scholarly journals Improving Students’ Reading Comprehension of Descriptive Text through Cognitive Strategy

2017 ◽  
Vol 3 (2) ◽  
pp. 22-35
Author(s):  
Fauzul Etfita
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Reading Ability ◽  
Reading Motivation ◽  
Cognitive Strategy ◽  
Average Score ◽  
Teaching Reading ◽  
Field Notes ◽  
Average Students ◽  
Classroom Action Research

This research aimed to explain the extent to which cognitive strategy can improve the students’ reading comprehension and what factors that influence the changes of the students’ reading ability by implementing cognitive strategy. This research was a classroom action research which consists of two cycles and four meetings of each cycle. Three meetings for teaching reading comprehension of descriptive text by using cognitive strategy and another meeting for reading comprehension of descriptive text test. The research was conducted from April, 30 2013 up to May, 30 2013. The instrument used to collect the data were reading comprehension of descriptive text test, observation sheets, field notes, and interview which were helped by a collaborator. The finding revealed that the implementation of cognitive strategy could better improve students’ reading comprehension of descriptive text at grade VII-2 of SMPN 1 Indra Praja Tembilahan. The improvement was confirmed by the increasing average students’ score, the average score of students in cycle I was 70,72 and in cycle II was 78,10. The factors that influence the students’ reading comprehension during the application of cognitive strategy were the materials, the students’ reading  motivation, and the teacher’s role to students. Finally, the classroom action research by using cognitive strategy could improve the students’ reading comprehension of descriptive text at grade VII-2 SMPN 1 Indra Praja Tembilahan.

scholarly journals Improving Students’ Reading Comprehension of Hortatory Exposition Text by Using Graphic Organizers at Grade XI Social Science of SMA Kalam Kudus Pekanbaru

ELT-Lectura ◽  
2018 ◽  
Vol 5 (1) ◽  
pp. 1-6
Author(s):  
Djoni Djoni ◽  
Yeni Afriyeni
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Social Science ◽  
Graphic Organizers ◽  
Graphic Organizer ◽  
Average Score ◽  
Teaching Reading ◽  
Research Findings ◽  
Field Notes ◽  
Preliminary Study

Based on a preliminary study, the researcher found that the students at grade XISocial Science of SMA Kalam Kudus Pekanbaru had problems in comprehending hortatoryexposition texts. They were difficult to understand contents and to identify generic structureof the texts. Besides, the teacher had used some strategies in teaching readingcomprehension, but they were still not effective. In this case, the researcher decided to solvethese problems in reading by conducting a classroom action research by applying GraphicOrganizer. The purposes of this research were to find out whether Graphic Organizer canimprove students’ reading comprehension of hortatory exposition texts and the factors thatinfluence the changes of students reading comprehension of hortatory exposition texts. Thisclassroom action research was done in two cycles with four meetings in each cycle; threemeetings for teaching reading comprehension of hortatory exposition texts by applyingGraphic Organizer and one meeting for the test. The research was conducted from August02, 2017 until August 25, 2017. In collecting the data, researcher used readingcomprehension tests, observation sheets, field notes, and interview. Then, the data wereanalyzed in quantitative and qualitative. The research findings showed that there was animprovement of students’ score in reading comprehension of hortatory exposition texts testsafter applying Graphic Organizer. The average score of students in cycle 1 was 65 and cycle2 was 70. Then, the factors that influence the improvement of students’ readingcomprehension of hortatory exposition texts were students’ activeness, teaching material,and teachers’ role. In conclusion, the implementation of Graphic Organizer could improvestudents’ reading comprehension of hortatory exposition texts at grade XI Social Science ofSMA Kalam Kudus Pekanbaru.

scholarly journals PENINGKATAN KEMAMPUAN MEMBACA PEMAHAMAN BAHASA INGGRIS MELALUI MEDIA KOMIK BERBAHASA INGGRIS PADA SISWA KELAS VIII MTS

2018 ◽  
Vol 32 (1) ◽  
pp. 1-6
Author(s):  
Puji Astuti
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Reading Ability ◽  
Action Observation ◽  
Average Score ◽  
Positive Contribution ◽  
Average Value ◽  
Comprehension Ability ◽  
Research Procedure ◽  
Classroom Action Research

