FOR IMPROVING THE READING OF STUDENTS IN THE EIGHTH GRADE OF MTS MA’ARIF 18 ROUDHOTUL ULUM PASIR SAKTI EAST LAMPUNG. This thesis is presented as a partial fulfillment of the requirements for the degree of Sarjana Pendidikan (S.Pd) in the Department of English, entitled: "Using the Cognitive Academic Approach to Language Learning to Improve Students' Reading Comprehension in the Classroom eight of MT Ma'arif. 18 Roudhotul Ulum Pasir Sakti”.
Background of the Study
Based on the above statements, this research emphasizes on improving students' reading narrative text of MTs Ma'arif 18 Roudhotul Ulum by using cognitive academic language learning method. Therefore, the researcher had outlined a classroom action research titled: "The Use of Cognitive Academic Language Learning Approach (CALLA) To Improve Students' Reading Comprehension at Eight Grade Students of MTS Ma'arif 18 Roudhotul Ulum Pasir Sakti East Lampung" .
Problems Identification
The cognitive academic approach to language learning is a curriculum for students with limited English proficiency (LEP) who are preparing to participate in mainstream content instruction.2.
Problem Formulation
The Objectives and Benefit of the Study 1. The Objectives of the Study
Benefit of the Study
Prior Research
5 Novita Eka Tristiana, "The students' strategy in the application of cognitive academic language learning approach (Calla) for reading analytical expository text", INOVISH JOURNAL, Vol. The last previous research, the research used The Students’ Strategy in Applying Cognitive Academic Language Learning Apply (Calla) for reading analytical expository text.
The Concept of Reading 1. Definition of Reading
Definition of Reading Comprehension
Reading comprehension is a multi-component, highly complex process involving many interactions between readers and what they add to the text (prior knowledge, strategy use).9. Next, Sharon argues that understanding is the active process of constructing meaning from text, it includes accessing prior knowledge, understanding vocabulary and concepts, making inferences, and linking key ideas.
Types of Classroom Reading Performance
In the process of teaching and learning to teach in the classroom, the teacher can ask the students to read orally. To gain general understanding, especially when the students are asked to read longer text, such as books, magazines, novels, essays, and the like, extensive reading is more compatible than intensive reading.
The Concept of Recount Text a. Definition of Recount Text
Cognitive Academic Language Learning Approach (CALLA)
- Components of CALLA
- Objectives of CALLA
- Implementation Procedures of the CALLA
- The Advantages and Disadvantages of CALLA
- Operational Definition of Variable a. Independent Variable
The last feature of the model is that the teaching of language learning strategies takes place explicitly, intertwined with language topics. The independent variable is an active variable that manipulates the values of the variable to study its effect on another variable.
Research Location
Object of the Study
Research Procedures
Cycle I
The researcher asks the students to work in groups and gives them the worksheet (to answer the question from the text). The student representatives in the group answer the question orally.. a) The researcher gives the students some homework.
The researcher analyzes and discusses the result of the observation during the teaching process, for example, the weakness and strength of the action in this step. The observer and the researcher prepare the curriculum for the next cycle and for the post-CAR test in cycle 2 to determine the improvement in the students' results and to solve the problem that is not yet completed. A researcher explains more about how to read a calculated text using a cognitive approach to academic language learning.
Data Collecting Technique
- Tests
- Observation
- Documentation
- Field Note
After treatment in the first cycle, which consists of two sessions, the first cycle test should be performed. Observation is a technique of collecting data on the activities of the researcher and students in the teaching and learning process. Then an observation sheet is given based on classroom reality, the type of observation used in this research is direct observation.
In this case, the researcher observes the students directly in the classroom and has obtained a description of the students' activity in the process of learning to read. The real teacher also observes the researcher teaching in the classroom and the implementation of CAR based on the observation notes already made before. Documentation is a tool to collect some information in the form of written source or documents such as books, magazines, daily notes, etc.28 The researcher used documentation to get data about the condition of students, the history of MTs Ma'arif 18 Roudhotul Ulum , the state of
The researcher wrote down everything that happened during the teaching learning process, including reflection and evaluation about the implementation of the action learning strategy in teaching learning, reading the recount text.29.
