USE OF THINKING ALOUD STRATEGY TO IMPROVE THE READING COMPREHENSION OF STUDENTS IN THE EIGHTH GRADE OF MTS N 1 LAMPUNG TIMUR IN THE ACADEMIC YEAR 2017/2018. The writer tries to prove that the Think-Aloud strategy can be one of the teaching strategies to improve students' reading comprehension. I is 61 and post test II is 73, an improvement of 12 points. The researcher concluded that there was a significant improvement in the use of Think-Aloud Strateg in reading comprehension in eighth grade MTs N 1 Lampung Timur.
Test, Posttest I and Posttest II... 79 4. The comparison of the percentage of student activity in cycles I and . With regard to the above statement, the researcher wanted to know whether the Think-Aloud strategy used in teaching reading comprehension to 8th grade students of MTs N 1 Lampung Timur can improve their reading comprehension. 14 Virginie Jackson, Applying the Think-Aloud Strategy to Improve Reading Comprehension of Scientific Content, (USA: Arizona State University 2016) page.3.
For example: “Looking at this story makes me think that the story will be about a child who is unhappy about moving. By using think-aloud strategy, it can improve students' reading comprehension and their learning activity in eighth grade in MTs N 1 Lampung Timur in the academic year 2017/2018. In this research, the author will use think aloud strategy to observe students' reading comprehension in eighth grade of MTs N 1 Lampung Timur.
It is considered important for the researcher to develop reading comprehension of 8th grade students at MTs N 1 Lampung Timur by applying think aloud strategy.
Result of The Research
The Description of Research Location
The records confirm that MTS N has 1 30 rooms, consisting of 18 classrooms, 1 principal's room, 1 living room, 2 teachers' room, 1 school health service room, 1 library, 1 ceremony area, 1 mosque, 1 computer room, 2 physical lab, 1 collaboration, 1 administration room.
Action and Learning at Pre-Test
The researcher pre-tested the students to see the students' level of reading comprehension before the treatment was given. In this step, the researcher prepared the lesson plan, materials, and media that would be used in teaching the learning process. In addition, the researcher has prepared an observation sheet consisting of a list of the students' names and a list of the activities of the students that will be observed during the teaching-learning process. lxiii b) Act.
Then the researcher first asked about their condition before checking the attendance list. The condition of the class was less effective because the collaborator handed over the class to check the students' efficiency before the researcher conducts research in the class. This showed that some students gave their full attention to the researcher during the learning process. Here the researcher was a teacher and the English teacher was a collaborator observing the students' activities during the teaching-learning process.
Based on the above analysis, the researcher concluded that this research should be continued in II. In addition, the researcher created an observation sheet that consists of a list of students' names and a list of student activities that will be observed during the teaching process. The learning process in the 2nd cycle was focused on the weakness of the 1st cycle. The researcher found that the students had difficulty in finding the main idea and inferring the text.
Here on the front page it says "A rabbit once boasted of his speed". The researcher was giving a hint until the last page. The students looked very excited as they read the text. This means that the time is up and the researcher has finished the lesson and reminded the students to study the narrative text again.
The researcher gave a clue to the last page. The researcher asked the students if they had any questions about the material. After that, the researcher gave the posttest cycle 2 with a similar task in the posttest cycle 1 earlier. Finally, the researcher found that the problem was solved by using the Think-aloud strategy.
Interpretation
Action and Learning Result at Cycle I
English learning process at Cycle I was successful enough, although the average grade of the students is low. Nevertheless, there was a better grade from the students after test 1 than the pre-test grade. The average mark in pre-test has improved 53 to 62 in post-test 1, so there is an improvement of 9 points.
Action and Learning Result at Cycle II
The result of students' pre-test, Pos-test I and Post-test II There is never a Thales, there is an improved score of students after the test I than before the test. The amount of the students' average score in the pre-exam, cycle I after the exam and cycle after the exam II. Based on the above table and graphic, we can conclude that there was an improvement in student activity during the learning process of the first cycle.
This research linked up to the II cycle, the grade of the result and the result of the students' activities, the objective that was set in the success indicator was reached, 70% of the students received the minimum grade of 70. Based on the result of this research, it was known that more that 70% of the students got the minimum grade of 70.
Discussion
This means that Think-Aloud strategy had a positive effect in improving the teaching-learning process. It can therefore be said that this research was finished and did not need to be continued to the next cycle. In improving the students' reading comprehension, the researcher used think aloud as a strategy to train the students' reading comprehension and make the students understand more narrative text in reading who are also interested in learning English reading.
Furthermore, the researcher used the think-aloud strategy, which could improve students' reading comprehension. After cycle I and cycle II, the students' reading comprehension improved because the researcher used think-aloud strategy.
Conclusion
Suggestions
Cheng-chang tsai, i-cheng chang, “Using the Think-Aloud Protocol to Evaluate Reading Comprehension for Older English Language Learners,” Special Issue on Geron Technology, Nan Kai; National Ilan University, Vol. Janette K. Klinger, Sharo Vaogis and Allison Brandman, Teaching Reading Comprehension to Students with Learning Disabilities, USA: The Guilford Press, 2007. Simon Grenall and Michael Swan, Reading Effectively: Advanced Reading Comprehension: Teacher's Book, Cambridge: Cambridge University Press , 1994.
Virginie Jackson, Applying the Think-Aloud Strategy to Improve Reading Comprehension of Science Content, USA: Arizona State University 2016 Jeffrey d. Goh Hock Seng, The Effects of Think-Aloud in a Collaborative Environment to Improve Comprehension of L2 Texts. Johnstone and friends, using the think-aloud method (cognitive labs) to evaluate test design for students with disabilities and English language learners.U.S.: University of Minnesota 2006.
Elizabeth Charters, Using Think Aloud Methods in Qualitative Research An Introduction to Think Aloud Methods. Gay, Mills, And Airazian, Educational Research: Competencies for Analysis and Applications. Tenth edition New York: Florida International University 2012.
APPENDIXES
One day she heard her uncle and aunt talking about leaving Snow White in the castle because they both wanted to go to America and they didn't have money to take Snow White with them. Snow White didn't want her uncle and aunt to do that, so she decided to run away. She saw the dwarves Doc, one of the dwarves asked, "What's your name?" Snow White replied "My name is Snow White.".
The dwarf said, “If you want, you can live here with us” Snow White said, “Oh, could you. She said she kept the clothes and would return them to Bawang Putih if she would help the old woman with the household. done. Remember you have to take a big gourd,” the stepmother asked Bawang Merah to do exactly the same as Bawang Putih’s experience.
Bawang Putih decided to sell all the jewelry and used the money for their daily life.
