The purpose of this study was to determine whether there is an effect of auditory, intellectual and repetition (aerial) model on reading comprehension in the comprehension of expository text. The experimental class was treated according to the auditory, intellectual and repetition AIR model, while the control class did not use the AIR model. In short, the Auditory, Intellectual, and Repetitive (AIR) model can be one effective way to teach reading to eleventh graders.
Tujuan dari penelitian ini adalah untuk mengetahui apakah terdapat pengaruh model auditory, intelektual dan repetisi (AIR) terhadap pemahaman bacaan dalam pemahaman teks eksplanasi.
INTRODUCTION
- Background of the Problem
- Identification of Problems
- Limitation of theStudy
- Research Questions
- Research Objective
- Significance ofResearch
- Definition of Key Terms
Based on the above explanation, the writer wants to use the AIR model in improving students' reading comprehension skills with the title "Effect of Auditory, Intellectual and Repetitive (Air) Model on Students". Based on the above research background, the researchers will focus on the use of auditory, intellectual and repetition method (air) to improve reading comprehension in the eleventh grade of SMAN 8 South Bengkulu. To investigate the significant effect of auditory, intellectual and repetition (aerial) model teaching on student's reading comprehension in eleventh grade SMAN 8 South Bengkulu.
Key terms related to this research consist of reading comprehension and the Auditory, Intellectual and Repetitive Model (Air).
LITERATURE REVIEW
Concept of Reading
- Definition of Reading
- The Principle of Teaching Reading
- The difficulties of reading text
Text
- Type of Text
- Explanation Text
- Language features in Explanation Text
- Concept of Reading Comprehension in Explanation
The second study by Aldona Fitria Fiveronika (2015) titled "The Use of Air (Auditory, Intellectual, Repetition) Method to Improve Student's Reading Ability. The third study by Rati Sagita (2018) titled "The Effectiveness Of Applying Auditory, Intellectually , And Repetition (Air) Learning Model in Improving the Students' Learning Outcomes on Listening Procedural Text". The result of this study is in line with research conducted by Rati Sagita (2018) titled "The Effectiveness Of Applying Auditory, Intellectually, And Repetition (Air) Learning Model in Improving The Students' Learning Outcomes On Listening Procedural Text".
Based on the research that has been conducted in SMAN 8 South Bengkulu titled "The Effect of Auditory, Intellectual and Repetition Model (Air) on Students' Reading Comprehension at Eleventh Grade in SMAN 8 South Bengkulu".
Auditory, Intellectually, and Repetition (AIR)
- Definition of Auditory, Intellectually, Repetition
- The Procedures of AIR Model
- The Advantage of AIR Model
- The Disadvantage of AIR Model
Previous Study
There are three previous studies related to reading comprehension and listening, intellectual and repetition (AIR) methods or strategies. The first study by Galuh Pramaisheil (2020) titled "Performance of auditory-intellectual-repetition in listening in eighth grade students of SMPN 1 Jumantono in the academic year The researcher presented evidence in the form of four different The conclusion that can be drawn from this is that they experience an environment conducive to active learning when listening-intellectual-repetition approach is used in listening exercises.
This shows that students do not really perceive that there is a difference between learning through strategies such as 68 Auditory – Intellectual – Repetition and learning through other approaches. And regarding the tenth statement, 42.2 percent of students agree that the Auditory-Intellectual-Repetition approach helps them feel more focused on listening and listening when they learn how to listen. The researcher concluded that the Auditory – Intellectually – Repetition model works both in the classroom and in online listening platforms.
Furthermore, the Auditory – Intellectual – Repetition method is extremely beneficial for teachers in listening activities; teachers experience numerous benefits as a result of implementing the Auditory – Intellectual – Repetition model. The researcher concluded that teaching using the auditory, intellectual and repetition (AIR) learning model can improve students' reading ability. The respondents acknowledged that this learning model will motivate them to participate actively and enthusiastically in the teaching and learning of Reading.
The researcher concluded the research results for SMA PAB 4 SAMPALI: Students' listening learning outcome can be improved by using the auditory, intellectual and repetition learning (AIR) model. The auditory, intellectual, and repetitive learning model can enhance students' learning outcomes when listening to procedural texts.
Hypothesis
RESEARCH METHOD
- Research Design
- Subject and object of the Research
- Population and Sample
- Population
- Validity
- Reliability
- Data Collection Technique
- Pre-test
- Treatment
- Post-test
- Technique of Data Analysis
- Research Procedure
The data presented showed that the effect of Auditory, Intellectually and Repetition (AIR) Model on the reading comprehension of eleventh grade students of SMAN 8 South Bengkulu. The table above describes the results of the difference mean test between reading comprehension students (control posttest) and reading comprehension students (control pretest) using the. The Paired Samples t-Test was used because the data on students' reading comprehension (Control-Posttest) and students' reading comprehension (Control-Pretest) were normally distributed.
The table above describes the results of the mean difference test between Student Reading Comprehension (Experiment-Posttest) and Student Reading Comprehension (Experiment-Pretest) using the Paired Samples t-test. The table above describes the results of the mean difference test between Student Reading Comprehension (Experimental) and Student Reading Comprehension (Control) using the Independent Samples t-test. The Independent Samples t-test was used because the data on Student Reading Comprehension (Experiment) and Student Reading Comprehension (Control) were normally distributed.
