Alhamdulillahi Rabbil Alamin, the researcher would express the highest thanks to Allah. for the blessing, mercy, love and above all the opportunity to complete this work. Erwin Akib, S.Pd, M.Pd., and Amar Ma'ruf, S.Pd., M.Hum., Head and Secretary of the English Education Department of the Faculty of Teacher Training and Education at Makassar Muhammadiyah University. The principal of SMA 9 Muhammadiyah Perumnas Makassar, the English teacher and also class X of SMA 9 Muhammadiyah Perumnas Makassar who have kindness and enthusiasm in the researcher's research.
The researcher's beloved brothers and sisters, Lisna, Rusdin, Disti, Rifky for their support, love and pray for her success.
INTRODUCTION
- Background
- Problem Statement
- Objecttive of the Study
- Significance of the Study
- Scope of the Study
In relation to the problem statements above, the purpose of this research is to find out the improvement of the students' performance in reading comprehension through the Quick on the Draw Technique?. The result of the study can be useful for students as a technique in reading in the classroom. The result of the study can be useful English teacher to implement Quick On The Draw technique in teaching learning process.
The result of the research will provide the teacher with information about the technique of teaching reading in the improvement of the students.
REVIEW OF RELATED LITERATURE
- Previous Related Finding
- Some Pertinent Ideas
- Concept of Reading
- Conceptual Framework
- Action Hyphothesis
Based on the above finding, the researcher concludes that the students‟. reading comprehension skills are still low. Reading aloud is important and students should be taught to read aloud reading aloud is a type of coherent reading a reader who verbalizes each word in the text. The purpose of reading aloud is to improve students' ability to pronounce the words, to emphasize the word and to have a good intonation for each sentence in the passage.
In extended reading, the reader is usually presented with a longer text. The use of different types of reading is for one's own pleasure. This principle is very important to remind the teacher who often interrupts the students' reading activity and mixes it with others. This principle reminds the teachers who dominate the reading lesson by talking about the text with the students instead of asking them to read it.
According to Paulus (2011) Quick on The Draw technique is a technique which gives motivation or support to group study to understand the text quickly, or pedagogical strategy which gives students to reflect on the learning process. For each maximum outcome, the teacher must be able to design a learning model based on the subject material and practice students' reading. In the teaching and learning activity, many factors that can improve students' reading ability, one of them is the use of the Quick on The Draw technique.
Quick on The Draw will be used in class to improve students' reading ability, which consists of lexical arrangement and infrences as variables to be observed. So, based on the research, the researcher can draw the conclusion that Quick on The Draw can improve students' reading comprehension because the main purpose of this teaching and learning process is to achieve improvements. The use of Quick on The Draw is not effective in improving students' reading of secondary level of SMA Muhammadiyah Limbung.
The use of Quick on The Draw is effective in improving the reading comprehension of the second-year students of SMA Muhammadiyah Limbung.
RESEACH METHOD
Research Design
- Research Location
- Research Time
- Classroom Action Research Cycles
Research Variable And Indicator
Research Procedure
At the word 'Go' one person from each group 'runs' to the teacher's desk, takes only the first question and runs with it back to the group. Using the source material, the group finds and writes the answer on a separate piece of paper. If any answer is inaccurate and complete or incomplete, the teacher sends the runner back to the group to try again.
In this phrase, while teaching the lesson, the observer will observe the students' ability and competence in giving their prediction and answering questions about the reading text during teaching and learning process by using cheek list. The result of data that was done was continued in the analysis until it can be reflected to action research. The reflection that it discusses is as well as a guidance lecturer or teacher about the weakness in cycle one to give recovery for the next cycle.
Then, reflect by looking at the result of the observation, whether the teaching learning process of reading using the guided technique Quick on The Draw reaches the success criteria or not based on the test result of the first action, if there are still less things in the cycle l , the research continued until cycle II.
Teaching of Data Collection
Research Instrument
interviewing; aims to find the students' responses during the teaching and learning process by interviewing the students and the teacher.
