scholarly journals THE EFFECT OF AUTHENTIC READING MATERIAL TO ENHANCE STUDENTS' READING COMPREHENSION

Prosodi ◽  
2020 ◽  
Vol 14 (2) ◽  
pp. 131-137
Author(s):  
Asri Nofa Rama
Keyword(s):  
Reading Comprehension ◽  
Reading Test ◽  
Authentic Material ◽  
Reading Material ◽  
Significant Difference ◽  
Sample Data ◽  
Before And After ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control

This study aimed to find out the extent to which authentic material enhance students’ reading comprehension. This study used quasi-experimental design that consists of experimental class and control class. In experimental class referred to the class that is given authentic material. While the control class referred to the class that is given the usual set of conditions or textbook. The study was carried out at Lakidende University of Unaaha and Sembilan belas November University with 60 undergraduates as the sample. Data were collected by using reading test. Moreover, the data were analyzed quantitatively and interpreted by using the software program of SPSS 24.0. This study found that Authentic reading material give a significant effect on students’ reading comprehension from pre-test to post-test revealed the significant difference (0.001 0.05) before and after the implementation of Authentic reading material.

scholarly journals USING JUMBLED LETTERS TO IMPROVE STUDENTS VOCABULARY MASTERY

2019 ◽  
Vol 1 (2) ◽  
pp. 55-61
Author(s):  
Sri Wahyuni ◽  
Ali Wira Rahman
Keyword(s):  
Total Sample ◽  
Crossword Puzzle ◽  
Significant Difference ◽  
Before And After ◽  
Tenth Grade ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control ◽  
Listening And Speaking ◽  
Academic Year

Vocabulary considered one of the important things to learn for students, the vocabulary is basic thing that students must be mastered in foreign language lessons, especially in English. Without vocabulary students will have difficulty in mastering skills in English such as writing, reading, listening and speaking.  Therefore, it is very important to find out the solution to enhance students’ vocabulary. The objective of the research is to find out whether or not using Jumbled letters can improve the students vocabulary of the tenth grade students in MAN 2 Barru and to find out whether or not using Crossword puzzle can improve the students vocabulary of the tenth grade students in MAN 2 Barru. This research applied quasi-experimental group design with two groups experimental and control class. The population of this research was the tenth grade students of MAN 2 Barru in academic year 2018/2019. The Total sample of the research was taken by using clustering random sampling which consisted of 141 students. From two classes taken from the population of the tenth grade students of MAN 2 Barru, X MIA 1 as the experimental class consisted 29 students and X MIA 3 as the control class that consisted 29 students. The result of the data analysis showed that there was a significant difference of students’ vocabulary before and after teaching vocabulary through jumbled word letters. The value of t-test pre-test 2.09 was higher than t-table 2.000, and the value of post-test 4.62 was higher than t-table 2.000, at the level significance a =0.05 and degree of freedom (df) = 56. It can be concluded that jumbled word letters can enhance the vocabulary of the tenth grade students’ of MAN 2 Barru

scholarly journals METACOGNITIVE STRATEGY AND STUDENT’S READING COMPREHENSION: AN EXPERIMENTAL STUDY AT SMK N 1 KOTA BENGKULU

2019 ◽  
Vol 2 (3) ◽  
pp. 62-71
Author(s):  
Herlina Syafrianti ◽  
Bambang Suwarno ◽  
Elfrida .
Keyword(s):  
Reading Comprehension ◽  
Wilcoxon Test ◽  
Metacognitive Strategy ◽  
Control Group ◽  
Whitney Test ◽  
Mann Whitney Test ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control

This research aimed to know the effect of using metacognitive strategy towards student’s reading comprehension. The design was quasi-experimental. The sample consists of 69 students in two classes. The instrument consists of reading test which was tried out. The treatment for the experiment group was metacognitive strategy and for the control group was the strategy that the teacher use in the class. The data were collected through pre-test and post-test. The activity in the classroom during six meetings, two meetings for pre-test and post-test and four meetings for teaching in the classroom. The data was analyzed by The Wilcoxon Test and The Mann-Whitney Test. The Wilcoxon Test for the control group showed that there was no significant difference between pre-test and post-test. The Wilcoxon test for the experiment group showed that there was significant difference between pre-test and post-test. The Mann-Whitney test for pre-test showed that there was no significant difference between experiment and control class. The Mann-Whitney test for post-test showed that there was significant difference between experiment and control class. Finding of the research showed that, there was significant difference between pre-test and post-test for the experiment class and there was significant differece between experiment and control class for post-test result. This result indicated that there was an effect of metacognitive strategy towards student’s reading comprehension

scholarly journals The Effectiveness Material Based Stories in Improving Students Reading Comprehension