Given the importance to the role of reading about the development of science then there should be efforts to improve students’ reading ability by using the presence of English comics as a medium is expected to make a positive contribution for students through its nature that makes readers are happy. The child’s interest in the story tells a significant emphasis about the need through the use of comic media for learning. This classroom action research aims to improve students’ reading comprehension at VIII C in MTs Subulussalam Kayuagung through English comic media. This research is a Classroom Action Research which is carried out by following John Elliot's model research procedure which includes planning, action, observation, reflection or evaluation. The research was conducted at MTs Subulussalam Kayuagung from the 2017-2018 which was odd semester of 26 students. The research shows that before being given instruction using english comic media the average score of reading student’s understanding is 62,70 (57,70%) with medium category. After reading comprehension learning using english comic media first cycle the average score of students’ comprehension ability increased to 70 (69.23%) still in medium category and done learning on second cycle of reading comprehension ability of student experience increase of average value and percentage equal to 81,54 (88,46%) with very high category.   References Arikunto, S. (2009). Penelitian tindakan kelas. Jakarta: Bumi Aksara. Iskandar. (2012). Penelitian tindakan kelas. Jakarta: Referensi (GP Press Group). Prasetyono, A.E., Amsia, A., & Ekwandari, Y.S. (2015). Pengaruh penggunaan media komik terhadap peningkatan hasil belajar sejarah. PESAGI (Jurnal Pendidikan dan Penelitian Sejarah), 3(6). Puspitorini, R., Prodjosantoso, A.K., Subali, B. & Jumadi. (2014). Penggunaan media komik dalam pembelajaran IPA untuk meningkatkan motivasi dan hasil belajar kognitif dan afektif. Cakrawala Pendidikan, XXXIII(3), 413-420. doi: http://dx.doi.org/10.21831/cp.v3i3.2385 Rubin, D. (2011). A practical approach to teach reading. Boston: Allyn dan Bacon. McCloud, S. (2001). Understanding comics. Jakarta: Kepustakaan Populer Gramedia. McCloud, Scout. (2008). Reinventing comics. Jakarta: Kepustakaan Populer Gramedia. Somadayo, Samsu. (2011). Strategi dan teknik pembelajaran membaca. Yogyakarta: Graha Ilmu. Suci, Lestari. (2009). Media komik. Jakarta: Universitas Pendidikan Indonesia. Yunus, Abidin. (2012). Pembelajaran membaca berbasis pendidikan karakter. Bandung: PT. Refika Aditama.

scholarly journals USING JIGSAW MODEL TO IMPROVE READING COMPREHENSION OF THE NINTH GRADERS OF SMPN 1 KARANGPLOSO

2018 ◽  
Vol 3 (1) ◽  
pp. 51-64 ◽  
Author(s):  
Yuhananik Yuhananik
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Cooperative Learning ◽  
Active Participation ◽  
Ninth Graders ◽  
Average Score ◽  
Teaching Reading ◽  
The Subject ◽  
Classroom Action Research

This study is aimed at improving reading comprehension using jigsaw model of cooperative learning in reading classes. This study used classroom action research as the design.  The subject of the study is the nineth graders of SMPN 1 Karangploso Malang. The number of 30 students was assigned as the subject of this study.  The subject had low comprehension in reading English texts.  The study revealed that the jigsaw model of cooperative learning in teaching reading is effective to increase reading comprehension.  Records of the comprehension showed the increase on the first, second, and third test.  The average score before jigsaw was given was 6,08. All students took active participation in the last cycle.  

PENERAPAN METODE DISKUSI SYNDICATE GROUP UNTUK MENINGKATKAN KEAKTIFAN BELAJAR SISWA KELAS V SDN BERU 02 WLINGI

2016 ◽  
Vol 2 (2) ◽  
pp. 135
Author(s):  
Saiful Amin ◽  
Siti Khotimah
Keyword(s):  
Action Research ◽  
Descriptive Analysis ◽  
Group Discussion ◽  
Average Score ◽  
Field Notes ◽  
Allocation Of Time ◽  
Classroom Action Research ◽  
Local Levels

This study aims to apply the syndicate group discussion method to increase students' learning activeness of fifth class in SDN (public elemantary school) Beru 02 Wlingi on legislation central and local levels matter. This type of research is a classroom action research. Collecting data using observation sheet and field notes. Data were analyzed using descriptive analysis. The results of study showed that the syndicate group discussion method can increase students' learning activeness, with increase the average score from the first cycle to the second cycle is 23.67. The suggestion that need to regulate the allocation of time on discussion and better manage classes with the implementation of learning.<br /><strong>Keywords:</strong> syndicate group discussion method; students' learning activeness<span class="fontstyle0">This study aims to apply the syndicate group discussion method to increase students'<br />learning activeness of fifth class in SDN (public elemantary school) Beru 02 Wlingi on<br />legislation central and local levels matter. This type of research is a classroom action<br />research. Collecting data using observation sheet and field notes. Data were analyzed<br />using descriptive analysis. The results of study showed that the syndicate group<br />discussion method can increase students' learning activeness, with increase the average<br />score from the first cycle to the second cycle is 23.67. The suggestion that need to<br />regulate the allocation of time on discussion and better manage classes with the<br />implementation of learning.<br /></span><span class="fontstyle2">Keywords: </span><span class="fontstyle0">syndicate group discussion method, students' learning activeness</span>

scholarly journals Improving the Students’ Reading Comprehension by Using Think Talk Write (TTW)

