This means that using the RAP strategy can increase reading comprehension ability in descriptive text. This undergraduate thesis titled “Using Read, Ask, Put (RAP) Strategy to Improve Reading Comprehension Ability in Descriptive Text among Eighth Graders of MTs N 1 East Lampung” is presented to fulfill one of the requirements for the degree of Sarjana Pendidikan. (S.Pd) in the English Department. RAP Strategy is an acronym that stands for Reading, Questioning and Asking Strategy. The strategy asks students to read the text.
Therefore, the researcher is interested in conducting the study titled "Using Read, Ask, Put (RAP) strategy to increase descriptive text reading skills among eighth graders of MTs N 1 East Lampung".
Problem Identification
There are many students who find it difficult to understand the text, especially in terms of finding the main idea and the detailed information. Based on the problems, the researcher wants to know if the use of Read, Ask, Put (RAP) Strategy can increase the reading comprehension ability in descriptive text.
Problem Limitation
Problem Formulation
Objective and Benefits of the Study 1. Objective of the Study
By using Read Ask Put (RAP) Strategy as one of the strategies used in the learning process, it is hoped that it can make it easy for students and more interesting to learn English, especially in reading comprehension. This research is as an inspiration for the teachers at MTs N 1 East Lampung to teach reading subjects. It can hopefully help the teachers to solve the problem in the reading subject in their class.
Hopefully it can be a positive contribution and as information to improve the quality of learning English in MTs N 1 East Lampung.
The Reading Comprehension Ability in Descriptive Text 1. The Concept of Reading Comprehension Ability
According to Dorn and Soffos, literal comprehension is the ability to evoke factual information in the text.11 Meanwhile. It means that literal comprehension involves understanding the text to obtain the information that the reader can find right on the surface of the text. Moreover, literal understanding includes some essential skills to get the literal meaning in the text.
The surface of understanding is literal level of understanding represented by the ability to recall factual information from the text.
The Read, Ask, Put (RAP) Strategy
Students can find the main idea by reading the first sentence of the paragraph or looking for repetition of words. After finding the main idea, students should write the main idea in their own words. What is the main idea and two details?” and express it in your own words.
They read the passage, ask a question and express the main idea in their own words.
Action Hypothesis
The topics discussed in this chapter are setting, object of study, action plan, data collection method, data analysis technique and indicator of success.
Setting
Subject and Object of the Study
Action Plan
In this action, the researcher makes pre-test, treatment and post-test to the students. While observing, the researcher and the collaborator use observation sheets to write down the important things as long as the learning process took place. From the observation sheet, the researcher and the collaboration partner knew the result of the student's learning activities.
The researcher and the colleague reflect on the whole action that is being carried out and identify the result of the observation in the learning process and compare the result of the pre-test and post-test.
Data Collection Method
The test is similar to the pre-test where the students are asked to answer the multiple choice questions on descriptive text, but the topic given in the post-test was different from the pre-test. In this research, the researcher observes the behavior of the students and the activities of the students in the learning process to know how the learning process takes place. By conducting the observation, the research makes the observation sheet that contains a list of the students' activities.
The researcher uses field notes to record activities during the teaching and learning process, including a description of the classroom atmosphere, the attitudes of the students, and the teacher's activity in presenting the materials.
Data Analysis Technique
Indicator of Success
Description of Research Location
Jumlah guru dan pegawai kedinasan di MTs N 1 Lampung Timur tahun pelajaran 2018/2019. Sri Hermawati Guru Matematika 15 Desi Handayani, S.Pd Guru Bahasa Inggris 16 Eni Yunanti Utami, S.Pd Science Laboran. Nasyiatun Budiarti, S.Ag Guru Agama Islam 26 Taufik Hidayat, S.Pd., M.M Guru Olahraga 27 Yuli Setyono, S.Pd Wakil Kepala Sekolah.
44 Prini Mardiyanti, S.Pd Guru Bahasa Inggris 45 Endang Puji Lestari, S.Pd Guru Sosial 46 Yusti Apriani, S.Pd Guru Bahasa Inggris.
