NURHANDAYANI, 2016. The use of the Graphic Organizer method in improving the reading comprehension of students in the eleventh grade of SMAN 1 Bontonomp, Gowa, under the thesis of the Department of English Teaching, Faculty of Teacher Training and Education, Muhammadiyah University of Makassar, accompanied by H. Alhamdulillahirobbilalamin, the writer would first of all like to express many thanks to Allah SWT who has blessed this thesis, given love, mercy, guidance and especially completed this thesis. The friends of the writer, especially the classmates IN BLUE, the writer would never be forgotten and will always remain beautiful memories until the end.
Finally, all the people who helped the writer to complete her studies, whom she cannot mention one by one.
INTRODUCTION INTRODUCTION
Background
According to Cleveland, Graphic Organizers can help you spot the patterns in your reading assignments. In this book, you will use Graphic Organizers to (1) organize, classify, and categorize information, (2) compare and contrast characters, events, or ideas, (3) understand cause and effect, (4) recognize the order of stories and display and character development. You can use them before starting a lesson to lay the groundwork for new ideas.
According to their teacher, this happens because students mostly have problems reading books.
Problem Statement
Students of class XI IPA 2 SMAN 1 Bontonompo, Gowa, even less in reading comprehension, students also have problems in recognizing explicit information in the text and students cannot find the thought idea in the paragraph. Based on the above information, the researcher would solve the problem faced by the students by using the Fishbone method in improving and learning English, especially in reading comprehension. Does the use of a graphic organizer improve students' interpretive understanding in grade eleven of SMAN 1 Bontonompo Gowa.
Objective of the Research
Significance of the Research
Scope of the Research
Some Previous Related Research Finding
- Concept of Graphic Organizer a. Definition of Graphic Organizer
In Polloway research, Graphic Organizer was used to teach students to improve student understanding, acquisition and maintenance of information in content areas. During this study, the researcher uses Graphic Organizer for reading comprehension, especially in descriptive texts. With this kind of Graphic Organizer, they can structure ideas about a topic and make multi-faceted information more manageable.
Comprehension, graphic organizer can help students understand the relationship between different pieces of information that they might not have been able to identify otherwise.
Conceptual Framework
The conceptual framework above shows how the researcher used Fishbone in the teaching of reading comprehension, especially descriptive text by the students. The researcher has investigated whether the use of Fishbone could improve students' reading comprehension. These studies have used a pre-experimental that had provided the treatment using Graphic Organizer, especially Fishbone and focused descriptive text in the main idea, supporting details and conclusion.
Hypothesis
RESEARCH METHOD RESEARCH METHOD
- Research Design
- Variable
- Indicator
- Population and Sample 1. Population
- IPA 1 IPA 2
- Research Instrument
- Procedure of Data Collection 1. Pre-test
- Data Collection
- Technique of Data Analysis
- Findings
- The Improvement of Students’ Reading Comprehension in Term of Literal Comprehension by Using Graphic Organizer method
Pre-test was a test conducted to measure the reading comprehension of the students in the first time. The researcher used Fishbone as a kind of Graphic Organizer method to improve the students' reading comprehension. It aims to know the performance of the students after the treatment, whether or not there was any improvement in the students.
In this part, the researcher tried to find out the marks of each student and the average score of the students. Calculating the improvement in student scores on the pre-test and post-test, the writer uses the following formula. The findings of this research relate to the use of graphic organizer in improving students' reading comprehension, which consists of students.
The improvement of students' reading comprehension in terms of literal comprehension by using the Graphic Organizer method. Literal understanding by using the Graphic Organizer method, especially Fishbone. The findings of this study present the result description of the study through the distribution score of pre-test and post-test in terms of literal understanding by using the Graphic Organizer method, especially Fishbone. This was shown by the average score of the students in the pre- and post-test and also by the percentage of improvement.
The average score of the students in pre-test was 6.42 and post-test which was 7.32. The data showed that the use of Graphic Organizer method especially Fishbone in reading can improve students' reading comprehension in terms of Literal Comprehension.
The Improvement of Students’ Reading Comprehension in Terms of Interpretative Comprehension by Using Graphic Organizer method
The results of the students in the pre-test and post-test, classified according to some criteria, and the percentage of students' points in the pre-test and post-test are presented in table 4.4. Based on Table 4.5, we can conclude that the percentage of the level in the posttest was greater than the percentage of the level in the pretest. The findings of this research present a description of the results of the research through the distributional assessment of the pre-test and post-test in terms of interpretive understanding using the graphic organizer method, especially the fishbone.
The mean pre-test score was 3.77 and the mean post-test score was 5.72. This score improved from pre-test to post-test. It means that the Graphic Organizer method, particularly Fishbone, could improve students' reading comprehension in terms of interpretive understanding.
