Pada siklus 2 terdiri dari dua kali pertemuan, pertemuan pertama untuk tindakan dan pertemuan kedua untuk post test 2. Pada siklus 2 terdiri dari 2 pertemuan, pertemuan pertama untuk pendidikan dan pertemuan kedua untuk post test 2.
Background of the Study
The researcher found that some students have low reading comprehension at the seventh grade of SMP Muhammadiyah 4 Metro. Based on the data above, it is known that the reading comprehension of the seventh graders at Junior High School Muhammadiyah 4 Metro is still low.
Problem Identification
Based on the results of the preliminary study, it is concluded that the reading comprehension of seventh graders at Junior High School Muhammadiyah 4 Metro needs to be improved. Therefore, the researcher would like to carry out a research with the title "increasing students' reading comprehension by using common reading method".
Problem Limitation
Problem Formulation
Benefits of the study are
This research can be used as a suggestion to develop and increase their prior knowledge and reading comprehension. The result of this research may be a recommendation to use the shared reading method to teach reading to seventh grade in SMP Muhammadiyah 4 Metro.
The Purpose of Reading
In general, the reading purpose mentioned above is to comprehend or comprehend the reading passage from the printed text whether there is any action or not after reading a text. For example, when reading to get specific information, a reader must consider the correctness of the meaning of words in order to understand the information in the text.
Types of Reading
That is, reading is a process of negotiating meaning; the lecture brings. to the text a series of schemes for understanding it, and intake is the product of that interaction. It should be noted that reading research usually refers to "extensive reading". as longer pieces of discourse, such as long articles and books that are usually read outside of class time.
Strategies In Reading
Extensive reading as discussed in this book applies to text of more than a page, up to and including professional articles, essays, technical reports, short stories and books. Use mental images such as visualization to help them remember or understand events or characters.
Steps in Reading
Reading Assessment
For other types of reading, however, if we leave the text in place and then ask questions that refer to particular passages. Make sure that the task they are asked to perform as a result of reading is to summarize the text in a way that is appropriate for the given purpose. Give students space to tell you what the text means to them Remember that many different meaning structures can be defended as interpretations of a single text.
If possible, give the students the opportunity to tell you what they remember most, what struck them as most interesting, in the text - even if their answers are not to be scored in the usual way.
Strategies for Reading Comprehension
Skimming consists of quickly running your eyes over an entire text (such as an essay, article, or chapter) for the gist. Scanning exercises can ask students to find a name or dates, find the definition of a key term, or provide a set number of supporting details. The purpose of scanning is to extract specific information without reading the entire text.
You can help students become accurate guessers by encouraging them to use effective compensation strategies where.
Processes Involved Reading Comprehension
Kathryn Button and Margaret Johnson state that shared reading is part of a balanced early literacy framework. According to Parkes, shared reading is a collaborative literacy learning activity based on the research of Don Holdaway.18. However, the important difference between reading aloud and shared reading is the visibility of the print.
The print used for shared reading is large enough to be "seen, shared and discussed".19.
Procedure of Shared Reading
Activate prior knowledge, perhaps by inviting students to make predictions about content, discuss the form of the text, look at illustrations and identify possible vocabulary. Reread the text, inviting students to participate in either directed parts or as they feel comfortable, e.g. read a repeating pattern, participate in reading, complete a rhyming section. Engage students in whole-class, small-group, or individual practice activities related to the selected focus.
You can provide an audio version of the text for students to listen to or read along.
The Purpose of Shared Reading
For example, they can ask questions to help children predict what might come next in the story or what they can expect to see in the text. When children's predictions are not confirmed by what they encounter, they learn - under the teacher's guidance - to cross-check different cueing systems to make sense of the text. Enlarged texts such as large books or text on an overhead transparency are used so that all students can see the text being read.
The emphasis is on meaning as the teacher does most of the reading of the text and encourages students to read along at different points of the text depending on their ability to do so.
