The primary goal of this research is to know if the use of guided reading strategy can improve students' reading comprehension. It means that the use of Guided Reading Strategy can improve students' reading comprehension in grade eight at Junior High School Muhammadiyah Sekampung, East Lampung. The conclusion of this research is that Guided Reading Strategy can improve students' reading comprehension at grade eight at Junior High School Muhammadiyah Sekampung, East Lampung, especially students' interest in reading learning.
Tujuan dari penelitian ini adalah untuk menyelidiki apakah penggunaan strategi Membaca Terbimbing dapat meningkatkan pemahaman membaca siswa. Puji syukur hanya kepada Allah SWT, Tuhan dan pemberi inspirasi kehidupan sehingga peneliti akhirnya dapat menyelesaikan tesis yang berjudul 'memperbaiki siswa'.
INTRODUCTION
- Background of the Study
- Problem Identification
- Problem Limitation
- Problem Formulation
- Objective of The Study
- Benefits of The Study
One of the tasks of the teacher is that the teacher must help the students to improve their reading comprehension. One of the ways or solutions to this problem is that the teacher can use guided reading strategies to help the students with reading comprehension. Based on the result above, there is a proof that the students have low score in reading comprehension.
Can the use of guided reading methods improve the students' reading comprehension at grade eight of Junior High School Muhammadiyah Sekampung East Lampung?”. Giving information to English teacher as guided reading method can be effective in improving the students' reading comprehension.
THEORICAL FRAMEWORK
The Concept of Reading Comprehension
- Definition of Reading Comprehension
- Strategies For Reading Comprehension
- Level of Reading Comprehension
- Model of Reading Comprehension
- The Purpose of Reading Comprehension
This means that in order for readers to determine what information to take from the text, they should determine their purpose for reading. In other words, skimming is reading the entire text quickly to get the main point or main ideas of the text. The purpose of scanning is to get specific information without reading the entire text.9 That is, scanning is reading a text quickly to find specific information without reading every word in the text.
14 Riswanto. "The Effect of Using KWL (Know, Want, Learned) Strategy on Reading Comprehension Achievement of EFL Students", International Journal of Humanities and Social Science (IAIN Bengkulu Indonesia) Vol 4, no. 7(1): May 2014, p.227. At this level, readers or students can make suggestions, judgments, and inferences about the text.
The Concept of Guided Reading
- The Definition of Guided Reading
- The Structure of Guided Reading
- Procedure of Conducting The Guided Reading
- Tips for Guided Reading
- The Implementation of Guided Reading
- The Strategies of Guided Reading
- The Purpose of Guided Reading
- The Benefits of Guided Reading
- The Weakness of Guided Reading
- Action Hypothesis
On the other hand, Fountas and Pinnell suggest that guided reading allows students to develop reading strategies in a socially supported environment when encountering text with increasing levels of difficulty. Based on the above definition, the researcher concluded that guided reading can be defined as small group instruction for students reading the same text. In guided reading, take care of the structure of learning English, such as selecting a text, introduction to the text, discussion of the text, reading the text, learning points, word work and comprehension24.
Procedure for carrying out the guided reading The key steps of guided reading are:25 The key steps of guided reading are:25. By keeping group records and individual records of guided reading lessons, teachers will be able to plan for future guided reading lessons and other group or individual specific lessons. Using guided reading in the classroom is one of the ways to help the students develop strategies to improve their reading.
The implementation of guided reading in the classroom consists of three steps: planning for guided reading, conducting guided reading sessions, and after guided reading.27. Guided reading is a small group activity where the teacher helps students practice strategies for reading a text independently. Texts chosen for guided reading should be of an appropriate level that will provide students with the necessary support and challenges in reading the text.
Benefits of guided reading Guided reading helps students with:30 Guided reading helps students with:30. Time constraints can also be bad for guided reading; it is important to allow enough time to ensure that all students have sufficient individual attention during class. Based on the background of the research, the writer formulated a hypothesis: "the use of guided reading strategy can improve the reading comprehension of students in the eighth grade of Muhammadiyah Sekampung High School."
RESEARCH METODOLOGY
Setting
The researcher asked the students to form some groups of students in the learning process. The students' test score in the post-test was better than the test in the pre-test before that. The researcher asked the students "what is the picture like?" all the students answered "it's a house".
The researcher would give a reward to the active group as "Winner this week". Then, the researcher discussed the problem students face in reading comprehension through Guided Reading. The result of the students' learning activity can be seen in this table below.