In the second meeting, the researcher gave the students treatment by giving reading text and by using the fishbone method. The researcher gave the text and explains the students about the text and how to find the main idea and supporting details of the text. Students read a text and write down the main idea and supporting details in each paragraph using the fishbone method and then write the main idea in the fishbones.
It can be seen from table 4.3 that the reading achievement of the students in the pre-test average was poor, amounting to 6.42. In terms of literal comprehension in the pre-test, students failed to identify the main idea and supporting details provided in relation to the topic. After the students were treated, the students' average post-test score improved to 7.32.
Therefore, the result of the research can be concluded that the students' reading comprehension in terms of word-for-word comprehension in the post-test is categorized as quite good. Finally, students can achieve the main purpose of reading is to understand printed language (Heilman, 1981: 2). So, this research proves that students' reading comprehension can be improved through the Fishbone method in teaching.
The mean score obtained from the students' pre-test was 6.42 and the mean score for the post-test was 7.32. This means that the result of teaching students to read using Fishbone had a significant impact on students' reading comprehension.
The Improvement of Students’ Reading Comprehension in Term of Interpretative Comprehension by Using Graphic Organizer method
Reading comprehension in terms of literal comprehension was improved after exposure to a treatment, namely Fishbone. The improvement of students' reading comprehension in terms of interpretive understanding by using the Graphic Organizer method. The preliminary test shows that none of the 31 students achieved an excellent score for reading comprehension in terms of interpretive understanding.
Table 4.6 shows that the students' reading performance in the mean score before the test was poor: 3.77. The result can therefore be concluded that the reading skills of the students were judged to be poor during the pre-test. In terms of interpretive comprehension in the pre-test, the students failed to draw a conclusion about their reading behavior.
The result of the study therefore led to the conclusion that the students' reading comprehension in terms of interpretive understanding was assessed as fair in the post-test. Thus, using the Graphic Organizer method, particularly Fishbone, had improved students' reading comprehension in terms of interpretive understanding. The average score of the students' pre-test was 3.77 and the average score of the pot test was 5.72.
This means that the result of teaching the students to read using the Graphic Organizer method, especially Fishbone, had a significant influence on students' reading comprehension in terms of improving interpretive understanding. Researcher could conclude that the use of Graphic Organizer method, especially Fishbone, was one of the good methods that can improve the students' reading comprehension of the eleventh grade students of SMAN 1 Bontonompo, Gowa in academic year in Literal comprehension and Interpretive Comprehension.
CONCLUSIONS
SUGGESTIONS
- The improvement of the students’ score in Literal Comprehension
- The improvement of the students’ score in Interpretative Comprehension
- Calculating the t-Test Analysis
- Pre Test a. Very Good
- Post Test a. Very good
- Pre Test a. Poor
- Post Test a. Fairly good
From the above statement, it can be concluded that the use of the Graphic Organizer method, especially Fishbone, among students of the eleventh grade of SMAN 1 Bontonompo, Gowa could make a greater contribution to teaching and learning to read, especially in the field of reading comprehension in terms of literal comprehension and interpretive reading. concept. Using a 'Pakem' approach (active, creative, effective and joyful learning) to improve students' speaking skills. Using Chunking Technique to Improve SMPN Students' Reading Comprehension 1 TaneteRilau in Barru Regency (a pre-experimental study).Makassar:UniversitasMuhammadiyah Makassar.
The use of the Fishbone method in improving students' ability to write paragraphs in the eleventh grade of Smks Al. Improving students' reading comprehension through the Listen-Read-Discussion Method (A Classroom Action Study in SMA LPP UMI Makassar's IX IPS 2 Classroom. The outcome of students' literal understanding in terms of the main idea and supporting details in the mean score of pre-test and post-test.
The result of the student's interpretive understanding in terms of completing the pre-exam and after the exam.
StandarKompetensi
Kompetensidasar
Materipembelajaran
Metodepembelajaran Fishbone method
- Instrument Dan Penilaian Instrument
Did not identify the main idea and provide sufficient evidence, details related to the main idea. Supporting idea or information was relevant, but one key issue is almost unsupported or more predictable than others. Supporting idea or information was relevant, but one or more key issues are not supported or reasonably predictable.
Ide-ide atau informasi pendukung sebagian relevan, namun beberapa isu utama tidak didukung atau semuanya cukup dapat diprediksi. Memahami makna teks monolog/esai berbentuk laporan, cerita, dan eksposisi analitis secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan akses terhadap ilmu pengetahuan. Memahami dan menyikapi makna teks monolog/esai dengan menggunakan ragam bahasa tulis secara akurat, lancar, dan berterima berupa: rapport, naratif, dan eksposisi analitis.
TujuanPembelajaran
It is indeed a small house; but I like living here because I waste my free time. It gives me great pleasure when my mother cooks, the smell fills my house. I know it is a very small house; but this is the best place I've ever seen.
