This research aimed to verify whether the use of Buddy Reading Strategy was effective in improving students' reading comprehension in the second grade student of MTs Muhammadiyah Lempangan Gowa. The researcher used pre-experimental method with a group pre-test post-test design, and collected data by giving Pre-test, treatment and Post-test. The result of the study was that the average score of content obtained by the students through Pre-test was 68.03 and Post-test was 80.03.
It was concluded that the use of buddy reading strategy was effective in improving students' reading skills in teaching reading comprehension. This is worthy enough for the researcher to express his gratitude to Almighty God Allah SWT, the Most Compassionate, the Most Merciful. The researcher would like to express her deepest gratitude to those who have helped and supported her until this bachelor thesis was completed.
Who provided the researcher with guidance, proofreading and general support from the preliminary stage of the manuscript to the completion of this thesis. All faculty and staff of the English Department for guidance and assistance during the scholar's years of study.
INTRODUCTION
- Background
- Problem Statement
- Objective of The Research
- Significance of The Research
- Scope of The Research
Based on Jamie (2005) that one of the strategies that can be used in teaching reading is the "Buddy Reading Strategy", this strategy allows students to read in turn and give each other feedback as a way to monitor comprehension. A way to increase students' reading skills using strategy in teaching reading comprehension. The researcher was giving a paragraph to read one by one at that moment, then the researcher was asking the students to tell some information of the paragraph.
In the end, the researcher concludes that teaching students reading skill was not effective at that time because the researcher did not use a strategy in teaching reading comprehension. Based on phenomena above, the researcher is interested in conducting a research titled "The Effectiveness of Using Buddy Reading Strategy in Teaching Reading Comprehension". Is partnered reading strategy effective in teaching reading comprehension to the second grade students of MTs Muhammadiyah Lempangan Gowa.
The objective of the research is to find out whether the use of reading buddy strategy in teaching reading comprehension is effective or not in second grade students of MTs Muhammadiyah Lempangan Gowa. The appropriate technique used by the researcher is the peer reading strategy because this strategy makes students able to teach each other to improve their reading comprehension.
REVIEW OF RELATED LITERATURE
- Previous of Related Research Findings
- Some Pertinent Ideas
- The Nature of Reading
- The Importance of Reading
- Macro and Micro Skills of Reading
- Aspects of Reading
- Reading Comprehension
- The Elements of Reading Comprehension
- The Levels of Reading Comprehension
- Buddy Reading
- Conceptual Framework
- Hypothesis
While the difference is that the researcher will focus on using the friends reading strategy, in teaching reading comprehension. Furthermore, reading comprehension is the process of simultaneously extracting and constructing meaning through interaction and engagement with written language. Reading comprehension is important because without it, reading gives the reader no information.
Reading comprehension is a "construction process" because all the elements of the reading process work together as a text, which is read to create a representation of the text in the reader's mind. Theoretically, reading comprehension is a process of interaction between the reader with the text, or it is a process where the reader constructs meaning through interaction with the text. According to Smith, Westwood (1969) argues that reading comprehension occurs at four levels of complexity.
Finally, we can conclude that reading comprehension is the process of creating meaning from a written text. The research is a pre-experimental study describing the use of the reading buddy strategy in teaching reading comprehension. After teaching students about reading comprehension, the researcher found that students have different elements of reading comprehension.
The different elements of reading comprehension are literal comprehension that reading is to understand, remember or recall the information that is explicitly contained in a passage, while inferential comprehension that reading to find information that is not explicitly stated in a passage, by using the reader's experience and intuition and by inferring.
RESEARCH METHOD
- Research Design
- Variables and Indicators
- Variables
- Indicators
- Population and Sample
- Population
- Sample
- Instrument of The Research
- Research Procedures
- Technique of Data Analysis
The researcher determined the topic to measure the students' reading competence before and after the treatment. In the post-test, the researcher asked the students to state the main idea, supporting details, and conclusion of the text in front of their classmates. First, the researcher scored the main idea retrieval, supporting details, and inferences from the students' text in the pre-test and post-test.
The data in Table 4.1 shows the rate percentage and frequency of the students' reading skills from pre-test. The data in Table 4.2 shows the rate percentage and frequency of the students' reading skills gained with the post-test. From the table above, the researcher concluded that the students understood more and made a significant improvement in finding main idea, supporting detail and drawing conclusion from the text after using partner reading strategy.
Before using the buddy reading strategy, students had difficulty finding the main idea, supporting details, and drawing conclusions from the text.
FINDINGS AND DISCUSSION
Findings
- The Effectiveness of Using Buddy Reading
- Hypothesis Testing
The findings of the research that the teaching of reading by means of partnered reading strategy is effective in reading comprehension. Students' reading comprehension using partnered reading strategy differed in Pre-test and Post-test. The method used to collect the data for this study is essay test to find main idea, supporting detail and draw conclusion.
The research finding is about the classification of students' pre-test and post-test scores, paired sample hypothesis testing containing the mean score, and the significance of the t-test, these findings are described as follows. The table showed that out of 26, 13 students (50%) were classified as "good" and 13 students (50%) were classified as "very good". To know the level of significance value of pre-test and post-test, the researcher used t-test analysis at significance level (p) = 0.05 with degree of freedom (df) = N-1, where N= Number of subject (26 students) then the value of the table t is 13.25.
This means that there is a significant difference between students' reading performance in class before and after the use of friendly reading strategy in second grade students of MTs Muhammadiyah Lempangan Gowa. If the t-test result was lower than the t-table value, the null hypothesis (H0) will be rejected, and if the t-test result was higher than the t-table value, the alternative hypothesis (H1) will be accepted.
Discussion
On the other hand, students' reading comprehension is supported by the average score of students on Pretest and Posttest. The students' average score in Pre-test and Post-test was 60.03 and 80.03 which are classified as fairly good and very good. It was suitable with Wood (2009) introduces this strategy in reading, the students can use some steps to encourage their thinking to draw a conclusion from some questions, then they have to write their summary on paper after which the teacher can know about their ability to read text.
It was appropriate with Melanie (2015) states that buddy reading or partner reading is another fun and effective pedagogical strategy to promote the development of reading fluency, and the buddy reading strategy can help students improve their reading skills. Using the friendly reading strategy was the most suitable strategy for learning, as teachers were able to offer interesting materials from the environment. It concluded that the treatment of the use of the reading buddy strategy in the experimental class was successful.
The use of buddy reading strategy was an alternative way to teach reading, especially reading comprehension. Buddy reading strategy was suggested to use for the teacher as an alternative strategy or method for teaching English, especially reading. Hopefully there would be other benefits of using buddy reading strategy in teaching and learning processes not only in reading but also in the other skills.
The effectiveness of using partner prediction strategy for students' reading comprehension for high school.
CONCLUSION AND SUGGESTION
