Dan pada post test I terdapat 37% siswa yang dapat memenuhi MMC dan nilai rata-rata post test I adalah 64. Akhirnya setelah dilakukan pemeriksaan data dapat disimpulkan bahwa hanya 16% siswa yang dapat memenuhi nilai minimal. persyaratan Kriteria ketuntasan dalam hasil tes awal (KKM) dengan rata-rata 45.
Surely in difficulties there is easiness
Al-insyirah, 6)
Akla, M.Pd as Dean of the Faculty of Tarbiyah and Teacher Education Faculty, Ahmad Subhan Roza, M.Pd as Head of English Department. Last but not least, I hope that the result of the research is beneficial to contribute to teaching learning activity in English language in SMPN 1 Batangahri.
INTRODUCTION INTRODUCTION
Background of the Study
Based on the pre-survey results, it was investigated whether the reading skills of the eight graders were insufficient. Based on the results of the preliminary examination, it was found that the eighth graders of SMPN 1 Batanghari have reading difficulties.
Problem Identification
The Sketch to Stretch strategy is designed to help students who struggle with reading skills. Students have difficulty determining the main idea and supporting details of the text they read.
Problem Limitation
Problem Formulation
The result of this research could contribute positively to the students to improve their reading skills. This research can be used to improve the quality of teaching and learning in general in English subject in SMPN 1 Batanghara.
Prior Research
Moreover, the second previous research was done Ayu Sayang, Sofian and Bambang Wijaya.1“The title of their research is The Use of Sketch to Stretch Strategy in Teaching Readingat SMPN 2 Pontianak”. In addition, the researcher will apply Sketch-to-Draw strategy to improve reading skill using classroom action research.
The Concept of Reading Skill 1. The Conceptof Reading
- The Models of Reading
- The strategies of Reading Skill
- The Criteria of Reading Skill
- The Measurementsof Reading Skill
Based on all the definitions of reading skill above, it is concluded that reading skill is a language skill that requires the readers' ability to respond and relate the linguistic structures of the text, in order to have metacognitive control over the content of the text. drill, and in relation to prior knowledge related to the content and vocabulary of the text. Based on the indicator above, the preparation process of reading proficiency test should consider the completeness of the indicator of reading proficiency.
- The Principles of Sketch to Stretch Strategy
- The Advantagesand Disadvantages of Skecth to Stretch strategy Sketch to Stretch strategy has many great advantages that can be Sketch to Stretch strategy has many great advantages that can be
- The Implementation of Skecth to Stretch Strategy in Teaching Reading Comprehension Reading Comprehension
According to Kathleen Feeney Jonson, the principles of the Sketch to Stretch strategy are as follows:24. The Sketch to Stretch strategy can be used to teach an individual or a small group of students by providing a framework for discussing the text.
Action Hypothesis
Variables and the Definition Operational of Variables
Setting of the Research
Subject of the Research
Procedure of Classroom Action Research 1. Classroom action research
The researcher prepared a learning resource for the students. The researcher determined the method to be used in the acting phase. In addition, the researcher also collected data from the experiment and the result of the student's activity.
Data Collection Strategy
In this case, the researcher asked a question to test reading skills, which is in the form of a multiple-choice test. The researcher asked the students to answer the questions. The researcher used an observation sheet to observe the learning activity and each cycle.
Data Analysis Strategy
Feedback to individual students, optimal productive pairs and class groups is more vocal, etc. Tabulation of the test result and finding the mean of the test before and after the test.
Indicators of Success
Result of the Research
- Vision of School
- Mission of School
- Motto
- Description of the Research
The vision of SMPN 1 Batangharii is the first in sports and arts science and technology based on IMTAQ. The action of this study used the Sketch to Stretch strategy to improve the reading skills of the students. The researcher told the students that the researcher would conduct the research in their classroom to get to know their reading skills before doing the action research in class.
Source: Result Score of Reading Pre-test at VIII I Grade of SMP N 1 Batanghari 11 April 2019 Based on the data above, it could be deduced that 27 students (84%) were not successful and 5 other students (16%) were successful . Based on the pretest result, the researcher got the average of 45, so the result was unsatisfactory.
Acting
In the first step, the researcher activated background knowledge about the students by motivating the students and by asking some questions related to the topic of reading. In this case, the researcher asked the students if they have a friend who gave a bad effect on their attitude. In the fifth step, when the students had completed their sketches, the researcher gave them the opportunity to interpret each drawing by showing the result of their drawing of the story "A False Friend".
The researcher began the lesson by praying, greeting, checking the attendance list and asking about the condition of the students. When the students have understood the story of the text and have completed their sketches. The result of the students' test in posttest 1 was better than test in pre-test before.
Post-test 1
- Observing
- Reflecting
- Planning
- ED 70 COMPLETE
The researcher and collaborator prepared the lesson plan, observation sheet of the students' activities, identified the problem and found the causes of problem at the first and the last of learning. The researcher also planned to give evaluation to measure the students' mastery on the given material. Then the researcher gave the explanation to all the students about the problem of reading skill which the students often face through the effective strategy;.
When the students have understood the story of the text and have completed their sketches. In this step, there were also four indicators that were used to know the students' learning activities as in the learning process earlier. Based on the result above, the researcher indicated that the learning process in cycle II was successful because the students' activity got a percentage of 70%.
