Rahman Rahim, S.E., M.M., the Rector of Muhammadiyah University of Makassar for his academic advisor to the researcher during the researcher's study. Azis Basir, S.Pd., M.Pd the Principal of SMA NEGERI 5 Takalar thanks for accepting the researcher doing this research.
INTRODUCTION INTRODUCTION
Background of the Research
It would have been better if English learners had mastered all those skills, but the reality was different. For example, some of the English learners are good at writing but not at speaking or vice versa.
Research Problem
Objective of the Research
Significance of the Study
Scope and Limitation of the Research
Previouse Related Research Finding
Explicit instruction was performed in this study and the results showed that explicit instruction of reading strategies should be applied to positively influence students' reading comprehension. Gilakjani (2016) The findings of the researcher of this study show that reading strategies have a major impact on students' reading comprehension.
Reading
- The Definition of Reading
- The Purpose of Reading
- Strategies in Reading
- Approaches in Reading
The difficulty of the text can be about the language and content of the text. In addition to the questions, the summary of the content of the text also applies to students.
Think Aloud
- Definition of Think Aloud
- Using of Think Aloud
Thinking aloud is a technique in which students verbalize their thoughts as they read, revealing the strategies they use to understand a text (Baumann, Jones, & Seifert-Kessell, 1993; Davey, 1983; Wade, 1990) . ). Have students work with partners to practice 'thinking aloud' when reading short passages of text.
Conceptual of Framework
The researcher shared the narrative text with each student and then gave them time to read the text. In the last session, the researcher asked after the test or the same question before the test.
Research Hypothesis
Students are expected to find the purpose of reading from the narrative text that has been shared. After reading the text, students are expected to express what they have read orally or in writing.
RESEARCH METHOD
Research Design
- Sample
Subsequently, both scores were calculated using the t-test to find out whether there is a significant influence of teaching reading comprehension using the Think Aloud strategy. It enables the researcher to make a meaningful interpretation of the result of the research through statistical analysis of the data. This experimental design utilized a pre-experimental study design (single-group pretest-posttest design) that consisted of a pre-test, treatment, and post-test. The pre-test and post-test were given to measure the student's score. performance.
This research aimed to investigate the effectiveness of using the Think Aloud strategy in teaching reading comprehension at SMA Negeri 5 Takalar. The purpose of using the treatment was to demonstrate whether the researcher may have achieved increased scores. Thus, the effectiveness of this treatment would be known by a significant result when students were taught with the Think Aloud strategy.
This means that a good sample should be as representative of the whole as possible, so that the generalization of the sample is as true as the population.
Instrument
The population of this study was the students of the eleventh grade of the academic year SMA Negeri 5 Takalar which consisted of five classes. This test is used to measure students' achievement in reading comprehension before and after they taught using the Think Aloud Strategy at SMA Negeri 5 Takalar. It consisted of 25 student assessment items consisting of a pre-test and a post-test.
Data Collection Method
This test was administered to determine the students' ability to understand narrative texts. For the first time, the researcher explained to the students what narrative text is by using the think-aloud strategy in learning to read. b. The posttest is a measure of an attribute or characteristic that is assessed for participants after treatment, Creswell (2008:301).
Data Analysis
At the end of the study, I could finish with a diploma thesis entitled "Effect of think-aloud strategy on student's reading skill" (pre-experimental research in the eleventh grade of SMA NEGERI 5 Takalar).
Findings
The graph showed the significant difference of the mean score of pre-test and post-test. It means that progress has occurred since the Think Aloud Strategy was applied to teaching reading. In conclusion, it was relatively fair to say that the Think Aloud Strategy in teaching reading in class XII PIA 1 of SMA Negeri 5 Takalar students can improve students' reading especially in narrative text.
The frequency percentages of the students' pretest results were presented in the following table. This means that there was a significant difference in the students' reading ability between before and after treatment with the Think Aloud strategy. Since the Think Aloud strategy was effective in improving students' reading skills, the hypothesis proved in this research was alternative hypothesis (H1).
Students' reading skills appeared to be significant after using Think Aloud instruction.
Discussion
Based on the test result, it showed that the students' reading test improved by using the Think Aloud strategy in teaching reading. This was because students could explore their idea in reading and share their idea with their teacher. In this research, the improvement of students' reading test could be affected by the use of Think Aloud strategy, because in this strategy there were several strategies to do in the learning process, as follows: (1) Making prediction, (2) Developing Mental imagery, (3) Analogy making, (4) Relating new information to background knowledge, (5) Self-questioning, and (6) Using adjustment strategies to adjust understanding.
The aspect of reading comprehension such as main idea, conclusion and details is more dominant in think aloud strategy, but specification sentences in content, grammatical future, except facts not written, supporting idea vocabulary can be used in think aloud also think aloud strategy to improve students' literacy. In general, the learning process of the teaching went well, the students' cooperation well through the third treatment. From the analysis above, we knew that students' use of think-aloud strategy in teaching narrative text could improve students' reading skills on narrative text.
The result of the data analysis showed that the use of Think Aloud Strategy in teaching reading seems to be applicable to the eleventh grade of SMA Negeri 5 Takalar.
Conclusion
Suggestion
Jersey baru: Pearson Education, Inc. Pedoman Penyelenggaraan Proses Belajar Mengajar dan Pedoman Penyelenggaraan Sistem Evaluasi. Penggunaan Strategi Membaca Kognitif dan Metakognitif dan Kinerja Pemahaman Membaca Guru Pra-jabatan EEF Indonesia.
