Judul Skripsi: Using a fix-up strategy to improve students' reading comprehension (an experimental study on tenth-grade students of SMAN 1 Keera). Using a fix-up strategy to improve students' reading comprehension (an experimental study on tenth-grade students of SMAN 1 Keera). The sample of the study was class X.A SMAN 1 Keera, which consisted of 22 students. The researcher used reading material from the reading test as an instrument in the pre- and post-test.
Appendix A : The list name of the students in class X.A SMAN 1 Keera Appendix B : The result of the students' scores in pre- and post-test of. Appendix C: The result of the students' scores in the pre- and post-test of reading comprehension during supporting details Appendix D: The result of the students' scores in the pre- and post-test of. Reading comprehension in the term of Make Conclusion Appendix E: The calculation of the students' scores in the pre- and post-test of.
Appendix F : Calculation of the student's pretest and posttest reading comprehension scores in terms of supporting details. Appendix G : Calculation of the student's score on the pretest and posttest of reading comprehension at the time of completion.
INTRODUCTION
- Problem Statements
- The Objective of the Study
- Significances of Research
- Scope of the Study
To solve the problem, the researcher uses Fix-up strategy in this research. Fix-up strategy improves the students' literal comprehension in the tenth grade students of SMA Negeri 1 Keera. Fix-up strategy improves the students' interpretive understanding in the tenth grade students of SMA Negeri 1 Keera.
To find out whether Fix-up strategy improves students' literal comprehension of tenth grade students in SMA Negeri 1 Keera. To find out whether the Fix-up strategy improves students' interpretation comprehension of tenth grade students in SMA Negeri 1 Keera. This study is expected to help the students to learn to read and know the theory of reading comprehension and Fix-up strategy, it will help the readers to increase knowledge especially in the understanding of reading comprehension.
The research can practically be used as a reference for those who want to conduct a research in the English learning process, especially regarding the use of adjustment strategy in teaching reading comprehension. It focuses on student comprehension levels covering literal comprehension (main idea and supporting details) and interpretive comprehension (make inferences) through the Fix-up strategy.
REVIEW OF RELATED LITERATURE
Some Pertinent Ideas
This meant that using the Fix-up strategy improved students' literal reading comprehension (in terms of main idea). Thus, using a revision strategy was effective in improving students' literal reading comprehension (in terms of main idea). This meant that using the Fix-up strategy improved students' literal reading comprehension (in terms of supporting details).
Thus, using the Fix-up strategy was effective in improving students' literal reading comprehension (in terms of supporting details). This meant that using the Fix-up strategy improved students' literal reading comprehension (in inference terms). Thus, using the Fix-up strategy was effective in improving students' interpretive reading comprehension (in terms of completion).
Using the Fix-up strategy developed students' reading comprehension more meaningfully than the conventional one. The adjustment strategy was effective in improving students' verbatim understanding of the main idea. The adjustment strategy was effective in improving students' verbatim comprehension in terms of supporting details.
The average score of students' pre- and post-tests on Literal Comprehension, focusing on the main idea.
The Conceptual Framework
Hypothesis
RESEARCH METHOD
- Populationand Sample
- Research Variable and Indicator
- Research instrumen
- Procedure of Data Collection
- Technique of Data Analysis
A post-test was used to determine whether there was an improvement in students' reading comprehension after they were treated using the fix-up strategy. The data analysis showed that the average score of the students improved from pre-test to post-test. The fix-up strategy was effective in improving the students' interpretive understanding in terms of conclusions.
The average score of students' pretest and posttest in literal comprehension focused on supporting details. The mean score of students' pre-test and post-test in interpretive understanding focused on drawing conclusions.
RESEARCH FINDINGS
FINDINGS
The results of the research addressed the use of the Fix-up Strategy in the teaching of reading comprehension, which consisted in the improvement of students' literal understanding in terms of main idea, supporting details and conclusion. The result of this research presented the result description of the research through the distribution of pre-test and post-test in terms of main idea by using Fix-up strategy. It showed from the average score of the students in pretest and posttest and also the percentage of improvement.
