This research aimed to find out the improvement of students' reading comprehension in the first grade of Madrasa Aliyah Muhammadiyah Limbung through the Model of Integration in Construction. From the conclusion of the finding that there was an improvement in the students' reading comprehension for finding the conclusion was 5.62, but after the evaluation in the II cycle, the students for finding the conclusion in reading comprehension became 7.42. From the findings, the researcher concluded that using the construction integration model can improve the achievement of students' reading comprehension and active students in the learning process.
Based on the findings and the discussion, the researcher draws the conclusion that the use of the Construction Integration Model can improve the literal comprehension and interpretive understanding of the students and that it can make the students active in the learning process. The observation result when the researcher conducted teaching practice P2K in MAM LIMBUNG's X class was that the reading skills of the students were still low. All students can read, but only a few students can understand or comprehend what they have read, especially the English text.
The model of teaching English is development, especially the development of teaching, because the model of teaching affects the success of students. The purpose of this research focused on the Building Integration Model to improve students' reading comprehension in first grade students.
INTRODUCTION
- Background
- Problem Statement
- Objective of the Research
- Signifiance of the Research
- Scope of the Research
Code the observation based on the problem and what was seen (ie, the code was created for the problem only). To clearly see the improvement in students' word-for-word comprehension, the following chart is presented. There is also a significant improvement in students' reading comprehension from cycle I to cycle II (2.12%).
How is improving students' reading comprehension to identify the interpretation of paragraphs in the text through the Construction Integration Model?. The result of observing students' reading comprehension in terms of literal comprehension that addresses the main idea and details, interpretation that addresses the conclusion. No wonder, you really are a fish baby!”. the boy told his mother what his father said. The monkey suddenly spoke, "The water of this pond will heal your skin," he said.
Someone who saw them pass by shouted to the man, "Why don't you ride?" The man then sat on the buffalo while his son walked alongside. His friend explained, "The sun is like a candle." The blind man felt a candle with his hand.
OF RELATED LITERATURE
Previous Related Findings
The Concept of Construction Integration Model
The table above indicates that the improvement of students' conclusion from D-Test to cycle I and cycle II. The application of the Construction Integration Model to improve students' reading comprehension, dealing with literal comprehension and inference.
The Concept of Reading
METHOD
Design of the Research
Where the realization of the second cycle continued and repaired from the first cycle. This activity was designed to force students to think about an idea relevant to the content area. The result of data that has been made, it was continued in the analysis until it can be reflection after action research.
In cycle II, four meetings will be conducted, including one time for testing in cycle II. In this phase, measures will be taken to improve the result based on cycle reflection I. The phases will do the same as the previous cycle, to improve the teaching method used.
In reality, the observation that is made in cycle II is almost the same as the observation in cycle I. From the research result, the researcher can conclude that the CI Model can improve the students.
Research Variables and Indicators
Research Subject
Research instrument
Test aimed at obtaining information about the improvement of students' reading comprehension after the end of the learning process.
Procedure of collecting data
Data analysis
READING RESULT OF STUDENTS IN CYCLE II OF ALIYAH MUHAMMADIYAH LIMBUNG MADRASSA Sample Literal Comprehension Interpretive Comprehension.
AND DISCUSSION
Findings
In the table above, the improvement of the idea and main details of the students in the literal sense before the application of the Construction Integration Model shows that the evaluation of the diagnostic test is weak (3.16), and after the application in cycle I, the evaluation of the students. the literal meaning improves becomes. And then, the improvement of students' reading comprehension achievement from D– Test in cycle I was 1.97 and cycle I to cycle II was 2.44. The application of the Construct Integration Model in improving students' literal understanding of the main idea can be seen to change by considering the students' and students' diagnostic test scores.
The result above also proves that the use of Construction Integration Model is able to improve students' main idea, where the result of cycle II is higher in than cycle I and diagnostic-test (Cycle II>Cycle I>Diagnostic-Test). The above chart shows that the percentage of students' literal reading comprehension in D-Test was the lowest, and cycle II was higher than cycle I. There was a significant improvement in students' reading comprehension in literal comprehension deals with the main idea, which showed clearly in the chart after have performed an action in two cycles through the Construction Integration Model.
The application of Construction Integration Model in improving the students' literal understanding in terms of details, the difference can be seen by considering the results of the students' literal Diagnostic test and the students'. The table above indicates that there is improvement in the students' reading comprehension from D-Test to cycle I and cycle II, which in D-Test is the students'. After evaluation in cycle I, the students' reading comprehension (54.7%) is categorized as fair and cycle II (75.9%) which is categorized as good.
The table above proves that using the Construction Integration Model in the teaching and learning process can improve students' reading comprehension after taking action in cycles I and II where the students do. After evaluation in cycle I and cycle II, there is a significant improvement in the reading comprehension of the students, with the result of cycle I being categorized as fair and in cycle II as good (poor-fair-good). The table above shows that in Cycle I, student activity had improved significantly at each meeting.
At the first meeting in II. cycle, student activity was 71.09%, and at the second meeting, 72.65%. The chart above shows that there has been an improvement in student activity in the teaching and learning process, where in cycle I it was 64.64% lower than in cycle II, and after the implementation of cycle II, student activity in the learning process becomes 70.89%. The chart above shows that there has been an improvement in student activity in the teaching and learning process, where in cycle I it was 64.64% lower than in cycle II, and after the implementation of cycle II, student activity in the learning process becomes 70.89%.
Discussion
The researcher conducts similar studies to get better results from the research, so that the students can increase their learning. Although he was small, he was not afraid of the other larger animals that wanted to eat him. Once at sea, the thief lay back against the bow of the boat and laughed.
The salt spilled over the sides of the little boat, but the thief kept dancing, singing and laughing. Finally, the boat was so full of salt that it sank to the bottom of the sea. The salt spilled over the sides of the boat, and the thief just danced and sang and laughed, all the while thinking about the big house he would have and the many servants who would serve him rich meals.
AND SUGGESTION
Conclusion
Based on the findings and discussion in the previous chapter, the researcher draws conclusions from the following conclusion.
Suggestion
The king does not want others to eat it, so he ordered me to guard it,” mousedeer pointed at the buffalo dung. But first let me run far away, and the king will not blame me,” said Mousedeer. But now you want to be my lunch.” Mouse Deer looked around and saw a wasp nest in a tree.
The king doesn't want anyone else to hit him,” the deer pointed to the wasp's nest. But now you will be my lunch.” Mouse Deer looked around and saw a wasp's nest in a tree.
