USING QUESTION ANSWER RELATIONSHIP (QAR) STRATEGY AMONG EIGHT CLASSES OF SMP PGRI 2 SEKAMPUNG. Referring to the findings of this research, the implementation of question-answer relationship (qar) strategy can improve the reading comprehension ability in the eighth (VIII) students of SMP PGRI 2 Sekampung in the academic year 2017/2018.
Problem Identification
The researcher believes that the QAR strategy is the right strategy to improve student learning activity, especially in reading comprehension and reading comprehension. The researcher takes the title “Improving student reading ability by using question-answer relationship (QAR) strategy in eighth grader of SMP PGRI 2 Sekampung in academic year.
Problem Formulation
Objectives and Benefits of the Study 1. Objective of the Study
The Model of Reading
The reading models are the model that is closely related to the process of decoding and interpretation of the text that is done by the reader.4 This means that those processes are the reader's way of understanding the text respectively to the core in a text to obtain. Top-down model is the opposite direction of the bottom-up model where the readers understand the text from the highest units to the lowest units.5 Grabe and Stoller assume that top-down model is directed by the reader's purpose and expectations where the reader was considered as someone who has the expectation about information in the text and has sufficient exemplar information to reinforce or reject these expectations.6 In short, the readers need prior knowledge, experience and expectation as a foundation to understand the text in a top- down model to understand.
Definition of Reading Comprehension
Reading comprehension means understanding the entire text or sentence in order to get information contained in the text or sentence. Understanding the text requires not only mastering the reading itself, but also the other skills and abilities.
Components of Reading Comprehension
It means that those processes happened at the same time in understanding the text and integrating the sentences into meaningful ideas. From the above statements, it can be concluded that it is important for readers to know more dictionaries to update their knowledge of the word needed to understand the text.
Reading Comprehension Strategies
Finding the main idea is a strategy to determine the main idea where the readers need to understand that the authors are writing because they have some important ideas to convey. Synthesizing is a strategy that requires the reader to combine information within a source or between different sources.
Definition of Reading Comprehension Ability
Furthermore, Oakhil, et.al state that reading comprehension is important, not only for understanding text, but for wider learning, educational success and employment. Reading comprehension is a complex task that requires the orchestration of many different cognitive skills and abilities.
Factors Affecting Reading Comprehension Abilities
From the above statement, it can be emphasized that background knowledge or prior knowledge is an important factor that affects the reader's reading comprehension ability in the construction of the meaning of the text, where the more knowledge the readers activate, the easier it is for the reader to understand the text. . This is why background knowledge and motivation are linked to each other to deepen the understanding of the text.
Level of RCA at the Eight Grader of SMP PGRI 2 Sekampung
Based on these statements, it can be concluded that inferential comprehension is different from literal comprehension because it deals with the reader's interpretation of how he infers that things that are not directly stated in the text that needs a good understanding to get the meaning or information. This means that at this level, the student's ability to understand the text involved a surface level.
Measurement of Reading Comprehension Ability
5 Answer is accurate and complete, plus the student points out interrelationships between elements or makes connections with personal knowledge.
The Concept of Question Answer Relationship (QAR) Strategy
- Definition of Question Answer Relationship (QAR) Strategy
- Purpose of QAR Strategy
- Kind of QAR in the text
- Procedure of QAR strategy
- Advantages and Disadvantages of QAR Strategy
These questions sometimes include the phrases "compare and contrast," "main idea of the passage," and "what caused." Once students are confident using In the Text, the teacher can introduce Right There questions and Think and Search questions.
Action Hypothesis
Variables and Operational Definition of Variables
The Variable of Research
Independent variables are those that the author chooses to study to assess their possible effect(s) on one or more other variables.71 In this research, the independent variable (X) is QAR strategy. Yogesh Kumar defines "dependent variable is the factor that is observed and measured to determine the effect of independent variable."72 This means that dependent variable is variable that depends on the independent variable and it is the result of the influence of independent variable.
