Penelitian ini bertujuan untuk menunjukkan bahwa keterampilan membaca dapat ditingkatkan melalui Framing Routine Strategy. Penelitian ini bertujuan untuk menunjukkan bahwa tingkat kemahiran membaca dapat ditingkatkan melalui penggunaan strategi pembingkaian rutin. Hasil tersebut menggambarkan bahwa strategi rutin pembingkaian dapat meningkatkan keterampilan membaca pemahaman siswa.
INTRODUCTION
- Background of study
- Problem Identification
- Problem Limitation
- Problem Formulation
- Objective and Benefit of Study
- Prior Research
In line with the reading problems above, the researcher found reading problems among the eleventh graders at MA Maarif 01 Punggur based on the results of the pre-survey. Based on the results of the pre-survey above, it can be seen that most of the eleventh graders at MA Ma‟arif 01 Punggur have a low reading comprehension ability. Applying the Framing Routine strategy in the form of classroom action research is expected to help students improve their reading comprehension ability.
LITERATURE REVIEW
Reading Comprehension Ability
- Definition of Reading
- Definition of Comprehension
- Definition of Reading Ability
- Definition of Reading Comprehension
- Teaching Reading Comprehension
- Assessment of Reading Comprehension
Concept of Framing Routine Strategy
- Definition of Framing routine Strategy
- The Benefits of Framing routine Strategy
- The Weakness of Framing Routine Strategy
- The Procedure In Framing Routine Strategy
Action Hypotesis
The action hypothesis in this research is as follows “The implementation of the framework of routine strategy can improve reading comprehension among the eleventh graders at MA Ma'arif 01 Punggur in the Academic Year of.
RESEARCH METHOD
- Definition Variable and Operational Variable
- Research Location
- Subject and Object of Study
- Action Plan
- Data Collecting Technique
- Data Collecting Instrument
- Data Analysis Technique
- Indicator of success
After an observer, the researcher asked one of the students to read the summary that the student called Rara. From table 9 it could be concluded that 8 students or 30% had passed post-test 1 and that 19 students or 70% had failed the Minimum Mastery Criteria (MMC).. the performance of the students. could improve enough, but it was not successful yet. The researcher presented the post-test II to measure the student's ability after implementing the treatment. The researcher obtained the data through a reading comprehension test that lasted 60 minutes.
RESULT OF THE RESEARCH
Research Setting
After an observer, the researcher asked one of the students to read the summary, the student named Nanik Zalvia. From the table above it could be seen that the grade of the students in post-test I was different. It could be seen that the grade of the students in post-test II was different.
Interpretation
Result Of Students Learning
In this phase, researcher presents pre-test to measure the students' ability before implementing the treatment. The researcher obtained the data through a multiple choice test completed for 60 minutes. The results of the pre-test showed that most of the students found it difficult to do the test.
Based on the pre-test result, it could be concluded that 31 students (82%) had failed and 7 other students had failed. The successful students were those who achieved the minimum mastery criteria at MTs Ma'arif 01 Punggur at least 70. In this study, the researcher conducted the post-test I to know if the students could achieve reading comprehension after implementing the treatment.
The criterion of students who were successful in acquiring the material should get the minimum mastery criteria, at least 70. In this research, the researcher continued to cycle II, because the grade of post test I in cycle I did not meet the MMC, but it was only 30% passed the MMC. It was higher than post test 1 in cycle I. This means that the success indicator of this research was achieved which was >75% of students who got a grade of 70.
Comparison of grades in the pre-exam, after exam I in cycle I and after exam II in cycle II.
Comparison Of Grade In Pre-Test, Post-Test I In Cycle I,
The frequency of the student's pre-exam levels, I. level after the exam in the I. cycle and II. degree after the exam in II. Based on the results of the pre-exam, post-exam I and post-exam II, it is known that there was a significant positive increase in the students' results. Therefore, the researcher concludes that this research was successful because the performance indicators are achieved in this study.
The percentage of students' ability to read comprehension in pre-test, post-test I in cycle I and post-test II in cycle I. Based on the graph above, it can be concluded that the framework routine strategy can increase the student reading comprehension proficiency test. It is supported by the improvement in students' scores from pre-test to post-test I and from post-test I to post-test II.
The result of the learning activities of the students in cycle I and cycle II The data of the learning activities of the students were obtained from all students.
The Result Of Students‟ Learning Activities
Based on the average percentage of learning activity in the table above, it was investigated that the average percentage of learning activity of cycle is 2 %. This means that this research is successful because the percentage of learning activity is performing. The students' attention to the teacher's explanation from the first meeting to the next meeting was improved. The students who asked/answered questions from the teacher improved from the first meeting to the next meeting.
