Improving students' reading comprehension using the REDW (Read, examine, decide, write) strategy in descriptive text (Eighth grade classroom action research in MTS Muhammadiyah 1 Gemolong students in the academic year 2022/2023). The objective of this study was to improve students' reading comprehension using the REDW strategy in eighth grade descriptive text in MTS Muhammadiyah 1 Gemolong students in the academic year 2022/2023. The action research was carried out in the pre-test and in two cycles with a total of 9 meetings.
The members of the research team were an English teacher, a researcher and students of class VIII-A. In collecting qualitative data, the researcher used observation and interview with students and a colleague. To support the qualitative data, quantitative data were obtained from pre- and post-test scores.
Meanwhile, the quantitative method was used to analyze the data from the mean scores of pre- and post-test. The result of this study showed that the implementation of the REDW strategy in this study is successful in improving students' reading skills, which address: (a) Students are able to find detailed information; (b) they are able to find the main idea; (c) they can understand the meaning of foreign words used in the text.
- Background of the Study
- Identification of the Problems
- Limitation of the Problems
- Formulation of the Problems
- Objectives of the Study
- Benefits of the Study
- Definition of Key Terms
According to Strichart (2009), cited by muktisari (2018), each letter of the REDW strategy represents a step in the strategy. In the REDW strategy in the second step of researching, students check each sentence to identify and write important words. The third basic competency of reading comprehension is that of reading comprehension, students must be able to find detailed information in the text.
In the third step of REDW, Decision suggests that students decide which contains the words that best describe the main idea. Based on the identification of the problem, this study only focuses on the use of REDW strategy for improving reading comprehension in descriptive texts among the eighth grade students of MTS Muhammadiyah 1 Gemolong in the academic year 2022/2023, who are from 2 cycles exist. 34;How does the implementation of REDW improve students' reading comprehension in descriptive texts of grade 8 at MTS Muhammadiyah 1 Gemolong in the academic year.
The aim of the research was to improve students' reading comprehension using the REDW strategy in the descriptive text of the eighth grade of MTS Muhammadiyah 1 Gemolong in the academic year 2022/2023. The purpose of this strategy is to provide opportunities for students to be active in the classroom.
Implementing a REDW strategy can also help students to be active in the teaching and learning process. Meanwhile, Gupta states that the REDW strategy is a reading and learning skills activity done by making short notes in the margins of the text. The decision in this strategy gives students more attention in understanding the comprehension of the text.
The text's social function or communicative purpose is the goal the author wants to achieve through the written text. The similarity in research conducted by researcher Ananda Mega Ayu Lore is the use of the REDW strategy to teach reading comprehension. The similarity in the research done by this Muslim researcher is the use of the REDW strategy to teach reading comprehension.
The similarity of the research conducted by researcher Juristian Adi Nata is the use of the REDW strategy for learning reading comprehension. In addition, using the REDW strategy can help students become actively involved in the reading process.
- Variable and Operational of Research Design
- Research Setting
- Subject of the Research
- Action Plan
- Techniques of Collecting the Data
- Research Instrument
- Techniques of Analyzing the Data
- Indicators of Success
After conducting observations and interviews, the researcher prepares various matters related to the action research that will be conducted. So the researcher will conduct classroom research according to the lesson plan created. The researcher involved English teacher A as a collaborator to help observe the conditions and the researcher during the study.
At the observation stage, the researcher used to observe all teaching and learning activities including student understanding, student participation, classroom activities and understanding. After the teaching process using the REDW strategy, the researcher conducted an analysis of what was observed to find out the advantages and disadvantages of the previous teaching activities. The researcher analyzed the test result and calculated the average score to determine whether the students' reading comprehension improved or not.
The researcher used the test quantitatively in the form of numbers, taken from the tests carried out before and after the execution of the cycle. The researcher included English teacher A as a collaborator who helped to observe the conditions and the researcher during the study.
The Research Findings
- Implementation of Cycle 1
- Implementation of Cycle 2
Before carrying out the action, the researcher conducted observations and administered a pre-test to the students. In the first part, the researcher greeted the students before the start of the class and checked their presence. Before distributing the descriptive text to the students, the researcher instructed them about the REDW strategy.
After the control phase was completed, the researcher asked the students to move to the placement phase. After completing the control phase, the researcher asked the students to move to the writing phase. In the last stage, the researcher instructs the students to re-read or revise what is mainly discussed in the text.
At the end of the lesson, the researcher asked the students if there were any questions or not. Before the lesson started, the researcher greeted the students, checked the students' attendance and reviewed the last material. When the time was running out, the researcher and the students reviewed the text about all the information in the class.
After understanding the topic that will be studied today, the researcher asked the students to do their own work. That day, the researcher administered a posttest for the students to complete the reading comprehension task. While solving the problem, the researcher also asked the students to work in pairs on the task.
Before starting the core learning activities, the researcher again reminded the steps of the REDW strategy. After that, the researcher asked the students to start implementing the REDW strategy step by step. Then the researcher announced to the students that they would have a post-test at the next meeting.
Discussions
Based on the results of the observations and tests, the students' motivation also increased when the researcher asked the students to work in pairs to complete reading and checking tasks. The results showed that the REDW strategy succeeded in improving students' reading skills and classroom conditions. This is evident from the average score of students' reading skills in the pre- and post-test.
This strategy is used to help students understand the content of the text and is best used when finding the main idea. Gupta (2008) states that the REDW strategy is a good strategy to use in finding the main idea in each paragraph of the reading assignment in the reading text. In line with Muslimaini (2017), it is believed that using the REDW strategy can overcome and improve students' reading comprehension.
In the first cycle, the researcher carried out the REDW strategy by asking students to work individually. In that cycle, many students struggled to understand the meaning of foreign words in the text and forgot to apply the stages in the REDW strategy, especially during the checking stage while reading the text. Plans for the next cycle will be focused on the question-and-answer stage with the REDW strategy.
Students are more active and enjoy more during the teaching and learning process in the second cycle. The results showed that the average score of students in the pre-test was 56.9, the average score in post-test 1 was 69.1 and the average score in post-test 2 was 77.4. This connects with Woolley who states that reading comprehension is the process of making meaning out of text, the aim is to get a thorough understanding of what is explained in the text not to get the meaning of isolated words or sentences.
The use of the REDW strategy can get students who are not excited about reading texts to become actively involved in the reading process. When students are in the checking stage of the REDW strategy, they can check the meaning or ideas they get after reading the text. Based on these findings, the application of the REDW strategy can help students understand texts in a comfortable environment.
Conclusions
Suggestions
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Interview Transcripts
Observation Sheets
Students’ List of VIII-A
Attendance List of VIII-A
Reading Test
Students’ Score of VIII-A
Lesson Plans
Photography
