The Implemation of Learning Cell Method in Reading

Comprehension of Literature in Junior High School

Kundharu Saddhono

, Yudi Sahrul Sidik

, and Budhi Setiawan

Universitas Sebelas Maret, Surakarta, Indonesia

Student of Postgraduate Universitas Sebelas Maret, Surakarta, Indonesia

Keywords: method learning cell, reading comprehension, literary reading.

Abstract: This research aimed to know the implemation of learning cell method in reading comprehension lerning of

literature in junior high school. This research include case study research. The population of the reseach is

the seventh grade students of SMP N 14 Semarang, it contains of six classes. VII F class is determined as

sample of the research by random, this research uses quantitative approach. Data source of the research is

reading comprehension learning literature of VII F class in SMP N 14 Semarang. Technique which is used

in collecting the data test and non-test. Data has collected is analyzed by quantitative technique. The result

of the research reading comprehension learning literature using learning cell is effective seen by test and on-

test given to students toward reading comprehension literature and it proved can increasing the result of

reading comprehension literature. Average value by using the implemation of learning cell method in

reading comprehension learnig of literature get 79. Average value which get 79 better than KKM.

1 INTRODUCTION

Learning is deliberate efforts to create learning

process for students in achieving the goals that have

been targetted (Alma, 2010, p. 11-12). Learning is a

system whose elements interact with each other. The

success of learning is determined by the teachers’

skill in choosing and applying the right methods and

learning strategies used for learners in the learning

method used and the learners interact in the learning

activities through various techniques based on the

nature of the task and the preferred way of learning.

However, the selection and mastery of appropriate

learning methods is still an obstacle for some

teachers. The inability of students in mastering the

objectives of learning is one cause of low learning

outcomes, one of them in the ability to read

comprehension (Laila, 2009, p. 238-239); the thing

that was conveyed by the researcher found that

during this time the learning in school is still

passive. This is due to the learning that is still

teacher center instead of the student center, teachers

still play an important role in the learning seen from

the activity of teachers in the class with

materialdelivery through the lecture, while the

students are more passive.

The learning material of Javanese contained in

the curriculum is divided into two, namely learning

of Javanese language and literature. Language

learning makes students have a lot of

languageunderstanding and languageusing or

language skills. There are four language skills, they

are listening skills, speaking skills, writing skills and

reading skills. Reading is the activity of seeking

information through written symbols, explaining that

reading is one of the processes undertaken and used

by the reader in order to gain knowledge to be

written by the author through written words or

language (Hodgson in Turahmat, 2010, p. 4).

Reading is a process of interaction between the

author and the reader through written text which is

able to broaden the reader's knowledge to interpret

the text into the precise meaning distinguishing it

from this research, the previous research emphasizes

development while the research focuse on

application (Rachmawati, 2014, p. 84).

Reading comprehension belongs to the category

of silent reading. Reading is one of the skills

students must possess from four language skills:

listening, speaking, reading, and writing. Reading is

a learning activity that requires an active interaction

of the reader to the reading so as to gain meaning

and understand what is being read. Reading has

Saddhono, K., Sidik, Y. and Setiawan, B.

The Implemation of Learning Cell Method in Reading Comprehension of Literature in Junior High School.

DOI: 10.5220/0008886004110416

In Proceedings of the 7th International Conference on Multidisciplinary Research (ICMR 2018) - , pages 411-416

ISBN: 978-989-758-437-4

411

three basic components, (1) recording, referring to

the sentence into the sounds; (2) decoding,

interpreting graphics into words; (3) the last is

meaning, the process of understanding the meaning

that usually begins in high grade of elementary

school. Comprehension is defined as the use of prior

knowledge to guess, ask, paint a mental state, clarify

confusion, summarize the reading, and reflect on

what has been read (Blanchowicz and Ogle in

Strickland, et al, 2007, p. 275).

Principles of reading that will help teachers in

reading lesson planning. The principles are as

follows.

1) The teacher should diagnose the reading ability

of each student and use the diagnosis as the

basis of the lesson plan.

2) Reading and art of other languages are closely

interconnected.

3) Reading is a unity of all learning content in

educational programs.

