Mampu meningkatkan pemahaman bacaan siswa kelas VII MTS Al-Qur'aniyah Manna Kabupaten Bengkulu Selatan. Mampu meningkatkan pemahaman bacaan siswa kelas VII MTS Al-Quraniyah Manna Kabupaten Bengkulu Selatan.
INTRODUCTION
Identification of Problems
They found so many unfamiliar words and the latter did not know how to find the main ideas and specific information in the texts.
Objectives and Singnificances of the Reasearch
LITERATURE REVIEW LITERATURE REVIEW
Think Aloud
Some other studies made a clear distinction between thinking aloud and reading aloud (Yasemin Sonmes & Sulyaman Erkam Sulak, 2018). In short, thinking out loud means thinking as hard as you can to come up with the best way to achieve or obtain something you want.
The Benefits of think aloud
Some other studies made a clear distinction between the concepts of think-aloud and read-aloud (Yasemin Sonmes &. Through this strategy, students can be asked think-aloud questions by teachers during reading and students' thoughts can be observed.
Procedure of Think Aloud Strategy
Think aloud can be used with students of different reading skills/levels and able to differentiate instruction, then follows universal design for learning principles (provides multiple, varied and flexible options for representation, expression and engagement) reduces barriers to learning. Coping strategies you can model include having students work with peers to practice reading aloud short passages of text (Hidayati, 2015).
Concept of Think Aloud Strategy
Reading Comprehension
- The Understanding of Reading Comprehension
- Aspect of Reading Comprhension
Second, students should be reminded that each person should have a specific responsibility in the discussion, whether it is being held on time, taking notes, or reporting results. This is a technique that we often use when we look up a word in the phone book or dictionary that you are looking for keywords or ideas in most cases, we know what to focus on to find a specific answer.
Related Study
Effectiveness of Using Think-Aloud Strategy on Students' Reading Achievement in Studying Narrative Texts in Grade 7 SMP Islam Durenan Trenggalek. Using the Think Aloud Strategy to Improve English Reading Comprehension for Grade 12 Students in Saudi Arabia.
Research Hypothesis
Nur Anggolah The effect of thinking aloud strategy towards students' reading comprehension study of 7th grade of MTS Al-Quraniyah Manna Kabupaten Bengkulu Selatan in academic year 2020/2021. This research will answer the question of the meaning influence between reading comprehension using TAS and reading comprehension using non-TAS method. There is a significant effect on student reading comprehension between students who are taught according to the TAS model and those who are not.
There is no significant effect on students' reading comprehension between students who are taught according to the TAS model and those who are not. The experimental group (EG) was taught using the TAS approach and the control group (CG) was taught using the conventional method usually used by the tracher for teaching reading comprehension. The researcher gives the treatment to the experimental class that used Think Aloud Strategy Toward.
Then, at the end of the treatment, the researcher administered the result of the pre-test and post-test scores to find out if the Think Aloud Strategy was effective as one of the students' alternative ways. After the treatment was given to the subject, the researcher gave post-test to both experimental class and control class.
Population and Sample
- Population
- Sample
Population is a field of generalization that consists of object/subject that has certain qualities and characteristics that are determined by research to be studied and then draw conclusions (Sugiyono, 2018). It means that the population of this research consisted of 151 students from the study of 7th grade MTS Al-Quraniyah Manna. They are members of the selected groups have similar characteristics such as the number of students, capacity, age, average score and the same for English teacher. The sample taken by the researcher of this research was two classes from the study of 7th grade of MTS Al-Quraniyah Manna.
The researcher obtained the data of students' reading comprehension by giving them the test related to the topic of descriptive text in reading comprehension. There were two types of tests in this researcher, the first was pre-test and the second was post-test. Both tests were test that was measured using the trial test that was related to the reading test.
The pre-test was administered before the researcher administered the treatment to the experimental class, while the post-test was administered after the treatment was administered to the experimental class. The researcher conducted two tests, a pre-test and a post-test from the two classes that were selected as a sample to determine the effect of the think-aloud strategy on the students' reading comprehension.
Instrument of Reasearch
- Reading Test
- Observation Sheet
- Interview
- Validity and Reliability Test
- Research Procedure
- Pre-tes
- Treatment ( Experimental Only) a. Experiment Class
- Post-Test
It means that the researcher comes to the field to observe what is happening in the field. In this study, the researcher will conduct non-participant observation, where the researcher is the passive participant. It means that the researcher does not interfere with the subject activities in the classroom.
This consistency would give the researcher confidence that the results are actually suppressing the performance of the individuals involved. The researcher used the procedure for the treatment class that had lasted six meetings. Before applying the think-aloud strategy, the researcher pre-tests both the experimental class.
In the control class, the researcher gave the same topic as the experimental class without applying the think-aloud strategy and reading comprehension. After the researcher administered the experimental call treatment, the researcher administered the post-test to both the experimental class and the control class.
