Submitted to FKIP Unismuh Makassar in Completion of Part of the Requirements for the Degree of Sarjana Pendidikan. Salavati and Salam address the last and chosen messenger, the prophet Muhammed a.s. who brought us from darkness to light. Atifah Noor, S.Pdi and English teachers, Nurul Ishlah Mawaddah as an observer who observed the researcher and the students in the teaching learning process and the students of class VIII-B who participated in the data collection.
The purpose of this research is to find out how Lexical Simplification Method improves students' reading skill in the eighth grade students of SMP Muhammadiyah 12 Makassar. The subject of this research was the students in the eighth grades of SMP Muhammadiyah 12 Makassar consisting of 30 students. After getting the implementation of action under 2 cycles, the result showed that the average score of students' diagnostic test was 44 (forty-four), cycle I was 56 (fifty-six) and cycle II was 67, 67 (sixty-seven point six seven) .
The average grade of student observation in cycle I was 48.5 (forty-eight points and five) and in the second cycle the average score of student observation was 66.83 (sixty-six points and eight-three). Based on the findings and discussions, it can be concluded that the Lexical Simplification Method significantly improves students' reading skills.
INTRODUCTION
- Background
- Problem Statement
- Objective of the Research
- Significance of the Research
- Scope of the Research
Furthermore, students' basic knowledge, low vocabulary, and low sentence comprehension will usually become the reasons why students have a hard time understanding what they are reading. Based on the information and interview with a teacher at SMP Muhammadiyah 12 Makassar, found that most of the students had low reading skills. One of the teachers at SMP Muhammadiyah 12 said that most of the students rarely pass the exam that the teacher gave to the students.
The result of the research will help the students to increase the achievement of the students in reading skills, especially in the comprehension of the material. The result of the research will help students reach a certain level of understanding for reading for pleasure if they find books too difficult to enjoy. The result of the research will give the teacher information about the method of teaching English reading to improve the students.
The result of the research will help teachers to increase the performance of the students in the field of reading comprehension. The research emphasizes the students' understanding when reading reading texts, determines the main idea and order of details.
REVIEW OF RELATED LITERATURE
- Review of Related Findings
- Concept of Reading
- Lexical Simplification
- Conceptual Framework
Smith and Robinson (1980) say that "reading is the antonym of active effort, the reader's part to understand the writer's message". Harris & Sipay (1985) state: “Reading is the meaningful interpretation of printed or written verbal symbols. Reading (comprehension) is the result of the interaction between the perception of graphic symbols that represent language and the reader's linguistic abilities, cognitive abilities and knowledge of the world.
In this process, the reader tries to recreate the meanings intended by the writer. From the above definition, we can conclude that reading is an interaction between a reader and a writer, where the reader engages with what the writer thinks. Like any language, it is a complex interaction between text and reader, shaped by the reader's prior knowledge, experience, attitude, and language community, which is cultural and social.
Its purpose is to improve the student's ability to pronounce a word, stress a word and a passage. Speed reading requires quick eye movements that help quickly discover the writer's ideas. The reader's sense and experience help him predict what the writer is likely to say next.
The reader who can think along with the writer in this way will find the text relatively simple. The ability to predict depends both on the background knowledge of the reader and on the content of the text. The reader can do this by guessing the meaning from the context in which the word is used. e.
The reader brings knowledge and experience to the reading and draws the differences. Reading is similar to comprehension and it can be used in one unit that is reading comprehension. The meaning of the difficult word right in the sentence or give explanation or the meaning must be clear.
It helps the reader understand the meaning of a word by providing examples that illustrate the use of the word. The results of the teaching and learning process, which consists of achieving the students' reading comprehension (literal comprehension) to determining the main idea and sequence details after applying the Lexical Simplification Method.
RESEARCH METHOD
- Research Design
- Research Procedure
- Research Instrument
- Research Subject
- Research Variable
- Procedure of Collecting Data
Therefore, the researcher continued with Cycle II to achieve an improvement in student achievement. The teacher administered a test in each cycle to determine the improvement in the students' reading achievement. After using lexical simplification, there were differences in the improvement of students' reading comprehension ability in terms of recognizing the main idea and sequence details by considering the results of the diagnostic test of students (non-lexical simplification) and students.
