Hermanto (2009) Improving reading comprehension of the students of Institut Teknologi Sepuluh Nopember (ITS) Surabaya through reading comprehension strategy of preques / Hermanto. Masters thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
In the context of English language teaching and learning reading is a compulsory skill taught in school from primary to tertiary level. However the result of the students reading performance is not as good as it is expected. Based on some studies this condition happens because of some factors among others many students consider reading an uninteresting activity and they lack effective strategies in how to comprehend the text. In the case of ITS students based the survey the failure to get good score in reading comprehension is caused by some factors such as limited background knowledge and students lack of reading strategies. Consequently their reading comprehension achievement was not satisfying. The preliminary study on reading comprehension achievement test done in class XI of TPB ITS second semester of the academic year 2007/2008 showed the average score is 68.8 with range of 56 in which the lowest score is 40 and the highest score is 96. To improve the situation reading comprehension strategy of PreQueS a strategy which is a combination of previewing questioning and summarizing was implemented so as to improve the reading comprehension ability of the students of ITS Surabaya. The study was conducted through collaborative Classroom Action Research (CAR) which consisted of four steps namely planning an action (preparing lesson plans preparing the criteria of success and preparing the research instruments) implementing the plan observing the action and reflecting on the results. Reflection was done by comparing the results of the study with the determined criteria of success as follows 1). the students were able to implement the reading comprehension strategy of PreQueS in their reading activity 2).the students average reading comprehension grade improve from the base line of 68.8 (equal to B or category Good based on the ITS Academic Regulation) to 71 (equal to AB or category Very Good based on the ITS Academic Regulation) 3).The minimum grade the students got was 56 (equal to C or category Fair based on the ITS Academic Regulation). After one cycle completed the results of study showed two important aspects related to the implementation of the PreQueS strategy. First it deals with the implementation of the PreQueS strategy by the teacher. From the four meetings that the teacher had executed throughout the research she was able to introduce the strategy to the students. She was able to execute the steps required to implement the PreQueS strategy as they were planned on the teaching plans so that by the end of the research the students who did not know about the PreQueS strategy in the beginning of the research became knowledgeable with the strategy. Second in terms of the students responses to the implementation of the strategy and their reading achievement the findings showed that most of the students (73.5%) implemented the PreQueS strategy and 76.5% explicitly showed the way how to implement the strategy. The students achievement on reading comprehension tests conducted during the research also showed improvement from base line 68.8 to 81.3 at the end of the research. The minimum score was also increased from 40 (baseline) to 66 in the end of the cycle. The conclusion that could be drawn from the study was that the implementation of the reading comprehension strategy of PreQueS was able to solve the problems faced by the teacher in which the study was conducted in terms of two aspects. First aspect was developing an effective strategy in reading comprehension. Reading comprehension strategy of PreQueS which basically consisted of Previewing Questioning and Summarizing had been able to help students comprehend the text they read. Previewing helped them to be able to grasp the general content of the text by the text so that they could anticipate what would be discussed on the text. Questioning help the students determine what they want to learn while reading. When they have set their purpose of reading they would be more curious and enjoyed to read. Summarizing help the students construct their understanding of the text they read. The implementation of PreQueS strategy consisted of four stages brain storming modeling group work and individual work. Brain storming was useful to give students strong concept of reading comprehension strategy of PreQueS. Modeling was the step conducted by the teacher in order to give the students example of how to implement the PreQueS strategy. Group work was useful to enhance the students skill to apply the strategy. During this group work the students were guided by the teacher to practice implement the PreQueS strategy. The individual work was an independent practice of the PreQueS strategy. Second aspect was improving the students reading comprehension achievement. In terms of reading achievement the improvement was shown by the increase on the grades that the students could achieve both the average score and the minimum score of the students. Knowing the good results of the study it is suggested that the students implement reading comprehension strategy of PreQueS in their reading. Teachers who teach students reading is also suggested to teach students reading comprehension strategy of PreQueS. Moreover other researchers are suggested to make further research about PreQueS strategy in order to validate and develop the strategy. For that purpose the support from the institution will be much needed.
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S2 Pendidikan Bahasa Inggris |
| Depositing User: | library UM |
| Date Deposited: | 09 Jul 2009 04:29 |
| Last Modified: | 09 Sep 2009 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/58400 |
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