This research was conducted in the following steps of action research: planning, acting, observing and reflecting. The result of the research showed that there was an improvement in students' ability to read the recount text using the narrow test strategy.
QS Al-Imran: 160)
Background of the Study
There are so many strategies that can be used in learning processing to improve students' reading comprehension. There are so many strategies that could be used in instructional processing to improve students' reading comprehension.
Problem Identification
Problem Limitation
Problem Formulation
Referring to the problems of the above study, the aim of the study is to improve the reading ability and learning activity of the students by using cloze test strategy in the eighth grade of MTS Riyadhatul Ulum. Students can also develop their ideas to understand the message of the text.
Prior Research
The result of the research is the widespread belief that the c-test works better than the cloze test. Subjects have been shown to perform better on the cloze test as a measure of reading comprehension. Cloze multiple-choice test as tests of reading comprehension in an Iranian EFL context: the learner's perspective”, Iran: Canadian Center of Science and Education, Vol.
The Concept of Reading Comprehension Ability 1. The Definition of Reading Comprehension Ability
Reading comprehension is the ability to understand the content of a written text to obtain information by activating the reader's prior knowledge. If you want to know, reading comprehension achievement should be measured by a reading assessment.
The Use of Cloze Test Strategy to Improve Reading Comprehension Ability
- Action Hypothesis
- Independent Variable
- Dependent Variable
1 Students can identify the meaning of the text's ideas; it is included in decoding and vocabulary knowledge. 2 The students can identify the communicative purpose of the text; it is included to convey knowledge.
Research Setting
The subject of the Study
Research Procedure
- The Steps of the Research
Based on several statements above, the researcher concludes that action research in the classroom is the action of teachers in the learning practice of teaching in the classroom to evaluate themselves and find a problem in practice in order to achieve improvements in practice. In this classroom action research, the research is conducted using a post-test design. The researcher conducts one class where the students complete the assignment before they are given the reading material.
If the first cycle has failed, the cycle must be reviewed for the second cycle and so on. According to Walton Hall Milton Keynes, we will use a simple four-phase cycle in action research.34. 33Anne Burns, Doing Action Research in English Language Teaching: A Guide for Practitioners, (New York: Routledge, 2010), p.
1. Planning
Acting
In other words, an action is an implementation of planning that the researcher had done.
Observing
Reflecting
1. Planning
Data Collecting Technique
The pre-test is given in the first meeting before treatments are done to know the ability of the students before the action research is done. Post-test is carried out to assess the effectiveness of the independent variable.36 The post-test will be done after the treatment, after the treatment; the student would have a post-test. The form and the procedure of the post-test are the same as a pre-test.
Observation is made in relation to some characteristic of the behavior of the subject used in the research.37 Here the observation focused on a whole process of teaching-learning to read through Cloze Test Strategy. Anne states that observation involved the researcher to systematically observe the effects of the action and document the context. During the process of conducting the research, the researcher may need documentation as proof of the data.
The researcher used documentation to obtain information about the history of Mts Riyadlathul Ulum Bumiharjo, organizational structure, geographical location of the school, students' condition, environment, teachers and staff. The researcher used this strategy to record detailed information in the research activity at MTS Riyadhatul Ulum Bumiharjo Batanghari Lampung Timur.
Research Instrument
Data Analysis Technique
Indicator of Success
Result of The Research
- Description of Research Location a. History of MTs Riyadlatul Ulum
- Description of Research
- INCOMPLETE
In this research, the researcher used cloze test strategy to improve students' ability to read retell text. The table showed that the frequency of students who paid attention to the teacher's explanation was 15 students (80%). The teacher gave a more detailed explanation and questions after explaining the material to check the students' activity.
From the pre-test and post-test 1 result, it can be analyzed that there has been an improvement from the result of the students' results. Although there has been an improvement in student achievement, cycle I has not yet been successful because only 8 students (42.10%) have passed post-test 1. The table shows that the frequency of students who pay attention to the teacher's explanation was 16 students (84%).
This table describes the comparison of the students' activities in Cycle I and Cycle II. Improvements were made based on the outcome of the students' activities in Cycle I and Cycle II.
Discussion
From the result of the students' score in the pre-test and post-test 1, there was an improvement from the students' score. From the results of students' scores from post-test 2, it can be concluded that there were improvements in scores. Based on the pre-test, post-test 1 and post-test 2 results, it was observed that there was an improvement in students' scores.
The students' attention to the teacher's explanation from cycle I to cycle II was improved. This was the reason why the researcher chooses cloze test strategy to improve the students' reading ability. Then it can improve the students' ability to read retelling text after it is continuously trained.
Moreover, the researcher used cloze test strategy contained by some steps to improve students' ability to read retell text. This means that cloze test strategy could improve students' ability to read retelling text.
