Improving Students' Reading Comprehension through Read, Encode, Annotate, Ponder (REAP) Technique (A Classroom Action Research in Class X of SMA MADANI Makassar), under the thesis of the Department of English Teaching of the Faculty of Teacher Training and Education , Makassar Muhammadiyah University , mentored by Hj. This research aimed to find out the improvement of the reading comprehension of the students in terms of critical understanding and creative understanding through the REAP technique of SMA MADANI Makassar. The location of this study was taken among the ten-year students of SMA MADANI Makassar, where some of the subjects were 18 students.
The findings of the research showed that the use of the REAP technique was important in improving students' reading comprehension in terms of critical and creative comprehension. Alhamdullilah Robbil 'Alamin, I am grateful for all the bounties that Allah has bestowed upon one that enabled me to complete this thesis. Asriati S.Pd, M.Hum as second consultant who devoted his valuable time and guidance to complete this assignment.
Special thanks to the examiners who played an important role in completing my studies. I would like to express my deepest and loving thanks to my beloved parents, my beloved brother and sister for their prayers, unfailing love, sacrifice and constant understanding.
INTRODUCTION
- Problem Statement
- Objective of the Study
- Significance of the Research
- Scope of the Study
The researcher conducted an observation in SMA MADANI Makassar and got the information that the reading comprehension of the student is still low. This is because the English researcher only asked them to read the text without good technique, the students had low motivation, the English researcher did not know how to organize the material, and there was no good atmosphere in the class. When teaching with the REAP technique, the researcher used it appropriately, as it involves students in every phase of the learning process.
Therefore, the students could learn better and easier to improve their reading comprehension and what the researcher learned. REAP technique was one of the teaching techniques developed by M.G. Manzo where the students can stimulate to improve their learning. This research aimed to find out the improvement of students Critical reading comprehension class X of SMA MADANI Makassar.
The importance of this research was expected to be useful information and positive contribution for English researcher, especially in teaching reading mainly for the researcher and the students in senior high school. This research focused on the study of improving students' reading comprehension of SMA MADANI Makassar through REAP technique.
REVIEW RELATED LITERATURE
The concepts of Reading
Technique Q t A Assessment
Worthy (1993) Questioning the author is a strategy that gets students used to thinking about what the author is saying beyond the words that actually appear in the text. Asking about the author is similar to the Inference Table strategy, pages 20 and 21, but a little more challenging for students. While the strategy increases students' reasoning skills, it also helps students recognize that sometimes a text is difficult to understand simply because the author has not provided the necessary information that readers need.
McKeown, Beck, and Worthy found that students become more successful readers when they realize that their inability to understand a text can be linked to the writer's failings as a writer. Instead of looking at themselves as failed readers, students begin to approach text with what McKeown, Beck and Worthy define as the ―reviser's eye.‖ As a result, the students derive meanings and actively make text more understandable. Again, this strategy should be modeled by the researcher, then practiced by students in pairs or groups before students undertake the strategy independently.
Consider modeling the strategy first with a newspaper clipping or magazine article before applying the strategy to the appropriate curriculum.
Conceptual Framework
From the result of the research, the researcher can conclude that anticipation guide can improve the students' reading comprehension. The graph above shows the improvement of the students' Critical understanding in which cycle II is higher (85.69) than that in cycle I (74.16). After evaluation in cycle II, there was significant improvement of the students' critical understanding where the result of cycle II was categorized as very good.
The chart above shows that the improvement in students' creative reading comprehension in cycle II was higher (85.00) than in cycle I (75.00). After evaluation in cycle II, the students' reading comprehension is 85.34, it is categorized as very good. The chart above shows that the improvement in students' reading comprehension in cycle II was higher (85.34) than in cycle I (74.16).
It also shows that there was significant improvement in the students' reading comprehension where the result of cycle I was categorized as fair and cycle II was categorized as very good. The table above shows that in cycle I the students' activity in each meeting improves significantly. The average of the students' activity in cycle II is therefore 77.09%. The result is presented in the graph below which indicates the average of the student.
Student Critical Understanding Outcome Dealing with accuracy and appropriateness of details. The above result also proves that the use of REAP technique was able to improve students' creativity. Student reading comprehension score related to students' critical reading comprehension and students' creative reading comprehension.
These grades are taken from the result test of the students' Critical Reading Comprehension and Creative Reading Comprehension. The indicator of the accuracy of students' critical reading comprehension in the first cycle is improved from diagnostic testing. The marked improvement came in cycle II because the instructional reading material was really suitable for improving the students' appropriate details.
The Completion indicator of students' creative reading comprehension in the first cycle has been improved. The improvement can be seen after testing and observing the students where the improvement in the students' conclusion was.
Research Variabels and Indicator
Research Instrument
The observation sheet aims to reveal the students' data about their presence and activity in the learning process.
The Procedure of Data Collection
Technique For Data Analysis
The above result proves that the use of REAP technique was able to improve students' reading comprehension. The result of the improvement of students' conclusion can be seen after testing and observation (reading test of the first cycle), while the average achievement score was 62.94.
FINDINGS AND DISCUSSIONS
Discussions
Percentage of students' accuracy in critical comprehension After performing an action in cycle I using the REAP technique, the percentage of students. In cycle II, the percentage of accuracy of students in critical understanding is 1 student (5.55%) is excellent, 14 students (77.77%) are very good, 3 students (16.66%) are good and none from the students for the next classification. The above result also proves that the use of REAP technique was able to improve students' critical understanding in Accuracy where the result of Cycle II was higher than Cycle I.
After taking an action in cycle I using the REAP technique, the percentage of suitable details of the students was 12 students (66.66%) good, 3 students (33.33%) were quite good and none of the students for classification other. The application of the REAP technique in improving students' creative understanding in terms of completion can clearly see the difference considering the test result of the students in cycle I and II after using the REAP technique. After taking an action in cycle I using the REAP technique, the completion percentage of students was 14 students (77.77%) did well, 4 students (22.22) were fairly well and none of the students for the other classification. .
In cycle II, the percentage of the students' conclusion Creative understanding was 17 students (94.44%) get very good, 1 student (5.55%) get good, and none of the students for the other classification. The result above proves that the use of REAP technique was able to improve the students' conclusion in creative reading. The students' critical reading comprehension at class X of SMA Madani Makassar, in 2012/2013 academic year through REAP technique.
In the first cycle, students' appropriate detail in reading was not worse than the other indicators, such as accuracy. The result of students' appropriate details can be seen after testing and observation, an improvement from diagnostic test to cycle I about 9.83%, because students' average score in diagnostic test was only 52.08. Students' creative reading comprehension in class X in MA MADANI Makassar, in 2012/2013 academic year through REAP Technique.
The improvement was less than the improvement from the diagnostic test to cycle I because the teaching material was not suitable for improving the students' topic. The use of the Read, Encode, Annotate, Ponder (REAP) technique has improved the critical comprehension of Grade X students of SMA MADANI Makassar. The use of the Read, Encode, Annotate, Ponder (REAP) technique was able to improve students' creative understanding in Class X students of SMA MADANI Makassar.
CONCLUSION AND SUGGESTION
Suggestion
It is proposed to the researchers to use the Read, Encode, Annotate, Ponder (REAP) technique as an alternative among other teaching methods that can be used in teaching reading comprehension. It is suggested that the English teacher applies the lexical meaning as an alternative in the teaching method and learning process. The teacher should apply various kinds of appropriate techniques in teaching reading to make students more interested in reading English texts and to raise the quality of studying and teaching.
2007. Improving reading comprehension in the freshmen of SMU Negeri4 Parepare using English magazine articles.
