Title: Using the Immediate Written Recall (IWR) Technique to Improve Reading Comprehension in Grade Eleventh Grade Students of SMA Muhammadiyah 4 Mariso Makassar. Judul Skripsi: Using the Immediate Written Recall (IWR) Technique to Improve Reading Comprehension in Grade 11 Students of SMA Muhammadiyah 4 Mariso Makassar. The use of Immediate Written Recall (IWR) to improve student comprehension (A classroom action study on 11th grade students of SMA Muhammadiyah 4 Mariso Makassar).
This research aims to find out the improvement of the reading comprehension of students by using the Immediate Written Recall (IWR) technique. The research questions are 1). How does using the Immediate Written Recall (IWR) technique improve student reading comprehension in literal comprehension in 11th grade students of SMA Muhammadiyah 4 Mariso Makassar? 2). Mujaeril, SS the head master of SMA Muhammadiyah 4 Mariso who gave the chance to do research in his school.
INTRODUCTION
- Background
- Problem Statement
- Objective of the Study
- Significance of the Study
- Scope of the Study
After some thought, the researcher decided to use the Immediate Written Recall (IWR) technique to improve students' reading comprehension. Based on the above description, the researcher has done the research titled "Using Immediate Written Recall (IWR) Technique to Improve Students' Reading Comprehension in Class XI of SMA Muhammadiyah 4 Makassar". How Using Immediate Written Recall (IWR) Technique Improves Students' Literal Reading Comprehension in Eleventh Grade Students of SMA Muhammadiyah 4 Mariso Makassar.
How Using Immediate Written Recall (IWR) Technique Improves Students' Reading Comprehension in Eleventh Grade Students of SMA Muhammadiyah 4 Mariso Makassar Summary. The use of Immediate Written Recall (IWR) technique improves students' reading comprehension in literal meaning in eleventh grade students of SMA Muhammadiyah 4 Mariso Makassar. The use of Immediate Written Recall (IWR) technique improves students' reading comprehension in eleventh grade students summary of SMA Muhammadiyah 4 Mariso Makassar.
REVIEW RELATED LITERATURE
Review of Previous Findings
Some Pertinent Ideas
- Concept of Reading
- Classroom Action Research (CAR)
- Immediate Written Recall (IWR) Technique
Reading is the immediate recognition of various written symbols, while associating these symbols with exciting knowledge and understanding of the conveyed information and ideas. We can interpret that reading comprehension is the ability to understand or acquire the passage. These are very important abilities to support students' development in reading comprehension.
In this capacity, students should be able to remember a reasonable proportion of the factual information or ideal expressed in the passage. In this ability, the student must be able to select an important and relevant point, and students must be able to understand the meaning and significance of fact and ideas. d) The ability to draw conclusions from what has been read. The most important thing in inference is the student's ability to know what the author means in the material. e) Ability to make general conclusions and judgments.
Thinking about the general character and characteristic of the form or type of the text. The first step, then, is to carefully examine the idea in light of the available resources. The Immediate Written Recall (IWR) technique requires students to respond to their reading by writing down what they understood from the text.
It works to know whether or not students understand what they have read from the passage. Identifying the writer's most important information includes supporting or explaining the main point. The main idea is the most important piece of information the author wants you to know about the concept of the paragraph.
According to Baiz, finding the main idea is one of the basic skills a reader must develop in order to understand and enjoy reading essays. So the main idea can be stated at the beginning, middle or end of the paragraph. The harder work is choosing the key point of view or the most important details that clearly support the main idea.
Conceptual Framework
Action focuses on the implementation of lesson planning in teaching and learning process in the classroom. Observation focuses the observation teaching and learning process in the classroom to effectively get to know the process of teaching and learning in the classroom. The researcher will use two cycles, that is cycle I and II to the technique of discussion success in improving students' reading ability through Immediate Written Recall (IWR) technique.
Regarding the above problems, the researcher used Immediate Written Recall (IWR) technique to overcome the problems. Immediate Written Recall (IWR) technique is one of the good techniques in teaching reading because it gives students new sensations and makes students interested in learning.
