IMPROVEMENT OF READING COMPREHENSION OF THE 10TH GRADE STUDENTS OF THE PUBLIC SENIOR HIGH SCHOOL 1 (SMAN 1) WOLOWAE, NAGEKEO IN ACADEMIC YEAR 2016/2017 THROUGH THE EXPLICITLY TAUGHT VOCABULARY (ETV) MODEL OF TEACHING

Abstract

This research is aimed at describing how the explicitly taught vocabulary (ETV)
model of teaching helps to improve the students’ reading comprehension and describing the use of ETV model of teaching in improving students’ reading comprehension. This research was conducted at (Class X.A) of SMAN 1 Wolowae, Nagekeo. Their research subjects were the 10th-grade students in the academic year 2016/2017. The ETV model of teaching was applied in a classroom action research (CAR) with three cycles. The data were taken by using observation and tests, and they were analyzed using the pre-cycle score and minimum standard score to be the standard of comparison. The result shows that the ETV model of teaching was successful in helping the students improve their reading comprehension and making them more active in the teaching and learning process. It was portrayed by the students’ scores and the alteration of students’ activity that increased from cycle one to cycle three. Before implementing the ETV model of teaching (pre-cycle), the student’s average score was 17.5, then it changed to 68.3 in a cycle one after implementing the ETV. In cycle two the score increased to 75 and then increased significantly to 87.63 in a cycle. Besides, the students’ activity also changed
positively to 84 %. From these results, the writer then concluded that ETV model of
teaching was very effective to improve students’ reading comprehension especially the tenth-grade students (class X.A) of SMAN 1 Wolowae, Nagekeo, in the academic year 2016/2017. It is therefore also required to improve students’ activities in the learning process inside the classroom.