scholarly journals A Comparative Study Between Team Game Tournament and Direct Instruction Method in Teaching Reading

2018 ◽  
Vol 6 (2) ◽  
pp. 191
Author(s):  
Ahunberdi Tashliyev ◽  
Ngadiso Ngadiso ◽  
Endang Setyaningsih
Keyword(s):  
Comparative Study ◽  
Experimental Method ◽  
Direct Instruction ◽  
Research Method ◽  
Reading Skill ◽  
Control Group ◽  
Teaching Reading ◽  
Significant Difference ◽  
Team Game ◽  
Experimental Group

<p><em>The aim of this research is to find out: (1) whether there is a significant difference in reading skill between the students taught using Team Game Tournament and the students taught using Direct Instruction Method; and (2) which group of students has better reading skill, the group taught using Team Game Tournament or the group taught using Direct Instruction Method. The research method used in this study is an experimental method. This research used 20 students for the experimental group and 20 students for the control group. The research instruments used to collect the data in this study is test. The data were analyzed by using t-test formula. The computation of the data shows that: (1) there is a significant difference in reading skill between the students taught using Team Game Tournament and the students taught using Direct Instruction; and (2) Team Game Tournament is more effective than Direct Instruction Method to teach reading.</em></p>

scholarly journals The Effectiveness of Using PQ4R Method on Teaching Reading Viewed From Students’ Intelligent Quotient (IQ)

2018 ◽  
Vol 6 (2) ◽  
pp. 129
Author(s):  
Khumaira Khumaira ◽  
Ngadiso, Ngadiso, ◽  
Sujoko Sujoko
Keyword(s):  
Direct Instruction ◽  
Teaching Methods ◽  
Research Method ◽  
Reading Skill ◽  
Control Group ◽  
Teaching Reading ◽  
High Intelligence ◽  
Multifactor Analysis ◽  
Experimental Group ◽  
Intelligent Quotient

<p>The aim of this research is to find out whether: (1) PQ4R Method is more effective than Direct Instruction Method to teach reading; (2) students who have high intelligence have better reading skill than those who have low intelligence; and (3) there is an interaction effect between teaching methods and students’ intelligence in teaching reading. The research method used in this study is an experimental method. This research took 24 students for the experimental group and 24 students for the control group. The research instrument used to collect the data in this study is test. The data were analyzed by using multifactor analysis of variance 2x2 and Tuckey test. The computation of the data shows that: (1) PQ4R is more effective than Direct Instruction to teach reading; (2) the students who have high intelligence have better reading skill than those who have low intelligence; and (3) there is an interaction between teaching methods and students’ intelligence in teaching reading.</p>

scholarly journals A Comparative Study Between Learning Cell and Direct Instructional Method to Teach Reading

2017 ◽  
Vol 5 (3) ◽  
Author(s):  
Purnawati Zuhro ◽  
Ngadiso Ngadiso ◽  
Siswantoro Siswantoro
Keyword(s):  
Comparative Study ◽  
Experimental Method ◽  
Reading Skill ◽  
Instructional Method ◽  
Control Group ◽  
Significant Difference ◽  
Eighth Grade Students ◽  
Class Viii ◽  
Academic Year ◽  
Experimental Group

<p><em>This research aim</em><em>s</em><em> to find out whether there is a significant difference in the achievement of reading skill between the students taught using learning cell and those taught using direct instructional method and whether learning cell is more effective than direct instructional method to teach reading.</em><em> </em><em>Related to the objectives of the research, the </em><em>method</em><em> used</em><em> was experimental method</em><em>. The research was conducted in August-</em><em>October</em><em> 2014. The population of this research was the eighth grade students of SMP N 14 Surakarta in the academic year of 2014/2015</em><em> and t</em><em>he sample were class VIII A as the experimental group and VIII B as the control group. The data were collected by conducting a test and </em><em>analyzed by using t-test formula.</em><em> </em><em>The</em><em> </em><em>computa</em><em>t</em><em>ion of the data shows </em><em>that</em><em> t</em><em>here is a significant difference in reading skill between the students taught using learning cell and those taught using direct instructional method</em><em> and that</em><em> learning cell is more effective than direct instructional method to teach readin</em><em>g</em>.<em></em></p>

scholarly journals Comparative Study on Teaching Reading Using Know, Want, Learnt (KWL) and Direct Instruction Method (DIM)