RESEARCH METHOD
- Research Design
- Research Subject
- Research Variables and Indicators
- Research Procedures
- Research Instruments
- Data Sources
- Technique of Data Collection
- Technique of Data Analysis
This demonstrates a significant improvement in the average score of students from I to II. In II. in the cycle, there is also an improvement in the students' activity, as in I. The result of the diagnostic test showed that the average score of the students' literal understanding is still low.
There is a significant improvement in students' reading comprehension after taking an action in Cycle I and Cycle II by using the Immediate Written Recall (IWR) technique. In Cycle II, the improvement in student activity has also increased, as in Cycle I.
FINDING AND DISCUSSION
FINDING
Improving the students' literal reading comprehension in terms of main idea and supporting details. This indicates that the target of improving the students' literal reading comprehension has been achieved. The cycle II, the percentage of the students' literal understanding in reading is 6 students (50%) get fairly good, 6 students (50%) get good, and none of the students for other classification.
Immediate Written Recall (IWR) technique is able to improve the students' main idea where the result of cycle II is higher than cycle I and diagnostic test. The students' literal comprehension performance in cycle II is 50% categorized as reasonably good and 50% is categorized as good. This indicates that the target to improve the students' summary in term content was successful.
After the teaching process has been carried out in four sessions, the average score of the students improves in Cycle II. The table above explains the result of the students' activity in the teaching and learning process using observation forms by the observer. This is evidenced by the percentage of student activity increasing at each meeting in both Cycle I and Cycle II.
The table above shows that the cycle I of the students' activity increases in each meeting. The result is shown in the graph below which shows the average of the students' activity in Cycle I and Cycle II.
DISCUSSION
Before conducting cycle I, the researcher first examined the students' prior knowledge by giving the diagnostic test. However, after implementing the Immediate Written Recall (IWR) technique, students were able to achieve a Main Ideas score of 6.31 and 6.38 to support details in Cycle I and graded as fair. The result of the test showed that the average score for students' literal understanding of the term's main idea and supporting details had improved well.
Before the research started to use Immediate Written Recall (IWR) technique to improve students' summarizing skills in the teaching process in Cycle I, the research used some text as teaching material. The research then led the teaching process through some activities in the classroom where the activities were related to the procedure of Immediate Written Recall (IWR) technique, some of the activities that were done to build students' skills in summarizing. This was proven by the fact that the students' means of summarizing in term content was still less than 7.00.
The problems of the students in finding the content were analyzed, so the research must think about the solution to the problem. The result of the test showed a significant improvement in the average score of the students in summation of 7.91, which is classified as a very good ranking. By combining the total score of literal reading comprehension and summarization in the D-test for cycle I and cycle II, the students' improvement.
The result of observing the activity of students in the process of teaching and learning towards the use of the Immediate Written Recall (IWR) technique in improving the reading comprehension of students in the eleventh grade of SMA Muhammadiyah 4 Mariso Makassar in grade XI, which is carried out in 2 cycles during 8 meetings, the observer conducts through the observation sheet. At the third meeting in II. cycle, student activity normally improves to 87.5%, and then in the fourth meeting, student activity improves to 93.75%. The use of Immediate Written Recall (IWR) is one of the reading comprehension techniques that could improve the reading comprehension of the eleventh grade students of SMA Muhammadiyah 4 Marisa Makassar in the case of literal comprehension and summarization.
The use of Immediate Written Recall (IWR) technique is able to improve the students' summary in the eleventh grade students of SMA Muhammadiyah 4 Mariso Makassar.
CONCLUSION AND SUGGESTION
CONCLUSION
The eleventh grade students of SMA Muhammadiyah 4 Mariso Makassar made a significant improvement in participation in teaching and learning process from Cycle I to Cycle II by using the Immediate Written Recall (IWR) technique.
SUGGESTIONS
Alam, 2008. Improving Reading Comprehension Ability of Second Year Students of MA SyechYususf Sungguminasa through Directed Reading Activity (DRA). The correlation between phrasal verb mastery and reading comprehension ability of third year students of Muhammadiyah 3 Ujung Pandang. Increasing reading comprehension of second year students at Madrasah Tsanawoyah DDI (Darul Da'wah Wal-Irsyad) Enrekang through narrating information about the reading text.
