Tujuan penelitian ini adalah untuk mengetahui apakah penggunaan strategi PPP dapat meningkatkan kemampuan membaca pemahaman siswa kelas XI SD N 2 Metro. Hasil penelitian menunjukkan bahwa strategi PPP berperan positif dalam meningkatkan kemampuan membaca pemahaman siswa kelas XI ŠMA Metro. Hal ini ditemukan oleh peneliti di kelas sebelas SMA N 2 Metro, dimana siswa mengalami kesulitan dalam belajar bahasa Inggris, terutama dalam pemahaman membaca, sehingga hasil akademik mereka rendah.
Penelitian ini dilakukan dengan guru mata pelajaran Bahasa Inggris kelas XI SMA N 2 Metro yaitu Ibu Dwi Agusriani, S.S. Hasil penelitian ini menunjukkan bahwa PPP berperan positif dalam meningkatkan keterampilan membaca pemahaman siswa kelas XI. kelas SMA N 2 Metro. KEMAMPUAN PEMAHAMAN MENGGUNAKAN STRATEGI PAUSE, CALL, PRAISE (PPP) PADA SISWA SEKOLAH MENENGAH ŠM N 2 METRO.
COMPREHENSION ABILITY USING THE STRATEGY PAUSE, CALL, PRAISE (PPP) IN ELEVENTH SCHOOL STUDENTS ŠM N 2 METRO. IMPROVING READING COMPREHENSION ABILITY USING THE STRATEGY PAUSE, CALL, PRAISE (PPP) IN ELEVENTH SCHOOL STUDENTS ŠM N 2 METRO”.
INTRODUCTION
- Problem Identification
- Problem Limitation
- Problem Formulation
- Objective and Benefit of the Study
In this case, the problems with reading comprehension were found by the researcher as a result of a preliminary study carried out on November 11, 2016 with the eleventh classes of SMA N 2 METRO. The researcher proposes a strategy called Pause, Prompt, Praise (PPP) strategy to provide long-term support for students' development in reading comprehension. Based on the above illustration, the researcher would like to show that the use of Pause, Prompt, Praise (PPP) strategy could improve students' reading comprehension ability.
Therefore, the author takes interest in conducting the research titled "Improving Reading Comprehension Using Pause, Prompt, Praise (PPP) Strategy At The Eleventh Graders of SMA N 2 METRO.". Based on the problem identification above, the researcher takes the problem that the students had low reading comprehension. So in this research, the researcher limited the problem focusing on the students who have difficulty in finding detailed information in the reading comprehension skill and made the students easier to understand the text by using Pause, Prompt Praise (PPP) strategy.
Can Using Pause, Prompt, Praise (PPP) Strategy Improve Reading Comprehension Ability in the Eleventh Graders of SMA N 2 Metro?”. Based on the problem formulation above, the researcher aims to show that pause, prompt, praise (PPP) strategy can improve reading comprehension ability in the eleventh graders of SMA N 2 Metro.
THE REVIEW OF RELATED THEORIES
The Concept of Reading Comprehension Ability
It can be concluded that comprehension is a complex process of creating meaning from the text by involving prior knowledge. It can be concluded that reading comprehension is a complex process of creating meaning from the text by involving prior knowledge to understand the text. Based on the above statements, it can be inferred that reading comprehension is the understanding of the content of written text to obtain information by activating the reader's prior knowledge.
In other words, readers read only a certain part of the text in order to find certain information from the text. It means that before reading the text, the readers have to guess what the content of the text is. Most comprehension exercises ask readers to identify the main idea of a text or passage.
To know the achievement of reading comprehension should be measured using assessment of reading. There are the measurements of reading comprehension according to Grenall and Swan, which follow :30.
Pause, Prompt, Praise (PPP) strategy
This strategy will make students read a text because students need to understand the main idea from the text. Students will read a text and understand detailed information or messages from the text. Prompting is a strategy to help students understand the main idea or detailed information from the text.
This means that the procedure will focus between the students and the teacher to know the meaning of a word or information in a text. In addition, in this process the students will identify each word and the teacher gives a stabilization and words of praise to the students. In addition, when the students do not understand the meaning of a word, the teacher will directly help the students because the students have little time in this step.
The teacher will help the students when the students ask the teacher about unknown words. It means that in the first step the students will read a text for a while and the teacher just listens to what the students read.
Action Hyphotesis
RESEARCH METHODOLOGY
Setting of the Study
The total number of students from the tenth grade to the twelfth grade is 785 students and the total number of teachers is 59. This research is about improving students' reading comprehension skills using the Pause, Prompt, False (PPP) strategy in the classroom. eleven of SMA N. 2 Metro. However, the writer will select eleventh grade students of IPA 5 with a total of 29 students because their reading comprehension ability is low.
