scholarly journals THE EFFECT OF SQ3R STRATEGY ON STUDENTS’ READING COMPREHENSION

2019 ◽  
Vol 5 (1) ◽  
pp. 48-57
Author(s):  
Duvis Nava Yunensia Ovi Adila
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Junior High School ◽  
English Language ◽  
Junior High ◽  
Hypothesis Test ◽  
Control Group ◽  
Quasi Experimental ◽  
And Control ◽  
Experimental Group

The objective of the study is to investigate the effectiveness of SQ3R strategy on students’ reading comprehension at State Junior High School 2 of Bululawang. The study used quantitative method with quasi-experimental design because there were two different groups for the samples namely experimental and control group and also the researcher gave different treatment for both experimental and control group. For experimental group the researcher taught by using SQ3R strategy while for control group the researcher taught by using skimming-scanning strategy. The researcher took VII A as control group and VIID as experimental group by using flipping coin. The instrument of this study was a reading test conducted twice as a pretest and post-test and the supporting instrument was a questionnaire. The results of hypothesis test showed that significance value was 0.000. So, there was a significance effect of SQ3R strategy on students’ reading comprehension at State Junior High School 2 of Bululawang. In other words, SQ3R strategy was effective and applicable for seventh grade students at State Junior High School 2 of Bululawang specifically on descriptivetext. Indeed, this strategy is recommended for teachers and students in learning English especially in reading skill to increase the students’ reading comprehension and stimulate the students’ activeness during teaching-learning process. Key Words: SQ3R Strategy, English Language Skill, Reading Comprehension.

scholarly journals The Implementation of Note-Taking Pairs Technique in Teaching Reading Comprehension

2018 ◽  
Vol 2 (1) ◽  
pp. 216
Author(s):  
Aisyah Aisyah ◽  
Ani Wahyu Anisa
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Junior High School ◽  
Junior High ◽  
Sampling Technique ◽  
Significant Degree ◽  
Teaching Reading ◽  
Note Taking ◽  
Quasi Experimental ◽  
And Control

The aims of this research are to find out whether the implementation of NoteTaking Pairs technique effective in teaching reading comprehension at junior high school. The method used in the research is quantitative method and the design is quasi experimental design. The sampling technique used in this research was random sampling. Two classes were taken as the subject namely experimental and control class. The data of test got from both experimental and control class was analyzed by T test formula. The result of calculation showed that t was 6.58, and t  with df  75 in account table the significant degree of 5% is 1.992. It means that t  is higher than t (6.58 > account table 1.992). The average of post-test in the experimental class was 81, while the KKM of English subject is 75. It can be concluded that Note-Taking Pairs Technique is effective in teaching reading comprehension at junior high school.

scholarly journals EFFECTIVENESS ABOUT TECHNIQUES OF PUZZLE GAMES IN UNDERSTANDING THE CONCEPT WHEN LEARNING SOCIAL SCIENE AT JUNIOR HIGH SCHOOL OF 40 BANDUNG (Quasi Experimental Study at Junior High School of 40 Bandung)

2018 ◽  
Vol 2 (2) ◽  
pp. 63
Author(s):  
Yosefin Candra Erladini
Keyword(s):  
High School ◽  
Experimental Study ◽  
Junior High School ◽  
Junior High ◽  
Hypothesis Test ◽  
Control Group ◽  
Before And After ◽  
Quasi Experimental ◽  
The Difference ◽  
Puzzle Games

Abstract-The present study was motivated by the author’s eagerness to investigate the effectiveness about  techniques of puzzle games in understanding the concept when learning social sciene at Junior High School of 40 Bandung. This research was aimed to explain the ability of understanding the concept when learning social sciene before and after applying the techniques of puzzle games, explaining the effect from techniques of puzzle games when learning social sciene, and showing the effectiveness from techniques of puzzle games when learning social sciene. The study employed quasi experimental study with the design of pretest-posttest control group. According to hypothesis test showed the difference between the ability of understanding the concept social sciene at experimental class and the capability at controlled class, after the experimental class being given techniques of puzzle games treatment when learning social sciene. Consequently, it can be conclude that implementing the techniques of puzzle games was really effective to be used in understanding the concept when learning social sciene.Keywords: Techniques of puzzle games, The understanding of concept, Sosial sciene.

