USING PEER SUPPORTED LEARNING STRATEGY (PALS) AMONG EIGHTH STUDENTS OF SMP ISLAM PURBOLINGGO. USING PEER SUPPORTED LEARNING STRATEGY (PALS) AMONG EIGHTH STUDENTS OF SMP ISLAM PURBOLINGGO. The purpose of the research is to show that the use of peer learning strategy (PALS) can improve students' reading skills among the eighth graders of SMP Islam Purbolinggo in the academic year 2017/2018.
Penelitian ini dilakukan dengan seorang guru bahasa Inggris di SMP Islam Purbolinggo yaitu Ny. Hasil penelitian menunjukkan bahwa PALS dapat meningkatkan keterampilan membaca siswa kelas VIII SMP Islam Purbolinggo. Tujuan dari penelitian ini adalah untuk mengetahui apakah penggunaan PALS dapat meningkatkan kemampuan membaca siswa kelas VIII SMP Islam Purbolinggo tahun pelajaran 2017/2018.
Penelitian ini dilakukan dengan guru bahasa Inggris kelas delapan SMP Islam Purbolinggo, yaitu Ibu Siti Mutiah, S.E. Hasil penelitian ini menunjukkan bahwa PALS dapat meningkatkan keterampilan membaca siswa kelas VIII SMP Islam Purbolinggo.
DEDICATION PAGE
Thanks to Allah SWT, as the one who always provides everything we need and sends good figures around us to face this life. This bachelor's thesis is entitled "Improving Reading Skills Using Peer Assisted Learning Strategy (PALS) among the eighth graders in SMP Islam Purbolinggo in the academic year 2017/2018". There were many helpful people involved in the execution of this bachelor's thesis, which the researcher could not mention one by one.
My deepest gratitude would be addressed to my parents who always love and pray for me forever. Greatest gratitude would be extended to Dean Tarbiyah and Faculty of Teachers, Mrs. May Allah SWT reward them more for their support and guidance during the completion of this undergraduate thesis.
Hopefully, this university thesis can be of significant benefit especially to our campus and all readers in general in improving language learning.
INTRODUCTION INTRODUCTION
Problem Identification
Many students had low motivation that caused them to be uninterested and lazy to read.
Problem Limitation
Problem Formulation
Objectives and Benefit of The Study 1. Objective of The Study
- Benefit of The Study
As information for the principal as one of the factors for the development of the achievement of teachers, especially the English teacher.
The Concept of Reading Skill 1. The Definition of Reading Skill
- The Components of Reading Skill
- The Types of Reading Skill
- Reading Skill for Eighth Grade
- The Measurements of Reading Skill
- The Problems of Teaching Reading Skill
- The Principles of Peer Assisted Learning Strategy (PALS)
- The Advantages of Peer Assisted Learning Strategies (PALS)
- The Disadvantages of Peer-Assisted Learning Strategy
To know the achievement of reading skills should be measured using the assessment of reading. When the teacher can give good and appropriate reading tasks, students will engage in reading skills can be. In fact, the strategies the teacher chooses can influence students in achieving their reading skills.
Therefore, appropriate methods and strategies are needed for teachers' behavior in teaching reading skills. Regarding the latter problem, the problem of choosing appropriate strategies, the writer feels the need to use a certain strategy in teaching reading. Topping informs that peer-supported learning is "acquiring knowledge and skills through active assistance and support among companions of the same or similar status."
17 Fuchs, Fuchs, Mathers and Martinez, “The Effect Peer Assisted Learning Strategy Implementation to Enhance English Reading Comprehension” 5th Burapha University International Conference, (Burapha University: BUU 2016), HUO-083-37, p. Based on all the above statements, the writer concludes that PALS is a reading strategy that aims to improve and develop the reading skills of weaker readers.
