To improve students, the objective of this research is to observe SMK WAHID HASYIM MA‘ARIF NU 05 PEKALONGAN. The result is "that students tend to take a deep approach to reading and learning" when "the teacher designs an aligned course" and where "chosen classroom activities encourage students to use higher level cognitive skills."
INTRODUCTION
- Poblem Identification
- Problem Limitation
- Problem Formulation
- The Objective and Benefit of the Study
- The Object of the Research
- Benefit of the Study
- Prior Research
I-item done in the final cycle I. 9) The researcher and the students assess the material studied and draw the conclusion. Studying the post-test II item done in the final cycle II. 9) The researcher and the students to review the material studied and draw the conclusion.
REVIEW OF THE RELATED THEORIES
The Concept of Reading
In the research, the researcher used pronoun questions to measure the student's reading comprehension ability. From the above explanation, the researcher concludes that reading comprehension is the act of understanding what is read.
The Definition of Descriptive Text
Based on the explanation above, the writer concludes that descriptive text is a text that tells about how something, person, place and so on. This means that a descriptive text in a story gives the reader a precise mental image of the subject of the text.
The Grammatical Features of Describing
In literary and common sense descriptions, action verbs are used metaphorically to create affect; for example: Mia was bubbling with enthusiasm. Adjectives are used to add extra information to nouns and can be technical, everyday or literary depending on the text; for example, Possums are nocturnal.
The Generic Structure of Descriptive
The Concept of Team Game Tournament
- The Definition of Team Game Tournament as Cooperative
- The Component of Team Game Tournament
- Step of the TGT Type Cooperative Learning Model
- The Advantages of the TGT Cooperative Learning Model are 34
- The Disadvantages of The TGT Cooperative Learning Model
According to Safwandi, TGT is a type of cooperative learning strategy that places students in study groups; each group has 5 to 6 student members who would have a variety of abilities, genders and cultures. 33. Implementing the Cooperative Learning Model Team Game Tournament and Fan N Pick to Increase Motivation and Social Studies Learning Outcomes. In cooperative learning of the TGT type, students of different abilities and genders are formed into a team or group of 4 to 5 students.
Since one of TBT's cooperative learning strategies is very easy to implement, it involves all students' activities without having to differentiate between status differences, involving students as peer tutors, and the existence of reinforcing elements (reinforcement). Teachers usually provide the material right in the classroom presentation at the beginning of the lesson. The main function of the group is to ensure that all group members learn, and more specifically to prepare their members to work on the practice questions that will be evaluated during the tournament.
This weakness can be overcome if the teacher acting as the control holder is careful in determining the division of the group.
Action Hypothesis
This difficulty can be overcome if the teacher is able to master the class as a whole. There are still high-ability students who are less learned and find it difficult to explain to other students. To overcome this weakness, the teacher's task is to guide well the students who have high academic skills so that they can and are able to convey their knowledge to other students. 35.
RESEARCH METHOD
Subject of the Research
The Research Procedure
In this phase, the writer acts as the teacher and the real teacher becomes the observer. And the last one, the writer calculated the students' improvement scores from pre-CAR test to post-CAR test in Cycle 1, regardless of whether they improved or not. In this phase, for the first time, the teacher and the writer have discussed not only the result of the implementation of CAR, but also the students' performance and the method.
In this phase, the author revises the lesson plan and modifies the use of Team Game Tournament (TGT) with some changes. Then the teacher and the writer prepare observation guides and the post-CAR test in cycle 2. And the last, the writer calculates the students' improvement scores from pre-CAR test to post-CAR test in cycle 1 to post-CAR test in cycle 2.
And then the writer and the teacher agreed if there is no goal.
The Data Collecting Technique
It enables the author to document and systematically reflect on interaction and events in the classroom as they actually occur rather than as we think. In this case, the writer observed the students directly in the classroom and gets the description of the students' activity in the learning process. The real teacher also observed the author teaching in the classroom and the implementation of CAR based on observation notes already made before.
The information obtained from this observation is used as a basis for determining planning for the next cycle. Documentation is a collection of various documents relevant to the research questions, which may include student reading lists, student records and profiles, course overviews, lesson plans, classroom materials.40. In this research, the writer used field notes to focus on a particular issue or teaching behavior over a period of time.
The Research Instrument
The writer used field notes to record activities during teaching and learning or reading comprehension through a team game tournament (TGT) in the classroom. These include the atmosphere in the classroom, the attitude of the students, the activity and activity of the teachers in delivering the material.
