This study deals with the improvement of second grade students' reading skills through Preview, Ask Questions, Read and Summarize (PARS) strategy at SMA Al-Ashriyah Sesela. The researcher administered a pretest, treatment, and posttest to determine students' improvement in reading skills using the Preview, Ask, Read, and Summarize (PARS) strategy. Shown is the calculation that the mean of the posttest is greater than the mean of the pretest.
Dari hasil tersebut peneliti menyimpulkan bahwa dengan menggunakan strategi PARS dapat meningkatkan kemampuan membaca siswa kelas II SMA Al-Ashriyah Sesela. Peneliti memberikan pre-test, treatment dan post-test untuk mengetahui peningkatan kemampuan membaca siswa dengan menggunakan strategi preview, ask-ask, read dan sumatera (PARS). Hasil perhitungan menunjukkan bahwa mean post-test lebih besar dari mean pre-test.
INTRODUCTION
Subject of action
Statement of the problem
Objectives of research
Significance of the research
- Practical significance
- Preview, Ask Question, Read And Summarize (PARS) Strategy
The first review is a thesis entitled Improving Student Reading Skills Using the Preview, Question, Read, and Summarize (PARS) Strategy of Second Grade MTS Students. Guppikalimbua Kab.Enrekang (Classroom Research) Conducted by Nur Kamaria English Program Tarbiyah and Adab Department State Islamic Institute (IAIN) Parepare (2018).4 The aim of the research was to determine whether the use of PARS strategy can improve reading or not. the skill of students of the second grade of MTs. 4 Nur Kamaria, Students' Reading Skills Using Previewing, Asking Questions, Reading and Summarizing (PARS) Second Grade Students' Strategy MTS.Guppikalimbua Kab.Enrekang (Classroom Research).
The second review is a thesis entitled The Effect Of Applying Preview, Ask Question, Read and Summarize (PARS) Strategy on the students' reading performance in narrative text, conducted by Mita Hardiyanti The Faculty of Teacher Training and Education University of Muhammadiyah Sumatera Utara Medan 2018.5 The purpose of the research was to find out the significant effect of the application of preview, ask question, read and summarize (PARS) strategy on the students' reading performance in narrative text. The effect of applying preview, ask question, read and summarize (PARS) strategy on the students' reading performance in narrative text. 6 Iha Syafrotul Fadilah, The effectiveness of preview, question asking, reading and summarizing on students' reading comprehension.
The Reading
CYCLE l CYCLE II
Preview, Ask, Read, and
The Way Improving
Reading Skill
PROCESS
INPUT
In these steps, you need to preview the chapter by scanning it and identifying the introduction, headings, graphics, and chapter summary. And for example, what do I already know about the topic, what key concepts will the chapter study. The preview level will allow students to review the chapter topics and how they are organized.
In this step, you should ask questions related to the chapter's main ideas that you discovered when you previewed. While reading this chapter, students will look for answers to the questions asked during the paper about the main ideas in the chapter. After reading the chapter and answering all the questions about the main idea, students will summarize the main idea in a few sentences and they should know how much they can remember the information they got from the text and put it in their own words can set
RESEARCH METHOD RESEARCH METHOD
Object of research
Design of research
In the Cycle I and Cycle II pretest, the teacher asked students to read a text without using the Preview, Ask Question, Read and Summary (PARS) strategy. The researcher used the Preview, Ask question, Read, and Summarize (PARS) Strategy, which the students can improve‟. reading skills. Preparation of the cycle I student and teacher observation checklist (to know the teaching-learning process when the strategy is applied) 5).
Setting up the camera for documentation The preparation was created to understand the purpose of the teaching-learning process. Presentation of the material and explanation of the analytical expository text, as well as the generic structure of the analytical expository text. Providing an example of the PARS strategy in the context of teaching reading of analytical expository text.
Give students the opportunity to present and discuss their knowledge with their group in front of the class. In the planning phase of the second cycle, the researcher would do several activities which would be designed as below: 1). The preparation was created to understand the purpose of the teaching-learning process.
Presentation of the material and explanation of the recount text, generic structure and generic features of the recount text. To give an example of the PARS strategy in the context of learning to read recount texts. The researcher reflected on, evaluated and described the effects of the action on this point.
In cycle II, analyze data from the observational checklist and student test scores.
The Instrument of the Research
The post-test is given to the students after the strategy is implemented by the researcher. The purpose of the post-test was to determine the increase in students' reading ability after receiving the treatment. In cycle I and cycle II post-test, the teacher gave the students a multiple-choice test consisting of 10 questions for the first cycle and 10 questions for the second cycle using the Pretest, Ask Questions, Read and Summarize (PARS) strategy ( using treatment).
The researcher used an observational checklist to observe the activities of students and teachers during the learning process. This observational checklist was created to determine how far the condition and situation had progressed and to measure student and teacher enthusiasm during the teaching and learning process. The purpose of this activity was to evaluate the teaching and learning process, collect data and monitor the class.
