Tujuan dari penelitian ini adalah untuk mengetahui apakah penggunaan strategi marginal gloss dapat meningkatkan pemahaman membaca siswa. Tujuan dari penelitian ini adalah untuk mengetahui apakah penggunaan strategi marginal gloss meningkatkan pemahaman membaca siswa.
Background of Study
The Pre-Survey Data of the Students' Reading Comprehension of the Tenth Grades at SMA Muhammadiyah 1 Metro. Classification of students' reading comprehension ability of tenth grade students at SMA Muhammadiyah 1 Metro.
Identification of The Study
Problem Limitation
Problem Formulation
Objective and Benefits of The Study Percentage 1. Objective of the Study
This research can be a guideline for future researchers, especially in the process of implementing the Marginal Gloss strategy in research reading. In addition, the results of this study are expected to be one of the strongest evidences that the Marginal Gloss strategy can improve students' reading comprehension.
Prior Research
The research method of the other previous research is Quantitavie approach with an experimental design.3. The similarity between this study and the first previous research lies in the similarity between language skills and teaching strategies used.
Concept of Reading Comprehension 1. The Concept of Reading
The Concept of Reading Comprehension a. The Definiton of Reading Comprehension
Furthermore, reading comprehension is a common goal for reading courses, we will focus on that in this section. Based on the indicator above, the preparation process for reading comprehension test should be considered the completeness of the indicators of reading comprehension.
The Concept of Marginal Gloss Strategy
The Definition of Marginal Gloss Strategy
Marginal Glare is the Marginal Glare when used, the best version of a Marginal Glare. Based on the statements above, we can conclude that Marginal Gloss strategy is one way used to help students easily understand the reading between the text and the reader.
The Benefits of Marginal Gloss Strategy
The Procedures of Marginal Gloss Strategy
Action Hyphothesis
The students' reading comprehension and learning activity can be improved by the use of Marginal gloss strategy in the tenth grade at SMA Muhammadiyah 1 Metro.
The Variables and Operational Definition of Variables 1. Variables of Research
According to Zina O'Leary, dependent variables are things you are trying to study or measure.29 Dependent variable is a variable that can be improved by an independent variable. Flannel an independent variable is a variable that is believed to have an effect on another variable (a dependent variable).30.
Research Location
The Subject and Object of the Research
In carrying out the research, the researcher will collaborate with the real English teacher of SMA Muhammadiyah 1 Metro Mr. The researcher plays a role as an English teacher who teaches reading comprehension to the students through Marginal Gloss Strategy, while the actual English teacher's role is as an observer who observes the action of the research while teaching learning activities take place in the classroom. The real English teacher also acts as a collaborator when he helps the researcher with the design of the lesson plan, the execution of the reflection and the determination of the follow-up of the study.
Then, the researcher also collects and analyzes data together with the teacher to know the result of their students' reading score.
Action Plan
In this phase, the researcher acts as a teacher, and the real teacher becomes an observer. The group leader is then encouraged to remind others to contribute to the discussion. d) The third step is evaluation. Then the students have to decide whether they agree or disagree with each statement. e) The fourth step is reflexive.
The students reflect on the decisions they have made and the values on which these decisions are based.
35. improving students' assessment and solving an unfinished problem.. a) The researcher implements the Marginal Gloss strategy. Student discussion moves from the main ideas of the text to the value of personal perception/reaction.
The Data Collecting Technique
On the other hand, the researcher uses the student's final reading score as a pre-test and post-test to obtain quantitative data. In this case, the researcher observes the students directly in the classroom and gets a description of the students' activities in the process of learning to read. The real teacher also observes the researcher teaching in the classroom and the implementation of CAR based on the observational notes he has taken previously.
In this research, the researcher will use field notes to focus on a particular issue or teaching behavior over a period of time.
Data Collecting Instrument
Also, the researcher will take field notes related to the classroom situation, classroom management, classroom interaction between teacher and students or students with students, etc. In this research, the researcher will administer the reading comprehension test to know the students' reading comprehension in descriptive text.
Data Analysis Technique
The formula to determine the percentage of students who pass the minimum mastery criteria (MMC) in each cycle is as follows:38. Moreover, to know the result, the researcher will compare between pre-test and post-test. If from cycle 1, there are some unsuccessful students, so the researcher will carry out cycle II.
If the students were successful from cycle II, the cycle can be stopped only up to cycle II.