The Operational Definition of Variable
The way to measure this research is observation, the measuring instrument is an observation sheet, and the score starts from 0 to 100 to evaluate and measure students' reading ability, text comprehension. An indicator of this variable is that students read the text more easily using the QAR strategy.
Setting of The Study
Subject of The Study
Research Procedure
- The Concept of Classroom Action Research
- Action Plan
- Acting
- Observing
- Reflecting
- Cycle 2 a. Planning
In the second phase, the writer and the collaborator (teacher) work together to implement the action that was arranged in the planning phase. Furthermore, the author will also collect the data from the post-test and the result of the student's activity. Furthermore, the author will also collect the data from the post-test and the result of the student's activity.
Data Collecting Technique
Test
In this pre-test, students read the recount text, then answer the multiple-choice questions. Secondly, the post-test is examined to the students after they have learned reading comprehension by using the QAR strategy as a treatment to discover the improvement before and after the treatment. In this pre-test, the writer applies an objective test in the form of multiple choice questions.
Observation
Documentation
Research Instrument
Observation Guidance
Therefore, the researcher makes a list of observations to directly know the activity of the students in the class. In addition, observation is used to obtain information from the relative source of students at the eighth grader of SMP PGRI 2 Sekampung.
Documentation Guidance
Data Analysis Technique
If in cycle 1 the students do not pass the MSC, the author will carry out cycle 2. The minimum cycle in classroom action research is two cycles, so it will not be continued if in cycle 2 the 70% students pass the KKM. The formula to find out the percentage of students who pass the KKM in each cycle is as follows:80.
Indicator of Success
Description of Research Location
SMP PGRI 2 Sekampung is one of the private secondary schools which is under the auspices of the Department of Education. In 1985, SMP PGRI 2 Sekampung built their own building at Jalan Raya Sidodadi 53p or at that time the location is at Sidodadi village meeting hall. To support the teaching and learning process, SMP PGRI 2 Sekampung has many buildings and other supporting facilities.
DENAH SMP PGRI 2 SEKAMPUNG
Description of Research Finding
The students' reading comprehension result was obtained through tests that consisted of pretest and posttest at the beginning of the research and the end of each cycle, while the students' activities were obtained by observing the student's learning activities. Pre-tests were presented to students, which aimed to find out students' abilities before the treatment was implemented. Afterwards, to measure their abilities before giving the treatment, the researcher gave them a pre-test.
Planning
Therefore, the researcher and collaborator made a plan to implement the action or treatment which consisted of planning, action, observation and reflection to repair the weaknesses. Second, the learning topic taught to the students was reading narrative text which consisted of some essential bodies such as the definition, generic structure, language feature and the example of text. Third, the observation sheet consisted of checklist of student activities preparing for two meetings.
Action
Finally, to know the improvement results from pre-test to post-test, the researcher also prepared the instrument for post-test 1 which consisted of 10 items in the form of essay which was conducted for 60 minutes only. Afterwards, to promote students' understanding of the different types of questions, the researcher asked them to place the questions in the correct category. After giving the treatment, the researcher administered a post-test on Tuesday, January 6, 2018, to measure their abilities.
Observation
The table above showed that not all students were active in following the teaching and learning process. Based on the above result, it can be concluded that the learning process was not successful compared to the success indicator. At least 70% of the learners could pass the minimum mastery criteria of the learner's performance in their learning activities. The graph above showed that the participation of the students in following the teaching and learning process in terms of their activity was still low with the final average percentage being only 49.95.
Reflection
Percentage of students Narrating Text Reading Comprehension Post-Test II scores in Cycle II. Regarding the result of the student's post-test score, it could be seen that the average score in post-test II was 82. From the above table, it could be seen that the score of the students in post-test II was different.
