FOR IMPROVING DESCRIPTIVE READING SKILLS OF STUDENTS IN EIGHTH CLASS OF SMP NEGERI 1 BATANGHARI EAST. USING ONE-TO-ONE LEARNING STRATEGY TO IMPROVE STUDENTS' DESCRIPTIVE READING SKILLS IN SMP NEGERI 1 BATANGHARI EAST. The purpose of this research was to show that the use of One-to-One teaching strategy can improve descriptive reading ability and learning activities in the eighth grade of SMP Negeri 1 Batanghari.
Artinya, penggunaan strategi pembelajaran One To One dapat meningkatkan kemampuan membaca deskriptif pada siswa kelas VIII SMP Negeri 1 Batanghari. Penelitian ini bertujuan untuk menunjukkan bahwa penggunaan strategi pembelajaran One-to-One dapat meningkatkan keterampilan. Skripsi ini berjudul “Pemanfaatan Strategi Pembelajaran One To One Teaching untuk Meningkatkan Keterampilan Membaca Deskriptif Kelas VIII SMP Negeri 1 Batanghari Tahun Pelajaran 2017/2018”.
INTRODCTION
- Problem Identification
- Problem Limitation
- Problem Formulation
- Objectives of the Study
- Benefit of the Study
Second, their uninteresting reading makes it difficult for students to understand the text. Third, the lack of vocabulary and word translation, so students find it difficult to find the meaning of the text. Then, less motivated students, if teachers ask students to read the text, many of them just read the text without trying to understand the text.
This means that students who scored below 70 do not pass the exam. Most students cannot imagine the subject of the topic and can understand the main idea of the text. According to the above statement, the writer should help the students overcome the problem or reduce the problem.
THEORITICAL REVIEW
The Concept of One-To-One Teaching Learning Strategy
- Procedures of One-To-One Teaching Learning Strategy
- Step of One-To-One Teaching Learning Strategy
Before explaining the concept of One-to-One Teaching Learning Strategy, it is important to know about the definition of strategy. Meanwhile, the strategy is a way to improve the teaching method, as the writer uses a method that is the one-to-one teaching strategy. One-to-one tutoring is a valuable and timely contribution to an important and relatively neglected area of language learning and teaching.
Randomly assign individual students to experimental conditions and train them in one-on-one learning and testing situations. For the first, the teacher had prepared to create a descriptive text using one-to-one teaching as a teaching strategy. Through one-on-one teaching, the writer can motivate the students to learn to read in a more fun and interesting way.
Action Hypothesis
RESEARCH METHOD
- Subject The Research
- Research procedure
- Data Collecting Technique
- Data Analysis Technique
- The Indicator of the Success
The result of the students' score in pre-test N. The frequency of the students' score in pre-test. The action in cycle II consists of three meetings, two meetings for the action, and one meeting for the post-test in the final cycle. a) The First and the Second Meeting. I item done in the end cycle 1. 6) The teacher and the students to review and draw the conclusion about the subject material studied.
But, the students' pre-test score was better than the students' post-test in cycle I. This means that the use of One-to-one teaching learning strategy can increase students' descriptive reading ability. Bassma Basheer Nomass, “The Impact of Technology Use in Teaching English as a Second Language,” (University of Baghdad, Iraq: Canadian Center for Science and Education), Vol.
RESEARCH RESULT AND DISCUSSION
Description of Research Setting
This classroom action research was conducted at SMP Negeri 1 Batanghari located at Kapten Harun Street 46 Banarjoyo, Batanghari, East Lampung. SMP Persiapan operated for 2 years, in 1983 this school changed its name to SMP Negeri 1 Batanghari. The data of teachers in the academic year 2017/2018 can be identified according to their employment status as follows;
The amount of SMP Negeri 1 Batanghari students in the academic year of 2017/2018 can be identified as follows;. The facilities and infrastructure of SMP Negeri 1 Batanghari in the academic year of 2017/2018 can be identified as follows;. The teacher and staff names of SMP Negeri 1 Batanghari.in academic year of 2017/2018 can be identified as follows;.
Description of Data
The first meeting was held on Thursday 9 November 2017, this meeting was used as a pre-test for 2x35 minutes before the students gave the action. This meeting was started by praying and greeting, checking the attendance list and asking the students. condition, after which the teacher asked the students to answer the pretest until finished. The table below shows the data and the frequency of the students' pretest scores:.
The third meeting was held on Thursday, November 17, 2017, this meeting was used as the post-test 1 for 2x35 minutes, after the students were given the action. But the results of the students' test were better than the students' test before treatment. The students who scored more than 70 in pre-test cycle 1 were only 12 students out of 35 students.
This happens because the students do not understand the meaning of the text, although the teacher guided the students to do the task. The students' score also improved from the average in the pre-test 52.86 and the average of post-test 72.14 but it did not meet the completeness standard (MMC). At least 80% students must get ≥70. This meeting was used as the post-test II at the end of cycle II, for 2x 35 minutes the students were given the action.
