INTRODUCTION
Identification of the Problem
Problem Limitation
Problem Formulation
Objectives of the Study
Prior Research
After students become more adept at using this strategy, researchers gradually shift the responsibility to students to lead discussions by implementing this strategy. f) The researcher gives the evaluation to the students. This was reflected in the average of pre-test 56.4 and post-test I 72.3. although student performance improved, cycle I was not yet successful because .. the success indicator had not yet been reached and the researcher had to review the teaching and learning process in the next cycle. He kicked the boat” (paragraph 6) The underlined word refers to…. the sentence means that the one who helped Dayang Sumbi became her….
REVIEW OF THE LITERATURE
The Definition of Reading Comprehension Skill
8 It can be repeated that reading comprehension is the meaning that the reader receives through the understanding conveyed by the writer to convey information content in the text. Reading to learn is usually performed at a reading rate somewhat slower than general reading comprehension. Reading for general understanding is general reading comprehension has been intentionally saved for last in this discussion.
The Concept of Polar Opposite Strategy
- The Definiton of Polar Opposite Strategy
- The Principle of Polar Opposite Strategy
- The Implementation of Polar Opposite Strategy in
- The Example of Polar Opposite in Teaching Reading
Tom Bean, Scott Baldwin and John Readence point out the principle of Polar Opposite Strategy as follows:21. Polar opposite strategies make it easier for students to learn, so they can increase effective learning. Nancy Lee Cecil and Jeanne Pfeifer point out the implementation of the opposite strategy in the teaching of reading; as follows:22.
Action Hyphotesis
In the final meeting, the researcher gave feedback to the students about the learning process. Then, on the result of the researcher in cycle II, it could be concluded that cycle II was successful. After the pre-test was done, the researcher gave the treatment to the students in cycle I.
RESEARCH METHOD
Variable of the Research
Among other things, the variable of this research consists of two types of variables: independent variables and dependent variables.
Definition of Operational Variable
Polar Opposite is a strategy that students can conclude and then give an opinion on character or assessment in the text. The opposing strategy is reading learning which is used to challenge students to express their opinions by developing questions in the presence of five opposing lines.
Setting of the Research
Subject and Object of The Research
Action Plan
According to Kemmis and Taggart, as quoted by Anne Burns, action research is a dynamic and complementary process consisting of four essential phases such as planning, action, observation and reflection in a spiral system29. 30 Jean McNiff and Jach Whitehead, Action Research: Principle andPractice, second ed., (London and New York: Routledge Falmer, 2002), 33. In this case, the researcher will conduct classroom action research in the class of MAN tenth graders 1 Subway.
Action Procedure
- Cycle I
- Cycle II
The researcher explains the polar opposite strategy to students about the order of application in the reading comprehension process. In addition, the researcher will collect data based on the post-test and the results of student activities. By reflecting, the researcher gains information about the strengths and weaknesses of the actions performed by the researcher.
Data Collection Techniques
- Observation
- Documentation
- Field Note
In these post-tests the researcher will apply objective tests in the form of multiple choice. In this case, researchers need documentation to obtain complete data on the history of the stabilization of Metro MAN I, the organizational structure of Metro MAN I, the names of teachers in each subject, data on school building sketches to reveal the location of each classroom, office, laboratory, library, mosque, canteen, parking area and yard. Field notes will be taken to obtain complete data from the tenth grade students of Metro MAN I about student activities, events at each learning step, learning objectives, study time, and student feelings in the process. educational.
Instrument of the Research
Data Analysis Techniques
- Indicator of Success
From the result of pre-test and post-test I, we knew that there was an improvement from the students' result score. From the result of the students' scores in the pre-test and post-test I, there was an improvement in relation to the students' result scores. Based on the results of the students' scores from post-test II, it could be concluded that there were improved scores.
RESULT OF THE RESEARCH AND INTERPRETATION
Description of Research Location
Madrasa Aliyah Negeri 1 Metro was established since the approval of the Decree of the Minister of Religion of the Republic of Indonesia Number: 157 of 2014, September 17, 2014 regarding changes in the name of Madrasa Aliyah Negeri 18 (eighteen), 24 (twenty four) ) Tsanawiyah Madrasa and 52 (fifty two) Ibtidaiyah Country Madrasas. What was originally called MAN 2 Metro based on the Decree of the Minister of Religion Number 64/1990, 25 April 1990 and Number 42 of 1992, 27 January 1992, changed the function of the Education of State Teachers of Religion (PGAN) to Madresah Aliyah Negeri. (MAN). The strategic steps in the framework of policy development, so that the Madrasa becomes a specific Islamic public school, can be realized, after the approval of Law No.
