Their activities were noted by the collaborator. The researcher also used the documentation method to support and obtain information about English learning in general. This bachelor thesis is titled "The Use of Gallery Walk Strategy to Improve Reading Narrative Among Tenth Grade Students at MA Ma'arif 01 Punggur Central Lampung". From this explanation, it showed that the students' reading skills of tenth grade students of MA Ma'arif 01 Punggur Central Lampung were classified as poor.
Sometimes the researcher wants to improve the students' reading skills, especially in narrative text by using a gallery walk strategy. Based on these conditions, the researcher conducted a research "The use of gallery walking strategy to improve the reading narrative text among the tenth grade students of MA Ma'arif 01 Punggur Central Lampung." To find out whether gallery walking strategy can improve the students reading skill among the tenth grade students of Ma Ma'arif 01 Punggur Central Lampung.
INTRODUCTION
- Background of The Study
- Problem Identification
- Problem Limitation
- Problem Formulation
- Objective of the Study
- Benefits of the Study
The researcher made some groups, each group consists of 4-5 students. f) The researcher gave students a gallery trip and asked them to walk around the room and write their answer to gallery trip. g). After the students have written on all the stations and recorded their observations on gallery journey, students spend a short time in small groups to discuss their observation. i) The researcher asked students to discuss the activity with the whole group. After the students have written on all the stations and recorded their observations on gallery journey, students spend a short time in small groups to discuss their observation. i) The researcher asked students to discuss the activity with the whole group.
It was clear from the results of the pre-test that the students' results were different. It is supported by the increasing score of students from pretest to posttest I and from posttest I to posttest II. 3. The result of students' learning activities in I. and II. cycle Data on the students' learning activities were obtained from the entire Data on the students' learning activities were obtained from the students' entire learning activities on the observation sheet. From then on, I will be more colorful and beautiful than you." Caterpillar continued, “We are very amazed by you.
REVIEW OF THE RELATED THEORIES
The Concept of Narrative Reading Skill
- The Definition of Narrative Reading Skill
- The Characteristics of Narrative Text
- The Kinds of Narrative Text
Readers must be able to understand the characteristics of narrative text to improve their skills. Students need to identify the general structure and linguistic features of the narrative text in order to understand and identify the meaning of the narrative text. Science fiction is a type of narrative reading that explores unexpected possibilities of the past or future using scientific theory or data and imagination.
The examples of fables in narrative text are The ants and the grasshopper, The story of the monkey and the crocodile, and The bear and the hare. The examples of legend in narrative text are The Legend of Surabaya, Sangkuriang and Malin Kundang. Finally, there are some types of narrative reading that should be known by the students.
The Concept of Gallery Walk Strategy
- The Definition of Gallery Walk
- The Principles of Gallery Walk Strategy
- The Steps of Gallery Walk Strategy
- The Advantages of Gallery Walk Strategy
- The Use of Gallery Walk Strategy to Improve the
The teacher will instruct students in the way and method to follow when practicing in the gallery walk. When gallery walk is completed, the teacher will ask students to return to their desk and share with partners. The Advantages of Gallery Walk Strategy Bowman explains that gallery walk can:16 Bowman explains that gallery walk can:16 a.
The conceptual framework shows the process of the research to improve the students' narrative reading skills through the use of a gallery walk strategy that will put students more into reading. Through a gallery walk strategy, they will be able to easily understand the content of the text. In the action, the teacher will apply steps of gallery walk strategy to improve the students' learning activities and the students' score in reading story skill.
Action Hypothesis
Dependent variable of this research is the variable that observes and measures the effect of the independent variable. The subject of this research is the students of the tenth grade of MA Ma'arif 01 Punggur Central Lampung. The researcher chose the tenth grade class C, because most students did not achieve the grade minimum requirement of English mainly in reading story skill.
After the activities were completed, the researcher evaluated all the activities to find out the improvement of the student's narrative reading skill by using gallery walking strategy. d. In this step, the researcher observed the process of teaching and learning activity by using observation sheets. The researcher observed such as answering the teacher's questions, asking the teacher questions, answering the teacher's questions, answering other people's questions, giving explanations.
