Therefore, there was improvement in students' reading comprehension in terms of main idea and conclusion. This value means that there was a significant difference between the students' pre-test and post-test scores. Appendix G Students' Reading Comprehension Score (D) Appendix H Students' Average Student Test Score.
INTRODUCTION INTRODUCTION
Problem Statement
Improving the use of Basal Readers Approach students' literal comprehension on second year students at SMPN 32 Bulukumba. Improving the use of Basal Readers Approach students' interpretive understanding of second year students at SMPN 32 Bulukumba.
The Objective of the Research
Significance of the Research
The results of the research are expected to be useful information for the teachers in the teaching of reading comprehension, and especially for the teachers of English in SMPN 32 Bulukumba and to be useful and useful reference or motivation for the students in increasing their knowledge and their reading comprehension by using basic reading approach and helpful other researcher for reference future research.
The Scope of the Research
- Previous Related Research Findings
- Reading Comprehension
- Basal Readers Approach
- Definition of Basal Readers Approach
- The Purpose of Basal Readers Approach
- Advantages and Disadvantages of Basal Readers Approach
- The Procedure of Basal Readers Approach
- Basal Reader Pattern
- Theoretical Framework
Thus, basic readers play an integral role in shaping reading instruction in our classrooms. Preparation for reading the story: It is designed to motivate the students to read the story. In the teacher's guide there are questions to stimulate discussion about a particular aspect of the story. In the teacher's guide there are questions to stimulate discussion about a particular aspect of the story.
RESEARCH METHOD RESEARCH METHOD
Variable of the Research
Procedure of Collecting Data
In this step, the teacher asked the student to write down the known word, and the teacher gave the students time to read the material again to understand the reading material. In this step, the teacher asked the student to make sentences based on the known word found from the text. To know any significant impact from using Basal Readers Approach to teach reading comprehension to the sophomores of SMPN 32 Bulukumba, the researcher was treated six times.
After conducting the treatment, the researcher gave the students the post-test to know if there is any improvement in the reading comprehension of the students or not.
Technique of Data Analysis
Based on the table, student scored excellent if the student scored 41-50 with criteria that student answers a clear generalization that states or implies the main idea and can draw conclusion, reflects resource reading in the development of idea. The student did well if the student scored 31-40 with criteria that the student's answer states or implies the main idea from the story and the student's conclusion reflects reading in development of idea. The student became fair if the student got a score of 21-30 with criteria that the student's answer indicates inaccurate or incomplete understanding of main idea and student draws conclusion reflects only reading in development of idea.
A student was poor if they received a score of 11-20 using the criteria that the student response indicator has minimal or no understanding of the main idea and that the student's conclusion does not reflect any reading of the source in the developing idea. A student was very poor if they received a score of 0-10 with the criterion that the student did not answer the main idea and conclusion question. Determining significant difference between pretest and posttest by calculating t-test value.
This chapter specifically presents the findings of the research coverage by describing the result of the data collected through the pre-test and post-test. It presents the result of students' reading comprehension, especially in Literal Comprehension the main term and interpretive comprehension term definition using the Basal Readers Approach method.
Findings
Students’ Literal Comprehension in Terms of Main Idea
Based on table 4.1, the researcher concluded that students' reading comprehension in literal understanding regarding the main idea, most of them got excellent with 8 students (33.33%) in pretest and then in posttest became good with 14 students (58.33%) .
Students’ Interpretative Comprehension in Terms of Conclusion
Based on table 4.2, the researcher concluded that the reading comprehension of the students in the intermediate conclusion of interpretive comprehension, most of them did excellent with 3 (12.5%) students in the pretest, and then in the posttest they got excellent with 9 (37.5%) ) student.
The Improvement of Students’ Literal Comprehension (main idea)
The Improvement of Students’ Interpretative Comprehension (Conclusion)
This indicated that the score of interpretive understanding (conclusion) in post-test was higher than pre-test. Based on these results, it was concluded that the use of Basic Readers Approach can improve the students' reading comprehension in terms of interpretive understanding (conclusion). Based on the result, it was concluded that the use of Basic Readers Approach could make a greater contribution in the teaching and learning of reading comprehension.
Hypothesis Testing (t-test of Significant)
It showed that the result of t-test value in all variables and indicators is higher than the t-table value. This means that there was a significant difference between the pretest and posttest scores in reading comprehension. Based on these results, he concluded that there was an improvement in students' reading comprehension in the literal comprehension of the main idea and the intermediate conclusion of interpretive comprehension using the elementary readers' approach.
Discussion
The Students’ Reading Comprehension in literal Comprehension (Main Idea)
Main ideas helped students become actively involved in reading and helped keep their interest level high. Main ideas could also help students understand more fully what they had read and they could retain the information for longer periods of time. And also the main idea was very important aspect in reading comprehension because it can help the reader to understand the topic and the author's message.
In the first meeting, when the researcher gave pretest, the researcher mostly noticed that the students did not know the meaning of the main idea and its location. It indicated that the score of literal comprehension between main ideas in posttest was higher than pretest.
