Students' reading comprehension using visualization strategy at the second grade of MTs Ishlahul Muslimin Senteluk in Academic Year met the requirement and was approved to be examined. First of all, the writer would like to express her sincere gratitude to almighty Allah SWT who has given health, blessing, guidance and inspiration to the writer in completing this thesis entitled "Improving students' reading comprehension through the use of visualization strategy at the second Degree of Ishlahul Muslimin Senteluk". This thesis is arranged or made to fulfill one requirement to get the serjana degree of teaching in the English Language Department of State Islamic University of (UIN) Mataram.
Syarifudin, M.Pd as the second examiner who gave constructive suggestion for the completion of this thesis. The purpose of this study was to improve students' reading comprehension using visualization strategy. Documentation and observation were used to know the implementation of visualization strategy during teaching and learning activities, while test was used to measure the students' performance in reading comprehension.
The result of students' score before the implementation of the strategy was 58; the result in post-test 1 was 69 and 81 in post-test 2. This means that students' reading comprehension improved and was successful by applying visualization strategy in the second grade of junior high school.
INTRODUCTION
Background of Research
4Muhammad Ghanzafari "The Role of Visualization in EFL Learners' Reading Comprehension and Short Story Recall", Volume 1, English Education Curriculum, (journal, Sabzevar University of Teacher Education Iran, Iran, 2009), p. 6Ratna Dyah Anggraini “Improving Students' Reading Comprehension Ability through Visualization Strategy, (Thesis, Faculty of Language and Arts, Yogyakarta State University, Yogyakarta, 2014) p. Meaning" (Thesis, Faculty of Tarbiyah and Teacher Training, State Islamic Institute of Tulungagung, Tulungagung, 2019) pg, 13 .. and Mary Lee said that reading is when people look at the text and count the meaning of the symbols written by the text. 12.
22Rifa Aulia “The Effect of Using Visualization Strategy on the Students' Achievement in Reading Comprehension”, (thesis, Faculty of Teacher Training and Education, University of Muhammdiyah Sumatera Utara, Medan, 2017), p.26. The teacher also observed the students' activities in the classroom when the action took place. The researcher uses the documentation to take a picture during the teaching and learning process and the result of the students' sketch.
David Pearson, “The Assessment of Reading Comprehension: A Review of Practices-Past, Present, and Future,” (article, Research Gate, January 2005), p. Musdizal “The Influence of Visualization Strategy on Reading Comprehension Ability”, Vol 8, English Educational Program, Thesis, Faculty of Education and Teacher Training, State Islamic of Kerinci, Kerinci 2019 Muhammad Ghanzafari “The role of visualization in EFL learners' reading. David Pearson, “The Assessment of Reading Comprehension: A Review of Practices-Past, Present, and Future,” article, Research Gate, January 2005.
Suharsimi Arikunto dkk, “Penelitian Tindakan Kelas”, Jakarta, BumiAksara, 2006 Umi Soneya “Pengaruh penggunaan strategi Know-Want-Learn dalam pengajaran.
Subject of Research
The Statement of Problem
Objective of Research
Significance of Research
- Reading
- Reading Comprehension
- Visualization Strategy
8Wisnu Adi Wicaksono "Improving Students' Reading Comprehension Using Visualization Technique" (Thesis, Faculty of Teacher Training and Education, Muhammdiyah University, Purwokerto, 2016), p. 20Wisnu Adi Wicaksono "Improving Students' Reading Comprehension Using Visualization Technique" (Thesis, Faculty of Teacher Training and Education, Muhammdiya h University, Purwokerto, 2016), p.2. In addition, to solve this problem, the researcher used visualization strategy to improve students' reading comprehension.
Moreover, to solve the problem, the researcher applied a visualization strategy to improve students' reading comprehension. In cycle two, the researcher changed the lesson plan based on the students' problem already identified in cycle one. The researcher also gave the students more time to ask questions about anything related to the material.
The teacher observed the researcher as she taught the students during teaching and learning process. 27Ratna Dyah Anggraini“Improving The Students Reading Comprehension Ability Through Visualization Strategy, (Thesis, Faculty Of Language And Arts, Yogyakarta State University, Yogyakarta, 2014) p, 137. Therefore, the aim of this study is to improve students' reading ability by using of visualization strategy.
Devy Angga Gunantar, "The Impact of English as an International Language on English Language Teaching in Indonesia", Journal of Language and Literature, Vol.
