So, to increase the students' reading comprehension ability, the researcher used the Visualization Strategy learning process. The purpose of this research was to know whether the application of Visualization Strategy can increase the students' reading comprehension ability in English learning. This undergraduate research thesis gives the title "THE USE OF VISUALIZATION STRATEGY IN IMPROVING STUDENTS' READING COMPREHENSION ABILITY AT THE TENTH GRADER OF MA AN-NUR SOUTH SUMATRA IN ACADEMIC YEAR 2017/2018".
Background of the Study
As discussed earlier, it appears that the students were not using the reading strategy effectively. In addition to the factors of the students, the teaching technique also becomes an issue affecting the reading comprehension of the students in MA An-Nur South Sumatra. The strategy that emphasizes the use of background knowledge and the outline will help students to engage actively with the text.
Problem Identification
Based on the illustration above, the researcher wants to show that the use of visualization strategies can improve students' reading comprehension. Therefore, the writer has an interest in conducting the study titled “Improvement of reading comprehension through visualization strategy in the tenth graders of MA An-Nur South Sumatra.”.
Problem Limitation
Problem Formulation
Objective and Benefits of the Study 1. Objective of the Study
This research is as inspiration for teachers in MA An-Nur South Sumatera to teach the subject of reading. We hope it can help teachers to solve the problem in the subject of reading in their class. We hope it can be a positive contribution and as information to improve the quality of English teaching in MA An-Nur South Sumatera.
The Concept Of Reading Comprehension Ability 1. The Concept Of Reading
The Function of Visualization
For example, learning with an external visualization likely requires one to construct an internal mental representation of the object or phenomena under study, and one's spatial visualization skills may play a role in that construction process. From the explanation above, these three uses of the term visualization do not imply three mutually exclusive constructs or processes. For example, learning with an external visualization likely requires one to construct an internal mental representation of the object or phenomena under study, and one's spatial visualization skills may play a role in that construction process.
The Purpose of Visualization Strategy
Visualization is "the ability to manipulate or transform the image or spatial patterns into other arrangements and is believed to be important in highly visual domains such as architecture. It is important to note that these three uses of the term visualization do not imply three mutually exclusive constructs or processes. Although reading allows students to share their thoughts and take control of their thoughts, many students need a strategy to help them think before, during, and after they read.Students' mental images help them clarify their purpose , shape their ideas and expand their thinking.
Features of Visualization Strategy
As mentioned earlier, the advent of the computer age has opened up new vistas for visualization, making it possible to create objects that could not be dreamed of a few decades ago. If appeal is created in service of educational goals, perhaps by inspiring students to pursue the learning goal with greater effort, it is beneficial. Color, as a feature of visualization objects, is almost universally studied in conjunction with image texture.
The Procedures of Visualization Strategy
Teachers should use a different selection from the same text and ask students to illustrate while listening to the teacher read a passage. Improving reading comprehension and vocabulary through visualization can also improve the student's ability to write more meaningful essays. Initially, the teacher or another adult verbally guides the student towards an understanding of the text and language.
Action Hypothesis
RESEARCH METHOD
Operational Definition of Variables
- Independent Variable (X)
- Dependent Variable (Y)
The dependent variable of this research is reading comprehension ability, which can be defined as a student's ability to find a key word in a topic such as us; persons, place, time, etc. In measuring this variable, the researcher uses a written test as a tool to measure the student's reading comprehension ability. So if the students can answer all the questions. correctly, they will get 100 points.
Research Settings 1. Place
- Time
- Cycle
The basic competence is to arrange the interaction text, spoken and written short and simply, transactively in an activity related to asking and giving information about oneself, includes social function, text structure and useful with context in language. Because the researcher opts for classroom action research (CAR), the writer therefore uses two cycles to determine the success of the method used. If the success criteria have already been met in the second cycle, the cycle can be stopped.
Research Subject
The researcher needs to select the materials for teaching reading comprehension skills in the classroom accordingly. In this research, the researcher will choose descriptive text because it is included in the curriculum. After using the visualization strategy in the learning process, it could be hoped that it can improve learning outcomes and study activity.
Research Procedure
In this measure, the researcher administered a pretest, treatment, and posttest to the students. From the observation sheet, the researcher and colleague must know the result of the student's learning activity. The researcher and the colleague reflected on all the performed games and identified the result of observation in the learning process and compared the result of the pre-test and post-test.
Data Collecting Technique
- Test
- Observation
- Documentation
The post-test was given in the last session after three treatments to find out if the treatments made any contribution to the students' performance in the experiment. In the context of science, observation means more than simply observing the world around us to get ideas for research.24 Furthermore, research uses given and studied activities to teach the class whether or not they are bored with the given activity. The researcher used the documentation method to get detailed information about the history of the school, the sum of teachers, employers, students and organizational structure of the eleventh grade at MA An-Nur South Sumatera, in the academic year 2017/2018.
