Judul Skripsi: The Effectiveness of Preview as Reading Activity to Improve Students' Reading Comprehension at SMK Panca Marga Makassar. Judul Skripsi: The effectiveness of preview as a reading activity to improve students' reading comprehension at SMK Panca Marga Makassar (Experimental research with the eleventh grade students of SMK Panca Marga Makassar). This research aimed to find out the improvement of the students' reading comprehension by using preview as pre-reading which focused on level of reading comprehension which consisted of literal comprehension in terms of main idea and conclusion.
The solution is the effectiveness of reading aloud as a pre-reading activity to improve students' reading comprehension. How does the Read Aloud activity improve students' reading comprehension in terms of the main idea. How does the Read Aloud activity improve students' reading comprehension in terms of sequencing.
The researcher focused on the effectiveness of previewing as a pre-reading activity to improve students' reading comprehension. The scope of the research was the main idea and sequence in reading comprehension.
The Understanding Reading Comprehension
The purpose of reading is closely related to the reader's motivation to read, it will also affect how a reading selection is read. In this research, the researcher limits the aspect of reading comprehension as follows: (1) reading to derive the meaning of words; (2) reading to identify the main idea of the text; reading to find the implied information of the text; (4) reading to find clear text information and (5) reading to identify references. There are two basic types of reading objectives, the initial objective and the immediate objective.
According to Kennedy, comprehension skills are grouped under three main divisions of reading: literal, inferential, and critical. Willawan (2012:46) the main idea is the main point or central thought of the reading selection. The main idea of a paragraph is the central idea around which an entire paragraph is organized.
The meaning of reading stems from the reader's ability to follow the writer's stream of thoughts.
Pre-Reading
After the students have adequately shared their knowledge, the text becomes the center of the lesson. During this part of the lesson, the teacher asks students to read short sections of the text and then ask questions about the content. In the final phase, the teacher helps students make connections between personal experiences and the material discussed in the text phase.
The main purpose of the pre-reading phase is based on the idea that the students' previous knowledge and experience influence their understanding of the material. According to Chia (2001), the purpose of preview is to help readers to predict or make some guesses about what is in the text and thus activate effective top-down processing for reading comprehension. Various stimuli in a text, such as the title, illustrations, photographs or captions, are usually closely connected with the author's ideas and content of the text.
Since they already have an overview of the text, they can understand the rest of the information much more easily.
Conceptual Framework
Have students discuss how the author organizes the information to present his point of view. The conceptual framework above describes that when teaching reading materials, the researcher focuses on narrative text by using Read Aloud as a teaching activity. The process of teaching and learning to read using Read as Read, which consists of six phases: Developing and activating background knowledge, Discussing the strategy, Modeling the strategy, Memorizing the strategy, Supporting the strategy, Independent performance.
These are aimed at improving reading comprehension at the literal main idea and sequence level.
Research Hypothesis
CHAPTER III RESEARCH METHOD
- Research Design
- Variable
- Research instrument
- The Procedure of Data Collection
- Technique of Data Analysis
- Findings
- Students’ Literal Reading Comprehension Using Previewing as Pre-reading Activity In Term of Main Idea
Based on this test, the researcher sees the student's performance in reading narrative text and its accustomed to known preview as pre-reading compatible for student in reading comprehension. The researcher of distributed reading material based on the syllabus and syllabus of SMK Panca Marga Makassar. After giving treatment, the researcher gave the post-test, the content of the post-test was the same as the pre-test.
40 The answer includes a clear generalization that expresses or implies the main idea 30 The answer expresses or implies the main idea from the story. 20 Indicator of incorrect or incomplete understanding of the main idea 10 Response includes minimal or no understanding of the main idea. Very Good 50 May contain few, inaccurate or irrelevant details Good 40 Much of the answer is copied directly from.
The findings showed the description of the result from the data that was collected through the pre-test and post-test reading test. Research findings that teaching reading comprehension through Prediction as a Pre-Reading Activity can increase literal reading comprehension and can also increase literal reading comprehension. Literal Comprehension of Students' Reading Using Preview as PrereadingActivity in terms of main ideaActivity in terms of main idea.
Students' literal reading comprehension using Preview as a pre-reading activity differs between the pre-test and the post-test. Based on Table 4.1 above, it appears that the posttest's score of 10.02% on the main idea of the students improved after learning reading comprehension in the main line area. The graph above shows that the students improved in reading comprehension in terms of literal comprehension from the pre-test with an average score of 72.8 to the post-test with an average score of 80.1 and the improvement from pre-test through post-test was 10.02%.
