The conclusion of this research is the use of Learning Cell technique as the technique, especially in English subjects, is highly effective in improving the students' reading comprehension in narrative text in the eighth graders of SMP TMI Roudhlatul Qur'an Metro. In addition, a useful effort is made to improve the reading comprehension of the eighth graders at SMP TMI Roudlotul Qur'an Metro by implementing an action research in the classroom using Leaning Cell Techinque.
Identification of Problems
The learning cell technique is expected to be very effective in improving the comprehension or reading comprehension of eighth graders at SMP TMI Roudlotul Qur'an Metro. Therefore, the researcher conducted a study entitled: “Improving the reading comprehension of eighth graders of SMP TMI Roudhlatul Qur‟an Metro during the academic year.
Limitation of The Problem
Objective and Benefits of Study 1. Objective of the study
It is expected that the application of this research will be one of the considerations of school administrators in urging the use of appropriate and creative teaching strategies in the process of teaching English, especially reading. In addition, this study guides the school to provide a suitable medium for teaching the English language.
Prior Research
- The Concept of Reading Comprehension
- The Importance of Reading comprehension
- The Reading Process
- Indicator of Reading
- Reading Narrative Text
- Kinds of Narrative Text
The similarities between the first previous research and this research include the language studied and the teaching technique. 5 Kartini, "The Implementation of Learning Cell Technique to Improve Students' Reading Comprehension", Journal Muara Pendidikan Vol.
Learning Cell Technique
The Concept of Learning Cell Technique
The Benefits of Learning Cell Technique
According to Barkley F Elizabeth, Major Howell Claire and Cross Patricia K Step of learning technique :30. In the implementation of learning technique, the researcher uses the step of Barkley F Elizabeth, Major Howell Claire and Cross Patricia K to improved reading comprehension of students.
Action Hypothesis
Variable and Operational Definition of Variable 1. Variable of The Research
Operational Definition of Variable
According to Evelyn Hatch, dependent variable is the most important variable measured in the research. Dependent variable is a variable that can improve with an independent variable.33 The dependent variable of this research is students' reading comprehension.
Research Location
Research Subject
Research Procedures
Designate one student from each group to begin by asking one of their questions to the other. f) Once the two students have discussed the chosen questions, the other student will ask a question they have prepared and they will alternate accordingly. g) To provide feedback and answer any questions students may have about what they are doing. In observation, the researcher must be able to analyze the learning process, the students' activities, the material and the result of action. The researcher decides that the next cycle will focus on solving the problems and weaknesses of the previous cycle.
In this step, the researcher observed the teaching learning process using an observation instrument. The researcher conducted activities in this step such as: students' activities, vocabulary, grammar, and content of students' narrative text output. In the step, the researcher compared the distribution of scores before and after the test.
The researcher reviewed and thought about the attitude of the students whether it will be positive or negative.
Data Collecting Technique
The researcher used this technique to obtain data about student activities such as student reading comprehension and students. To observe the learning activity and each cycle, the researcher used the observation sheet such as The researcher uses this technique to obtain data about daily reading scores of students, history of the school, number of teachers, employed officials and students of SMP TMI Roudhlatul Qur‟an Metro.
The researcher uses the document related to the object search, such as the list of students' names and the teacher's name.
Data Analysis Technique
The column on the right side contained numbering of field notes, and the left column contained notes consisting of reflection and comments regarding the specific parts of the content section. This information was the name of the observer, location of observation, date and time, object and short title to help identify the purpose of the observation process. In this research, students are categorized as successful if the result of the test achieves the indicator of success is 70% of students get a minimum score of 74 and 70% of students active in learning activities.
To calculate the students' score percentage, the researcher uses the following formula:
Indicators of Success
Description of Research Location
SMP TMI Roudhlatul Qur‟an Metro one of the private junior high schools under the banner of the Roudhatul Qur‟an Islamic Boarding School in Metro Lampung City, Indonesia. Unlike junior high schools in general, there is a fusion of two curricula, namely the curriculum of the Department of Education and Tarbiyyatul Muallimin al-Islamiyyah (TMI) adopted from the educational system in the AL-Amien Islamic Boarding School Preduan . and Darusalam Gontor. Condition of the teacher and official at SMP TMI Roudhlatul Qur‟an Metro in the academic year of 2019/2020.
The condition of facilities in SMP TMI Roudhlatul Qur'an subway is 1 headmaster's room on the first floor and 2 classrooms on the first and second floors and 18 classrooms, 13.
The Description of Research Data
The action of this study was to use the Learning Cell Technique to improve students' reading comprehension. The researcher told the students that the researcher would conduct the research in their class to know their reading comprehension before doing the action in the classroom action research. Source: The pretest result of reading comprehension eight graders of SMP TMI Roudhlatul Qur’an August 7, 2019.