Data Analysis Technique
Documentation on the condition of teachers and official employees at MA An-Nur South Sumatera. In order to record the student's activity in teaching and learning process using visualization strategy, the writer will use field notes. In this case, the author notes the students' activity and participation in the teaching and learning process.
Indicator of Success
RESULT OF THE RESEARCH 1. Description of Research Location
- Description of the Research
- Planning
- Acting
- Observing
- Reflecting
- Cycle II
- Students’ Score in Pre-test, Post-test Cycle I, and Post-test Cycle II English learning process was successfully in cycle I but the
- The Result of Students’ Learning Activities in Cycle I and Cycle II The students’ learning activities data was gotten from the whole
- The comparison of Pre-test and Post-test
- Discussion
Then each group presented the result of discussion. The researcher corrected their answer sheet together with the students. At the end of the meeting, the researcher gave feedback to the students about the learning process. The post-test was done to know how the students' reading comprehension ability after giving treatment.
The result of the activities of the students in cycle I No activities of the students Frequency rate 1 The students are paying attention. It aimed to know the reading proficiency level of the students before and after the treatment. From the result of pre-test and post-test I, we knew that there was an improvement in the students' result score.
This table describes the comparison of the students' result in post-test I and post-test II. After the pre-test was done, the researcher gave the treatment to the students in cycle I. From the result of the students' score in pre-test and post-test I, there was an increase in the students' result score.
Based on the results of the students' scores from post-test II, it could be concluded that there were increasing scores. Furthermore, the researcher used the Visualization strategy, which could improve students' reading comprehension. It was clear that the Visualization Strategy could be used to increase students' reading comprehension.
SUGGESTION
Marlilyn Martin, Helping Children with non verbal learning disabilities to Flourish, London and Philadelphia: Jessica Kingsley Publishers, 2005. Narris, Reading For Evidence and Interpreting Visualization in Matematics and Science Education, Kanada: Reading for University of Alberta, 2005.
APPENDICES
Kompetensi Dasar dan Indikator Pencapaian Kompetensi Kompetensi Dasar (KD)
Tujuan Pembelajaran
Materi Pembelajaran Fungsisosial
Langkah-langkah Pembelajaran a. Kegiatan Pendahuluan
Siswa mengamati teks naratif yang terdapat pada slide untuk menemukan informasi yang terkandung dalam teks. Dengan bimbingan guru, siswa mempertanyakan tujuan, struktur, dan unsur kebahasaan yang digunakan dalam teks narrative. Siswa bertanya teknik apa yang tepat untuk memudahkan memahami dan menemukan informasi dalam teks narrative.
Siswa mendengarkan penjelasan guru tentang tujuan, struktur dan unsur kebahasaan dari teks narrative dan teknik yang relevan, sehingga mudah untuk memahami informasi apa yang terkandung dalam teks tersebut. Siswa berlatih menyusun teks naratif tentang cerita pendek yang telah didistorsi oleh guru di dalam amplop. Siswa mendengarkan penjelasan teman satu kelompok ketika mengalami kesulitan berlatih menemukan gagasan utama, informasi spesifik, dan informasi detail dari teks naratif.
Secara berkelompok, siswa secara aktif mendiskusikan ide pokok, informasi spesifik, dan informasi detail dari teks narrative pada lembar kegiatan yang disediakan oleh guru. Siswa menyampaikan laporan hasil diskusi kelompok yang membahas struktur, unsur kebahasaan, gagasan utama, informasi spesifik, dan informasi rinci dari teks narrative.
Penilaian
KI 4: Elaborasi, penalaran dan penyajian dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari apa yang dipelajarinya di sekolah secara mandiri, bertindak secara efektif dan kreatif serta mampu menggunakan metode sesuai kaidah keilmuan.
Materi Pembelajaran Fungsi sosial
Metode Pembelajaran : Brain Gym Method
- Penilaian
- Write your name and class on your answer sheet!
- Read the text then answer the question by crossing a, b, c, d, or e!
- You may not cheat with your friends!
- Check your answer before submitting!
- Write your name and class on your answer sheet!
- Read the text then answer the question by crossing a, b, c, d, or e!
- You may not cheat with your friends!
- Check your answer before submitting!
- Write your name on your answer sheet!
- Read the text then answer the question by crossing a, b, c, d, or e!
- You may not cheat with your friends!
- Check your answer before submitting!
He called one of the elephants in his herd, which were not trapped, to go seek help from the king and told him about the trapped elephants. You stand on your hind legs and place your front legs on the side of the well. The goat did as he was asked and the fox climbed on his back and came out of the well.
The goat stood on its little legs and put its forelegs on the side of the well. The lion was so tickled by the idea that the mouse could help him. The little mouse went to him and quickly scratched the ropes that restrained the beast king.
Finally, he found it again and was happily greeted by the bird's entire family.
KEY ANSWER OF POST-TEST 1
KEY ANSWER OF POST-TEST 11