LETS ◽  
2019 ◽  
Vol 1 (1) ◽  
pp. 25-43
Author(s):  
Yuliana Rosita ◽  
Karman
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
First Grade ◽  
Research Problem ◽  
Average Score ◽  
Mastery Criterion ◽  
Student Test ◽  
Classroom Action Research

This research was designed to improve the students` reading comprehension through Think Talk Write at the first-grade students of SMKN 1 Lasusua. The research problem was “The reading comprehension of the first- grade students of SMKN 1 Lasusua is low”. The design of this research was collaborative Classroom Action Research (CAR).In this research, there were two cycles. The first cycle was not success because the result of the students’ test did not fulfill the KKM, so there was the next cycle. The second cycle was success because the result of the student test achieved the KKM mandatory by the school. In addition, this research must get score of 70 to fulfill the Minimum Mastery Criterion – Kriteria Ketuntasan Minimal (KKM). It could be seen in the average score, it was 68.6 in the first cycle, and there were only 17 students from 35 students got greater score than or equal 70. This score increased to be 74.77 in the second cycle, there were 26 from 35 students got score greater than or equal 70. It means that this research was successful. Based on the findings, the conclusion is Think Talk Write strategy could improve the students` comprehension in reading at the first-grade students of SMKN 1 Lasusua.

scholarly journals Improving the Eight Graders’ Reading Comprehension Comprehension through Jigsaw Technique at SMP 1 PSKD

2018 ◽  
Vol 3 (2) ◽  
pp. 85
Author(s):  
Adelina Fransiska
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Eighth Graders ◽  
Average Score ◽  
Post Test ◽  
The Subject ◽  
Classroom Action Research ◽  
Jigsaw Technique

AbstractThe main objective of this research is to improve the eighth graders’ reading comprehension through Jigsaw technique at SMP 1 PSKD. This research is a classroom action research in two cycles. The research was done on April 12th, 2016 until May 24th, 2016. The subject of the research was the students of VIII class at SMP 1 PSKD. There were 27 students (13 males and 14 females). The instruments of the test are pre-test and post-test. The non instruments test are observation sheets, interview, and researcher’s diary notes. The improvement of the eighth graders’ reading comprehension scores can be seen from the result of the pre-test and post-test. The average score of the students in the pre-test was 49.03 points and in cycle 1 the average score of the students was 65.78 points. So the increase between the two tests was 16.75 or 34.16%. In the cycle 2, the average of students’ score was 75.85 points. The result of the posttest 1 was 65.78 points, so the increase from post-test 1 in cycle 1 to post-test 2 in cycle 2 was 10.07 points or 15.75%. The improvement from pre-test to post-test 2 was 54.70%. In addition to the score increase, jigsaw technique can improve the students’ enthusiasm in learning reading comprehension. It can be seen from the result of the interview. The participants were interested in learning reading comprehension through jigsaw technique because jigsaw technique helped them in comprehending the text. This research was also supported by the result of researcher’s diary notes. The researcher’s diary notes shows that there were a positive changed from cycle 1 to cycle 2. Based on the results of the research, it can be concluded that jigsaw technique could improve the eighth graders’ reading comprehension at SMP 1 PSKD.   Keywords: jigsaw technique, reading comprehension

scholarly journals Improving Fluency Skill in English Speaking Through Role Playing Learning Strategy at English Study Program, Administration Business Department, State Polytechnic of Madiun

2019 ◽  
Vol 6 (4) ◽  
pp. 52
Author(s):  
Imam Mudofir ◽  
M. Farid Maftuh ◽  
M. Supriyanto ◽  
Henny Purwaningsih
Keyword(s):  
Action Research ◽  
Learning Strategy ◽  
Role Playing ◽  
Business Administration ◽  
Average Score ◽  
Study Program ◽  
Average Value ◽  
Field Notes ◽  
English Speaking ◽  
Classroom Action Research

