THE USE OF PROMPTING TECHNIQUE TO IMPROVE READING COMPETENCE SKILLS IN THE EIGHTH GRADE OF MTS DARUL. The subjects of this research are 33 students in VIII class of MTs Darul A'mal Metro. The researcher concluded that there was a significant improvement in the use of the prompt technique on eighth grade reading comprehension of MTs Darul A'mal Metro.
This undergraduate research thesis gives the title "The use of prompting technique to improve reading comprehension skills at the eighth grade of Mts Darul A'mal Metro".
Backgroud of the study
In addition, the students are low motivated in reading comprehension and the teaching techniques used by the students' teacher are unappealing and monotonous. The students need a technique that can motivate and enhance their ability, especially in reading skills. In this study, the researcher wants to investigate whether reading comprehension by means of prompting techniques has a positive effect on the skills of students.
Based on the statement above, the researcher tries to motivate the students or to guide them in order to develop their reading skills in the language, especially in reading comprehension skills.
Problem Identification
Based on the writer's pre-survey data, the writer found that most of the eighth grade students of Junior High School of Darul A'mal Metro are in low grade. It can be deduced from the student's score of less than 75 as The Minimum Mastery Criteria (KKM). The use of prompting techniques to improve reading skills in eighth grade of Mts Darul A'mal Metro in academic year.
Problem Limitation
Problem Formulation
- Kinds Of Reading Comprehension Skills At The Eighth Grade Of MTs Darul A’mal Metro MTs Darul A’mal Metro
- The Problem Of Mastery Reading Comprehension Skills Among The Mts Students Mts Students
- The Measurements of Reading Comprehension Skills
- The Principles Of Prompting Technique
- Types of Prompting Technique
- The Using Of Prompting Technique To Improve Reading Comprehension Skills
Reading Comprehension Skill Mastery Problem Among Mts Students Mts Students Mts Students. It becomes a serious problem in teaching reading comprehension, since prior knowledge is very important for students' reading comprehension. In fact, the methods and strategies chosen by the teacher can influence students in achieving reading comprehension.
From the above description, it can be concluded that when using the prompting technique to improve reading comprehension skills, the teacher should prepare some questions to help students answer the questions correctly, and the question and answer process does not stop.
Hypothesis Formulation
The topics that were discussed in this chapter were the definition, the object of the study, the plan of action, the method of data collection, the technique of data analysis and the indicator of success.
Setting Research
Subject of the Study
Actually in eighth grades of MTs Darul A'mal there are 8 classes, the researcher chooses VIII E class with the total students was 27 students because their reading comprehension lower than other class. It is based on preliminary investigation and interview with the real teacher of eighth grades.
Action Plan
In this action, the researcher conducted pre-test, treatment and post-test to the students. In this step, the researcher observes the process of teaching learning using form of observation. Then the researcher will know the strength and weakness of the action taken by the researcher.
The researcher and the associate reflected all the actions performed and identified the result of the observation in the learning process and compared the pre-test and post-test scores.
Data Collection Technique
- Test
- Observation
- Documentation
- Field Note
The pre-test was given at the first meeting before the treatments to know the skills of the students before doing the action research. The post-test was given in the last meeting after doing treatments to find out if the treatments made any contribution to the students' performance in class. In the pre-test, the students are asked to answer the multiple choice questions, but in the post-test, the teacher gives.
By doing the observation, the research will make the observation sheet which contains a list of the students' activities.
Data Analysis Technique
The researcher will compare between pre-test and post-test to know the result of this research. After that, the result is equalized by minimum standard (KKM) at the school at least 75. If in cycle 1 there are some students who were not successful, this will be continued in the following cycles.
However, if all students are successful in the 2nd cycle, it does not continue to other cycles.
Indicators Of Success
Result of The Reseach
Description of The Research Location
29 Effi Ninda Wahyuningsih, S.Pd Guru Matematika Putri 30 Mi'natul Mukharomah, S.Pd.I Guru Hadist Al Quran 31 Andrea Rio Fernando, S.Pd Guru Penjasorkes Putra. 44 Eka Apriyani, S.Pd Guru Bahasa Inggris Putri 45 Isna Maulidah Mubarokah, S.Pd Guru Bahasa Arab Wanita 46 A.Rodul Ahyar, S.Pd.I Fiqh Putra. 47 Mifathul Huda, S.Pd Guru IPA Putra 48 Desy Restiana, S.Pd Guru Pkn Putri 49 Eva Puspita S.Pd.I Guru Fiqh Putri.
58 Khusniyah Nur Janah, S.Pd.I Guru bahasa Arab perempuan 59 Wulandari Safitri, S.Pd.I Guru matematika perempuan 60 Nur laeli Maslihah, S.Pd Perwira perempuan.
