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READING
COMPHRENSION OF GRADE 7 “SMPN 11 KUPANG”
CHAPTER 1
INTRODUCTION
2. Theoretically
A. The result of the research can be used as input in English teaching learning
process especially for teaching reading using discovery learning
B. The result of the research can be used as the reference for the readers
C. The result of this study hopefully strengthens the knowledge of the theory of
discovery learning in reading.
1. Discovery Learning
Discovery learning is a learning process which emphasizes in mental and
intellectual students in solving many problems that they face so that it will discover a
concept a generalization that can be applied in the field. It means that the mental ability
intellectual mental are the factors which determine their success in solving each
challenged that is faced.
2. Reading
Reading is an interactive and interpretative process. For the process, the reader
processes his background knowledge and text using specific skills and strategies to form
expectations or predictions about the text, then selecting, and using the most productive
clues to confirm or reject those predictions. It can be assumed that this process takes
opportunities, the students use strategy to understand the text what they read.
3. Reading Comprehension
Reading comprehension itself is a process of making sense of writing ideas through
meaningful interpretation and interaction with language. It means that the essential goal
of reading is to know meaningful of sentence and to improve their understanding about
what they read.
CHAPTER II
THEORETICAL BASIS
1. Teacher preparation.
There are three things that the teachers need to consider before coming to
the class and applying discovery learning strategy. They are a lesson plan,
classroom settings, and media. In constructing a lesson plan, a teacher needs to
consider seven things related with the preparation just like have been mentioned in
the previous explanation. To the set classroom in applying discovery learning
strategy, the classes in which the discovery learning is applied should offer
experiences to make students want to learn or be motivated to learn.
2. Teaching procedures.
In this teaching process section, the writer will explain three major activities
namely introduction activity, core activity, and close activity.
A. Introduction activity.
It begins with greeting, checking students attendance, and motivating
student to study. After the student feel motivated, the teacher will introduce
the topic and its objectives to the students. Then, teacher give the student
text that its going to be read, for this section is text about bee.
B. Core activity
Observing
It begins by the teacher explains the stages of discovery learning
strategy that the student face during reading activities after explaining
the stages, the teacher will ask the student to observe the video,
pictures, scenarios or any other media related to bee without giving
any information about bees, but she/he can give some question that
lead the student to the concept of bee. This activity is called
stimulation stage, the first stage of discovery learning strategy.
Questioning
At this stage, the student are required to prepare some question about
information showed by media that has been presented by the teacher.
Then, then the teacher will ask the student to discuss the information
and choose of them that they think is completely correct. This is what
is called by problem statement, the second stage of discovery learning.
Information collecting
Here, student will collect as many as information about bees (called by
data collection stage). The information can be obtained from watching
videos, experimenting activities, reading the other sources, observing
the object or event, interviewing, and browsing in the internet. The
information latter will be used to prove whether the tentative answer in
hypothesis right or wrong.
Communicating.
In communicating activity, student will make the conclusion of the
text and the information that they got from all of previous activity.
This is what is called by generalization stage. After Making the
conclusion, each of the group will present it in front of the class and
have the other groups give comments and feedback.
C. Close activity.
In this last phase, the teacher together with the student makes the
summary of the lesson and provides feedback on the process of learning.
After that, the teacher will show some entertainments to the students to
make them refresh and do not fell stress of the task such as giving an
interesting video or song.
2.3 RELEVANT STUDY OF DISCOVERY LEARNING
The first research was conducted by Mukharomah (2015). The research consisted of
34 students. The researcher used discovery learning model as an instructional tools
and as a model to solved problems. The research used classroom action research.
The research used classroom action research. The implementation of discovery
learning model in teaching descriptive text writing at MTs NU 08 Gemuh Kendal, it
aimed to improve students’ achievement in writing descriptive text.
The second research was conducted by Febriani (2011). In this research, the
researcher tried to improve the students’ reading comprehension by using Through
Reciprocal Teaching Technique. In the research consisted 37 students at VII-5 class
at MTs Hidayatul Umam. The passing grade was 68 score. The researcher
conducted the learning process in reading using classroom action research. She had
research question. In this research, the researcher conducted an action classroom
research as the methodology of this research. The result of the research showed that
the students responded the learning positively.
The third research was conducted by Sari (2016). The subject of this research were
the seventh grade students of SMPN 1 Semen Kediri especially class VII-I. It had
36 students. The data were taken from pre-test and post-test. This research used
experimental research and quantitative approach to get and analyze the data. The
result of research showed that discovery learning on the students’ reading
comprehension had very significant effect. The differences of this research toward
the previous researches were the first previous research and this research was
focused in different skills. Second previous research and this research were using
different method. Third previous research and this research were using different
technique of collecting data. In summary, this research was conducted by discovery
learning to improve the students’ reading comprehension. As a result, the researcher
conducts different research toward the previous researches.
CHAPTER III
METHODOLOGY OF THE RESEARCH
C. Data Collection
For answering the question and proving the hypotheses, the student is given the
chance to collect the data and the information which is needed.” It means that the
researcher asks the students to collect the data, it likes: reading literature, observing
object, doing interview, doing attempt test and so on.
CONCLUSIONS