IMPROVING READING COMPREHENSION OF DESCRIPTIVE TEXT THROUGH COGNITIVE STRATEGY AT STUDENTS GRADE VIII
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Institusion
Universitas Nahdlatul Ulama Surabaya
Author
ZULHAROZA, VARADIBAH
Subject
L Education (General)
Datestamp
2023-04-04 07:34:40
Abstract :
This research was conducted to find out whether cognitive strategy can improve students in grade 8 junior high school in Surabaya and explain how the description of the implementation of the strategy in the classroom. This study uses a classroom action research design (PTK). Grade 8 students with reading skills had good results and improved their reading competence after applying the cognitive strategy as a method of learning English in the classroom. The results of the study, it was shown in cycle 1 that the score increased from 66 to 73. But these results are not enough to pass the criteria. So as the writer and English teacher agreed to continue cycle 2. In cycle 2 by improving the strategy by grouping students, the author examined in class that the value increased from 73 to 76 but the value is still not enough to pass the desired value criteria. So we continue to cycle 3, in cycle 3 the author displays a power point that contains the material to be discussed. Then the writer asked the students to describe their classmate. And their scores increased from 76 to 79. And in cycle 3 students passed the criteria.
This research was conducted to find out whether cognitive strategy can improve students in grade 8 junior high school in Surabaya and explain how the description of the implementation of the strategy in the classroom. This study uses a classroom action research design (PTK). Grade 8 students with reading skills had good results and improved their reading competence after applying the cognitive strategy as a method of learning English in the classroom. The results of the study, it was shown in cycle 1 that the score increased from 66 to 73. But these results are not enough to pass the criteria. So as the writer and English teacher agreed to continue cycle 2. In cycle 2 by improving the strategy by grouping students, the author examined in class that the value increased from 73 to 76 but the value is still not enough to pass the desired value criteria. So we continue to cycle 3, in cycle 3 the author displays a power point that contains the material to be discussed. Then the writer asked the students to describe their classmate. And their scores increased from 76 to 79. And in cycle 3 students passed the criteria.
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