scholarly journals Teaching Reading Comprehension by Using Computer-Based Reading: An Experimental Study in Indonesian English Language Teaching

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Asmi Rusmanayanti ◽  
M. Laili Hanafi
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Junior High School ◽  
Junior High ◽  
Average Score ◽  
Control Group ◽  
Teaching Reading ◽  
Post Test ◽  
Computer Based ◽  
Experimental Group

This study was conducted to know whether there is a differencein students’ achievement in reading comprehension through the use of computer-based reading method at the eighth-grade students of Junior High School 13 Banjarmasin, Indonesia. The design used is a quasi-experimental with purposive sampling technique. Sixty students of Junior High School 13 Banjarmasin were used as the samples. 8-E was chosen as the experimental group and was taught by using computer-based reading in three meetings, while 8-F was chosen as the control group and was taught without using computer-based reading in three meetings. Three instruments were used to gather the data, they are documentation, observation, and tests. The results showed that both groups gained change in their achievements. From the calculation result, the experimental group got the average score of 53.33 in pre-test and 63.33 in post-test. The control group got average score 47 in pre-test and 49.5 in post-test. After conducting a t-test, it was revealed that the calculated t-value was greater than t-table (3.597 > 2.00) at the significance level 0.05. Thus, there are different achievement between the experimental group and the control group. Therefore, it can be concluded that the proper use of computer-based reading can upgrade students’ reading comprehension ability. It is suggested to teachers to consider the use computer-based reading as the method of teaching reading comprehension.

scholarly journals Konseling Behavioral dengan Teknik Modeling untuk Meningkatkan Self Achievement

2020 ◽  
Vol 10 (2) ◽  
pp. 82
Author(s):  
Nurul Ardhia Cahyuni ◽  
I Wayan Tirka ◽  
Kadek Suranata
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Control Group ◽  
Control Group Design ◽  
Behavioral Counseling ◽  
Modeling Techniques ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group

This study aims to determine the effectiveness of behavioral counseling with modeling techniques to improve self achievement in class VII I Junior High School 3 Singaraja. This type of research is quasi-experimental with pre-test and post-test control group design. These samples included 68 students (male 34 and female 34, average age 12.5 years). Through random sampling, 34 students were placed in the experimental group who received treatment with behavioral counseling and modeling techniques, 34 students as a control group not received treatment. The results of the data analysis are the value of thit 2.978 > ttab 2.021 so that Ho is rejected and Ha is accepted. So there are significant differences. It can be concluded that behavioral counseling with modeling technique is effective for increasing self achievemet in class VII I Junior High School 3 Singaraja.Keywords: Behavioral Counseling, modeling, self achievement

scholarly journals STAD AS A STRATEGY OF TEACHING READING COMPREHENSION IN JUNIOR HIGH SCHOOL

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Fitri Ferina
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Junior High School ◽  
Junior High ◽  
Research Result ◽  
Control Group ◽  
Teaching Reading ◽  
Lecture Method ◽  
Significant Difference ◽  
Experimental Group

This research investigated whether there was a significant difference on students’ achievement in reading comprehension taught using STAD and lecture method. The sample was the eighth-graders of SMPN 3 Banjarmasin. A quasi-experimental design was employed in this research. The experimental group was taught using STAD while control group was taught using lecture method. A reading comprehension test as the instrument of collecting data was administered for both groups. Based on the research result using t-test, it was found that the t value was higher than t-table (2.39315 > 2.00) which means that there is a significant difference of achievement between the experimental group and control group. From these findings it can be interpreted that the use of STAD is more effective than lecture method in teaching reading comprehension for junior high school students. It is suggested for English teachers in Junior High School to use STAD in teaching reading since it is useful in improving students’ reading comprehension achievement.Keywords: reading comprehension, STAD

scholarly journals The Effect of Extensive Reading on the Vocabulary Mastery at the Seventh Grade Students of Junior High School

