INTRODUCTION
Identification of The Problem
Limitation of The Problem
Research Question
The third research was done by Tiowati (2019) "The effect of think-aloud method on the reading comprehension of SMK students". Thus, the researcher will do a research titled, "Effect of think-aloud strategy on student improvement".
Objective of The Research
Significance of The study
Definition of The Key Terms
The first research was done by Sholihah (2018) “Improving Students Reading Comprehension by using Think Aloud Strategy”, The researcher completed in cycle 1 and cycle 2, the results are to improve the reading comprehension of the students in the text by thinking aloud strategy in each cycle in class XI AK 1. The histogram of Normality Test of the students' pre-test scores in the Experimental Group.
LITERATURE REVIEW
Definition of Reading
It means that reading is a process through which the reader gets a message from an article. It means that reading is the act of enabling a reader to perceive the meaning of the work read.
Strategies in Reading
Based on the above statement, the researchers assume that reading is an action performed by people to find out the meaning of the text. The process of inferring the meaning of the text in top-down strategies begins with the reader's prior knowledge and experience of the printed text.
Definition of Reading Comprehension
According to Charles (2005), reading comprehension is learning to understand written and spoken language with empirical justification. From the above explanation, it can be concluded that reading comprehension is the process by which readers try to understand the content of the text.
The Purpose of Reading Comprehension
Comprehension refers to the skills to understand the purpose and meaning of the text so that the reader can understand the content of the reading. Reading to integrate information writing and critiquing text is necessary is a critical evaluation of the information read so that the reader can decide what information to integrate and how to integrate it for the reader's purpose.
Levels of Reading Comprehension
The researcher tested normality test after getting scores of the students' reading comprehension pre-test and post-test of narrative text test using SPSS Version 16. The histogram of Normality Test of the students' post-test scores in the control group.
Teaching of Reading Comprehension
Step in Using Think Aloud Strategy
Narrative Text
- Definition of Narrative Text
- Generic Structure of Narrative Text
- Social Function of Narrative Text
- Language Features of Narrative Text
The purpose of a narrative text is to entertain and capture the reader's attention. When reading narrative text from a novel or short story, people tend to understand the cheerfulness.
Previous Studies
The differences are the location of the research, the subject of the research and the design of the research. The second research was done Sonmez The effect of the think-aloud strategy on the reading comprehension skills of 4th graders.
Hypothesis
The purpose of this research was to determine whether there is a significant effect of using the Think Aloud strategy on students' reading comprehension of a narrative text in the first semester of the eighth grade of SMPN 31 Seluma. After analyzing the data, the result showed that the mean pretest score in the control class was 53.91. After analyzing the data, the result showed that the average post-test score in the control class was 73.26.
According to the result of the pre-test before the introduction of the Think Aloud strategy, students' ability to understand the text was lower. The result of the data analysis showed that the use of Think Aloud strategy in teaching reading comprehension is useful for the eighth grade of SMPN 31 Seluma. The effect of think-aloud strategy on the reading comprehension ability of 4th grade elementary school students.
RESEARCH METHOD
Research Setting
The next step of the research process is to determine the subjects or students of the school that will be included as the population and sample. This research population is 46 students from the eighth grade of SMPN 31 Selum, divided into two classes. According to Sugiyon, sampling technique is a technique to determine the sample that will be used in the research.
In this study, the sampling technique used is non-probability sampling and the technique used is saturation sampling. According to Sugiyon, the saturated sampling technique is a sampling technique in which all members of the population are used as samples. Therefore, the author selects a sample using the saturated sampling technique because the population is relatively small.
Research Instruments
This test is used to measure students' achievement in reading comprehension before and after they taught using the think-aloud strategy at SMPN 31 Seluma. It consisted of 20 student assessment items consisting of pre-test and post-test. Documentation is used to support research in the form of several pictures while applying think-alouds to teaching reading.
The purpose of this is to show the activities performed by students during the teaching and learning process.
Technique of Data Collection
This test aimed to know how far students' reading comprehension skills of narrative text. After that, the result of the pretest can appear after calculating the students' scores to identify their reading comprehension on narrative text. For the first time, the researcher explained to the students about what is narrative text by using think-aloud strategy in learning to read.
After all the material was taught, the researcher administered a post-test in the last session to determine whether or not using the think-aloud strategy improved the students' reading comprehension of the narrative text. The time to take the test is 40 minutes, they answer questions related to the strategy of thinking aloud, It is repeated 2 or 3 times. This post-test was used to determine students' reading comprehension after using a think-aloud strategy to improve their reading comprehension of a narrative text.