Description of the Research
It was open by asking, greeting, checking the attendance list and introducing the researcher as a teacher has taken the students' pre-test scores. Based on the result of the pretest result, the researcher has identified and found the problems after taking the students' pretest scores. The researcher started the meeting by greeting, praying, checking the attendance list and asking the condition of the students.
It means that the performance of the students in Cycle I could improve sufficiently, but was not yet successful. The students who give respond to the explanation of the teacher. c) The students take notes on the material. However, the score of most of the students had improved, although the condition of the learning process was uncontrolled enough.
The teacher gave more motivation to the students to study more and made the learning process more interesting. The teacher asked the students to explain again about the material that was explained by the teacher. In the teaching process, four indicators were also used to recognize the students' activities as in the previous learning process.
Based on the above result, it can be concluded that the Polar Opposite strategy could improve the students because there was an improvement from the mean in posttest I of 72.3 to 80.6 in posttest II.
Interpretation
- Students‟ Score in Pre Test, Post Test Cycle I,
- The Result of Students‟ Learning Activities in Cyccle I
- The Comparison of Pre Test and Post Test
Based on the table above, the comparison students' result after test II, from 27 students who passed the minimum mastery criteria scores 75, and then there is improvement in the students' learning process. Furthermore, the researcher administered the post-test in the next meeting, and the post-test was called post-test I. Subsequently, by analyzing the result of post-test I, the researcher concluded that there were 21 students (60.0%) students passed the post-test IN.
Although there have been improvements in student achievement, Cycle I has not yet been successful because only 21 students (60.00%) have passed the post-test I. After analyzing the results of the students in the post-test of Cycle I, the researcher eats. to develop the next cycle because only 21 students (60.00%) passed the test got the score ≥75. The results of the students in the first cycle of the pre-test, the second cycle after the test and the second cycle after the test was successfully in cycle I, but the process of learning English was successfully in cycle I, but the average score of the students was low.
Based on the results of pre-test, post-test I and post-test II, it was known that there was a positive significant increase in the number of students.' It is supported by improving the student's score from pre-test to post-test I and from post-test I to post-test II. The students' attention to the teacher's explanations had increased from the first meeting to the next meeting.
From graph 3, it can be seen that there was an increase in the average grade and the total number of students who passed the test from pre-test, after test I, after test II.
Discussion
Analisis fungsi sosial, struktur teks dan unsur kebahasaan identitas teks presentasi sesuai dengan konteks penggunaannya. Siswa menerima umpan balik dari guru dan teman tentang fungsi sosial dan unsur kebahasaan yang disampaikan dalam kerja kelompok. Siswa mendemonstrasikan penggunaan penyajian identitas secara lisan dan tulisan di kelas dengan memperhatikan fungsi sosial, ungkapan dan unsur kebahasaan yang benar dan sesuai konteks.
Menyusun teks lisan dan tulis untuk mengungkapkan dan menanggapi pujian bersayap, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada ungkapan kepedulian, serta tanggapannya, sesuai dengan konteks penggunaannya. Menyusun teks lisan dan tulis untuk mengungkapkan dan menanggapi ungkapan kepedulian, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, yang benar dan sesuai konteks. Hubungan interpersonal dengan guru, teman dan lain-lain.
Dengan bimbingan dan arahan guru, siswa mengidentifikasi ciri-ciri interaksi yang menunjukkan perhatian. fungsi sosial, struktur teks, dan unsur kebahasaan). Dengan bimbingan dan arahan guru, siswa mengidentifikasi ciri-ciri past simple dan present perfect tenses (fungsi sosial, struktur teks dan unsur kebahasaan). Analisis fungsi sosial, struktur teks, dan unsur kebahasaan dalam teks deskriptif sederhana tentang orang, tempat wisata, dan bangunan bersejarah terkenal, sesuai dengan konteks penggunaannya.
Penyuntingan teks deskriptif lisan dan tulis sederhana tentang orang, tempat wisata dan bangunan bersejarah terkenal, dengan memperhatikan fungsi sosial, struktur dan unsur teks. bahasa yang benar dan kontekstual. Analisis fungsi sosial, struktur teks, dan unsur kebahasaan teks pengumuman, sesuai dengan konteks penggunaannya. pengumuman), sangat pendek dan sederhana, dengan memperhatikan fungsi sosial, struktur teks dan unsur-unsurnya. Siswa menyampaikan pemberitahuan secara tertulis dengan memperhatikan fungsi sosial, struktur, dan unsur kebahasaan yang benar dan sesuai dengan konteks.
Analisis fungsi sosial, struktur teks, dan unsur kebahasaan teks naratif sederhana berbentuk cerita rakyat, sesuai dengan konteks penggunaannya. Penjelasan makna berkaitan dengan fungsi sosial, struktur teks, dan unsur kebahasaan dalam teks berbentuk Narrative text.
