USING READ ENCODE ANNOTATED PONDER (REAP) STRATEGY AT TENTH GRADE AT SMK MUHAMMADYAH 1. USING READ ENCODE ANNOTATED PONDER (REAP) STRATEGY AT TENTH GRADE SMK MUHAMMADYAH 1 TERBANGGI.
Motto
Humility is The Solid Foundation of All Virtues”
Background of study
Based on the results of the reading comprehension score, it is known that the percentage of the tenth grade of SMK Muhammadiyah 1 Terbanggi Besar who reach the minimum mastery criteria (MMC) is 21%. It means that the percentage of students who reach the minimum mastery criteria is less than the percentage of students who do not reach the minimum mastery criteria, so it can be assumed that the reading ability of the tenth grade in SMK Muhammadiyah 1 Terbanggi Besar is unsatisfactory.
Identification Of The Problem
While the percentage of students who do not meet the Minimum Mastery Criteria (MMC) is 79%. Therefore, the researcher would improve the reading comprehension of tenth graders of SMK Muhammadiyah 1 Terbanggi Besar through REAP Strategy in the academic year 2019/2020.
Problem Limitation
Formulation The Problem
Objective and Benefit of Study 1. Objective of Study
The application of this research is expected to help students improve their English skills, especially reading skills. This research is expected to help teachers in the process of teaching English, especially in teaching reading.
Prior Research
This research and previous research use classroom action research to improve the students' reading comprehension. The use of Read, Encode, Annotate and Reflect (REAP) strategy in teaching reading comprehension”.Teacher Education and Training 4.6 (2015).
Reading Comprehension
- The Concept of Reading Comprehension
- Reading Comprehension Models
- The Assessment of Reading Comprehension
- The implementation of REAP Strategy in Teaching Reading Comprehenssion The teaching steps of the implementation by using REAP strategy is as The teaching steps of the implementation by using REAP strategy is as
- The Benefits of REAP Strategy
This technique allows students to choose the correct answer from several possible answers given. This technique allows students to summarize the main idea of each paragraph of the entire text.
Action Hypothesis
Variable and Definition of Operational Variable 1. Independent Variable
In this study, reading comprehension was taught in pre- and post-test at different levels in multiple choice questions consisting of 20 items and gives 1 score for each item and calculated obtained score with formulating the total of correct answers, divided number of the exercise and multiplied to 100, so the lowest score is 0 and the highest score is 100. Students can clearly understand the main idea, the topic of the passage, and the question.
Setting of The Research
Subject of the Research
The collaborator in this research is a tenth grade English teacher, that is Emasari, S.S.
Action Plan
Moreover, the researcher also collects the data of the post-test and the result of the student's activity. Moreover, the researcher also collects the data of the post-test and the result of the student's activity.
Data Collecting Technique
In this research, the author would observe the learning process of the tenth graders of SMK Muhammadiyah 1 Terbanggi Besar in their classroom. In this research, the researcher would use field notes to record the student's activity during the learning process. In this research, the researcher would conduct the field note to get the complete data from the tenth graders at SMK Muhammadiyah 1 Terbanggi Besar about the students' activities, events in each learning stage, learning objectives, skewed time and feelings of the students in the learning process.
In order to measure the reading comprehension of the narrative text of the tenth grade students of SMK Muhammadiyah 1 Terbanggi Besar, the researcher would apply several reading tests consisting of pre-test and post-test. To observe the learning activity and each cycle, the researcher would use the observation sheet. In this case, the researcher needs documentation to get complete data about the establishment history of SMK Muhammadiyah 1 Terbanggi Besar, the organizational structure of SMK Muhammadiyah 1 Terbanggi Besar, the names of the teachers in each subject, the data about the school. construction sketch to know the location of each classroom, office, library, canteen, mosque, laboratory, parking lot and courtyard.
The researcher would use a field sheet to record the student's activity during the learning process and obtain complete data from the tenth graders of SMK Muhammadiyah 1 Terbanggi Besar about the student's activities, events in individual learning steps, learning purpose, learning time and students' feeling in the learning process.
Data Analysis
Indicators of Success
Result of The Research
- Description of SMK Muhammadiyah 1 Terbanggi Besar
- Description of the Research
The researcher told the students that the researcher would conduct the research in their class to know their reading comprehension before doing the action in the classroom action research. Source: Result score for reading preliminary test at tenth grades of SMK Muhammadiyah 1 Terbanggi Besar November 4, 2019. Source: Result score for reading preliminary test at tenth grade of SMK Muhammadiyah 1 Terbanggi Besar November 4, 2019.
Acting
At the beginning of the teaching learning process, the researcher asked the students about narrative text. The researcher gave the students about narrative text from a book where a number of words have been deleted. The researcher asks the students to guess and predict words to be filled in the reading text.
At the end of the meeting, the researcher gave feedback to the students about the learning process. The researcher was motivated and informed the students about the activities in the next meeting. The researcher started the lesson by praying, greeting, checking the attendance list and asking about the condition of the students.
