Dalam penelitian ini, kuantitatif,; Sifat penulis dikorelasikan pada siswa kelas sepuluh MA Ma'arif NU 05 Sekampung. Hasil penelitian ini menunjukkan bahwa Media Induktif Kata Bergambar sebagai media memberikan hasil yang positif terhadap kemampuan pemahaman membaca siswa kelas X di MA Ma'arif NU 05 Sekampung. Tujuan dari penelitian ini adalah untuk mengetahui apakah penggunaan Picture Word Inductive Model (PWIM) akan mempengaruhi kemampuan membaca media di MA Ma'arif NU 05 Sekampung.
Penelitian ini merupakan penelitian kuantitatif yaitu hubungan antar variabel pada siswa Kelas X MA Ma'arif NU 05 Sekampung. Hasil penelitian ini menunjukkan bahwa Media Induktif Kata Bergambar (PWIM) sebagai media memberikan hasil yang positif dalam meningkatkan keterampilan menulis siswa kelas X MA Ma'arif NU 05 Sekampung. Kelima, kepada seluruh guru MA Ma'arif NU 05 Sekampung yang telah memberikan kesempatan kepada saya untuk melakukan penelitian ini.
INTRODUCTION
- Problem Identification
- Problem Limitation
- Formulation of the Problem
- The Objectives and Benefit of Study
- The Objectives of Study
- The Benefits of Research
- Prior Research
So, the author uses picture word inductive model on the students' reading comprehension skill under the tenth grade at MA Ma'arif NU 05 Sekampung. Is there any positive and significant effect of the use of picture word inductive model on the students' reading comprehension skills under the tenth grade at MA Ma'arif NU 05 Sekampung?. The purpose of this study is to know if there is a positive and significant effect of the use of picture word inductive model on the students' reading comprehension skill under the tenth grade at MA Ma'arif NU 05 Sekampung.
The students respond to picture word inductive model used by the teacher in teaching English, Especially in Reading Comprehension skill.
REVIEW OF THE RELATED THEORIES
- The Definition of Reading Comprehension Skill
- The Concept of Picture Word Inductive Model
- Theoretical Framework and Paradigm
- Research Hypotheses
The inductive model of figurative speech is used as a medium to teach reading comprehension skill because it is an effective tool to solve the problem in reading comprehension. Third, according to Rowena Douglas Picture Word Inductive Model (PWIM) is a language arts strategy that the teacher uses with two or three units per year. 17 Alien Colon and Sara Martinez, “Language Construction with the Inductive Model of Figurative Speech”, (Fordham University: New York), No.4, 2013.
So, the writer tries to offer a picture word inductive model for the student's reading comprehension skill. Based on the above paradigm, the writer hypothesizes that if the use of the inductive word picture model is effective, students. This means that there is a positive and significant effect of using the picture-word inductive model on the student's reading comprehension ability.
Conversely, if the use of the picture-word inductive model is not effective, this student's reading comprehension ability will be poor. This means that there is no positive and significant effect of using the picture-word inductive model on the student's reading comprehension ability. Ho: The use of the inductive Picture Word model did not affect students' reading comprehension skills in the tenth grade of MA Ma'arif NU 05 Sekampung in the academic year 2019/2020.
Ha : There is an effect of using the inductive Picture Word Model on the reading comprehension ability of students in the tenth grade of MA Ma'arif NU 05 Sekampung in the academic year 2019/2020. There is a positive and significant effect of using the inductive speech-language model towards students' reading comprehension skills in the tenth grade of MA Ma'arif NU 05 Sekampung.
RESEARCH METHODOLOGY
- The Operational Definition of Variable
- Independent Variable
- Dependent Variable
- Population, Sample and Sampling Technique
- Sample
- Sampling Technique
- Data Collection Method
- Documentation
- Research Instrument
- Instrumen Calibration
- Data Analysis Technique
Moreover, based on the above explanation, the effect indicators of the figurative word inductive model were as follows. After giving the treatment, the writer gave the students the post-test to find out the result of the students' reading comprehension ability whether the use of the inductive model of figurative words had an effect or not. Pre-test score in reading comprehension skills in tenth grade MA Ma'arif NU 05 Sekampung.
Posttest in Reading Comprehension Skill With Picture Word Inductive Model at the Tenth Graders of MA Ma'arif NU 05. The Effect of Using the Picture Word Inductive Model On Students' Reading Comprehension Skill At MA Ma'arif NU 05 Sekampung East Lampung. H0 : there is no significant effect of using Picture Word inductive model on the students' reading comprehension skill.
Ha : using the inductive picture word model has any significant effect on students' reading comprehension skill. This means that there is a positive and significant effect of using the picture-word inductive model on the student's reading comprehension ability. The picture word inductive model is known to have a significant effect on students' reading comprehension ability in tenth graders MA Ma’arif NU 05 Sekampung.