2021 ◽  
Vol 3 (1) ◽  
pp. 23-32
Author(s):  
Halimatus Sa'diyah
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Alternative Hypothesis ◽  
Control Group ◽  
Seventh Grade ◽  
Extensive Reading ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control

The objective of this research was to know there was influence effect between extensive reading on the vocabulary mastery at the seventh-grade students of junior high school of MTs Hasyim Asy’ari Sukodono. The subject of this research is 7.1 and 7.2 students from the seventh grade. The method used in this research quasi-experimental. In collecting the data, the researcher used four steps that was analyzed. The first step was pre-test to the both experimental and control group. The second step was giving treatment in terms of extensive reading process to the experiment group. The next step was giving post-test to the both control and experimental group. Then, the fourth step was to know whether the opinion of the students about extensive reading for the vocabulary mastery using questionnaire. In analyzing the data, the researcher analyzed them by using statistical analysis in SPSS 16.0 by comparing the result of pre-test and post-test from the students. The result of data from this research was counted to know whether the experiment was successes or not. The result of this research shows that there is an effect between extensive reading on the vocabulary mastery. Based on the study presented that sig. 2 tailed (p) was 0.003 though alpha (α) was 0.05. It means p < α. It can be concluded that the HO (Null Hypothesis) was rejected and Ha (Alternative Hypothesis) was accepted. It proved that extensive reading is effective in improving students’ vocabulary mastery.

scholarly journals TEACHING READING COMPREHENSION BY USING K.W.L GRAPHIC ORGANIZER TECHNIQUE TO THE EIGHTH GRADE STUDENTS OF JUNIOR HIGH SCHOOL OF BINA JAYA PALEMBANG

2017 ◽  
Vol 1 (2) ◽  
pp. 101 ◽  
Author(s):  
Nita Ria ◽  
Ridha Ilma
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Junior High School ◽  
Junior High ◽  
Graphic Organizer ◽  
Eighth Grade ◽  
Control Group ◽  
Significant Difference ◽  
Eighth Grade Students ◽  
Quasi Experimental

This study aimed to find out whether or not there was any significant difference in reading comprehension between the eighth grade students of Bina Jaya Junior High School Palembang who were taught by using K.W.L graphic organizer technique and those who were not. Seventy-two eighth graders were the sample of the study.The writers did an experimental method by using quasi-experimental design to the two groups of students. The VIII.3 class became the experimental group and the VIII.2 class was the control group. A reading comprehension test was an instrument to collect the data. The result found that the significant level was 0.000 < 0.05, so that (Ha) was accepted and (Ho) was rejected. So, there was a significant difference on students’ reading comprehension between the eighth grade students of Bina Jaya Junior High School Palembang who were taught by using KWL Graphic Organizer and those who were not.

scholarly journals TECHNIQUE IN TEACHING GRAMMAR FOR THE FIRST GRADE OF JUNIOR HIGH SCHOOL STUDENT THROUGH GAMES

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Muhammad Wahyu Widiyanto ◽  
Maria Yustina Rensi Dartani ◽  
Indri Kustantina
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
English Language ◽  
Junior High ◽  
First Grade ◽  
Control Group ◽  
School Students ◽  
Teaching Grammar ◽  
Experimental Group

The purpose of this study is to find out the contribution of games in improving grammar acquisition of the Yoannes Junior High School students. In teaching Grammar, teachers should apply the appropriate technique and method. In this study, games are chosen to be used.  Participants are divided into treatment group, the experimental group and the control group. The experimental group is taught by using games and the control group is taught by using the memorizing method. Each group is assigned to do the same test, containing sections which involved grammar items. They attended the course, once a week for eight weeks. Each meeting lasted forty five minutes. The material is taken from textbook that applied at school. Pre- test is given before the experiment and post- test is held immediately after the experiment is over. The Null hypothesis of no significant differences are constructed and tested, and then one- tailed T- test is used to compare the score of the games and memorizing groups and to analyze the hypothesis. The alpha level is set. Teaching the arbitrary rules of grammar to students who cannot speak, understand of use the English language is an absolute waste of time, effort and money and is downright foolish. The practice is about as rational as teaching advanced race car skid control to someone who does not know how to drive. In English conversation, get them talking, get them comfortable using the language, then teach them by using rules of grammar once they understand the language.

