scholarly journals The Effectiveness of Herringbone and SQ4R as Techniques in Teaching Reading Comprehension to Students with Visual and Auditory Learning Styles

2021 ◽  
Vol 11 (1) ◽  
pp. 56-70
Author(s):  
Nurhidayat Nurhidayat
Keyword(s):  
Reading Comprehension ◽  
Experimental Design ◽  
Learning Styles ◽  
Quantitative Research ◽  
Teaching Reading ◽  
Teaching Techniques ◽  
Auditory Learning ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Equal Effectiveness

Applying the effective teaching techniques to teach reading comprehension is a must in order to overcome students’ obstacles in comprehending a texts. This study tries to analyze the effectiveness of Herringbone and SQ4R to teach reading comprehension to visual and auditory students at SMPN 2 Sedong. This study belongs to quantitative research with quasi-experimental design applying 2 x 2 factorial design with ANOVA. There are two classes chosen as samples; VIII A as the experimental class I and VIII G as the experimental class II. This study revealed that there is no interaction among techniques, reading comprehension, and learning styles in teaching reading comprehension to the visual and auditory students. Herringbone and SQ4R are effective to teach reading comprehension to students with visual and auditory learning styles. Both visual and auditory students had an equal improvement treated with herringbone and SQ4R since there is no significant difference in the improvement between visual and auditory students in reading comprehension treated by herringbone and SQ4R. Conversely, both herringbone and SQ4R had an equal effectiveness to teach reading comprehension to the visual and auditory students since there is no significant difference of effectiveness between herringbone and SQ4R to the visual and auditory students.

scholarly journals The Effectiveness of Collaborative Strategic Reading (CSR) and Cooperative-Discussion-Question (Coop-Dis-Q) in Teaching Reading Comprehension

2021 ◽  
Vol 11 (3) ◽  
pp. 315-323
Author(s):  
Lulu Walidaini ◽  
Januarius Mujiyanto ◽  
Warsono Warsono
Keyword(s):  
Reading Comprehension ◽  
Learning Styles ◽  
Cognitive Learning ◽  
Teaching Reading ◽  
Strategic Reading ◽  
Significant Difference ◽  
Comprehension Skills ◽  
Collaborative Strategic Reading ◽  
Reading Comprehension Skills ◽  
Discussion Question

This study aims to measure the effectiveness of collaborative strategic reading (CSR) and cooperative-discussion-question (Coop-Dis-Q) strategies in teaching reading comprehension students with impulsive and reflective cognitive learning styles. To improve students' reading comprehension skills, the researcher wants to study both strategies. This research used 2x2 factorial experimental designs. The subjects were XI MIPA 1 and XI MIPA 4 classes of SMAN 1 Pangkah, Tegal Regency. They were divided into two groups, and categorized impulsive and reflective students. The instruments used were test, pre-test, post-test, and questionnaires. This research indicated that collaborative strategic reading (CSR) was more effective than cooperative-discussion-question (Coop-Dis-Q) to students with impulsive cognitive learning styles. Simultaneously, there was no significant difference between the students who were taught by using collaborative strategic reading (CSR) and those taught by cooperative-discussion-question (Coop-Dis-Q) with reflective cognitive learning style. It meant that CSR was more effective for the students with impulsive cognitive learning styles, while Coop-Dis-Q was effective for the students with reflective cognitive learning styles. Based on the findings, the researchers concludes that CSR and Coop-Dis-Q appeared to improve the students' reading comprehension skills for both impulsive and reflective students.

scholarly journals THE EFFECTIVENESS OF USING GUIDED DISCOVERY IN TEACHING READING COMPREHENSION

2017 ◽  
Vol 4 (2) ◽  
pp. 66-73
Author(s):  
Ida Zahara
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
Sampling Technique ◽  
Control Group ◽  
Teaching Reading ◽  
Control Group Design ◽  
Guided Discovery ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Experimental Group

The objectives of this study were to find out whether or not there was any significant difference in reading comprehension achievement between the students who were taught by using guided discovery and those who were taught by using conventional strategy to the eleventh grade students of MAN Arahan. This research was conducted through quasi-experimental method and used matching only pre-test post-test control group design. The population was 140 students of the eleventh grade of MAN Arahan in the academic year 2012/2013. Seventy students were chosen as the sample by using convenience sampling technique. The sample were assigned into two groups; the experimental group and the control group. Each group consisted of thirty five students. The data were obtained by reading comprehension test. A test was given both to the experimental group and control group before and after the treatment. The result of the test was analyzed by using matched t-test. The result of the study showed that there was any significant difference between eleventh grade students of MAN Arahan who were taught by using guided discovery and those who were taught by conventional strategy. The t-obtained was 4.52 at the significant level 0.05 in two tailed testing and df=21, the critical value of t-table is 2.080. Since the value of t-obtained was higher than t-table, then the null hypothesis was rejected and the alternative hypothesis was accepted. It can be stated that guided discovery is effective in teaching reading comprehension, and can be used as the alternative technique for teaching reading comprehension to the eleventh grade students of MAN Arahan.

