Pada akhir pembelajaran siswa dapat :

- Memahami makna teks essay yang berbentuk narrative.

- Mampu menemukan ide pokok teks yang di baca.

- Mengidentifikasi berbagai makna dalam teks narrative.

B. Materi Pembelajaran

a. Teks essei pendek berbentuk narrative Malin Kundang

Long time ago An old woman and her son lived in a little village. Her son was called Maim Kundang. They were very poor but they loved each other very much.

One day Malin Kundang told his mother that he would go to the town and work there. At first his mother did not allow him but finally she let him go with tears.

Malin Kundang worked hard in a big town and in a short time he become a rich man However he completely forgot his poor mother.

Some years later he sailed to a harbour near his village. When his mother heard about this news she came for meet him. Maim Kundang pretended not to know her. He said, ‘You are not my mother! Go away!” Hi mother become very sad and before she went away, she said, “Oh, Malin Kundang, you are wicked son. You’ll never be safe now. You and your money will turn to stone”.

Some days later his ship left the harbour. The sea was calm but when he reached the open sea, there was a great storm The ship was drowned Malin Kundang and his money changed into a stone.

Now people call it Batu Malin Kundang. We can see the stone from Air Manis, a village on the coast of West Sumatra, near Padang.

C. Metode Pembelajaran: Construction Integration Model.

D. Langkah-langkah Kegiatan Pembelajaran.

No Langkah-Langkah Pembelajaran Waktu

1 Pertemuan 1 (2 x 45 menit) A. 1. Kegiatan awal

- Salam dan doa

- Tanya jawab tentang kondisi siswa

- Memotivasi siswa akan pentingnya menguasai materi - Menginformasikan kepada siswa manfaat keterampilan

membaca.

B. 2. Kegiatan Inti

- Guru menjelaskan metode yang akan di gunakan yaitu Construction Integration Model.

- Guru memperkenalkan topic yang akan dibahas.

- Guru membagikan teks kepada siswa dan memberikan instruksi untuk memprediksikan maksud dari judul bacaan tersebut.

- Siswa diminta untuk mengerjakan teks tersebut secara individu.

- Siswa diminta untuk mengungkapkan apa saja yang mereka ketahui tentang main idea, supporting detail, yakni yang berhubungan dengan bacaan misalnya:

nama, tempat kejadian, tanggal dan kapan terjadinya.

- Guru meminta siswa untuk menyimpulkan apa yang 15 menit

60 menit

mereka temukan dalam bacaan tersebut sesuai dengan bahasa sendiri.

3. Kegiatan Akhir

- Menanyakan kesulitan siswa selama proses belajar mengajar

- Guru menyimpulkan materi yang telah di ajarkan - Guru menutup kegiatan pembelajaran

15 menit

E. Sumber pembelajaran

- Book and Tape Script Look Ahead X - Conversation for everyday situations F. Penilaian

Teknik : Tes tulis

Bentuk : Membaca nyaring dan Pertanyaan tertulis Instruments :

a. What is the mind idea the text about?

b. Explain by your own word about the mind idea you have found 1. They were very poor (paragraph 1 line 2)..the antonym of poor

is :

a. Big c. small

b. Rich d. large

2. Her mother said that Malin kundang is :

a. Kind son c. wicked son

b. Naughty son d. virtuous son

3. “Now people callit Batu Malin Kundang”(paragraph 6 line 1).

It refer to ….

a. Sea c. money

b. Ship d. stone

4. The moral value from the story is …………..

a. Don’t waste money

b. Respect your mother and don’t make her sad if you want the good life

c. Love is something that we must keep d. Be careful with your words

5. Make conclusion based on the text above!

Rubrik penilaian

No Criteria Score

1 2 3 4 5

1 Full and correct answer 20 20 20 20 20

2 Short answer 15 15 15 15 15

3 Incorrect answer 5 5 5 5 5

4 No answer 0 0 0 0 0

Students’ correct answer

Score = X 10 Maximun Score

Makassar, 2013

Peneliti

Rismayanti

RENCANA PELAKSANAAN PEMBELAJARAN

Nama Sekolah : Madrasah Aliyah Muhammadiyah Limbung Kelas/Semester : X/1

Aspek/skill : Reading (Membaca) Alokasi waktu : 2 x 45 menit

Standar Kompetensi : Memahami makna teks tulis fungsional pendek dan essay sederhana berbentuk narrative, recount, procedure dalam konteks kehidupan sehari hari dan untuk mengakses ilmu pengetahuan.

