THE EFFECTIVENESS OF USING GUIDED READING STRATEGY ON STUDENTS’ READING COMPREHENSION OF DESCRIPTIVE TEXT AT THE FIRST GRADE OF MTs DARISSULAIMANIYYAH DURENAN TRENGGALEK

LULUK AGUSTIN, 12203173145 (2021) THE EFFECTIVENESS OF USING GUIDED READING STRATEGY ON STUDENTS’ READING COMPREHENSION OF DESCRIPTIVE TEXT AT THE FIRST GRADE OF MTs DARISSULAIMANIYYAH DURENAN TRENGGALEK. [ Skripsi ]

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Abstract

ABSTRACT Agustin, Luluk. Student Registered Number. 12203173145. 2021. The Effectiveness of Using Guided Reading Strategy on Students’ Reading Comprehension of Descriptive Text at the First Grade of MTs Darissulaimaniyyah Durenan Trenggalek. Sarjana Thesis. English Education Department, Faculty of Tarbiyah and Teacher Training State Islamic Institute (IAIN) of Tulungagung. Advisor: Dr. Dwi Astuti Wahyu Nurhayati, S.S., M.Pd. Keywords: effectiveness, reading comprehension, Guided Reading Strategy, descriptive text. Reading is one of the skills that must be mastered by students in langauge learning. Reading cannot be separated from understanding, because reading without understanding is useless. Comprehension is an activity to absorb information from the reading material and understand or know the implied meaning of the reading so that it can be conveyed properly to the reader.The researcher decided to use the Guided Reading Strategy to improve their reading ability. Guided Reading is a strategy active learning that guides students to read a prepared text and in accordance with the material to be taught. Guided reading strategy can be used by anyone, anywhere with the provision that the students are more accustomed to reading and also if lack of time in the teaching-learning process. The formulation of the research problem is: “Is there any significant different score on students' reading comprehension of descriptive text between students who are taught by using the Guided Reading Strategy and those taught by using the Conventional method?”. The purpose of this research is to find out whether the Guided Reading Strategy is effective used as a strategy in student‟s reading comprehension of descriptive text or not. This research used a quasi-experimental research model with a quantitative approach. The population in this study were seventh grade students at MTs Darissulaimaniyyah Durenan Trenggalek. The sample in this study was class VIIC which consisted of 20 students as the experimental class and VIIB which consisted of 20 students as the control class. The tool used in this research is a test. Analysis of the data using a Independent Sample T-test with SPSS Version 26.0. The finding of this research showed that the results of the Independent T test which stated that the post-test in the experimental class had a significant difference with the control group. The mean of post-test of experimental group was 21,9 and it was higher than the mean of post-test of control class (15,9). Thus, the difference in the average value both of the class was 6. From statistical calculation showed that the significance value between the post-test experimental and control class showed a value of (0.022), which was lower than thesignificance level of 0.05 (5%). In other words, Ha which states that there is a difference in the reading ability of students who are taught using the Guided Reading strategy at MTs Darissulaimaniyyah Durenan Trenggalek has been accepted. Meanwhile Ho who stated that there was no difference in the reading ability of students who were taught using the Guided Reding strategy at MTs Darissulaimaniyyah Durenan Trenggalek, was rejected. As the result, it could be concluded that using Guided Reading Strategy was effective to increase students‟ reading comprehension in descriptive text at the first grade of MTs Darissulaimaniyyah Durena n Trenggalek. Finally, it is suggested that Guided Reading Strategy can be used as alternative strategy for English teacher in teaching and learning activity on reading descriptive text.

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