The purpose of this research is to know if the venn diagram strategy can improve reading comprehension in the teaching learning process. In cycle 2, all students get a score >65, it is clear that from the results of the pre- and post-test it can be said that the Venn diagram can improve students' reading comprehension. By using the Venn diagram as a strategy, students are interested and motivated to follow the class.
Berdasarkan hasil penelitian siswa di atas dapat dikatakan bahwa diagram venn dapat meningkatkan pemahaman membaca siswa jurusan SMA Muhammadiyah 1 Pekalongan tahun pelajaran 2018/2019. Tujuan dari penelitian ini adalah untuk mengetahui apakah strategi diagram venn dapat meningkatkan pemahaman membaca siswa dalam proses pembelajaran. Pada siklus ke-2, semua siswa mendapat nilai > 65, yang membuktikan bahwa berdasarkan pretest dan posttest, dapat dikatakan bahwa strategi diagram venn dapat meningkatkan pemahaman membaca siswa.
Dengan menggunakan diagram venn, siswa lebih tertarik dan termotivasi untuk mengikuti proses pembelajaran di kelas. Kesimpulan dari penelitian ini adalah diagram strategi venn dapat meningkatkan pemahaman membaca siswa di SMA Muhammadiyah 1 Pekalongan tahun pelajaran 2018/2019.
INTRODUCTION
- Background of the Problem
- Problem Formulation
- Problem solving
- Objective and Benefits of the Research
- Objective of research
- Benefit of research
In this case, the writer believes that the Venn Diagram is a very good strategy to apply in teaching reading. Teachers who incorporate the Venn Diagram into their teaching practice can improve the academic performance of their students. Therefore, the writer wants to improve the result then by using venn diagram strategy for reading comprehension in Muhammadiyah 1 Pekalongan High School.
Therefore, the writer chose the title “Using Venn Diagram Strategy to Improve Students' Reading Comprehension at SMA Muhammadiyah 1 Pekalongan Lampung Timur.”. Thus, the writer focused on the problem as follows: “can the venn diagram strategy improve the reading comprehension of students in the eleventh grade of SMA Muhammadiyah 1 Pekalongan in the academic year 2018/2019?. In order to solve the above problem, the writer tried to use the venn diagram strategy in the learning process of reading comprehension.
The aim of this study is to analyze reading comprehension by applying a Venn diagram of the first year students of SMA Muhammadiyah Pekalongan Lampung Timur. Overall, it is expected that this research will be useful to provide good information on the venn diagram strategy used for reading comprehension among the freshmen of SMA Muhammadiyah Pekalongan LampungTtimur.
THE REVIEW OF RELATED THEORIES
Venn Diagram Strategy
The term "Venn diagram" was first introduced by John Venn and published in 1880 to teach the mathematical concept. This is why the venn diagram strategy as a teaching tool to help students understand meaning. A Venn diagram is a great mind organizer that requires students to analyze two different objects.
The use of Venn diagrams can be helpful in helping teachers apply comprehension strategies such as linking and synthesizing22. When teaching reading, the Venn diagram allows the student to understand the text more quickly without reading the entire passage. February 22, The implementation of Venn diagram strategy to improve reading comprehension of analytic exposition texts, Sanata Darma University: Yogyakarta, 2016.
Venn diagram has been used and studied in all content areas to improve students' understanding of reading a text. Many studies have integrated the Venn diagram strategy into daily instruction to improve students' test scores in reading.
Action Hypothesis
Focusing on important concepts helps students understand how the concept is related, how the concept is different, and how the concept is similar. Finally, the teacher asks the students to present what they have analyzed about the term compared and similar in order to help them become active learners. Therefore, students who are applying the Venn Diagram Strategy to their reading comprehension will have higher achievement than those who are not playing it.
RESEARCH METHODOLOGY
- Setting
- Object of the Study
- Procedure of Research
- Data Collection Method
- Data Analysis
- Indicator of Success
This is knowing how far a student's reading comprehension is using the venn diagram strategy. If some students fail from the 1st cycle, the writer has to conduct the 2nd cycle. The result in the 1st cycle is for evaluation material and for reflection on the second research. In this research, the author gave the students two tests, a pre-test and a post-test.
Pre-test conducted before the treatments are offered to know how far the students reading comprehension. In the planning, the writer makes lesson plan and the writer will teach the students by using. This was done by collaborator to know the students and the teacher's participation in learning process.
In addition, the writer made observation sheets that contained a list of students' names and student activities while the teacher explained the material. In addition, the writer gave the students the test which would be used in the pre-test and post-test. At the first meeting, all students were given a pretest that must be done individually.
This means that the students have not yet met the minimum standard at SMA Muhammadiyah Pekalongan. So this was the reason why the writer used venn diagram as an alternative strategy to improve students' reading comprehension. Based on the table above, it was clear that the average score of the students after test 2 was 84.
The students' score also improved in cycle 2, in post-test an average of 84 was achieved, and the students who achieved success 100% (20 students). In cycle 1, the English learning process was not successful and the students' average score was low. From the result of pre-test and post-test, we know that there was no increase from the students' result score.
RESULT OF THE RESEARCH
Result of The Research
CAR in Cycle 1 was commenced on Friday 24 November at 07.00 until 08.50. The author told them that the author would do research in their class to know the students' abilities before giving the action. In this meeting, the writer started the meeting by praying and greeting, checking the attendance list and asking the condition of the students, motivating the students, reviewing the students by asking questions related to previous meeting, explaining the purpose of the study and the topic would be. learned. Before explaining the material, the author presented about venn diagram and how to use venn diagram.
The criteria for students who were successful in mastering the material were those students who obtained a minimum score of 65, while the class can be said to be successful in achieving the material if 80% of. In observing the action of the researcher, the writer has three encounters in cycle 1 of learning to read. In the first meeting, the writer gave pretests for the student to do individually.
CAR in cycle 2 started on Monday December 11, 2017 until in the first meeting in cycle 2 all students were given a material. The writer did not give a pre-test because they have a good score on the pre-test in cycle 1. From the above result, the author concludes that this research was successful and will not be continued in the next cycle.
Most students said that the Venn diagram can help students understand the meaning of words in a sentence. It can be seen from the students' activities and students score more than cycle 1. From the improvement of post-test 1 to post-test 2, it can be seen that it is known that the use of venn diagram can improve students. reading comprehension, but because the result of the students' results could not reach the target, the writer gives a test to the students using the same way cycle 1, but with different stories.
The teacher should be a good model for the students when they cannot understand the meaning.
