TITLE: Effectiveness of Think-Aloud Strategy to Improve Students' Reading Comprehension in Studying Narrative Text in Grade Eight of SMP Muhammadiyah Limbung. Effectiveness of Think-Aloud Strategy to Improve Students' Reading Comprehension in Studying Narrative Text in Eighth Grade SMP Muhammadiyah Limbung (Pre-Experimental Research)”, Thesis. The research is limited to improving students' comprehension of narrative text using the Think Aloud strategy for literal reading comprehension (specific information and sequence of events) and interpretive comprehension (conclusion and implication).
INTRODUCTION
Research Question
What is the improvement of students' literal reading comprehension with think-aloud strategy in the eighth grade of SMP Muhammadiyah Limbung. What is the improvement of students' interpretive reading comprehension with think-aloud strategy in the eighth grade of SMP Muhammadiyah Limbung.
Objective of the Research
To find the improvement of students' interpretive reading skills in the eighth grade of SMP Muhammadiyah Limbung.
Significance of the Research
Scope of the Research
The goal of the Think Aloud strategy is for students to eventually develop a similar thinking process when reading independently, thereby improving their comprehension. With the think-aloud procedure, the student is asked to express his thoughts while reading. Think Aloud is an effective procedure to promote awareness of what students are doing while reading.
The Concept of Reading Comprehension 1. The Definition of Reading Comprehension
Teachers can ask questions about important information in the passage with: who, what, when, where, why and how or related to the whole idea of the text. Sometimes some students have difficulty understanding the text they have read, so they do not get anything out of the text. Literal reading refers to acquiring meaning from ideas or information explicitly stated in the text.
The Concept of Teaching Reading 1. The Definition of Teaching Reading
At this stage, teachers try to activate students' schemas that relate to the topic or briefly explain the content of the text. Post-reading activities are learning activities that students and the teacher do after reading. In addition to asking questions, summarizing the content of the text is also useful for students.
The Concept of Narrative Text 1. The Definition of Narrative Text
In this work, the implication can be resolved for better or worse, rarely remaining completely unresolved (although of course this is possible in certain types of narratives that leave us wondering "How did it end"?). e) Redirection. According to Neo (2005:58), there are many different types of narrative texts, including: humor, romance, crime, true fiction, theoretical fiction, mystery, fantasy, science fiction, diary novels, and adventure.
Conceptual Framework
RESEARCH METHOD
- Variable and Indicator 1. Variable
- Hypothesis
- Population and Sample 1. Population
- Research Instruments
- Data Collection
- Data Analysis
- The Improvement of The Students’ Literal Comprehension and Interpretative Comprehension in Reading
After the treatment process, the researcher administered a post-test to determine the result of the student's improvement in reading comprehension. After the treatment, the researcher gave the students a post-test (the procedure was the same as the pre-test). Improving students' literal and interpretive reading comprehension Interpretive reading comprehension.
IMPROVEMENT (%)
T-test Value
Analysis of t-test is used to find out the significant difference between the students' result of pre-test and post-test. The Table 3 shows about the comparison between the students' T-test and T-table to improve literal comprehension and interpretive comprehension after using Think Aloud strategy. The conclusion can be drawn that there is a significant difference between the results of the students' reading comprehension before and after using the Think Out Loud strategy.
This also means that the alternative hypothesis (H1) is accepted when the use of Think Aloud Strategy is effective in improving the literal and interpretive reading comprehension of students in the eighth grade of SMP Muhammadiyah Limbung.
Discussion
- The improvement of the Students’ Literal Comprehension in Reading 0
- The Improvement of the Students’ Interpretative Comprehension in Reading
After testing the students, it can be seen that the average score of the specific information of the students in the pre-test (X) = 46.52 and the post-test (X) = 69.44. The sequential event indicator of students' literal reading comprehension improved from pre-test to post-test. The improvement can be seen after testing the students, where the average score of the students' consecutive events in the pre-test (X) = 36.80 and the post-test (X) = 65.97.
It can be seen from the students' scores in the post-test are greater than the post-test. The improvement can be seen after testing the students, where the average score of the students. It can be seen from the students' scores in the post-test are greater than the pre-test.
It means that the Think Aloud strategy can improve the literal and interpretive reading comprehension of the students. Think Aloud strategy can improve students' literal understanding (including specific information and sequence of events) in the eighth grade of SMP. Muhammadiyah Limbung stands at 64.26%. Think Aloud strategy can improve the students' interpretive understanding (including conclusion and implication) on the eighth of SMP Muhammadiyah Limbung is 44.92%.
The Think Aloud strategy can improve students' literal and interpretive reading comprehension of a narrative text.
Suggestions
The effectiveness of using Team Word webbing to increase students' reading comprehension in news item text.
Kompetensi Dasar
- Metode Pembelajaran Think Aloud Strategy
- Langkah-langkah Pembelajaran a. Kegiatan awal (10 menit)
Fungsi sosial teks naratif: Untuk menghibur, menghibur, dan menangani peristiwa-peristiwa problematis yang mengarah pada krisis atau titik balik, yang pada gilirannya menemukan penyelesaian. Guru meminta siswa menggunakan strategi fix-up atau klik dan klik untuk mengamati pemahaman bacaan siswa. jika siswa memahami informasi dari bacaan tersebut disebut. Guru akan membantu siswa untuk menjelaskan kebingungan siswa secara lisan dan siswa dapat menyampaikan pertanyaan yang dipikirkannya.
Selama proses membaca, guru meminta siswa mengungkapkan intisari bacaan dan mencari tahu bagaimana siswa belajar mengumpulkan informasi dan menyaringnya menjadi konsep atau pendapat kunci. Salah satu musuh terbesarnya adalah Buaya, yang tinggal di sungai yang berbatasan dengan hutan. Tak ada angin sama sekali yang menyegarkan tanaman dan pepohonan di hutan yang haus.
