Improving the Students' Reading Skill Using Interactive Model of Reading and Group Work  

Oleh:

Ngadiso

Jenis: Article from Proceeding
Dalam koleksi: The 61st TEFLIN International Conference : English Language Curriculum Development: Implications for Innovations in Language Policy and Planning, Pedagogical Practices, and Teacher Professional Development, Solo, 7 - 9 October 2014, page 697-700 .
Topik: reading skill; classroom action research; interactive model of reading; group work
Fulltext: IMPROVING THE STUDENTS’ READING SKILL USING INTERACTIVE.pdf (6.95MB)

Isi artikel

The research is aimed at improving the students’ reading skill in understanding English texts. The immediate objective of the research are: (1) to overcome the students’ difficulties in understanding English texts; (2) to train the students to choose and study English texts which are suitable with their interest, need, and ability; and (3) to train the students to study English texts using interactive model of reading in groups. It is necessary to conduct the research to improve the students’ reading skill in understanding English texts because based on the results of pretest, observation, questionnaire, and interview, the students still had difficulties in: (1) finding out the meaning of words, phrases, clauses, and sentences based on the context; (2) finding out the reference of a pronoun; (3) finding out the explicit informaation; (4) finding out the implicit information; and (5) finding out the main idea of a paragraph. The research was conducted in the English Education Department, Teacher Training and Education Faculty of Sebelas Maret University Surakarta. The research method used was classroom action research using qualitative and quantitative approach. The qualitative data were collected using observation, questionnaire, and interview while the quantitative data were collected using test (pretest and posttest). The qualitative data were analyzed using interactive model of analysis and the quantitative data were analyzed using descriptive statistics to find out and compare the means of pretest and posttest. The result of the research shows that: (1) Interactive model of reading which simultaneously uses bottom-up and top-down models of reading as well as scanning and skimming reading techniques can overcome the students’ difficulties in understanding English texts; (2) Choosing the texts by the students themselves can increase their learning interest and motivation because the texts studied are suitable with their interest, need, and ability; and (3) Discussing English texts in groups and presenting the result of discussion can encourage the students’ learning interest and improve the students’ reading skill in understanding English texts. The improvement of the students’ reading skill in understanding English texts can be seen from the mean difference between pretest and posttest. The mean of posttest for each indicator is higher than that of pretest and higher than the passing grade.

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