This research aimed to know whether or not the Round Table technique improved students' reading comprehension that focused on the level of reading comprehension consisting of word-for-word comprehension in terms of main idea and supporting details in grade school students. eighth of SMP Negeri 3 Bungoro. The research sample was class VIII A of SMP Negeri 3 Bungoro which consisted of 24 students. The result of the research was the average score of the main idea obtained by the students through the pre-test was 50.33 and the post-test was 73.62 with the value of the t-test the main idea is greater than the t-table (10.80> 2.06).
The result of the calculation of t-test of the indicators in the students' t-test literal reading comprehension (main idea and supporting details) is greater than t-table 22.52 >.
Background
Teaching reading in the actual process requires a suitable technique to make the students interested in the material. In reading comprehension, there are some problems that the students face: First, students' reading comprehension is even less, they had problems to understand the context and get the information of the story, so that the students no longer read material as stories could not understand. Second, in the learning process of reading comprehension, the students need to find the main ideas, find the required information and draw conclusions.
This technique gives students a lot of time to be active in the process of teaching and learning English, and they can also develop critical thinking and learn to solve problems.
Research Question
Considering the benefits of the Round Table Technique in improving student reading comprehension, the author will conduct a study entitled The Use of Round Table Technique in Improving Students' Reading Comprehension at the Eighth Grade Students of SMP Negeri 3 Bungoro Pangkep.
Objective of the Study
To find out whether using Round Table Technique improves literal reading comprehension of students in terms of supporting details in the grade 8 students of SMP Negeri 3 Bungoro Pangkep.
Significance of the Study
Scope of the Study
Previous Related Findings
It has increased by 17.42% compared to the pre-test, so the result of the students' progress in the teaching process using round-table brainstorming with cooperative learning was good. Based on the results above, the Round Table Technique is a technique that can be implemented in the classroom. In this research is different from the thesis above because some related results focus on teaching speaking and writing, while this research focuses on teaching English reading comprehension using Round Table Technique with experimental research approach, and therefore as a researcher needs one class.
Because this study is similar to the related findings, the same technique is rather used, namely Round Table Technique, and some procedures of Round Table Technique.
Reading Comprehension
Concept of Narrative Text
While Kagan in Yassen (2014) says that Round table can be used for brainstorming, revision or practice. In addition, the researcher found some research that says that Round Table technique is suitable for teaching reading comprehension. Round Table Technique as one of the techniques in cooperative learning that can use and suitable to teach reading comprehension by following the procedure of steps of Round Table Technique.
Round table technique can make students interested in studying because they study with group and have responsibility for each group.
Conceptual Framework
Hypothesis
Research Design
Sample
The researcher used purposive sampling because according to the observation through the interview with the English teacher, this class is still poor in reading comprehension. The dependent variable of this research is the reading comprehension of the eighth grade students of SMP Negeri 3 Bungoro Pangkep.
Indicators
Research Instrument
The researcher chose the essay because the students could understand the material while the post-test was meant to familiarize the students with the reading comprehension. 3 3 The student's answer gives details instead of the main idea 2 4 The student's answer is not correct, but it is attempted. 1 The student's response includes at least 2 key details from the passage that support the main idea of the passage.
Procedures of Collecting Data
Each group prepares one paper and each student in this group writes down his/her answers, then passes the paper to the next student to add an answer. d. After giving treatment, the researcher gives post-test, the content of the post-test is the same as the pre-test.
Technique for Analysis Data
Findings showed a description of the result of the data collected through reading test in pre-test and post-test.
Findings
- The Improvement of Students’ Literal Reading Comprehension Using Round Table Technique in Term of Main Idea
- The Improvement of Students’ Literal Reading Comprehension Using Round Table Technique in Term of Supporting Details
- The Improvement of the Students’ Reading Comprehension by Using Round Table Technique (RTT)
- Supporting Details
- The Percentage of the Students’ Achievement in Reading Comprehension
- Hypothesis Testing
Mean students' verbatim reading comprehension score on main idea enhancement pre-test post-test. This means that there was an improvement in students' literal reading comprehension in terms of supporting details. Improving students' reading comprehension using the Round Table Technique (RTT) The Round Table Technique (RTT).
The table above shows the result of the student's reading comprehension of the main idea in the pre-test and the post-test.
Discussions
The Improvement of the Students in Reading Comprehension by Using Round Table Technique (RTT)
When analyzing the performance of the students, the researcher found that the average score of the students on reading comprehension had improved using the Round Table Technique. Before students apply the Round Table Technique, it is difficult to understand the text, especially to find the main idea and supporting details in the text. But after applying the Round Table Technique, students can more easily find the main idea and supporting details in the text.
