Utilizing the Three-phase Strategy in Teaching

8/19/2019 Utilizing the Three-phase Strategy in Teaching

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PROPOSAL

By

EKA SAFITRI

Reg. Number: 10535 2984 08

TILI!IN" T#E T#REE$P#ASE STRATE"% IN TEAIN"

REA'IN" &O(PRE#ENSION

) An Experimental Research at the Second Grade Students’ of SMA Gunung Sari Makassar *


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APTER I

INTRO'&TION


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A. BackgroundA+,er ,-e ree/r-er ber/, ,-e e ye/r ,ue, + S(A "uug S/r (/6//r /bu, ,-er

7e/rg Eg7- L/gu/ge , +u ,-/, ,-e ,ue, , +u / ,-ey 7e /bu, +rm/, m/,er/7. T-

/ue ,-/, ,-ey be-/e /e 7e/rg re. Fur,-ermre ,-e ,ue, /7m, +e7, bre 7/ -e ,-ey

re/ u,ere,g m/,er/7. Bee ,-e ,ue, / -y , re/g be/ue ,-ey ere , +e, ,- ,-er e7e.

T-e rb7em +/e by ,e/-er / - , m/6e ,ue, +u urg ,-e 7e/rg / ,e/-g re. I ,-/, -7

,-e ,ue, ,77 7/6 + re/g mre-e. I, / re ,-er ue+u7 r,er/ )KK(* /re ;5 -7e ,-e ,ue,

,.

T-e /m + -7, re/g , -e7 ,ue, uer,/ ,-e ,ru,ure ,-e ,e, + ,-e ,e>, / ,-e r,er= ure.

T-e /m + , re/g ,ee , -e7 ,-e ,ue, 7/,e / re+7e, u -/, ,-ey -/e re/ )?77/m

1984*.

B/e ,-e +rm/, /be ,-e ree/r-er ,ee , u, / ree/r- uer ,-e ,,7e @,7g T-e

T-ree$-/e ,r/,egy ,e/-g Re/g &mre-e + ,ue,= /, ,-e e ye/r ,ue, + S(A "uug S/r

(/6//r


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Is the use of the Three Phase

Strategy effective to improve thestudents’ reading comprehension

at the second year of SMA

Gunung Sari Makassar?”

B. Prb7em S,/,eme,

&. T-e Ob


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APTER II

REVIEW OF RELATED LITERATURE


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A. T-ree P-/e S,r/,egy

• 'e+, + T-ree -/e ,r/,egy

Avery and Graves ()**+, state that three phase of reading are & pre%reading&

whi!e reading& and post%reading The reading shou!d #e p!anned as part of a

!esson& these three phase wou!d #e intergrated into your instructiona! se'uence

and may inc!ude passages from the te"#ook& handouts of internet materia!s&

primary documents& charts& etc

• T-e Pre + T-ree -/e S,r/,egy

-i!!iams ( )**./0), state that some common pro#!ems that teachers have in

dea!ing with reading materia! are / !earners !ack of motivation1 teacher are

uncertain as to how they shou!d carry out !anguage preparation1 teachers are

unsure a#out se!ecting and devising reading%re!ated activities Agood strategy ofapproaching these pro#!ems is to !ook at reading section in term of three phase

techni'ue /

) Pre reading&

2 -hi!e reading&

3 Post%reading


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B. &e, + Re/g &mre-e

•'e+, + &mre-e

4omprehension is the action of

comprehending& comprising& or inc!uding& the

fact of condition of #eing so comprehend or

comprised in a treatise& c!assification&description& proposition& etc (5"ford

6ictionary,

7ei! ()*89/ :9, defines comprehending as

the know!edge of understanding that is resu!t

of such a process

Thorndike in 7ei! ()*89, defines

comprehension as a process of integrating new

sentence with antecedent in e"tra sententia!

structure

7ewe!! and Simon in -ardiah (299+, defines

comprehension can #e use to get meaning.

•'e+, + Re/g &mre-e

;ased on the definition from Goodman in


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&. F/,r A++e,g Re/g &mre-e

There are four #asic factors that inf!uence the students’

reading in comprehending written materia!s/

) ;ackground $"periences

2 Inte!!ectua! A#i!ities

3 >anguage A#i!ities

. The purpose of reading


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'. T-er,/7 Fr/mer6

A7/, + T-ree P/e S,r/,egy

?-/7e – Re/g

S,ue, I,ere,

Re/g &mre-e

A-eeme,

P, $ Re/gPre – Re/g

L,er/7 Lee7 + &mre-e

Te/-gRe/g


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APTER III

REVIEW OF RELATED LITERATURE


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A. Ree/r- 'eg

Pre%test Treatment Post%test

) 5 2

-here/

)@ Pre%test

5 @ Treatment

2@ Post%test

(Gay& )*8)/220,


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B. C/r/b7e + ,-e Ree/r-

The varia#!es of this research are reading

comprehension as the dependent varia#!e and Three phase

Strategy as the independent varia#!e Three Phase Strategyis used in teaching reading with three stages ( pre reading&

whi!e reading and post reading,


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&. Pu7/, / S/m7e

Pu7/,The popu!ation of this research

wi!! #e the second year students

of SMA Gunung Sari Makassar

academic year The tota! num#erof popu!ation is 2+ in which it

consists of one c!ass is the second

c!ass

S/m7eThe researcher uses the purposive

samp!ing techni'ue& where the

researcher uses one c!ass as the

samp!e& it consist of 2+ students with). fema!es and )3 ma!es The

researcher chooses this c!ass #ecause

the resu!t of o#servation has showed

that it is sti!! !ow in reading

comprehension it is usua!!y the readingcomprehension


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The instrument of this research is reading

test& which is taken from $ng!ish te"t

#ooks The researcher emp!oys essay

tests and mu!tip!e choice 'uestions

'. I,rume, + ,-e Ree/r-


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E. Preure + &77e,g '/,/

) The researcher consu!ts to the head master SMA Gunung

Sari Makassar

2 The researcher distri#utes the test

3 The researcher e"p!ains how to do the test

. The researcher uses the treatment in c!ass (at !east 8

meeting, #y using Three phase Strategy

0 The researcher gets the va!ue from every student

: The researcher e"p!ains the co!!ected test from the

respondents


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F. Te-Due + '/,/ A/7y

) Scoring the students’ correct answer pre%test and post%test

S45=$ @ Students correct answer

Tota! num#er of items)99

2 4a!cu!ating the mean score of the students

@

@ the mean score @ the students tota! score

7 @ the num#er of the students

(Gay& )*8),

"

n


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A Score *)%)99 Bery Good

; Score +:%*9 Good

4 Score :)%+0 Cair

6 Score 0)%:9 Poor

$ Score !ess than 09 Bery Poor

3 After finding out the students’ scores and mean scores the data wi!! #e c!assified

into five c!assification categories as fo!!ows/

(6epdik#ud& )*80,

4ontinuedD

. 4omputing the fre'uency and the rate percentage of the students’ score

-here/

P @ Percentage

C @ Cre'uency

7 @ the tota! num#er of students

(SuEono& )**0/.9,


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TF$ $76D

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Utilizing the Three-phase Strategy in Teaching