The Data Analysis Technique
The Indicator of Success
Therefore, the researcher used the team game tournament (TGT) to improve students' .. reading ability in descriptive text in the tenth grade of SMK Wahid Hasyim Ma'arif NU 05 Pekalongan East Lampung. Source: Activity of students in class XI TKJ of SMK Wahid Hasyim on 08.11.2019. From the result of cycle I, it was found that there was an improvement in the result of the pre-test and after the test 1. The students were quite interested in the learning process even though the state of the learning process is still uncontrolled.
In cycle II, the researcher still worked with the collaborator to observe the students' activities during the learning process. Source: Students' activity of XI TKJ class of SMK Wahid hasyim Ma'arif NU 05 Pekalongan November 15, 2019. Based on the result above, the researcher indicated that the learning process in cycle II was successful because the students' activity got a percentage ≥75%.
From the above table, it could be seen that the students' scores in post-test II were different. This means that the Team Game Tournament (TGT) can improve students' reading comprehension of descriptive text. From the result of pre-test showed that most of the students found it difficult to do the test.
The author presented post-test II to measure students' abilities after implementing the treatment. Based on the average of students' scores for SMK Wahid Hasyim Ma‘arif NU 05 Pekalongan, the result of observation sheets and students' activity, the implementation of cycle I and cycle II was active.
RESULT OF THE RESEARCH
Resrach Setting
Description of the Research Result
Based on the teacher's experience and the result of reading comprehension skill test in descriptive text at SMK Wahid Hasyim Ma'arif NU 05 Pekalongan, the researcher concluded that the problem faced by the students is as follows: Many students cannot understood descriptive text. The researcher also planned to provide assessment to measure the extent to which the material that has been taught can be accepted by the students. In the last 45 minutes as post-test I, the students did the test individually, after the students were given the activity.
Some of the students did not focus on the material and were still confused to read the text. Based on the results of the students in cycle I, the researcher concluded that the problem is that the students find it difficult to understand the structure of descriptive text due to low exercises. The teacher was quite active in cycle I, but in cycle II the students were active to complete the task.
This meeting used as post-test Ii at the end of cycle II for 2x45 minutes, the students got the action.
Interpretation
In this research, to know the students' reading ability after implementing the treatment, the author conducted post-test I. Comparison of scores in pre-test, post-test I in cycle I and post-test II in cycle II. The comparison of the students' pre-test, post-test I scores in cycle I and post-test II scores in cycle II.
Based on the results of the pretest, posttest I and posttest II, it was known that there was a positive significant increase in students. The complete score for student reading ability in pretest, posttest I in cycle I and posttest II in cycle II. It is supported by improving students' scores from pre-test to post-test I and from post-test I to post-test II.
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.
CONCUSION AND SUGGESTIONS
Suggestions
Teks deskriptif lisan dan tulis, sederhana, tentang orang, tempat wisata, dan bangunan bersejarah terkenal Fungsi sosial. Ketepatan dan ketepatan penggunaan struktur teks dan unsur kebahasaan dalam produksi teks deskriptif. mengetahui fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks. Menyusun teks deskriptif lisan dan tulis sederhana tentang orang, tempat wisata, dan bangunan. mengetahui tujuan, struktur, dan unsur kebahasaan teks, secara benar dan sesuai dengan konteks.
Siswa membuat laporan evaluasi diri secara tertulis tentang pengalaman menggambarkan tempat wisata dan bangunan, termasuk menyebutkan dukungan dan keterbatasan yang dialami. Siswa menirukan contoh pengucapan kata dan kalimat dalam teks deskriptif tentang tempat wisata dunia dengan bimbingan guru. Siswa membaca beberapa uraian yang terdapat dalam buku pelajaran tentang tempat wisata dunia dengan bimbingan guru.
Siswa ditanya tentang gagasan utama, informasi rinci dan beberapa informasi dari teks deskriptif tentang tempat wisata dunia. Dalam kerja kelompok terbimbing, siswa menganalisis gambar tempat wisata dunia dengan penekanan pada fungsi sosial, struktur tekstual dan unsur kebahasaan. Siswa membuat laporan evaluasi diri tertulis tentang pengalaman mereka menggambarkan atraksi wisata dunia dan menyebutkan dukungan dan keterbatasan yang mereka alami (learning diary).