Hypothesis
Setting of Research
Subject of Action
This research can be useful to improve and motivate the education system by using visualization strategies in improving the reading comprehension of their students. The second study is improving students' reading comprehension through visualization strategy and action research in the classroom by Yuli Susanti Prihastuti. The result of this study shows that the implementation of a visualization strategy improved students' reading comprehension as shown by the progression of the mean score of the pretest and posttest.
The third study by Wisnu Adi Wicaksono (2016) on improving students' reading comprehension through visualization technique. The result of the study showed that the implementation of visualization techniques can improve students' reading comprehension. The fourth study examines the effects of using a visualization strategy on student reading comprehension performance by Rifa.
7Yuli Susanti Prihastuti "Improving Reading Comprehension of Eighth Grade Students of Smp N 1 Wonosari Using Visualization Strategy" (Thesis, Faculty of Languages and Arts, Yogyakarta State University, Yogyakarta, 2013), p. This research uses quantitative9, the aim of this study is to investigate whether the effect of using a visualization strategy on students' reading comprehension achievement.
Design of Research
Planning
Taking Action
In this case, the researcher focused on examples and steps of visualization strategies to make students understand more about the material.
Observing
Reflecting
The researcher not only focused on the result of the second cycle, but also compared the results between the first cycle and the second cycle to know if the strategies can improve the students' reading skills. Based on the average result standard or KKM of English lessons in MTs, Ishlahul Muslimin is 70. If the final result shows that the students have achieved the result, it means that the research is successful.
But if the final score is less than the average score, the researcher has to do the next cycle to reach the average score.
Instrument of Research
- Indicator of Success
The observation checklist would be completed by the English teacher as an observer by giving a checklist mark based on the actual condition of the classroom. The teacher lets the students ask questions about the material they do not understand. The score is obtained through teacher activities including greeting students, checking student attendance, dividing students into small groups, reading a passage while giving the example of how to visualize the text, teacher makes students ask questions if they don't understand the lesson, teacher asks students to answer the question, teacher asks students to share their perception and compared with the other group and teacher draws the conclusions of the content when reading with students.
A test is useful to know the students' performance in understanding material given by the teacher. In this study, the researcher used retelling text and descriptive text, then students tried to use drawing and labeling to increase students' understanding and motivation. The researcher asked the students to guess the meaning of new vocabulary from the text and construct the meaning using sketch to improve the students' vocabulary mastery.
If the students score more than 80 points, it means that the students are already successful in learning to read by using the visualization strategy during the teaching and learning process. The researcher expected at least 85% of the students to pass the KKM assessment.
RESEARCH FINDINGS AND DISCUSSION
Research Findings
After reviewing the material, the researcher provided another text to improve students' reading comprehension based on the lesson plan with different titles. In the third meeting, the researcher conducted a test related to students' reading skills by asking them to make general illustration or visualization about the text. The result of the students' activities, which can be seen from the observation sheet above, was 59%, which indicates that the students are actively participating.
The mean value was generated from the total score of the students, as divided by the number of students. From the score, it can be concluded that the students' ability to visualize the text was unsuccessful because they could. In general, based on the process and the result of cycle 1, it can be reflected and evaluated that the students' activities in a meeting did not follow the lesson plan appropriately.
Consequently, the students' outcome was far from the target score because the result of cycle 1 did not achieve the standard minimum score of 70. The researcher modified the previous lesson plan, prepared observation checklist for both teacher and student activities and arranged the post-test 2 to identify the students' score. The researcher tried to understand students' knowledge and problems related to visualization strategy by asking some questions during the first meeting of this cycle.
In order to obtain the students' assessment, a post-test was administered at this stage. Based on the teacher's observation above, the percentage of students' activity was 81%, which indicates that their activities in participating in the teaching and learning process were developed from the previous cycle and reached the outstanding category, which means that they participated actively during the lesson. 81, which showed that the students' reading ability improved and that the post-test in the second cycle was successful.
The findings indicated that the students' score in the test improved by applying visualization to the test in cycle 1. The students' score in the pre-test was only 58% and increases to 69% when the visualization strategy is applied used in post-test 1 in cycle 1. It can be analyzed through the students' improvement, progress and participation during teaching and learning activities.
Then the researcher did the test 1 to know the improvement of the students after applying the strategy and the result of the students' score in which 1 was 69 which did not reach the average score of KKM 70. It could be seen from the students' score in each test and student participation during the teaching and learning process. Also, the percentage of teachers' activities in the observation of cycle 1 was 71% and in cycle 2 it was 87%, while the activities of students in the observation of cycle 1 were 59% and 87% in cycle 2.
In the second cycle the researcher gave more examples of how to find out the main idea, vocabulary and important details from each paragraph to solve the students' difficulties.
