Title: USE OF THE SCAFFOLDING METHOD TO INCREASE THE READING COMPREHENSION OF STUDENTS IN THE SECOND YEAR OF SMA BATARA GOWA (Experimental research). Judul skripsi : USE OF THE SCAFFOLDING METHOD TO INCREASE THE READING COMPREHENSION OF STUDENTS IN THE SECOND YEAR OF SMA BATARA GOWA (Experimental Research). Using Scaffolding Method to Increase the Students' Reading Comprehension at the Second Year of SMA Batara Gowa (An Experimental Research).
This can be seen in the problem as: To what extent is Scaffolding Method effective to increase the reading comprehension of second year students at SMA Batara Gowa. Irwan Akib, M.Pd., the rector of Muhammadiyah University of Makassar for his advices while studying at the university. Erwin Akib, S.Pd., M.Pd., Head of the Department of English Education at FKIP Muhammadiyah University of Makassar.
INTRODUCTIONINTRODUCTION
Background
In fact, there are many problems in learning English, especially in learning grammar rules, structure and concepts. In the observation before, the researcher found that some difficulties in learning to read caused by some of the students who have fewer ideas and less skills to organize the ideas. When asked to arrange the section from the passage, the students do not know how to start.
To solve these problems, the use of scaffolding methods in teaching and learning is therefore important to be used as an alternative method. Regarding the explanation above, it is expected that scaffolding methods can be effective in improving students' reading comprehension. The researcher formulated this research under the title "Using Scaffolding Method to Increase the Students".
Problem Statement
Objective of the Research
Significance of the Research
Scope of the Research
Richard in Fadila (2011:8) argued that reading comprehension is the understanding of a text being read, or the process of constructing meaning from a text. Comprehension is a "construction process" because all elements of the text are involved in reading. mind. That is reading to compare the way of life of the story with the way of life of the reader. Only skimming should not be used if the aim is to fully understand the text.
This kind of reading is for finding out the meaning given in the passage, not for practicing the pronunciation of the words and expressing the word while reading aloud. It also compares the experience to elements in the new material, such as content, style, expression, information and ideas of the author. Based on the above syllabi, the reading material consists of descriptive and narrative texts.
Sets the scene: where and when the story happened, introduces the participants in the story: who and what is involved in the story. Tells the beginning of the problem, which leads to the crisis of the main participants (climax).
Research Design
Research Variables and Indicator
Research Hypothesis
Population and Sample
Research Instrument
Data Collection
2nd meeting: The researcher asked the students to read the narrative text and the other activity was the same as the previous day's activity. Session 3: The researcher asked the students to read the descriptive text and the next activity was the same as the previous day's activity. 4th meeting: The researcher asked the students to read the descriptive text and the next activity was the same as the previous day's activity.
It is used to check the result of treatments; it is useful to know if the Scaffolding method is effective to use in the learning process of reading comprehension.
Data Analysis
To get the score for each student, the researcher divides the students' correct answer by the number of items and times 10. Test the hypothesis to find out the difference between pre-test and post-test using the following formula:.
SSTSS
Findings
- The Classification of Students’ Pre-test and Post-test Scores in Experimental Class
- The Classification of Students’ Pre-test and Post-test Scores in Controlled Class
- The Mean Score and Standard Deviation of Experimental Class and Controlled Class
- Distribution the value of t-test and t-table in post-test
None of the students scored excellent, very good and good, There were 2 (10%) students who scored fairly well, 14 (70%) students scored fair, 4 (20%) students scored poorly, and none of The students got a very bad score. While the percentage of score of experimental class in post-test from 20 students as table 4.2 above shows, no students got excellent score, 3 (15%) students got very good score, 12 (60%) students got a good score, 4 (20%) students got a fairly good score, 0 (0%) student got an average score, 1 (5%) student got a bad score, and none of the students got a very bad score. Based on the result above, it can be concluded that the rate percentage in post-test was higher than the rate percentage in pre-test.
None of the students scored excellent in both pre-test and post-test, but the score increased significantly in the post-test where there were 3 and 12 students scored very well and well respectively. This indicates that the rate percentage of score controlled class in pre-test was low. While the rate percentage of the score of the controlled class in post-test of 20 students shows as table 4.4 above, none of the students got excellent, very good and good score. There were 12 (60%) students who got fairly well, 7 (35%).