2018 ◽  
Vol 6 (2) ◽  
pp. 169
Author(s):  
Gabriela Puspita Nagri ◽  
Ngadiso Ngadiso ◽  
Teguh Sarosa
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Reading Skill ◽  
Reading Test ◽  
Control Group ◽  
Teaching Reading ◽  
School Students ◽  
Significant Difference ◽  
The Mean ◽  
Experimental Group

<p>The aims of this research are to find out: (1) whether there is a significant difference in reading skill between the students taught by using KWL method and those taught by using DIM; and (2) whether KWL method is more effective than DIM to teach reading. This experimental study used 22 students for the experimental group and 22 students for the control group. The data were collected by using reading test and then analyzed by using t-test formula. The computation of the data shows that the t-observation (t<sub>o</sub>) is 1.988, which is higher than the t-table <sub>(42,</sub> <sub>0.05)</sub>: 1.960. Therefore, it can be concluded that there is a significant difference in reading skill between the students taught by using KWL method and those taught by using DIM. The mean of the group of students taught by using KWL method is 75.14, while the mean of the group of students taught  by using DIM is 69.13. Therefore, it can be concluded that KWL method is more effective to teach reading than DIM for junior high school students.</p>

scholarly journals THE TEXT-BASED CHARACTER IN TEACHING READING COMPREHENSION AT THE TENTH GRADE STUDENTS

2021 ◽  
Author(s):  
Like Raskova Octaberlina ◽  
Andi Asrifan
Keyword(s):  
Alternative Hypothesis ◽  
Reading Skill ◽  
T Test ◽  
Control Group ◽  
Teaching Reading ◽  
Significant Difference ◽  
Good Classification ◽  
The Mean ◽  
And Control ◽  
Experimental Group

The objective of this article was to find out whether or not using Text-based Character in Teaching Reading Comprehension.In this research, the researcher applied quasi experimental method using two groups namely an experimental and a control group. The population was the first-year students of SMA Negeri 4 Sidenreng Rappang in academic year 2019/2020. The total population is about 60 students. The sample of this research is selected by using cluster sampling techniques which is divided into two groups namely an experimental group and control one. The instrument was intended to measure the students’ achievement of language skill particularly reading skill. The model of reading test is a objective test. Based on the reseach result, the researcher found that the mean score of pretest of experimental group was 72.67, it was classified into good classification and the mean score of students ’pretest of control group was 69.63, it was classified into good classification. After doing treatments, the result shows that the mean scores of both experimental and control group were different. The mean score of posttest for experimental group was 82.43 which was classified into very good classification and the mean score of control group was 76.53 which was classified into good classification. In other hand, the researcher found that the T-table is higher than t-test (α) (1.659&lt;2.021). It means that there is significant difference in pretest of control and experimental group, while in posttest of experimental and control group, the researcher find that the T-test is higher than alpha and previous score in pre-test (α) (3.089&gt;2.021).The degree of freedom is 58.It means that there is significant difference in posttest. It indicates that the alternative hypothesis (H1) was accepted and the null hypothesis (H0) was rejected. It can be concluded that the use of Text-based Character improves students' reading skill.

scholarly journals Improving Students’ Reading Comprehension Using Pictuures On Report Texts

2019 ◽  
Vol 4 (4) ◽  
Author(s):  
Rospin Hidayati
Keyword(s):  
Reading Comprehension ◽  
Reading Skill ◽  
T Test ◽  
Control Group ◽  
Teaching Reading ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
Experimental Group ◽  
Report Text

