The author would like to express the sincere thanks to both consultants, Ummi Khaerati Syam, S.Pd., M.Pd. The author is also indebted to her many friends: Kak Ningsih, Ria Qusworo, Isna Wahyumi, Astuti Kurniati Putri, Nurwaida, Iken Monas,. This can be seen in the result of the hypothesis testing by ANCOVA (analysis of covariance). The significance value is lower than the significance level of lt; 0.05).
INTRODUCTION
- The Problems Of the Study
- Research Objectives
- Significance of Study
- Scope of problem
Therefore, literacy becomes one of the indicators in the human development index that will measure the quality of a nation. Referring to the description above, the researcher is interested in conducting a study titled Using the Socio-Emotional Approach to Improve the Reading Comprehension of Twelfth Grade Students. Based on the Background of the Study, the researcher formulates the problem as follows.
LITERATURE REVIEW
Some Pertinet Ideas
- Reading
- Socio Emotional Approach
Access is a teacher's ability to manage and facilitate students in order to achieve expected goals. So, the goal of the socio-emotional emotional approach is for students to be responsible and wise in receiving and solving the problems they have had, and to be able to describe the problems they have to the teacher and classmates, creating thus respect and mutual respect between fellow teachers with students and students with students, in order to create a positive emotional atmosphere in the classroom. From the described characteristics it can be caused that the character of a good socio-emotional approach in the classroom is from the existence of mutual openness between others, in order to cause the feeling of need and respect for each other, whether teachers with students and students with classmates. , teachers are also expected to be objective, fair and not demanding from students with lessons they cannot afford.
Conceptual Framework
Research Hypothesis
RESEARCH METHODS
- Population and Sample
- Research Variable
- Research Instrument
- Procedure of collection data
- Data Analysis
The socio-emotional approach used in students' literal reading comprehension was different at pre-test and post-test. The graph above was the students' reading comprehension score in terms of word-for-word comprehension from the pretest with scores and 53,. The graph above showed the students' scores in reading comprehension in the term of interpretive comprehension from the pretest with scores and 53,.
Based on the table 4.8 above, it can be seen that the classification of students assessed reading comprehension in terms of interpretive comprehension. In the posttest, 9 (35%) students scored fair, 14 (53%) students scored fairly well, and 3 (12%) scored well. the students got Good. The graphic above that the score of the students in reading comprehension was compared to the literal comprehension from the pre-test with a score of and 76. The graphic above that the score of the students in reading comprehension was compared to the interpretive comprehension from the pre-test with a score of and 73.
The research result that students' reading comprehension using socio-emotional approach showed an improvement in students' reading comprehension in terms of main idea and conclusion. Therefore, it can be concluded that the Socio-Emotional Approach could improve students' understanding of literal reading comprehension. This means that the socio-emotional approach to teaching reading comprehension could improve students' reading comprehension.
Based on the above explanation, the research analyzed that socio-emotional approach could improve students' reading comprehension.
FINDINGS AND DISCUSSION
Students’ Literal and Interpretative reading comprehension
Based on the table 4.2 above, it showed that the classification of the students' score reading comprehension in terms of main idea in pre-test there were 2 (7.7%) students got Fair students got very good students got Very Poor. Based on the table above, it showed that the classification of the students' reading comprehension score in pre-test was there students were very poor, and students were poor. Based on the table above, it showed that the classification of the students' reading comprehension score in Post-test there were students got Fair, and students got fairly Good, and 2 (7.7%) students got Good.
Thus, we can conclude that the distribution of data before and after the reading comprehension test was normal. From the table above, it can be seen that the p value (sig.) of the reading comprehension post-test (.935) was greater than 0.05. The purpose of testing the hypothesis was to reveal whether there is a significant difference between the socio-emotional approach used in students' reading comprehension.
The description of the analysis of data from the reading test as explained in the previous section slowed down the students' understanding of literal reading comprehension. The use of a socio-emotional approach is effective in improving students' reading comprehension (Joanne Lauise O' Leary, 2012; Craig R. The result of the average score of students after presenting in the teaching of reading comprehension using the socio-emotional approach was better than previously given treatment.
But, the students' reading comprehension in post-test, which can be understood the content of reading comprehension. Improving the students' reading comprehension through dissect word identification strategy at Class X of Sma Muhammadiyah 7 Makassar (A Classroom Action Research).