The students' test score in the post-test 1 was better than the test in the pre-test before.
Post-test 1
The criterion of students who were successful in mastering the material should be given minimum mastery criteria, at least 68. The researcher as teacher delivered a narrative text using the Read Encode Annotated Ponder (REAP) strategy. While the treatment was being administered, the learner's activities during the learning process were also observed by the observer.
Students who were active in the discussion would be given a point by marking it on the observation sheet for meeting 1 and meeting 2. Source: Student activity of tenth graders of SMK Muhammadiyah 1 Terbanggi Besar on 11 November 2019. From observation of results in the learning process in the first cycle, it can be concluded that the Minimum Mastery Criterion (MMC) of the research has not yet been achieved in the learning process.
At the end of this cycle, the researcher analyzed and calculated all the processes such as students' pre-test score and students' post-test score I. result.
The Student's activity
Planning
The researcher and the colleague prepared the curriculum, materials and observation sheet of the students' activities. The researcher started the lesson with a greeting, a prayer, checking the attendance list and asking about the condition of the students. The researcher asked the students to mention the definition of narrative text, generic structure, social function and linguistic features.
After completing the Read Encode Annotated Ponder strategy, students explained some information from the text. Students need to understand the text, such as finding specific information from the narrative text. This meeting posted test II at the end of cycle II, after the students gave the action.
After giving the treatment twice in cycle II, the researcher gave the students a post-test.
Observing
Source: Activities of students in the tenth grade of SMK Muhammadiyah 1 Terbanggi Besar on 18 November 2019. Students pay attention to the teacher's explanation of the narrative text using the REAP strategy 84.2%, then the students understand the narrative text using the REAP strategy 84.2%. Based on the above result, the researcher showed that the learning process in the II cycle was successful because the students' activity got >70%.
Reflecting
Learning activities
Discussion
- The Result of Students Learning a. Result of students score in Pre- Test
- The Result of Students’ Learning Activities in Cycle I and Cycle II The students‟ learning activities data was gotten from the whole
The researcher presented posttest II to measure the students' abilities after implementing the treatment. It could be seen that the grade for the students in post-test II was different. Comparison of grade in pre-test, post-test I in cycle I and post-test II in cycle II.
Comparison of pre-test reading comprehension, post-test I in cycle I and post-test II in cycle II. Comparison of students' pre-test, class after test I in the first cycle and post-test of class II in the second cycle. Based on the result of pre-test, post-test I and post-test II, it was known that there was a significant positive increase in students' scores.
Comparative assessment of the student's reading comprehension in the pre-exam, after exam I in the first cycle and after exam II in the first cycle.
Interpretation
From the reasoning, the researcher concluded that the research was successful and can be interrupted in II. cycle, as the performance indicator of 70% of students was achieved with a score of 68. Students paid attention to the teacher's explanation of the narrative text used REAP strategy 68.4% became 84.2%, students were active in class and gave ideas or suggestions on the narrative text, from 55.6% to 84.2%, students were active in the lesson. and giving an idea or suggestion about a narrative text from 73.7% became 78.9%, students were able to do an assignment and read their own narrative text from 73.7% to 84.2%. The Read Encode Annotated Ponder (REAP) strategy can improve reading comprehension among tenth graders at SMK Muhammadiyah 1 Terbanggi Besar.
It can be seen on the progress from pretest to cycle I and cycle II. This means that result II. of the cycle has already achieved the performance indicator, namely 70% of students achieve the minimum mastery criteria (MMC). Read Encode Annotated Ponder (REAP) strategy can improve students' learning activity among tenth graders at SMK Muhammadiyah 1 Terbanggi Besar.
The student's activity in the implementation of cycle I and cycle II is very active and satisfied in reading comprehension.
Suggestion
To support the English teacher to use the Read Encode Annotated Annotated (REAP) technique in the learning process, because the Read Encode Annotated Annotated (REAP) strategy is so useful. Allen, Janet., Reading History A Practical Guide to Improving Literacy, United States of America, Oxford University Press, 2005. Lacina, Jan and Cecilia Silva, The Case of Successful Literacy Teachers, United States of America, Sage Publications, 2011.
Supriyantini.Using Read Encode Annotate and Ponder (REAP) technique to enhance reading comprehension: A case of eleventh grade students of SMA Negeri 6 Semarang.
APPENDICES
TUJUAN PEMBELAJARA KD 3.8
KETERAMPILAN
- KOMPETENSI DASAR DAN INDIKATOR PENCAPAIAN KOMPETENSI
- MATERI PEMBELAJARAN Fakta
- LANGKAH LANGKAH PEMBELAJARAN Langkah
- MAIN ACTIVIT
Bersenang-senang, bersenang-senang dan mempelajari nilai-nilai luhur, meneladani nilai-nilai moral, cinta tanah air, menghargai budaya lain, dll. gagasan utama dan informasi rinci). Kisah legenda yang menjadi contoh perilaku santun, peduli, jujur, disiplin, percaya diri, kooperatif, tenang dan bertanggung jawab.
Mengorganisasi
Membimbing
