The use of Noticing Reformulation Task Technique to Improve Students' Reading Skills

proposal

1. The use of Noticing Reformulation Task Technique to Improve Students' Reading Skills YURISTA AYU PUSPITA 105351109819 ENGLISH EDUCATION DEPARTMENT FACULTY OF TEACHERS TRAINING AND EDUCATION THESIS SEMINARS MAKASSAR MUHAMMADIYAH UNIVERSITY 2023 Dr.Ummi Khaerati Syam, S.Pd,. M.Pd Consultant I Herlina Daddi, S.Pd., M.Pd Consultant II

2. Background Reading is a crucial component of learning for students as they progress throught their education Reading Cannot be viewed as a standalone subject in our study because it is involved in both languages acquisition and learning of other subject MAKASSAR MUHAMMADIYAH UNIVERSITY 02 THESIS SEMINARS

3. 01. How is the improvement of the students' reading skills in terms of finding the inferring main idea 03 THESIS SEMINARS Problem Statement MAKASSAR MUHAMMADIYAH UNIVERSITY 02. Improvement of students' reading skills in terms of finding the drawing conclucion interpretive comprehension of recount text the use of Noticing Reformulation Task (NRT)

4. To find out the students' imprivement of students' reading skills in terms of finding the main idea use of NRT Research objective 01. MAKASSAR MUHAMMADIYAH UNIVERSITY 04 THESIS SEMINARS To find out the students' improvement of students' reading skills in terms of finding the drawing conclucion use the NRT 02.

5. Research significance MAKASSAR MUHAMMADIYAH UNIVERSITY 05 THESIS SEMINARS The result of the study is expected to be piece pf useful information and positive contribution to the english learners to improve their reading skills which deals NRT and main idea and drawing conclucion

6. MAKASSAR MUHAMMADIYAH UNIVERSITY 06 THESIS SEMINARS Research scope This study aims to investigate the improving the students reading skills, refers to the interpretive comprehension inferring main idea and drawing couclucion it i focused on recount text.

7. Previous related research findings MAKASSAR MUHAMMADIYAH UNIVERSITY 07 THESIS SEMINARS Yasser, (2015) in his thesis increasing the english reading achievement throught NRT technique of the elevent grade SMK 1 Jeneponto. He found that NRT is effective to improve pronounciation of the students. ishak, (2012) after evalution in cycle 1 the students pronounciation ability of english front and central vowel become 4.6 and 4.7 and the cycle II 6.8 apart from this NRT the students active in learning proces.

8. Definition NRT Smith and Beckman (2005) states that study the most recent research on teaching english while building the course' stand. Aside from the rather obvious but nonetheless comforing notion that explicity teaching pronounciation. MAKASSAR MUHAMMADIYAH UNIVERSITY 08 THESIS SEMINARS

9. Establishing the context -To provide context for a brief written text such as a picture, a video, or an item First output Listening to recordings of their own speeh Following that, students are given a recording of model reading of the text Identifying the disrepancy - using their analyses as a referene reading Teaching steps NRT MAKASSAR MUHAMMADIYAH UNIVERSITY 09 THESIS SEMINARS

10. Concept of Reading skills Reading skills Aspect of reading MAKASSAR MUHAMMADIYAH UNIVERSITY 10 THESIS SEMINARS Perfetti (2001) defineda person's performance on a reading skills as a definitional component of their reading ability. Main idea Supporting detail Conclucion Reference Vocabulary

11. Literal comprehension Level of Reading Comprehension Critical Reading Creative Reading MAKASSAR MUHAMMADIYAH UNIVERSITY 11 THESIS SEMINARS Interpretive comprehension

12. Conceptual Frameworks Input Planning RPP Process Output Reading material (Diagnostic test) MAKASSAR MUHAMMADIYAH UNIVERSITY 12 THESIS SEMINARS This research will follow the principal research of classroom action research which will be conducted two cycle The students reading by comprehending the text Step 1 Step 2 Step 3 Step 4 Lesson plan principal teaching of NRT technique

13. Research Method Classoom Action Research MAKASSAR MUHAMMADIYAH UNIVERSITY 13 THESIS SEMINARS The indicator of this research is students' reading comprehension in interpretive comprehension (main idea and drawing conclusion). The population of this research will be the students in SMK Negeri 1 Jeneponto and the sample of this research will be the elevent grade students in SMK Negeri 1 Jeneponto Reseach Design Research variabel Indicators Populationand Sample The reading skills of the students in the dependent variable and The noticing reformulation task (NRT) approach is an independent variable

14. Research Instrument MAKASSAR MUHAMMADIYAH UNIVERSITY 14 THESIS SEMINARS The instrument that will be given in this study is a observation sheet. And also students will be given two tests, namely reading test

15. Data collection The researcher employed teo tools to gather the data an observation sheet and a reading test. 1. Observation sheet The resercher watched the students' activity in following the teaching and learning process in the class 2. Reading Test The kind of reading test employed in this study for reading was a form of descriptive reading MAKASSAR MUHAMMADIYAH UNIVERSITY 15 THESIS SEMINARS

16. MAKASSAR MUHAMMADIYAH UNIVERSITY 16 THESIS SEMINARS Data Analysis researcher will examine the data using the students' observation sheet and reading test: The researcher will grade the students' reading comprehension using categorizing abilities in the following way

17. Scoring reading test MAKASSAR MUHAMMADIYAH UNIVERSITY 17 THESIS SEMINARS The researcher will determine the test value to demonstrate the significance between the observation sheet and reading test Find Students Improvement in reading.

18. MAKASSAR MUHAMMADIYAH UNIVERSITY 16 THESIS SEMINARS A. Findings In this chapter, the researcher provides a summary of the findings. Quantitative information was employed for this research.the result are comprised of data gathered through observation sheet and reading tetst to track students' progress in learning reading skills after receiving treatment in the first and second cycles of the research.