Indicator of Success
The performance indicator is derived from the process and result of the action research. This research is called successful if 70% of students achieve a minimum score of 70 and 70% of students are active in learning activities.
Result of the Research
Description of Research Location
9 Baiturrahman, S.Pd.I Arabisch 10 Bulan Purwandari Science 11 Desna Iriani, S.Pd Science 12 Diah Indriyani, S.Psi BK 13 Dra.
Description of Research Result
Based on the result of the pre-test score, the researcher identified and found the problems after taking the student's pre-test score. Based on the result of the pre-test score, the researcher identified and found the problems after taking the students' pre-test score. Then the researcher gives the students a new text and asks them to read the text.
The researcher started the lesson by praying, greeting, checking the attendance list and asking about the condition of the students.
Post-test I
Observing
During the treatment, the learning activities of the students during the learning process were also observed by the observer. Students who were active in the discussion would receive the mark by marking it on the observation sheet for each cycle. The graph showed that the learning activity of the students has not reached the percentage of 70%.
The Students' Learning Activity
Reflecting
It could be concluded from the result observation in the learning process in cycle I that no Minimum Passing Grade of the research has yet been achieved in the learning process. At the end of this cycle, the researcher analyzed and calculated all the processes, such as the students' pre-test grade and the students' post-test I grade result.
Improving Explanation
Planning
Based on the activities in Cycle I, the process in Cycle II focused on the Cycle I problem. Then the researcher and collaborator planned to deliver the material to students in descriptive text using Marginal Gloss Strategy. The researcher prepared several things in the teaching and learning process, such as the lesson plan, the design step in doing the action, the attendance list of the students, the text.
Acting
The researcher asks students to read the text given and explain what is explained in the text. Then the researcher gives examples of sentences in the first paragraph that explain what the text is about. Next, the researcher gives a new text to students and asks students to read the text.
The researcher started the lesson by praying, greeting, checking the attendance list and asking the students.
Average 81
Based on the above result, it could be concluded that 24 students (80%) were successful and 6 other students (20%) were not successful. During the learning process, four indicators were also used to know the learning activities of the students, as before in the learning process. Based on the result of the observation sheet in cycle II, the researcher indicated that the learning process in cycle II was successful.
Post-test II
Source: The result of post-test II at X 3 from SMA Muhammadiyah Metro on November 25, 2019.
Learning Activities
Based on the result above, the researcher indicated that the learning process in cycle II was successful because the students' learning activity achieved a percentage that is 70%. Based on the result of the learning process in cycle II, the researcher analyzed that reading comprehension was generally improved by using the Marginal Gloss Strategy. At the end of this cycle, the researcher and the collaborator analyzed and calculated all processes, such as the student's post-test II grade and observation of the student's learning activities.
The comparison between students post-test I grade and post-test II grade can be compared on the following table.
Improving Explanation
INTERPRETATION
- Result of Students Learning a. Result of Students Pre-Test
- Comparison of Grade in Pre-Test, Post-Test I in Cycle I, and Post-Test II in Cycle II
- The Result of Students’ Learning Activities in Cycle I and Cycle II The students’ learning activities data was achieved from the whole
In this research, to know the students' reading comprehension after the implementation of the treatment, the researcher conducted the post-test I. It can be concluded that most of the students failed to achieve the material. c. Result of Student Post-test II. The researcher conducted the post-test II to measure the students' reading after the implementation of the treatment.
The percentage of students who test learning activities in cycle I and cycle II .. Post-test I Post-test II.
DISCUSSION
The results showed that marginal brightness can directly communicate in order to influence the improvement of learning outcomes. The researcher could say that the problems were solved using the marginal gloss strategy. As it was noticed, that there was an increase in student activities during the learning process of cycle I and cycle II through the strategy of marginal brilliance.
This means that marginal gloss strategy had positive effect to improve the teaching learning process.
CONCLUSION
SUGGESTION
It is better for the teacher to use the Marginal Gloss Strategy in teaching English, especially in mastering reading comprehension, because it can improve students' reading comprehension. The teacher must motivate students to be active in the learning process. Students are suggested to be more active in developing the learning process in the classroom and improve their mastery in reading comprehension in order to succeed in learning English.
It is advisable for the principal to support the English teacher to use Marginal Gloss Strategy in order to teach the learning process, because Marginal Gloss Strategy is very useful in the process of English learning reading comprehension.
