| dc.description.abstract | Reading comprehension is one of the important skills in English. In learning English students are still confused with the reading text given by the English teacher. Reading activity is an activity that takes a long time so students feel bored. English subject teachers are still confused about what learning media makes students not bored when reading English story texts. Therefore, this prompted the researcher to provide a new way of learning for students at SMP Negeri 25 Malang in learning reading comprehension. The researcher applies a new media for learning reading comprehension, namely "what's missing game".
Using a classroom action research (CAR) research design, this study used a qualitative approach by interviewing teachers learning English to find out what problems students had in learning reading comprehension. This study also used a quantitative approach to calculate how many students improved and did not improve in the application of the "what's missing game" media. This study uses one cycle which consists of four meetings. Each cycle uses five steps, namely preliminary study, planning, implementing, observing, reflecting. To collect data and analyze data, researcher used interviews, tests, and documentation.
In this study, the first test was used to measure how well students' reading comprehension in class 8B at SMPN 25 Malang was in the form of a question test. At the second and third meeting the researcher measured how well the reading comprehension was in the form of text structure questions because the indicator of success that the researcher made was the understanding of students working on text structure problems. At the fourth meeting the researcher measured reading comprehension with the form of test questions that matched the text of the story given.
This is evidenced by the students' test scores before being given the media treatment, where students scored below the KKM and only 60.7% of students got the appropriate score (KKM). After applying the media "what games are missing", the final test score was obtained by students, namely 89.3% getting scores above the KKM. The criterion for success in this study was if 70% of students scored equal to or more than 75 as the Criteria for Value Score (KKM) at SMPN 25 Malang. So that the "what's missing game" media is able to increase students' understanding in learning reading comprehension. The researcher suggests that future researchers can use the same strategy as a reference with different language abilities. For English teachers, teachers can use this strategy with different skills or different reading texts according to the students' problems in class.
Keywords: Reading Comprehension, What’s Missing Games | en_US |