The Advantages of Shared Reading
The Disadvantages of Shared Reading
Additionally, a student may become frustrated if she tries to participate -- for example, produce the next phrase -- but cannot keep up with the faster students. In this case, her anxiety level may increase and, as a result, the shared reading experience may be a negative rather than a positive learning experience. If you feel that a student is not getting the most out of shared reading in a classroom setting, encourage his or her parents to read with the child at home in a one-on-one setting. 27.
Action Hypothesis
Variable and Definition Operasional Variable
Setting of the Research
Subject of the study
In the action, the researcher first pre-tested in order to conduct the student's assessment of reading comprehension. During the learning process, the researcher simultaneously observed the learning activity. At the end of these steps, the researcher held a post-test to find out the result of the treatment.
Based on the observation data, the researcher reflected on the activities in the first cycle.
In this step, the researcher observed the process of teaching learning by using observation sheets in this step, such as answering the teacher's question, asking the teacher's question, answering the teacher's question, answering other's question, giving explanation. In the step, the researcher compared the score distribution of pre-test and post-test, the researcher reviewed and reflected on the attitude of the students, whether it was positive or negative, enough in the second cycle or needed the next cycle.
Data collecting Technique
Research Instrument
Data analysis method
Data analysis is the process of simplifying data into a form that can be easily read and interpreted.32 In this research, data analysis was performed by calculating the mean score of the pre-test and post-test. In order to get an overall score and to increase the students' progress in the treatments performed, the researcher compares the mean and percentages before and after the test.
Indicator of Success
Result of The Research
Description of the Research Setting
Kondisi Guru dan Pegawai di SMP Muhammadiyah 4 Metro yang dapat diidentifikasi sebagai berikut. SD Dinas Pendidikan Dasar Dewan Pendidikan Dasar Daerah Ketua Panitia WILAYAH/CABANG SEKOLAH M I S L A N SURANTO, S.Ag.
Research Finding Description
From the result of the pre-test it was seen that the scores of the students were different. After that, the researcher asked the students to share everything they knew about the descriptive text. In post-test 1 only 8 students got a good result, but the students' test result was.
The result of the students' score in the post-test 2 can be seen in the following table:.
DISCUSSION
The Result of Students Learning
This showed that most students have not yet succeeded in reaching the minimum standard criteria of 70. The researcher conducted the post-test 2 to know the students' reading comprehension after the treatment was implemented. It showed that most of the students succeeded in achieving the minimum standard criteria of 70.
In the first method using shared reading, the researcher found that the post-test 1 score was better than the pre-test.
The Result of The Study
The table below will show the summary of students' improvement in teaching and learning from pre-test, post-test 1, post-test 2. From the pre-test and post-test result we know that there was an increase from the result of student results. The result of post-test 1 in cycle 1 and post-test 2 in cycle II shows that the use of shared reading has increased students' reading comprehension.
Based on the chart and table above, in Cycle 1 from the pre-test to the post-test, the average progress score ranges from 47.8 to 66.4.
AVERAGE SCORE
Conclusion
After the implementation of Classroom Action Research in the seventh graders of SMP Muhammadiyah 4 Metro and based on the results of tests, it could be concluded that there was a significant difference before and after using the shared reading method in teaching descriptive text. The activities of the students in cycle 1 could be described as follows: Paying attention to the teacher's explanations is 64.3%, understanding the material 71.4%, giving an example of the material 57.1%, doing the assignment 100%. Students' participation in cycle 2 could be described as follows, paying attention to the teacher's explanations are 78.6%, understanding the material 64.2%, exemplifying material 78.6, doing the assignment 100% .
As a result, the use of the shared reading method can increase the students' activities in the teaching learning activities.
Suggestion
Gwynn et al., “The What, And How Of Classroom Action Research”, Researchgate, volume 2, number 1, Indiana University, 2001. Klingner., et al, Teaching Reading Comprehension to Students with Learning Difficulties, New York London: The Guilford Press , 2007. Kathryn Button and Margaret Johnson, The Role of Shared Reading in Developing Effective Early Reading Strategies, Texas Tech University: 1997.
dr. Lori Connors-Tadros, “Definitions and Approaches to Measuring Reading Proficiency,” Reading Proficiency - Definitions and Measurement, Ceelo Fast Fact.
