Abstract:
This research was aimed to improving students’ reading comprehension of
Descriptive text by using rainbow card in feedback strategy. The subject of the
study were the students of SMP Swasta AL-Hikmah Medan Academic Year
2019/2020. There were 50 students VII-1 grade (25 boys and 25 girls). The
research of this study were conducted by using classroom action research. The
data used in this research were qualitative and quantitative data and the instument
of collecting data were used such as interview sheet, observation, photography
evidence, and reading test. This research was accomplished in two cycles. Each
cycle consisted of four steps of classroom action research (planning, acting,
observation and reflecting). The first cycle conducted in two meetings including
to pre-test and post-test one (I), in pre-test the researcher gave the reading test
before treatment and in post-test one (I) the researcher gave the treatment base on
the material of Descriptive text. The second cycle were conducted in two meetings
including to post-test two (II), in post-test two (II) the researcher gave more
treatment and information about the Descriptive text by using feedback strategy
and rainbow card as learning media in teaching reading process. The result of this
research showed that there were increasing of students’ reading comprehension.
The mean of the pre-test was 44.6, in cycle one was 64.6, in cycle two was 80, it
indicated that the scores and the mean in cycle two was better that the first one.
The percentage of students who got point 70 or more also increased. In the pretest of cycle one, there were not students who got point 70. In the post test of
cycle one the students who got point 70 or more there were 26 of students (52%),
it means that there were an increasing about 52%. The post-test of cycle two, the
students who got point 70 or more there were 42 students (84%) and the
increasing were about 32%. The scores of observation sheet were 4 (very good).
The students paid attention and also felt spirit in doing the reading test, and
students more interested, enjoyed, and enthusiastic in doing the tast by using
feedback strategy and that created the supportive situation during teachinglearning process, it could be seen in the result of interview and photography
evidence, it showed that the classroom was alive and active