Based on the result of the research, the author can conclude that the picture word inductive model has a positive and significant effect on the reading skills of the tenth graders of MA Ma'arif NU 05 Sekampung. Karen Anne Mcdonald, "The Picture Word Inductive Model An Effective Model For Vocabulary Instruction", Fraser University: The University of British Columbia, 2010.
RESULT OF THE RESEARCH
Description of Research Data
A pre-treatment pre-test was used by the writer to measure students' reading comprehension. A post-test was administered to assess students' reading comprehension skills after the treatment. After using the inductive word picture model, the writer analyzed the data using SPSS to prove whether the use of the inductive word picture model had a positive and significant effect on students' reading comprehension skill at MA Ma'arif NU 05 Sekampung East Lampung as follows (Ha ), is accepted if there was a positive and significant effect of using the picture-word inductive model on students.
And (H0) was rejected if there was no positive and significant effect of using the Picture Word Inductive Model on the students' reading skills. Scoring the differences between students' reading skills before and after the test in the tenth graders of MA Ma'arif NU 05. It may be known that there was a significant effect of the picture word inductive model on the reading skills of the tenth graders from MA Ma'arif NU 05 Sekampung.
This means there is a positive significant effect of picture word inductive model on students' reading comprehension skill at the tenth grade of MA Ma'arif NU 05 Sekampung. Also, picture word inductive model motivates students to find specific information or part of text. Based on the discussion above, the author can make a conclusion that the students' reading comprehension skill builds up after being taught with picture word inductive model.
The subject choice was reading comprehension skill using the picture word inductive model. The results of this research show that the pictorial inductive model is successful in helping students with reading comprehension. A teacher should have different techniques to teach English, such as the inductive picture word model, especially to influence the student's reading comprehension skill.
Recommend to do the further research on effect reading comprehension skill by means of picture word inductive model.
Hypothesis Testing
Interpretation
- Interpretation of F observation
- Interpretation of T observation
The Critical Value If f-observation was 28, the writer interpreted it based on the question above. To know the critical value of chi-square (ft), the writer first counted the df, df is the degree of freedom. The Critical Value If t-observation was 6, the writer interpreted it based on the question above.
To know the critical value of t-test (t-table), the author first counted the df, df is degree of freedom.
Discussion
Thanks to the picture-word inductive model, students can learn more from each other and find certain information more easily and understand the material. Before conducting the survey, the expert conducted a pre-test to determine the students' baseline performance before the treatment. The result showed that the highest score was 80, the lowest score was 10, and the average score was 43.5, after the treatment was completed, the writer took a post-test.
The result of the post-test showed that the highest score was 90, the lowest was 40, and the average score was 72.2. As a solution in teaching English, especially in finding specific information or parts of the text, the teacher must provide some methods to make the students interested and attentive, so that they will not be bored to catch the material. According to the interest of the students, the material given by the research would be easier for the students to understand.
This was evidenced by the mean score of pre-test increasing from 43.5 before treatment to 72.2 after treatment.
Limitation
The model can be used as a method to teach reading comprehension, and it can help students find specific information or part of the text and make it easier and more fun for students to understand the material. Abbas PourhoseinGilakjani, How Students Can Improve Their Reading Comprehension, Journal of Studies in Education, (Payame Noor University: Tehran, Iran: 2016). Ardiana, "Improving The Students Reading Comprehension in Narrative Text Through Patterned Partner Reading", Makassar: Exposure Journal, Vol.4, No.2, 2015.
Erika Sinambela, Verbetering van leerlingen met begrijpend lezen door K-W-L-strategie te gebruiken, Medan North Sumatra, 2015, Sciedu Press, English Linguistic Research, Vol.4, No.3. Fajar Furqon, “Correlation Between Students' Vocabulary Mastery And Their Reading Comprehension”, Journal of English and Education, Vol.1, No.1, 2013. Hesham Suleiman Alyousef, “Teaching Reading Comprehension to ESL/EFL Learners”, Journal Reading Matrix , P.147, Vol.5, No.2, 2005.
Irfan Marianto Pawana, et.al, Improving Reading Comprehension for Year 11 Students Using Fairy Tale”, e-Journal of English Language Teaching Society (ELTS), Vol.2, No.1, 2014. Siti Masyithah Adnan et.al, "Improving reading comprehension of eighth grade students through just-in-time teaching technique", e-Journal of English Language Teaching Society (ELTS), Vol.4, No.1, 2016. Xuan Jiang, “Vocabulary Learning Through Use of The Picture Word Inductive Model for Young English Learners in China: A Mixed Examination Using Cognitive Load Theory”, Florida International University: University Graduate School, 2014.
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