IMPROVE READING COMPREHENSION SKILLS THE EIGHT GRADER OF MTS MAARIF NU 24 MARGOTOTO EAST LAMPUNG. THE USE OF CONCEPT-ORIENTED READING INSTRUCTION TO IMPROVE THE READING COMPREHENSION SKILLS THE EIGHT GRADER OF MTS MAARIF NU 24 MARGOTOTO EAST LAMPUNG.
نوُلَم ْعَت
Backgound of the Study
The pre-reading comprehension survey data of the eighth grade students of Mts Maarif NU 24 Margototo. In this case, the researcher will conduct Class Action Research in class VIII MTs Maarif NU 24 Margototo school with the implementation of the Concept Oriented Reading Instruction (CORI) strategy.
Problem Identification
Problem Limitation
Problem Formulation
Objective and Benefit of the Study 1. Objective of the Study
- Benefits of the Study
For another researcher, this research will be one of the references that will help the next researcher to conduct research related to this research variable. Therefore, the second researcher can consider the matters that need to be investigated in order to follow them in the next form of research.
Prior Research
Then the difference between this study and the second previous study is in the study sample. Then the difference between this study and the third previous study is in the sample.
The Concept of Reading Comprehension
- The Definition of Reading Compehension Skill
- Kinds of Reading Comprehension Skill
- Measurement of Reading Comprehension Skill
- The Principles of Concept Oriented Reading Instruction
- The Strategies of Concept Oriented Reading Instruction
- The Procedures Concept Oriented Reading Instruction (CORI)
- The Benefit of Concept Oriented Reading Instruction (CORI)
McNamara explains that reading comprehension is a product of complex interactions between the characteristics of the text and what readers bring to the reading situation. 12. Katleen said that reading comprehension focuses on getting information and knowledge from text.13 This means that reading comprehension means constructing the meaning from text they have read and it does not just imitate word for word. Based on the explanation above, the researcher comes to the conclusion that reading comprehension skill is skill from ho to comprehension in reading activity.
To know the performance of reading comprehension, the skill should be measured using the assessment of reading. According to Stephanie Macceca, concept-oriented reading instruction is a reading instruction technique specific to science. According to John Guthrie, Ana Taboada and colleagues in Reading Comprehension Strategies Theories, Interventions, and Technologies describe Concept Oriented Reading Instruction (CORI), a broad strategy intervention for elementary school children that emphasizes motivational practices for stimulating conceptual goal setting and providing student choice and collaboration.20.
The first criterion is that students should ask questions that are stated as complete sentences related to the central concepts of the topic or text. Perencevich, Motivating Reading Comprehension Concept-Oriented Reading Instruction, (lawrence erlbaum associates, published by Mahwah, New Jersey London: 2004), p.13. Concept-oriented reading instruction (CORI) improves reading comprehension because students have learned more strategies such as questioning, summarizing, and searching through the text.
Action Hypothesis
RESEARCH METHOD RESEARCH METHOD
Variable and Definition Operational Variables
- Dependent Variable
- Independent Variable
Moreover, an indication of this variable is that the student can be concrete and interested in what is being talked about. The way to measure in independent variable is through observation and measuring instrument using observation sheet.
Research Location
Subject and Object of The Research
Action Plan
- Classroom Action Research
- The Steps in the Research
Classroom action research (CAR) has different models but in this research the researcher uses Kemmis and Mc Taggart research design. In this case, the researcher conducts action research in the classroom of tenth grades of MTs Maarif NU 24 Margototo. In the second phase, the researcher collaborates to carry out the action arranged in the planning phase.
Furthermore, the researcher also collects the data from the post-test and results of student's activity. In the fourth phase, the researcher tries to see and think again about something the researcher has done. By reflecting, the researcher can gain information about the strength and weakness of the action the researcher has taken.
In the first phase, when the researcher finds the problem in the first cycle, the researcher repairs the problem in the next cycle. The researcher revises and prepares the lesson plan based on the problem shown in the previous cycle to be used in the action phase. In addition, the researcher also collects data from the post-test and the result of the student's activity.
Data Collecting Technique
- Test
- Observation
- Documentation
- Field Note
- Observation Sheet
In the fourth stage, the researcher discusses and analyzes the data that has been collected from all the activities from the acting stage to the observation stage to find out whether the implementation of concept-oriented reading instruction is successful or unsuccessful in the second cycle. and compares too. student improvement to discover student achievement. If there is a good improvement based on the previously defined success criteria, the researcher did not continue the action in the next cycle. In this research, the researcher observes the learning process in the eighth grade of MT maarif nu 24 Margototo in their class.