It showed that when the teacher gave the question to the students, they were brave to answer even though not all the questions could be answered well. Based on the above data, it could be concluded that the students felt safe and active with the learning process because most of the students showed good improvements in the reading comprehension test when Framing Routine strategy was used in the learning process from Cycle I to Cycle II. d) To be able to perform the task. Based on the above data, it is concluded that the implementation of Framing Routine strategy improves the learning activity of students because most of the students showed good improvement in learning activities when Framing Routine strategy was applied in the learning process from cycle I to cycle II.
Based on the results of the preliminary study, it can be inferred that there was an improvement in the average grade and the total number of students who passed the test from pretest, posttest I to posttest II. Moreover, in post-test I there were 14 students or (52%) passed the test, the indicator students get a grade >70 with an average of 66. Meanwhile, in post-test II there were 25 students or (93%) passed the test the indicator students get a grade > 70 with an average of 78.
From the explanation, the researcher came to the conclusion that the research was successful and it can be stopped in the cycle II because the success indicator 75% of students achieved grade 70.
Discussion
Berdasarkan hasil proses pembelajaran dalam dua siklus, peneliti ingin menggambarkan kesimpulan bahwa kemampuan membaca pemahaman dapat ditingkatkan dengan strategi rutin kerangka. Strategi rutin kerangka kerja dapat meningkatkan kemampuan membaca pemahaman siswa kelas XI MA. Ma'arif 01 Pugur. Dengan bimbingan dan arahan guru, siswa menanyakan antara lain perbedaan teks naratif yang berbeda dalam bahasa tersebut. Kelengkapan dan koherensi struktur teks naratif. tata bahasa, kosa kata, ucapan, tekanan kata, intonasi, ejaan dan tulisan tangan.
Membuat monolog berbentuk teks narrative secara berkelompok/berpasangan/. cerita rakyat, sesuai dengan konteks penggunaannya. Kumpulan karya siswa yang mendukung proses penulisan teks naratif berupa: draft, revisi, editing hingga hasil terbaik untuk. Di tengah kota terdapat sebuah bukit besar yang disebut Gunung Dathok.
Due to the topography of the region, Kediri is called a cold city by the locals. The cigarette factory dominates the city's economy and employs most of the female workforce. The name of the male turtle is Donatello and the female is Rafael They are quite easy to keep.
Why is it dangerous to touch the edge of the turtle's shell when he is taking his afternoon nap?
CONCLUSION AND SUGGESTION
Conclusion
To identify the reading comprehension of the 11th grade students of MA Ma'arif 01 Punggur, the researcher will apply a reading test. Moreover, to know the result, the researcher will compare the pre-test and the post-test. Furthermore, the researcher asked one of the students to mention that the main idea in the second paragraph is that the researcher points to a student named Aziz, the content of.
The researcher also planned to give assessment to measure students' mastery of the given materials. Once an observer, then the researcher asked one of the students to read the summary, the student named Puji Lestari. After an observer, then the researcher asked one of the students to read the summary, the student named Mala Lestari.
Based on the above result, the researcher stated that the learning process in II. the cycle was successful because the students' activity reached a percentage of >70%. From the results of the learning process in II. cycle, the researcher analyzed that, in general, using a routine framing strategy would improve students' reading comprehension ability.
Suggestion
Secara berpasangan, siswa menganalisis berbagai teks legenda dengan fokus pada fungsi sosial, struktur, dan unsur kebahasaan. Siswa mahir memahami, menjelaskan dan menanya teks lisan dan tulis yang menyatakan jumlah dan ciri-ciri orang, hewan dan benda dan meminta perbandingan, melakukan komunikasi transaksional dan fungsional dengan guru dan teman, menggunakan ungkapan menggunakan struktur teks yang runtut dengan benar unsur kebahasaan dan sesuai konteks, adil, disiplin, percaya diri, tanggung jawab, peduli, gotong royong dan cinta damai. Guru membimbing siswa untuk mengajukan pertanyaan tentang fungsi sosial, struktur teks, dan unsur kebahasaan dari contoh fabel tersebut.
Guru membimbing siswa mengamati ciri-ciri sosial, unsur kebahasaan, gagasan pokok dan informasi rinci dari contoh-contoh fabel tersebut. Guru membimbing siswa untuk mempertanyakan ciri-ciri sosial, unsur kebahasaan, gagasan pokok dan detail dari contoh-contoh fabel tersebut. Guru meminta siswa untuk menganalisis fungsi sosial, unsur kebahasaan, gagasan pokok dan informasi rinci dalam fabel yang dibacanya.
Menyusun teks narrative dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
