Murid-murid saya kelas 1 MTs darul abidn NW lendang ara yang membantu saya memasukkan data ke tugas akhir. Penelitian ini bertujuan untuk meningkatkan pemahaman membaca siswa kelas satu MTs Darul Abidin Nw Lendang Ara dengan menggunakan strategi extended reading. Penelitian ini bertujuan untuk meningkatkan pemahaman membaca siswa kelas satu MTs Darul Abidin Nw Lendang Ara dengan menggunakan strategi extended reading.
في فصل لولا ، ذهبت إلى هذه السردلة وفقدت MT Darul Abidin Nw. ليندانج أرا
- Background of Research
- Subject of Action
- The Statement of Problem
- Objective of Research
- Significance of Research
Based on the preliminary research, English teacher said "The students at MTs Darul Abidin NW Lendang Ara struggled to read English, even some of them got a low reading grade".7 Therefore, a teacher should play an important strategy in developing the reading skill by using a good strategy for teaching English. Extensive reading is an important aspect of any English reading program. 8Putri Alif Filayati Sudirman, "The implementation of extensive reading to improve students' vocabulary (an experimental research at the second grade of SMP Negeri 1Bontonompo, Kabupaten Gowa)", thesis, (Makassar: Muhammadiyah University of Makassar, 2017). Based on the reasons above, the researcher is of the opinion that the extended reading strategy can be used as an alternative way to improve students' reading skills.
Based on the written problem statement above, this research aims to know the use of extensive reading strategy to improve the reading comprehension of first grade students in MTs Darul Abidin Nw Lendang Ara.
Review of Related Literature
This indicated that the implementation of Extended Reading can improve the students' ability in reading comprehension. 14. 14Amalia Nurul, "Improving the students' ability in reading comprehension through extensive reading at Grade XI Madrasah Aliyah Swasta Al-Washliyah 21 Firdaus Diss, (Sumatera Utara: State Islamic University of North Sumatera, 2017). The researcher used descriptive qualitative technique used to analyze the data from the results of observations, interviews and questionnaires.The researcher used descriptive quantitative technique to analyze the result of pre-test post-test.
After performing the action in Cycle I, students' mean scores in Posttest I increased to (74.8).
Theoritical Framework
In this activity the readers use skimming they focus only on the gist of the text. Extensive reading is one of the most important skills in learning a language, besides listening, speaking and writing. 21. the minimum amount of reading is a book week, which is a realistic target for learners of all skill levels, as books written for beginners and low intermediate learners are very short.
If they find the material too difficult to read, they should stop reading and find other material. The teacher can prepare bookshelf in front of the classroom. Then she can ask a few students to bring one or two materials to the classroom and put them on the bookshelf.
- Setting of Research
- Object of Research
- Design of Research
- Planning of Action
- Taking Action
- Observing
- Reflecting
- Instruments of Research
- Indicator Success
During the process of performing the actions, the researcher and the collaborator observed everything that happened in the classroom. Based on the result in cycle I, the researcher found the fragility in the teaching and learning process. The researcher should observe the condition of the school, the condition of the class and students, the school facilities and the teaching method used by the teacher in the class.
The researcher used it as a guide for managing time and activities during the teaching and learning process in the classroom. Observation is suggested to find out information about actions by the researcher in the classroom. The teacher was able to upgrade the students' reading skills, but many students are still not active and were not paying attention while the researcher was learning about reading.
All this will be asked by the researcher at the final of the meeting. This data consists of the name of the students who are actively involved in the learning process. In addition, the researcher observed the students' behavior and their activities in the learning process to know how the learning process was held.
The teacher can provide individual counseling, he can ask the students about their reading experience. 37 5. the teacher can individual . counseling, he can ask the students about their reading experience.
Research Findings
The teacher started the lesson by greeting "Good morning everyone" and asked about the state of the students with "How are you today?" the students answered: "I can thank you, and you?". The teacher opened the lesson, communicated the purpose of coming to class and checked the students' attendance list. The teacher asked about the condition of the students: “How are you today?” then the students answer: “I'm fine, thank you.
46 5. the teacher can provide individual . counseling, may ask students about their reading experiences. Based on the results of Cycle I, there were some considerations that should be made to maximize student reading comprehension. The researcher found some weaknesses that occurred during the teaching and learning process. The action of cycle ll was carried out On Friday, December 16, 2022, the teacher entered the class and greeted the corner.
Students listen to the teacher's explanation of what extensive reading is, its purpose and structure. Students receive a reward from the teacher depending on the amount of reading they complete. The teacher asked about the condition of the students: "How are you today?" and the students answered: "I'm fine, thank you.
