EVALUATION) STRATEGY FOR IMPROVING READING OF STUDENTS IN EIGHT CLASSES OF MTS IN LAMPUNG. USING POSE STRATEGY (PREDICT, ORGANIZE, SEARCH, SUMMARIZE AND EVALUATE) TO IMPROVE STUDENTS' READING IN EIGHT CLASSES OF MTS IN LAMPUNG.
INTRODUCTION INTRODUCTION
Problem Identification
Problem Limitation
Problem Formulation
Objectives of the Study
Benefit of the Study
Based on the above explanation, the researcher concludes that reading is a process of conveying the message or information. It means that reading is an activity where something used to be understood through written or printed words.
Concept of POSSE Strategy 1. Definition of POSSE strategy
- Step of POSSE Strategy
- Implementation of POSSE Strategy to Improving Reading Comprehensions Comprehensions
- Advantages And Disadvantages Of POSSE Strategy a) Advantages Of POSSE Strategy
This semantic map helps students organize their thoughts and find the structure of the text. The teacher tells the students to read the text carefully to confirm their predictions about the ideas in the text.
Actions Hypothesis
It makes students active readers who can use this strategy effectively and automatically. In the large group of students, it will be difficult for the teacher to monitor all communication between the students, and misinformation may pass through the class.59.
Operational Definition of Variables
- Independent Variable
- Dependent Variable
This means that the students reading comprehension are the students who understand the content of reading text that the teacher gave it to them. To measure the reading comprehension text and POSSE teaching, the author gave a pre- and post-test to the students.
Location Setting
Subject of the Study
Research Procedure
- The Concept of Classroom Action Research
- Action Plan
If the first cycle is successful, the researcher continues with the second cycle to get a good result or to solve the student's problem in learning to read. The researcher prepares the materials and learning media that are needed in the learning process of teaching, such as textbook, laptop, etc. After completing the planning, implementation of the learning process in VIII grade MTS N 1 Lampung Timur, the researcher works as follows.
In this step, the researcher observes the progress of teaching learning by using formal observation sheet. The researcher analyzes and discusses the observation result during teaching process, the weakness and strength of the action in this step. The researcher applies the action plan II, conducts the treatment and gives the post-test 2.
In this step, the researcher compares the scores from the pre-test and post-test researcher review and reflects on the students'. In this research, the researcher needs a collaborator to help her carry out this action research and the 37.
Data Collecting Technique
- Test
- Observation
- Documentation
- Field Notes
The writer plays a role as an English teacher who teaches students reading comprehension, while the role of a real English teacher is as an observer who observes the study action while teaching learning activities take place in the classroom. It also acts as a collaborator when it helps the writer in designing the lesson plan, doing the reflection and determining the continuation of the study. The researcher will give the students the pre-test that this step will be done before the presentation of the special treatment to know how far the students' reading comprehension is.
This step will be done after the treatment to know the impact of the strategy if it is able to improve the students". Growth can be seen if the average post-test score is higher than the pre-test. The writer uses the observation method to get complete data about the school profile, school condition, teachers and students, and facilities in MTS N 1 Lampung Timur.
The observation will also be used to obtain information from the relative source of students in the eighth grade of MTS N 1 Lampung Timur. The purpose of observation is to explain the situation being investigated: the activities, people or individuals involved in an activity and the relationships between them.
Data Analysis Method
Documentation is a method of collecting data by investigating the written object such as a book, magazine, document, note and others. Documentation is a way to get the data from the written language, including the relevant book, rules, report activity, photos, reading test result of students in the eighth grade of MTS N 1 Lampung Timur and the data that have make me help the observation. Field note is the observation instrument used in CAR to provide a record of what is happening during an observation that includes describing places, people, objects, acts, activities, events, goals, times and feelings.
In this research, the researcher used a field record to determine the frequency or the student's activity during the learning process.
The Indicator of Success
The researcher can declare the successful learning process if the result of cycle 2 is more successful than cycle 1. Aspect that is inspected in the research is students' activity and students' performance of learning activity in the class. This researcher takes the indicator of success in improving the students' reading comprehension by using the POSSE strategy.
The parameters are that the students can answer the teacher's questions and that the students can answer the question (orally or in writing). Indicator for research success is if ≥80% of the students score at least 70 in the post-test. It means that through the POSSE strategy in reading, learning is successful to improve the reading comprehension of the students.