This is based on the pre-survey result in eleventh grade of SMA N 2 Metro.
Subject of the Study
In this research, the researcher will choose report text because it is included in the syllabus. After using Pause, Prompt, Praise (PPP) strategy in the learning process, it would be hoped that it can improve the learning results and study activity.
Action Plan
Furthermore, McNiff suggests that action research is carried out with a critical partner.45 This means that the researcher will do the research with a friend. In this action, the researcher conducted pre-test, treatment and post-test to the students. In this implementation, the researcher followed the schedule of English subject in class and additional class.
They asked to do it themselves Pause, Prompt, Praise (PPP) strategy, the result of student quiz collected with other students result quiz from the students. During the observation, the researcher and the collaborator used observation sheets to write down the important things as long as the learning process took place. In this step, the researcher and the collaborator analyzed how the effect of the play, what thing needed to be repaired and what thing gets attention at the next play.
Then the result of the reflection will be used as a guide to create a new plan in the next cycle. The researcher and the colleague reflected on all the performed games and identified the result of observation in the learning process and compared the result of the pre-test and post-test.
Data Collection Technique
The test was similar to the pre-test where the students are asked to answer the multiple-choice questions on the report text, but the topic taught in the post-test was different from the pre-test. In this study, the researcher observed the behavior of the students and the activities of the students in the learning process to know how the learning process will proceed. When doing the observation, the researcher creates the observation sheet with a list of the students.
The researcher used documents that are taken from school data such as total number of students, teachers and school status.
Research Instrument
In this research, observation will be used to know the teacher's performance and the student's participation in learning process. The writer will use documents taken from the data of the school, such as the total of the students, the teachers and the condition of the school. In this research, the author uses an achievement test as the one of research instrument to measure the student's reading comprehension.
The author will use test in the form of pre-test and post-test to measure the student's reading comprehension. Type of test is multiple choice test by asking the students to answer the reading text. To record the student's activity in teaching and and learning process using Pause, Quick, Praise (PPP) strategy, the writer will use field note.
In this case, the writer takes note of the students' activity and participation in the teaching and learning process.
Data Analysis Technique
Indicator of Success
After the date of June 20, 1993 based on The Minister of National Education, the Republic of Indonesia number 02/1993, the name became SMA N 2 Metro. The school location is in Sriwijaya Street 16A, Metro, Lampung. At the end of the meeting, the researcher gave feedback to the students about the learning process. The researcher gave motivation and informed the students about the activities in the next meeting.
After giving the second treatment, the researcher gave the students the first post-test. From the pre-test and post-test I score, we knew that there was an improvement from the students' performance scores. Based on the table above, it can be seen that the average score of the students in the post-test II was 79.48.
After the pre-test was completed, the researcher administered the treatment to the students in cycle I. According to the students' pre-test and post-test I scores, there was an improvement in the students' scores. From the results of the students' results from posttest II, it was possible to conclude that the results have improved.
Student results in pre-test, post-test in cycle I and post-test cycle II. Based on the result of the pre-test, post-test I and post-test II, it was revealed that there has been a significant positive improvement of the students.
RESULT OF THE RESEARCH AND INTERPRETATION
Description of the Location
Description of the Research
A post-test was administered to find out how students fared in reading comprehension after treatment.
Interpretation
- Cycle I
- Cycle II
- Studenrs’ Score in Pre-Test, Post-Test, Cycle I and Cycle II
- The Result of Students’ Learning Activities in Cycle I and II
- The Comparison of Pre-Test and Post-Test
CONCLUSION AND SUGGESTION
Suggestion
Dengan bimbingan dan arahan guru, siswa mengidentifikasi ciri-ciri interaksi antara harapan dan doa. fungsi sosial, struktur teks, dan unsur kebahasaan). Ketepatan dan kemampuan menggunakan unsur struktur dan bahasa untuk mengungkapkan harapan dan doa serta tanggapannya. Siswa memperoleh tambahan pengetahuan tentang tujuan, struktur teks dan unsur kebahasaan dalam mengajak secara formal.
Siswa menerima umpan balik dari guru dan teman tentang fungsi sosial dan unsur bahasa yang diajarkan. Siswa menerima umpan balik dari guru dan teman tentang fungsi sosial dan unsur kebahasaan yang disampaikan dalam surat komunikasi pribadi. Secara berpasangan, siswa menganalisis beberapa teks biografi dengan fokus pada fungsi sosial, struktur dan unsur kebahasaan.
Dengan bimbingan guru, siswa mempertanyakan tujuan, struktur, dan unsur kebahasaan yang digunakan dalam laporan faktual.