The Use of Peer Assisted Learning Strategy (PALS) to improve Reading Skill Skill
- The Steps of Peer Assisted Learning Strategy (PALS)
The actual choice of a partner can be problematic, especially if students often find themselves teaming up with someone they don't like. During PALS, every student in the class is paired; each pair contains a higher and lower performing student. The teacher determines the students by ranking the class by reading ability, doing a median split, and pairing the best performer from the top half with the best performer from the bottom half, and so on.
Tutoring roles are reciprocal, with higher performing students reading first for each activity to serve as a model for the lower performing student. Both students read from material appropriate for low reading, which is usually literature that the teacher selects at the appropriate level of difficulty. Each pair keeps track of points on a consecutively numbered scorecard, which represents joint efforts and achievements.
At the end of the week, each pair reports the last cut number as the pair's total; the teacher sums up each team's scores and the class applauds the winning team.
Action Hypothesis
RESEARCH METHOD RESEARCH METHOD
Setting and Subject of The Study
Object of The Study
Action Plan
Additionally, McNiff suggested that action research be conducted with the critical partner.32 This means that the researcher would conduct the research together with the friend. In this action, the researcher did pre-test, treatment and post-test for the students. In this application, the researcher followed the schedule of the English subject in the classroom and extra hours.
In groups, the teacher asked the students to discuss the worksheets containing explanatory text and complete them in answer sheets. While observing, the researcher used observation sheet to write down the important things while the learning process was taking place. From the observation sheet, the researcher and collaborator should know the result of the student's learning activities.
In this step, the researcher and the collaborator analyzed how the effect of the play, what thing needed to be repaired and what thing gets attention at the next play. The researcher and the collaborator reflect all the acting that has been done and identified the result of observation in the learning process and compare the score of pre-test and post-test.
Data Collection Techniques
A test is a set of stimuli presented to an individual to elicit responses on the basis of which a numerical score can be assigned. The pretest is given in the first meeting before conducting treatments to know the students' skills before conducting the action research. The post-test is held in the last meeting after carrying out the treatments to find out if the treatment made any contribution to the students'.
Improvement can be seen if the average post-test score is higher than the pre-test. The term observation is used here in the sense of taking regular and conscious notice of classroom actions and occurrences that are particularly relevant to the issues or topics being investigated. Documents are an easily accessible source of data in action research as many of them already exist in the institutional system.
The documents collected during the inquiry can shed light on many aspects of the practice.35 In the process of research, the researcher collected documents. The researcher used this method to obtain information about the history of the school, teachers, official employees and students at SMP Islam Purbolinggo.
Data Analysis Method
If from cycle I, there are some students who are not successful so we develop cycle II. So, if in cycle II all students are successful, it is not continued in the next cycle.
Indicator of Success
RESULT OF THE RESEARCH 1. Description of Research Location
- Description of The Research
- Cycle II
- Students’ Score in Pre-test, Post-test Cycle I, and Post-test Cycle II English learning process was successfully in cycle I but the
- The Result of Students’ Learning Activities in Cycle I and Cycle II The students’ learning activities data was gotten from the whole
- The comparison of Pre-test and Post-test
So it was the reason why the researcher used Peer Assisted Learning Strategy to improve the reading skills of the students. At the end of the meeting, the researcher gave feedback to the students about the learning process. The post-test was done to know how the reading skills of the students were after the treatment.
It aimed to know the reading ability of the students before and after the treatment. From the result of pre-test and post-test I, we knew that there was an improvement from the students' result score. From the above table, it could be seen that the students' average score in post-test II was 77.22.
After doing the pre-test, the researcher gave the treatment to the students of cycle I. From the result of the students' score in the pre-test and post-test I, there was an improvement from the students' score. From the results of the students' results from the post-test II, it can be concluded that there were improving results.
Based on the results of the pre-test, post-test I and post-test II, it was known that there was a positive significant improvement in the students'. The students' attention to the teacher's explanation from the first meeting to the next improved.
CONCLUSION
SUGGESTION
APPENDICES
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