Tujuan dari penelitian ini adalah untuk mengetahui bagaimana cara meningkatkan kemampuan membaca pemahaman di MA Ma'arif 09 Kotagajah dengan menggunakan strategi visualisasi. Tujuan dari penelitian ini adalah untuk mengetahui bagaimana cara meningkatkan kemampuan membaca pemahaman MA Ma'arif 09 Kotagajah dengan menggunakan strategi visualisasi. Subyek penelitian ini adalah siswa kelas X MA Ma'arif 09 Kotagajah yang berjumlah 34 siswa.
The result of this study showed that visualization strategy postif led to an improvement in reading comprehension in the tenth grade of MA Ma'arif 09 Kotagajah.
INTRODUCTION
- Problem identification
- Problem limitation
- Problem formulation
- Objective benefit research
- Prior research
1Casey Dahle, “The effect of visualization intervention on the reading skills of sixth grade special education students” (goucher college, 2017). In the final procedure, the researcher chooses one of the students and advises the students to share their fantasy: "The Calico Fisherman and the Left-Handed Clay Pipe". Then ask the students to identify the structure, character, place about "The calico fisherman and the left-handed clay pipe".
Also, students' mean scores in cycle II were higher than cycle I. The following was the table of illustration frequency scores in cycle I and cycle II.
REVIEW OF THE RELATED THEORIES
Reading Comprehesion
This means that reading comprehension is a brain process that involves several components in which these components interact to draw the meaning of the text. This means that when people read, they pick up graphic or symbolic information from the text (letters, words, phrases, sentences). Thus, students can discuss writing ― my translation ― paragraphs and summarize the text.
This means that the students read the text silently and note the text when they find a confusing point in the text.
Narrative Text
In addition, the story of animals (fable), the story of the citizen (folktale), and legend can be found in narrative text. In other words, narrative text is a written text with a message that aims to make the reader understand the meaning of the story. 14Based on the above statement, the writer comes to the conclusion that narrative text is text, there is a storyline, features and problems, as well as a solution.
In other words, the orientation of the narrative text tells who the character was / where, where it happened, when it happened.
Visualization Strategy
As the year continues, the teacher wants to increase the difficulty of the text. Then the teacher suggests that the students close their eyes and listen carefully when the text is read. Students share their own performance with their partner and the teacher points out individual differences.
22 Mohammad Ghazanfari, “The role of visualization in EFL students' reading comprehension and short story recall,” 14 June 2015, p.
Action Hypothesis
Even guts, style and zest for life are variables.23 Referring to the problem statements in the first chapter of this study, the variables examined are divided into independent and dependent variables. Dependent variable is the variable that is observed and measured to determine the effect of the independent variable. The tenth grade was chosen as a sample because the students in this grade had the lowest reading comprehension.
There were five classes, the researcher took 10-MIA1 consisting of 34 students as the subject of the research, because the average English test in this class was the lowest among the others and the researcher wanted to use the visualization strategy in narrative text to improve the students reading comprehension ability.
Action plan
The writer took a class where the students were given a pre-test before being given material on the noun. In this step, the researcher observed the learning process using format observation, and the contours of observation in this step, such as the student's reading comprehension in narrative text, the teacher's participation in the learning process, the good participant in student reading comprehension and student understanding. In this step, the researcher observed the learning process using format observation, and the contours of observation in this step, such as the student's reading comprehension in narrative text, the teacher's participation in the learning process, the good participant in student reading comprehension and student understanding.
In the step, the researcher will compare the score distribution of pre-test and post-test, the researcher will judge and reflect on the attitude of the student, whether it is positive or negative, enough in the second cycle or needed for the next cycle.
Data collection Technique
The researcher used the documentation method to get detailed information about the state of teachers, employers and the organizational structure of the State Higher Secondary School MA Ma'arif 09. As suggested by Fetterman, participant observation ―combines participation in the lives of the people being studied with the maintenance of a professional distance that allows adequate observation and data recording‖.28. Based on this definition, the researcher used this method to obtain detailed information and the process of events during the research at MA Ma'arif State Senior Secondary School 09.
In each meeting, the staff member had observed the teaching and learning process using the observation guideline. The staff had helped the researcher to observe all aspects of the education.