Based on table 4.2 above, when classifying the students who score on reading comprehension in terms of main idea in the pre-test, there are 15 (50%) students. Based on table 4.2 above, when classifying the students who score on reading comprehension in terms of main idea in the pre-test, there are 15 (50%) students.
Main Idea
- Students’ Literal Reading Comprehension Using Previewing as Pre-reading Activity in Terms of sequence
- Hyphothesis Testing
- Discussion
- Students’ Literal Reading Comprehension Using Previewing as Pre-reading Activity in Term of Main Idea
- Students’ Literal Reading Comprehension Using Previewing as Pre-reading Activity in term of sequence
- The Significant Difference of T-test and T-table
- Conclusion
- Suggestion
Student's Literal Reading Comprehension Using Preview as a Pre-Reading Sequencing Activity Sequencing Activity. Students' verbatim reading comprehension using preview as a pre-reading activity differs at pretest and posttest. Based on the table 4.6 above, it can be seen that the classification of students' reading comprehension scores changed according to the sequence in the posttest: 8 (27%) students scored very well, 21 (70%) students scored well, and 1 (3%) students got fairly good results.
The result of the data analysis's t-test of the students' reading comprehension through the Preview as Pre-reading Activity table below;. This means that there is a significant difference between the result of the students' literal reading comprehension in reading through Preview as a pre-reading activity after treatment. The average score of the students after presenting in the teaching of reading comprehension with Previewing as Pre-reading Activity is better than before the treatment was given to the students.
After calculating the students' score of the indicator of Literal Reading Comprehension in pre-test and post-test, also explain the classification of students'. Students' Literal Reading Comprehension Use Preview as Reading Activity in terms of sequence Activity in terms of sequence. This means that the use of Preview as a Read-Ahead activity is effective on the students' reading comprehension.
After calculating the student's Literal Reading Comprehension Indicator score in the pre-test and post-test, also explain the classification of the students. This means that using preview as a pre-reading activity effective in teaching reading comprehension could improve students' reading comprehension. Previewing as a pre-reading activity has been found to effectively improve students' verbatim reading comprehension.
But the reading comprehension of the students in the post-test, through which the content of reading comprehension could be understood. The result of calculating the t-test of the indicators in the students' reading comprehension t-test is greater than t-table 6,42 >.
APPENDIX
Student scores of pretest X1 and post-test X2, Gain/Difference between matched pairs (D) and squared gain D2. Mean pre-test and post-test students' reading comprehension score in terms of main idea. Mean pre-test and post-test students' reading comprehension score in terms of order.
APPENDIX B
- Kompetensi Dasar
- Indikator
- Materi Pembelajaran Terlampir
- Metode Pembelajaran Previewing
- Prosedur Pembelajaran
- Kegiatan Inti (30’)
- Kegiatan Akhir (5’) a. Meringkas pelajaran
- Alat Bantu/Media Pembelajaran
- Sumber Pembelajaran
- Identitas
- Kegiatan Inti (30’)
- Kegiatan Akhir (5’) a. Meringkas pelajaran
Deer, Chipmunk, Raccoon, Wolf, Bear, and many other creatures climbed to the top of the highest mountain. The biggest and most powerful animal in the forest was the bear, and he was the first to reach the mountain top. He said that the creatures of the forest would sleep better in darkness because there would be no light to keep them awake.
Raccoon said that he didn't mind the darkness because he was so smart that he could find a lot of food even in the dark. Chipmunk, the smallest of the animals, argued that it would be better to have both light and dark. Bear grew tired of talking, but Chipmunk talked on and on, as if she had all the energy in the world.
Finally, the first sunrise the animals had ever seen appeared on top of the mountain. Go on, get out before I change my mind.” The mouse scurried away as fast as its little legs could go. 2 The answer states or implies the main idea from the story 30 3 Indicator inaccurate or incomplete understanding of main idea 20 4 The answer includes minimal or no understanding of main idea 10.
1 The student response includes at least 2 key details from the passage that support the passage's main idea. Some of the thieves hide in large jars and the boss pretended to be a merchant who wanted to sell the jars to Ali Baba. Ali Baba, who was a kind man, invited the thief boss to have lunch together.
Fortunately, the maid went out of the house and found that there were thieves in the jars. 2 The answer states or implies the main idea from the story 30 3 Indicator inaccurate or incomplete understanding of main. He was known in his village as the most intelligent and fastest man and of course the shortest.
After receiving the money, Diki Low left in the direction of the village market.
