Improving students’ reading comprehension through guessing strategy at grade XI MAS Darul Istiqomah Hutapadang – Pijorkoling

Sitompul, Dewi Fatimah (2015) Improving students’ reading comprehension through guessing strategy at grade XI MAS Darul Istiqomah Hutapadang – Pijorkoling. Undergraduate thesis, IAIN Padangsidimpuan.

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Abstract

This research was done to solve the students’ problems in reading comprehension. The purposes of this research were: to describe the students’ reading comprehension through guessing strategy at Grade XI MAS Darul Istiqomah Hutapadang - Pijorkoling and to identify the factors which influenced students’ reading comprehension through guessing strategy at Grade XI MAS Darul Istiqomah Hutapadang - Pijorkoling. Research methodology that used in this research was classroom action research by implementing the Kemmis design which consisted of four steps as; planning, acting, observing, and reflecting. To solve the students’ problems in reading comprehension, the researcher applied guessing strategy. The researcher used two cycles; every cycle consisted of two meetings. Moreover, the participants of this research were the class of XI (19 students) and there was collaboration with an English teacher. Meanwhile, the data was derived from reading comprehension tests, observation, and interview. Students’ score in cycle 1 was 62.24 (4%) and students’ score in cycle 2 was 78.68 (79%). From the students’ mean score in cycle 1, it didn’t pass the KKM (Minimum Mastery Criterion). Then, the researcher continued into cycle 2. Based on the research result in cycle 1 and cycle 2, it showed the improvement of students’ mean score and students’ percentage. So, students’ improvement in reading comprehension through guessing strategy was good category (high). Students’ problems were difficult in identifying the meaning of words; identifying topic sentence; interpreting what they have read; identifying unfamiliar vocabulary items and concluding the story in the text. Problems solving were; taught them to reconstruct the words that they knew be an interpreting as guessing the meaning of the words; asked them to learn more vocabulary items by themselves; asked them to use their background knowledge in understanding the text; interrupted the story or text in the middle; told the ending of story.

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