Abstract. The objectives of this research was to find out the whether using picture in improving students reading ability for the eleventh grade students of MA NW Pringgasela is effective and to find out significant differences in the reading skill between the students who were tauhgt by using picture and those who are not taught by using it.This research was an experimental research. The participant of the research were the tsudents of the eleventh grade of MA NW Pringgasela. Class Xia as an experimental group and class Xib as a control group. The research instrument used by the wriiter was in the form of reading comprehension test. The data in this research were mainly gathered through the test pre-test and post-test. The pre-test was administrated to see the student’s ability in reading comprehension before using picture were used. The post-test was administrated to see the student’s progress in reading comprehension. After the data was collected, the researcher then analyzed them by using t-test to see whether there was any significant difference in reading comprehension after using picture were aplied.in teaching reading to students of MA NW Pringgasela eleventh grade Xia and Xib. The mean score of experimental group in pre test was 61.5 while the mean score for the control group was 61.1. meanwhile, after using picture on report text The findings of the research show that first using picture was effective to be used were used, their reading skill got improved. It can be inferred from the result of the students post test. In the post test, the mean score for the experimental group changed to 79.5. The t-test showed a significantt difference in teaching reading after using picture on report text. Finally, it could be concluded that using picture was good in teaching reading on report text, and the use of it could improve the students’ ability in reading. Teachers can use it as a media in teaching reading. It can also give information for readers and become reference for other researchers

scholarly journals The Effect of Using Prezi on Al Zaytoonah University Students’ Performance in French Language Reading Skills

2018 ◽  
Vol 12 (1) ◽  
pp. 128
Author(s):  
Samer Al-Hammouri
Keyword(s):  
Public Schools ◽  
Reading Skills ◽  
Reading Skill ◽  
Achievement Test ◽  
French Language ◽  
Control Group ◽  
Control Groups ◽  
Significant Difference ◽  
Post Test ◽  
Experimental Group

The purpose of this study is to investigate the effect of using Prezi on Al Zaytoonah students&rsquo; performance in French Language reading skill. To achieve the purpose of the study, a pre/post-test was constructed to measure students&rsquo; performance in French language reading skill. The sample of the study comprised 128 students from Al Zaytoonah University and was distributed into two sections, which were selected purposefully. The sample of the study was distributed into two groups (one experimental and one control groups). The experimental group&rsquo;s students were taught the reading skill using Prezi while the control groups&rsquo; students were taught using the traditional way. The sample of the study was 64 students in the experimental group and 64 students in the control group. Those groups were distributed into two purposefully selected sections in public schools in Amman. The results of the study showed a variance in the means of the achievement test according to group, it also showed that there were statistically significant differences on the achievement test due to the Strategy variable. There were statistically significant differences between using Prezi Strategy and the Current Strategy in favor of the Prezi Strategy, and there was no statistically significant difference in the students&rsquo; achievement due to gender. There was no statistically significant difference due to the interaction between gender and group. The researchers recommend that researchers focus on new teaching strategies and conduct more studies related this topic. They also recommend that other researchers conduct studies and focus on the role play strategy.

scholarly journals The Effects of Collaborative and Non- Collaborative Approaches to Teaching Reading Strategies on Iranian efl Learners’ Reading Comprehension and Attitude toward Reading

2020 ◽  
Vol 25 (1) ◽  
pp. 55-73
Author(s):  
Azadeh Rajaei ◽  
Seyed Hassan Talebi ◽  
Shirin Abadikhah
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Strategy Instruction ◽  
Reading Strategy ◽  
Control Group ◽  
Teaching Reading ◽  
Efl Learners ◽  
Reading Strategy Instruction ◽  
Significant Difference ◽  
Experimental Group

In an EFL context reading is a very important skill in language learning. This study aims at finding if instruction of reading strategies in two different collaborative and non-collaborative approaches affects reading comprehension and attitude toward reading differently. Forty-five Iranian adult female EFL learners at pre-intermediate general English proficiency level in Iran Language Institute (ili) were selected and divided into three groups of 15 students. One group functioning as the control group did not receive any strategy instruction; the second group, as the first experimental group, received reading strategy instruction in collaborative groups (Collaborative Strategic Reading or csr), and the third group considered as the second experimental group received reading strategy instruction in a non-collaborative way. A reading comprehension test and a reading attitude questionnaire were given to all three groups at the beginning of the term as pretests and after the experiment as posttests. The results obtained through one-way anova indicated that though both experimental groups outperformed the control group, there was no significant difference between the two experimental groups in reading comprehension and attitude toward reading. Therefore, it is up to teachers to weigh the advantages of using the collaborative approach to teaching reading against its disadvantages.

scholarly journals TEACHING READING COMPREHENSIN OF SPOOF TEXT BY USING JIGSAW LEARNING MODEL TO THE ELEVENTH GRADE STUDENTS AT SMA NEGERI 13 PALEMBANG