scholarly journals Comprehending Personal Experience: Implementing Buzz Group in Teaching Reading

2019 ◽  
Vol 7 (1) ◽  
pp. 20
Author(s):  
Dian Hapsari ◽  
M Sayid Wijaya
Keyword(s):  
Reading Comprehension ◽  
Data Analysis ◽  
Experimental Design ◽  
Significant Influence ◽  
Personal Experience ◽  
Teaching Reading ◽  
Multiple Choice Questions ◽  
Post Test ◽  
Quasi Experimental ◽  
Academic Year

The students’ reading comprehension of SMA Negeri 2 Tumijajar is still low especially in reading personal recount text. To solve the problem, the researcher applied Buzz Group. The objective of this research is to know whether there is a significant influence of using buzz group towards students’ reading comprehension on personal recount text at the eleventh grade of SMA Negeri 2 Tumijajar in the academic 2018/2019. The research methodology was quasi experimental design. In this research, the population was the eleventh grade of SMA Negeri 2 Tumijajar. The sample of this research was two classes consisting of 33 students for experimental class and 33 students for control class. In the experimental class, the researcher used buzz group and in the control class the teacher used think pair share. The treatments were held in 3 meetings in which 2 x 45 minutes for each class. In collecting data, the researcher used instrument in the form of multiple choice questions which had been tried out prior to the treatments. The instrument was given in pre-test and post-test. The researcher analyzed the data using SPSS to compute independent sample t-test. From the data analysis computed by SPSS, it was obtained that Sig. = 0.002 and α = 0.05. It means Ha is accepted because Sig. < α = 0.002 < 0.05. Therefore, there is a significant influence of using buzz group towards students’ reading comprehension on personal recount text at the eleventh grade of SMA Negeri 2 Tumijajar in the academic year 2018/2019.

scholarly journals THE EFFECT OF HAMBURGER STRATEGY ON STUDENTS’ READING COMPREHENSION OF RECOUNT TEXTS

2018 ◽  
Vol 5 (1) ◽  
Author(s):  
Ismalianing Eviyuliwati ◽  
Cesar Abi Sarwan
Keyword(s):  
Reading Comprehension ◽  
Junior High School ◽  
English Education ◽  
School Level ◽  
Teaching Reading ◽  
High School Level ◽  
Significant Difference ◽  
8Th Grade ◽  
Quasi Experimental ◽  
The Mean

ABSTRACTThe study is aimed at finding whether or not the Hamburger Strategy is effective to use in teaching reading comprehension of recount texts at the eighth-grade students of a Junior High School level called MTs. Daarul Ma’arif in Jakarta, Indonesia. The samples of the study are 43 students who are divided into two groups, the experimental class (22 students) and the controlled class (21 students). The research method used is a quantitative method which employs a quasi-experimental design. The data collection is conducted through pretests and posttests. The validity and the reliability of the tests are measured by using ANATES. Furthermore, the collected data are analyzed using SPSS version 23 to find the t-value, i.e. to know whether there is a significant difference of the mean scores of posttests of the two groups. The finding shows that the mean score of the experimental class is 77.27 and that of the control class is 70.00. The t-value is 2.892. In addition, the hypothesis testing shows that at the sig. 2-tailed, probability  values (p) is 0.006, while alpha value (α) is 0.05. In other words, p < α, which indicates that Hѳ is rejected and Ha is accepted. In conclusion, the Hamburger Strategy is effective to use in teaching reading comprehension of recount texts at the 8th-grade students of MTs. Daarul Ma’arif, Jakarta, Indonesia. ABSTRAKPenelitian ini bertujuan untuk membuktikan apakah Strategi Hamburger efektif bila dipakai untuk mengajar Membaca Teks Recount pada siswa kelas 8 MTs Daarul Ma’arif Jakarta, Indonesia. Sampel penelitian ini terdiri dari 41 siswa yang terbagi dalam dua kelompok, kelompok ekperimen (22 siswa) dan kelompok kontrol (21 siswa). Penelitian ini adalah peneliatian kuantitatif dengan menggunakan desain kuasi-eksperimental. Pengumpulan data dilakukan dengan memberikan pretes dan postes. Validitas dan realibilitas tesnya diuji dengan ANATES. Setelah data terkumpul, dilakukan Uji-t melalui SPSS 23 untuk mengetahui adakah perbedaan yang signifikan pada rerata nilai postes kedua kelompok. Hasil penelitiannya menunjukkan bahwa rerata nilai postes kelompok eksperimen adalah 77,27, sedangkan kelompok kontrol mendapatkan rerata nilai postes sebesar 70,00. Nilai-t nya ditemukan 2,892. Sedangkan dalam uji hipotesa disebutkan nilai probabilitas (p) = 0,006 dan nilai alpha ((α) = 0.05. Dengan kata lain nilai p < nilai (α), yang artinya Hѳ ditolak dan Ha diterima. Kesimpulannya, Hamburger Strategi efektif digunakan dalam mengajar Membaca Teks Recount siswa MTs. Daarul Ma’arif Jakarta, Indonesia. How to Cite: Eviyuliwati., I., Sarwan, C. A.(2018). The Effect of Hamburger Strategy on Students’ Reading Comprehension of Recount Texts. IJEE (Indonesian Journal of English Education), 5(1), 49-60. doi:10.15408/ijee.v5i1.9880