Technique of Data Analysis
- Test of normality
- Test of homogeneity
The researcher took several steps as follows: (1) the researcher checked the student's attendance record; (2) the researcher provided the students with descriptive text material; (3) the researcher explained the whole text and asked the students to translate the whole passage; (4) the researcher asked the students to read the text and answered the text question. The purpose of the post-test was to find out the effect of the think-aloud strategy on the students' reading comprehension. Normality test to determine whether a data variable is normal or not, the normality of the data should first be tested using the kolmogor.-smirnov statistic before the researcher analyzes the data using regression analysis.
Result
- The Description of Pre-Test and Post-Test Score in Experimental Group
- The Description of Pre-Test Score and Post-Test Score in the Control Group Graphically, the total score of students’ pre-test and post-test in the control group can
- The Normality of the Data
- The Statistical Analysis of Pre-Test and Post-Test
Based on the above table, the result of the pre-test in the experiment class was: there were 0 (0%) students with very good qualification, 4 (16%) students with good qualification, 2 (8%) students with an average qualification, 8 (32%) students with a poor qualification6 (24%) and students with a very poor qualification 5 (20%). Based on the figure above, it can be seen that in the pre-test control class there were four students whose reading comprehension results were in the very good category and not in the excellent category, while in the post-test control class there was only one student . whose reading comprehension was very good and only 1 person was in the excellent category. The result of the normality data test for the score control class before and after the test is shown in Table 4.9.
As Table 4.9 indicates, the significance values for the control class pretest scores calculated by the Kolmogorov-Smirnov test formula were 0.898 respectively. So it can be assumed that the data in the pre-test results were distributed normally. As Table 4.10 indicates, the significance values for the experimental class pretest scores calculated by Kolmogorov-Smirnov test formula were 0.611 respectively.
As Table 4.12 shows, the significance values of the pre-test result of the experiment class calculated by the Kolmogorov-Smirnov test formula were 0.178 respectively. It means they are higher than the 0.05 significance level. So it can be assumed that the data in the pre-test results are distributed.
Limitation of the Research
Conclusion
Suggestion
The Effectiveness of the Think Aloud Strategy Towards the Reading Comprehension of Eighth Grade Students at MTSN in the 2016/2017 Academic Year. Using the Think-Aloud Strategy to Improve English Reading Comprehension for Grade 9 Students in Saudi Arabia, Doctoral Dissertation. The effect of an intervention program on reading comprehension processes and strategies in 5th and 6th grade students.
Improving the Reading Comprehension of Grade VIII Students of SMP Negri 3 Galang Using Think Aloud Strategy: An English Education Study Program Madoko University Faculty of Teacher Training and Education, JME Vol 3, No.3, December 2015. Think Aloud Method in EFL Reading Comprehension : International Journal of Scientific & Engineering Research. Improving students' reading comprehension using a think-aloud strategy: Journal of English Language Teaching.
The Influence of Think-Aloud Strategy and Reading Interest for Reading Comprehension Students of Adab Faculty IAIN Raden Fatah Palembang: Journal.
VALIDITY AND RELIABILITY TEST
Based on the validity test above, it can be seen that the statement of all corrected item values - Total Correlation > r table (0.3365) which means the statement item is valid.
SYLLABUS
LESSON PLAN
Pertemuan Pertama
Persepsi: Mengaitkan materi/topik/kegiatan pembelajaran yang akan dilaksanakan dengan pengalaman siswa terhadap materi/topik/kegiatan sebelumnya. Apabila materi/topik proyek dikerjakan dengan baik dan sungguh-sungguh serta terserap dengan baik, maka diharapkan siswa mampu menjelaskan materi yang dipelajari. Guru dan siswa menarik kesimpulan tentang poin-poin penting yang muncul dalam kegiatan pembelajaran yang baru saja dilaksanakan berkaitan dengan materi yang dipelajari.
Siswa bertanya tentang hal-hal yang belum dipahaminya, atau guru menanyakan beberapa pertanyaan pemicu kepada siswa terkait materi yang ingin dipelajari. Para siswa dibentuk dalam beberapa kelompok untuk berlatih, berdiskusi, mengumpulkan informasi, representasi dan bertukar informasi tentang materi. Siswa bertanya tentang hal-hal yang belum dipahaminya, atau guru mengajukan pertanyaan-pertanyaan yang lebih bersifat pemicu kepada siswa.
Apabila materi tema/proyek ini dikerjakan dengan baik dan sungguh-sungguh serta dikuasai dengan baik, maka siswa diharapkan mampu menjelaskan materi yang dipelajari. Para siswa dibentuk dalam beberapa kelompok untuk berlatih, berdiskusi, mengumpulkan informasi, representasi dan bertukar informasi tentang satu sama lain.