Implementing Context-Based Learning in Science Instruction: A Study on Science Literacy Improvement within Topics of Earthquake and Flood

2019 ◽  
Author(s):  
Anna Farhiya Ulfah
Keyword(s):  
High School ◽  
Junior High School ◽  
Science Literacy ◽  
Junior High ◽  
Science Instruction ◽  
T Test ◽  
Control Group ◽  
Research Subjects ◽  
Treatment Research ◽  
And Control

The goal of this research is gaining description on science literacy improvement of junior high school students regarding the topics of earthquake and flood as an effect of Contextual Based Learning (CBL) implementation during science instruction. Quasi-experiment serves as the method of this study with non-equivalent control group pre-test post-test design. Jigsaw cooperative learning method functions as the control treatment. Research subjects involve 52 students of grade VII in a state junior high school in Bandung Regency, West Java. Those research subjects are divided into two classes namely experiment class and control class. The instrument used to collect relevant data is science literacy test covering aspects of science content, science competence, and attitude towards science. Two independent sample t-test is applied to analyze the comparison of science literacy improvement reached between experiment and control class. The result of statistical calculation for two independent sample t-test N-gain using version 23 SPSS software shows a significant value of 0.00 &lt; α. 0.05 for all aspects. The findings indicate that CBL implementation during science instruction within topics of earthquake and flood is proven to be valid to improve students’ science literacy compared to jigsaw cooperative model.

scholarly journals KEEFEKTIFAN MODEL PEMBELAJARAN PICTURE AND PICTURE DAN MODEL SUGESTI IMAJINASI DALAM PEMBELAJARAN MENULIS PUISI PADA SISWA KELAS VIII SMP

2020 ◽  
Vol 9 (1) ◽  
pp. 19-25
Author(s):  
Qeis Karina Puspasari ◽  
Nas Haryati Setyaningsih
Keyword(s):  
High School ◽  
Experimental Design ◽  
Junior High School ◽  
Eighth Grade ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Eighth Grade Students ◽  
Quasi Experimental ◽  
Experimental Group

Abstrak             Penelitian ini bertujuan untuk mengetahui keefektifan model Picture and Picture dan Model Sugesti Imajinasi dalam pembelajaran menulis puisi pada siswa kelas VIII SMP. Populasi dalam penelitian ini adalah siswa kelas VIII SMP Negeri 5 Banjarnegara. Sampel penelitian ini yaitu siswa kelas VIII-D kelompok eksperimen 1 menggunakan model Picture and Picture dan VIII-C Kelompok eksperimen 2 menggunakan model Sugesti Imajinasi. Desain yang digunakan dalam penelitian ini adalah quasi experimental design dengan bentuk nonequivalent control group design. Hasil penelitian menunjukkan bahwa model Picture and Picture lebih efektif dibandingkan dengan model Sugesti Imajinasi dalam pembelajaran menulis puisi pada siswa kelas VIII SMP.   Kata Kunci: model picture and picture, model sugesti imajinasi, teks puisi.   Abstract This study aimed to determine the effectiveness of the Picture and Picture Model and Imagination Suggestion Model in learning to write poetry for eight-grade students of Junior High School. The population in this study were eighth-grade students of SMP Negeri 5 Banjarnegara. The samples of this study were the class VIII-D students as in the experimental group 1 using the Picture and Picture and VIII-C as in the experimental group 2 using the Imagination Suggestion model. The design used in this research is quasi experimental design with nonequivalent control group design. The results showed that the Picture and Picture model was more effective than the Imagination Suggestion model in learning to write poetry for the eighth-grade students of Junior High School.

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