scholarly journals The constructivist approach (coap) to enhance students comprehension in reading procedure text for students of Universitas Muhammadiyah Sidenreng Rappang

2021 ◽  
Vol 2 ◽  
pp. 246
Author(s):  
Hardianti Hardianti ◽  
Jamaluddin Ahmad ◽  
Syam Hermansyah
Keyword(s):  
Reading Comprehension ◽  
P Value ◽  
Cluster Sampling ◽  
First Year ◽  
Constructivist Approach ◽  
Post Test ◽  
Procedure Text ◽  
The Mean ◽  
Second Year ◽  
Level Of Significance

This research aimed to investigate the constructivist approach to enhance students reading comprehension at UMS Rappang. This research employed the pre-experimental method with one group pre-test and post-test design. The population was the second-year students of UMS Rappang in 2018-2019 academic years. The population included 66 students consisting of three classes; one class (I.2) was taken as a sample by using cluster sampling, as many as 22 students. The instrument used in this research was reading test. The result of this research showed that the pre-test got the mean score of 44.50, while the post-test 64.18. It showed that the p-value (0.000) was lower than the level of significance (alpha (α) = 0.05). It means that H1 was accepted. The research concluded that teaching reading comprehension by using a constructivist approach enhances students’ reading comprehension at the First year of UMS Rappang.

scholarly journals The Effect of Roundtable Technique to the Students’ Reading Comprehension Achievement In Narrative Text To The Second Year Students MA HM Tribakti Kediri

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Rika - Riwayatiningsih ◽  
Heni Lailatul Muazizah
Keyword(s):  
Reading Comprehension ◽  
Reading Ability ◽  
Language Skills ◽  
Teaching Reading ◽  
T Score ◽  
Post Test ◽  
The Mean ◽  
Second Year ◽  
Level Of Significance ◽  
Test Treatment

Reading is one of the language skills which is very important to develop students’ knowledge in their studies. To make students understand what they read, it needs techniques. This study aims at finding the effect of roundtable technique to their reading ability. roundtable technique is a technique in which the students are in teams, write a response on their own piece of paper, pass their papers clockwise so each teammate can add to the prior responses. It is an experimental study using One-group Pretest-Posttest design. The data were taken from one class consisting 26 students of the elevent grade of MA HM TribaktiLirboyo Kediri. The data were collected using pre-test, treatment and then post-test. Then the data were analyzed using T-test formula. From data analysis, it can be found that the mean score of post-test (89,92) is higher than mean score of pre-test (58,07). The T-score (at the degree of freedom of 26 is 156,73, that is higher than the t-table  at the level of significance of 1% 2,787 and 2,060 at the level of significance of 5%. So, the T-score (156,73) ≥ T-table, and the level of significance is 1 % (2,787). It means that it is very significant, so the H0 is rejected and Ha is accepted. It can be concluded that Roundtable Technique is effective to increases students’ reading comprehension. So it is recommended that Roundtable Technique can be used in teaching  reading . The other writers are expected to conduct a better research about Roundtable Technique because small Roundtable Technique is effective to use. 

scholarly journals The Effect of Audiobook on Reading Comprehension of the Eleventh Grade Students of SMA Negeri 2 Buru

2020 ◽  
Vol 7 (2) ◽  
pp. 104
Author(s):  
Abd. Rahman ◽  
Ibnu Hajar
Keyword(s):  
Reading Comprehension ◽  
P Value ◽  
Student Interest ◽  
Teaching Of Reading ◽  
Post Test ◽  
Open Coding ◽  
The Mean ◽  
Level Of Significance ◽  
Reading Activity ◽  
Comprehension Tests

