Rahman Rahim, S.E., M.M., Chancellor of Muhammadiyah University, Makassar, his advice during her university studies. Ummi Khaerati Syam, S.Pd., M.Pd., Head of English Education Department FKIP UNISMUH Makassar. This is the reason why the researcher uses the Start Simple Stories method to improve students' reading comprehension.
Regarding the above case, the researcher is interesting to conduct a study titled “improving student reading skills through Start Simple Stories (SSS) in the eleventh grade of SMAN 22 MAKASSAR. How is the literal understanding of students improved through the use of Start Simple Stories (SSS) in the eleventh grade of SMA NEGRI 22 MAKASSAR. How is students' interpretive understanding improved through the use of Start Simple Stories (SSS) in the eleventh grade of SMA NEGRI 22 MAKASSAR.
The improvement of literal comprehension in reading through the use of Start Simple Stories (SSS) method in eleventh grade in SMA NEGRI 22 MAKASSAR. The improvement of interpretation comprehension in reading through the use of Start Simple Stories (SSS) method in eleventh grade in SMA NEGRI 22 MAKASSAR.
The significance of Research
Scope of the Research
There are some research results that reported their research on reading, conducted research on the use of shared book experience approach, which shows a positive result of students.
Start Simple Stories Method
Based on the previous findings above, the Start Simple Story (SSS) method has many benefits and can make students enthusiastic about learning. SSS is a simple storytelling method to create fun learning when mastering English as a second language. The Start Simple Stories (SSS) method made it easier for the students to study English, especially regarding the reading topic.
They were able to understand the meaning of the word, sentence, paragraph and text as a whole in the recount text. The Start Simple Stoie (SSS) method is one of the simple language learning methods to improve students' reading comprehension. This strategy was one of the strategies that could make students more interested and attentive during the teaching and learning process.
Starting simple stories (SSS) as a strategy in the teaching learning process, the students had high motivation to participate in the English class. Begin Simple Stories is a type of method to teach reading methods to introduce students to English text reading using a variety of picture short stories.
The concept of reading
In addition, Zare means that reading is a cognitive activity in that it is believed that, strategic awareness and that the reader participates in a conversation with the monitoring of the process of understanding are clearly authored through the text. Perfection-based Reading is a process that depends on the language of the reader and the writing system that encodes that language. The units of the writing system are transformed into mental representations that include the units of the language system.
Beginning with a visual input, a sequence of letters produces perceptual processes the activation of the grapheme units (individual and multiple letters) that form words. Pourkallhor & kohan explain that understanding takes place in the transaction between the reader and the text. In this process of meaning making, the reader interacts with the text and becomes involved in understanding the message.
Although it requires little or no thought on the part of readers, it gives them the opportunity to practice recalling and reproducing statements of fact and has a place in detailed factual reading refers to acquiring the meaning of. Critical reading compares previous experience with elements of new material such as content style, expression, information, and the author's ideas or values.
Conceptual Framework
Critical reading is evaluating written material by comparing the ideas discovered in the material to known standards and drawing conclusions about their accuracy, appropriateness, and timeliness. At this level of reading proficiency, the reader must be an active reader, questioning, searching for facts, and suspending judgment until he or she has considered all the material.
RESEARCH METHOD
- Research Design
- Treatment ( X )
- Post-test ( O2 )
- Research Variables and Indicators
- Population and Sample 1. Population
- Sample
- Procedure of Collecting Data
- Finding
- Students’ Literal Reading Comprehension In Term of Main Idea Students’ literal comprehension after the researcher taught English by
- Rate percentage of pre-test & post-test of Reading
In this case, the researcher gave pre-test before the material pre-test was administered to the students by spending 45 minutes on reading test. At the end of the learning session, the researcher asked the students to read simple stories at home. Then the researcher read the story about ali baba and the forty thieves and asked the students to find out the meaning of the word they did not know.
The researcher also answered the questions the researcher had asked about the story. Then the researcher asked the students for their opinion after reading the story. After reading the text, the researcher asked the students to identify the main idea, draw a conclusion, explain the story and also answer the questions based on the text.
In this research, the researcher used one kind of instrument, namely a reading test to make the students easily memorize the key word of the text. Before the treatment is done, the students will be given two pre-tests to know the students' understanding. Then the result of the pre-test will be compared with the result of the post-test after the treatment has been done.