APPENDICES
Kompetensi Inti
Tunjukkan perilaku sopan dan penuh perhatian dalam melakukan komunikasi interpersonal dengan guru dan teman. disiplin, percaya diri dan bertanggung jawab dalam melakukan komunikasi transaksional dengan guru dan teman. Analisis fungsi sosial, struktur teks, dan unsur kebahasaan dalam teks narasi sederhana berbentuk legenda rakyat sesuai dengan konteks penggunaannya. bahasa teks naratif sederhana berbentuk legenda sederhana. Menangkap makna teks naratif lisan dan tulis berbentuk legenda sederhana. arti kata dan menggali informasi tentang teks naratif, menulis legenda sederhana. makna kata dalam teks naratif yang ditulis dalam bentuk legenda sederhana. nilai moral) dalam teks naratif tertulis berbentuk legenda sederhana.
Tujuan Pembelajaran
Selama dan setelah proses pembelajaran, siswa mampu meniru sikap peduli, percaya diri, disiplin dan damai yang ditunjukkan oleh tokoh-tokoh dalam teks narasi berbentuk legenda sederhana. Selama dan setelah proses pembelajaran, siswa mampu berperilaku jujur dan bertanggung jawab ketika melaksanakan tugas pembelajaran teks narasi berbentuk legenda sederhana. Saat membaca teks narasi dan diskusi, siswa mampu menjelaskan struktur teks narasi sederhana berbentuk legenda rakyat (orientasi, alur, resolusi dan coda).
Dengan membaca teks narasi dan diskusi, siswa mampu menjelaskan unsur kebahasaan teks narasi sederhana berbentuk legenda rakyat. Siswa melalui diskusi mampu menganalisis gagasan pokok, makna kata dan menggali informasi tentang teks narasi lisan dan tulis berbentuk legenda sederhana. Melalui diskusi, siswa mampu menafsirkan gagasan pokok dan makna kata dalam teks narasi lisan dan tulis berbentuk legenda sederhana.
Melalui diskusi, siswa mampu menyimpulkan dan menyajikan nilai-nilai moral dalam teks narasi lisan dan tulis berbentuk legenda sederhana.
Materi Pembelajaran Konsep
- Sikap Sosial
Tujuan Teks Narasi: Untuk menghibur, menghibur dan memperlakukan pengalaman saat ini atau yang berbeda dengan cara yang berbeda; Narasi berhubungan dengan peristiwa problematis yang mengarah pada krisis atau titik balik, yang pada gilirannya menemukan 2 solusi. Guru menjelaskan kepada siswa pengetahuan umum tentang teks narasi untuk membekali mereka dengan pengetahuan dasar sehingga siswa dapat lebih mudah memperoleh teks yang diberikan. Tidak ada Tahap Aktivitas Pembelajaran Distribusi waktu arti kata-kata baru dan informasi rinci dalam teks.
Siswa menafsirkan gagasan pokok dalam paragraf, informasi tersirat dan tersurat dalam teks “Kisah Danau Toba”. Kesimpulan Siswa menerima tanggapan dan penguatan dari guru dan teman tentang hasil analisis yang disajikan dalam kerja kelompok. 5 Menaati peraturan guru saat pembelajaran berlangsung 6 Berbicara, berbicara dan menulis dengan baik 7 Mengumpulkan tugas tepat pada waktunya.
Menunjukkan perilaku jujur, disiplin, percaya diri dan bertanggung jawab dalam melakukan komunikasi transaksional dengan guru dan teman.
Tujuan Pembelajaran Sikap
TIDAK. Tingkat Aktivitas Pembelajaran Pembagian waktu “Kisah Danau Toba” yang diceritakan oleh guru. Penilaian observasional didasarkan pada pengamatan harian terhadap sikap dan perilaku siswa, baik yang berkaitan dengan proses pembelajaran maupun secara umum. Ketika pusat pembelajaran berpindah dari guru ke siswa, siswa mempunyai kesempatan untuk menilai sendiri kemampuannya.
Bagi siswa yang telah menyelesaikan tujuan pembelajaran sebelum waktu yang ditentukan habis, maka perlu diberikan kegiatan pengayaan. Kegiatan remedial hendaknya diberikan kepada siswa yang belum mencapai tujuan pembelajaran dalam waktu yang telah ditentukan.
Pre-test
Every body couldn't believe that the princess would do such a cruel thing to hurt everyone's feelings. However, some people said that the shadows are the pieces of the princess necklace that scattered the bottom of the lake. When the Prince of the Village sent out invitations to a ball held in his honor for all the villagers, Cinderella begged to go, but her stepmother would not let her.
Desperate to find this mysterious woman, the prince sent his assistant to all the women in the village to find her owner. Just when all hope was gone, the assistant tried the slipper on the stepsisters, and despite her efforts, the shoe did not fit. Cinderella then tried on the shoe and it fit perfectly, shocking everyone, especially her stepsisters and evil stepmother.
One day Sura went to the land and looked for some food in the river.
Post-test
- The rate percentage of Pre – test score P x 100 %
- The rate percentage of Post – test score
- Mean Score of Pre-test ̅
- Mean Score of Post-test ̅
T-test Value