The Students’ Reading Comprehension in Interpretative Comprehension (Conclusion)
Interpretive Comprehension (conclusion) was categorized as fair in answering question on pre-test, but after treatment categorized as good in answering question on post-test. Therefore, Basal Readers Approach makes a better understanding of the meaning of the text so that the students can easily finish the text. This means that the use of Basal Readers Approach in the treatment of the second year students' surname SMPN 32 Bulukumba was successful in making students understand and knew about reading comprehension at the conclusion of the text.
The Improvement of the Students’ Reading Comprehension
The Test of the Students’ Significant
Conclusion
Suggestion
For students
For the English Teacher
For the next researchers
Using the Directed Reading Method (DRA) to Teach Reading Comprehension to Syekh Yusuf Sungguminas MA Second Year Students. Amirullah, 2012. the use of "pakem" active, creative, effective and joyful learning) approach to improve students' speaking skills. Improving the Students' Reading Comprehension by Using Anecdotes at the Second Year Students of SMP Negeri 1 Bulukumba Kec.
Improving Students' Reading Comprehension Using Basic Readers Approach in Second Year Students of SLTP Negeri 3 Sungguminas.Thesis UIN Alauddin. Silent and oral reading fluency: Which is the best indicator of Turkish elementary school students' reading comprehension. Effects of Covert Reading Thinking Activity on Second Grade Reading Comprehension http://scholarworks.gvsu.edu/theses/456 Accessed June 2018.
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In addition, the main feature of the Tanjung Bira has beautiful sand and very soft, even so small that it feels like flour and has 3 layers of sea color that looks beautiful and so it is very beautiful to see.
KOMPETENSI INTI
KOMPETENSI DAN INDIKATOR PENCAPAIAN KOMPETENSI INTI No. Kompetensi Dasar Indikator Pencapaian Kompetensi
TUJUAN PEMBELAJARAN
Siswa dapat mengidentifikasi gagasan pokok dan kesimpulan dari teks fungsional tertulis dan esai pendek berbentuk teks naratif. Siswa dapat menuliskan fungsi sosial dan unsur kebahasaan dari teks tulis fungsional dan esai pendek berbentuk teks naratif. Siswa dapat menuliskan gagasan pokok dan kesimpulan dari teks fungsional tertulis dan esai pendek berbentuk teks naratif.
MATERI PEMBELAJARAN 1. Narrative teks
METODE PEMBELAJARAN 6. Basal Readers Approach
SUMBER
LANGKAH – LANGKAH KEGIATAN PEMBELAJARAN 1. Pertemuan 1
Siswa diberi kesempatan untuk menuliskan kosa kata baru yang diperoleh dari membaca teks di papan tulis. Guru memberikan kesempatan kepada siswa untuk bertanya tentang fungsi sosial yang terdapat dalam teks bacaan. Siswa diberi kesempatan untuk bertanya tentang hal-hal yang belum dipahami dalam teks yang dibaca.
Siswa diberi kesempatan untuk mencari beberapa teks narasi dan diminta menuliskan topik masing-masing teks. Guru memberikan tugas individu terstruktur dengan cara membacakan pelajaran selanjutnya yang masih berkaitan dengan teks narasi.
PENILAIAN
Guru memberikan pertanyaan kepada siswa dalam bentuk tes esai yang berkaitan dengan Narrative Test 2. Guru meminta siswa menjawab pertanyaan berdasarkan kalimatnya sendiri. Guru memfasilitasi siswa dalam menyusun kalimat berdasarkan teks narasi 2. Guru memfasilitasi siswa dalam menyelesaikan kalimat. Saya dan sepupu saya sedang bermain sepak bola di depan rumah untuk menghabiskan waktu bersama kami.
Setelah itu, pemilik rumah keluar dari pagar sambil meneriaki kami. Ini adalah hari yang buruk dalam seminggu bagi saya, mungkin tidak akan terjadi lagi pada hari Minggu depan. Menghargai dan menghargai perilaku jujur, disiplin, tanggung jawab, peduli (toleransi, gotong royong), sopan santun, amanah, dalam pergaulan efektif dengan lingkungan sosial dan alam dalam kemungkinan pergaulan dan eksistensi.
Mengidentifikasi fungsi sosial dan unsur kebahasaan teks tulis fungsional dan esai pendek berbentuk teks narasi. Mengidentifikasi gagasan pokok dan kesimpulan dari teks tulis fungsional dan esai pendek berbentuk teks naratif. Menulis fungsi sosial dan unsur kebahasaan dalam teks tulis fungsional dan esai pendek berbentuk teks naratif.
Siswa dapat mengidentifikasi fungsi sosial dan unsur kebahasaan dari teks tulis fungsional dan esai pendek berbentuk teks narasi.
MATERI PEMBELAJARAN 9. Narrative teks
METODE PEMBELAJARAN 16. Basal Readers Approach
SUMBER
LANGKAH – LANGKAH KEGIATAN PEMBELAJARAN 23. Pertemuan 4
The road that passed is still slightly damaged and stony with a sharp descending road so it is very important to pay attention to the condition of the vehicle we are carrying because when we go home we have to go through steep slopes and twists with rocky contours go .
