Judul Skripsi: Improving students' reading comprehension using an eclectic approach (A classroom action research in the second grade of SMPN 3 Sungguminasa). Improving students' reading comprehension using an eclectic approach (Classroom action research in the second grade of SMP Negeri 3 Sungguminasa).
Problem Statement
Considering the function of the basic reader approach and the language experience approach especially in education and the lower secondary school curriculum that emphasizes reading in English learning, the writer was interested in conducting an action research in the teaching of reading using an approach eclectic.
Objective of The Research
Significance of The Research
This approach allows the students to easily understand the story, which is also supported by their experience. Therefore, they can be easy to control and control the reading process of students teaching and learning.
Scope of The Research
The main idea (what the author says about the subject) is that summer is a wonderful time at West Beach. The main idea is in the first sentence: Apollo 13 was a blockbuster for the summer of 1995.
Concepts of Reading comprehension 1. Definition of Reading Comprehension
Reading comprehension is also influenced by the quality of the reading material Lenz in Rahmi (2007). Allyn and Bacon (2010) state that there are two factors that influence reading comprehension: the reader and the text.
Concepts of Eclectic Approach
In relation to the research, the researcher explained that the basic reading approach is one of the ways of using textbooks where it consisted of short stories to teach reading comprehension. Whether done originally on the board (and later copied) or on chart paper from the start, the teacher does the printing in front of the children. Furthermore, students' language is recorded exactly as dictated as much as possible, so they see that their thoughts can be written down and saved for later reading.
Volunteers are then chosen to read parts of the table aloud. e). Children review the text with the help of teachers. The teacher prepares word cards for each child's word bank after making sure the child has learned to sight read the word. The word bank is the students' own collection of visual vocabulary. g). The implementation of this was: The teacher divided the students into several groups, the teacher gave a reading test consisting of a short story that contained the "misunderstanding of the fox and the bird", the teacher gave the students time to read the first story, the students discuss the short story this is the moral and the new vocabulary they get and in the next meeting the teacher asks the students to write about their experience that is suitable for the moral of the short story the teacher asks each student to present their writing about their experience to the group and monitor the process learning.
Conceptual Framework
Many factors can improve a student's reading comprehension; one of them uses an eclectic approach. The wrong teaching method can make students lazy and create the impression that the subject is not important, so their motivation is less and they think that learning is the fact that they are forced. If the last phase of the first cycle of the method is unsuccessful, the research continues in the second phase. cycle until the discussion method is successful in improving students' reading comprehension.
It was a reflective process that helped teachers explore and examine aspects of reading and learning and take action to change and improve. They were: (1) The problems were the problems faced by the teachers, (2) There are specific measures to improve the teaching and learning process in the classroom. Lewin explained the four steps in the research process, which were planning, action, observation and reflection.
Research Design
In this step, the researcher created an action research plan, in which our question is written, how and why she will conduct the research. In this phase, the researcher observed how the state of the teaching and learning process consists of what the students did in the classroom and what is the weakness of this research. This degree helped her understand the data she collected in her research.
Eclectic approach was the independent variable of the research in which students shared ideas/opinions to improve their reading comprehension. The dependent variable of the research was students' ability to find the main ideas and understand the meaning of the words of the texts. We took the word meaning indicators from the short story and got data, word reference and phrase meaning.
Research Instrument
Research Procedure
Technique for Data Analysis
The test was intended to obtain information about the improvement of students' reading comprehension after the end of the learning process of teaching. The data were taken from observation, and the researcher identified them through the students' participation in the materials and activities in the teaching and learning process with a checklist. 4 Very active students respond to the material very actively 3 Active students respond to the material actively 2 Fairly active students respond to the material only one or
Findings
The Students’ Achievement of Main Ideas and Meaning of Words in Reading Comprehension
Cycle 2
The Students’ Improvement Reading Comprehension by using an Eclectic Approach
The graph above showed that the diagnostic test score was 6.98 and the cycle I score was 7.2. Therefore, there was a significant improvement in students' reading comprehension which is clearly shown in the graph after taking an action in the cycle through the Eclectic Approach (combined basic reader approach and language experience approach). Improving students' Main Ideas and Word Meaning in Reading Comprehension through the Eclectic Approach.