As Lom explains that the Round Table Technique can make students learn more actively, this technique generates as many responses as possible from all members of the group. The improvement of students' reading comprehension performance through the use of the Round Table Technique had an effective effect. The researcher found that before the application of the Round Table Technique, the average score of the students before the test on the main idea was 50.33 (poor).
But it can be proven that there is a difference before and after applying the Round Table technique. As explained by Kagan in Yassen, the roundtable technique can be used for brainstorming, review, or practice. In this case the eighth grade students of SMP Negeri 3 Bungoro used the Round Table for brainstorming to find the main idea in the text.
It is concluded that the round table technique can improve students; reading comprehension in terms of finding the main idea. Therefore, we can conclude that the round table technique is suitable for use in teaching reading for text comprehension.
The Significant Difference of T-test and T-table
The first part presents some conclusions based on the data analysis and results of the previous chapter. Then, the second part presents some suggestions based on the findings and conclusions of this research.
Conclusions
Suggestions
Using the "pakem" approach (active, creative, effective and joyful learning) to improve students' speaking skills. Teaching Reading Comprehension Using a Study Group Strategy with a Turnaround Strategy to a Senior High School Student. Using the Roundtable Writing Process Brainstorming Cooperative Learning in Writing News Text.
The effect of using the Know, Want, Learned (KWL) strategy on EFL students' reading ability. Improving students' reading comprehension through an eighth grade self-assessment vocabulary strategy of Smp N 3 Gading Rejo (an action research in the classroom).
APPENDICES
Lesson Plan
Teaching Materials C. Instruments
The Result of Analysis E. Documentation
Lesson Plans
- Materi Pembelajaran
- Metode Pembelajaran Metode : Diskusi
- Sumber Belajar
- Penilaian
- Materi Pembelajaran
- Metode Pembelajaran Metode : Diskusi
- Sumber Belajar
- Penilaian
I'll never forget it: who knows I might do you a good turn one of these days?" The lion was then tickled at the thought of the mouse helping him. She said, "I haven't got a dress to wear to the ball!" The Fairy Godmother waved her wand and changed Cinderella's old clothes into a beautiful new dress. He went up to her and asked, "Do you want to dance?" And Cinderella said, "Yes!" The prince danced with her all night. , and no one recognized the beautiful dancer.
The lady whose foot fits this slipper will be the one I marry!" The next day the prince and his servants took the glass slipper and went to all the houses of the kingdom. Cinderella's stepmother would not let her try the slipper, but the prince saw her and said : "Let her try the slipper too!" The slipper fit her perfectly. Unfortunately, the crocodile was very hungry, he stopped in the middle of the river and said to the monkey, "My father is very sick.
You are foolish," said the monkey to the crocodile. http://freeenglishcourse.info) Answer the question below. Of course the rabbit was very scared, but he didn't want the crocodile to know that. As he jumped, the rabbit's sharp toenails caught the crocodile's tongue and tore it out.
The crocodile tried again to catch the rabbit, but its large teeth only broke off the tip of the rabbit's tail. Sometimes the crocodile would catch a piece of the rabbit's tail, but he could never roar at the rabbit because he had lost his tongue. As he jumped, the rabbit's sharp toenails caught the crocodile's tongue and tore it out.
Why do you do everything the man tells you?" The buffalo answered; "Oh, the man is very intelligent".
Snow White
Instruments
Pre-test
No one, not even Cinderella's stepmother or stepsisters, knew who she really was in her fine clothes and shoes. Cinderella was so happy dancing with the prince that she almost forgot what the fairy godmother said. At the last moment, Cinderella remembered the words of her fairy godmother and rushed home.
One of her glass slippers came off, but Cinderella did not return for it. The prince had fallen in love with Cinderella and wanted to know who the beautiful girl was, but he didn't even know her name. He found the glass slipper that had come off Cinderella's foot as she ran home.
All the women in the kingdom tried on the slipper, but it did not fit any of them. They tried to squeeze their feet and push hard into the slipper, but the servant was afraid that the slipper would break.
Post-test
- The Results of Analysis
- The List Name of Students
- Scoring Classification of the Students Pretest and Posttest
- Table Frequency and Rate Percentage of the Student Pretest and Posttest
- Table Distribution of T-Value
- Documentations
- Pre-Test
- Treatment
- Post Test
Student pretest and posttest scores, gain/difference between matched pairs (D), and gain squared. Student's progress in literal reading comprehension Pre-exam score is 45.35 Pre-exam score 45.35. At the end of my studies, I would be able to complete a thesis titled Using the Round Table Technique (RTT) to Improve Students' Reading Comprehension (Pre-Experimental Research on Eighth Graders of SMP Negeri 3 Bungoro Pangkep).
