Siklus 2 terdiri dari dua pertemuan, pertemuan pertama untuk tindakan, dan pertemuan kedua untuk post test 2. Siklus 2 terdiri dari 2 pertemuan, pertemuan pertama untuk pengajaran dan pertemuan kedua untuk post test 2.
INTRODUCTION
- Problem Identification
- Problem Limitation
- Problem Formulation
- Objective and Benefit of The Study
Most of the eighth grade students of SMP Muhammadiyah 4 Metro still do not have full reading comprehension skills. Therefore, the writer limits the problem to improving the student's reading comprehension ability using the big book in eighth graders of SMP Muhammadiyah 4 Metro.
THEORETICAL REVIEW
The Definition of Reading
Mary and Kruidenier explain that reading is a multifaceted process in which all components can be active at the same time. According to Baker et.al, reading is a multifaceted process that connects a network of cognitive actions that together create meaning.3 In other words, there are several cognitive activities that are necessary to acquire meaning through reading practices.
The Definition of Reading Comprehension
She revealed that typical comprehension instruction was not very attractive or likely to improve reading comprehension. Based on the theories above, reading comprehension is basic skill, especially the process of making meaning.
The Definition of Ability
According to Williams, reading ability acquired in a first language is transferable to a second language. In reading ability, the students in first language are transferable to second language or the students can easily transfer his first language reading ability to the new learning context.
The Purposes of Reading
He argued that if a certain level is acquired in the second language, the learner can easily transfer his first language reading ability to the new learning context. In fact he believes that the ability to learn a second language depends on the ability to learn the first language.8.
Types of Reading
For example, reading can help anyone to get their expectation of knowing something that happened in the past or will happen in the future. Hafiz & Tudor add some important points and say that extensive reading is the reading of large amounts of material in the second language (L2) for personal pleasure or interest, and without the addition of productive tasks or follow-up language work. Extensive reading means reading in quantity and to obtain a general understanding of what is read.
It is suggested to improve good reading habits, to build up knowledge of vocabulary and structure, and to support a love of reading. Intensive reading is generally at a slower speed, and requires a higher degree of comprehension than extensive reading.11. Based on the above theories, extensive reading is the reading of large amounts of material in the second language (L2) for personal pleasure or interest.
It is proposed to develop good reading habits, build knowledge of vocabulary and structure, and foster a love of reading.
The Reading Process
Cognitive Process Reading Comprehension
More proficient ones are aware of using the same organizational model provided by the creator to organize their ideas (eg, a story map that includes characters and setting/problem/solution in a narrative or a compare and contrast text structure for an expository passage ). Elaborating processes are when we read, we steer the tool into our prior knowledge and draw conclusions previous points described clearly in the text. We draw inferences that may or may not communicate with those intended by the author.
When we make these inferences, we can draw on direct information given in the past in the text or on our own past experiences (eg, at some point the reader may have been followed home and quickly in and quickly closed and closed the door). Metacognitive processes are the metacognitive processes that the reader uses are those complex in monitoring comprehension, choosing what to remember, and changing strategies used while reading. Metacognitive strategies that the reader uses include rehearsal (ie, repeating information to improve memory), revision, underlining.
Reading Comprehension Assessment
Strategies for Reading Comprehension
Unless a word is absolutely critical to global understanding, skip it and try to infer its meaning from its context. Skimming gives readers a head start, as they can anticipate route objectives, a main theme or message, and perhaps some developmental or supporting ideas. The purpose of scanning is to obtain specific information without reading the entire text.
One way for students to make guesses when they don't immediately know a word is to analyze it in terms of what they know about it. The fact that not all language can be correctly interpreted given its factual, superficial syntactic structure, places special demands on readers. Many discourse markers in English signal relationships between ideas as they are expressed through phrases, clauses, and sentences.
Therefore, strategies are important in reading comprehension because they can help teachers to deliver the material in the classroom, and each of them can basically be used in the learning process.
