This research aimed to find out the improvement of the students' reading comprehension in speaking by Look-Say method at the seventh grade of students of SMP Negeri Satap 5 Baraka, Enrekang. The instrument of the research was observation and reading test indicated that the students achieved high score in speaking performance. The subject of this research was the Seventh grade of Students' SMP Negeri Satap 5 Baraka, Enrekang academic years 2014-2015 by Look-Say Method.
Improving students' reading fluency and accuracy using the Look-Say method presented descriptive paragraph material in the seventh grade of students of SMP Negeri Satap 5 Baraka, Enrekang significantly improves students' ability.
INTRODUCTIONINTRODUCTION
- Background
- Problem Statement
- Objective of the Research
- Significance of the Research
- Scope of the Research
- Some Previous Related Research Finding
- Some Pertinent Ideas
- The Theory of Reading a. Definition of reading
- Conceptual Framework
Considering the statement above, the author wants to conduct a research under the title: "the use of Look-Say method to improve the students". With regard to the background mentioned above, the problem of the research can be formulated in the following questions: "How are the students doing? The objectives of the research is to find out the students' improvement in reading comprehension by using Look-Say Method at the seventh grade of SMP Negeri Satap 5 Baraka Enrekang.
The result of the students using the look-say method can be seen in their abilities and their response after the teaching learning process.
RESEARCH METHOD
Research Variable 1. Variables
The teacher analyzed syllabus to know what basic competence should be imparted to student by using the Look-Say method. After giving pre-action, the students gave English material using the Look-Say method for five times of assembly. From the result of the research, the researcher can conclude that Look-Say method can improve the students' reading comprehension.
Observation sheet intended to find out the data of the students about their attendance and activity in the learning process of the education.
Technique of Data Collection
Research observed the students' response participation and everything found during the teaching and learning process based on observation sheet arranged. Conduct evaluation to know the student's improvement. c. Give the students a chance to suggest how to complete the action research. To score the students' answers of test literal comprehension, the researcher used formula. a) Main idea.
4 The student response includes at least 2 key details from the passage that support the main idea of the passage.
Technique for Data Analysis
- Observation Result of Students’Observation Sheet 8. Lembar Pengamatan Proses Belajar Mengajar
- LITERAL COMPREHENSION a. Main idea
3 Student response includes at least 2 details with at least one key detail from the passage that supports the main idea. READING COMPREHENSION OF STUDENTS (Classroom action research on seventh grade students of SMP Negeri Satap 5 Baraka, Enrekang 2013/2014). Effectiveness of pre-questionnaire on reading comprehension achievement of first grade student of SMK TRI TUNGGAL 45.
Enhancing Students' Reading Comprehension Paraphrasing Strategy (A Classroom Action Research in XI I PA of SMA Negeri 14 Makassar).
The Findings
- The improvement of the students’ Literal comprehension
- The Improvement of the Students’ Reading Comprehension
- The Observation Result of Students’ Activeness
Based on the percentages above, there is significant improvement in students using the Look-Say method. To clearly see the improvement in students' reading comprehension in literal numbers, the following graphic is presented. Therefore, there is an improvement in the students' literal numbers and the target can be reached.
The above table proves that the use of the Look-Tell method in the teaching and learning process is able to improve the student's reading comprehension after taking action in I. and II. cycle, where the achievements of students in II. above shows that the improvement of students' reading comprehension in the cycle is 6.68%, in II. After evaluation in cycle I and cycle II, there was a significant improvement in the students' literal understanding, which is clearly shown in the table after the action in two cycles with the Look-Say method.
The following table and graph show the observational outcome of the students' activity in learning reading comprehension from Cycle I through Cycle II. Table 3. The observation result of the students during the teaching and learning process. The result of the students' observations during the teaching and learning process improved significantly through the Look-Say method. This is evidenced by the improvement in student participation at the first meeting of Cycle I of 48.52% and at the last meeting of Cycle II, student participation was 83.08%.
The following table and graph show the observation result of the students' activity in learning to write from cycle I to cycle II.
Discussion
- The Improvement of the Students’ Literal comprehension
The result of the data analysis presented in the result above shows that the mean score of students' main idea was to become higher from diagnostic test to cycle I and cycle II. Seeing the result of the students in cycle II that was higher than cycle I, it indicates that the application of Look-Say method could significantly improve the students' ability to identify the supporting idea in the reading comprehension. The result of the data analysis showed that the mean score of students' supporting idea was to get higher cycle I to cycle II.
