THE IMPLEMENTATION OF INTERACTIVE READ ALOUD STRATEGY (IRAS) AT MI AL- ISLAH TIUDAN GONDANG TULUNGAGUNG

SALMA HIRA, 12510174038 (2019) THE IMPLEMENTATION OF INTERACTIVE READ ALOUD STRATEGY (IRAS) AT MI AL- ISLAH TIUDAN GONDANG TULUNGAGUNG. [ Thesis ]

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Abstract

ABSTRACT Hira, Salma. Registered student. 12510174038. 2019. The Implementation of Interactive Read Aloud Strategy (IRAS) at Mi Al- Islah Tiudan Gondang Tulungagung. Thesis. English educational program department of Islamic education state Islamic Institute of Tulungagung. Advisor I: Dr.Susanto,SS.,M.Pd., and Advisor II : Hj. Umy Zahroh, Ph.D Keyword: Implementation, Interactive Read Aloud Strategy, reading comprehension mastery Teaching reading is teaching students to do this means that they must be taught to analyze texts for structure and authors purposes as well as how words are used to elicit specific feelings and moods and to convey specific ideas and concepts Therefore, mastery of reading is important to attract the students’ comprehension of a text. In addition, by this study the researcher observe the Interactive Read Aloud Strategy (IRAS) applied by the English teacher in Islamic elementary school Al- Islah Tiudan Gondang Tulungagung. This research intended to analyze the students’ respond when the English teacher applied IRAS. The research method: qualitative approach used in this study with case study research design. Because of the researcher studied about the unique case in one school. Then, the subject of this study was the English teacher of first grade at MI Al- Islah. The informant in this study was the students of first grade. The instrument was interview guide, observation sheet, and document. The researcher used the theory of Miles and Huberman in analyzing the data of the study. According to the result of this study, the researcher found that in applying IRAS, the teacher prepared several things such as the teacher designed the lesson plan, the rule of the strategy, the material of the strategy, teaching media, the evaluation and the feedback. In addition, the teacher conducted the IRAS by using steps such as: 1) Predicting, 2) Visualizing, 3) Connecting, 4) Questioning, 5) Finding Main idea, 6) Summarizing, 7) checking prediction, and 8) making judgment. Based on this research, those strategies are effective in teaching English because it can help students in developing their reading comprehension mastery. In short, those strategies give good contribution for the teacher. Students who had difficulties in English will be easier in mastering English. By using IRAS, the teacher more easily gave the material to the students. On the basis of explanation above, IRAS had contributive to the students’ reading comprehension mastery. It was proved by the result of interview, they were student was interested in the presented material, the students could improve their reading comprehension mastery and their pronunciation, the IRAS was enjoy full, the strategy could attract the students’ motivation, the students’ listening and meaning construction increased, knowing expression and gesture, enrich the vocabulary and the meaning, and good motivation to reading English text. In conclusion, the English teacher was taught using appropriate strategy in teaching reading. The students were motivated to be success in reading comprehension mastery.

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