Tujuan dari pre-test dan post-test adalah untuk mengetahui kemampuan membaca pemahaman siswa sebelum dan pada saat diberikan perlakuan. Tujuan dari pre-test dan post-test adalah untuk mengetahui kemampuan membaca pemahaman siswa sebelum dan pada saat diberikan penelitian tindakan kelas.
INTRODUCTION INTRODUCTION
Problem Identification
Students feel bored when they read a long or uninteresting text, so they are difficult to understand. The teacher rarely uses different techniques and tools in the teaching process in order to make the students feel bored.
Problem Limitation
Problem Formulation
Objective and Benefits of The Research 1. The Objective of The Research
- Prior Research
- The Concept of Reading Comprehension Ability a. The Definition of Reading Comprehension Ability
- The Concept of Procedure Text a. Definition of Procedure Text
- The Concept of Expository Learning Strategy a. Definition of Expository Learning Strategy
- Action Hypothesis
Another research was conducted by Wahyudin Nur Nasution entitled "Effectiveness of STAD and expository learning strategies on fics learning achievement based on students' self-concept in MTS Medan, Indonesia".3 The results show that students are often very active in expository learning by reading materials, answering questions and demonstrating skills that are considered important. A teacher can have a greater effect on students' academic achievement in social studies. The differences between this research and others is that this research focuses on the use of expository learning in a process text to increase students' reading comprehension.
Variable and Operasional Definition of Variables
- Independent Variable
- Dependent Variable
Research Location
Subject and object of Study
Action Plan
The author informs the students about the competence, the indicator and the objectives to be achieved. The author gives the material and facilitates the students during the discussion by applying procedural text.
Data Collecting Technique
In addition, the writer also collects the data from the post test and the result of the student's activity. In the fourth stage, the writer 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 the procedure text has been successful or unsuccessful in the second cycle and also compares that of the student. improvement from first cycle to cycle to detect student achievement. The reason the writer sets the topics is because the MA major eleventh grade.
In this research, the writer will observe the learning process of the students of the eleventh grade of MA. In this case, the writer needs documentation to get the complete data about the history of MA establishment. MA'ARIF 9 KOTAGAJAH, the names of the teacher in each subject, the data for the outline of the school facility to know the location of each classroom, the office, the library, the canteen, the mosque, the laboratory, the parking lot, and the yard.
In this research, the writer will conduct a field record to obtain complete data from the MA eleventh graders. MA'ARIF 9 KOTAGAJAH about students' activities, events in individual learning steps, learning purpose, learning time and students' feelings in the learning process.
Research Instrument
To observe the learning activity and each cycle, the writer will use observation sheet. Reactions to particular students, optimally productive pairs and groups of the classroom are more vocal, etc.
Data Analysis
Tabulation of the test result and finding the mean of pre-test and post-test.
Indicators of Success
- Description of Research Location
- Description of Research Data
The student population at Ma Ma'arif 9 Kotagajah Lampung tengah in the academic year 2019/2020. The success of conducting learning activities in schools is not separate from the availability of the necessary infrastructure, facilities and infrastructure in education will have a good effect on improving the quality of education in schools. Facilities and infrastructure available in MA Ma'arif 9 Kotagajah sufficient to support the learning process.
Its purpose is to improve the activities and the result of the study in MA Ma'arif 9 Kotagajah, which is carried out in two cycles. Student results were obtained through a test that students completed at the beginning of the research and at the end of each cycle, and activity data was obtained through observation of learning activity. The researcher informed that they would administer a pretest to investigate reading comprehension in their procedure text.
The type of test was a reading comprehension test in the form of a multiple choice test where the students had to read a composition of a procedural text. Source: The Grade Result of Reading Comprehension pre-test at X IIS 1 class of MTs MA Ma'arif 9 Kotagajah on November 11, 2019.
Pre-test
In this phase, the researcher and the collaborator prepared several things related to the process of teaching and learning, such as: preparing the lesson plan, preparing the material and preparing the topics that will be studied in post-test cycle 1. Then, the researcher gives pre-test to students, the type of test is multiple choice. But in this meeting, most students find it difficult to answer the question, because of 28 students only 7 students who are pre-test to achieve the minimum mastery criteria.
The researcher continues with the material from the last meeting, then the researcher gave the student a post-test. Before proceeding, the material must be known to know how far the material taught is accepted by the students. The type of test is reading test using objective test in the form of multiple choice.
In the post test I only 16 students who got good results, but the students' test score was better than the students' test before giving the treatment. Source: MTs MA Ma'arif 9 Kotagajah Class X IIS 1 Post Test 1 Reading Comprehension Marks Result on November 14.
Post-test I
The researcher was a teacher and the English teacher was a collaborator who helped the researcher observe the students' activities during the teaching learning process. There were several observations that were made such as; observation of student activities and observation of assessment results. Each meeting in Cycle 1 was conducted by the researcher in the classroom action research and the collaborator, she was Mrs.
The learning process was carried out by the researcher and the collaborator observed the teaching and learning situation that took place in the classroom.