Seeing the students' score in the cycle II which was higher than the cycle, I show that the application of the Look-Tell Method can significantly improve the students' ability to identify the supporting idea in the reading comprehension. To see the achievement of students' scores for word comprehension at each grade level, it is presented as follows:
The Observation Result of Students’ Activeness
Based on the above explanation, the author concludes that using the Look-Tell method in teaching reading comprehension could significantly improve students' ability in literal comprehension. So, the goal stated in the background to improve the average grade of the students to 7.00 could be successfully achieved. In other words, teaching reading comprehension using the Look-Tell method can improve students' knowledge.
Conclusion
Suggestions
Students should try to read individually or in groups, because it can stimulate to read more and have natural communication. The students are expected to improve their intensity in learning reading through the Look-Say method. So it is strongly recommended to be used in teaching English reading in the classroom to improve students' reading comprehension.
It is suggested that the English teacher adopt the Look-Say method as an alternative in teaching method and learning process. In order to improve the reading comprehension of the students in general, there are many cases that need to be improved, such as: main idea, supporting idea, note-taking and cause-effect relationship, etc. But in this study, the researcher focused on improving of the reading ability of the students. understanding in term Literal understanding.
So for the next one. researcher, they can take another example of reading comprehension to improve, neither use this method nor other methods. However, it is better to use this method to know how to improve students' reading comprehension through different discussions.
Kompetensi dasar
Indikator Pencapaian Kompetensi Kognitif : Produk
Tujuan Pembelajaran Penngetahuan : produk
Siswa dapat membedakan bagian-bagian ujaran seperti kata benda, kata kerja, dan kata sifat. Terlibat aktif dalam pembelajaran memungkinkan siswa berkomunikasi dengan benar dan sopan, termasuk presentasi, pertanyaan, dan pendapat.
Materi Pembelajaran
Metode Pembelajaran Metode : Look- Say Method
Penilaian Hasil Belajar
Indikator pencapaian Kompetensi Kognitif : Produk
The water flows from your part of the stream to where I am upstream or downstream, your drink is muddying my water and I will eat you." So saying, the wolf jumped on the lamb and devoured it, but he was not happy. because he wanted to become the richest king in the whole world. At the end of ten days, Midas returned Silenus to the god Bacchus.
He told Midas, "I will grant you any wish you make." Midas was very happy. Bacchus took pity on Midas and ordered him to go to the river Pactolus and wash his hands in its water. A shepherd led his sheep out to pasture, but when it was time to return to the sheepfold, he discovered that a wild goat had mingled with his flock.
Nevertheless, he was very happy that the herd had grown by itself, and he let the goats into the fold with the sheep. He gave his sheep only a small handful of food, while giving much larger rations to the goats. Despite this, as soon as the shepherd opened the gate, the goats ran out and he was unable to recapture them.
Her son, her daughter-in-law and her grandchildren all attended the party. How much do I owe you?" "You owe me nothing," she answered, "mother has thought we should never accept wages for kindness." He said, "Then I thank you from my heart." When the poor boy left that house, he felt stronger.
Metode Pembelajaran Metode : Look – Say Method
He asked her what was wrong, and she replied, "I would buy a red rose from many mothers, but my money is not enough." The man smiled and said, "Come in with me. I will buy you a rose." He bought the little girl a rose and he also ordered flowers for his own mother. Judul Skripsi: The Use of Look-Say Method to Improve Students' Reading Comprehension in Seventh Grade of Students' SMP Negeri Satap 5 Baraka, Enrekang.
Judul Skripsi: Increasing Students' Reading Comprehension Through Reciprocal Teaching Technique (A classroom action study among the first-year students of SMP Negeri 6 Ajang Ngale, Bone Regency). The teacher asks the students to look at the difficult words in the text and to underline the text. After reading the text, the teacher asks the students to see the main idea of each paragraph.
The teacher gave the students a first-cycle reading test to measure the students' literal comprehension, specifically to measure their knowledge of the main idea and supporting idea in the text. The bear was very greedy and did not want the rabbit to get any meat. The teacher asks the students to look at the adjective, noun and verb bases in the text.
