Peneliti menyadari bahwa strategi SMART dapat menjadi salah satu alat bantu pembelajaran bagi siswa selama siswa dapat menggunakannya dengan baik. Penelitian ini dilakukan pada siswa kelas II MTs N 1 Lampung Timur dengan jumlah siswa sebanyak 28 siswa. Dengan angka tersebut peneliti menyimpulkan bahwa target keberhasilan minimal yaitu 80% siswa di kelas tersebut telah tercapai pada siklus kedua, hal ini membuktikan bahwa penerapan strategi SMART dapat meningkatkan pemahaman membaca siswa secara positif. dari kelas VIII. MTs N 1 Lampung Timur tahun pelajaran 2019/2020.
The main goal of this paper is to fulfill one requirement to obtain the S-1 level of English education at IAIN Metro. This thesis is entitled: Using the SMART (Self-Monitoring Approach to Reading and Thinking) Strategy to Improve the Reading Comprehension Skills of Eight Grade Students of MTs N 1 Lampung Timur in the Academic Year 2019/2020.
INTRODUCTION
Problem Identification
The strategy used to support reading activity is not of interest to the students.
Problem Limitation
Problem Formulation
- Benefits of the Study
As a reference to teach students about the SMART (Self-Monitoring Approach to Reading and Thinking) Strategy in improving students' reading comprehension in a time-efficient manner.
Prior Research
The result of this study is that the Information Transfer Technique can provide opportunities in the development of interaction between the students themselves and also with the text. In the learning process, students are given the opportunity to express their idea by understanding the text by changing the form information in the text itself. 6. In the first study, we compared this framework with an instructional framework emphasizing Strategy Instruction (SI) but excluding motivational support.
In the second study, we compared CORI with SI and with a traditional instruction group (TI), and used additional measures of major constructs. 6 Yosita Tri Aprilian, "The influence of the use of information transfer technique on students' reading comprehension in the first semester of the tenth grade of SMA Ma'arif I Metro Lampung In Academic Year Thesis of English Department Faculty of IAIM NU Metro Lampung, 2017.
Reading Comprehension Skills
- Definition of Reading Comprehension Skills
- The Levels of Reading Comprehension Skills
- The Skills Needed in Reading Comprehension
- Readability
- Suitability of content
- Exploitability
- Measurement of Reading Comprehension Skills
- Testing of Reading Comprehension
Milevica Bojovic, Reading Skills and Reading Comprehension in English for Specific Purposes, (Serbia: Faculty of Agronomy Cacak, 2010), p. This means that reading comprehension involves much more than the reader's reactions to the text. Reading comprehension is difficult to assess in students because much of it occurs "in the head" and is not readily observable.
Without the skills of reading comprehension and the motivation to read to learn, students' academic progress is limited. The theoretical basis for this investigation into alternative reading comprehension teaching frameworks was our engagement perspective of the development of reading comprehension.
SMART (Self-Monitoring Approach to Reading and Thinking) Strategy
- Definition of SMART Strategy
- Steps of SMART Strategy
- The Procedures of Teaching SMART Strategy in Reading Comprehension Comprehension
- Action Hypothesis
Based on the above definitions it can be known that the SMART strategy is a strategy that is used to assess students' deep understanding through questions and also to analyze the problem to get the main idea about the problem. After reading the entire passage, model for students how to paraphrase the material in words that make sense to them. After reading the entire passage, model for students how to paraphrase the material in words that make sense to them.
Ask students to go back to each (?) and see if they can now make sense of paragraph using SMART protocol. Based on the theory above, the researcher formulates that “Using SMART (Self-Monitoring Approach to Reading and Thinking) strategy can improve the students' reading comprehension skills at the eighth grade of MTs N 1 Lampung Timur.
Setting of the Study
The subject of this research will be the second class of MTs N 1 Lampung Timur in the academic years 2018/2019. This research is of the classroom action research type and was conducted in the second grade of MTs N 1 Lampung Timur in the academic years 2018/2019.
The Procedures of Classroom Action Research (CAR)
- Cycle 1
- Cycle 2
Based on the teacher's experience of teaching in the class, the researcher identifies the problem. In this step, the researcher observes the process of teaching learning using format observation. For reflection, the researcher made a comparison of Telling the students' . reading test in narrative text.
Based on the teacher's experience of classroom teaching, the researcher identified the problem. In this step, the researcher observes the learning process through format observation.
Data Collection Technique
- Test
- Observation
- Field Note
- Documentation
It was used to know the improvement of reading comprehension by using SMART strategy after they received the treatment. But the researcher changed the questions and the distractors in other members differ from those in the pre-test. The researcher gave the students a post test for correct reading comprehension using SMART strategy.
Observation is ―specific events in a class (or category) and then, based on the observed events, drawing conclusions about the whole class.‖51 Observation of objects has three: place, actor, and activity. After that, as an actor of this research is a student in the eighth grade of MTs N 1 Lampung Timur which consists of 28 students. Then, the activity of this research is those who have done the activity of reading comprehension and have been with the exception of the school documentation.