2019 ◽  
Vol 3 (1) ◽  
pp. 335
Author(s):  
Sri Yuliani
Keyword(s):  
Reading Comprehension ◽  
Learning Model ◽  
T Test ◽  
Control Group ◽  
Teaching Reading ◽  
Significant Difference ◽  
Post Test ◽  
Written Test ◽  
And Control ◽  
Experimental Group

The objective of the study is to find out whether it is effective or not using jigsaw learning model in teaching reading comprehension of  spoof text to the eleventh grade students at SMA Negeri 13 Palembang. In this study, the researcher used experimental method. The population of this study is all the eleventh grade students at SMA Negeri 13 Palembang with the total numbers of students was 392. Therefore, the sample of the study is 72 students consist two classes,namely: 36 students for control group and 36 students for experimental group. The sample was taken by using non purposisve random sampling method. The data collected by using written test consist of 30 questions and the type of questions is multiple choice.  The result of the test was analyzed by using t-test which were pair sample t-test and independent sample t-test was known as: mean of post test in expermental group was 72.22 higher than past test mean score of control group was 58.64. Furthermore, the result of t-obtained was 6.132 and t-table was 2.030, it shows that t-obtained was higher than t-table. From the explanation above, there were significant difference between the experimental group that have been taught by using jigsaw learning model and control group that was not taught using treatment. It means that, Ho was rejected and Ha was accepted. It was concluded that it was effective of using jigsaw learning model to teach reading comprehension of spoof text to the eleventh grade students at SMA Negeri 13 Palembang.

scholarly journals USING PEER ASSISTED LEARNING STRATEGY ON READING COMPREHENSION OF ANALYTICAL EXPOSITION

2019 ◽  
Vol 12 (01) ◽  
pp. 42-56
Author(s):  
Darmawan Budiyanto
Keyword(s):  
Reading Comprehension ◽  
Experimental Method ◽  
Learning Strategy ◽  
T Test ◽  
Control Group ◽  
Peer Assisted Learning ◽  
Group Test ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Experimental Group

The objective of this study was to find out whether or not there was any significant difference on reading comprehension of analytical exposition that were taught by using Peer Assisted Learning strategy (PALS) and those who were not, and to find out whether or not it was effective to use PALS on reading comprehension. This study used quasi experimental method. 78 students was taken as sample, consists of 39 students XI IPS 3 as experimental group and XI IPS 4 as control group. Test was used in collecting data as pretest and posttest. To verify the hypothesis, the result of independent sample t-test found that t-obtained (11.077) was higher than t-table (1.9917) with df(=76), and the significance 2-tailed was 0.000. It means that there was any significant difference on reading comprehension that were taught by using PALS and those who were not, and also it was effective to use PALS.

scholarly journals The Effect of Using Rountable Technique on Student’S Writing Skill in Arranging Sentences

2019 ◽  
Author(s):  
Yetty Wirasini ◽  
Syahron Lubis
Keyword(s):  
Experimental Method ◽  
T Test ◽  
Degree Of Freedom ◽  
Control Group ◽  
Writing Test ◽  
Significant Difference ◽  
Writing Skill ◽  
Post Test ◽  
The Difference ◽  
Experimental Group

This research is concerned with applying roundtable technique writing skill in arranging sentences to form simple present tense. The aim of the research is to find out if applying roundtable technique effects on students’ writing skill in arranging sentences. The research is conducted by experimental method. The population of the research is XI students of SMA Swasta Dwi Tunggal Tanjung Morawa in 2018-2019 academic year. The sample consists of 60 students then divided into two groups, 30 students as experimental group and 30 students as control group. The experimental group is taught by applying roundtable technique and the control group without applying roundtable technique. The researcher uses writing test as instrument of the research. The test is answered by multiple choices and arranging sentences about simple present tense.The researcher analyzes the data by using the formula of t-test commonly used. After calculating and analyzing the data, it is concluded that tcalculate is higher than ttable (5,54 > 2,02). It showed that there is a significant difference. The pre test mean score of experimental is 57,16 and post test is 84,5, the difference is 27,34. The value ot tcalculate is bigger than ttable (5,54 > 2,02) degree of freedom is 58, and the level significance is 0,05. The result is that applying roundtable technique gives significant effect on students’ writing skill in arranging sentences simple presentt tense. So, It can concluded from t-test above that the hypothesis of this study is accepted.

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