Data Analysis Technique
- Description of Research Location
- Description of the Research Result
- Acting
- Observing
- Reflecting
- Observing
- Reflecting
The following table shows the status of teachers and officers of MTs Ma'arif 18 Roudhotul Ulum in the academic year. The observation sheet failed by the collaborator, the English teacher, to monitor the students' activities in the learning process. The researcher informed that this is to know the reading comprehension ability of the students before the action started.
The researcher taught as the teacher and the collaborator followed the class by observing the students' activities. After the researcher gave treatment in the first meeting which consisted of giving material and giving exercise, the researcher provided the students which post-test 2. The result of the post-test 2 can be seen in the following table . The table above showed that the result of posttest 2 can reach 88 .. of 25 students, which means that all students passed in Minimum Mastery Criteria. The result also showed that the lowest score was 73 and 100 for the highest score.
In cycle 2, the researcher still worked with a collaborator to observe the students' activities during the learning process.
Interpretation
The Use of Cognitive Academic Language Learning Can Improve Students’ Reading Comprehension at Eight Grade of MTs Ma’arif 18
Increas ing
Increas ing
The Use of Cognitive Academic Language Learning Can Improve Students’ Learning Activities at Eight Grade of MTs Ma’arif 18
From the table, the students' activities have improved from cycle I and cycle II. Pupils who pay attention to the teacher's explanation have increased by 28%. Then the students understand the material 44.
Result of the Study
This means there are two students who pass the MMC and there are 23 (92%) students who get the score below the MMC. So, after calculating the result of the pre-test, the researcher conducts action research that uses the cognitive academic language learning approach to improve students' reading comprehension. It shows that there are eleven students who pass the MMC and there are 14 (56%) students who are below the MMC.
Result of Pre-Test I, Post-Test I, and Post-Test II
Suggestion
Siswa mentranskripsikan beberapa teks pendek dan sederhana tentang kegiatan, peristiwa dan kejadian dari berbagai sumber dengan tulisan tangan yang rapi, menggunakan ejaan dan tanda baca yang benar. Tingkat pencapaian fungsi sosial teks adalah pengisahan teks tentang kegiatan, peristiwa dan peristiwa, pendek dan sederhana. Siswa membaca pernyataan dari berbagai sumber, termasuk buku teks, untuk menemukan fungsi sosial, struktur teks, dan unsur kebahasaan teks tentang kegiatan, peristiwa, dan peristiwa, dalam bahasa pendek dan sederhana.
Siswa membaca semua teks tentang kegiatan, peristiwa dan susunan, pendek dan sederhana, yang dikumpulkan, dengan cara yang lebih cermat. Siswa membandingkan fungsi sosial, struktur teks, dan unsur kebahasaan dari beberapa teks naratif tentang kegiatan, peristiwa, dan kejadian, pendek dan sederhana, yang dikumpulkan dari berbagai sumber yang telah disebutkan di atas. Siswa mendiskusikan masalah membuat teks pendek dan sederhana tentang kegiatan, peristiwa dan kejadian dan menuliskannya dalam jurnal belajar bahasa Indonesia sederhana.
Koleksi teks naratif ringkas dan ringkas tentang aktiviti, peristiwa dan kejadian yang telah dibuat.
KOMPETENSI INTI
Kompetensi Dasar (KD)
Indikator Pencapaian Kompetensi
TUJUAN PEMBELAJARAN
Orientasi menunjukkan siapa yang terlibat, apa yang terjadi, di mana peristiwa itu terjadi dan kapan itu terjadi. 34;Orientation" menunjukkan siapa yang terlibat dalam cerita, apa yang terjadi, di mana peristiwa itu terjadi dan kapan peristiwa itu terjadi) Dalam tiga minggu, jerawat mulai menghilang meskipun muncul beberapa titik hitam di wajah saya.