Subject and Object of Study
Action Plan
- Cycle 1
- Cycle II
The researcher asked the students to read descriptive text silently. i) The researcher examined and reset prediction. j) The researcher asked the students to continue reading and predicting. k) The researcher and the students discussed about descriptive text. l) The researcher read the prediction. m). In this step, the researcher observed the students' activity in the teaching .. learning process by using observation sheets in this step, such as answered the teachers' questions, made a prediction about descriptive text, raised the students' scheme, answered the teachers' questions and gave explanation. In this step, the researcher used the data from the evaluation to improve the second cycle.
In this step, the researcher observed the process of teaching learning by using observation sheet to collect the data in action. Observation sheet in this step, such as answering the students' teachers' question, making a prediction about descriptive text, making the students' scheme, answering the teachers' question and giving explanation. The researcher reviewed the student activity and teacher performance and reflected on whether it was positive or negative.
Whereas, if the result of the second cycle was unsatisfactory, the researcher was continued.
Data collection Method
- Test
- Observation
- Documentation
- Field Note
Whereas, if the result of the second cycle was unsatisfied, the researcher was continued. tests were given to know the performance of the students before and after the learning process. a) Pretest. The pretest was given before applying treatment through guided reading strategy to know the students' reading comprehension. The post-test was conducted the last meeting after treatment to find out whether the treatment made any contribution to the students' performance in the class or not.
The improvement would be visible if the post-test mean scores were higher than the pre-test. In this study, the researcher observed the behavior of the students and the activities of the students in the learning process to know how the learning process went. When making the observation, the researcher prepared the observation sheet with a list of the students' activities.
Documentation is a way of using a written source, such as private documents (such as journals, diaries, e-books and e-mails) and public documents (such as newspaper, magazine and official report). To collect the data to be more accurate, the researcher used the field note to make it easy to analyze the data.
Data Analysis Method
If from Cycle I, there are some students who are not successful, so we complete Cycle II. So, if all the students in cycle II are successful, it does not continue to the second cycle.
Indicator of success
Description of The Research Location
- The History of Junior High School
- Building Condition And School Fasilities
- The total of the teachers and the students in
- The vision and mission of Junior High
- The condition of Junior High School
Junior High School Muhammadiyah Sekampung has a satisfactory facilities to support both the learning process and extracurricular program, it offers some extracurricular such as. The total of the teachers and the students in Junior High School Muhammadiyah Sekampung Muhammadiyah Sekampung.
Description Of Finding
- Action and Learning at Pre-Test
- Cycle 1
- Cycle 2
Based on the above data, it can be seen that the reading comprehension scores of the students were different. The researcher also planned to assess the students' knowledge on the given materials. The table above is the result of posttest 1, from which it is clear that the students' reading comprehension scores were different.
In each meeting, the researcher tried to explore the students' reading comprehension individually or in groups. This cycle also showed that the average score in the pre-test of the students was 56.25. The table above is the result of post-test 2, it can be seen that the score of the students' reading comprehension was different.
Moreover, this cycle also showed that the average of the score in the post-test 1 of the students was 67.91. From the result of the learning process in cycle 2, the researcher analyzed the general through Guided Reading Strategy that will improve the students' reading comprehension. Based on the results of pre-test, post-test 1 and post-test 2, it can be concluded that there was an increase in the students' reading comprehension score.
As a result, through Guided Reading Strategy can improve the students' activities in the teaching learning process.
Interpretations
- The Result Of Students Learning
- The Result Of The Students’ Observation Sheet
CONCLUSION AND SUGGESTION
Conclusion
Based on the research result and discussions, the researcher concluded this research as follows. Students' activities in cycle 1 can be described as follows, paying attention to the teacher's explanation is 63.5%, giving the answer to the teacher's question-explanation 55%, question-answering the question from the teacher-other students 65 %, marking from the material 58.5%, performing the task 61.5%. The participation of students in the second cycle can be described as follows, paying attention to the teachers' explanation, they are 85%, giving answers to the teachers' explanation. - the question 81.5%, the question-answer of the question for-by the teacher-other students 82%, the note from the material 75, the performance of the task 85%. The average score of Muhammadiyah Junior High School Sekampung students in pre-test and post-test 1 was from 56.25 to 67.91 or improved 11.66.
Suggestion
Duffy, Explaining Reading: A Resource for Teaching Concepts, Skills, and Strategies New York, London: The Gideford Press. Teaching by Principles: An Interactive Approach to Language Pedagogy New York: San Francisco State University. Most students are actively asking and answering the question during the teaching and learning process.