4) The urgency of students' understanding about

the importance of reading.

5) The pleasure of reading should be considered as

the main interest.

6) Readiness should be considered at all levels of

learning.

7) Reading should be taught by allowing each

student to experience success.

Based on the principles of reading above, the

role of teachers is enormous in achieving successful

learning for junior high school students tailored to

their characteristics.

2 LITERATURE REVIEW

Reading comprehension is the highest level of

reading skill. Reading comprehension is reading

cognitively in a sense (reading to understand). The

reader should understand the contents of the reading

so that after reading the text, the reader is able to

find and explain the results of his understanding by

making a summary of the content of the reading

using his own language and explained by oral or

written. Reading comprehension is the continuity of

reading for beginner. Reading comprehension is one

of the activities undertaken by the reader to connect

new information with the old information in order to

get the latest knowledge while according to

Sumadayo (2011, p. 10) reading comprehension is

the process of getting meaning actively by involving

mastery and experience owned by the reader and

linked to the content of the reading.

Reading comprehension is an important skill in

school because it is the key to student success in

reading learning. The ability to read is one of the

keys to the success of students in achieving progress

(Suyatinah, 2006, p. 243) but the research is to

reading for the beginner while this study is slightly

different because this research is on reading

comprehension.

Mostly in reading comprehension, teachers tend

to use conventional approaches. Teachers deliver the

subject verbally meaning teachers tend to talk or

known as "chalk and talk". Learning material is a

ready subject material such as data or facts, as well

as certain concepts that must be memorized so it is

less demanding for students to rethink. In addition,

the main purpose of learning is the mastery of the

subject material itself. That is, after the learning

process ends students are expected to understand it

properly and redescribe material that has been

described (Sanjaya, 2008, p. 179).

One of the problems in learning Javanese

language, especially in readingwayang is the lack of

interest of students in reading wayang literature

because learning reading comprehension in junior

high school is not considered because of a

misconception about reading which is reading is

over when students are already able to read and

write. Currently there are still many teachers who

teach local content of Javanese language with

common methods, such as lectures, assignments; it

is the same as conventional methods. So that in

reading comprehension material is presented in VII

grade first semester material. Students are expected

to understand the contents of the literature text of

Ramayana stories. This study will discuss

"Implementation of Learning cell method in reading

literature comprehension of Junior High School".

The problem statement in this research is how the

result of learning cell method approach application

to learning to reading comprehension of Junior High

School.

3 RESEARCH METHOD

This research uses the type of one-shot case study

research design. This research used one class only;

the method used in this study is the experimental

method because this study was conducted to test the

application of a variable to other variables. This

research is included in quantitative research because

the data produced are statistically analyzed figures.

The design of this study is a one-shot design study

using one class as an experimental class. The

ICMR 2018 - International Conference on Multidisciplinary Research

412

population in this study was all students of class

VIIF SMP N 14 Semarang. The sample in this

research was only VIIF class which amounted to 32

students. Variable X (independent) in this study is

learning with learning cell method, while the

variable (Y) is the result of reading Ramayana story

comprehension of the students of class VII SMP N

14 Semarang. Sampling was done by random

sampling technique in which the experimental class

was randomly selected regardless of the strata within

population. Data collection technique was done by

test and non test. Test in the form of post test and

non test in the form of questionnaire.

Learning cell method chosen in this study,

learning cell is an active learning with the syntax to

give the task for students to read one of the reading

then the students are asked to make a question that

has to do with the content of reading (Zaini et al,

2008, p. 86) , while Suprijono (2009, p. 122) states

that learning cell is a form of cooperative learning

with partner, students ask questions and also answer

questions in turn based on the same reading material.

The procedure of learning cellimplementation

method in wayang reading comprehension as

follows;

1) Teacher assigns the students to read one of the

Ramayana literature work after the students

finish reading the literature text of the

Ramayana story.

2) Then students are asked to make a question

related to the problem of the text of Ramayana

story theyhave read

3) Beforehand, students are formed into groups

consist of two persons or called in pairs in

random or with tablemate,

4) After learner form groups in pairs and have read

the Ramayana literature student A gives

questions to his/her partner that is student B,

After students A gets the answer from student B

then student B gives questions to students A and

continuously in turn question and answer by the

group of pairs until questions and answers of each

student are answered.