The Student's activity
Interpretation
The Comparison Percentage of the Procedure Text Reading Comprehension in Pretest, Posttest I in Cycle I and Posttest II in Cycle II. Based on the results of pre-test, post-test I and post-test II, it can be concluded that students' reading comprehension ability increases. This means that explanatory learning strategy has a positive effect on the teaching and learning process, especially in increasing the students'.
Based on the result of post-test II, the researcher was terminated because it was more than the minimum criterion standard (MSC) of English (70) in MA. The result of Student Activities in Cycle 1 and Cycle 2 No Student Activities Cycle 1 Cycle 2. The learning activity of students to pay attention to the teacher's explanation from the first meeting to the next meeting increased.
The students ask/answer the question of the teacher is increased from meeting to next meeting. Based on the data above, it can be concluded that students felt comfortable and active with the learning process because most students showed a good increase in learning activities when explanatory learning activities were applied in learning process from cycle I and cycle II.
Discussion
Based on the explanation of cycle I and cycle II, it can be deduced that the use of explanatory learning strategy can improve the students' reading comprehension ability. It could be seen that there was an increase in the average score and total of the students who passed the test of pre-test, post-test I and post-test II. Based on the discussion above, it can be concluded that by using explanatory learning strategy, the students felt more confident and have the habit of learning English.
This is shown in their learning outcomes which improve well while using expository learning strategy in the learning process. In addition, the criterion standard with the lowest score was 70 in this from cycle I to cycle II. The research concludes that using expository learning strategy can improve students' reading activity in process text, interest in learning process and students' reading comprehension ability among tenth graders at MA Ma'arif 9 Kotagajah Lampung Tengah. Expository learning strategy can improve students' reading comprehension ability in the procedure text among tenth graders at MA Ma'arif 9 Kotagajah Lampung Tengah.
It is clear that Explanatory Learning Strategy will be able to improve the students' reading comprehension ability. Moreover, Expository Learning Strategy can improve learning activity among grade ten at MA Ma'arif 9 Kotagajah Lampung Tengah.
SUGGESTION
The Relative Effectiveness of Inquiry and Expository Methods of Teaching Social Studies on the Academic Performance of Secondary School Students in Akwa Ibom State, Nigeria. Muhsin Khan, The Noble Qura'an English Translation of the Meaning and Commentary, (Madinah Munawwaroh: King Fahd Complex for The Printing of the Holy Qura'an, 1419 H), p. The effectiveness of STAD and expository learning strategies on fiqh learning achievement based on students' self-concept in MTS Medan, Indonesia.
Kompetensi Inti
Kompetensi Dasar dan Indikator Pencapaian Kompetensi
Tujuan Pembelajaran
Materi Pembelajaran
MetodePembelajaran
KegiatanPembelajaran
Mengaitkan materi/tema/kegiatan pembelajaran yang akan dilakukan dengan pengalaman siswa dengan materi/tema/kegiatan sebelumnya. Jika materi tema/proyek dikerjakan dengan baik dan serius serta dikuasai dengan baik, diharapkan siswa mampu menjelaskan materi tersebut. Di bawah bimbingan guru, siswa mempertanyakan antara lain perbedaan bentuk teks dalam bahasa Inggris dan bahasa Indonesia.
Secara kolektif, siswa mencoba menjawab dalam bahasa Inggris untuk mendapatkan umpan balik dari guru, serta jawaban dalam konteks pembelajaran, simulasi, permainan peran, dan kegiatan terstruktur lainnya. Siswa membandingkan teks prosedur yang telah mereka pelajari dengan yang ada di berbagai sumber lain. Siswa mengolah informasi dari materi teks prosedur yang dikumpulkan dari hasil kegiatan/pertemuan sebelumnya maupun hasil kegiatan observasi dan kegiatan pengumpulan informasi yang sedang berlangsung dengan menggunakan pertanyaan pada LKS.
Instrument Penilaian 1. Standard of Assessment
Jadwalkan materi atau tugas proyek/produk/portofolio/kinerja untuk dipelajari pada pertemuan berikutnya di luar jam sekolah atau di rumah. Menyusun teks prosedur dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang akurat dan sesuai konteks.
KOMPTENSI INTI (KI)
KOMPETENSI DASAR (KD)
TUJUAN PEMBELAJARAN
INDIKATOR Diakhir pembelajaran
MATERI PEMBELAJARAN
Tecknique of Learning
LANGKAH-LANGKAH PEMBELAJARAN
Siswa membandingkan fungsi sosial, struktur teks, dan unsur kebahasaan dari berbagai teks prosedur tentang cara membuat ramuan. Dengan bimbingan dan arahan dari guru, siswa secara berkelompok menulis teks prosedur cara membuat jenis minuman panas dan dingin.
PENILAIAN HASIL BELAJAR
Membersihkan meja dan kursi yang ditempatinya / meja dan kursi yang ditempatinya bersih / rapi.
MEDIA DAN SUMBER PEMBELAJARAN