No Variables Diagnostic Test Cycle I Cycle II Improvement (%) Score Score DT-CI CI-CII 1.
Meaning of Words
In fact, by using an eclectic approach, the students' reading comprehension has changed, the category of students from the fair category has become an excellent category. The table above proved that by using an eclectic approach in teaching and learning process, the students' main ideas and meaning of words could improve after they acted in cycle 1 cycle II. The graph above showed that the improvement of the students' reading comprehension in diagnostic test to cycle II greater than diagnostic test to cycle I (8.98 < 7.33), the giving score was classified from fair to very good.
The Percentage of the Students’ Main Ideas and Meanning of Words in Reading Comprehension
Therefore, after action again and evaluation in cycle II, that there was significant improvement with 3 students (8.82%) getting good and 31 students (91.17%) getting excellent.
The Percentage of the Students’ Meaning words in Reading Comprehension
Based on the result data, the observation showed that some of the students in the diagnostic test knew little about the meaning of the connection with the topic, while some students became poor.
The Result of the Students’ Activateness in Learning Process
The diagram above shows that the students in class VIII C SMPN 3 observed Sungguminasa learning reading comprehension using an eclectic approach. The diagram above shows the situation of the students during the teaching and learning process when reading from Cycle I to Cycle II. From the graph it was known that the situation of the students when learning to read changed by 18.10% and that the situation was 20.04%.
Based on the result of analysis above, the researcher concluded that the students' result in cycle II was higher than cycle I. This meant that there was improvement in the students' performance in reading comprehension by using an eclectic approach .
Discussions
Before conducting a classroom action research using an eclectic approach, the researcher conducts diagnostic test to measure the students' prior knowledge in English reading. The average score of the students' reading comprehension in the diagnostic test was 6.16, in cycle I was 7.11, and in cycle II was 8.98. The observation result of students' activeness in teaching and learning process improved significantly by using an Eclectic Approach to improve the students' reading comprehension.
This also meant that there was improvement in student activity in learning to read through the Eclectic Approach. The researcher can say that teaching reading comprehension using an eclectic approach was a good way to improve students' reading comprehension. The average grade of students' reading comprehension in the diagnostic test was 6.16, in cycle I it was 7.33 and in cycle II it was 8.98.
SUGGESTION
Using subtitles to improve the reading comprehension of second semester English department students at UIN Alauddin Makassar. Effectiveness of Story Mapping Strategy in Improving Reading Comprehension of Second Tear SMA Negeri 3 Takalar Students. Using a shared reading strategy to improve the reading comprehension of the second tear students of SMP aisyiyah sungguminas.
The effectiveness of using the SQ4R Method in teaching reading Comprehension up to the second lot of SMP 2 bontosikuyu kabupaten selayar Thesis makassar: english department of tarbiyah faculty UIN alauddin makassar. One day, at a train station in London, a passenger said to the booking clerk, I want a ticket for tomorrow, please. The clerk raised his eyebrows saying, "If you want a ticket for tomorrow, why don't you come get it tomorrow." But I want a ticket for tomorrow, "answered the traveler." I told you" the clerk said "you can't have a ticket tomorrow today.
STUDENTS‘ NAME
In a remote part of Wales there is a place called morrow. One day at a London railway station, a passenger said to the booking clerk, "Please, I want a ticket to Morrow." The clerk raised his eyebrows and said, "If you want a ticket for tomorrow, why don't you come and get it tomorrow." On his way home he came to a small bridge; he looked down and saw his reflection in the water below: he thought he saw another dog. The lion was so excited by the idea that the mouse could help him that he raised his paw and let him go.
The crocodile lived in a river near a forest. One day the mouse-deer went to the river. He wanted something from the river and he bathed and splashed in the water. When the frozen bridge lay there in the pile of cow dung, he began to realize how warm it was.
READING TEST RESULT
READING TEST RESULT
MAIN
READING TEST RESULT
MAIN
OBSERVATION RESULT
Foto Documentation
READING COMPREHENSION
READING COMPREHENSION
Panitia ujian skripsi ini berdasarkan surat keputusan rektor Universitas Muhammadiyah Makassar Nomor: r02 Tahun r43g HJ20r7 M,09 sha,ban 1438 H106 maj\ 20rz M, As Sarah merupakan syarat untuk memperoleh gerar.