The teacher's observation checklist was used to observe the teacher's activity in the learning process. The teacher explains the concept and step of the strategy of previewing, asking questions, reading and summarizing. Students give their opinion or answer when the teacher invites a group discussion about the answer.
According to Sugiyono, the document is a record of past events.29 It can be photos, videos, notes, etc. The documentation included both photographs taken during the study and notes taken by the researcher during the teaching and learning process.
Data Analysis
Reflection is an evaluative aspect; requires the researcher to weigh the experience, determine whether or not the technique can solve the problem and improve the students' reading skills.
Schedule of Research
Reflection is an evaluation aspect; it requires the researcher to weigh the experience, determine whether or not the technique can solve the problem, and improve students' reading skills. sample). This chapter focused on analyzing the collected data from XI students of SMA Al-Ashriyah. It shows the results of the collected data from the beginning to the end of the study.
The two cycles represent the treatment of using the Preview, Ask Questions, Read and Summarize (PARS) strategies to improve students' reading skills.
Research Findings
- Cycle 1 a. Planning
- Cycle II
The teacher asked the students to do the PARS strategy that was written on the handout. The teacher asked the students to do the PARS strategy that was written on the handout.
Total 1.630
- Discussion
- Suggestion
- For the teacher
- For the students
- For the future researcher
- KOMPETENSI INTI (KI)
- KOMPETENSI DASAR (KD) & INDIKATOR
- TUJUAN PEMBELAJARAN
- MATERI PEMBELAJARAN 1). Fungsi social/ social function
- METODE PEMBELAJARAN
- MEDIA PEMBELAJARAN, ALAT/BAHAN DAN SUMBER PEMBELAJARAN
- LANGKAH-LANGKAH PEMBELAJARAN 1). PERTEMUAN PERTAMA
After analyzing the students' score in cycle I and cycle II, the researcher comes to the conclusion that there is a significant improvement in students' reading skills after being taught using PARS strategy. It can be seen that there was a significant increase from before the use of the strategy and after the application of the PARS strategy of the Second Grade students at SMA Al-Ashriyah Sesela. The indicators observed are the presence, attention and seriousness of students in participating in the teaching and learning process of reading skills using the PARS strategy.
The findings in this research are similar to the study conducted by Nur Kamaria30 on the use of the PARS strategy for improving students' reading skills. In addition, Mita Hardiyanti31 also has the same discovery in her research is the effect of applying the PARS strategy on students' reading achievement. In conclusion, the current research found that using the PARS strategy can help students' reading ability.
Finally, the researcher concluded that the results of the statistical analysis showed that the use of the PARS strategy was able to improve students' reading skills. This shows that the use of PARS strategy is carried out in the treatment of success. Based on the data analysis presented in the previous chapter, it showed that the performance of the students who were taught by the PARS strategy in reading retelling text was higher than the students who were taught without using the PARS strategy.
There is a significant influence of using PARS strategy to improve students' reading skill for the second grade students of SMA Al-Ashriyah. This means that there was an improvement in students' reading skills through the use of PARS strategy. Using the PARS strategy as a technique in the teaching-learning process is a fun activity for students.
The researcher recommends that future researchers conduct classroom action research to improve students' reading skills using the PARS strategy.
Mengamati (Observing)
Data Collection (Mengumpulkan Informasi)
Menanya (Questioning)
Menalar/ mengasosiasi
Collection (Mengumpulkan Informasi)
- PERTEMUAN KEEMPAT
- PENILAIAN
- LANGKAH-LANGKAH PEMBELAJARAN 1). PERTEMUAN PERTAMA dan KEDUA
Kesimpulan Guru dan siswa merefleksi pengalaman belajar hari itu dan menyimpulkan materi yang dipelajari. Guru mempersilahkan siswa untuk mengajukan pertanyaan terkait dengan langkah-langkah dalam menjawab pertanyaan dan kosa kata yang belum mereka pahami. Penutup Guru memberitahukan kepada siswa bahwa waktunya telah habis dan lembar jawaban harus dikumpulkan.
Setelah melakukan rangkaian kegiatan pembelajaran: ... siswa mampu memahami teks naratif berbentuk cerita pendek dan sederhana, mengidentifikasi gagasan utama dalam teks naratif pada setiap paragraf tentang cerita pendek dan sederhana, mengidentifikasi informasi detail pada teks naratif sederhana tentang cerita pendek dan sederhana. Kesimpulan Guru dan siswa merefleksi pengalaman belajar hari ini dan menyimpulkan materi yang dipelajari. Siswa mendengarkan arahan guru tentang langkah-langkah atau aturan dalam menjawab soal post test.
I hope it's not too much to ask, but I have to pay the fee for the exam next week.
Interview With English Teachers
The Researcher Give The Pretest
The Researcher Give the Treatment
The Researcher Give The Post-test Cycle 1
The Researcher Give The Post-test Cycle 2
