The effectiveness of using SMART Strategy in reading comprehension of second grade students at MTs Al-Huda Kedungwaru in the academic year 2013/2014

Masnunatul, Fitriyah (2014) The effectiveness of using SMART Strategy in reading comprehension of second grade students at MTs Al-Huda Kedungwaru in the academic year 2013/2014. [ Skripsi ]

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Abstract

Keywords: SMART strategy, reading comprehension. Reading is one skill that is very important in implementing teaching and learning process at Junior High School level. However, many students have difficulties in learning English, especially reading comprehension. Some difficulties are faced by students in learning English are: first, the students lack in vocabulary. Second, the students difficulty to understand the meaning of the text. Third, the students do not have good motivation to read. As an English teacher, we have to be able to find an interesting strategy in teaching English especially in reading comprehension. Based on the problem above, an appropriate strategy was needed to improve reading comprehension ability of the students. One of the strategies use in teaching reading comprehension is Self Monitoring Approach to Reading and Thinking (SMART) strategy. This strategy can help the students to understand the text by identifying what is undersood and not understand in a text and can determine the main idea of the text. By using system mark, the students could use check mark (√) in the margin if they understood and gave a questions mark (?) if they did not understand the meaning of the text. The formulation of the research problems were: (1) How is students’ achievement in reading comprehension before they are taught by using Self- Monitoring Approach to Reading and Thinking strategy? (2) How is students’ achievement in reading comprehension after they are taught by using Self- Monitoring Approach to Reading and Thinking strategy? (3) Is there any significant difference of students’ achievement in reading comprehension before and after being taught by using Self-Monitoring Approach to Reading and Thinking strategy?. The purposes of this study were: (1) To know the students’ achievement in reading comprehension before they are taught by using Self-Monitoring Approach to Reading and Thinking strategy. (2) To know the students’ achievement in reading comprehension after they are taught by using Self- Monitoring Approach to Reading and Thinking strategy. (3) To know whether there is any significant difference of students’ achievement in reading comprehension before and after being taught by using Self-Monitoring Approach to Reading and Thinking strategy. vii Research method applied in this study included: (1) The research design in this study was pre-experimental design with quantitative approach in the form of one-group pre-test and post-test design. (2) The population of this study was all students of second grade at MTs Al-Huda Kedungwaru, Tulungagung. (3) The samples was VIII B class which consists of 24 students. (4) The research instrument was test. (5) The data analysis was using T-test by SPSS 16.0. The result showed that the students’ mean score before they are taught using Self Monitoring Approach to Reading and Thinking strategy was 62.50. While the students’ mean score after they are taught using Self Monitoring Approach to Reading and Thinking strategy was 74.17. So, the different mean is 11.67. In addition, the result of the stastical computation used T-test with SPSS 16.0 revealed that the obtained tcount was 5.615, and by using degree of freedom (df) = 23, the researcher obtained that ttable was 2.069 at 0.05 of significance level. So, tcount was higher than ttable. It indicated that the alternative hypothesis (Ha) is accepted and null hypothesis (Ho) is rejected. So, there is significant of students’ achievement in reading comprehension before and after being taught by using Self Monitoring Approach to Reading and Thinking strategy at MTs Al-Huda Kedungwaru. In other words, Self Monitoring Approach to Reading and Thinking strategy can be used as an alternative strategy in teaching reading comprehension to students of Junior High School.

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