Data Collection Methods
In this step, the researcher compared the score distribution of pre-test and post-test, researcher reviewed the students' approach and considered whether it is significant improvement in students' narrative skill or not enough in the second cycle or the next cycle. Documentation was needed to get the information from written source or documents such as book, magazines, regulations, notes or meeting and daily report. The researcher used this technique to get data about students' daily reading, history of the school, the sum of the teachers, officials in service and students at MA Ma'arif 01 Punggur.
Data Analysis Method
To get total score and increase the students' progress of the implemented treatments, the researcher compares the mean and percentages of pre-test and post-test.
Indicators of Success
RESULT OF THE RESEARCH
Result Of The Research
- Description Of The Research
The researcher prepared several things related to the teaching and learning process, such as: prepared the curriculum, prepared the materials, prepared the instrument that would be tested as a pre-test and post-test in cycle 1, prepared those media that were used in the reading , made an observation sheet of students' activities, identified a problem and found an example of a problem at the beginning and at the end of the learning activities, and the researcher planned an assessment to measure the extent to which the taught material can be accepted by the students. At the beginning of teaching the learning process, the researcher asked the students about the narrative text and their difficulties in understanding the text. Then the researcher asked the students to tell everything they knew about the narrative text.
The researcher showed the students what to find in the narrative text such as: characters, settings, problems and problem solving. In post-test 1 only 14 students scored well, but the students' test score was better than the students' test before they gave the treatment. It means that in cycle 1 the students. the achievement could be improved enough, but it was still not successful.
This meeting opened with prayer, greeting, asking about the condition of the students and checking the attendance list. Since this is the second cycle, the researcher emphasized schematic structures of narrative text and reviewed them for the students to help them understand better. At the end of the teaching and learning process, the researcher gave the evaluation to measure the extent to which the material explained by the researcher can be understood by the students.
During the learning process, four indicators were also used to know the activities of the students, as before in the learning process. The activity of the students with a high percentage was the students who could perform the task 85.19%, the first high percentage was that the students paid attention to the teacher's explanations 77.78% and the students who were active in the group 81.48%, and the last thing the students asked/answer to the teacher's question 81.48%. Based on the above result, the researcher indicated that the learning process in cycle II was successful because the activity of the students got a percentage >70%.
From the table above it could be seen that the scores of the students in post-test II were different.
Interpretation
- The Result Of Students Learning
- Comparison Of Score In Pre-Test, Post-Test I In Cycle I, And
- The Result Of Students’ Learning Activities In Cycle I And
It showed that the majority of students performed in achieving the minimum standard criteria (70). It appeared that most of the students were successful in achieving the material and the research was a success. Based on the pre-test, post-test I and post-test II results, it was known that there was a positive significant increase in student scores.
Comparison of students' performance in pre-test, post-test I and post-test 2. Based on the graph above, it can be concluded that the gallery walk strategy could increase students' reading narrative skills. Based on the above data, we conclude that the implementation of the gallery walk strategy improves student learning activity, because most students showed good progress in learning activities when they were in the learning process from I. to II.
It introduces the main characters of the story, the place and time where the story took place. It shows the writer's comment or presents the moral value of the story. When he woke up, he discovered that his dream was the work of ants.
Then the boatman dove into the water and swam to safety at the edge of the river. That was until a lonely boy found the lamp and heard the sad cry of the spirit inside it.
CONCLUSION AND SUGGESTION
Conclusion
Gallery walking strategy can improve the reading skills of the tenth grade students of MA Ma'arif 01 Punggur. It can be seen in the progression from pre-test to cycle I and cycle II. Gallery walking strategy can improve learning activity among the tenth grade students of MA Ma'arif 01 Punggur Central Lampung.
Suggestion
White ants, of which there were so many in his district, invaded the chest and ate some of the silver. They thought that if they put all these ants in a crucible, maybe they could recover some of the lost silver. He wanted to enter the lamp so that he and the genie could spend time together.
As soon as the boy entered the lamp, he could see what the genie's problem was. The boy remembered his mother's advice and told the genie that it was important to keep all items in order.
