IMPROVING STUDENTS’ READING ABILITY THROUGH READING ALOUD STRATEGY (A Classroom Action Research to the Eighth Grade Students of SMPN 12 Pontianak in the Academic Year of 2015/2016)
| Main Author: | ANISA, IKIP |
|---|---|
| Format: | Thesis NonPeerReviewed Book |
| Bahasa: | eng |
| Terbitan: |
, 2016
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| Subjects: | |
| Online Access: |
http://digilib.ikippgriptk.ac.id/495/1/ABSTRACT.pdf http://digilib.ikippgriptk.ac.id/495/2/CHAPTER%20I.pdf http://digilib.ikippgriptk.ac.id/495/4/CHAPTER%20II.pdf http://digilib.ikippgriptk.ac.id/495/5/CHAPTER%20III.pdf http://digilib.ikippgriptk.ac.id/495/7/CHAPTER%20IV.pdf http://digilib.ikippgriptk.ac.id/495/6/CHAPTER%20V.pdf http://digilib.ikippgriptk.ac.id/495/3/BIBLIOGRAPHY.pdf http://digilib.ikippgriptk.ac.id/495/ |
Daftar Isi:
- “Improving Students’ Reading AbilityThroughReading Aloud Strategy (A Classroom Action Research to the Eighth Grade Students of SMPN 12 Pontianak in the Academic year of 2015/2016 The objectives of research are: To reveal how well reading aloud strategy could improve students’ reading ability.The subject of the research was the eighth grade students of SMPN 12 Pontianak in the academic year of 2015/2016. The research was conducted in two cycles, the first consisted of two meetings and so was the second cycle. The procedures of the research comprised planning, acting, observing, and reflecting. To collect the data of students’ reading ability, the instruments namely: observation checklist, field notes, and reading test were used. To analyze the data which were taken from the result of students’ score the researcher applied a descriptive qualitative to reveal their improvement in reading. Meanwhile, the researcher employed the three steps of data analysis: (1) Data reduction; (2) Data display; (3) Conclusion drawing and verification. The result of the research had shown that, (1) Reading aloud strategy was able to improve students’ reading ability. (2) Reading aloud strategy was able to improve class situation, in terms of: (a) the students’ attention that made them focus on the lesson; (b) the students’ participation and interaction; (c) the motivation to join teaching and learning process in the class.