Based on table 4.3 and 4.4, it can be concluded that the rate percentage in post-test was greater than the rate percentage in pre-test. After calculating the result of the students' score, the mean score and standard deviation of both classes are presented in the following table. The table above shows that the mean score of experimental class in post-test was (80) and the standard deviation of experimental class was (8.885), while the mean score of controlled class in post-test was (68) and its standard deviation was (8.335).
It means that the mean score of the controlled class was lower than the mean score of the experimental class. The result of the test shows that there was significant difference between t-table and t-test (2.042< means that, t-table was lower than t-test. The result of statistical analysis of t-test shows that there was significant difference between the experimental class which was treated using the scaffolding method and the control class which received treatment with verbal explanation, although both differences were not high enough.
Discussions
The scaffolding method to help students learn to read in the second year of SMA Batara Gowa was effective. Data analysis showed that all the data found and discussed in this chapter relate to the acceptance of the alternative hypothesis. The Scaffolding method has been shown to be effective in student learning in reading comprehension learning of second year SMA Batara Gow.
Helped by their parents when they first start learning to speak, young children are provided with the instinctive structures to learn a language. Although the term was never used by Vygotsky, interactive support and the processes by which adults mediate a child's efforts to acquire new learning have been named. Scaffolding represents helpful interactions between the adult and the child that enable the child to do something beyond his or her independent efforts.
A framework is a temporary framework that is put in place to support access to meaning and is removed as needed when the child has achieved control performance in a task. Based on the above findings and the theory in Chapter II, it can be concluded that the use of the scaffolding method is to increase students' reading. The first part deals with the conclusion of the finding, and the second part with the proposal.
Conclusion
Increasing the students' reading comprehension through the quantum learning method in the eleven grade students of SMA Muhammadiyah 2 Bontoala Makassar. 2012, Enhancing Students' Proficiency in Writing Descriptive Paragraphs by Scaffolding Strategy in Class VIII.B Students of SMP Saribuana Makassar. 2007. The methods used by the English teaching in reading instruction to the second year students of MAN 2 Model Makassar.
Experimental Class
Controlled Class
- t-Test
- t-Table
- Objectives of Learning
- Learning Materials
Understanding the functional importance of written text with short essays, the simplest form of a narrative and descriptive in the context of everyday life and to have knowledge. Respond to written text meaning and essay step by step rhetoric accurately, fluently, and acceptable in the context of everyday life and sciences access in text form: descriptive and narrative texts. Able to read and write a series of meaningful lectures to understand the text;.
Activities Introduction Apperception
Main Activity
Closing Activities
- Sources of learning
Objectives of Learning
- Learning Materials
- Teaching Method
Activities Introduction Apperception
Main Activity Exploration
- Sources of learning
- Scoring
Facilitate students through the duty to bring new ideas both orally and in writing. Provide positive feedback and reinforcement in the form of verbal, written, gestures, and prizes to the successful students. Provide confirmation of the results of student exploration and elaboration through a variety of sources.
Serve as a resource and facilitator in answering questions from students who are experiencing difficulties, using standardized language and correctly;.
Objectives of Learning
- Learning Materials
Activities Introduction Apperception
- Sources of learning
Objectives of Learning
- Learning Materials
Activities Introduction Apperception
- Sources of learning
Instrument Instrument Importance of ideas v. form of narrative text Write a test Question about. text Answer the following questions based on the text. Waves flowing over the earth's surface not only destroy buildings, but can also damage water pipes and cause fires at the same time. That's why many cities that are "prone" to earthquakes store water in special places so that even if the underground water pipes burst, there will be water.
Carbon dioxide plays an important role in establishing temperatures, but lowers the temperature in the upper atmosphere. If it were all condensed into a liquid form, it would cover the entire surface of the earth and cause the rainfall. Water exists in the atmosphere in three forms: as gaseous vapour, as liquid droplets and as solid ice crystals.
According to the passage, what is the largest percentage of water found anywhere in the Earth's atmosphere. The snake was so angry that it scared the rabbit, the monkey, the crow and the owl. At last the whole jungle was angry with the mosquito and cried for the sun to rise, and when it did, the mosquito lost its voice.
One day I was at a party when someone invited me to go into the basement bedroom, turn off the lights and close the door. About the third time the lights were flashing I noticed a beautiful girl in the mirror and her hand was reaching towards me. Waves flowing over the earth's surface not only destroy buildings, but can also damage water pipes and cause fires at the same time.
That's why many cities that are "prone" to earthquakes store water in special places so that even if the underground water pipes burst, there will be water.
CLASS CONTROL
CURRICULUM VITAE