Description of the Research
So it was the reason why the researcher used the RAP strategy to increase the students' reading comprehension. At the end of the meeting, the researcher gave feedback to the students about the learning process. The post test is done to know how the students. reading comprehension after treatment.
From the result of pre-test and post-test I, we knew that there was an improvement from the students' result score. Based on the table above, it could be seen that the students' average score in post-test II was 76.9. After the pre-test was done, the researcher gave the treatment to the students in cycle I.
From the result of the results of the students in the pre-test and post-test I, there was an increase in the result of the students. From the results of the students' results from the post-test II, it can be concluded that there were increasing results. Based on the result of the pre-test, post-test I and post-test II, it was revealed that there has been a significant positive improvement of the students.
Based on the graph above, it can be concluded that the RAP strategy could increase students' reading comprehension ability. The students' attention to the teacher's explanation improved from the first meeting to the next.
SUGGESTION
RAP: A Reading Comprehension Strategy For Students With Learning Disabilities‖ in Public Access Theses and Dissertations from the College of Education and Human Sciences, (University of Nebraska: Digital Commons. Hagaman, Jessica L et.al, ―The Effects of the Paraphrasing Strategy on reading comprehension for middle school students who are at risk of failing in reading‖ in remedial and special education.
APPENDICES
MODEL SILABUS MATA PELAJARAN SEKOLAH MENENGAH PERTAMA/MADRASAH TSANAWIYAH (SMP/MTs)
MATA PELAJARAN BAHASA INGGRIS
KEMENTERIAN PENDIDIKAN DAN KEBUDAYAAN JAKARTA, 2017
KOMPETENSI DASAR, MATERI POKOK, DAN PEMBELAJARAN
PENDAHULUAN A. Rasional
Pengenalan fungsi sosial, prosedur, laporan, penjelasan, pernyataan analitis dan berita pada tingkat literasi struktur tekstual dan unsur kebahasaan. Elemen bahasa meliputi penanda wacana, kosa kata, tata bahasa, pengucapan, penekanan kata, intonasi, ejaan, tanda baca, dan urutan. Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan teks pendek dan sederhana dalam kehidupan sehari-hari dan kegiatan siswa; .
Pengenalan fungsi sosial, struktur teks, dan unsur kebahasaan teks pendek dalam kehidupan dan aktivitas sehari-hari siswa;. Unsur kebahasaan meliputi penanda wacana, kosa kata, tata bahasa, pengucapan, tekanan kata, intonasi, ejaan, tanda baca, dan kerapihan tulisan tangan; Identifikasi dan sebutkan secara singkat. bahasa teks interaksi mata pelajaran kelas dan. sekolah transaksional lisan dan tulis untuk nanti. yang melibatkan tindakan membaca dengan ucapan. memberi dan meminta dan menekankan kata yang. informasi nama dan benar. jumlah hewan, objek, struktur teks.
Elemen linguistik - Identifikasi ekspresi - selesai/terjadi. ekspresi yang menunjukkan rutin atau - Kalimat deklaratif dan. kejadian rutin dalam teks kebenaran umum, menurut kata tanya dalam Sederhana. Menjelaskan derajat linguistik - Kalimat perbandingan perbandingan positif) perbandingan angka komparatif dan superlatif dan 4.9 teks tulis interaksi dengan: sebagai. Unsur linguistik dalam jawaban berupa ungkapan - selesai / terjadi dengan. ekspresi diambil teks, present tense, past tense, - Kalimat deklaratif dan. dengan ejaan dan tanda baca dan waktu untuk bertanya di masa sekarang. benar datang, menurut continuous tense, past.
Unsur linguistik dari ungkapan yang diambil oleh teks itu dilakukan/terjadi. dengan ejaan lampau dan terkait tanda baca - Kalimat deklaratif dan. dengan kondisi sekarang, bertanya di masa sekarang.
