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All Journal PROJECT (Professional Journal of English Education)

Fadloeli, Odo

IKIP Siliwangi

Author-ID : 1273833

Languange, Linguistic, Communication & Media

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THE IMPLEMENTATION OF SCIENTIFIC APPROACH IN TEACHING ENGLISH READING COMPREHENSION AT 11 GRADE STUDENTS OF SMA MATHLA’UL ANWAR Melyadi, Rian; Fadloeli, Odo
PROJECT (Professional Journal of English Education) Vol 2, No 6 (2019): VOLUME 2 NUMBER 6, November 2019
Publisher : IKIP Siliwangi

The aim of the research is to improve students’ reading comprehension through a scientific approach. The research was conducted at SMA Mathla’ul Anwar in the first semester. The researcher used the method of the research is qualitative research, a classroom action research. The research used three cycles. Any cycle exists in four steps. There are planning, action, observation, and reflection. The subjects of the research were 32 students at XI IPA 1 of SMA Mathla’ul Anwar. The researcher collected the data using observation, interview, test, and discussion to collect data that need at the time of the study. It determined the extent of the increase students’ reading comprehension before and after the following scientific approach. most of them have low motivation in the learning activity. Students whose English are good enough have good motivation in the learning activity. Most of the students have low willingness to learn especially when they entered the noon hour lesson.The analysis of the research data showed that there was an increase in the average and percentage students’ score, from the score in cycle I am 65 or 37.5%, cycle II is 71 or 59%, cycle III is 80 or 100%. It can be said that scientific approach improved students’ reading comprehension at XI IPA 1 of SMA Mathla’ul Anwar in Academic 2018/2019.Keywords: Students, Improving reading comprehension, Scientific approach.

THE IMPLEMENTATION OF PROJECT-BASED LEARNING TO ENHANCE STUDENTS' READING COMPREHENSION Andriansah, Fajar; Fitriyani, Peny; Fadloeli, Odo
PROJECT (Professional Journal of English Education) Vol 2, No 2 (2019): Volume 2 Number 2, March 2019
Publisher : IKIP Siliwangi

English is one of the students’ needs to learn. In English there is an important skill that must be mastered that is reading comprehension. Without that, students’ have difficulties in understanding the text, especially narrative text. The researcher conducting Classroom Action Research (CAR) design. The researcher used quantitative and qualitative data were collected. Quantitative data relates to the students’ reading scores in pre-test and post-test. Qualitative data concerns with any occasions and changes happening during classroom activities. The purpose of the research was to figure out whether there is any significant improvement in the students' reading comprehension after being taught by implementing project-based learning. The sample of the research is XI RPL in Vocational High School that consisted of 34 students. The result indicates that the students' reading comprehension of narrative text by using PBL has increased. The improvement covers two points, they are (1) Improvement on students’ mean score. Mean score of pretests was 60.32. score of posttests 1 was 74.19. Which the average score of posttests 2 was 87.42, (2) Students’ reading comprehension was improved. It can be accomplished that there is a significant enhance in the students' achievement after they were taught by project-based learning.

IMPROVING THE STUDENTS' READING COMPREHENSION OF ANALYTICAL EXPOSITION TEXT BY USING THINK-PAIR-SHARE (TPS) Azizah, Nur; Hayati, Resti; Fadloeli, Odo
PROJECT (Professional Journal of English Education) Vol 2, No 6 (2019): VOLUME 2 NUMBER 6, November 2019
Publisher : IKIP Siliwangi

This study aims to improve reading comprehension for the eleventh-grade students at SMA MATHLAUL ANWAR, consisting of 30 students in using the think-pair-share model. The researchers applied the think-pair-share model because this considered the model as one of the best teaching methods for teaching. Students use the think-pair-share model in learning activities to raise their reading comprehension, increase their enthusiasm, and become active in classroom learning. Besides, the benefits of using the Think-Pair-Share method in reading discussions will reveal opportunities to encourage students to be active in the learning process, such as discussing and helping each other solve problems or assignments. That will have a positive impact on students in accepted learning material provided by the teacher. In this study, the writer researched three cycles to achieve student improvement in reading comprehension. The results of the tests that have been done lead to the mean grade of students in each cycle as a follow-up pre-cycle is 68, while in the second cycle 71, and the last can be seen as a terrace in the third cycle 75. Based on the mean grade of two cycles above, we can prove that the think-pair-share technique has succeeded in increasing the students' ability to teach reading comprehension in analytical exposition texts.

IMRPOVING STUDENTS’ READING COMPREHENSION THROUGH RECIPROCAL TEACHING STRATEGY ON NARRATIVE TEXT Nurdianti, Santi; Rosita, Resti; Fadloeli, Odo
PROJECT (Professional Journal of English Education) Vol 2, No 2 (2019): Volume 2 Number 2, March 2019
Publisher : IKIP Siliwangi

This study is a CAR. The objective of this study is improve reading comprehension through reciprocal teaching strategy for the ninth grade student. The researcher answered 2 problem questions of research 1) can the use of reciprocal teaching strategy improve the students’ reading comprehension in the 9th grade of MTs At-Taqwa Cihampelas? 2) How far does the use of reciprocal teaching strategy improve the 9th of MTs AT-Taqwa? Design of the research was CAR. It was conducted in 2 cycles. The teacher analyzed the students’ reading comprehension in each cycle. The results showed that (1) the use of reciprocal teaching strategy can enhance students reading comprehension step by step from cycle 1 and 2. It is proved with the students score, the mean score pretest in cycle I 52.57 and the mean of the posttest in cycle I 63.14.The mean of the post-test in cycle II 71.71.the last cycle means score was categorized as good. The improvements in students understanding indicates that reciprocal teaching strategy is effective and applicable when deals with the students’ problem in reading narrative text.Keywords: Reciprocal teaching, reading comprehension, narrative text.

Co-Authors Ali Djamhuri Andriansah, Fajar Fitriyani, Peny Hayati, Resti Melyadi, Rian Nurdianti, Santi Rosita, Resti

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