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  1 THE EFFECTIVENESS OF 3-2-1 STRATEGY IN TEACHING READING COMPREHENSION ON NARRATIVE TEXT Susi Sesilia, Endang Susilawati. Syarif Husin English Education Study Program and Education Faculty of Tanjungpura University Pontianak  Email: Susi30sesilia@gmail.com Abstrac t: The aim of this research was to find out the effectiveness of 3-2-1 strategy in teaching reading comprehension on narrative text to the tenth grade students of SMA Santo Fransiskus Asisi Pontianak in academic year 2014/2015. The research method was a pre-experimental research with one group of pre test and post test design and the sample was clas X B which consists of 30 students. The research found that 3-2-1 strategy was effective in teaching reading comprehension on narrative text to the tenth grade students of SMASanto Fransiskus Asisi Pontianak. It is based on the data calculation that the degree of the effectiveness was 1, 01 and it was categorized as high. In conclusion, the effectiveness of 3-2-1 strategy in teaching reading comprehension on narrative text to the tenth grade students of SMA Santo fransiskus Asisi pontianak in academic year 2014/2015 can be categorized as high. Keywords: Reading Comprehension, Narrative Text, 3-2-1 Strategy Abstrak  : Penelitian ini bertujuan untuk mengetahui keefektifan dari strategi 3-2-1 dalam mengajarkan pemahaman membaca teks narratif pada siswa kelas X SMA Santo Fransiskus Asisi Pontianak pada tahun pelajaran 2014/2015. Metode  penelitian yang digunakan adalah metode pre-experimental dengan model satu grup dari pre-test dan post-test dan sampel dari kelas X B yang berjumlah 30 siswa. Hasil penelitian menunjukkan bahwa 3-2-1 strategi efektif dalam mengajar  pemahaman membaca teks narratif pada siswa kelas X SMA Santo Fransiskus Asisi Pontianak. Hal tersebut di buktikan dengan perhitungan data bahwa tingkat dari keefektifan adalah 1,01 yang tergolong kategori tinggi. Jadi, keefektifan dari 3-2-1 strategy dalam mengajarkan pemahaman reading pada teks narratif pada siswa kelas 10 SMA Santo Fransiskus Asisi Pontianak pada tahun akademik 2014/2015 di kategorikan sebagai tinggi. Kata kunci: Pemahaman Reading, Teks Narratif, 3-2-1 Strategy eading is a skill that must be acquired by students because it help them to find many useful information. Reading skill was learn by the students since junior high school. In reading, the students learn how to comprehend the text and identify the main idea, supporting details, pronoun references and vocabulary of the text ( Chesla: 2000). But in fact, most of students at senior high school still confused how to comprehend the text and identify the text by answer the questions easily. R  2 Teaching reading requires various kinds of techniques. One of the technique that can be applied in teaching reading comprehension was 3-2-1 strategy. Zygouris-Coe, Wiggins and Smith (2004), stated that 3-2-1 reading strategy was a reading strategy that requires students to participate in summarizing ideas from the text and encourages them to think independently and invite them to engage with the text. In using 3-2-1 strategy to teach reading comprehension, the students were asked to fill out the 3-2-1 strategy chart printed out. 3-2-1 chart printed out was a chart which consisted of 3 guidelines, they are list 3 discoveries things, list 2 general things and provide 1 question. The purpose of the 3-2-1 chart printed out was to help students comprehend the text easily by  provide some guidelines. The process of using 3-2-1 chart printed out were First, students should find the generic structure of the text. Second, the students are allowed to express and share their understandings three (3) things of the text by writing or explaining meaning in their own words. Third, students share insights about what aspects of passages are most interesting or intriguing to them. It means, the students are asked to read and find two (2) things they regard as the most interesting thing. Finally, students are given opportunities to ask one (1) question about the text. This question arise students when they find conceptual gaps, misunderstood events, or unclear explanations in text. The function of 3-2-1 chart printed out was to help students easily comprehend the text because they are provided with 3 guideliness when comprehend the text. The 3-2-1 chart printed out can be seen inthe picture below: 3-2-1 narrative text Student’s Name: ... .  Text: The story of toba lake 1.   Describe 3 discoveries about the text (Find in complication and resolution) a.   Problems:  b.   Consequences: c.   Solutions: 2.   List 2 general things about the text ( find in orientation) a.   Who were the paricipants?  b.   What happened to the participant? 3.   