4 RESULTS AND DISCUSSION

This study was conducted with a sample of VIIF

class as an experimental class, there were 32

students consisted 16 men and 16 women. To

measure the skills of students in literature reading

comprehension, teacher gave a written test in the

form of a description which contained aspects of

main idea, translating words,content of the reading,

the summary of stories and reading sources, each

aspect had its own value criteria that had been

determined by the teacher then students’ answer was

assessed in accordance with the scoring guidelines

that had been determined, after doing research,

researchers collected data related to student skills in

reading literature reading, data collected i.e.tests in

the form of post-test and non-tests in the form of

questionnaires.

The data of the testwas used to measure the

students after applying the method of learning cell,

questions for post-test were five, post-testwas

administerred so that teachers know students’

reading literature comprehension after the treatment.

The treatment here is the method of learning cell

after the test, the results of students then was

analyzed and calculated based on the average score,

this data was assessed by observing the provisions in

the reading scoring rubric of reading literature.

Table 1: Comprehension Level Category.

Category

Score

Range

Very Good

85-100

Good

75-84

Fair

60-74

Poor

40-59

Very Poor

0-39

The result from post-test of reading literature

comprehension using learning cell method can be

explained by frequency distribution below:

Table 2: Distribution of Frequency Reading

Understanding Literary Reading Method the Learning Cell

Student Class VII SMP N 14 Semarang.

Score

Range

Category

Freq

Percentage

85-100

Very

Good

25%

75-84

Good

50%

60-74

Fair

21,875%

40-59

Poor

3,125%

0-39

Very

Poor

Total

100%

Based on the distribution of frequency above, it

shows that the students who in very good category

score (85-100) were 8 students or 25%, good

category (75-84) were 16 students or 50%, fair

category (60- 74) consisted 7 students or 21,875%,

poor (40-59) with 1 student or 3,125%, very poor

category (0-39) was 0%.

The Implemation of Learning Cell Method in Reading Comprehension of Literature in Junior High School

413

Based on the above information can be made

histogram as follows:

Very Good (85-100)

Good ( 75-84)

Fair ( 60-74)

Poor (40-59)

Very Poor (0-39)

Students' Post-test Score

Figure 1: Histogram of Post-test Result of Reading

Literature Comprehension in Reading Class VII SMP N

14 Semarang.

Table 3: Comparison of Minimum Criteria of Mastery

Learning (MCML) scores with post-test mean.

Category

Score

Post-test mean

MCML

From the table above, histogram for comparison

of MCML with average score of post-test as follows:

Comparison

between MCML and

Post-test

Series1

Post-test Score

Figure 2: Histogram for Comparison of MCML with

average score of post-test.

From histogram above can be concluded that

learning cell method can be used in readingliterature

comprehension based on students’ familiarity with

learning cell method.

The result of the observation before the

application of learning cell method is

students’reading comprehension ability in reading

Ramayana script in junior high school is still very

poor as shown from the 75 MCML. The result of

reading comprehension of each school at senior high

school level in Surabaya has different ability to

comprehend different content in accordance with the

purpose of reading learners to understand the content

of reading (Kurniawati, 2012). What distinguishes

this research is that this research examines the level

of understanding at the junior high school level

while previous research on the level of

understanding of high school level basically the

level of understanding of text reading in junior and

senior high school almost equal so the previous

research can strengthen the results of this study.

In this study, it is known that in improving the

ability in reading comprehension can be done by

method or technique. The ability to read students’

understanding in learning difficulties after being

given intervention through idea-setting techniques

can increase, although using different techniques but

from previous research conducted both increased

and differentiated and what makes this research new

thing is this study uses learning cell method (Sari et

al., 2014: 398). The act of improving learning which

in result enhance reading comprehension ability on

Indonesian language subjects of grade 3 SDN

Nyantong was very high and the process of

improving learning by applying the game method of

sentence cards and picture cards in terms of student

activities, teacher activities and interaction led to the

effectiveness of learning in grade 3 SDN Nyantong

high (Rokhayati, 2010, p. 87).