Suggestion
Based on the result, it can be concluded that the use of the cloze test strategy can improve the students' ability to read recount texts in the eighth graders of Mts Riyadlatul 'Ulum Batanghari East Lampung. It can be seen that the result of pre-test and post-test on cycle I to cycle II. That was known from the reading ability result of the students which was more than 75% or 15 students passed the indicator of success.
Students are expected to be more active in learning English, therefore, students can understand and understand the material given by the teacher and improve their knowledge especially in reading, so that students' reading skills will improve. It would be better for the English teacher to use cloze test as a strategy to train students' ability to read and use to decrease students'. The English teacher is supposed to give more motivation to the students so that the students can become more enthusiastic about learning English, as many students think that English is a difficult subject to learn.
Based on the observation, the students will be more active after the teacher gives more motivation and positive stimulation to the students that English is not a difficult subject. It is suggested for the principal to persuade the teachers to use this strategy because it is a very effective strategy to be used by the teacher in the teaching and delivery of the material.
Bibliography
Kuang Yu Chen, Vocabulary, Syntactic Knowledge and Reading Comprehension: The Perspective of College EFL Students: WHAMPOA - An Interdisciplinary Journal. Guenin, Decoding Skills: How these skills are the answer to the reading problem that affects most students: University of Toledo Digital Repository, Learning to Teach, Vol. Al-Hafizh, Teaching Writing Text by Using A Mr Bean Video to Junior High School Students, Padang: Stata University of Padang, JELT Vol.2 No.2 Series C March 2014.
Simon Grenall en Michael Swan, 1994, Effective Reading: Reading Comprehension for aached students: Teacher's Book, (Cambridge: Cambridge University Press,).
APPENDIXES
Siswa menyalin dengan tulisan tangan yang rapi beberapa teks pendek dan sederhana tentang kegiatan, kejadian dan peristiwa dari berbagai sumber, dengan ejaan dan tanda baca yang benar. Tingkat kinerja fungsi sosial teks adalah teks recount tentang kegiatan, peristiwa dan peristiwa, pendek dan sederhana. Bersama-sama, siswa mencari dan mengumpulkan beberapa teks pendek dan sederhana tentang kegiatan, kejadian dan kejadian dari berbagai sumber, antara lain internet, film, surat kabar, majalah, buku teks, dll.
Siswa membaca referensi dari berbagai sumber, termasuk buku teks, untuk mengetahui fungsi sosial, struktur teks, dan unsur kebahasaan teks tentang kegiatan, peristiwa, dan kejadian, pendek dan sederhana. Siswa membaca semua teks tentang kegiatan, peristiwa dan kejadian, pendek dan sederhana yang telah dikumpulkan, dengan cara yang lebih cermat. Tugas menganalisis dan memproduksi teks naratif tentang kegiatan, kejadian dan kejadian nyata di lingkungan sekitar. penilaian yang ditujukan untuk memberikan umpan balik yang lebih cepat). sebutkan dan tanyakan tentang kegiatan, kejadian dan kejadian, saat kesempatan muncul, di dalam dan di luar kelas.
Siswa meniru contoh-contoh yang ada secara bersama-sama untuk membuat teks pendek dan sederhana tentang kegiatan, peristiwa, dan kejadian untuk mencapai fungsi sosial yang berbeda, dengan struktur teks dan unsur kebahasaan sesuai konteks. Siswa membandingkan fungsi sosial, struktur teks, dan unsur kebahasaan dari beberapa teks naratif tentang kegiatan, peristiwa, dan kejadian, pendek dan. Membaca dan menulis teks yang membutuhkan pemahaman dan kemampuan untuk menceritakan teks tentang kegiatan, peristiwa dan kejadian.
My uncle explained to me that the roots should be covered in soil and the crowns should be towards the surface of the soil.
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Kompetensi Inti
Kompetensi Dasar dan Indikator Kompetensi dasar
Siswa dapat
- TUJUAN PEMBELAJARAN Pada akhir pembelajaran, siswa dapat
- MATERI PEMBELAJARAN Fungsi social
- Langkah-Langkah Pembelajaran Pertemuan 1
- ALAT DAN SUMBER BELAJAR
- PENILAIAN HASIL PEMBELAJARAN Jenis/instrumen/rubric
0-15 3 Students can identify the main idea of the text 0-25 4 Students can identify the information contained in. 1 The students pay attention to the teacher's explanation 2 The students ask/answer the question from the teacher 3 The students were active in building teamwork. Some of the students became interested in following the narrow test strategy in the learning process.
Most of the students were able to pay attention and enthusiastically about the new strategy given by the researcher. Most students were more active in following the cloze test strategy in the learning process. Most of the students are enthusiastic to apply the strategy to improve their mastery in understanding the meaning of the text.