19. MAKASSAR MUHAMMADIYAH UNIVERSITY 16 THESIS SEMINARS No Scoring Aspect Diagnostic Test Cycle 1 Cycle 2 Improvemen (%) DT-CI CI-CII 1 Main Ideas 4,2 5,2 7, 1 2 3, 8 % 36,53 % Table 1. The Students’ Improvement of Main Ideas in Reading Skills. No Scoring Aspect Diagnostic Test Cycle 1 Cycle 2 Improvement (%) DT-CI CI-CII 1 Conclucion 4,3 5,2 7, 2 2 0,93 % 38,46 % Table 2. The Students’ Improvement of Con clusion in Reading Skills.

20. MAKASSAR MUHAMMADIYAH UNIVERSITY 16 THESIS SEMINARS No Variables Diagnostic Test Cycle I Cycle II Improvement (%) Score Score Score DT-CI CI-CII 1. Main Ideas 4,2 5,2 7, 1 2 3,80 % 36,53 % 2. Conlucion 4, 3 5,2 7, 2 2 0,93 % 38,46 % ∑X 8,5 1 0,4 1 4,3 4 4,73 % 74,99 % 4,25 5,2 7, 15 22,35 % 37,49 % Table 3. The Students’ Improvement Main Ideas and Con clucion in Reading Skills Through NRT Technique. No. Classification Score Diagnostic Test Cycle I Cycle II F % F % F % 1. Excellent 9,6-10 - - - - - - 2. Very good 8,6-9,5 - - - - - - 3. Good 7,6-8,5 - - - - 3 11,11% 4. Fairly Good 6,6-7,5 - - - - 24 88,88% 5. fair ly 5,6-6,6 - - 3 11,11% - - 6. Poor 3,6-5,5 23 85,18% 2 4 88,88% - - 7 Very Poor 0-3,5 4 14,81% - - - - Total 2 7 100 2 7 100 2 7 100 Table 4. The classification and percentage of the students’ main ideas in reading skills through NRT Technique.

21. MAKASSAR MUHAMMADIYAH UNIVERSITY 16 THESIS SEMINARS No. Classification Score Diagnostic Test Cycle I Cycle II F % F % F % 1. Excellent 9,6-10 - - - - - - 2. Very good 8,6-9,5 - - - - - - 3. Good 7,6-8,5 - - - - 3 11,11% 4. Fairly good 6,6-7,5 - - - - 24 88,88 % 5. Fair ly 5,6-6,5 - - 2 7 ,40% - - 6. Poor 3,6-5,5 26 96,29% 25 92,59% - - 7. Very Poor 0-3,5 1 3,70% - - - - Total 2 7 100 2 7 100 2 7 100 Table 5. The classification and percentage of the students’ con clucion in reading skills through NRT technique. CYCLE MEETINGS AVERAGE SCORE IMPROVEMENT I II III IV I 76,85 66,66 71,29 7 9,62 27,26 % 3,08% II 84,25 77,77 7 8,70 87,03 30,34% Table 6. Result of the students’ activeness each meeting in cycle I and II

22. MAKASSAR MUHAMMADIYAH UNIVERSITY 16 THESIS SEMINARS Discussion According to Wulandari (2013) Higher level literal comprehension requires reading for literal comprehension, which requires learning information expressed directly in a selection. Literal understanding is based on understanding the main idea, specificity, cause and effect, and the sequence that has been expressed.   Orlich et al. (1998) list another benefit of cooperative learning as the creation of an active learning environment. It has therefore truly addressed the concerns brought up by the circumstances in the classroom. Using the Noticing Reformulation Task ( NRT ), as this study does, encourages students to engage more fully in the teaching and learning process.

23. MAKASSAR MUHAMMADIYAH UNIVERSITY 16 THESIS SEMINARS Discussion The researchers saw that when students used four reading strategies preview, click-and-sound strategies, manually repeating the audio, taking the gist of it, and finishing it collaboratively they seemed to use their time as efficiently as possible to finish the assignment based on their own job descriptions. In addition to their personal obligations, they are responsible for their group projects. Hence, it is improbable that this will motivate students to assume more accountability for finishing the assignments that have been assigned to them in accordance with their own assignment descriptions and cooperating with their group members to finish their group assignments.

24. MAKASSAR MUHAMMADIYAH UNIVERSITY 16 THESIS SEMINARS Conclusion and suggestion From the implementation of the NRT technique in cycle I, the assessment of the students' reading skills improves in each result of cycle I (5,2), which is higher than the diagnostic test. This indicates that the pupils' reading skills has improved, yet this is seen as fair, therefore the researcher decides to set up cycle II. Cycle II's assessment is better than Cycle I's (7,1 > 5,2), and it is rated as Good, indicating that the pupils' reading skills has improved. As a result, there was a bigger improvement between the diagnostic test and cycle I than cycle II (23,80 % vs. 36,53 %). It is rated as reasonably to good. Based on the aforementioned percentages, there has been a significant improvement in students' reading skills after using the NRT Technique in cycles I and II.

25. MAKASSAR MUHAMMADIYAH UNIVERSITY 16 THESIS SEMINARS Suggestion It is recommended that teachers employ the NRT technique as a substitute while instructing students in reading skills. Is advised that English teachers employ the NRT technique while delivering reading comprehension lessons because it is successful in raising students' accomplishment levels. By conducting or utilizing classroom action research in numerous courses, teachers try to mobilize all of their skills to improve the quality of the learning process as a responsibility. The NRT technique is used in research because it can provide students with ample opportunities to develop their reading skills and because it is a fun way to learn.

26. Thank you for your nice attention Yu Yurista Ayu Puspita