ABSTRACTThe audiobook does not only involves multiple senses of the students, but also the inclusion of its speech, helping them to improve their comprehension. This study sought to investigate the effects' of audiobook on students' reading comprehension, and to find out students' interest in audiobooks on the teaching of reading. The mixed method called the Quan-qual model applied at this study. Some sixty eleventh-grade students participated, and data were collected by employing reading comprehension tests and questionnaires (open-ended questions). The quantitative data analyzed using paired and independent sample t-test through SPSS 20 Version, and the qualitative data analyzed through an open-coding technique. The use of audiobook was more effective than the non-audiobook. It is proven by the comparison of the mean score from both of  the groups which (68.00 ˃ 48.80). The p-value in the post-test is .000, and the level of significance is α 0.05, the p-value is smaller than α (.000<0.05).  The hypothesis testing found that t-value = 14.699 was higher than t-table = 2.045 (p=.000, df=29); it means that Ha was accepted, and Ho was rejected. Another, the students are interested in using audiobooks because it stimulating, challenging, available, powerful and innovative in the reading activity. Keywords: Audiobook, Reading Comprehension, Student Interest.

Employing Personal Reading Logs through Short Stories to Enhance Students’ L2 Reading Comprehension Achievement

2019 ◽  
Vol 3 (2) ◽  
pp. 1
Author(s):  
Eliyas Sulaiman Mohandas ◽  
Nik Mastura Nik Ismail Azlan ◽  
Salwa Othman ◽  
Muhammad Aizat Azhari
Keyword(s):  
Short Stories ◽  
Reading Comprehension ◽  
P Value ◽  
L2 Reading ◽  
Reading Score ◽  
Paired Samples ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
L2 Reading Comprehension

This study aims to investigate whether the use of six selected short stories throughout the duration of a 14-week course could enhance students’ reading comprehension achievement at the end of the semester. Out of the six short stories read, three were chosen as in-class assignments known as ‘Personal Reading Logs’ (hereafter, PRLs). One group of semester two Diploma students taking a reading skills course was selected through a convenience sampling method. A pre-test was conducted by having the students answer a past semester reading quiz of which the results would then be compared to their post-test (final reading exam) results. A paired samples t-test revealed no significant difference in the reading scores of the pre-test and the post-test, t (17) = -.265, p > .05. Since the p-value was bigger than 0.05, this indicated that the mean reading score of the post-test (M = 50.556) was not significantly higher than the mean reading score of the pre-test (M = 49.722). Therefore, the null hypothesis which stated that there was no difference in the mean score of the pre-test and post-test was retained. Overall, the result refuted the findings of other studies promoting the effectiveness of using short stories to enhance L2 reading comprehension achievement.

scholarly journals The Effect of Culture – Based Approach in Improving Students’ Reading Comprehension on Spoof Text

2020 ◽  
Vol 9 (2) ◽  
pp. 162-171
Author(s):  
Rudi Suherman ◽  
Ana Yusyfiana
Keyword(s):  
Reading Comprehension ◽  
Percent Level ◽  
T Test ◽  
Control Group ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
Level Of Significance ◽  
Alternative Choice ◽  
Experimental Group

This research was intended to investigate the effect of a culture-based approach in improving students’ reading comprehension on spoof text. For that purpose, a true experimental study was applied to the eleventh-grade students of SMAN 1 Soreang. The sample of this study was 88 students from that school. These students were divided equally into the control and experimental group. The experimental group was given the Culture-Based Approach (CBA) as the treatment in comprehending the text.  The students’ scores of pre-test and post-test from both groups were statistically analyzed and compared by the T-test. The findings could be summarized that generally, students from the experimental group gained better achievement than from the control group on their post-test scores. The data analysis also showed that there was a significant difference between the mean score of the pre-test (53.45) and the post-test (58.39.). Furthermore, the result of the t-test (5.707) was relatively higher than the t- table (2.018) for a 0.5 percent level of significance. It indicated that the students’ achievement was significantly improved after the treatment of using a Culture-Based Approach. Thus, it is recommended that a Culture-Based Approach should be considered as an alternative choice for English teachers in teaching spoof text.

scholarly journals THE EFFECT OF SUMMARIZING TECHNIQUE ON READING ACHIEVEMENT

2020 ◽  
Vol 2 (1) ◽  
pp. 19
Author(s):  
Siti Syafi’atul Qomariyah
Keyword(s):  
Data Analysis ◽  
Reading Achievement ◽  
Critical Value ◽  
Control Group ◽  
Post Test ◽  
The Mean ◽  
Second Year ◽  
The Difference ◽  
Level Of Significance ◽  
Experimental Group