After the treatment, the students would be given the post test by reading the stories and answering the questions based on the stories to assess the students' understanding. Research findings that teaching reading comprehension through Start Simple Stories can increase literal reading comprehension and can also increase interpretive reading comprehension. Students' reading comprehension in terms of main idea Students' comprehension after English language learning by the researcher.
In the pre-test, the students still understand the main idea less, but after the application Start Simple Stories, the students understand the main idea more, it can be clearly seen in the following table: Table 4.1 Students' literal understanding. Based on table 4.1 above, it shows that the verbatim score of 45.8% of the students in the post-test improved after teaching reading comprehension in terms of main idea using Start Simple Stories. The graph above shows that there was an improvement in students' reading comprehension in the literal sense from the pre-test with the average score of 51.3 to the post-test with the average score of 74.8 and the improvement of the pre-test. in the post-test it was 45.8.
Literal Comprehension
- Students’ Interpretive Reading Comprehension Start Simple Stories in Term of Conclusion
- Hyphothesis Testing
- Discussion
- Students’ Literal Reading Comprehension Using Start Simple Stories
- Students’ interpretive Reading Comprehension Using Start Simple Stories
- The Significant Difference of T-test and T-table
- Conclutions
- Suggestions
Interpretative Reading Comprehension Students Start Simple Stories have different pre-test and post-test. Based on table 4.5 above, it appears that the classification of the students score interpretive reading in terms of conclusion in the pre-test. There are 3 (9%) students who are good, 3 (9%) students have become quite good, 3 (9%) %) students have become reasonable, 16 (50%) students have become poor and 7 (22%) students have become very poor. The result of the data analysis t-test of the students' reading comprehension through the Start Simple Stories table below.
This means that there is a difference in meaning between, the result of the students' literal and interpretive reading comprehension in reading through Begin Simple Stories after treatment. The students' average score after presentation in the teaching of Reading Comprehension using Begin Simple Stories is better than before the treatment was given to the students. After calculating the students' score of the indicator of literal reading comprehension in pre-test and post-test, also explain the classification of students'.
Based on the results above in the application of Start Simple Stories in the class, the data is collected through the test, which explained in the previous finding section shows that the students' understanding of the literal is significantly improved. After calculating the students' score on the indicator of interpretive reading in the pre-test and post-test also explain the classification of the students. Based on the results above in the application of Start Simple Stories in the class, the data is collected through the test, which explained in the previous finding section shows that the students' understanding of the interpretation is significantly improved.
Therefore, it can be concluded that Begin Simple Stories can improve the students' understanding in interpretive understanding. This means that using Begin Simple Stories in teaching reading comprehension can improve the students' reading comprehension. Begin Simple Stories is effective in increasing the students' literal reading comprehension in the main idea term.
This means that there is a significant difference between students' literal reading comprehension before and after using Start Simple Stories. This is evidenced by the students' average score, where the score before the test was 44.5 and the score after the test was 79.8. Starting with simple stories is one method that can be considered in teaching to help students with reading skills in the classroom.
BIBLIOGRAPHY
APPENDIX A
Scoring Classification of the students pretest and posttest
Mean score of students on pre-test and post-test in reading for word comprehension. Mean score of students in pre-test and post-test in reading comprehension.
Find the Main Idea
Drawing a Conclusion
Knowing that the sparrow flew away, the kind man and women looked for their sparrow. Before they went home, the sparrow brought two baskets, one was large and looked heavy, and the other was small and light. Being jealous, the bad old woman did the same as the kind man and woman.
The next day the policeman saw the same man in the same park and the man was still carrying the penguin with him. The policeman was quite surprised and walked up to the man and asked: “Why are you still carrying that penguin around. And it was a good idea because he really enjoyed it, so today I'm taking him to the movies.
Sebelum mereka berangkat, burung pipit membawa dua keranjang, satu keranjang besar dan berat, dan yang lainnya kecil dan ringan. Karena cemburu, wanita tua pemarah itu pun melakukan hal yang sama sebagai suami istri yang baik. Suatu ketika seorang pria sedang berjalan di taman ketika dia menemukan seekor penguin. Dia membawanya ke polisi dan berkata, “Saya baru saja menemukan penguin ini.
Keesokan harinya, polisi melihat pria yang sama di taman yang sama dan pria tersebut masih membawa penguin. Polisi itu sedikit terkejut dan mendekati pria itu dan bertanya kepadanya, "Mengapa kamu masih mengambil penguin itu. Dan itu ide yang bagus karena dia sangat menikmatinya, jadi saya membawanya ke bioskop hari ini.
