scholarly journals THE EFFECTIVENESS OF EXTENSIVE READING APPROACH TO IMPROVE STUDENTS’ READING COMPREHENSION

2019 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Andi Hidayat ◽  
Anita Nurinayah
Keyword(s):  
Reading Comprehension ◽  
Data Analysis ◽  
Reading Ability ◽  
Quantitative Research ◽  
Degrees Of Freedom ◽  
Alternative Hypothesis ◽  
Extensive Reading ◽  
Post Test ◽  
The One ◽  
Level Of Significance

This research entitled the effectiveness of extensive reading approach has a purpose to figure out the effectiveness of extensive reading approach to improve students’ reading comprehension. The subject of this research is students of SMK Al-Irsyad Cipanas. The sample of this research consists 20 of the eleventh grade students of AP class. The research uses quantitative research, or more specifically the one group pre-test post-test design as research design. To collect the data, this research applies pre-test and post-test as the instrument. The result of data is obtained by using t-test formula.  The result showed that students who learning using extensive reading approach had better reading ability to comprehend the text. The result of tobs is 2.08, the ttable with degrees of freedom (df) 19 and level of significance at 0.05 was 1,72. Based on the data analysis, the alternative hypothesis in this research was accepted because tobs is higher than ttable (2.08 > 1.72). Based on the data analysis, it is found that the test is reliable. The findings indicated that learning using extensive reading approach is significantly affected the students’ reading comprehension. Therefore, the extensive reading is suitable for improving students’ reading comprehension and it is also a strategy that can be used by teacher for making learning process to be more effective.

scholarly journals THE USE OF CLOSE READING TECHNIQUE TO IMPROVE STUDENTS READING COMPREHENSION

2018 ◽  
Vol 1 (3) ◽  
pp. 187
Author(s):  
Cecep Munawar Payumi ◽  
Yayu Fatimah Hartati
Keyword(s):  
Reading Comprehension ◽  
Data Analysis ◽  
Quantitative Research ◽  
Degrees Of Freedom ◽  
Close Reading ◽  
Reading Technique ◽  
Eighth Grade Students ◽  
Post Test ◽  
The One ◽  
Level Of Significance

The main pupose of this study is to find out the effectiveness of close reading technique.  The research method used is quantitative research, or more specifically the one group pre-test post-test design. The sample of this study is eighth grade students of SMPS PGRI Warungkondang consist of 20 students. Data analysis indicates the mean scores between pre-test and post-test is 22, the tobs is 1.72  with the degrees of freedom (df) 19 and level of significance at 0.05 is 2.59. Based on data analysis the close reading technique has significant influence to improve students’ reading comprehension. Therefore, this technique is considered as a suitable technique for teacher as the strategy for teaching English.

scholarly journals IMPROVING STUDENTS’ READING COMPREHENSION THROUGH SQ3R (SURVEY, QUESTION, READ, RECITE AND REVIEW) TECHNIQUE

2019 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Gian Reka Anjuni ◽  
Roby Cahyadi
Keyword(s):  
Reading Comprehension ◽  
Quantitative Research ◽  
Degrees Of Freedom ◽  
Alternative Hypothesis ◽  
T Test ◽  
Survey Question ◽  
Post Test ◽  
The One ◽  
Level Of Significance ◽  
Test Result

This research entitled “Improving Students’ Reading Comprehension Through SQ3R Technique”. This research has purpose to figure out the use of SQ3R strategy in improving students’ reading comprehension. The population of this research is students of SMA Negeri 1 Cipongkor including eleventh grade of IPS class and IPA class. The number of population is 60 students. The sample of this research is only one class that is IPS class consists 30 students. The quantitative research method is used in this research, and specifically the one group pre-test post-test design as research design. The instrument of this researches is pretest and posttest and the writers also use t-test formula for collecting data.  The result of the research shows that tobs is 2.42, the ttable with degrees of freedom (df) 29 and level of significance at 0.05 was 1,69. Based on the data, the t-test result was 2.42, it was higher that t-table (2.42 > 1.69). It means the alternative hypothesis was accepted. According to the data analysis which is collected, it can be concluded that the test is reliable. And the research showed that teaching students’ reading comprehension using SQ3R technique is very useful. That is why, the SQ3R strategy is suitable in improving students’ reading comprehension.Keywords:  Reading, Reading Comprehension, SQ3R Strategy

Suggestopedia method as an effective method in teaching reading comprehension for senior high school

2020 ◽  
Vol 3 (1) ◽  
pp. 98-101
Author(s):  
Deavy Safitri Murfita ◽  
Dian Novita
Keyword(s):  
Reading Comprehension ◽  
Data Analysis ◽  
Null Hypothesis ◽  
Quantitative Research ◽  
Alternative Hypothesis ◽  
Teaching Reading ◽  
Program Calculation ◽  
Post Test ◽  
Main Activity ◽  
Test Treatment