This article is a report of experimental conducted at the second year students of SMA Kanjeng Sepuh Sidayu Gresik. This study was conducted to measure the effect of summarizing technique on reading achievement. The instrument used for collecting data was test.  The data analysis showed that mean of pretest was 37,94 in experimental group and 33,68 in control group. The result of t-test of pre-test was 2,444 and t-critical was 1,684 in level of significant .05. And the mean of post-test was 74,52 in experimental group and 68,39 in control group. The difference between the two mean score is 6.13. The mean of the control group is lower than the experimental one. In which the highest score was 52 and the lowest score was 20 in control group and experimental group. From the data analysis, the writer got findings. The mean score of experimental group was 74.52 and the mean score of control group was 68.39. after applying the ANCOVA formula, it indicates that F-value was 4.117 and the critical value with the level of significance .05 was 4.00. The finding shows that students’ achievement of reading in posttest (after treatment) of experimental group was higher than control group. It was found out that summarizing technique was effective in reading achievement.

scholarly journals Improving Students’ Achievement in Reading Comprehension Through Learning Together Method

2012 ◽  
Vol 1 (1) ◽  
Author(s):  
Sundari Ulfa
Keyword(s):  
Reading Comprehension ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Reading Test ◽  
First Year ◽  
Teaching Reading ◽  
Post Test ◽  
The Subject ◽  
The Mean ◽  
Learning Together

ABSTRACT This study focuses on improving students’ achievement in reading comprehension by applying the Learning Together Method. This research was conducted with an action research design. The subject of this study was the first year  IPA students at SMA Nur Azizi Tanjung Morawa. The total  number of students was 32 students. This research was performed in two cycles and every cycle consisted of three meetings. The quatitative data was collected through a reading test and the qualitative data through diary notes, observation sheets, and interview. The reading test showed that the score of the students improved continuously from pre test through post test 1 and post test 2. The mean of the students’ score in pre test was 60,5. In post test 1, the mean increased to 69,4 and in post test 2, the score rose to 83. The diary notes, observation sheets, and interview indicated that the students were eager and more active during teaching and learning process in the second cycle than in the first cycle. It was found that teaching reading through the Learning Together Method improved students’ achievement. It is suggested that English teachers apply this method as one alternative in teaching reading comprehension.   Key Words: Learning Together Method, Reading Comprehension, Students’ Achievement.

scholarly journals Reading Comprehension Strategies Effectiveness in Completing Test of English as a Foreign Language

2020 ◽  
Vol 55 (6) ◽  
Author(s):  
Masrupi ◽  
Jhon Fahamzah ◽  
Nurhaeda Gailea ◽  
Ahmad Baihaki ◽  
Mustofa Usman
Keyword(s):  
Reading Comprehension ◽  
High School Students ◽  
Foreign Language ◽  
P Value ◽  
School Students ◽  
Foreign Language Reading ◽  
Post Test ◽  
The Mean ◽  
Paired T Test ◽  
Senior High School Students

In this experimental study, Senior high school students take the Test of English as a Foreign Language reading comprehension test using test-taking strategies. One test group takes the Test of English as a Foreign Language as a Computer-Based Test (CBT), and the control group takes the Test of English as a Foreign Language as a Paper-Based Test (PBT). Each class consists of 80 senior high school students divided into 2 groups: 40 male and 40 female, respectively. The experiment was conducted during one semester. The statistical analysis used Factorial Design (2x2) using factors of Sex (Male, Female) and Test (CBT, PBT). For multiple comparison analysis, the Tukey’s method was used. To compare the statistics of the students’ pre-test and post-test scores, the paired t-test was used. From the results of analysis using factorial design, it was found that: The mean Test of English as a Foreign Language reading comprehension scores of males and females was significantly different (p-value < 0.0001); the female mean was higher than the male mean; there was no significant difference between the mean scores of CBT and PBT testing; and there was no interaction between sex and test type. From the analysis results of pre-test and post-test scores using the paired t-test, the difference was very significant (p-value < 0.0001). These results indicate that the Test of English as a Foreign Language reading comprehension scores of students in in both groups (experimental and control), are increased.

