USE OF THE THINK-ALOUD STRATEGY TO IMPROVE READING COMPREHENSION OF THE XI GRADE STUDENTS AT SMAN 2 KLATEN IN THE ACADEMIC YEAR OF 2013/2014
Rindi SP, Merisa · Universitas Negeri Yogyakarta
Abstrak / Ringkasan
The objective of this study is to improve the students’ reading comprehension of the XI grade students at SMAN 2 Klaten in the academic year of 2013/2014 by using think-aloud strategy.
This study adopted the procedure of Action Research (AR) design. The subjects of the study were the XI Imersi students of SMAN 2 Klaten. The instruments of the study were observation checklist and interviews guideline which were supported by reading tests. The data were in the forms of field notes, interview transcripts, and students’ reading scores. The qualitative data were analyzed by comparing the data, building interpretation, reporting the outcomes, and presenting the data. Meanwhile, the quantitative data were analyzed using descriptive statistics. The steps of the study were reconnaissance, planning, actions, observations, and reflections. The actions were conducted during January-March 2014 in two cycles.
The finding of this study is that the use of think-aloud strategy is believed to be effective in improving the students’ reading comprehension at SMAN 2 Klaten. The results of the research show that there were some changes of the teaching and learning process of reading, and of the students’ behaviors. The process of teaching and learning reading became more conducive as the students actively participated throughout the activities. The interactions between the teacher and the students and among the students were highly improved. The students made a good improvement in several ways. They became more aware of their own thinking process while reading a text. They paid attention to what they read so that they felt easy in understanding the text. They did not only depend on the use of dictionary due to the use of fix-up strategy. They could register the word meanings by exploring their own thinking. Thereby, their vocabulary mastery improved. They also did not hesitate to express their thoughts during classroom discussion. The research findings were also supported by the results of the students’ reading score means that improved from 64.39 before the actions to 82.46 after the actions.
Referensi Serupa
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