There is a Make a Match strategy that can be applied to reading instruction and improve students' reading comprehension. To determine the effectiveness of the "Make a Match" Strategy on students' reading comprehension, the researcher uses the paired T-test technique. Munawar that "Make a match" type can make students interested, increase and intervene in the interactive situation in the classroom.
This is the reason why the teacher should use "Make a Match" type of cooperative learning method to make it easier for the students to understand the text. That is why the researcher intends to conduct a research with "Effectiveness of Making a Match Strategy on Students' Reading Comprehension in SMAN 1 Jenangan Ponorogo".
Identification of the Problems
Referring to the above explanation, researchers want to prove that Make a Match is effective for reading instruction.
Limitation of the Study
Statement of the Problem
Objective of the Study
Significances of the Study
Organization of the Study
CHAPTER II LITERATURE REVIEW
- Theoritical Background 1. Reading Comprehension
- Previous Related Study
- Conceptual Framework
- Research Hypothesis
16 Ria Dhatun Nikmah, et al., "The Effectiveness of Make a Match Technique in Teaching Vocabulary," Advances in Social Sciences, Education and Humanities Research. There is an answer card for each student in group A and a question card for group B. 3) The instructor demonstrated to the students how the strategy is used in the classroom. In support of that argument, Syafrida Wati, Tiur Asi Siburian and Malan Lubis explained in the International Journal of English and Education: "The word description is derived from English "description" which is related to the verb to describe (describe it in Language ).
25 Ria Dhatun Nikmah, et al., “The Effectiveness of the Matching Technique in Teaching Vocabulary,” Advances in Social Science, Education, and Humanities Research. His research is "Implementation of make a match methods to increase student achievement in ips integrated learning in grade viii-c SMP Negeri 1 Beji Pasuruan". The third research is from Shinto Agustin Novianti, the title of this study is "Effectiveness of Make a Match Strategy in Vocabulary Teaching to Eleventh Grade Students of MA Muhammadiyah 1 Ponorogo in Academic Year 2019/2020".
34 Shinta Agustina Novianti, "The effectiveness of a matching technique in teaching vocabulary to the eleventh grade students of MA Muhammadiyah 1 Ponorogo in Academic Ye ar Ponorogo, The State Institute Islamic Studies Ponorogo, 2020).
CHAPTER III RESEARCH METHOD
- Research Design
- Research Setting
- Population and Sample
- Research Instrument
- Data Collection Technique
- Validity and Reliability Instrument 1. Validity
- Technique of Data Analysis
The researcher collected the data on the students' reading comprehension mastery achievements from the students' pre-test and post-test scores. A post-test was provided to both groups to assess student progress after treatment (O2 and O4). O2 = Post test for experimental class (after treatment) O4 = Post test for control class (with conventional treatment).
In this step, the researcher used the Make a Match methodology in the experimental class, while the control class was taught in the traditional way. Students' score level and reading comprehension skill after treatment was measured by a post-test. The pre-test is used to determine students' basic reading comprehension skills, and the post-test is used to determine whether the Make a Match strategy affects students' reading comprehension skills.
A pre-test was administered before the treatment was taught and a post-test was administered after the treatment was learned. In this study, the researcher conducted the validity test to know whether the vocabulary mastery instruments are valid or not. To determine the validity of the instrument, the researcher used the Karl Person Product Moment formula in this study.
When evaluating data, the researcher would compare the results of the first test, also known as a pre-test, and the second test, also known as a post-test. Write your name down in the first row for the pre-test and the second row for the post-test. The researcher uses the paired sample T-test to test the results of the tests after collecting the data.
CHAPTER IV
Statistic Description
- Research Schedule
- Research Procedure
- The Result of Students Test Score
The students are asked different questions in the pre-test, which they can answer by reading a descriptive text about destinations in Indonesia. Then the researcher instructed the students to use the Make a Match strategy to learn vocabulary. In the next meeting, the researcher gave descriptive writings to students, which included descriptive material about places in Indonesia.
Students are asked different questions in the post-test, which can be answered by reading the descriptive text. The material used in the pretest for the control class is the same as that used in the experimental class. Students are asked a series of questions in the pre-test, which can be answered by reading a descriptive text about destinations in Indonesia.
In the post-test, students are asked numerous questions that can be answered by reading a descriptive text about websites in Indonesia. The procedure is the same as in the experimental class, except that the Make a Match strategy is not used. Students were given a brief overview of the content during the first meeting. Explain the content of descriptive texts based on their material books from school in the core activity.
