Judul Tesis: Penerapan Strategi Petunjuk Konteks untuk Meningkatkan Pemahaman Membaca Siswa (Studi Pra-Eksperimental pada Siswa Kelas Delapan MTs. Al-Falah Baras Mamuju Utara). Oleh karena itu, dapat disimpulkan bahwa penerapan strategi petunjuk konteks efektif dalam meningkatkan pemahaman membaca siswa. Penelitian ini bertujuan untuk mengetahui apakah penerapan strategi petunjuk konteks efektif dalam meningkatkan pemahaman membaca siswa di kelas delapan MTs.
Oleh karena itu, dapat disimpulkan bahwa penerapan strategi petunjuk konteks efektif dalam meningkatkan pemahaman membaca siswa.
- Background
- Problem Statements
- Objective of the Research
- Significance of the Research
- Scope of the Research
Therefore, the researcher was interested in conducting a research titled Implementing Context Clues Strategy to Improve Students Reading Comprehension. Based on the explanation above, the formulation of the problem in this research identifies as follows: Is the implementation of Context Clues Strategy effective in improving students' reading comprehension in terms of literal comprehension and interpretive comprehension. Based on the formulation of the problem above, the purpose of this research was to find out whether the implementation of context-trace strategy affective in improving students' reading comprehension.
This research focused on the use of the context cueing strategy to improve students' reading comprehension skills in eighth grade MOH students.
REVIEW OF RELATED LITERATURE
Previous of Related Findings of the Research
The hypothesis of the study was tested by t-pair found that the average marks of learners after they were taught through the context clues, English reading exercises increased significantly. Fitriyah (2016) found on her research "Teaching Vocabulary Through Context Clues Strategy" that the teaching of vocabulary to the eighth grade students. Based on the result, the researcher came to the conclusion that context clues are considered an effective strategy to improve the students' reading ability.
The researcher wanted to know if context cues strategy is effective in teaching reading comprehension to eighth grade MTs.
Theories of Reading
When the readers have difficulty decoding or reading words, they feel difficult to understand the meaning of the text. Although the readers have high fluency, it will be difficult to comprehend the text without sufficient knowledge of the words in the context. The text influences the reading comprehension in the matter of how the text is constructed by the author.
The activity of planning the learning process is characterized by determining the purpose of reading the text.
Theories of Context Clues Strategy
Definition and interpretation clues are the process of guessing a word through a definition and description in context that can guide the reader to determine the meaning of the word. Punctuation marks are like indicators to help you find out the meaning of a word. Contrasts and comparison clues are one of the strategies for guessing the meaning of a word using contrasts and comparisons that appear in sentences or passages.
General knowledge cues are related to the reader's experience of the topic they are reading, probably indicating that the reader can understand the meaning of the word and understand the topic more easily. Cause and effect clues are a strategy where the reader can understand the meaning of a word through verbal clues in a sentence; it shows why something happened and what the outcome of things is. Guessing vocabulary from context is the most common way to discover the meaning of words.
Advantages and disadvantages of using context data Strategy vocabulary has been one of the objectives in teaching English. They will not be able to choose the most compatible meaning of the unknown word because they are not understanding the clues. Students will not understand the context and will make mistakes in the meaning of the unknown word.
The meaning of the vocabulary word must be transparent within the context of the sentence. Use information provided in the text that makes sense to find the meaning of the word.
Conceptual Framework
Input : Refers to students' reading comprehension of literal comprehension in terms of main idea and supporting details and interpretive comprehension in terms of conclusion before treatment. Process : Refers to the implementation of the context data strategy in the descriptive text on the treatment. In a school case, reading was an essential skill because students are confronted almost every day with written text in their textbooks.
The students could not understand the passage well, so they could not fully grasp the information about the passage. Based on the explanation of the problem, it was hypothesized that the students need a strategy to help them overcome their reading difficulties and improve their vocabulary mastery so that the students can understand the text more easily. Therefore, the researcher wanted to conduct a research on the strategy of context clues to improve students' reading comprehension in terms of literal understanding of the main idea and supporting details and interpretive comprehension at the conclusion.
Hypothesis
RESEARCH METHODOLOGY
- Research Design
- Variables
- Population and Sample
- Instrument of the Research
- Procedure of Collecting Data
- Technique of Analyzing Data
After taking the pre-test, the researcher administered the treatment to the students using context cues Strategy. Ask the students to form a term to choose a word that is unknown or they would like to learn more about. The students wrote down the word in students' book or answer journal or sticky note.