The objectives of this study are to determine the effect of auditory, intellectual and repetitive (aerial) model on students' reading comprehension. Regarding the tenth statement, 42.2 percent of students agree that the auditory-intellectual-repetition approach helps them feel more focused on listening and listening when learning to listen. The researcher came to the conclusion that the Auditory-Intellectual – Repetition Model works both in the classroom and in listening activities on online platforms. From the above explanation, the researcher found a significant effect on the student's reading comprehension using the auditory, intellectual and repetitive (aerial) model.
Auditory, Intellectual, and Repetition (Air) Model on Students' Reading Comprehension at Eleventh Grade of SMAN 8 South Bengkulu. The human body is made up of countless millions of cells.” (Paragraph 1) The phrase "made up" means
RESULTS AND DISCUSSION
Results
- Normality Test
- Homogeinity Test
- Learning Outcomes of Reading ability
- Paired sample T-Test
- Independent Sample Test
This means that the data of both the control and experimental class pretests were normally distributed. The table above describes the homogeneity test results using Levene's test data for student reading comprehension (experimental) and student reading comprehension data (control), the p-value is 0.363. The students' reading comprehension (experiment) and reading comprehension (control) were supposed to be the same or homogeneous.
The table above describes the mean (Mean) and standard deviation (Std. Deviation) values for students' reading comprehension (control-posttest) and students' reading comprehension (control-to-test). Reading Comprehension (Control-Posttest) with a mean value (Mean) of 70.42 and a Standard Deviation value (Std. Deviation) of 8.958, while Students Reading Comprehension (Control-Pretest). Because the t-score>t-table or p<0.05, it is said that there is a difference between students' reading comprehension (control-posttest) and students' reading comprehension (control-pretest).
The table above describes the mean (mean) and standard deviation (standard deviation) values for students' reading comprehension (test–posttest) and students' reading comprehension (test–pretest). The table shows that the students' Reading Comprehension (Test - Posttest) with a mean value (mean) of 81.25 and a standard deviation value of 7.409, while the students' Reading Comprehension (Test - Pretest) with a mean value of Mean (mean) is 37, 29, and the standard deviation is 19.166. Since t-score>t-table or p<0.05, it is said that there is a mean difference between students' reading comprehension (pretest-posttest) and students' reading comprehension.
From the table it is known that Student Reading Comprehension (Experiment) with a mean value (Mean) of 81.25 and a Standard Deviation value (Std.. Deviation) of 7.409, while Student Reading Comprehension (Control) with a mean value (Mean) ) of 70.42 and the value of Standard Deviation (Std. Because the value of p<0.05, it is said that there is a mean difference between Students' Reading Comprehension (Experiment) and Students' Reading Comprehension (Control).
Discussion
Pembelajaran Kegiatan pembelajaran 3.1 Penggunaan fungsi sosial. struktur teks dan unsur kebahasaan dalam teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait usulan dan penawaran, tergantung konteks penggunaannya. Dengan adanya beberapa situasi, berikan beberapa saran dan penawaran yang sesuai secara tertulis dan kemudian bacakan di depan kelas. - Lakukan observasi. di lingkungan sekolah dan sekitarnya untuk memberikan sejumlah saran dan tawaran untuk 4.1 Komposisi teks interaksi. transaksional, lisan dan tulisan, pendek dan sederhana, melibatkan tindakan memberi dan meminta informasi yang berkaitan dengan proposal dan penawaran, dengan. mengetahui fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks. tunggal dan jamak dengan atau tanpa a, the, this, their, my, their, dll. Topik Permasalahan aktual yang akan dibahas yang mendorong perilaku yang terkandung dalam KI 3.5 Pemanfaatan fungsi sosial. struktur teks dan unsur kebahasaan dalam teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait keadaan/tindakan/kegiatan/peristiwa tanpa harus menyebutkan nama pelaku dalam teks ilmiah sesuai dengan konteks penggunaannya.
Mengidentifikasi persamaan dan perbedaan fungsi sosial, makna teks, struktur teks, dan unsur kebahasaan teks eksplanasi. Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan berbagai teks eksplanasi lisan dan tulis dengan memberikan dan meminta informasi terkait fenomena alam atau sosial yang dibahas pada topik lain di Kelas XI, tergantung konteks penggunaannya. Menangkap makna kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks eksplanasi lisan dan tulis, terkait fenomena alam atau sosial yang dibahas pada topik lain di Kelas XI.
Siswa memperoleh penjelasan tentang unsur kebahasaan dalam teks eksplanasi (pertama, kemudian, setelah, terakhir / jika – demikian, maka, sebagai akibat, maka, karena, karena, berkat) (Auditori). Guru mengulangi seluruh materi tentang teks eksplanasi yaitu fungsi sosial, unsur kebahasaan dan struktur teks (Auditori). Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks ekspositori lisan dan tulis dengan memberi dan meminta informasi terkait fenomena alam atau sosial yang dibahas pada mata pelajaran lain di Kelas XI.
Menangkap makna kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan dalam teks ekspositori lisan dan tulis, terkait fenomena alam atau sosial yang dibahas pada mata pelajaran lain di Kelas XI.
CONCLUSIONS AND SUGGESTIONS….71
Suggestions
Memahami struktur teks eksplanasi dalam memberi dan meminta informasi terkait fenomena alam atau sosial yang dibahas pada mata pelajaran lain di kelas XI.