Students’ Reading Comprehension Using Socio
Inferential Analysis
2-tail) reveals the significance point .000. There was a significant effect of reading comprehension in the posttest. At first, reading comprehension was very poor, almost all students were confused and spent a lot of time trying to understand the meaning of the text during reading activities. They only read the test, but they did not understand what they read and how to find out how to develop the main idea and make the conclusion of the reading test. Based on the above finding in applying the social-emotional approach in the classroom, the data is collected through the test as explained in the previous findings section. This shows that the students' reading comprehension at the score has literally improved compared to the average score at the pre-test. and posttest.
Based on the above findings in the application of the Social Emotional Approach in the classroom, the data is collected through the test, as explained in the previous part of the findings, it shows that the students' reading comprehension in the interpretation result is significantly improved. Regarding the research findings and the discussion in the previous chapter, the researcher concluded that the Socio-Emotional Approach was effective to improve students' Literal Reading Comprehension in Main Ideas and Interpretive Comprehension. Gowa, They used the Socio-Emotional Approach as an alternative among other teaching methods, approach and strategy that can be used in teaching reading comprehension.
Khairrunisa (2013) Improving Students' Reading Comprehension Using Active Reading and Thinking Strategy Interactive Trainer (ISTART) (Classroom Performance Research at Grade VIII.5 of SMPN 2. Sungguminas). Correlation between reading motivation and reading comprehension achievement of MAN 2 Palembang eleventh grade students. Effectiveness of using group research method to build students' reading comprehension (experimental research on . eleventh grade SMA Sumba Opu).
Using Random Text Strategy in Improving Reading Comprehension Ability in Second Year Students at Smp 5 Majene.
Hypothesis Testing
Discussion
- Students’ Literal Reading Comprehension Using
- Students’ Interpretative Reading Comprehension Using
- The significant differences T-test and T-table
The students' reading score in the pre-test was low, especially in finding the main idea and reasoning. Based on the problem above, the writer provided a treatment using a socioemotional approach so that students could show improvement after the test. In the pretest, the writer took an essay and multiple-choice test to familiarize himself with his prior knowledge before using the social-emotional approach.
After the students were given a pre-test, the author gave the treatment using a socio-emotional approach. The score for the students' post-test is higher than the main score for the students' pre-test. The score for the students' post-test is higher than the main score for the students' pre-test, this can be seen in graphics 4.2 and 4.4.
It was concluded that the Socio-Emotional Approach improves students' comprehension in literal and interpretive reading. It can be shown by the reading test of the students in the pre-test and post-test. It means that the socio-emotional approach can be used as one of the alternatives to teach the narrative test.
2015. The use of dialects in education and its effects on learning and student achievement. (Online), vol.
CONCLUSION AND SUGGESTION
Suggestion
Strategi pengelolaan kelas dan program pengelolaan kelas yang efektif untuk praktik pendidikan: Sebuah meta-analisis tentang pengaruh strategi pengelolaan kelas dan program pengelolaan kelas terhadap hasil akademik, perilaku, emosional, dan motivasi siswa. Sangat disayangkan apabila siswa tidak bekerja sama sama sekali dan tidak terjalin interaksi yang baik dengan teman kelompoknya ketika menyelesaikan tugas kelompok yang diberikan oleh guru. Tidak baik jika siswa tidak bekerja sama menyelesaikan tugas kelompok yang diberikan guru.
Alangkah baiknya jika siswa benar-benar bekerja sama dan berinteraksi dengan baik dalam menyelesaikan tugas kelompok yang diberikan oleh guru. Sangat disayangkan jika siswa menyontek dan tidak bertanggung jawab dalam menyelesaikan tugas yang diberikan guru. Tidak baik jika siswa menyontek dan tidak bertanggung jawab dalam menyelesaikan tugas yang diberikan guru.
Alangkah baiknya jika siswa tidak menyontek dan bertanggung jawab menyelesaikan tugas yang diberikan guru. Alangkah baiknya jika siswa tidak menyontek dan bertanggung jawab dalam menyelesaikan tugas yang diberikan guru. Sangat disayangkan jika siswa tidak memiliki rasa empati terhadap teman atau gurunya di kelas.
Tidak baik jika siswa tidak memiliki rasa empati terhadap teman atau gurunya di kelas. Sangat disayangkan apabila siswa sama sekali tidak mempunyai kejujuran dan sopan santun terhadap guru dan temannya. Sangat disayangkan apabila siswa tidak mampu memahami materi pembelajaran yang dijelaskan oleh guru di kelas.