scholarly journals IMPROVING STUDENTS’ READING COMPREHENSION THROUGH PICTURE AND PICTURE

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Hapsari Ovina Mantiri ◽  
Noldy Palengkahu ◽  
Dr. Ignatius Javier C. Tuerah
Keyword(s):  
Reading Comprehension ◽  
Experimental Design ◽  
Quantitative Research ◽  
Language Skills ◽  
Narrative Text ◽  
The Other ◽  
First Year ◽  
Teaching Reading ◽  
Post Test ◽  
First Year Student

The purpose of the study is to improve students’ reading comprehension of narrative text using Picture and Picture. This study is delimited on using picture and picture in teaching reading comprehension in Narrative Text to the first year student of SMK Santa Familia Tomohon. In this research, the researchers use quantitative research. Where quantitative research is used to obtain and to collect the data in the form of numbers, through Pre-experimental design with one group pre-test and post-test. Based on the explanation of previous chapters, it can be concluded that; picture and picture technique is effective to improve students’ reading comprehension, teaching reading comprehension by using picture and picture can help student improving their comprehension in reading and increase their cooperation to develop the other language skills. Then, the result of this research shows that the students’ score in Post-test is higher than their score in Pre-test. It means that Picture and Picture technique in teaching reading comprehension is effective. Therefore, it is suggested to apply Picture and picture technique in class related to the situation and material that is going to be taught in school to improve more about students’ skill not only in group but also personally. The teacher is suggested to pay more attention to increase students’ comprehension in reading. Keywords:        Reading, Picture and Picture Technique, Pre-experimental

scholarly journals The Effect of Fix Up Strategy in Enhancing Students� Reading Comprehension in IAIN Curup

2019 ◽  
Vol 3 (01) ◽  
pp. 1
Author(s):  
Hadi Suhermanto
Keyword(s):  
Reading Comprehension ◽  
Key Words ◽  
Experimental Research ◽  
Reading Test ◽  
Teaching Reading ◽  
Multiple Choice Questions ◽  
Study Program ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental

This study aimed to find out whether there is any effect of fix-up strategy on students reading comprehension at second semester English Study Program students in IAIN Curup. This study employed a quasi experimental research design. The sample of this study was second semester English Study Program students in IAIN Curup. It consisted of 60 students. The instrument on this research was reading test which was aimed to measure students reading comprehension. The reading test consists of 30 multiple choice questions for pre-and post-test. The finding of this research showed that the t-count value was 3,905 more than t-table value, it means that H0 was rejected and hypothesis H1 that stated there was any effect of applying fix-up strategy on the students reading comprehension at second semester English Study Program students in IAIN Curup was accepted. Fix-up strategy was proved to be effective to be used in teaching reading since there was a significant difference of students meanscore after doing the treatment by using fix-up strategy. Key words: Reading Comprehension, Fix-Up Strategy

scholarly journals USING QUESTION GENERATING TECHNIQUE IN TEACHING READING COMPREHENSION FOR THE THIRD SEMESTER STUDENTS AT ENGLISH STUDY PROGRAM OF MUHAMMADIYAH UNIVERSITY OF BENGKULU

2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Washlurachim Safitri Safitri
Keyword(s):  
Reading Comprehension ◽  
Teaching Reading ◽  
Study Program ◽  
The Third ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
The Subject ◽  
And Control ◽  
Positive Effect

The objective of this research was to find out Using Question Generating Technique Toward Students Reading Comprehension At The Third Semester Students At English Study Program Of Muhammadiyah University Of Bengkulu. The design of this research was Quasi experimental research. The subject of this research is students at the third semester of English study program. They were A class  that consist of 20 students and D class that consist of 20 students. In collecting data, the researcher used some steps; firstly the students were given a pre-test before the researcher applied Question Generating Technique. Then, the researcher did the treatment for three meetings to the experimental class, after that the researcher did post test to both classes. The last, the researcher analyzed the result of reading test by using criteria for the assessment. The final step was the researcher discussed and concluded the data. The result of this research showed that the tobt was  4,880. Whereas, the degree of freedom of post-test is 68, means that the ttable was 2.021. Based on the scores gained, it shows that tobt is higher than ttable (9,911>4,880). There is a significant difference between the post-test mean of the experimental and control class. The result also showed that the students’ comprehension in reading was significantly. In conclusion, the Question Generating Technique had been successfully gave positive effect to the students’ reading comprehension particularly in reading subject in English study program of University Muhammadiyah of Bengkulu. Key Words : Question Generating Technique, Reading comprehension,

scholarly journals Teaching Reading Narrative Texts through Inking Your Thinking Strategy