Indikator :-Mengindentifikasi ide pokok teks narasi yang telah dibaca -Memahami isi teks berbentuk narative

-Mengindentifikasi berbagai makna tsks

A. Tujuan Pembelajaran

Pada akhir pembelajaran siswa dapat :

- Memahami makna teks essay yang berbentuk narrative.

- Mampu menemukan ide pokok teks yang di baca.

- Mengidentifikasi berbagai makna dalam teks narrative.

B. Materi Pembelajaran

Teks esei pendek berbentuk narative

Summer holiday

Last summer holiday, my family and I spent one night at the countryside. We stayed in a small house. It had a big garden with lots of colorful flowers and a swimming pool.

First. We made a fire in front of the house. Then, we sat around the fire and sang lots of song together. After that, we came into the house and had dinner.

Next, we sat in the living room and watched a movie. Finally, everybody fell asleep there.

We woke up very late in the morning and had breakfast. In the afternoon we went home. We were all very happy.

C. Metode Pembelajaran: Construction Integration Model

D. Langkah-langkah Kegiatan Pembelajaran.

No Langkah-Langkah Pembelajaran Waktu

1 Pertemuan 1 (2 x 45 menit) 1. 1. Kegiatan awal

- Salam dan doa

- Tanya jawab tentang kondisi siswa

- Memotivasi siswa akan pentingnya menguasai materi

15 menit

- Menginformasikan kepada siswa manfaat keterampilan membaca.

2. Kegiatan Inti

- Guru menjelaskan metode yang akan di gunakan yaitu Construction Integration Model.

- Guru memperkenalkan topic yang akan dibahas.

- Guru membagikan teks kepada siswa dan memberikan instruksi untuk memprediksikan maksud dari judul bacaan tersebut.

- Siswa diminta untuk mengerjakan teks tersebut secara individu.

- Siswa diminta untuk mengungkapkan apa saja yang mereka ketahui tentang main idea, supporting detail, yakni yang berhubungan dengan bacaan misalnya:

nama, tempat kejadian, tanggal dan kapan terjadinya.

- Guru meminta siswa untuk menyimpulkan apa yang mereka temukan dalam bacaan tersebut sesuai dengan bahasa sendiri.

e. Kegiatan Akhir

- Menanyakan kesulitan siswa selama proses belajar mengajar

- Guru menyimpulkan materi yang telah di ajarkan - Guru menutup kegiatan pembelajaran

60 menit

15 menit

E. Sumber pembelajaran

- Book and Tape Script Look Ahead X - Conversation for everyday situations F. Penilaian

Teknik : Tes tulis

Bentuk : Membaca nyaring dan Pertanyaan tertulis Instruments :

a. Read the text carefully!

b. What is the mind idea the text about?

c. Explain by your own word about the mind idea you have found.

d. Make conclusion base on the text above!

Rubrik penilaian

No Criteria Score

1 2 3 4 5

1 Full and correct answer 20 20 20 20 20

2 Short answer 15 15 15 15 15

3 Incorrect answer 5 5 5 5 5

4 No answer 0 0 0 0 0

Students’ correct answer

Score = X 10 Maximun Score

Makassar, 2013 Peneliti

Rismayanti

RENCANA PELAKSANAAN PEMBELAJARAN

Nama Sekolah : Madrasah Aliyah Muhammadiyah Limbung Kelas/Semester : X/1

Aspek/skill : Reading (Membaca) Alokasi waktu : 2 x 45 menit

Standar Kompetensi : Memahami makna teks tulis fungsional pendek dan essay sederhana berbentuk narrative, recount, procedure dalam konteks kehidupan sehari hari dan untuk mengakses ilmu pengetahuan.

Indikator :-Mengindentifikasi ide pokok teks narasi yang telah dibaca -Memahami isi teks berbentuk narative

-Mengindentifikasi berbagai makna tsks A. Tujuan Pembelajaran

Pada akhir pembelajaran siswa dapat :

- Memahami makna teks essay yang berbentuk narrative.

- Mampu menemukan ide pokok teks yang di baca.

- Mengidentifikasi berbagai makna dalam teks narrative.

B. Materi Pembelajaran

Mouse Deer and Tiger

One upon a time, there was a mouse deer living in a forest. Although he was small, he wasn’t afraid of the other bigger animals who wanted to eat him. He was so smart; he always managed to ditch them. One day, a tiger was wandering around for food. He hadn't been eating for days. He was really hungry. While he was walking in the forest, he saw Mouse Deer. The tiger wanted to eat him.