The researcher then discussed with the students about the social function, text structure and linguistic elements of the material in the description text. From the table above, it can be seen that the reading comprehension result of the students in the experimental class in the pre-. From the table above, it can be seen that the reading comprehension score of students in the experimental class in the post-test showed that 18.10% in the good category, 81.90% in the middle category and 0% in the low category. b.
From the table above, it can be seen that the reading comprehension score of students in the experimental class in the pre-test showed that 18.20% in the good category, 54.50% in the middle category and 27.30% in the low category. From the table above, it can be seen that the reading comprehension score of students in the control class in the post-test.
- Hypothesis Test
The test of homogeneity was conducted to determine whether the variance of the data distribution in the test scores of students from two groups for each experimental and control class was homogeneous or not. The analytical technique used in this research is the Levene Test, which is calculated using SPSS 25. It means that the calculation of students' test scores is greater than gt; 0.05), it can be concluded that the data in this research have a homogeneous variance.
Based on the result of the paired sample T-test above, it is obtained that the value of itself. It means that the use of Make a Match strategy has a significant effect on students' reading comprehension of descriptive text on tenth grade students in SMA Negeri 1 Jenangan Ponorogo H0 was rejected, H1 was accepted.
Discussion
Make a Match is an effective strategy for teaching descriptive text reading comprehension because it allows students to learn and communicate the meaning of the text with other students. From the explanation, it can be concluded that the make a match strategy, in addition to improving social skills, can also make the learning environment more pleasant. In addition, Make a Match is a cooperative learning strategy whose main concept is to require students to find the other students who come with texts that match the text they have with them.
Nikmah also said that Make a Match is a collaborative learning activity that can be implemented in any class4. It is supported by Dewa Nyoman, that the Make a Match learning model is able to increase student learning activities, both cognitive and physical because there is an element of play, so this type is fun and can increase students' understanding of the material studied be5 increased. . In addition, Anita Lie said that the benefits of Make a Match include increased excitement in the teaching and learning process in the classroom, dynamic collaboration between students and students looking for their partners, while exploring a concept or topic in a study pleasant environment6.
In addition, Dewa Nyoman Suprapta also stated in his journal that the Make a Match learning model can increase students' learning activities, both cognitive and physical, there is an element of play, so this type is fun, it increases the student's understanding of the existence of the material. studied, can increase students' learning motivation and effectively train students' discipline. Make a Match is an effective strategy for teaching reading comprehension of descriptive text because it allows students to understand and communicate with the text. In addition, the researcher can conclude that Make a match is a teaching approach that could improve students' reading comprehension, because this strategy is a creative and collaborative strategy, it could increase students' enthusiasm in individual or group learning, which was proven by the results of students to test in an experimental class.
The implementation of the Make a Match strategy according to Rusman as follows: First, the teacher has already prepared a question and answer card for students containing a topic before the class begins. The Make a Match strategy is useful to make students feel more interested in reading comprehension of descriptive text. Meanwhile, the researcher concludes that the implementation of the Make a Match strategy has a significant effect in improving students' reading comprehension.
CHAPTER V CLOSING
Conclusion
Recommendation
Alice Oshima, and Ann Hogue, Introduction of Academic Writing 3rd Edition, New York: Pearson Longman, 2007. Douglas Brown, Teaching by Principles an Interactive Approach to Language Pedagogy, New York: Wesley Longman Inc., 2001. Implementation of make a methods of match to increase student achievement in ips integrated learning in class viii-c smp negeri 1 beji Pasuruan", Malang, Maulana Malik Ibrahim State Islamic University Of Malang, 2014.
Irwan, Rustam Santaria, “Challenged Face by Teachers and Students into Quality Assurance of Education amidst Covid-19 Pandemic”, Jurnaal Studi Guru dan Pembelajaran, Vol.3, 2020. Gebruik Make-A Match om die student se leesbegrip by MTs Guppi te verbeter Samata Gowa”, Makassar, The State Islamic University Of Makassar, 2017. The Effectiveness of Make a Match Technique in Teaching Vocabulary at the Eleventh Grade Students of MA Muhammadiyah 1 Ponorogo in Academy Year Ponorogo, The State Institute Islamic Studies Ponorogo, 2020.
Using Make A Match Strategy In Teaching Vocabulary To The Tenth Grade Students Of Sma Srijaya Negara Palembang”, Palembang, The University Muhammadiyah Of Palembang, 2019. An Analysis of The Students’ Reading Comprehension in Comprehending Descriptive Text”, Journal Curricula Vol.2 No .3 2017.