The Measure of Reading Comprehension
- The Concept of The Big Book
- The Definition of The Big Book
- The Process of The Big Book
- The Characteristics of The Big Book
- The Purposes of The Big Book
- The Procedures of The Big Book
- The Advantages of The Big Book
- The Disadvantages of The Big Book
Reading a large book is one of the activities recommended to facilitate students' understanding of a story given by the teacher. Strickland and Morrow explained that a great book is one of the learning materials that can be produced using the students' native language. A positive attitude towards reading can also be encouraged in students through the use of the big book.
Holdaway says children enjoy group or pair language games that often follow reading a big book. 19 Dr. Normaliza Abd Rahim and Nik Ismail Harun, "Students' Perceptions of Using the Big Book", (Gading Business & Management Journal), Vol. Therefore, the big book is one of the learning materials that is very interesting for improving students' reading comprehension.
The choice of the big book format was based on different advantages in teaching reading to young children than in the previous examples.
Action Hypothesis
So the disadvantages of a big book are that it takes the teacher a big total time to get the job done right until the teacher expressed his frustration.
RESEARCH METHOD
- Setting of The Research
- Subject of The Study
- Research Procedure
- Data Collection Methods
- Research Instrument
- Data Analysis Method
- Indicators of Success
The writer used the big book to improve the students' reading comprehension of the narrative text. From the result of the pretest, it can be seen that the scores of the students were different. The result of the students' score in the post-test 2 can be seen in the following table:.
The result of the pre-test shows that most of the students have a hard time taking a test. The writer conducted the post-test 2 to know the students' reading comprehension after implementing the treatment. The result of the reading comprehension score of the students in pre-test and post-test 1.
The result of the students' reading comprehension scores in Post-test 1 and Post-test 2.
RESULT OF THE RESEARCH AND DISCUSSION
Description of The Research Setting
This school has been accredited by Badan Akreditasi Nasional, it gets B accreditation score in the last. The condition of teachers and official staff of SMP Muhammadiyah 4 Metro who can be identified as follows. Majlis Dikdasmen Dinas Wilayah Pendidikan Majlis Dikdasmen Principal Committee for the School TERRITORY/DEPARTMENT M I S L A N SURANTO, S.Ag.
Staff of ADM Staff of Finance RUSPARMI Chief of Staff of of Library Laboratory.
Description of Data
At the beginning of the teaching learning process, the writer asked the students about the narrative text and their difficulties in understanding the text. Then the writer asked the students to tell everything about narrative text that they knew. Next, the author provided a narrative text and delivered the story using the large book.
The writer asked them to sit on the floor of the classroom, this can make the students more effective. In the post-test 1 only 9 students got a good score, but the result of the student test was better than the student test before giving treatment. At this stage, the writer also discussed the result of implementing the custom action and decided whether the action should come.
The writer also discussed the result of the implementation of the modified campaign and decided whether the campaign should be continued or not.
Discussion
- The Result of Students Learning
- The Result of The Study
- The Result of The Students' Complete Percentages in
It shows that the majority of students have not yet passed in achieving the minimum standard criteria (MSC) of 70. It has shown that the majority of students have passed in achieving the minimum standard criteria (70). This means that using the Big Book can improve a student's reading comprehension of a narrative text.
From the result of pre-test and post-test, we know that there was an improvement from the students' result score. The results of the post-test in cycle 1 and the post-test in cycle II show that the use of the big book has improved the students' reading comprehension. The table below shows the summary of the students' complete percentages in minimum standard criteria from pretest, posttest 1 and posttest 2.
Map of the students' total percentages of minimum standard criteria in pre-test, post-test 1 and post-test 2.
CONCLUSION AND SUGGESTION
Suggestion
The teacher must prepare and select appropriate media and materials to produce the effective teaching-learning process. The teacher must be able to make the teaching-learning process enjoyable, such as the choice of text or new teaching media. It is better for the teacher to use the big book in English learning especially in reading because it can improve students' reading comprehension ability.
The teacher should motivate the students to be active in the learning process. It is suggested that students be more active in the learning process in class and increase their ability to read, so that they can be successful in learning English. To support the English teacher to use the big book in the learning process because the big book is so helpful.
Dr Normaliza Abd Rahim, & Nik Ismail Harun, "Students' Perception towards Using the Big Book", Gading Business & Management Journal, Vol.