ELT-Lectura ◽  
2019 ◽  
Vol 6 (2) ◽  
pp. 102-113
Author(s):  
Masagus sulaiman ◽  
Siti Hadiyati Rohmana ◽  
Indawan Syahri
Keyword(s):  
Reading Comprehension ◽  
High School Students ◽  
T Test ◽  
Teaching Reading ◽  
Narrative Texts ◽  
School Students ◽  
Significant Difference ◽  
Tenth Grade ◽  
Quasi Experimental ◽  
The Difference

Abstract: The facts and phenomenon that most of senior high school students still encounter or face problems in understanding and answering the questions in reading texts led the researchers to conduct this quasi-experimental research, in line with teaching reading narrative through Inking Your Thinking strategy. This research is aimed at figuring out whether or not there is any significant difference in the tenth grade students’ reading comprehension achievements at SMA Negeri 2 Prabumulih among those who are taught by using Inking Your Thinking strategy and those who are not. To collect the data and to meet the objectives, the researchers used two kinds of tests (i.e. pretest and posttest) which were given to 62 students. To analyze the data, the researchers used T-test. The results of the difference analyses on experimental and control groups by using independent sample t-test showed that t-obtained was 4.839 greater than t-table which was 1.671 at the significant level p<0.05 in two tailed testing with df=60. It means that there was significant difference in students’ reading comprehension achievements among those who are taught by using Inking Your Thinking strategy and those who are not. In conclusion, Inking Your Thinking strategy can improve students’ reading comprehension achievements.   Keywords: inking your thinking strategy, reading comprehension, narrative text

scholarly journals THE COMPARISON BETWEEN SQ5R AND FIX–UP STRATEGY IN READING COMPREHENSION FOR EFL SECONDARY LEVEL LEARNERS

2021 ◽  
Vol 9 (3) ◽  
pp. 336
Author(s):  
Delfia Herwanis ◽  
Rahmanita Zakaria ◽  
Ari Renaldi ◽  
Irna Sari
Keyword(s):  
Reading Comprehension ◽  
Experimental Design ◽  
Quantitative Research ◽  
Secondary Level ◽  
Science Class ◽  
Teaching Reading ◽  
Reading Tests ◽  
Survey Question ◽  
Tenth Grade

This study investigates the Survey, Question, Read, Recite, Record, Reflect and Review (SQ5R) method and Fix–Up strategy to increase students’ reading comprehension of descriptive texts at Tenth grade of MAN 1 Takengon. The purpose of this research is to find out the comparison of strategies between Survey, Question, Read, Recite, Record, Reflect and Review and Fix–Up strategy. This study used quantitative research using experimental design. The sample of this study consisted of X-A and X-B classes. The X-A Science class was treated as the experimental class, and the X-B class was designed as the control class. Both classes consist of 20 students. The data of this study were attained using observation and reading tests. The results showed that the SQ5R strategy was effective for EFL secondary level learners to facilitate students to attain reading comprehension at the tenth grade of MAN 1 Takengon. This study can be concluded that the SQ5R strategy was more effective than the Fix-Up strategy in teaching reading comprehension classes.

scholarly journals THE USE OF K-W-L (KNOW, WANT TO KNOW, LEARN) METHOD IN TEACHING READING HORTATORY EXPOSITION TEXT: A CASE STUDY OF THE ELEVENTH GRADE STUDENT OF MAN 1 BREBES

2017 ◽  
Vol 4 (2) ◽  
Author(s):  
Tri Rezqi
Keyword(s):  
Reading Comprehension ◽  
Experimental Design ◽  
Teaching Method ◽  
Teaching Reading ◽  
Grade Student ◽  
Post Test ◽  
Quasi Experimental ◽  
Academic Year

This research is aimed: 1) to find out how far the improvement of students’ reading comprehension by using K-W-L as teaching method in reading hortatory exposition text, 2) to know students’ responses towards the use of K-W-L method in teaching reading hortatory exposition text. This research used quasi experimental design. The subjects of the study were the eleventh grade students in MAN 1 Brebes in the academic year 2012/2013 as the population. There were only two classes took as sample that collected purposively based on the same number of students. The data were collected through pre-test, post-test and questionnaire.

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