To analyze the score of the students' performance in pre-test and post-test on ―the effectiveness of Making Connections Strategy to improve students' reading comprehension‖, the researcher used t-test analyses. The result of the data showed that there was a significant difference between pre-test and post-test. And the author gladly accepts more suggestions and contributions from the reader for the improvement of the thesis.
The reading skill, the readers got a lot of information by understanding the content of the text and knowing everything in this world. They do not understand the content of the material, what the text is about, and they found it difficult to find out the problem in the text and the details from the text. Based on the problem statement, the researcher formulates the study's problem statements as ―Is the Making Connections strategy effective in improving students' reading comprehension‖.
Based on the question above, the purpose of the study was to find out whether the use of making connections strategy was effective in improving students' reading comprehension at SMK Negeri 2 Jeneponto.
INTRODUCTION
- Background
- Problem Statement
- The Objective of the Study
- Significance of the Study
- Scope of the Study
The students' score of pre-test and post-test was observed based on components of reading. The implementation of Making Connections Strategy in reading comprehension can improve the students' reading skills, especially in finding the main idea. Improving students' reading comprehension by using making connection strategy at eleventh grade of SMK Negeri 5 Medan.
Mean score of students on the pre- and post-test of reading comprehension according to the main idea. Mean score of students before and after the reading comprehension test in terms of supporting details.
REVIEW of LITERATURE
The Previous of Research Finding
Students learned key energy and natural resource concepts in the context of an environmental services learning program. Correia et.al (2018) The aim of this study reflection from the perspective of a range of teaching skills implies that research can provide information about how students can help reflect. Aisyah (2017) The findings of this study showed that by using the connection technique, the students' reading comprehension score met the success criteria.
Corwin (2016) The aim of this quantitative study was to investigate the relationship between the reading intervention program Making Connections. In this study, pre- and post-intervention data specific to gender, special education classification, Title I classification, and instructor classification were assessed through a battery of t-tests.
Some Pertinent Ideas
- The Concept of Reading
- The definition of Reading Comprehension
- Levels of Reading Comprehension
According to Nahar (2017), reading was one of the four skills students must achieve to learn English. The reader's skills through main topics, headings, illustration and conclusion to get a general idea of the content. Reading for specific ideas is enhanced by familiarity with the overall knowledge of the subject.
The main idea was the point of the paragraph, it was the most important thought about the topic. Interpretive reading was based on a literal understanding of the text; Students must use information from different parts of the text and combine them for further understanding.
Making Connections Strategy
It suggests questions for students to ask themselves as they read to help them connect with the text. Self-connections were very personal connections that the reader makes between a piece of reading material and the reader's own experiences or life. An example of a text-to-self connection might be, "This story reminds me of the vacation we spent at my grandfather's farm."
Cross-Text Connections Readers gain insight as they read by thinking about how the information they read connects to other familiar text. This character has the same problem I read about in the story last year,” would be an example of a text-to-text link. Teachers often tried to reinforce connections between the text and the world when teaching science, social studies, and literature.
An example of a text-to-world connection would be when a reader says, "I saw a program on television that talked about things described in this article." Teachers should first model text-to-self connections with choices that were relatively close to the student's personal experiences. A key phrase that encourages text-to-self connections is, “this reminds me of…” Next, teachers should model how to make text-to-text connections.
Building the necessary background knowledge has been a critical means of providing text-to-world support and can be used to avoid reading failures. Throughout instruction, students should be challenged to analyze how their connections have contributed to their understanding of the text. Teachers often give students their own copy of the text so they can mark it, although this was not required.
Conceptual Framework
From the figure above, the researcher should conduct this research in the English language teaching classroom. Thus, the result of this research was to find out the effectiveness of making connection strategy to improve students' reading comprehension.