Interpretation
- The Result of Student’s Score at Cycle 1
- The Result of Student’s Score at Cycle II
- The Result of Student’s Learning Activity At Cycle I and Cycle II The students’ learning activities data obtained from theoverall
The completion of the students' score on pre-test, post-test I and post-test II. Based on the result of pre-test, post-test I and post-test II score from cycle I to cycle II, it was found that there was a significant improvement in the students' score by teaching reading comprehension ability using QAR strategy . The results of students' pre-test, post-test I and post-test II score at the first cycle and the second cycle are described in detail on the following graph:
DISCUSSION
This is evident from the results of the student's learning outcome from pretest to posttest II. Consecutively, it could be significantly improved, but before that, the pre-test score in which the mean score was 57, the pass percentage was 33%, and then in the posttest I, the mean score was 67, and the pass percentage was 58% and in the post. -test II, the average score was 82, and the pass percentage was 94%. This was evident in the first cycle, in which the average percentage of students' learning activity was 49.98%, in the second cycle. cycle, and 78.13%.
Suggestion
BIBLIOGRAPHY
Jill Lewis, Essential Questions in Adolescent Literacy: Teachers and Researchers Describe What Works in Classrooms, New York: The Guildford Press, 2009. Grupi i Studimit RAND Reading Chaterine Snow and Chair, Reading for Understanding to a R&D Program in Reading Comprehension, .New York : Pearson, 2002. William Grabe, Reading in A Second Language: Moving From Theory to Practice, Nju Jork: Cambridge University Press, 2009.
APPENDICES
Kompetensi Inti
Kompetensi Dasar
Indikator Pencapaian Kompetensi
Materi Pembelajaran
- Contoh Recount Text materi pertemuan ke-1 My Holiday
- Contoh Recount Text materi pertemuan ke-2 My Busy Day
Ini adalah catatan peristiwa yang telah terjadi, biasanya disajikan dalam urutan kronologis, seperti: "di hari pertama. Ini adalah kata kerja untuk mengatakan bahwa subjek sedang melakukan suatu tindakan atau untuk mengatakan bahwa sesuatu sedang terjadi. Contoh: pergi, membeli, menulis, tidur, dan lain-lain. Gunakan konjungsi dan konjungsi waktu untuk mengurutkan peristiwa atau kejadian. Contoh: tapi, dan, setelah, berikutnya, sebelum, pertama, dan lain-lain.
Metode Pembelajaran
Ada sekitar 10 orang, bibi saya, sepupu saya, paman saya dan beberapa sepupu saya. Guru membagi siswa menjadi beberapa kelompok belajar dan memilih seorang pemimpin diskusi untuk setiap kelompok belajar untuk mewakili kelompok tersebut dalam kegiatan akhir. Setelah semua kelompok siap, guru mulai menerapkan reciprocal teaching dalam proses pembelajaran dan membimbing siswa dalam memahami teks narrative melalui strategi-strategi yang terkandung dalam reciprocal teaching seperti bertanya, memprediksi, menyimpulkan klarifikasi.
Prediction
Question
Clarification
Summarization
- Teknik penilaian (scoring rubrics)
- Penilaian Pengetahuan (Reading Comprehension) Essay
- Bentuk Instrument 1. Pertemuan 1
- Pertemuan 2
- Key answer Pertemuan 1
- Contoh Recount Text materi pertemuan ke-3 A Beautiful Day at Jogjakarta
- Contoh Recount Text materi pertemuan ke-4 My Holiday to United States
- Media, Alat dan Sumber Belajar 4. Buku teks wajib (LKS)
- Penilaian Pengetahuan (Reading Comprehension) Essay
- Bentuk Instrument 1. Pertemuan 3
- Pertemuan 4
Itu adalah hari terakhir tahun ini dan kerumunan besar orang berkumpul di bawah jam Balai Kota. Jam besar menolak menunggu Tahun Baru" Apa sinonim dari kata itu? Setelah semua kelompok siap, guru mulai menerapkan hubungan tanya jawab dalam proses pembelajaran dan membimbing siswa dalam memahami teks recount menggunakan strategi yang terdapat dalam hubungan tanya jawab seperti bertanya, memprediksi, meringkas klarifikasi.
INSTRUMENT BLUEPRINT
Travel by plane for the first time When I was young, I didn't really like to travel.