Data Analysis technique
Indicator of success
RESULT OF RESEARCH AND DISCUSSION
Description of the Location
Description of research data
- Pre – test
- Cycle 1
- Cycle II
In addition, the researcher made the test for the students, which was to be used in the pre-test and post-test. The first procedure the researcher asked the students - do you know the story of the Lion King. The researcher gave the narrative text titled "The Lion King" by using illustrated text for picture book to help students understand the text more easily.
The researcher started the lesson with a prayer, greeting, checking the attendance list and asking about the condition of the students. In the first procedure, the researcher asked the students if they remembered the story of The Lion King. Some of the students answered ― yes, I remember.‖ The researcher gave a narrative text titled ― Snow White ― using the illustrated text of a comic book, comic book.
Next, the researcher chooses two students to illustrate with their sentences in front of the class the moral value of the story ―The Calico Fisherman And The Left-handed Clay-Pipe‖. The researcher started the lesson by praying, greeting, checking the attendance list and asking about the condition of the students. In the last procedure, the researcher chooses one of the students and suggests that the students share their ―Tumbelisa‖ imagination.
Based on the table above, it can be seen that the average score of students in post-test II was 79.12. From the table above, it can be seen that the scores of the students in the post-test II were different.
Discussion
- cycle I
- Cycle II
- Students’ score in pre- test, post test cycle I, and post test cycle II 66
- The comparison of the pre test, post test I and post test II
The average score of post-test II was 79.12 Moreover, the percentage of success of students in the score of post-test II was 76.47 % or 26 students out of the total students passed the passing grade and 17.60% or 8 student. did not pass the passing grade of at least 70. Then the researcher after giving the treatment, the researcher gave the post test 1 in the net meeting. Furthermore, by analyzing the result of post-test 1, the researcher concluded that there were 15 students who passed post-test 1.
From the result of the students' scores in the pre-test and post-test 1, the researcher knew that there was an improved score from the students. Although there were improvements in student achievement, cycle 1 was still not successful because only 15 students passed the posttest 1. After analyzing the results of the students in the posttest of cycle I, the researcher had to conduct the next cycle because only the students passed the test and scored ≥70.
In addition, the researcher analyzed the results after Test II and found that there were students who passed the exam. In this post-test II, the lowest score was 60 and the highest score was 100, the total score was 2720, and the average score was 80. From the results of the students' scores from post-test I to post-test II, it could be concluded that there was an improvement in the score.
Based on the result of pre-test, post-test I and post-test II, it was known that there was a positive significant improvement of the students'. It is supported by improving the grade of the students from pre-test to post-test I and from post-test I to post-test II.
CONCLUSION AND SUGGESTION
Suggestion
Based on the result the researcher would like to give some suggestion as follows. It is suggested to the principal to convince the teacher to use this strategy because it is an effective strategy in teaching. The birth of King Mufasa and Queen Sarabi's son, Simba, caused envy and resentment from Mufasa's younger brother, Scar, who knew that his cousin now replaced him as heir to the throne.
As Simba grew into a young cub, Mufasa gave him a tour of the Pride Lands and taught him the responsibilities of a king and the circle of life. When Simba found Mufasa's body, Scar convinced him that he was responsible for his father's death and advised Simba to flee the kingdom. That night, Scar informed the pride that both Mufasa and Simba had been killed in the stampede and stepped forward as the new king, allowing the hyena pack to live in the pride's land.
Nala urged Simba to return home, telling him that the Pride Lands had become a wasteland with not enough food and water. In the Pride Lands, Simba saw Scar hit Sarabi and confronted him, but Scar mocked Simba for his "role" in Mufasa's death. However, when Scar pushed Simba to the edge of Pride Rock, he revealed that he had killed Mufasa.
Simba roared back in rage, forcing Scar to reveal the truth to the pride. Simba no longer believed Scar, but spared his life on the grounds that he had left the Pride Lands forever. With Scar and the hyenas gone, Simba ascended to the top of Pride Rock and took over the kingdom as the rain fell again.
Sometime later, with Pride Rock restored to its former glory, Simba happily looked upon his kingdom with Nala, Timon, and Pumbaa by his side; Rafiki gave Simba and Nala's newborn cubs to the Pride Lands and the Circle of Life continued.
