IMPROVING STUDENTS’ READING COMPREHENSION BY USING PROBLEM-BASED LEARNING METHOD AT XI MIPA 5 SMA NEGERI 1 BADEGAN PONOROGO IN ACADEMIC YEAR 2021/2022

This research aimed to explain how the Problem-Based Learning Method improved the reading comprehension of XI MIPA 5 students at the SMAN 1 Badegan and to identify what aspects of reading learning can be improved. The researcher used classroom action research. This research had 2 cycles consisting of planning, implementation, observation, and reflection. In this research, the researcher used 3 instruments: observations, questionnaires, and tests to measure student achievement and to know student responses after the implementation of Problem-Based Learning in reading comprehension. The result of the study showed that students’ reading comprehension was improved. This was proven by the result of the test which improved from 7% in cycle 1 to 100% in cycle 2. Then, the result of the questionnaires improved from 78% in cycle 1 to 98% in cycle 2. Furthermore, this study was also proven by the result of observation which improved from 65% in cycle 1 to 95% in cycle 2. Based on finding data from 3 instruments, the researcher concluded that the implementation of the Problem-Based Learning method was successful to improve students’ reading comprehension at X MIPA 5 SMA Negeri 1 Badegan in academic year 2021/2022.


INTRODUCTION
Language is a tool that people use to communicate with one another so that everyone understands each other.Language may help us manage our thoughts, ideas, feelings, and a variety of other things.Many languages are spoken around the world; in fact, one country may speak up to two languages.And, in today's globe, many people speak a variety of languages.
English is one of the most widely spoken languages (E Putra 2020).Some countries, particularly those that were once British colonies, consider English to be a second language that must be learned after their original tongue (Sciences, 2016).
There are four language skills that a language student must master in English learning activities: speaking skills, listening skills, reading skills, and writing skills (Rachman 2018).Reading is an essential component of content instruction in the classroom.Everyone requires reading material in order to complete their studies, accelerate their lessons, and expand their knowledge.Reading is also important and necessary for students because the majority of their academic success is dependent on their ability to read.If they have poor reading skills, they are more likely to fail or make slow progress in their studies (Becker et al., 2015).
It is also crucial for a student to learn reading comprehension because reading comprehension seeks to develop students into persons who can take knowledge and apply it through their creations.Reading Comprehension is also frequently found in  (Goal, 2015).
The same thing happened at SMA Negeri 1 Badegan.Based on the pre-observation that  (Boakye, 2014).
Reading, according to Brown (2004), is a process of negotiating to mean.This process requires readers to apply their comprehension of the meaning of the texts they read.It means that readers' comprehension of the text is the result of a conversation between their thoughts and the meaning of the texts they read.
Reading is more than just looking at the words and spelling of a written text and attentively following the letters line by line of the text; it is also about understanding a written text.The needed information should be extracted from the text as efficiently as possible (Grellet 1981).
According to the various definitions provided by experts above, reading is an activity to learn information and expand one's knowledge since when reading, one not only reads multiple lines of phrases but also interacts with the text and should be able to extract the relevant information.We can deduce from the definitions that reading is tremendously useful to students.To extract information and analyze texts, we must encourage our students to interact with the texts.

b. Reading Purpose
Reading can be defined as the process of absorbing and interpreting reading content to enlighten and expand our knowledge.Each lesson has a reading purpose and each extension impacts the reading purpose, shifting the reader's attentiveness.Readers can fulfill the goal of reading if they identify the optimal manner to absorb the reading material.For example: 1) Reading for pleasure includes reading a narrative, novel, comics, and so forth.
2) Reading for a broad impression, such as deciding whether or not to read the content. 3

Component
To comprehend text, King et al.
(1989) recommend focusing on five components of reading comprehension:

1) Discovering the Main Idea
The primary idea is the main topic of a paragraph.The primary concept is also the fundamental concept.It describes the substance of the paragraph.According to the author, the main idea helps the reader understand not only ideas but also their relative worth.

2) Obtaining Accurate Information
Factual information is relevant information regarding the world described The teacher helps students reflect on and evaluate the process and results of their study.

Review of Previous Research
The first research was conducted by  From several previous studies, it is proven that the use of the deep problembased learning method that will be used in this study is still feasible to use.

RESEARCH METHODOLOGY
The

Cycle 2
The cycle was completed in two meetings.Students were divided into groups of 3-4 people based on the earlier lottery number created by the teacher.The students then congregate in their assigned groups.Each group was given an explanation text and asked to comprehend the meaning of the text that came before.This was also demonstrated by the improvement in student test scores.(1980).Problem-based learning: An approach to medical education (Vol.

Action Research in Early Childhood
Education.
Boardman et al. (2007) define the steps that must take place during reading comprehension.Here, readers must define their reading objectives and draw on prior knowledge and experience related to the material.Readers should also use tactics that are appropriate for the content and the aim of the reading.Furthermore, readers must ensure that they can follow the flow of the words.Readers are also taught to construct their arguments and thoughts to respond to the texts during the reading comprehension process (Snow 2002).According to the ideas discussed above, reading comprehension is the core of reading because it is intended to obtain texts.Readers must decide what they want to read.Then they bring their knowledge related to the content of the texts, such as vocabulary, grammar, Pratama, S.R.A., Prasetiyo, W.H., Setyadi, Y.B.,.Kebijakan Pemanfaatan Electronic Traffic Law Enforcement (ETLE) di Satlantas Sukoharjo and text structure.Readers should use certain ways to deal with the texts as well.Finally, they are expected to construct their argument to respond to and forecast the texts they have read.

Furthermore, the use
of problem-based learning can boost students' motivation, activeness, sense of responsibility, and selfconfidence during the teaching and learning process.
researcher used classroom action research.This research has 2 cycle which consists of reconnaissance, planning, action, observation, and reflection.The researcher worked directly to perform the research to find solutions to the students' reading comprehension challenges that they encountered in class.Based to Borgia Schuler (2003), Classroom Action Research is a method for strengthening instructors' professional qualities and promoting student learning performance.This research was conducted in class XI MIPA 5 SMA Negeri 1 Badegan, Ponorogo.Research activities were carried out every Tuesday during English learning times.Learning activities took place in the first section with estimated learning activities being 60 minutes.The research began the research on April 12, 2022, and was completed on May 10, 2022, honesty, and discipline.During this observation activity, Pratama, S.R.A., Prasetiyo, W.H., Setyadi, Y.B.,.Kebijakan Pemanfaatan Electronic Traffic Law Enforcement (ETLE) di Satlantas Sukoharjo the collaborator teacher assisted the researcher in carrying out the activity and records how many students participated in the learning activity.For questionnaire, the researcher utilized a checklist sheet to collect questionnaire data.In which 10 questions are provided with two possible answers, Yes or No.The total number of students who answered Yes or No to each question will be recorded.The following formula was used in the research to analyze the observation and questionnaire data: These studies were carried out from Tuesday, April 12, 2022, to Tuesday, May 10, 2022.These studies were carried out in class XI MIPA 5 during the academic year 2021/2022.The data for this study were gathered through two cycles .There were two meetings in each cycle.This stage was completed in two meetings.The students were given information on the material to be studied and separated into groups of 4-5 persons to discuss.They then read and comprehended the contents of the book assigned by the teacher.Students discussed recognizing and then given the primary point of each paragraph in the explanatory text.Furthermore, they detected linguistic features and language structures in the explanatory text.Students were also instructed to write if they found uncommon vocabulary.Their activities throughout the discussion were monitored to assist those who are having difficulty.During the monitoring, they were also given various questions by the teacher to better understand the material provided.

Figure
Figure 1.Data Result