Tiger slowly ducked, crawled, approaching Mouse Deer, then..."Gotcha!"

said Tiger. He caught Mouse Deer. “Hello, Mouse Deer! I’m really hungry right now. You’ll be my lunch!” said Tiger. Mouse Deer didn’t want to be his lunch.

He tried to be calm. He looked around and saw some buffalo’s dung. He had an idea. “I’m sorry, Tiger. I can’t be your lunch now. The King has ordered me to guard his cake,” said Mouse Deer calmly. “His cake?” said Tiger curiously. “Yes, there it is. It’s very delicious. The King doesn’t want anyone else to eat it, so he ordered me to guard it,” Mouse Deer pointed the buffalo’s dung. “Can I taste it?”

Tiger asked. “Of course you can’t. The King would be very angry,” said Mouse Deer refused. “Just one little bite, Mouse Deer! The King will never know,” said Tiger. “Well, okay, Tiger. But first let me run far away, so the King won’t blame me,” said Mouse Deer. “All right, Mouse deer. You can go now.” Mouse Deerran quickly out of sight. Tiger then took a big mouthful of the ‘cake’. “Phoooey!” He spit it out. “Yuck, that’s not cake. That’s buffalo’s dung.”

Tiger ran through the forest. He caught up with Mouse Deer. “Mouse Deer, you tricked me. But now you will bemy lunch.” Mouse Deer looked around and saw a wasp nest in a tree. “I’m sorry, Tiger. I can’t be your lunch now. The King has ordered me to guard his drum,” said Mouse Deer calmly. “His drum?”

said Tiger curiously. “Yes, there it is. It has the best sound in the world. The King doesn’t want anyone else to hit it,” Mouse Deer pointed the wasp nest. “Can I hit the King’s drum?” Tiger asked. “Of course you can’t. The King would be very angry,” said Mouse Deer refused. “Just one little hit, Mouse Deer! The King will never know,” said Tiger. ”Well, all right, Tiger. But first let me run far away, so the King won’t blame me,” said Mouse Deer. “All right, Mouse Deer. You can go now.” Mouse Deer ran quickly out of sight. Tiger then reached up and hit the wasp nest.Bzzzzzzz…! “Ouch…ouch! That’s not a drum. That a wasp nests!”

Tiger ran away. But the wasps keep following him. He came to the river.

He jumped in and stayed underwater as long as he could. At last the wasps went away. Then he jumped out. He ran through the forest till he found Mouse Deer.

“Mouse Deer, you tricked me again. But now you will be my lunch.” Mouse Deer looked around and saw a cobra. The snake was coiled asleep on the ground. “I’m sorry, Tiger. I can’t be your lunch now. The King has ordered me to guard his belt,” said Mouse Deer calmly. “His belt?” said Tiger curiously. “Yes. There it is.

It’s the best belt in the world. The King doesn’t want anyone else to wear it,”

Mouse Deer pointed the cobra. “Can I wear it?” Tiger asked. “Of course you can’t. The King would be very angry,” said Mouse Deer refused. “Just for one moment, Mouse Deer! The King will never know,” said Tiger. ”Well, all right,

Tiger. But first let me run far away, so the King won’t blame me,” said Mouse Deer. “All right, Mouse Deer. You can go now.” Mouse Deer ran quickly out of sight. Tiger then took the snake and started to warp it around himself. The cobra woke up. It squeezed Tiger and bit him. SSssssstt! “Oouch! Ow! Ooow! That’s not a belt! That’s a cobra! Help! Mouse Deer! Help!” But Mouse Deer was already far away. He laughed aloud. Mouse Deer was safe from Tiger now.

C. Metode Pembelajaran: Construction Integration Model

D. Langkah-langkah Kegiatan Pembelajaran.

No Langkah-Langkah Pembelajaran Waktu

1 Pertemuan 1 (2 x 45 menit) 1. 1. Kegiatan awal

- Salam dan doa

- Tanya jawab tentang kondisi siswa

- Memotivasi siswa akan pentingnya menguasai materi - Menginformasikan kepada siswa manfaat keterampilan

membaca.

2. Kegiatan Inti

- Guru menjelaskan metode yang akan di gunakan yaitu Construction Integration Model.

- Guru memperkenalkan topic yang akan dibahas.

- Guru membagikan teks kepada siswa dan memberikan instruksi untuk memprediksikan maksud dari judul

15 menit

60 menit

Dalam dokumen PDF THE USE OF CONSTRUCTION INTEGRATION MODEL TO IMPROVE STUDENTS ... - Unismuh (Halaman 64-138)