Result of The Research
- The Description of Research Location
The Description Data Result of Research
- AES 60
- ZAA 40
- PDS 60
- Action and Learning Activity in cycle 2
The researcher administered a pretest to the students to see how far the students' reading comprehension was before the treatment was given. The class condition was less effective because the collaborator handed over the class to ensure student effectiveness before the researcher conducted research in the class. And the researcher asked the student about the story which consists of three skills such as: sequencing, finding the main ideas and drawing conclusions.
Here the researcher was the teacher, and the English teacher was a collaborative partner who observes the students' activities during the learning process of the teaching. In addition, the researcher made an observation sheet, which consists of a list of the students' names and a list of the students' activities that will be observed during the teaching process. The learning process in cycle 2 was focused on the weakness of cycle 1. The researcher found that the students' problems were finding the main idea and concluding the text.
It means that the time was over and the researcher ended the lesson and reminded the students to study again for the narrative text. The observation was made by the researcher who appeared at meeting II in cycle 2. After completing the treatment and. Observation, the researcher took the result of the students‟. learning activities from the associate as follows:.
Interpretation
- The Result of Pre Test
- Action and Learning Result at Cycle I
- Action and Learning Result at Cycle II
The process of learning English at level I was quite successful, although the average score of the students is low. Nevertheless, the students' post-test 1 score was improved over the pre-test score. From the average score of the pre-test and post-test 1 above, it can be seen that there was an improvement in the students' reading comprehension.
From the table above it can be seen that there was an improvement from post-test 1 to post-test 2. The Comparison of the Complete Mark of the Students at Pre-test, Post-test 1 and Post-test 2. Based on the table and graphic above, the conclusion could be made becomes that there was an improvement of students' activities during the learning process of cycle I and cycle II through the use of POSSE strategy.
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, 75% of the students received the minimum grade of 70. Based on the result of this research, it was known that more that 75% of the students got the minimum grade of 70.
Discussion
So, it can be said that this research has been completed and there was no need to continue in the next cycle. Based on the research result, it showed that the action hypothesis is confirmed in the sense that the use of POSSE strategy can improve students' reading comprehension. Students discuss their reading and use the strategies of predicting, organizing, searching, summarizing, and evaluating to understand the text.
The strategy not only activates prior knowledge, but also encourages students to organize their existing knowledge and then summarize and elaborate on the connections between what they already knew and what they have learned. Based on the explanation above, it can be concluded that the POSSE strategy improves the result students' character and also students' activity in the learning process of reading comprehension. The discussion itself also showed and proved that this is the reason why the implementation of improve students' reading comprehension by using the POSSE strategy on the eight classes of MTs.
LIMITATION
Considering all the data collected in the classroom action research, the researcher has some conclusions of the research and some suggestions in the research result.
Conclusion
Suggestions
Students are suggested to be active in the learning process in order to understand the material and improve the narrative text. English teachers are suggested to use the Posse strategy because this strategy is effective for improving students' reading comprehension in the learning process. Gay, Mills and Airasian, Educational Research: Competencies for Analysis and Applications. Tenth Edition New York: Florida International University 2012.
National PAAS Center “Reading On Move” https://www.teachrversion.com/skill-builder/reading-comprehesion/48779.html on Nov 30, 2016 Nell K. David Pearson, “Effective Practices for Developing Reading Comprehension” Scholastic Red 2002 New York: Longman Education text, 2009. Peter Westwood, What teachers need to know about reading and writing difficulties, Australia: Acer Press, 2008.
Scot G Paris en Steven A Stahl, Kinderleesbegrip en -assessering, New Jersey: Lawrence Erlbaum Associates Publishers, 2005. Kucer, A Conceptual Base for Teaching Reading and Writing in School Settings, New York: Taylor & Francis e-Library, 2009.
APPENDIXES
Standar Kompetensi
STANDAR DASAR
KARAKTER 1. Rasa ingin tahu
INDIKATOR Peserta didik dapat
TUJUAN PEMBELAJARAN
MATERI AJAR
- Generic Structure of the text a. Orientation (Beginning or introduction)
- Language feature of the text a. Specific characters
MEDIA PEMBELAJARAN 1. Handout (naratif text)
METODE PEMBELAJARAN
- KEGIATAN PEMBELAJARAN a. Pertemuan 1
Penilaian 1. Membaca
- KEGIATAN PEMBELAJARAN a. Pertemuan 3
Seeing that the ant was in trouble, the pigeon quickly plucked a leaf and threw it into the water next to the struggling ant.
Read the following text and answer questions 1 to 5
- TREATMENT
- THE STUDENTS DO THE TASK
One day Sura went to the country and looked for food in the river. He bit very hard until Sura finally gave up and went back to the sea.