This was proven by the average score of the students in the posttest was 69.88 and was classified as quite good. It showed the average score of the students in the pre-test and post-test and also the percentage of improvement. This was proven by the average score of the students in the post-test was 79.54 and was classified as good.
This meant that students' score in post-test was higher than students' score in pre-test. The finding of this research presented the result description of the research through the distribution statement of pre-test and post-test in terms of making conclusion through the use of Fix-up strategy. This showed from average score of the students in pre-test and post-test and also improvement percentage.
This was proven by the fact that the average score of the students in the post test was 44.31 and it was classified as poor. Based on these results, it concluded that there was a significant difference in students' reading comprehension treated with literal comprehension in terms of (main idea and supporting details) and interpretive comprehension in terms of (low conclusion) before and after using the Fix-up strategy.
DISCUSSION
Based on the result of the students' answers in the control group or the experimental group before and after the treatment, the researcher noticed that the students often did not understand the text. It proved that the background problem still occurs, however, using the Fix-up strategy successfully maximized students' reading comprehension. Finally, the researcher did the post-test to familiarize the students with the reading comprehension after using the Fix-up strategy and the result from the students' reading test.
Based on the result of the finding that the students' literal understanding before treatment was categorized as poor in main idea on pretest, but after treatment categorized as fair in main idea on posttest. Based on the result of the finding that before giving the treatment, students' literal understanding was categorized in fair in supporting details on pre-test, but after treatment, categorized in good in main idea on post-test. Based on the result of the finding that the students' interpretation understanding before treatment was categorized in very poor conclusion on pretest, but after treatment categorized in poor conclusion on posttest.
From the result and discussion above, it appeared that active reading was still necessary to improve students' reading at their comprehension level. In addition, based on the research results, the performance of students taught by using the Fix-up strategy is better than the use of a conventional way. Improving students' reading comprehension through visualization of eighth-grade students in SmpNegeri 1 Pedan in the academic year 2013/2014 (doctoral thesis, Universitas Negeri Yogyakarta).
The use of Start Simle Story (SSS) comprehensive reading method to improve students' reading comprehension. 2013.Improving The Students' Reading Comprehension Through Know-Want-Learn Technique At The Eleventh Grade Of SmaNegeri 1 Sanden In The Academic Year Of 2012/2013(Doctoral Thesis, Universitas Negeri Yogyakarta). The result of the students' scores in the pre-test and post-test of reading comprehension in the term of main idea.
The result of the students' score in pre- and post-test of reading comprehension in the term of supporting details. The result of the students' score in pre- and post-test of reading comprehension in the term of draw a conclusion. And at the end of her studies, he was able to complete his thesis with the title The Use of Fix-up Strategy to Improve Students' Reading Comprehension (An Exeimental Research at the Tenth Grade Students of SMAN 1 Keera).
CONCLUSION AND SUGGESTION
CONCLUSION
SUGGESTION
Indriati, A.2002. Using a Communicative Approach in Teaching Reading to First Year Students of Madrasah AliyahNegeri Model Makassar. Mahmoodi. 2015. The Effects of Metacognitive Strategy Instruction on English Language Learners' Reading Comprehension Using the Cognitive Approach to Academic Language Learning (Calla), (Online), Vol. Improving students' reading skills in English through the use of peer-supported student learning strategies VII. class Smp 1 JogonalanKlaten in the academic year 2013/2014 (doctoral dissertation, UniversitasNegeri Yogyakarta).
The calculation of the students' score on the pre- and post-test of reading comprehension in terms of main idea. The calculation of the students' score on the pre- and post-test of reading comprehension in terms of supporting details. The calculation of the students' score on the pre- and post-test of reading comprehension in terms of conclusion.
Although Dicky low is the shortest person, but he is the most intelligent of the others. The conclusion of the story, Pinocchio is a wooden puppet who was transformed into a human by a fairy mother and made into a child by Gepetto. In the year he was registered as a student of the English Education Department of Teacher Training and Faculty of Education of the Muhammadiyah University of Makassar.