Before the text questions were distributed, the teacher gave directions to the students on how to answer the questions. At this stage, the teacher supervises the students' work. the students finished their test and the teacher asked the students to take the test.. learning process in the class. The results of the observation checklist in cycle II will be explained as follows.
Discussion
The results of the table above show that the students who took the test were 28 students. After analyzing the students' score in cycle I and cycle II, the researcher comes to the conclusion that there is a significant improvement in students' reading skills after being taught using extended reading strategies. The researcher made handouts on materials for students to take from When English Rings a Bell for Class VIl MTs.
Therefore, they were helped to understand the lesson and attract their attention so that they are interested in the material. Before taking action, the researcher made a lesson plan and discussed the lesson plan and materials with the English teacher. It can be seen from the results of the frequency and percentage of students' scores on the test is 63.21 in the test only 12 students scored more than the average with a percentage of 42%.
Most students find it difficult to read because they are lazy and bored to carry a dictionary and are not serious in the learning process. This is because when the researcher taught reading using the extensive reading strategy, he asked each student to read the retelling text. Finally, the researcher concluded that the results of the statistical analysis showed that the use of the comprehensive reading strategy was able to improve students' reading skills.
This shows that the use of extended reading strategy is implemented in the treatment of success. The success of research on the use of the extensive reading strategy can be carried out in schools because English teachers need to be creative in developing teaching materials, using different techniques to teach English in general and especially in reading.
Conclusion
By getting students excited about reading and better understanding what the text is about. Because some students' reading skills develop or improve when comparing the average score on the first and last test. There is a significant effect of using extensive reading strategies in improving the reading skills of first grade students of MT Darul Abidin.
This is evident from the increased pre- and post-test scores from the calculation results in both cycles. Based on the calculation that the mean of test cycle 1 is greater than the mean of test cycle 2. This means that there has been an improvement in the reading skill of the students using the comprehensive reading strategy.
Also, the percentage in cycle 2 is greater than the percentage in cycle 1, from 71% to 85%. It means that the use of extensive reading strategy in teaching reading skills was successful.
Suggestion
The researcher recommends that future researchers conduct Classroom Action Research in order to improve students' reading skills using the extensive reading strategy. 34; Teaching by Principles: An Interactive Approach to Language Pedagogy. Four edition international edition. New York: Addisiom Wesley Longman. Lorena Manaj Sadiku, The importance of the four skills Reading, speaking, writing, listening in a lesson, European Journal of Language and Literature Studies, vol.
34; Implementation of intensive-extensive reading strategy to improve reading comprehension." Journal on English as a Foreign Language. Putri Alif Filayati Sudirman,"The Implementation of Extensive Reading to Improve Students' Vocabularies (An Experimental Research at the Second Grade of SMP Negeri 1Bontonompo) , Kabupaten Gowa)", Thesis, (Makassar: Muhammadiyah University of Makassar, 2017). Richard R Day and Julian Bamford, Extended Reading in the Second Language Classroom, (Cambridge: Cambridge University Press, 1998) p.
Siregar, Siti Hawa, “Analisis Faktor-Faktor Penghambat Pembelajaran Awal Membaca pada Siswa Kelas II MIS Al-Hidayah Desa Sari Rejo, Medan Polandia”, Skripsi (Sumatera Utara: Universitas Islam Negeri Sumatera Utara, 2020). Sri Wulan Anggraeni dan Yayan Alpian, Reading Beginnings with Teams Games Tournament (TGT), (Jawa Timur: CV. Qiara Medika, 2019), hal. Triubaida Maya Adianti dan Lutfi Ashar Mauludin, Tanggapan Siswa tentang Penggunaan Penilaian Autentik dalam Pembelajaran Membaca EFL, METHESIS, Vol.1, No.
Guru memberikan kesempatan kepada siswa untuk bertanya tentang langkah-langkah dalam menjawab pertanyaan dan kosa kata yang belum mereka pahami. Guru memberitahu siswa bahwa waktunya telah habis dan lembar jawaban harus dikumpulkan. Kesimpulan Guru dan siswa merefleksi pengalaman belajar hari ini dan menyimpulkan materi yang dipelajari.
Guru mempersilahkan siswa untuk mengajukan pertanyaan yang belum dipahami terkait dengan langkah-langkah dalam menjawab pertanyaan yang belum dipahami. Saya harap tidak terlalu banyak bertanya, tetapi saya harus membayar biaya untuk ujian minggu depan. Pak. Fahri membajak tanah pada awal musim hujan, kemudian biasanya bekerja lebih awal dan selesai pada siang hari.
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