In this step, the researcher presented the material using the one-on-one learning strategy for learning in the learning process. Five indicators were also used to know the activities of the students, as in the previous learning process. The activity of the students with a high percentage was paying attention to the teacher's explanation (85.71%) and the students who were able to perform the task (100%), the students who responded to the teacher's explanation (82, 14%). One learning strategy of teaching descriptive text could improve students' descriptive reading ability because there was an improvement over the post-test mean.
The researcher checked the students' score before and after using the One-to-One teaching learning strategy.
Discussion
- Interpretation the Result of Students Learning Activities in Cycle II
- Action and Learning Result in Cycle I
- Action and Learning Result in Cycle II
They were good for helping students understand the content of the text in their learning process. All students successfully achieved the minimum mastery criteria (MMC) namely 70. It can be concluded that the result of the students' results in the pre-test to the post-test 1 to the post-test 2 has reached the criteria and the percentage success indicator up to 80% in the last cycle.
Based on the results of using a one-on-one instructional strategy, it can improve descriptive reading ability with two cycles of classroom action research. Kumpulan karya teks deskriptif sangat pendek dan sederahan tentang orang, binatang, benda yang telah bekata. It is located south of the equator and has warm weather all year round.
In the middle of the town there is a big hill called the Dathok mountain. Due to the topography of the region, Kediri is called a cool town by the locals. The cigarette factory dominates the town's economy and employs the majority of the female workforce.
Sragen Regency, which is usually called "Tlatah Sukowati" is 941.55 km2 wide with the topographies as follows: in the middle of the area runs the longest river in Java, Bengawan Solo;. He always washes his hands in an enamel sink in the corner of the room. What is the purpose of the text. to promote the author's rector's career. to describe the author's principal d. to inform the readers about a scary school.
The name of the male turtle is Donatello and the female one is called Rafael. It is quite easy to keep them.
CONCLUSION
Suggestion
Siswa menyalin dengan tulisan tangan yang rapi beberapa teks deskriptif tentang orang, binatang dan benda, sangat pendek dan sederhana dari berbagai sumber, menggunakan ejaan dan tanda baca yang benar. Siswa mencari bersama dan mengumpulkan teks deskriptif yang sangat pendek dan sederhana tentang orang, hewan, dan benda dari berbagai sumber, antara lain dari internet, film, surat kabar, majalah, buku pelajaran, dll. Siswa membaca referensi dari berbagai sumber, termasuk buku teks, untuk mengetahui fungsi sosial, struktur teks, dan unsur kebahasaan teks deskriptif tentang orang, binatang, dan benda.
Tingkat kelengkapan dan koherensi dalam menamai dan mengajukan pertanyaan tentang deskripsi orang, hewan, benda dalam teks deskriptif. tata bahasa, kosa kata, pelafalan, tekanan kata, intonasi, ejaan, tanda baca, kerapian tulisan tangan. Sikap tanggung jawab, kerjasama, cinta damai dan percaya diri terkait dengan penamaan dan meminta deskripsi orang, hewan, benda dalam teks deskriptif. Tugas menganalisis dan memproduksi teks deskriptif tentang orang, hewan, benda nyata. transaksi dengan benar dan akurat.
Secara kolaboratif, siswa meniru contoh-contoh yang ada untuk membuat teks deskriptif sangat pendek dan sederhana tentang orang, binatang, dan benda untuk mencapai fungsi sosial yang berbeda, dengan struktur teks dan unsur kebahasaan sesuai konteks. Siswa membandingkan fungsi sosial, struktur teks (termasuk gagasan utama dan informasi rinci), dan unsur kebahasaan dari berbagai teks deskriptif tentang orang, binatang,. penilaian yang ditujukan untuk memberikan umpan balik yang lebih cepat). Mengamati tindakan siswa menggunakan bahasa Inggris untuk menyebutkan nama orang, hewan, benda dan menanyakan deskripsi, ketika ada kesempatan, di dalam dan di luar kelas.
Siswa membuat beberapa teks deskriptif sangat pendek dan sederhana tentang orang, binatang, benda yang ada dalam kehidupan siswa di rumah, kelas, sekolah dan lingkungan dalam bahasa Inggris, dengan struktur teks dan unsur kebahasaan yang sesuai dengan fungsi sosial nyata yang harus dicapai . (membanggakan, memperkenalkan, mengidentifikasi, memuji, mengkritik, dll.). Pernyataan tertulis siswa dalam jurnal pembelajaran sederhana berbahasa Indonesia tentang pengalaman belajar dalam memahami dan memproduksi teks deskriptif tentang orang, binatang, benda, termasuk kemudahan dan kesulitannya. Membaca dan menulis teks deskriptif yang membutuhkan pemahaman dan paparan deskripsi orang, binatang, benda.