scholarly journals The Effect of Teaching English Using Realia Media on Students’ Speaking Ability

2021 ◽  
Vol 1 (1) ◽  
pp. 218-227
Author(s):  
Uchy Mokho Adrianty
Keyword(s):  
Hypothesis Testing ◽  
Quantitative Research ◽  
Rank Test ◽  
P Value ◽  
Teaching English ◽  
Signed Rank ◽  
Post Test ◽  
Signed Rank Test ◽  
The Mean ◽  
Level Of Significance

This goal of this study was to see if there was any significant effect on students’ speaking achievement after they were taught using Realia media at MTs Muhammadiyah 1 Pekanbaru. This quantitative research method used a pre-experimental design. The technique of collecting the data used total sampling. It took one class; the eighth grade as an experimental class that consisted of 12 students. The researcher administered one time of pre-test, six times of treatments, and one time of post-test. Wilcoxon Signed Rank Test was used to analyzed the data and the hypothesis testing was analyzed by using SPSS version 20.00 at the significant level of p<0.05. The mean score increased from 43.42 up to 60.92. The result of hypothesis testing showed that the significant (2-tailed) is p value=0.003 and the level of significance is if p value<0.05. It means there was a significant effect on students’ speaking achievement after they were taught by using Realia.

IMPROVING READING COMPREHENSION THROUGH FOLKLORE STORY AT MAN 1 PALU

2021 ◽  
Vol 1 (2) ◽  
pp. 56-65
Author(s):  
Ila Susani Pelo
Keyword(s):  
Reading Comprehension ◽  
Data Analysis ◽  
Data Collection ◽  
Degree Of Freedom ◽  
Deviation Score ◽  
Post Test ◽  
The Mean ◽  
Level Of Significance ◽  
And Control

This research aims to determine whether students’ reading comprehension can be improved by using the Folklore Story. The participants were 20 eleventh grade students. The researcher had carried out research during the pandemic, the number of students was limited by the school. The research employed true experimental and need pre-test and post-test to both experimental class and control class. The population of this research is students in the eleventh grade of Man 1 Palu. The students were selected randomly. They are 20 students of class XI MIA 1 as the experiment class and XI MIA 4 as a control class. The research analysed the data statistically data collection. The result of data analysis shows that the experimental class (86) is higher than the mean score of the control class (69). The deviation score of experimental class (8.75) is higher than of the control class (5.37). So, the result of t-counted (1.644) which is higher than t-table (0.081). in analyzing the data, the researcher used 0.05 level of significance and the degree of freedom (df=10+10-2) it means that the hypothesis of the research was accepted. Therefore, the Folklore Story can improve students’ reading comprehension.

scholarly journals Developing Students’ Reading Comprehension through Think-Pair-Share Strategy

2020 ◽  
Vol 3 (1) ◽  
pp. 41-50
Author(s):  
Agussatriana Agussatriana
Keyword(s):  
Reading Comprehension ◽  
Data Analysis ◽  
Alternative Hypothesis ◽  
Control Group ◽  
Control Group Design ◽  
Test Analysis ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
Level Of Significance

The objective of the research was to find out whether or not Think-Pair-Share Strategy develops the students’ reading comprehension. The researcher applied quasi-experimental with the form of pre-test and post-test control group design and took the second year students of senior high school as the population. The researcher employed cluster random sampling consists of 60 students. The data were collected through pre-test and post-test in form of reading test. To find out whether or not Think-Pair-Share strategy develops the students’ reading comprehension, the researcher used t-test analysis. The result of the data analysis showed that the value of t-counted (5.747) was greater than the value of the t-table (2.002) at the level of significance (a = 0.05) and the degree of freedom df = 58 which meant that the null hypothesis (H0) was rejected and the alternative hypothesis (H1) was accepted. Based on the result of data analysis, the mean score of students’ post-test (84.44) was greater than the mean score of students’ pre-test (63.11). Based on the finding and discussion, the researcher concludes that Think-Pair-Share strategy is effective and gives positive effect to the students’ reading comprehension achievement.

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