Improving student’s reading competence through problem-solving task (a collaborative action research in class VIII A Students of SMP Negeri 2 Purwantoro, Wonogiri in Academic Year 2009/2010)
Septaria Dwi Wardani - K2202049 - Fak. KIP
This study is based on the problem of the low reading competence of junior high school students. It is focused to know whether the implementation of Problem-Solving Task can improve the students’ reading competence or not. It also identifies the effectiveness of Problem-Solving Task and identifies the problems that occur in the implementation of it in teaching and learning process.
Related to the study, the writer conducts a classroom action research. The procedure of the research consists of planning, action, observation, and reflection. The research was applied in two cycles. In collecting the data, the writer uses qualitative and quantitative techniques. The qualitative data come from observation, interview, and photograph. It is supported by quantitative data that were taken from some written tests. The results of the observation were in the form of field notes, and photograph. The tests consisted of pretest and posttest, which were conducted before and after each cycle.
The results of this research imply that Problem-Solving Task can effectively improve the students’ reading competence. The students’ participation and attention were needed in doing the tasks. It made the students actively engaged in the teaching and learning process. The students’ motivation improved since the tasks were interesting and it did not make them bored with the teaching and learning process. Moreover, the students actively participated in the classroom reading activities. By doing the task in groups or in pairs, the students had more chances to interact with the text. Trough the discussion in the groups, the students could understand the text easily. The discussion also made them more autonomous. The improvement of students’ reading competence also supported by the achievement of students’ test score. In cycle 1, the mean score of the pretest is 51.24 and the mean score of the posttest is 59.84. In cycle 2, the mean score of the pretest is 58.16 and the mean score of the posttest is 66.82.
At the end of this research, the writer wants to give some suggestions for English teacher in junior high school. The teachers can choose Problem-Solving Task as one of the techniques in the teaching and learning of reading. It provides some interesting and motivating tasks. The tasks require the students’ background knowledge and reasoning power in the discussion of the problem. It can help in improving students’ motivation and participation in the teaching and learning process.