Improving Reading Comprehension of Recount Text Using Read, Encode, Annote, Ponder (REAP) Strategy

, Sinta mulya putri (2023) Improving Reading Comprehension of Recount Text Using Read, Encode, Annote, Ponder (REAP) Strategy. Other thesis, IAIN SALATIGA.

	Text SINTA MULYA PUTRI 23030190117.pdf Download (2MB)
	Text SINTA MULYA PUTRI 23030190117.pdf Download (2MB)

Abstract

ABSTRACT Putri, Mulya, Sinta, 2022. Improving Reading Comprehension of Recount Text Using Read, Encode, Annote, Ponder (REAP) (A Classroom Action Research of 8th Grades SMP Prapanca Kranggan Temanggung in the Academic Year 2022/2023). Thesis. English Education Department Teacher Training and Education Faculty Salatiga State Islamic University. Supervisor Faizal Risdiyanto, M.Hum. Keywords: Reading Comprehension, Read, Encode, Annote, Ponder The goal to be achieved in this study is to find out the increase in students' reading using the REAP Method in English subjects for recount text material for grade 8 SMP Prapanca Kranggan Temanggung 2022/2023 academic year. This type of research is a class action research (CAR) with a research cycle that includes planning, acting, observing, and reflecting. CAR is carried out in two cycles. Cycle I was held on May 11, 2023, and cycle II was held on May 18, 2023. In class VIII A SMP Prapanca Kranggan Temanggung, with a total of 30 students consisting of 20 boys and 10 girls. This research uses the REAP method, REAP is one of the earliest strategies developed to emphasize the use of writing as a means to improve thinking and reading skills. Reap does this by teaching students several ways to annotate or write a brief critique of what they have read. Various annotations serve as alternative perspectives for considering and evaluating information and ideas. (Eanet and Manzo, 1976) cited in Afrilda (2018). Improved learning outcomes are marked by an increase in the scores of students who complete or reach KKM > 75. In the pre- cycle 10 students completed with a percentage of 33% while students who do not complete 20 students with a percentage of 66%, then in cycle 1 the number of students who complete becomes 66%, and 10 students who have not completed with a percentage of 33%, while in cycle 2 there are 85% of students who have completed. So the results of cycle 1 completeness of 66% do not meet the indicators of classical completeness criteria so the research is continued in cycle 2. The results of cycle 2 are 85% so the research is stopped and declared successful.

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