Data Analysis
Students' improvement in determining the main idea of the test through the Quick on The Draw Technique. Improving students' understanding of the content of the text through the Quick on The Draw Technique. The students' improvement in reading comprehension is taken from the data for their average scores in cycle I and cycle II.
The score classification and percentage of improvement of the students in determining the main idea of the text through Quick on the Draw technique. The table above shows the percentage of students' reading comprehension when reading literal (main idea). The d-test indicates that 10 students'. The chat above shows the percentage improvement of the students in understanding the content of the text during the diagnostic test.
After taking action in Cycle I using the Quick on the Draw technique, the percentage of students' improvement has improved significantly. The score classification and the percentage of the students' improvement in the understanding of the content of the text through fast on the drawing technique. The above chart shows the percentage of students' improvement in understanding the content of the text in the diagnostic test.
After the action in Cycle I by using Quick on the Draw, the percentage of students' improvement is significantly improved. Students' reading comprehension by determining the average idea of the text through Quick on the Draw significant improvement. The students' reading comprehension in understanding the content of the text through Quick on the Draw is a significant improvement.
The use of authentic materials to improve the students' reading comprehension (A Classroom Action Research) In the first grade students'.
The Indicator of The Achievement
Finding
The graph above shows the improvement of the students' literal reading comprehension in cycle II is higher (7.218) that cycle I (6.193) and d-test (5.343) it also shows that the result of d-test is the low performance. After evaluation in cycle I and cycle II there is significant improvement of the students' literal reading comprehension which is clearly shown in the graph after an action in cycle has been taken by Quick on The Draw. From d-test to cycle I and cycle II, where in d-test the students' average score performance.
There is also a significant improvement in students' understanding of text content from cycle I to cycle II, where the average score of students in cycle I is (6.281) and cycle II is (7.656). The average grade of students in cycle I is 6.321 and cycle II is 7.437. This means that students' reading comprehension is significantly improved through Quick on the Draw, especially in identifying the main idea of the text and understanding the content of the text. After taking action in cycle I using the Quick on Draw technique, the percentage of students' reading comprehension in literal reading (main idea) is 1 student (6.25%) poor, 11 students (68.75%) go so right, 5 students (31.25%) do quite well.
In the table above, the average of the students' activity in the teaching and learning process is explained through observation forms per observer. Based on the above diagram, the observation of the students learning to read through the Quick on the Draw technique by students of the first class shows SMA 9 Muhammadiyah Perumnas Makassar. This can be proven through findings on the literal reading comprehension of the students (average idea) and the summary (content) and observation results of the students' activity in the teaching and learning process.
Discussion
After giving the test in cycle II, the average score of students was higher than in cycle I. Based on the result of the cycle, the improvement of students in determining the average idea of the text and understanding the content of the text in cycle I. and cycle i II, the average score of students in terms of reading through Quick on the Draw in cycle I is 64.3325 and 74.9875 in cycle II. This means that there is significant improvement in students' reading comprehension in determining the idea of the text and understanding the content of the text through Quick on the Draw.
The data in the results indicated that this method had managed to improve the reading comprehension performance of the students in SMA Muhammadiyah 9 Perumnas Makassar. This is provided by the results of the average score of the students who have significant improvement in determining the main idea of the text, the result of diagnostic test is 5.343, cycle I is 6.193 and cycle II is 7.128. Using Quick on the Draw can improve students' performance in learning process cycle 1 is 64.3325% and the mean score for cycle 11 is 74.895%.
The teacher should use Quick on the Draw in the reading lesson so that the students can be easier for the students to understand and encourage to participate in the class activities. It is suggested that the English teacher uses this approach in teaching as one of the alternative ways to learn and teach reading. The teacher must be creative to use different techniques to make the students understand earlier and easier, but they will be more interested in learning English.
Enhancing students' reading comprehension through REAP (Reading Encoding, Commenting, Reflecting) Tehnique (A Class Action Reseach) In second year students of SMP batara gowa. Enhancing students' reading comprehension through survey, question, reading, writing strategy (in classroom action research) at XI IPA SMA Negeri 1 Bangkala, jeneponto regency.