The post test was used to find out the students' achievement in reading comprehension after the treatment. After carrying out the treatment, the writer will give the students the amount of the test, respectively after the test to recognize the students. The dependent variable was students' reading comprehension ability influenced by the independent variable which was the context clues strategy.
The pre-test was administered before treatment to obtain data on students' prior knowledge, while the post-test was administered after the final treatment to obtain data on the impact of contextual cues in learning to read. To collect the data, the researcher used a pretest before administering any treatment. The researcher conducted a pretest. After providing treatment, the researcher conducted a post-test to see the students' performance and progress in reading comprehension in terms of literal understanding in terms of the main idea and supporting details and interpretive understanding in terms of conclusion.
P : the percentage of students who score 70 R : the percentage of students who score 70 above T : the percentage of students who took a test. 4 student responses include at least 2 key details from the passage that support the main idea of the passage.
Findings
In the pretest, most of the students' scores were in the fairly good category with a percentage of the norm of 35% and less of the students. Similar to the pre-test score, the post-test score does not show student scores in the excellent and very poor categories. Most of them are still in quite good categories with 30% of the norm percentages and the least students' scores have changed to poor categories with 4% of the norm percentages.
Meanwhile, the weak categories were very high in the pre-test and decreased significantly in the post-test. It was followed by fair and fairly good categories became low in the post-test. In addition, there were no students in the excellent and very poor categories in both the pre-test and the post-test.
In the pre-test, most of the students' score was in poor categories with 57% rate percentages and the least of the students' score was in fairly good categories with 1% rate percentages. Meanwhile, most of the students in the post-test exhibits in fairly good and poor categories, with both in 39% of rate percentages and the least of the students' score was in excellent and very poor categories. In the pre-test quite well was very low and it was significantly improved in the post-test.
Students' improvement in the pre- and post-test of literal comprehension and interpretive comprehension. It means that the students' scores and percentages in the post-test were better and higher than the pre-test.
Discussion
In addition, students were able to understand the text after having control over the context cue strategy. In addition, implementing the strategy of context cues can also improve students' reading comprehension in terms of interpretive comprehension (conclusion). Before using the context cueing strategy, some students had difficulty answering the questions and finding the conclusion of the text before starting the treatment.
In reading, students learn to use the strategy of context clues and instead of a dictionary. Unknown words were searched for based on information and context clues (eg, punctuation, synonyms, antonyms, and examples) that appeared next to the unknown word or phrase. After students have used the strategy of context clues, they can easily decide on the conclusion and get the meaning of the moral value of the text.
For example, in the study done by Dita, Syofia, and Rumiri (2016), they used context-trace strategy on reading comprehension. They found that the context trace strategy improved students' reading comprehension at SMA Muhammadiyah 1 Pekanbaru, which was similar to the result of this research. Therefore, it can be concluded that the context trace strategy could improve students' reading comprehension in terms of literal comprehension and interpretive comprehension.
It was supported by Wulandari & Sujadi (2017) who found that the context clue strategy improved students' reading comprehension of the English Department of Business English and Management Concentration. The English reading performance after learning through the context clues The English reading exercises was higher than before.
Conclusion
Suggestion
Effectiveness of Using Context Data Strategy for Reading Comprehension of First Year Students at Sma Muhammadiyah 1 Pekanbaru. Using the Summarize, Main Idea, Read, Record, Recite, Review, and Reflect (OK5R) method to improve students' reading comprehension. Bachelor Degree in Education, Perpustakaan Unismuh Makassar 2011). Using the Rider Strategy (Read, Picture, Describe Evaluate, Repeat) to improve students' reading comprehension. Bachelor Degree in Education, Perpustakaan Unismuh Makassar 2014).
Kegiatan Deskripsi Kegiatan Komitmen waktu 4. Siswa menjawab berbagai pertanyaan tentang. informasi ketika membaca teks dan menemukan ide dan kesimpulan yang paling penting. Refflessia diambil dari nama Gubernur Jenderal Inggris, Sir Thomas Stamford Raffles, yang pernah memerintah dan membangun Kebun Raya di Bogor. Nama penyu jantan adalah Donatello dan betina bernama Rafael.
Why is it dangerous to touch the edge of a turtle's shell when it sleeps? The weight of females is about 90 kilograms and males can be 120 to 130 kilograms.