2020 ◽  
Vol 2 (1) ◽  
pp. 40-46
Author(s):  
Hasan Hasan ◽  
Ismail Ismail
Keyword(s):  
Reading Comprehension ◽  
Real Data ◽  
T Test ◽  
Control Group ◽  
Significant Difference ◽  
Before And After ◽  
Quasi Experimental ◽  
Method Class ◽  
And Control ◽  
Academic Year

This research was intended to explain the students reading comprehension through material based stories at the eighth grade of SMP Negeri 1 Maiwa Kabupaten Enrekang in the 2017/2018 academic year. This research used a quasi-experimental method class. It had conducted into two groups namely the experimental group and control group. The Sample in this research were 44 students. The researcher took real data from class to know the students reading comprehension. The instrument of this research was pre-test-posttest with multiple choice, T/F and read test. From these findings, there was a significant effect on the students reading comprehension through material based stories. The data was analyzed by using a t-test and the result showed that the t-test value 4.629 was higher than the t-table value 2.021. It meant that there was a significant difference between students’ reading achievement before and after the treatment through the stories. It concluded that material based stories can be used in improving the reading comprehension of the students.

AN EXAMINATON OF COLLABORATIVE STRATEGY READING ON STUDENTS’ READING COMPREHENSION IN RECOUNT TEXT

Lingua ◽  
2018 ◽  
Vol 1 (01) ◽  
pp. 65-74
Author(s):  
Nur Ali ◽  
Hanafi Wibowo
Keyword(s):  
Reading Comprehension ◽  
Random Sampling ◽  
Critical Value ◽  
Research Data ◽  
Control Group ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control ◽  
Cluster Random Sampling

This research aims to examine whether or not Collaborative Strategy Readingsignificantly affects on students’ reading comprehension. The research samples weretaken using cluster random sampling, with the total number of samples being 72students.The location of this research was SMK Pusaka 1 Jakarta. The research methodologyadopted was Quasi- Experimental methodby involving two groups, namely experimentgroup and control group, with the research design being randomized post-test only controlgroup design. To collect the data, the students were given objective test, numbering 30items. The research data were analyzed descriptively and inferentially. The findingsindicated that there was significant difference of post-test score between the students whois givenCollaborative Strategy Readingand students who did not getCollaborativeStrategy Reading. It can be seen from the data analysis by using ANOVA that showedFobserved (10.530) is higher than the critical value of Ftable (at the significant level of 0.05and df = 1/70), namely 3.98. It means that Collaborative Strategy Readinghas significanteffect on students’ reading comprehension in recount text.

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 PQRST IN TEACHING READING COMPREHENSION FOR THE FIRST SEMESTER STUDENT OF NURSING STUDY PROGRAM STIK SITI KHADIJAH PALEMBANG

ELT-Lectura ◽  
2020 ◽  
Vol 7 (1) ◽  
pp. 32-40
Author(s):  
Nyayu Yayu Suryani ◽  
Surya Darma ◽  
Arif Pamuji
Keyword(s):  
Reading Comprehension ◽  
T Test ◽  
Control Group ◽  
Study Program ◽  
First Semester ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
And Control ◽  
Academic Year

Abstract: The objectives of this study were to find out : (1) the significant improvement on the first semester students’ reading comprehension before and after being taught using PQRST technique at STIK Siti Khadijah Palembang, South Sumatera, Indonesia; and (2) the significant difference on students’ reading comprehension between the students who were taught by using PQRST technique and those who were not. The population of this research was all the first semester students of STIK Siti Khadijah Palembang which consist of 32 students in academic year 2019/2020. The sample of this research was taken by using total sampling. Thus, the total number of the sample was 32 students. The sample was the first semester students at Nursing Study Program (experimental group) which consist of 32 students and the third semester students at D.III Nursing Study Program (control group) which consist of 32 students. The test was given twice to both experimental and control group. True experimental design was used to analyzed the data. To verify the hypotheses, the data used post-test design to analyzed by using paired sample t-test and independent sample t-test was 0.005 which was lower than 0.05.The result of this research showed that Reading Comprehension by using PQRST technique gave significant improvement on the students’ reading comprehension and gave significant difference between students’ who were taught by PQRST technique and those who were not.   Keywords : Reading Comprehension, PQRST

scholarly journals METACOGNITIVE STRATEGY AND STUDENT’S READING COMPREHENSION: AN EXPERIMENTAL STUDY AT SMK N 1 KOTA BENGKULU

