This research was aimed at reinforcing student’s reading achievement by
using the Readers Theater at the eleventh grade of SMAN 13 Bone. The research
used the classroom action research with consisted of two cycles. The research was
carried during six weeks at beginning on July 14th
– August 18th 2020. The subject
of this research was one class of the eleventh grades of SMAN 13 Bone. The data
analyzes of the research were qualitative and quantitative. The research findings
showed in the qualitative data, the students were motivated, confident and felt
entertaining in learning reading. On other hand, in the quantitative data, the
students mean score improved. The mean score in both Cycle I and Cycle II were
74.75 and 82.38. Therefore, the rate percentage based on the indicator
achievement in both Cycle I and Cycle II running to enhance where the result was
37.6% to 78.2%. Both the qualitative and quantitative findings of this research
showed there were reinforcing the students’ reading achievement by using the
Readers Theater in classroom action research.
A. Conclusion
In reference to the finding of the research, the use of Readers Theater is
proven reinforcing for the students’ reading achievement. This fact is shown by both
qualitative and quantitative data collected during the research. Both types of data
show that there are some changes related to the conditions of the teaching and
learning processes and students’ reading.
From the result of research finding and discussion, the implementation the
Readers Theater strategy indicates that it makes teaching-learning process motivated,
fun and more entertaining.
In addition the reinforcing of the students’ achievement in reading, from the
result of the data analyzes shows the mean from the diagnostic test, cycle I and cycle
II gradually improved. Besides that, the data also presented the percentage of the
students’ achievement in each steps running into a transformation. The mean and
percentage of students in diagnostic test and the test in each cycle during the
teaching-learning process were: the diagnostic test, mean: 64.50, percent: 18.7%; the
cycle I, mean: 74.75, percent: 37.6%; and the cycle II, mean: 82.38, percent: 78.2%.
From the data, the result proves there is an achievement that the students get during
the process in teaching-learning by using the Readers Theater strategy.
In conclusion, there is a significant reinforcing in students’ reading
achievement and the practice of teaching reading due to the implementation of the
Readers Theater in this classroom action research. Those findings show that the
research taken on the use of Readers Theater with the accompanying in cycle I and
cycle II to reinforcing the students’ achievement, as a consequence, the students’
reading achievement of XI language class of SMAN 13 Bone is successful.
B. Suggestion
After finishing the research, the researcher considers some useful suggestions
for the teacher, the students and the next researcher about what the Readers Theater is
appropriate to reinforce the students’ reading achievement. The suggestions for the
teacher is as the teachers, they should have ability to make teaching reading more
creative by applying some various strategies in order to make teaching runs
creatively, actively, innovatively and effectively. Besides that, the teachers are
suggested to have an alternative in teaching in order to make students feel enjoy and
improve their participation in teaching-learning process. Moreover, the teachers are
expected to motivate the students in reading, it will make them like to reading. For
the last the suggestion for the teacher that they also should do a strategy that can
make their students interest with it. Hopefully, it makes them more active in learning
reading process.
In addition, for the students should be more spirit in learning reading, because
it can be very important because there are a lot of the aims in reading. One of them is
reading to get information. The students should try and learn hard to solve problem
that they faced. In this case, the students’ difficulties are about, confident, fluency and
comprehend the content of the text. The problems can be solved by implementation
as many as possible ways to learning reading process. In other words, the students
also should habit their self in reading. The students who have habit in reading they
will be more confident and know many things.
For the next researcher, the researcher hopes that the next researcher can
prepare everything as good as possible in conducting the research and can do the
follow up of this research. However, it is hoped that the next researcher can
implementation the strategy in teaching-learning process well.
The researcher also expects this researcher can give advantages and source of
knowledge as information especially for English education. Besides that, this thesis is
far from being perfect, because of that; constructive critics and advice are really
expected to support this thesis in the future.

STAR20200109

109/2020

Perpustakaan Pusat

Tersedia