Reading Comprehension (An Experimental Research at First Year Level of SMP Negeri 1 Pujananting Kabupaten Barru). This research aimed to find out the improvement of students' literal understanding of main ideas and sequence of details and interpretive understanding related to conclusion. The findings showed that the mean pretest score of the students in literal and interpretive comprehension was 4.56 and it improved to 7.02 in the posttest.
Then, the percentage of students' literal and interpretive comprehension shows that the result of students' reading ability in literal and interpretive comprehension in the pre-test, there were 3 students or 15.79% who got the good score and the score of students' reading ability. In the literal and interpretive sense of the post-test, there were 3 students or 15.79% who got a very good result. Based on the result shown in the findings, it can be concluded that the use of classroom analysis method can improve students' reading comprehension in first year students in SMP Negeri 1 Pujananting Barru. Alhamdulillahi Rabbil Alamin, The researcher is grateful for all the favors that Almighty ALLAH SWT has given him mercy and good health, so the researcher can finish writing this thesis with the title "Using the classroom analysis method to improve the understanding of students' reading (An Experimental Research at the First Year Level of SMP Negeri 1 Pujananting Kabupaten Barru)”.
The researcher found that many hands and many suggestions helped to complete this task. Sepmi, the English teacher, and all the students in SMP Negeri 1 Pujananting, especially for VII.1, who sacrificed their time and activities to be the sample of this research.
INTRODUCTION
Research Question
How class analysis method improves students' reading comprehension in terms of literal reading in first year students of SMP Negeri 1 PujanantingBarru. How class analysis method improves students' reading comprehension in terms of interpretive reading in first year students of SMP Negeri 1 PujanantingBarru.
Objective of the Research
Significance of the research
Scope of the research
Callison (2010: 5) defines reading comprehension as "the process of simultaneously extracting and constructing meaning through interaction and involvement with written language." To extract meaning is to understand what an author has stated, explicitly or implicitly. The process of reading comprehension can be considered in two phases, namely the mechanical process and comprehension process. H1: There was a significant difference in the students' reading before and after current reading material using Class Analysis method.
The researcher provided narrative text and students answered the narrative text question. The student's mean post-test score was higher than the student's mean pre-test score. Data analysis result t-test of students' reading comprehension using the classroom analysis method table below.
It has been shown that there is a significant difference between students' literal and interpretive reading comprehension scores using the post-treatment class analysis method. This means that there is a significant difference between the mean score of the students before and after the reading comprehension test after presenting the material using the class analysis method. So, the researcher concludes that there is a significant improvement in the improvement of students' literal and interpretive comprehension in reading skills using class analysis method in the first year students of SMP Negeri 1 PujanantingBarru.
The students' average score of the pre-test and post-test in Literal and Interpretive Reading Comprehension.
Pertinent Ideas
Theoretical Framework
The students will be taught reading skills using Class Analysis focus on literal and interpretive reading.
Hypothesis
The independent variable class analysis method was an important process when teaching the material to learn reading. The researcher classified the students that the purpose of reading is to have a general idea of the text to learn new information. The table above also shows that the score of students' reading skills in literal and interpretive comprehension in the post-test.
The data in Table 3 above shows that the t-test value is higher than the t-table value. Table 2 also shows that the student's reading skill scores in literal and interpretive comprehension after the test. This means that the Class Analysis method can improve the student's skill in literal and interpretive reading comprehension.
It is concluded that the Classroom Analysis Method improves students' literal and interpretive reading skills. Based on the result of data analysis and the discussion of the result in the previous chapter, the researcher concludes that the improvement of first year students of SMP Negeri 1 Pujananting in reading comprehension using classroom analysis method was good, it was validated with the mean The pretest score of the students was 4.56 were classified as Poor and the mean post-test score was 7.02 which were classified as quite good, this shows that the ability of the students in literal and interpretation is obvious. The percentage of the students' literal and interpretive comprehension result shows in the pre-test, there were 3 students or 15.79% who got the good result and the students' reading ability score in the literal and interpretive sense in the post-test were 3 students. or 15.79% who received the Very Good score.
Research Method and Design
Research Variables and Indicators
Population and Sample
Instrument of the Research
Procedure of Collecting Data
The researcher asked the students to find the main idea and conclusion in the text. The post-test was given after the treatments; the goal was to recognize the student's achievements in reading after applying the analysis method in the classroom.
Technique of Data Analysis …
FINDINGS AND DISCUSSON
Discussion
The description of data collection from the reading test, as explained in the previous section, shows that the student's skill in literal and interpretive reading comprehension has improved. Based on the above finding, when using the class analysis method in the classroom, the data collected through the interpretation test in the previous section of the findings show that the students' skills in literal and interpretive knowledge improve significantly. The result of the students after conducting the class analysis is better than before the treatment given to the students. This means that using the class analysis method is effective in improving students' reading skills.
Based on the finding above in the application of Class Analysis method in the class, the data collected through the test as explained in the previous finding section shows that the students' proficiency in the literal and Interpretive has been significantly improved. The table 2 shows that the result of students' reading skill in Literal and Interpretive Comprehension in pre-test, there are 3 students or 15.79% classified in Good score, 4 students or 21.05% classified in Fair score, 5 students or 26.32%. It can be concluded that the rate percentages were good and very good category in the post-test was greater than the rate percentage in the pre-test.
It is suggested that teachers, especially those who teach English at junior high school, use the classroom analysis method as one of the teaching alternatives. We suggest that English teachers use the classroom analysis method for English literal and interpretive comprehension in reading skills and motivate students. It has been shown; Peter Piper slipped out of the house and waited in the yard, while the prince hid behind the house.
He wanted to create the most beautiful necklace in the world because he loved his princess. One day the fox spotted her in the yard and his mouth began to water. She fluttered onto the path in the woods and lay there pretending to have a broken wing.
Her stepmother made Cinderella do the hardest chores around the house; such as cleaning the floor, cleaning the pot and pan, and preparing food for the family. A reading test will be administered to students as a pre-test at the first meeting and as a post-test at the last meeting. One day she overheard her aunt and uncle talking about leaving Snow White in the castle because they wanted to go to America and didn't have enough money to take Snow White with them.
CONCLUSION AND SUGGESTION
Suggestion
When they came to the room where the prince would sleep, no one was there. Suddenly they heard a horse running outside the house and saw through the window that Peter Piper and the Price were riding away on one of the bandit's horses. The bandits were very angry with Franklin and took him away while the Prince and Peter returned safely to the capital.
But some people said that the colors come from the princess's necklace, which spreads at the bottom of the lake. Red feathers slipped out of the bag and put a stone in its place, and she too ran away. One day the two-stepsister received an invitation to the ball that the king's son would give in the palace.
At last the day of the dance came, and the sisters went to it. She looked up to see her fairy godmother standing next to her, "because I want to go to the ball so badly," Cinderella said.