Learning activities
Interpretation
- Result of Students Learning
- Comparison of Score in Pre-Test, Post-Test I, and Post-Test II
- The Result of Students’ Learning Activities in Cycle I and Cycle II The students‟ learning activities data was gotten from the whole
In this phase, the researcher offered the pre-test to measure the students' reading skills before the implementation of the treatment. The results of the pre-test showed that most of the students found it difficult to take the test. In this research, to know the students' reading skill after implementing the treatment, the researcher conducted the post-test I.
We can conclude that most students did not achieve the material. c. Pupils' result after exam II. According to the table, the average of 11 students was 74, which showed that most students achieve MMC of at least 70. Based on the results of pre-test, post-test I and post-test II, it was found that there was a positive significant increase in scores students.
Discussion
From the graph 10 we could see that there was an improvement on the average score and total of the students who passed the test from pre-test, post-test I to post-test II. Furthermore, in the post-test I there were 12 students or (37%) passed the test, the indicator students get score >70 with an average of 63. And in the post-test II there were 25 students or (78%) passed the test the indicator students score >70 with an average of 74.
We can see that it is an improvement in the total score of students and the total number of scores of students who passed at least from pre-test, post-test I to post-test II. In addition, the minimum mastery criterion in this research was 70, in posttest I 12 students or 37% passed the test with an average of 64, and in posttest II 25 students or 78% passed the test with an average. 74. The result of the posttest 2, conducted in the 2nd cycle, shows that the percentage of students' reading skills is 78%. This means that result II. (MMC).
Suggestion
APPENDICES
Kompetensi Dasar dan Indikator Pencapaian Kompetensi (IPK) Kompetensi Dasar (KD) Indikator Pencapaian Kompetensi
Tujuan Pembelajaran 1. Pertemuan Pertama
- Pertemuan Kedua
- Pertemuan Ketiga
- Pertemuan Keempat
- Pertemuan Kelima
Materi Pembelajaran
- Materi pembelajaran regular a. Fakta
- Materi pembelajaran remedial
Menyusun teks interaksi transaksional lisan dan tulis sangat pendek dan sederhana yang melibatkan pemberian dan permintaan informasi tentang keadaan/tindakan/kegiatan/peristiwa yang rutin dilakukan/dicegah atau merupakan kebenaran umum, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai ke konteks. Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks dan unsur kebahasaan pesan singkat dan pengumuman/pengumuman lisan dan tulis, sangat pendek dan sederhana, terkait kegiatan sekolah. Cukup menyusun narasi untuk berbicara dan menanggapi ungkapan mencari perhatian, memeriksa pemahaman, dan menghargai kinerja yang baik, serta meminta dan mengungkapkan pendapat dengan memperhatikan ciri sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
Metode Pembelajaran
Langkah-langkah Pembelajaran
- Pertemuan Ke-1 ( 4 x 40menit ) Waktu Waktu Kegiatan Pendahuluan
- Pertemuan Ke-1 ( 4 x 40menit ) Waktu
- Pertemuan Ke-1 ( 4 x 40menit ) Waktu dengan ditanggapi aktif oleh peserta didik dari
Mengaitkan materi/topik/kegiatan pembelajaran yang akan dilakukan dengan pengalaman siswa dengan materi/topik/kegiatan sebelumnya di kelas VII. Siswa melihat gambar dan membaca percakapan antara guru dan siswa di buku. Siswa diminta mempersiapkan percakapan singkat yang berisi ungkapan-ungkapan menarik perhatian beserta tanggapan yang sesuai.
Siswa diminta untuk mencatat fungsi dan struktur teks dalam percakapan (Perhatian, mohon! Mohon perhatian). Jawablah pertanyaan yang ada di buku pegangan siswa atau lembar kerja yang disediakan. Selesaikan uji kompetensi yang terdapat pada buku pegangan siswa atau pada lembar kerja yang disediakan secara individu untuk mengecek penguasaan Analisis & Topik siswa.
Penilaian, Pembelajaran Remedial dan Pengayaan 1. Teknik Penilaian
Siswa yang mengerjakan proyek dengan benar akan menerima inisial dan nomor urut untuk tinjauan proyek. Remediasi dapat diberikan kepada siswa yang belum mencapai KKM atau kepada siswa yang telah melampaui KKM. Guru memberikan tugas kepada siswa yang belum lulus KKM, misalnya sebagai berikut.
Pengayaan diberikan untuk memperluas pemahaman siswa terhadap materi pembelajaran yang dapat diberikan kepada siswa yang telah menyelesaikan prestasinya. Mengungkapkan makna dalam teks lisan fungsional pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar. Membaca nyaring teks fungsional dan esei pendek sederhana berbentuk narasi dan narasi dengan lafal, tekanan dan intonasi yang berterima terkait lingkungan sekitar.
Jadi, dipandu oleh akal sehatnya, dia berbaring di tanah dengan terengah-engah, berpura-pura mati. Ruang Keterampilan Qolam Ruang Kelas Ruang Kelas Ruang Kelas Ruang Kelas Ruang Kelas Ruang Kelas Ruang Kelas Gudang Ruang Kelas.
CURRICULUM VITAE