The study was conducted at SMP N 14 Semarang

in first semester. The results of this research can be

seen from the data analysis of the average score of

class VII-F post-test that is 79 and MCML of

Javaneseset by SMP N 14 Semarang is 75. The

difference between the average score of the post-test

and MCML is 4, 00 or 12%. The result of the post-

test score of 32 students consisted 28 students or

86,7% whose whose score was complete and there

were 4 students or 13,3%.

ICMR 2018 - International Conference on Multidisciplinary Research

414

Table 4: Mastery.

Category

Total of Students

Percentage

Pass

86,7%

Fail

13,3%

Total

100%

The fail score shows that reading comprehension

of wayangby using learning cell method is suitable.

Pass

Fail

Mastery

Figure 3: Mastery.

Students’ questionnaire data was taken after the

application of learning cell and post-test method

implemented in learning process. The purpose of

questionnaire held to students was to measure

whether the use of learning cell methods could make

students pleasure and understand when learning

reading literature comprehension. Questionnaires

which had been already filledthen calculated to

complete reserach data. The results of the

calculation of questionnaire data can be seen in the

following table:

Table 5: Calculation of Students’ Questionnaire.

Questions

Answers

Number

students

Percent

age

Kados

pundi

miturut

pamanggih

panjenenga

pamucalan

maos

pemahaman

waosan

a. Wigati

sanget

25%

b. Wigati

62,5%

c. Boten

wigati

d. Biasa

mawon

12,5%

sastra?

Kados

pundi raos

panjenenga

anggenipun

nemtokaken

ide pokok

ing

salebeting

waosan?

a. Gampil

sanget

31,25%

b. Biasa

mawon

15,625

c. Gampil

34,375

d. Angel

18,75%

Kados

pundi

andharan

saking

panaliti

nalika

mucal

materi maos

pemahaman

waosan

sastra?

a. Cetha

sanget

50%

b. Boten

cetha

c. Kirang

cetha

d. Cekap

50%

Punapa

panjenenga

n remen

nalika

pamucalan

maos

pemahaman

waosan

sastra

ngginakake

n metodhe

the learning

cell?

a. Remen

50%

b. Remen

sanget

34,375

c. Boten

remen

d. Biasa

mawon

15,625

Punapa

panjenenga

n langkung

paham

sasampunip

ngginakake

n metodhe

the learning

cell ing

pamucalan

maos

pemahaman

waosan

sastra?

a. Paham

sanget

75%

b. Boten

paham

c. Kirang

paham

d. Biasa

mawon

25%

From the results of the calculation analysis, it

shows that students who liked the learning cell

method were 53.33% and the students who felt more

understand after using the learning cell method were

80%. In that way, this learning cell method was

considered as a suitable method included in reading

comprehension especially reading Ramayana story.

Previous research with learning cell method had

been done by (Riyani, 2013, p. 5) the result had

The Implemation of Learning Cell Method in Reading Comprehension of Literature in Junior High School

415

increased with learning cell method although still

low by articulation method because of its different

subject of research. (Mainizar et al, 2014, p. 253)

examined the learning cell and also improved the

learning of the students but the things that were

thoroughly different was in learning in Arabic.

(Rakhmawati, 2015, p. 55) strengthened this study

with its research that learning cell was more

effective in learning reading comprehension but

their research was on narrative texts.

5 CONCLUSION

The final product was a reading comprehension

learning method for seventh grade SMP N 14

Semarang. The learning cell method can facilitate

students in reading comprehension through new,

different, and authentic activities in accordance with

the purpose of learning Javanese as regional

languages submitted by the government. Based on

the findings and discussion above, the result of this

research can be concluded that the application of

learning cell learning method can increase the ability

to read comprehension on grade VI students of SMP

N 14 Semarang. This can be seen from a more

efficient learning process that requires students to

read over and over so that students are mastery

reading material to understand it, and the test results

got an average score of 79 and MCML score of 75

from that result of the application of learning cell

method can be used since the average score is higher

than MCML score.

ACKNOWLEDGEMENT

The research project is supported by a grant from

the Ministry of Research, Technology, and Higher

Education, Indonesia.

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