MEDIA ALAT DAN SUMBER BELAJAR 1) Media / Alat
LANGKAH-LANGKAH PEMBELAJARAN
Menautkan materi/tema/kegiatan pembelajaran yang akan dilakukan dengan pengalaman siswa dengan materi/tema/kegiatan sebelumnya” di kelas VII. Siswa mendapat motivasi atau rangsangan untuk fokus pada topik. Memperhatikan fungsi sosial, struktur teks, unsur kebahasaan sebagai serta format penyampaian/penulisan teks cerita ulang Siswa mengamati gambar dan membaca percakapan antara guru dan siswa yang terdapat dalam buku.
Guru memberikan kesempatan kepada siswa untuk mengidentifikasi sebanyak mungkin pertanyaan yang berkaitan dengan gambar yang disajikan dan akan dijawab, misalnya melalui kegiatan pembelajaran. Siswa menyimak dan melihat banyak contoh fungsi sosial, struktur teks, unsur kebahasaan, serta format penyampaian/penulisan teks naratif dalam bahasa Inggris dari film, kaset, buku teks, dll. Siswa meniru contoh fungsi sosial, struktur teks, unsur kebahasaan, serta format penyampaian/penulisan teks naratif dalam bahasa Inggris dengan pelafalan, tekanan kata, intonasi, dan sikap.
Siswa yang menyelesaikan pekerjaan proyek dengan benar diberi paraf dan diberi nomor urut untuk evaluasi proyek.
PENILAIAN HASIL PEMBELAJARAN 1. Teknik Penilaian
- Instrumen Penilaian
- Pembelajaran Remedial dan Pengayaan a. Remedial
Lembar kerja, memberikan contoh materi/soal untuk dikembangkan siswa, media interaktif, dll. berkaitan dengan memperhatikan fungsi sosial, struktur teks, unsur kebahasaan, serta format penyampaian/penulisan teks recount. Siswa mendengar dan menyaksikan banyak contoh fungsi sosial, struktur teks, unsur kebahasaan, serta format melakukan/menulis teks recount dalam bahasa Inggris dari film, kaset, buku pelajaran. Siswa meniru contoh fungsi sosial, struktur teks, unsur kebahasaan, dan format pemberian/penulisan teks recount bahasa Inggris dengan pelafalan, tekanan kata, intonasi, dan postur tubuh yang benar.
Dengan bimbingan dan arahan guru, siswa mengidentifikasi ciri-ciri (fungsi sosial, struktur teks, dan unsur kebahasaan) serta format penyampaian/penulisan teks narrative. Dalam kelompok mereka berdiskusi (menentukan dan memilah) penggalan-penggalan cerita secara acak kembali menjadi penggalan-penggalan cerita yang benar. Dalam kelompok mereka, diskusikan (menentukan dan mengurutkan) potongan-potongan cerita acak kembali menjadi potongan-potongan.
Siswa menerima umpan balik dari guru dan teman tentang fungsi sosial dan unsur linguistik yang digunakan. Selama pembelajaran guru mengamati sikap siswa terhadap pembelajaran yang meliputi sikap: disiplin, percaya diri, perilaku jujur, kekokohan dalam menghadapi masalah tanggung jawab, rasa ingin tahu, peduli lingkungan).
PENILAIAN HASIL PEMBELAJARAN 3. Teknik Penilaian
- Pembelajaran Remedial dan Pengayaan c. Remedial
The students did not pay much attention when the teacher evaluates common mistakes and did not have spirit in doing the pre-test. Most of the students who still seemed confused by the lesson, and most of the students were not active in the learning process and they still did not fully understand the teacher's explanation. Most of the students were able to discover the main idea, identify the topic based on the recount text, most of the students were active during the teaching learning process.