MODEL SILABUS SATUAN PENDIDIKAN
Melalui rangkaian kegiatan pembelajaran, siswa dapat berkomunikasi secara verbal dan terpadu tentang deskripsi orang (termasuk dirinya) dan tokoh, dengan tujuan untuk membual/mempromosikan/menyajikan/mengambil contoh, secara kontekstual, memperhatikan fungsi sosial, struktur teks. dan unsur bahasa yang relevan. Selama proses pembelajaran, kami selalu mendapatkan masukan dan umpan balik dari guru/teman untuk meningkatkan penguasaan unsur-unsur bahasa yang digunakan secara lisan dan tulisan. Selama proses pembelajaran, kami selalu mendapatkan masukan dan umpan balik dari guru/teman untuk meningkatkan penguasaan unsur-unsur bahasa yang digunakan secara lisan dan tulisan.
Kesimpulan - Mendiskusikan manfaat pembelajaran yang baru saja selesai - Mendiskusikan kesulitan-kesulitan dalam melaksanakan kegiatan pembelajaran - Menyimpulkan hasil belajar. - beri nama pekerjaan rumah berupa tugas individu untuk .. memperbaiki hasil masing-masing analisis berdasarkan masukan dari guru dan teman pada hari itu, kemudian dimasukkan ke dalam file portofolio. - Sebutkan kegiatan dan topik rencana pelajaran pertemuan berikutnya: pelajari elemen bahasa untuk dideskripsikan. orang/karakter. Pengetahuan: penggunaan rubrik untuk mengukur ketercapaian fungsi sosial, kelengkapan dan koherensi struktur teks, dan ketepatan unsur kebahasaan yang terdapat dalam proses dan hasil pembelajaran. Fungsi sosial tercapai, struktur sudah benar dan beberapa unsur kebahasaan kurang tepat, terdapat gambaran yang cukup menarik. bahasanya kurang pas, ada gambarnya. struktur tidak cocok, tidak ada foto.
Teks interaktif pendek dan sederhana, lisan dan tulis, tentang keadaan/perbuatan/kegiatan/peristiwa yang dilakukan/dilakukan ketika diucapkan. Pengetahuan: penggunaan rubrik untuk mengukur ketercapaian fungsi sosial, kelengkapan dan koherensi struktur teks, dan ketepatan unsur kebahasaan yang terdapat dalam proses dan hasil pembelajaran. Elemen linguistik - Letakkan kata kerja di .. tentukan tata bahasa yang sesuai untuk mengatur bentuk yang benar. . kegiatan/tindakan yang sedang berlangsung pada saat itu.. kata . - menentukan arti kata dalam teks .. menentukan kata yang tepat dalam interaksi sederhana terkait dengan aktivitas yang sedang berlangsung saat diucapkan dengan ejaan dan tanda baca yang benar.
Teks Tulis Pemakaian Kata, Fungsi Sosial Fungsi Sosial Fungsi sosial tercapai, kalimat dan tercapai, struktur tercapai, struktur dan unsur struktur tidak sesuai, dan unsur dan unsur kebahasaan sesuai dan sesuai dengan kebahasaan, kebahasaan tidak sesuai baik, ada perubahan.
Kompetensi inti
Kompetensi Dasar Siswa mampu
Tujuan Pembelajaran
Materi Pembelajaran
- Fungsi Sosial
- Struktur Teks
- Unsur Kebahasaan
Teknik Pembelajaran
- Pendahuluan
- Kegiatan Inti a. Mengamati
- Penutup
Di bawah bimbingan dan arahan guru, siswa mengajukan pertanyaan tentang fungsi sosial, struktur teks, dan unsur kebahasaan dari masing-masing teks tersebut.
- Write your name and class on your answer sheet!
- Read the text then answer the question by crossing a, b, c, d, or e!
- You may not cheat with your friends!
- Check your answer before submitting!
- Write your name and class on your answer sheet!
- Read the text then answer the question by crossing a, b, c, d, or e!
- You may not cheat with your friends!
- Check your answer before submitting!
- Write your name on your answer sheet!
- Read the text then answer the question by crossing a, b, c, or d!
- You may not cheat with your friends!
- Check your answer before submitting!
She arranged many songs for The Spice Girls Read the text and answer questions 13-16. It is located in the heart of London Read the text and answer questions 19-20.