This means that the students did not reach the minimum criteria for mastery of the English subject at SMP TMI Roudhlatul Qur'an Metro and the student's reading comprehension was low.
Pre-Test
So, it was the reason that the researcher used Learning Cell Technique to improve students' reading comprehension. After analyzing and identifying the data from the pre-test, the researcher recognized the difficulties and problems of the students in learning reading comprehension. The researcher started the lesson by praying, greeting, checking the attendance list and asking about the condition of the students.
The researcher asked students to read the text and make question and answer from the text.
Post-Test 1
Source: Result of post-test I at SMP TMI Roudhlatur Qur'an Metro on 21 August 2019. In post-test I, it could be concluded that 5 students or 17% among the range >74 students, met the minimum criteria of possession. Source: SMP TMI Roudhlatul Qur'an Metro Post-Test II Result on 31 August 2019.
Source: Result of Post Test II at VIII SMP TMI Roudhlatul Qur'an Metro on 31 August 2019.
Post-Test II
Based on the above result, we could conclude that 18 students (60%) were successful and the other 12 students (40%) were unsuccessful.
Students' Learning Activity
At the end of this cycle, the researcher and the collaborator analyzed and calculated all the processes such as student's post-test II grade and observation of student's learning activities. The comparison between students post-test I grade and post-test II grade can be compared on the following table. Based on the graph above, it could be seen that the grade of the students in post-test II was different.
There was an improvement between Post-Test I and Post-Test II, but did not meet the indicator of success.
Post -Test III
Based on the post-test III results, the researcher calculated the average grade which is 80.5. The students' learning activity that had a high percentage was that 28 students (93.3%) paid attention to the teacher's explanation. At the end of this cycle, the researcher and the collaborator analyzed and calculated all the processes such as student's post-test III grade and observation of students' learning activities.
Comparison between students after test II. class and posttest III. classes can be compared in the following table.
Students Learning Activity
Discussion
Based on the explanation of Cycle I and Cycle II, it can be concluded that the use of learning cell technique can improve students' reading comprehension. It was the reason why the researcher chose learning cell technique to improve students' reading comprehension in narrative text. Then, it can improve students' reading comprehension in narrative text after being trained repeatedly.
Moreover, the researcher used learning cell technique which contains some steps to improve the students' reading comprehension.
Conclusions
Suggestions
This research is only concerned with the use of learning cell technique to improve students' reading comprehension. Aisyah and Nunung Nurjanah, “Improving Students' Reading Comprehension Using Learning Cell Technique”, ELT Perspective 4(1), May 2016. Dian Rahmawati, “Learning Cell Technique vs. Reading Comprehension of Narrative Text”, Smart journal vol.1 no.
Mcquillan Martin, The Narrative Reader, Routledge London and New York 2000 Nunam David. Practical English Language Teaching. The MC GROW HILL.
KURIKULUM 2013 REVISI
SILABUS PEMBELAJARAN Sekolah Menengah Pertama (SMP)/
Madrasah Tsanawiyah (MTs) Mata Pelajaran : Bahasa Inggris
KOMPETENSI DASAR
KD.1 Menerapkan struktur teks dan unsur kebahasaan untuk melakukan fungsi sosial berpose dan membandingkan jumlah dan sifat orang, binatang, benda, sesuai dengan konteks penggunaannya. KD.2 Menyusun teks lisan dan tulis untuk bertanya dan bertanya tentang perbandingan jumlah dan sifat orang, hewan, benda, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
INDIKATOR Peserta didik dapat
TUJUAN PEMBELAJARAN
MATERI AJAR 1. Input text
34;But before you all have a party, I wonder how many of your members are out there on the river. Then the crocodiles were lined up from one end of the river to the other. The mouse deer jumped on the body of a crocodile to the others as he counted, 'one, two, three; and so on until ten.
The opening paragraph introduces the characters/participants of the story and sets the scene (answers who, when, what and where).
MEDIA PEMBELAJARAN 1. Handout (narrative text)
METODE PEMBELAJARAN Technique : Leaning Cell
- Kegiatan Inti a. Pre-Reading
- Penutup
- PENILAIAN
Siswa diberikan pertanyaan tentang contoh teks naratif yang mereka ketahui, seperti fabel, legenda, dongeng dan lain-lain. Para siswa memahami teks bersama-sama dan mencoba untuk membuat pertanyaan dan jawaban dalam buklet latihan. Guru dan siswa bersama-sama membuat rangkuman materi yang telah dipelajari pada pertemuan ini.
Guru mengajukan pertanyaan kepada siswa untuk membantu mereka melakukan refleksi terhadap kegiatan pembelajaran yang telah mereka lakukan.
Pre-Test
Teaching I in Cycle I
Teaching II in Cycle I
Post-Test I
Teaching I in Cycle II
Teaching II in Cycle II
Post-Test II
Teaching I in Cycle III
Teaching II in Cycle III
Post-Test III