He has come a long way; looked for a stream where he could quench his thirst, but found only dry mud in the once merrily gurgling streams. The crocodile could not see well in the water, and above all it was really stupid. He believed the shrewd little mouse-deer, let go of the chancel's leg and snapped his jaw on a twig.
Of course, Kancil didn't wait a second to jump out of the water and run to the safety of the forest.
Kompetensi Dasar
- Tujuan Pembelajaran
- Metode Pembelajaran Think Aloud Strategy
- Langkah-langkah Pembelajaran d. Kegiatan awal (10 menit)
Mampu memahami makna teks fungsional pendek dan monolog berbentuk laporan, narasi, dan eksposisi analitis dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan. Teks narasi adalah teks yang berisi tentang cerita (fiksi/nonfiksi/dongeng/cerita rakyat/dongeng/mitos/epik) dan alurnya terdiri dari klimaks cerita (komplikasi) kemudian dilanjutkan dengan penyelesaian. Guru memberikan bacaan kepada siswa dan memilih siswa untuk membacakan kalimat atau paragraf pertama untuk menemukan kosa kata baru atau sulit pada bagian cerita yang mungkin membingungkan siswa.
Guru harus berhenti sejenak dan memberikan jawaban tentang apa yang dipikirkan siswa untuk menjelaskan apa yang dipikirkan siswa. Dia pasti monyet yang sangat luar biasa,” kata si pemburu dalam hati, “Aku akan menyimpannya sendiri.” Aku tinggal di dalam sangkar,” katanya. “Saya mempunyai kesempatan bagus untuk melihat pemburu dan teman-temannya dari dekat.
Certain information and sequences of events are relevant, but one key issue is unsupported or more predictable than others. Certain information and sequential events are important, but one key issue is not supported or quite predictable. 20 Certain information and sequence of events are somewhat important, but several key issues are fairly predictable.
Mampu memahami makna teks fungsional pendek dan monolog pendek berbentuk laporan, narasi, dan eksposisi analitis dalam konteks kehidupan sehari-hari serta memperoleh akses ilmu pengetahuan.
Kompetensi Dasar
- Tujuan Pembelajaran
- Metode Pembelajaran Think Aloud Strategy
- Langkah-langkah Pembelajaran g. Kegiatan awal (10 menit)
Setelah membaca, guru mengajukan pertanyaan informasi penting (apa, siapa, kapan, dimana, mengapa dan bagaimana) atau berkaitan dengan keseluruhan isi bacaan yang diperolehnya selama proses membaca. kk. Seseorang yang memilikinya mengirimkan satu ke sana, tetapi karena tidak ada gunanya baginya, dia melepaskannya di kaki gunung. Setelah beberapa hari, harimau itu perlahan-lahan terbiasa dengan sinarnya dan tidak lagi takut.
This made the donkey so angry that he stretched out his hind legs and kicked wildly. When the tiger saw this, he was very happy, such a great thing, for you can do so little.
Kompetensi Dasar
- Tujuan Pembelajaran
- Metode Pembelajaran Think Aloud Strategy
- Langkah-langkah Pembelajaran j. Kegiatan awal (10 menit)
- Sumber Belajar
Once, when a lion was sleeping in his den, a mischievous little mouse ran along his tail, on his back along his mane and danced and jumped on his head, so that the lion woke up. The lion angrily seized the mouse and, holding it in its great claws, roared in rage. Oh thank you, Your Majesty squeaked the mouse and hurried away as fast as he could.
The mouse was rushing towards the source of his noise and found that the lion was helpless. The mouse then bit the rope that caught the lion so that the lion could escape from the trap.
What is Reading?
Think Aloud Strategy
Students read the narrative paragraph
He had seen Kancil approaching and was waiting for him to bow his head to drink. Immediately Kancil ran away as fast as his leg could carry him, while shouting over his shoulder: "Oh, stupid Crocodile, have you ever heard a log speak?".
Students answer the questions
- Students read the narrative paragraph The monkeys and the men
- Students answer the questions
Without thinking any further, Crocodile Kancil replied in his gruff voice, "Don't be afraid, I'm just an innocent tree trunk!" He sold all the other monkeys and kept them in a big wooden cage in his house. First, they talk a lot, they all talk at the same time, some played silly games, they threw away food they didn't eat and left it lying around.”
- Students read the narrative paragraph
- Students read the narrative paragraph A Mouse and lion
Pre-test
- THE STUDENTS SCORE
- THE CLASSIFICATION OF THE STUDENTS’ SCORE
- Post-test
- TABLE STUDENTS ACHIEVEMENTS Students‟ Reading Comprehension
- THE MEAN SCORE OF THE STUDENTS TEST The formula of mean score
- The man Score for Post-Test a. Literal Comprehension
- THE PERCENTAGE OF THE STUDENTS’ DEVELOPMENT IN READING COMPREHENSION
- Literal Comprehension
- Interpretative Comprehension
- CRITICALL VALUE OF T-TABLE Level of significance for one-tailed test
He trusted the clever stature of the little mouse, let go of Kancil's leg, and snapped his jaw on the birch. The rabbit ran so fast, it made the tortoise shocked and angry at the same time. The referee said "one...two...three" the whistle blew and the match began. one...two...three and then they ran, the rabbit ran so fast and left the tortoise behind.
Hahaha, catch me if you can" said the rabbit but the Tortoise just smiled at him. THE AVERAGE SCORE OF THE STUDENT TEST The formula of average score The formula of average score.