During the learning process, the researcher will observe the activity of the students in learning reading comprehension. In this case, the researcher needs documentation to get the full details of the founding history of MTs Maarif NU 24 Margototo, the organizational structure of. Field note is an observational tool used in CAR to record what happens during an observation, including descriptions of places, people, objects, actions, activities, events, goals, times, and feelings.31 In this study, the researcher uses field note to record student activity during the learning process.
In this study, the researcher conducts the field note to get the complete data from the eight assessors of MTs Maarif NU 24 Margototo on the activities of the students in the learning process. To measure the reading comprehension of students in the eight classes of MTs Maarif NU 24 Margototo, the researcher applies a number of reading tests consisting of pre-test and post-test. To observe the learning activity and each cycle, the researcher uses an observation form.
Data Analysis Technique
Responses to specific students, optimal productive pairs and groups in the class are louder, etc. Compiling the test results in a table and finding the mean value of the pre-test and post-test.
Indicators of Success
She then selected the data related to the research question and classified them into several categories of data in the learning process. If the average of the posttest met at least 70 and 70% and the active and learning process of the students was completed, the researcher does not continue to the next cycle.
Research Result
- Description of Research Location
- Description of Research Data
Based on the pre-test score result, the examiner identified and found the problem after taking the student's pre-test score. The researcher started the meeting with prayers, greetings, checking the attendance list and asking about the students' condition. At the end of the meeting, the researcher gave feedback to the students about the learning process.
The researcher gave motivation and informed the students about the activities in the next meeting. The post-test was done to know how the students gave reading comprehension ability after treatment. In the learning process there were three activities that used to know the students' activity.
However, the result of the majority of students improved, although the state of the learning process was quite uncontrolled. The teacher gave more motivation to the students to work harder and made the learning process more attractive. Based on the table above, it can be seen that the average score of the students in the second test was 73.
- Cycle 2
- Students Score in Pre-test, Post-test Cycle 1, and Post-test Cycle 2 English learning process was successfully in cycle 1 but the English learning process was successfully in cycle 1 but the
- The Result of Students Learning Activities in Cycle 1 and Cycle 2 The studenst learning activities data was gotten from the whole
Afterwards, by analyzing the result of pre-test 1, the researcher concluded that there were students who passed post-test 1. From the result of the students' score in pre-test and post-test 1, there was an increase from the students' result score. Although there was increasing student performance, cycle 1 was not yet successful because only students passed post-test 1.
After analyzing the results of the students in the post-test of cycle 1, the researcher had to conduct the next cycle because he only passed the test and got a score of ≤70. From the results of the students' scores from the post-test 2, it could be concluded that the score was increasing. The mean score in posttest 1 was 59 and posttest 2 was 73, with an increasing score of 14 thereafter.
In pre-test, post-test 1 and post-test 2 total number of students who received results. Based on the results of pre-test, post-test 1 and post-test 2, it was known that there was a positive significant increase in student scores. It is supported by increasing student scores from pretest to posttest 1 and posttest 2.
CONCLUSION
SUGGESTION
We suggest students to be more active in learning English so that they can understand the material given by the teacher and improve their knowledge, especially in reading comprehension. We suggest that students improve their vocabulary in order to be successful in reading comprehension texts. It is recommended for the English teacher to use Conceptually Oriented Reading (CORI) as an alternative teaching technique, as this technique can improve students' reading comprehension in the learning process.
The teacher is expected to give motivation to the students to be enthusiastic about learning English because many students think that English is a difficult subject to learn. According to lesson observation, students will be more active after the teacher motivates them. It is suggested that the principal convinces the teacher to use this technique as it is an effective reading material for the teacher.
The use of concept-oriented reading instruction (CORI) to improve the teaching and learning of reading narrative texts to students of grade VIII-B of SMP Islamic Center Siak. Scafiddi and Stephen Tonks, Increasing Reading Comprehension and Engagement through Concept-Oriented Reading Instruction, (Journal of Educational Psychology Copyright 2004 by the American Psychological Association 2004, Vol. 96, No. Hancock, Solomon Alao, Emily Anderson and Ann McCann, Increases Concept-Oriented reading instruction the use of strategy and the conceptual learning of text?, (Journal of Educational Psychology Copyright t998 by the American Psychological Association, Inc. 1998, Vol. 90, No.
CURRICULUM VITAE