Validity and Reliability
Based on the results of the validity test, 16 valid items and 4 invalid items were obtained to determine students' reading comprehension, and then valid items were used in this study to collect data. According to Sugiyono (2015, p.173), reliability is a tool that, if used several times to measure the same object, will generate the same. Howit and Cramer (2000, p.28) stated that reliability is the extent to which the measure will give the same response under similar circumstances.
The tool was used what to use measure what can be used at any time, the results are the same. In this study, SPSS version 16 was used to test the reliability of the test instruments. Based on the results of the above questionnaire reliability test, it can be concluded that the questionnaire items that the researcher will use in collecting data have high reliability.
Technique of Data Analysis
According to Sugiyono (2016, p.147) data analysis is an activity after data from all respondents or other data sources are collected. Activities in data analysis are classifying data based on variables and types of respondents, tabulating data based on variables from all respondents, presenting each data studied, performing calculations to answer formula problems and performing calculations to test the hypotheses that have been proposed. The normality test is used to measure the weather data in the experimental class and the control class is normally distributed or not.
In this study, the researcher used statistical calculation using SPSS (Statistical Package for the Social Science) for the normality of the test. Before entering the data into the t-test, we must make sure that the data are homogeneous or Ho: The variance of the data is homogeneous Ha: The variance of the data is not homogeneous Testing criteria:.
Research Procedure
The trial was conducted to identify how accurate and effective the test is before it is used to collect research data and to identify whether or not the test can be administered. In the second meeting, the researcher gave the items after determining the validity and reliability analysis of the question. At the last meeting, the researcher gave the post-test with the test items after determining the validity and test reliability of the items used in the post-test.
Scoring System
- The Hypothetical Test
H0 (null hypothesis): There is no significant effect of think-aloud strategy in improving students' reading comprehension of narrative text at SMPN 31 Seluma. The purpose of this post-test is to determine if students' reading comprehension improves after studying using the Think Aloud strategy. This can be seen from the pre-test result of the students' reading comprehension in the experimental and control classes.
This can be seen from the post-test score of the students' reading comprehension in the experimental class and the control class. The test of normality of the post-test scores of the experimental group one-sample Kolmogorov-Smirnov test. Ha: There is a significant effect of thinking aloud strategy in improving students' reading comprehension on narrative text Seluma.
Ho: There is no significant effect of think-aloud strategy in improving students' reading comprehension on narrative text at SMPN 31 Seluma. There were some problems that the researcher encountered during the implementation of think aloud strategy in reading comprehension on narrative text. Reading Comprehension of Retell Text (A Study At The Tenth Class Students Of Sma Negeri 5 Padangsidimpuan).
Improving Students' Reading Comprehension Through Kwl (Know-Want To Know-Learn) Strategy The Eleventh Grade At Male Palopo In 2017-2018 Academic Year (Doctoral Dissertation, Institut Agama Islam Negeri Palopo).
RESULT AND DISCUSSION
Discusssion
CONCLUSION AND SUGGESTION
Suggestion
Apabila materi tema/proyek ini dikerjakan dengan baik dan sungguh-sungguh serta dikuasai dengan baik, maka siswa diharapkan mampu menjelaskan materi yang dipelajari. Guru dan siswa menarik kesimpulan tentang poin-poin penting yang muncul dalam kegiatan pembelajaran yang baru saja selesai, mengenai materi yang dipelajari. Melakukan penilaian dan refleksi dengan mengajukan pertanyaan atau tanggapan siswa dari kegiatan yang telah diselesaikan sebagai masukan untuk perbaikan langkah selanjutnya.
Apabila materi tema/proyek ini dikerjakan dengan baik dan sungguh-sungguh, maka siswa diharapkan mampu menjelaskan materi yang dipelajari. Apabila materi/tema proyek dikerjakan dengan baik dan sungguh-sungguh serta dikuasai dengan baik, maka siswa diharapkan mampu menjelaskan materi yang dipelajari. Siswa diberi rangsangan atau rangsangan untuk memusatkan perhatian pada materi melalui pendekatan saintifik (observasi, bertanya, mengumpulkan informasi percobaan, mengasosiasi.
Melakukan penilaian dan refleksi dengan mengajukan pertanyaan atau jawaban kepada siswa dari kegiatan yang telah dilaksanakan sebagai kontribusi perbaikan pada langkah selanjutnya. Siswa diberikan insentif atau rangsangan untuk memusatkan perhatian pada materi melalui pendekatan saintifik (observasi, menanya, mengumpulkan informasi percobaan, asosiasi, pengolahan informasi, komunikasi).
