INTRODUCTION
Background of the study
Moreover, reading problems are influenced by internal aspects of the reader, which include aspects of linguistic and non-linguistic. The limited command of English vocabulary will cause difficulties for the reader to understand the content of the reading message. Other problems in reading include the reader's confusion in determining the main ideas and supporting ideas of a reading.
In line with the above reading problem, the researcher had investigated the reading problems of eleventh grade students of SMAN 1 Sekampung. The categorization of reading ability scores of grade eleven students in SMAN 1 Sekampung is shown in the table below. Based on the results of the preliminary survey above, it can be seen that most of the eleventh grade students in SMAN 1 Sekampung have insufficient reading skills.
Problem Identification
Problem Limitation
Problem Formulation
According to Douglas Brown, reading is also a skill that teachers simply expect students to acquire.5 The purpose of this understanding is for students to have reading skills as the first step in learning. Johns on points out that reading is the practice of using text to create meaning.6 The point is that reading helps us find the content of meaning, and reading to find or create meaning is obtained by using text. To identify the reading ability of eleventh grade students of SMAN 1 Sekampung, the researcher administered the reading test.
The students' test score on the post-test 1 was better than the pre-test test. Comparison of Students' Pre-Exam and Post-Exam Percentage of Completion Score I. The students were given an analytical explanation text titled "The Importance of Learning English" to read and understand.
Objective and Benefits of Study
Prior Research
While the purpose of this research is the reading ability of students in class XI IPA 4 in SMAN 1 Sekampung. The researcher also planned to provide evaluation to measure students' mastery of the given materials. At the beginning, the researcher introduced the anagram technique to the students. At the beginning, the researcher introduced the anagram technique to the students.
The test result of the students in post-test 2 was better than the test in post-test 1 before. It could be seen that the grades of the students in post-test II were different. While the percentage of students scoring in post-test I was higher than in pre-test.
THEORITICAL REVIEW
Reading Ability
Based on the theories above, the researcher interpreted that reading is very important for life. Reading is very useful for someone to find and create the meaning in the text being read. Assessment is a measurement made by the teacher to know how far the students have already understood the material discussed.
This technique allows students to choose the correct answer from several possible answers given. It can be used to interpret and see if students have really understood the specific information of the text. This task enables students to summarize the main idea of each paragraph of the entire text.
Anagram Technique
The percentage of the students' grade on post-test 1 Based on the result above, it could be seen that 13 students (37%) got grade up to Minimum Mastery Criteria (MMC) and 22. The researcher started the lesson greeting and prayed. , look at the attendance list and ask the students' condition. Based on the result above, the researcher indicated that the learning process in cycle II was successful because the students' learning activity percentage got > 72%.
The percentage of the students' grade in post-test II Based on the result above, it could be deduced that 26 students (74%) were successful and 9 other students (26%) were not successful. In this research, to know the students' reading ability after the implementation of the treatment, the researcher conducted the post-test I. The researcher offered the post-test II to measure the students' ability after the implementation of the treatment.
Action Hypotesis
RESEARCH METHOD
- Variable and Operational Definition of Variable
- Research Location
- Subject and Object of the Research
- Action Plan
- Data Collecting Technique
- Data Collecting Instrument
- Data Analysis Technique
- Indicators of Success
Moreover, based on the explanation above, the researcher in this research used anagram technique to observe students' reading ability in the eleventh graders of SMAN 1 Sekampung. To find out the result, the researcher compared the value of the pre-test and post-test. The researcher started the lesson by praying, greeting, checking the attendance list and asking the students' condition.
In this phase, the researcher offered the pre-test to measure the students' reading ability before implementing the treatment. The researcher used anagram technique to organize students' idea and to make the students more active in reading ability to learn English.
RESULT OF THE RESEARCH AND
Result of The Research
In the planning phase, the researcher and the collaborator prepared various things related to the teaching and learning process, such as: preparing the lesson plan, making the instrument that would be examined as a post-test in the cycle I, preparing the material, doing the observation sheet of the students' activity, identified the problem and found the causes of the problem at the beginning and end of learning activities. In this stage, the classroom condition was effective because the staff member shook hands with the investigator to ensure that the students were effective before the investigator conducted research in the classroom. The percentage of learning activities of students in Cycle I The table showed that not all students were active in the learning process.
At the end of this cycle, the researcher analyzed and calculated all processes such as the students' pre-test grade and the students' result. The researcher and the collaborator prepared the lesson plan, observation sheet of the students' activities, identified the problem and found the causes of the problem at the first and the last. In the learning process, there were also five indicators that were used to know the students' activities as in the learning process earlier.
The percentage of students' reading ability in cycle II The table above showed that the students' learning activity increased in cycle II. The students' learning activity that had a high percentage were the 29 students (83%) who paid attention to the teacher's explanation, 18 students (51%) who asked Questions or Answered Questions from the Teacher, 25 students who were active in class were (71) %), 27 students (77%) who are able to do the task, and 29 students (83%) who were active in the group activity. From the result of the learning process in cycle II, the researcher analyzed that the students' reading ability will generally increase by implementing anagram as a technique.
The table above shows that the grades of the students in post-test II were different.
Interpretation
In this phase, the researcher continued with cycle II, because the degree of post-test I in cycle I did not yet meet the MMC, it was only 37%. Comparison of grade in pre-test, post-test I in cycle I and post-test II in cycle II. The Comparison of Students' Pretest, Posttest I Grade in Cycle I and Posttest II Grade in Cycle II.
Comparative grade of students Reading ability in pre-test, post-test I in cycle I and post-test II in cycle II. Based on the graph above, it can be concluded that the anagram technique as a teaching technique can increase students' reading ability. It is supported by the increasing grade of students from pre-test to post-test I and from post-test I to post-test II.
The result of the learning activities of students in I. and II. The students' attention to the teacher's explanation increased from the first to the next meeting. In the process of teaching and learning, students show their enthusiasm to the teacher's explanation in each step of the anagram technique.
The number of students who were active in asking or answering questions to the teacher increased from the first meeting to the next meeting. The students who were able to complete the task were increased from the first cycle to the second cycle. It was shown when the students were able to carry out the task given by the teacher.
The conclusion could be drawn that the students were active in the group activity because most of the students showed a good increase in group activity when anagram technique was implemented in the learning process from cycle I to cycle II.
Discussion
The result of students' activities in I. and II. cycle is to improve the learning activity of students. This means that the result of the learning activity in II. cycle has already achieved the performance indicator, namely >70% of students meet the MMC. The teacher should prepare and select the appropriate technique and materials for effective teaching of the learning process.
The teacher must be able to make the teaching-learning process enjoyable, such as the choice of text or new teaching media. It is better for the teacher to use anagram technique in English learning, especially in reading, because it can increase students' reading ability. The teacher must give motivation to the students to be active in the learning process.
It is suggested to the students to be more active in the classroom learning process and increase their reading skills so that they can be successful in learning English. It is suggested to support the English teacher in using anagram technique in the learning process because anagram technique is so helpful. Phillys, Component skill in reading comprehension and research on the effect of sentence organization instruction, Harvard University, 1977.
The comparison of pre-test, post-test I in cycle I and post-test II in cycle II. The students complete the multiple choice task on analytical expository text and the researcher gives 60 minutes to do it. Students are asked to understand the content of the text, grammar and generic structure.
Before closing the meeting, the researcher gives anagram technique to the students related to the reading topic.
CONCLUSION AND SUGGESTION
Conclusion
This can be seen on the progression from pre-test to cycle I and cycle II. This means that the result of cycle II has already reached the indicator of success which was >70%.
Suggestion
