l IMPROVING STUDENTS' READING COMPREHENSION THROUGH INTERACTIVE READ-ALOUD :Classroom Action Research at SMPN I Bandar Mataram, Central Lampung
The present study, entitled Improving Students' Reading Comprehension through Interactive Read-Aloud, attempts to examine problems found in teaching and reading comprehension through interactive read-aloud in a junior high school in Bandar Mataram, Central Lampung. The research question include...
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2006-08-12.
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| Summary: | The present study, entitled Improving Students' Reading Comprehension through Interactive Read-Aloud, attempts to examine problems found in teaching and reading comprehension through interactive read-aloud in a junior high school in Bandar Mataram, Central Lampung. The research question includes the improvement of the students' reading comprehension through interactive read-aloud; the problems faced by the teacher in teaching reading through interactive read-aloud; and the problems faced by the students in reading comprehension through interactive read-aloud.The study was conducted through action research. Preliminary study, interview, pretest and posttest were used to collect the data. Classroom observations were also carried out to confirm the data collected through the interview. The data gained then were classified and categorized using Goodman's miscue analysis. The pretest and posttest results were calculated using paired t-test to see the difference between two groups of scores.The results revealed that students' reading comprehension improved through interactive read-aloud. The improvement of students' reading comprehension can be seen from the result of paired t-test calculation that is -6.785. Since the critical value for t is 2.021 at level .05, it means that the students' score differed significantly from pretest to posttest. The process of reading activities showed that the teacher's gesture and body language in interactive read-aloud were proven to help the students construct meaning from context. Further, 20 questions and, explain-and-guess activities were found to be effective to boost students' vocabulary development. Meanwhile, motivating the students to be engaged in interactive read-aloud activities was a primary problem for the teacher. Besides, explaining new vocabulary remained a problem for the teacher. The students' difficulties in interactive read-aloud stemmed from the students' low vocabulary mastery, the students' low speaking ability, and the students' syntactic miscue.It is recommended that further research be conducted in higher or lower level of education so that the benefit of the teaching strategy proposed in this study will be more widespread. |
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| Item Description: | http://repository.upi.edu/9997/1/t_bing_039357_chapter_i.pdf http://repository.upi.edu/9997/2/t_bing_039357_chapter_2.pdf http://repository.upi.edu/9997/3/t_bing_039357_chapter_3.pdf http://repository.upi.edu/9997/4/t_bing_039357_chapter4.pdf http://repository.upi.edu/9997/5/t_bing_039357_chapter_5.pdf http://repository.upi.edu/9997/6/t_bing_039357_bibliography.pdf |