Hypothesis
RESEARCH METHOD
- Research Method
- Research Variable
- Population and Sample
- Research Instrument
- Procedure of Data Collection
- Technique of Data Analysis
They were the classification of students' scores, the mean scores and standard deviation of the pre-test and post-test, and the t-test value. The table above shows that the Making Connections Strategy improved students' reading skills in finding the main idea from the pre-test and the post-test, in which the post-test was greater than the pre-test. The graph above showed that the rate of students' scores in the pre-test and post-test.
After applying the Making Connections Strategy in finding the main idea, the students' score improved where the pre-test was higher than the post-test. It is very clear that the result of students in the very weak category has decreased significantly. Therefore, it can be said that the use of Making Connections Strategy effective in improving the reading comprehension of students in the eighth grade at SMK Negeri 2 Jeneponto.
This research is closely related to the other research results showing that Making Connections Strategy can improve students' main idea. Coe & Glass (2014) found that Making Connections can improve students' reading comprehension with the types of connection texts. It meant that the main idea of the pupils' competence further improved than before making connections in the classroom.
This means that the students' competences improve more than before they used the strategy of making connections in the classroom. The use of Making Connections Strategy was effective in improving students' reading comprehension in grade X students of SMK Negeri 2 Jeneponto. The teacher should invite and increase students' interest and motivation to learn by using the Making Connections Strategy.
FINDINGS AND DISCUSSION
Findings
Almost all students are in the very poor category, or 33 students are in the very poor category. In the postal test, there are no students who score in the category excellent, very good and fair. The table above shows that Making Connections improved reading support details for students from pre-test and post-test, with post-test being greater than pre-test.
In the preliminary test, more than half of the students fell into the very poor category. In the excellent category after the test, very good and fairly had the same result, namely zero. After applying the Making Connections strategy in the main idea, the students' scores improved, with pre-test scores higher than post-test scores.
There is an increase in the good and fairly good category which is 14% in the good category and 28% in the fairly good category. The above table 4.3 shows that the t-test values for the main idea were greater than the t-table (17.4>1.697), this means that there is a difference between the students. The table also showed that the t-test value for supporting details was greater than the t-test (14.2>1.697) it improved, this meant that there was a significant difference between students' reading comprehension in supporting details before and after using the Link Building Strategy.
Discussion
The result showed that in the main idea, the students' scores in the pre-test were classified as very poor, while the students' scores in the post-test were classified as poor. It could thus be concluded that there was an improvement in the students' performance after treatment using the Making Connections Strategy. The result showed that in supporting details, students' scores in pre-test were classified as poor, while students' scores in post-test were classified as fair.
So, it can be concluded that there were improvements in students' scores after the treatment used the Link Making Strategy. Making connections is a reading strategy that helps students understand the text more deeply through their background knowledge. In teaching and learning activities, teachers can use several strategies, but one of the strategies that are suitable for teaching reading comprehension is the Making Connections Strategy.
Based on the discussion proposed in the previous chapter, the researcher concluded that the Link Making Strategy is effective to improve students. It is suggested that the English teacher use the Making Connections Strategy as a model in the teaching and learning process, especially in teaching reading skills. It is suggested that the English teacher use the Strategy of Making Connections to teach students to read.
Optimizing the teaching of reading comprehension on descriptive text using making connection strategy in 8th grade of junior high school. Using Webtoon and Kwl (Know-Want-Learn) strategy to improve students' reading fluency. Siswa sikke hasil diskusi kepada guru dan yamanta The students learned to apply Making Connections strategy in class.
CONCLUSION AND SUGGESTION
Conclusion
This is enhanced by post-test scores that are higher than pre-test scores.
Suggestion
Results of the Tennessee Comprehensive Assessment and Intervention Reading Intervention Program in an East Tennessee school district. One day she overheard her uncle and aunt talking about leaving Snow White in the castle because they both wanted to go to America and didn't have enough money to take Snow White. Snow White didn't want her uncle and aunt to do that, so she decided she'd better run away.
It was called 'Hatsu Hinode'. It means it was the first time I saw the sun rise on Mount Fuji.