Provide 1 question about the text Taken and modified from:  Zygouris-Coe et al (2004:382)  In the mean time, teaching reading comprehension to the tenth grade students of SMA Santo Fransiskus Asisi Pontianak did not run well, the students still have lack of ability in comprehending and processing the text because they were not interesting in reading the narrative text. Therefore, the researcher applied the 3-2-1 strategy to the tenth grade students of SMA Santo Fransiskus  3 Asisi Pontianak. the 3-2-1 strategy has answered the reserach questions which stated that (1) Is the use of 3-2-1 strategy effective in teaching reading comprehension on narrative text to the tenth grade students of SMA Santo Fransiskus Asisi Pontianak? (2) How effective is the use of 3-2-1 strategy in teaching reading comprehension on narrative text to the tenth grade students of SMA Santo Fransiskus Asisi Pontianak?, and the result was the 3-2-1 strategy was effective in teaching reading comprehension on narrative text to the tenth grade students of SMA Santo Fransiskus Asisi Pontianak and the effectiveness was 1,01 categorized as highly effective. The teaching learning process by using strategy can help student in improving their knowledge and motivation. This statement supported by the  previous research, they are Hashem Ahmed Alsamadani (2011) and Yakobus Lohan (2012) which stated that 3-2-1 reading strategy was effective in teaching students’ reading comprehension. Based on explanation above, the researcher was interested in doing the researh by using 3-2-1 strategy in eaching reading comprehension on narrative text. The effectiveness of the strategy will be showed in data calculation by using effect size. METHOD In this research, the researcher used an experimental study and focus on pre-experimental research one-group pretest-posttest. According to Ary et al (2010 : 303), pre-experimental one-group pretest-posttest design involves three steps (1) administering a pretest measuring the dependent variable; (2) applying the experimental treatment  X to the subjects; and (3) administering a posttest. In line with the statement above, the researcher choosed this design to find the effectiveness of 3-2-1 strategy in teaching reading comprehension on narrative text by comparing the result of s tudents’ achievement from the students’ pretest and posttest. The design of pre-experimental one-group pretest-posttest design is described as follows: Table 1 The Design of Pre Experimental Research One-Group Pretest Posttest Pre-test Independent Post-test Y1 X Y2 Taken from (Ary et al 2010) The population in this research was 126 students with the sample was 30 students. The technique of sampling used cluster sampling, means that all members in the selected group are included the sample and the researcher have used lotteri in choosing one class. The technique of data collection used measurement technique tomeasurethestudentsreadingcomprehensionbyusing3-2-1strategy. The measurement will be adminitrated twice. First, pretest to collect the data before the treatment will be held, so the researcherknows the student’s pre -  4 condition before the treatment. Second, posttest to collect the data after treatment is given. The tools of data collecting was written test in form of multiple choice questions. The instruments was 30 questions with 5 alternatives (A, B, C, D and E). The instrument has tested the validity and reliability by give the try out to the students from class XC and it was found that the instrument was valid and reliable with the coeeficiency 0,98 categorized as very high. The result of pre-test and post-test was calculated with the formula of effect size: d= X t    –   X c  S  pooled Taken from (Cohen: 1992) Decription: d = Cohen ‘d effect size  X t  = Mean score of pre-test X c  = Mean score of post-test   S  pooled = standard deviation The procedure in conducting this research consisted of 3 stages, they are  preparation stage, implementation stage and final stage. Preparation stage Preparation stage includes: 1.   Observb the students by doing a pre-research to the tenth grade students of SMA Santo fransikus asisi pontianak. 2.   Prepare the lesson plan and 3-2-1 chart printed out. 3.   Prepare the test, answer key and scoring rubric. 4.   Testing the validity and reliability of the test. 5.   Giving the pre-test to the students of class XC Implementation stage Implementation stages includes: 1.   Determine the sample 2.   Implement the teaching learning process by applying the 3-2-1 stategy in teaching reading comprehension on narrative text. Therefore, the implementations in teaching learning process by applying 3-2-1 strategy in teaching reading comprehension on narrative text are: 1.   Pre-activity ( 5 minutes) a. Apperception (3 minutes) 1)   Teacher greetings students 2)   Teacher asks students’ condition  3)   Teacher checks students’ attendance   b. Motivation (2 minutes) 1)   Teacher explains teaching learning goal
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