From the table above, it can be seen that the average score of the main idea and the detail of the order of the students corresponds to the average score. It indicated that the students' main idea was significantly improved by the application of the Lexical Simplification Method. The table above shows the percentage of the students' score by observation from Cycle I through Cycle II.
The table above showed the average score of students' observation result through cycle I to cycle II. The result of the data analysis through the comprehension test shows that the students' reading comprehension ability with respect to main idea and content has improved significantly. The mean score of students' literal understanding in main idea and sequence details is (56 fifty six).
It can be seen from the percentage of student observation results from cycle I to cycle II and the average result of student observation results from cycle I to cycle II. Finally, the average score of students gets 67.67 (sixty-seven points six seven) where the standard program is 65. Evidence is the significant improvement in the understanding of literal reading comprehension (main idea and sequence details) where the findings are : the average score of the students' diagnostic test is 44 (forty-four), the average score of the students in cycle I is 56 (fifty-six) and the average score of students in cycle II is 67.67 (sixty-seven points six seven) .
Where in cycle I mean score of students' observation results is 48.5 (forty eight point five) and in cycle II mean score of students' observation results is 66.83 (66 point eight three). Improving students' reading comprehension through sustained silent reading method (A Classroom Action Research at XI-IPA SMA Muhammadiyah Wilayah Makassar), Makassar. Improving Students' Reading Comprehension Through Double Lup Problem Solving Method (A Classroom Action Research at XI Class of SMA Islam Hisbul Wathan Gowa), Makassar.
FINDINGS AND DISCUSSION
Findings
After analyzing data from the research, it suggests that there was an improvement in students' reading skills through the Lexical Simplification method. There were two elements of literal reading comprehension namely: main idea and sequence details. The table above showed the percentage of students' main idea and sequence details in the comprehension of the diagnostic test (non-lexical simplification), it indicated that 1 student (3.33%) got it well, 3 students (10%) got it fairly good, 7 students (23.33%) became fair, 9 students (30%) became poor, 10 students (33.33%) became very poor and none of the students became very good and excellent.
In II. cycle, the average grade of student observation results was 66.83 (sixty-six and eight-three).
Discussion
The researcher found that there was also an improvement after the use of lexical simplification in the first cycle. This is still far from the standard curriculum that the researcher wants to achieve. Based on unsuccessful teaching in cycle I, the researcher decided to teach in cycle II. In II. cycle, the researcher revised the curriculum, explained the material more clearly, added more additional vocabulary, simplified the text and guided the student better in reading the text.
This means that the average score of the students has improved as 11.67 (eleven point six seven) in the literal sense of reading. Based on the discussion in the previous chapter, it was concluded that the Lexical Simplification Method significantly improves students' reading skills in the eighth grade students of SMP Muhammadiyah Makassar. It is suggested that the English teacher implement lexical simplification as an alternative in the teaching method and in the learning process.
The students are expected to improve their intensity in learning reading through lexical simplification method. Another researcher tries to improve reading comprehension not only for literal comprehension but also in interpretive or inferential comprehension and critical reading. Improving students' reading comprehension through mutual teaching of first-year students at SMPN 3 Bajeng, Makassar.
Reading in a foreign language (Journal), Vol. http//nflrc.hawaii.edu/rfl kasiases pada tanggal April 28, 2013). Improving students' reading comprehension through direct reading thinking activity (A Classroom Action Research of Students in .. SMK Negri Maiwa, Enrekang) ), Makassar. 2010. "Active and Passive Vocabulary Knowledge: The Effect of Years of Instruction". The Asian EFL Journal Quarterly.
The use of total physical response in teaching English vocabulary to fourth graders of SD Negeri 04 Krajankulon Kaliwungu Kendal in the academic year 2006/2007. The key to successful reader-writer interaction: Factors affecting reading comprehension in L2 revisited. http://iteslj.org/Articles/Schoepp-Songs.html, kasesitas tanggal April 28, 2013).
CONCLUSION AND SUGGESTIONS
Conclusion
Suggestions
The teacher should use various kinds of appropriate techniques in teaching reading in order to make students more interested in reading English text and to increase the quality of learning and teaching. The Lexical Constituency Model: Some Implications of Research on Chinese for General Theories of Reading.