This research is to know is there is significant effect in reading comprehension achievement in X grade at SMK Walisongo 1 Gempol, being taught by suggestopedia method. This research uses quantitative research. The research’s object is X AK-2 of SMK Walisongo 1 Gempol has 28 students. The researcher divides the main activity into pre-test, treatment and post-test. Based on the SPSS 23 Program calculation from mean result of pre-test 70.1 and the result mean of post-test is 83.5. The students’ score is increasing after being given by the treatment. The result of the calculation of this research showed that (sig 2-tailed = 0.002) which is less from (<) 0.05 and significance 5%. It mean that the alternative hypothesis is accepted and the null hypothesis is rejected. From the result of the data analysis above, the use suggestopedia method gives significant effect in students’ reading comprehension achievement This article investigates major points of the speech verbs. On this case, different meaning of verbs was analyzed from Russian into English.  Therefore, analyses of the theory with methodology were described to make better diffusion. To conclude with both outcomes and shortcomings were outlined to get further analyses as the whole.

scholarly journals Suggestopedia Method as an Effective Method in Teaching Reading Comprehension for Senior High School

2020 ◽  
Vol 3 (5) ◽  
pp. 69-71
Author(s):  
Deavy Murfita Safitri ◽  
Dian Novita
Keyword(s):  
Reading Comprehension ◽  
Data Analysis ◽  
Null Hypothesis ◽  
Quantitative Research ◽  
Alternative Hypothesis ◽  
Teaching Reading ◽  
Program Calculation ◽  
Post Test ◽  
Main Activity ◽  
Test Treatment

This research is to know is there is significant effect in reading comprehension achievement in X grade at SMK Walisongo 1 Gempol, being taught by suggestopedia method. This research uses quantitative research. The research’s object is X AK-2 of SMK Walisongo 1 Gempol has 28 students. The researcher divides the main activity into pre-test, treatment and post-test. Based on the SPSS 23 Program calculation from mean result of pre-test 70.1 and the result mean of post-test is 83.5. The students’ score is increasing after being given by the treatment. The result of the calculation of this research showed that (sig 2-tailed = 0.002) which is less from (<) 0.05 and significance 5%. It mean that the alternative hypothesis is accepted and the null hypothesis is rejected. From the result of the data analysis above, the use suggestopedia method gives significant effect in students’ reading comprehension achievement.

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.

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

scholarly journals THE EFFECT OF HERRINGBONE TECHNIQUE ON THE STUDENTS’ ABILITY IN READING COMPREHENSION ON RECOUNT TEXT

2020 ◽  
Vol 3 (2) ◽  
pp. 91-100
Author(s):  
Sam Roberto Andre Hasian Lumbantobing ◽  
Hilman Pardede ◽  
Herman Herman
Keyword(s):  
Reading Comprehension ◽  
Reading Ability ◽  
Test Score ◽  
Alternative Hypothesis ◽  
Average Score ◽  
Control Group ◽  
Significant Difference ◽  
Tenth Grade ◽  
Post Test ◽  
Experimental Group

This research is a study of improving students’ ability in reading comprehension. The aim was to find out whether the use of Herringbone technique would bring a significant difference in teaching reading comprehension through Recount text, compared with the result before the students being treated. The study was conducted in the tenth grade students of SMA N 4 Pematangsiantar. The research method used was the experimental design, where the Experimental group was the PMIA 3 class, and the PMIA 2 class as the control class. Both of the classes had 34 students in each of it. The data were obtained through pre-test, treatment and post test. The pre-test was held to know the students’ basic ability or score before treatment was given. Meanwhile, the post test was held to know the students’ achievement and significant effect after the students were taught using Herringbone technique. Finding of the research showed that both groups had a significant improvement in their reading ability after being treated and passed the KKM. The Control group, which the pre-test score was 60, made an improvement shown in their post-test score in amount of 70,44. The experimental group, the group which the researcher treated the Herringbone technique to them, had a higher improvement than the control group. The average score of pre-test in this group was about 54,41 where then being improved up to 78,97. The score of t-test (3,981) was higher than t-table (1,668) at the level of significance 5% for two tailed test, so Null Hypothesis is rejected and Alternative Hypothesis is accepted.

scholarly journals The Effect of Using Online Reading Resources toward Students' Reading Comprehension in Extensive Reading Class

2017 ◽  
Vol 4 (2) ◽  
pp. 37-47
Author(s):  
Estika Satriani
Keyword(s):  
Reading Comprehension ◽  
Teaching And Learning ◽  
Alternative Hypothesis ◽  
Control Group ◽  
Online Reading ◽  
Extensive Reading ◽  
Study Program ◽  
Post Test ◽  
The Mean ◽  
Experimental Group