The function of the field note is a shorthand note of events, observations and conversations that took place in the field. They are composed well after the fact as imprecise notes to oneself and represent just one of many levels of experience.
The Instrument of the Study
- Test
- Observation
- Documentation
The researcher uses document as instrument to get facts and reality information since long time about MTs N 1 Lampung Timur. For example, paper, books, magazines and others have relevance to the state of MTs N 1 Lampung Timur. It is like access to understand activity, program and rules for student studies in MTs N 1 Lampung Timur.
The Data Analysis Technique
The Indicator of Success
- Short History About the Establishment of MTs N 1 Lampung Timur MTs N 1 Lampung Timur is located on Jln. Swadaya 32 East
- The Building Location of MTS N 1 East Lampung
From the quote from the field note above, it could be concluded that the teacher paid attention to the students. After learning the teaching, the teacher gave an evaluation of the learning process done and asked the students about the difficulty of the material. After the teaching learning process, the teacher gave an evaluation about the teaching learning process done and ask the students'.
And then the teacher gave the students positive feedback and then closed the class. So the classroom action research moved on to Cycle 2. The next meeting, the teacher forced the students to be more active in the learning process by using SMART. The minimum success target expected by the researcher was 80% of the students in the class.
The next meeting, the teacher forced the students to be more active in the learning process by using SMART. The teacher told the students' scores in the test were better than the pre-test scores. From the quote of the field note above, it can be concluded that the students have enthusiasm in the learning process.
In this teaching and learning process, the teacher gave the students a prompt or some questions about the narrative text. From the above statement, we can conclude that using SMART can improve students' reading comprehension. From the above statement, we can conclude that using SMART can improve students' reading comprehension.
Conclusion
Suggestion
Douglas Brown, Teaching by Principle: An Interactive Approach to Language Pedagogy, Second Edition, San Fransisco: Pearson Education, Inc., 2000. 1 I. S. P Nation.ESL / EFL Reading and Writing ESL& seritë profesionale gjuhësore të aplikuara), New York: Routledge , Taylor & Francis, 2009. Nurkhadijah Rambe, et. al., ―Self-Monitoring Approach to Reading and Thinking S.M.A.R.T) Strategy for Comprehending Descriptive Texts‖, Journal of Englis Education Study Program, FKIP Tanjungpura University, Pontianak, tt.
Ruliq Suryaningsih, “Efektivitas Pendekatan Self-Monitoring to Reading and Thinking (SMART) untuk mengajar membaca pandangan siswa”. Strategi Pemahaman Membaca Siswa Kelas VIII MTs Baitul Arqom Balung Dalam Jurnal Tahun Akademik Program Pendidikan Bahasa Inggris, Jember: Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah, 2016. Transkripsi beberapa fabel, pendek dan sederhana dari berbagai, dalam sumber font biasa, menggunakan ejaan dan tanda baca yang benar.
Dengan bimbingan dan petunjuk guru, bertanya dan. ditanya tentang fungsi sosial, struktur tekstual, dan unsur kebahasaan dari masing-masing fabel tersebut. Bersama-sama, temukan dan kumpulkan beberapa dongeng pendek dan sederhana dari berbagai sumber, termasuk internet, film, surat kabar, majalah, buku teks, dll. Membaca referensi dari berbagai sumber, termasuk buku teks, untuk mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan fabel.
Sikap tanggung jawab, kerjasama, cinta damai dan percaya diri yang menyertainya. tindakan memahami isi pesan dongeng. tentang tindakan siswa mencoba memahami dan menganalisis isi pesan fabel pendek dan sederhana. Dapatkan umpan balik dari guru dan teman tentang hasil analisis mereka tentang fungsi sosial, struktur teks, dan unsur kebahasaan. Usahakan membaca lancar dengan lafal, tekanan, intonasi yang benar dan tulis dengan ejaan dan tanda baca yang benar serta tulisan tangan yang jelas dan rapi.
Kompetensi Dasar dan Indikator Pencapaian Kompetensi
- Peserta didik dapat menjelaskan legenda rakyat sederhana
Tujuan Pembelajaran
Materi Pembelajaran
Metode Pembelajaran
Media dan Bahan 1. Media
Langkah-langkah Pembelajaran Pendahuluan (15 menit)
Membedakan fungsi sosial, struktur teks, dan ciri kebahasaan beberapa teks naratif lisan dan tulis, memberi dan mencari informasi terkait cerita rakyat sederhana, sesuai dengan konteks penggunaannya. Pjetri sangat tertarik dengan olahraga dan bermain sepak bola dan tenis di sekolah." Kata yang digarisbawahi memiliki arti. Gua tersebut dinamakan Gua Petruk karena panjang gua tersebut sepanjang hidung Petruk.
There are 3 floors in the cave, the first of which is the main cave, the Hindu Caves and Petruk's Cave. A Hindu cave is a part of a cave that is usually used to make offerings to an ancestor. To explore this cave, you must be guided by guides who are ready to take you through the cave.
When you reach the end of the cave, you can see the beach or the waterfall located near the end of the cave. In the wild, they can grow up to 14 years, but in captivity they are older than 20 years.