2018 ◽  
Vol 2 (2) ◽  
pp. 58-67
Author(s):  
Herlina Syafrianti ◽  
Bambang Suwarno ◽  
Elfrida .
Keyword(s):  
Reading Comprehension ◽  
Wilcoxon Test ◽  
Metacognitive Strategy ◽  
Control Group ◽  
Whitney Test ◽  
Mann Whitney Test ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control

This research aimed to know the effect of using metacognitive strategy towards student’s reading comprehension. The design was quasi-experimental. The sample consists of 69 students in two classes. The instrument consists of reading test which was tried out. The treatment for the experiment group was metacognitive strategy and for the control group was the strategy that the teacher use in the class. The data were collected through pre-test and post-test. The activity in the classroom during six meetings, two meetings for pre-test and post-test and four meetings for teaching in the classroom. The data was analyzed by The Wilcoxon Test and The Mann-Whitney Test. The Wilcoxon Test for the control group showed that there was no significant difference between pre-test and post-test. The Wilcoxon test for the experiment group showed that there was significant difference between pre-test and post-test. The Mann-Whitney test for pre-test showed that there was no significant difference between experiment and control class. The Mann-Whitney test for post-test showed that there was significant difference between experiment and control class. Finding of the research showed that, there was significant difference between pre-test and post-test for the experiment class and there was significant differece between experiment and control class for post-test result. This result indicated that there was an effect of metacognitive strategy towards student’s reading comprehension.

scholarly journals The Effect of Google Classroom in Blended Learning on University Students’ English Ability

2021 ◽  
Vol 8 (1) ◽  
pp. 12-23
Author(s):  
Liya Astarilla Dede Warman
Keyword(s):  
University Students ◽  
Blended Learning ◽  
Control Group ◽  
Multiple Choice Questions ◽  
Control Group Design ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control

This research aimed to investigate Google Classroom's effect on blended learning on university students’ English ability. This research utilized a quasi-experimental design which included experimental and control group design.  The study participants comprised 68 students in the first semester at STMIK-AMIK Riau in Pekanbaru-Riau, Indonesia. This research instrument was an achievement test in multiple-choice questions administered to the participants in pre-test and post-test.  The quantitative data were collected by using pre-test and post-test to gauge the students’ English ability before and after conducting the treatments in both groups. The finding revealed that statistically, there was a significant difference in the mean score between the experimental and control group in the post-test. The experimental group that learned English through Google Classroom in blended learning achieved a significantly higher score than control group that learned English through the conventional method.  It was proved that the t-test was higher than the t-table value (5.270>2.042) at the level of significance 0.05 and p=0.000. This study concluded that blended learning through Google Classroom had contributed to the improvement of students’ English ability.

TEACHING READING BY UTILIZING HOT POTATOES SOFTWARE TOWARD STUDENTS’ READING COMPREHENSION OF DESCRIPTIVE TEXT

2018 ◽  
Vol 5 (1) ◽  
pp. 26
Author(s):  
Abdullah Farih
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
T Test ◽  
Control Group ◽  
Teaching Reading ◽  
Post Test ◽  
Quasi Experimental ◽  
Independent Variable ◽  
Level Of Significance ◽  
And Control

The objective of this study is to measure whether there is or not significant effect of teaching reading by utilizing Hot Potatoes software toward students’ reading comprehension of descriptive text. The variables used were the teaching treatment of Hot Potatoes Software as the independent variable and the students’ reading comprehension of Descriptive Text as dependent variable. Then, the research designed was Quasi-experimental design and the presentation of data used was quantitative. The data were obtained from the eleventh grade, of which 28 students were taken as sample. The students are divided into two groups; experiment group consisted of 12 students and control group consists of 16 students. To get the data, the pre-test and post-test were applied and then analyzed using t-test formula. The researcher had concluded that there is Significant effect of Hot Potatoes Software toward the students’ reading comprehension achievement. The result showed that mean of students’ post-test was increased. It is proved by the t-test (8.54) which is higher than t-table (2.05) at level of significance 5%. It means that the alternative hypothesis was accepted and it proved that Hot Potatoes Software had significant effect toward students’ reading comprehension of Descriptive Text

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