The Description of Research Data
Action and Learning at Pre-Test
In addition, the researcher made an observation sheet, which consists of a list of the students' names and a list of the students' activities that will be observed during the teaching process. The class condition was less effective because the collaborator handed over the class to ensure student effectiveness before the researcher conducted research in the class. It showed that some students gave their full attention to the researcher during the learning process.
The researcher said: “Let's read the first page of Cinderella's story again.. students, what is their opinion on the main idea of the text and then the researcher asks a question to the students. Here, the researcher was as a teacher and the English teacher as an assistant observing the activities of the students during the learning process. Based on the above analysis, the researcher has come to the conclusion that this research should be continued in cycle II.
The learning process in cycle 2 focused on the weakness of cycle 1. The researcher found that the students' problems were in finding the main idea and drawing the conclusion of the text. Right here on the front page it says "The rabbit once boasted of his speed." It means that the time was over and the researcher ended the lesson and reminded the students to study again for the narrative text.
Then the researcher gave posttest cycle 2 with the similar task on posttest cycle 1 before. It happened that the teacher and the researcher reviewed and improved the teaching and learning process in cycle I.
Interpretation
The Result of Pre Test
Action and Learning Result at Cycle I
From the average score of the pre-test and post-test 1 above, it can be seen that there was an improvement in the students' reading comprehension. The average pretest score is 51, improved to 62 in posttest 1, an improvement of 11 points.
Action and Learning Result at Cycle II
The average of the students' grade on pre-test, post-test 1 and post-test II. The result of the activity of the students in Cycle I&II No name Cycle 1 Cycle II. Based on the table and graph above, it could be concluded that the students' activities during the learning process of Cycle I and Cycle II improved through the use of imaging techniques.
This research related to cycle II, the result point and the result activities of the students have reached the target decided on indicator of success 70% of students got minimum mark 75. Based on the result of this research it was known that more than 70% of the students got minimum mark 75.
Conclusion
Considering all the data collected in the classroom action research, the researcher got some conclusions of the research and some suggestions in the research result.
Suggestions
Students are suggested to be active in the learning process in order to understand the material and improve their performance especially in the narrative text. English language teachers are suggested the prompting technique because this technique is effective to improve students' reading comprehension in the learning process. The principle is supposed to give more motivation to students so that students are more excited in learning English.
Harris and Steve Graham, series editors, Teaching Reading Comprehension to Students with Learning Disabilities, New York: The Guildford Press, 2007. Villa Panton Smith, The Many Faces of Reading Comprehension, Kansas City, ERIC, University of Southern California, 2003. Wahiba Babaiba Medjahdi, Reading Comprehension Difficulties among English Language Learners: The Case of Third Year Students at Nahali Mohamed High School.
APPENDICES
Pengertian Narative Text
Generic Structure of the text
Teks naratif adalah cerita imajinatif untuk menghibur orang atau teks naratif adalah cerita imajinatif yang bertujuan untuk menghibur orang. Memahami makna esai pendek sederhana berbentuk retelling dan narasi untuk berinteraksi dengan lingkungan. Membaca teks dan esai tulis fungsional berbentuk teks deskriptif dan retelling pendek dan sederhana dengan lafal, penekanan, dan intonasi yang berterima terkait lingkungan sekitar.
Merespon makna dan langkah retorika dalam esei pendek sederhana secara akurat, lancar dan berterima terkait lingkungan sekitar dalam teks berbentuk descriptive dan recount. Siswa dapat mengidentifikasi gagasan utama, siswa dapat memahami struktur teks secara umum dan mengekstraksi informasi dari teks tersebut.
Pengertian Narative Text
Generic Structure of the text
Remember you have to take a big gourd,” the stepmother asked Bawang Merah to do exactly the same as Bawang Putih’s experience. The rabbit asked the crocodile boss, "How many crocodiles are there in the river?" The chief of the crocodile replied, "There are twenty of us here." Where are they?" asked the rabbit a second time. You are all good, kind, gentle and kind ………(Paragraph 2) The underlined word is a synonym for.
It can be shown by the students' answers when the teacher said their conditions; the students answered the questions of the teachers together. The teacher continued to review material given in the previous session to help the students remember. The teacher asked the students about their difficulties in learning stories through prompting technique.
This can be seen from the fact that the students responded when the teacher told his conditions, that some students answered the teachers' questions, while others were just silent. Then the teacher asked the students to prepare their book as the lesson was about to begin. Then the teacher encouraged the students to explore the narrative text by giving them an example of a narrative text.
Then the teacher probed the students' prior knowledge about the narrative text by asking them, "Have you ever read about narrative text?" All the students answer "Yes, I was". The teacher asked the students what they are learning to read narrative text by means of prompting technique. After all the students read narrative text, the teacher asked questions to the students, if the students got difficult, so that the teacher gets some alternative answers from students.
At the end, the teacher gave the conclusion about the material given to the students.