In the preliminary study, the researchers found that the average value of fluency in English speaking is 2.25. This is because of the teacher always uses monotonous, less enjoyable learning strategy and the teacher only focuses on completing the material so that the learning process can only transfer knowledge so that the level of mastery of the material is low which ultimately decreases student achievement. To overcome this problem, researchers propose a strategy in teaching speaking skill, namely role-playing learning strategy. This study is designed to improve fluency in English speaking by using role playing learning strategy. This study aims to explain how role-playing learning strategy can improve fluency in English speaking in the 4th semester, English Study Program, Business Administration Department, State Polytechnic of Madiun. This study uses a Classroom Action Research (CAR) design which is collaborative in nature where researchers and teacher collaborate in carrying out this research. Researcher act as observer while English teacher become collaborator of researcher in implementing role playing learning strategy. This research was carried out in a cycle that refers to procedures for action research, namely planning, implementing, observing, and reflecting. Each cycle in this study consisted of two meetings. The research data was collected through several instruments, namely evaluation of English speaking, questionnaires, and field notes. The subjects of this study were 4th semester of D3 Program students, English Study Program, Business Administration Department, State Polytechnic of Madiun. The results of the overall average score of fluency in English speaking in the first cycle of 2.44, in the second cycle of 2.89, and in the third cycle of 3.19. Classroom action research can be stopped in cycle III because it is in accordance with the average criteria of success is 3.01. The interesting of students towards the implementation of role-playing learning strategy shows that students are happy and interested in implementing role playing learning strategy.

scholarly journals Promoting Students’ Reading Comprehension Using Graphic Organizer: A Classroom Action Research

2019 ◽  
Vol 3 (2) ◽  
pp. 118-129
Author(s):  
Neny Kartika Sari ◽  
Nur Arifah Drajati ◽  
Dewi Rochsantiningsih
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Graphic Organizer ◽  
Teaching Reading ◽  
Field Note ◽  
Research Findings ◽  
Class Viii ◽  
The Subject ◽  
Classroom Action Research ◽  
Research Achievement

This research aimed to describe the process of improving students’ reading comprehension of narrative text through graphic organizer strategy in SMP Regina Pacis Surakarta. It was conducted to the ninth year students, especially class VIII A as the subject of research. The researcher conducted a classroom action research. Achievement test, observation checklist and field note used as the tools of data collecting. The research findings showed that graphic organizer strategy was appropriate for teaching reading comprehension. Students’ mean score increased from 63 to 78. The students were able to map out basic components of the story such as setting, problem, goals, action, and outcomes. Graphic organizerprovides structure and organization so students were able to comprehend the story more effective.

ECLECTIC METHOD: AN ALTERNATIVE TO SUPPORT GRAMMAR MASTERY TO TWELVE GRADERS

2018 ◽  
Vol 5 (1) ◽  
pp. 48
Author(s):  
Kiswati Kiswati
Keyword(s):  
Action Research ◽  
Research Finding ◽  
The Other ◽  
Average Score ◽  
Teaching English ◽  
Twelfth Graders ◽  
Field Notes ◽  
Preliminary Study ◽  
Classroom Action Research ◽  
Grammar Tests

This research is aimed to know the use of Eclectic Method towards students grammar mastery. Due to the low grammar score and less motivation of the students to learn grammar as one of the material that should be mastered by the students integratedly with the other material. The research was a two-cycle classroom action research conducted to twelfth graders of social department at MAN 5 Jombang. This study used grammar tests, observation sheet and field notes as the instruments. The research finding proved that eclectic method was effective to be conducted in teaching English, mainly in grammar class. The data showed that the grammar score was improved significantly from the average score of 55.87 in preliminary study to become 76.65 in cycle 1 and 88.19 in cycle 2. The participation of the students during the cycle was also improved from cycle to cycle.

scholarly journals Think Pair Share Technique to Promote Students' Reading Comprehension

2020 ◽  
Vol 12 (1) ◽  
pp. 25-34
Author(s):  
Retno Dwigustini ◽  
Jenika Widiya
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
English Teachers ◽  
Qualitative Approach ◽  
Seventh Graders ◽  
Teaching Reading ◽  
Classroom Action Research ◽  
Motivation And Learning ◽  
Passing Grade

The objective of the research is to promote students’ reading comprehension through Think Pair Share technique. The present research employed qualitative approach with Classroom Action Research (CAR) method. The participants involved were one class of seventh graders consisting of 22 students. The research was conducted in three cycles. Observation, test and interview were used to collect the data. The result revealed that 1) students’ score of reading comprehension  increases after the implementation of Think Pair Share technique (in cycle I, only 36% students passed the passing grade, in cycle II 73% of them passed the passing grade, and in cycle III, 100% students passed the passing grade; and 2) students’ motivation and learning excitement improve. The findings lead to a conclusion that this technique can promote students’ reading comprehension. It is then recommended for English teachers to keep using this technique as a solution to assist them in teaching reading comprehension and to motivate their students to be more active in learning.

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