The effectiveness of using distraction strategy to increase the students' reading achievement at the eleventh grade SMA Muhammadiyah Sungguminasa. Title: The Effectiveness of Using Distraction Strategy to Increase the Students' Reading Achievement at the Eleventh Grade of SMA Muhammadiyah Sungguminasa Regency of Gowa (An Experimental Research). Judul Skripsi: The Effectiveness of Using Inference Strategy to Increase Students' Reading Achievement at the Eleventh Grade of SMA Muhammadiyah Sungguminasa Regency of Gowa (An Experimental Research).
Judul Skripsi: The Effectiveness of Using Inference Strategy to Increase Students' Reading Achievement at the Eleventh Grade of SMA Muhammadiyah Sungguminasa Regency of Gowa (An Experimental Research). The effectiveness of using inference strategy to increase the students' reading achievement at the eleventh grade of SMA Muhammadiyah Sungguminasa Regency of Gowa (an experimental research). The researcher's findings showed that the Inference strategy made a greater contribution to the students' reading performance.
Based on the above statement, the researcher proposes a research proposal titled “The Effectiveness of Using Inference Strategy to Increase Students' Reading Achievement in Eleventh Grade of SMA Muhammadiyah Sungguminasa Regency of Gowa”. The Effectiveness of Using Inference Strategy to Increase Literal Reading Achievement of Eleventh Grade Students in SMA Muhammadiyah Sungguminasa.
INTRODUCTION
Problem Statement
Objective of the Research
Significance of the Research
The outcome of this research is expected to provide useful information and make a positive contribution to the English teacher, students of English and those involved in the language learning process. This research gives the teachers a new method to encourage the students to increase the reading performance of the students. The results of this research are expected to suggest to the teacher to pay special attention to the needs of the students in teaching and learning process, such as good classroom atmosphere, good materials and good strategy.
It is also hoped that the findings of this study will provide valuable references for English teachers in teaching reading through Inference Strategy.
Scope of the Research
Students' literal reading performance using inference strategy differs in pre-test and post-test. This means that the students' literal and interpretive reading performance increased after being treated through the use of distraction strategy. The result of data analysis t-test of the students' reading performance by inference strategy table below.
The score for the students' post-test was higher than the main score for the students' pre-test. The result of calculating t-test of the indicators in students' t-test reading performance (literal and interpretive performance) was greater than t-table. The result of the data analysis's t-test of the students' reading performance through inference strategy table below.
After calculating the students' score of the indicator of Literal Reading Performance in pre-test and post-test, also explain the classification of students'. The students mean score of pretest and posttest in reading for interpretive performance.
REVIEW OF RELATED RESEARCH
Conceptual Framework
PROCESS: Refers to the implementation or presentation of data in the classroom using the completion strategy. Students observed whether or not they could develop their reading ability during the teaching and learning process. RESULTS: Refers to students' achievement in reading focusing on the narrative text after conducting the treatment using the inference strategy.
RESEARCH METHOD
- Population and Sample
- Research Variable and Indicator
- Research Hypothesis
- Research Instrument
- Procedure of Collecting Data
- Data analysis
Scoring the students' responses to the pre- and post-test using this formula Table 3.1 Rubric for literal and interpretive reading performance. After calculating the score, the researcher found that the performance of the students in literal reading had increased by 56%, from the average score of 5.6 to 8.8 in the post-test. When applying the inference strategy in the classroom, the data collected through the test showed that the use of the inference strategy could increase the students' interpretive reading performance.
The result of calculating t-test of the indicators in the students' t-table in literal and interpretive reading performance was greater than t-table (8.6>1.706). After calculating the students' mean score of Literal Reading Performance in pretest and posttest, then explain the classification of the students' stage. Therefore, it can be concluded that Inference Strategy can increase students' performance in literal reading achievement.
Students' interpretive reading performance using inference strategy The students' interpretive reading performance supported by the score for students on the pretest in conclusion was 4.7 and 8.5. After calculating the students' scores for the indicator of interpretive reading performance in the pre-test and post-test also explained the classification of the students' increased interpretive reading performance. But the students' reading performance in post-test that the content of reading performance could be understood.
Students' interpretive reading achievement using the inference strategy Students' interpretative reading achievement supported by the students' pre-test score in conclusion was 4.7 and 8.5. After calculating the students' points of the Indicator of Achievement in Interpretive Reading in the pre-test and post-test, the classification of the students' growth in interpretive reading was also explained. The result of the calculation of the t-test of indicators in the achievement of students in reading the t-test (literal and interpretive achievement) was greater than the t-table 14 > 1.706.
FINDINGS AND DISCUSSION
Discussion
Therefore, it can be concluded that the Inference Strategy could increase students' performance in interpretive reading performance. Inference strategy increases students' literal reading performance in terms of main idea and supporting details. Therefore, it can be concluded that Inference Strategy could increase students' performance in literal reading achievement.
CONCLUSION AND SUGGESTION
Suggestion
Improving students' reading comprehension through inference strategy on tenth year students in Madrasah Aliyah Darulmuttaqin Bungasunggu. The research's finding that teaching reading performance through inference strategy could increase students' literal reading performance and could also increase students' interpretive reading performance. After calculated, the frequency and percentage of pre-test and post-test of the students' literal and interpretive reading performance were classified in the following table.
2. Students' Achievement in Interpretive Reading Using Inference Strategy To answer the research question in the previous chapter, the researcher administers a test. The description of the analysis of the data from the reading test as explained in the previous section showed that the students' growth in literal and interpretive reading. The average score of the students after the Reading Achievement lesson using the Inference Strategy was better than before the treatment was given to the students.
It means that using the Inference Strategy would increase students' reading achievement.