The students at the Second Semester of English Study Program of FKIP-UIR  Pekanbaru have problem in reading comprehension. The aim of this research is to find out whether Online Reading Resources has significant effect towards students’ reading comprehension in extensive reading class. The design of the research was experimental research which focused on quantitative approach. The participants of the research were the second semester students of English Study Program of FKIP-UIR Pekanbaru. There are two classes as the samples of this research; experimental group and control group. Each of the group consisted of 31 students. The instruments of this research was reading test. Experimental group was provided with pre-test, treatment, and post-test. Meanwhile control group only given pre-test, and post-test. The finding showed that the mean score in pre- test was 57.25 and post test was 78.07, the improvement was 20.8 for experimental group. Meanwhile for control group in pre-test, the students got the mean score 58.07, and in post-test got 64.67, improvement was 6.61. It could be stated that there is significant effect of online reading resources after getting treatment. In calculation of analysis tt (t table) on the level of significant 5% found 0.361, and to was 7.1. It could be seen a comparison was 7.1>0.361or (to>tt). It means that the null hypothesis is rejected and alternative hypothesis is accepted. It can be stated there is a significant effect of students’ reading comprehension in extensive reading class after using online reading resource in teaching and learning reading at the second semester of English Study program FKIP-UIR Pekanbaru.

scholarly journals THE EFFECT OF USING COLLABORATIVE WRITING METHOD ON STUDENTS’ WRITING RECOUNT TEXT AT GRADE TEN OF SMK YP 1 HKBP PEMATANGSIANTAR

2020 ◽  
Vol 2 (2) ◽  
pp. 95-114
Author(s):  
Herman Herman ◽  
Theresia Aprina Rajagukguk ◽  
Partohap Saut Raja Sihombing
Keyword(s):  
Data Analysis ◽  
Research Design ◽  
Quantitative Research ◽  
Alternative Hypothesis ◽  
Collaborative Writing ◽  
Writing Skills ◽  
T Test ◽  
Writing Test ◽  
Post Test ◽  
Experimental Group

This study was focused on the effect of using collaborative writing on students’ achievement in writing recount text. The objective of this research was to find out the significant effect of collaborative writing on students’ achievement in writing recount text at students grade ten in SMK YP 1 HKBP Pematangsiantar. Two classes was taken as the sample of this research. The class X-MP as the experimental group that taught by using collaborative writing and X-MM as the control class taught by conventional method. This research design is quantitative research were gained by assessing the students’ writing skills through the pretest and posttest. The instrument of collecting data was writing test. After collecting data, it was found the main score of pretest to post test in experimental group was 48.47 to 89,647. The data were analyzed by using t-test formula. The result showed that the t-test is higher than the value of t-table. (5. 68 > 1.69 (α = 0.05)) with the degree of freedom (df) = 32. Based on the data analysis of the study, the result indicates that the alternative hypothesis (Ha) was accepted. It means that there is a significant effect of using Collaborative writing on students’ achievement in writing recount text of students grade ten in SMK YP1 HKBP Pematangsiantar.

THE EFFECT OF CONTEXTUAL GUESSING TECHNIQUE ON STUDENTS’ READING COMPREHENSION ACHIEVEMENT IN DESCRIPTIVE TEXT

2016 ◽  
Vol 5 (4) ◽  
Author(s):  
RatnaPurnama Sari And Willem Saragih
Keyword(s):  
Reading Comprehension ◽  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
Conventional Technique ◽  
Reading Test ◽  
Control Group ◽  
Group Viii ◽  
Post Test ◽  
Level Of Significance ◽  
Experimental Group

This study deals with the effect of Contextual Guessing Technique (CGT) on students’ reading comprehension achievement in descriptive text. The problem of the study is to find out whether Contextual guessing Technique significantly affects students’ achievement in reading descriptive text or not. This study was conducted by using experimental design. The population of the study was the students of eighth grade of SMP Negeri 3 Perbaungan in academic years 2014/2015, there were 5 parallel classes of grade VIII. There were two classes selected to be sample. The experimental group (VIII-2) was taught by using CGT, while the control group was taught by applying conventional technique. The data of the study was obtained from the students’ scores of reading test. There were two kinds of test used in this study. They were pre-test and post-test. The data were analyzed by applying t-test formula. After analyzing the data, the result of the study showed that t-observed (2,322) was higher than t-table (2,024) (t-observed > t-table) at the level of significance of p=0,05 and the degree of freedom (df) = 38. Thus, it can be concluded that applying CGT significantly affects students’ achievement in reading descriptive text, or in other words, the null hypothesis is rejected; therefore, the alternative hypothesis is accepted.

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