scholarly journals THE EFFECTIVNESS TEACHING READING COMPREHENSION USING GROUP WORK DISCUSSION METHOD

2021 ◽  
Vol 4 (4) ◽  
pp. 599
Author(s):  
Astriliani Dadara ◽  
Sudiyono Sudiyono
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Group Work ◽  
Reading Skill ◽  
Teaching Reading ◽  
Vocational High School ◽  
Skill Test ◽  
Tenth Grade ◽  
Post Test ◽  
Qualitative Descriptive

This study aims at knowing how the effective teaching reading comprehension by using group work discussion method of the tenth grade students at SMKNPlered.The research design which is used in qualitative descriptive with one group.  The subjects of this research were students from Industrial Automation Engineering 2 (TOI 2) of vocational high school Plered. The instruments used were interview, pre-test and post-test with the material recount text. From the reading skill test, the students’ pre-test mean score was 61.55 increasing to 81,89 in the post-test. So, it can be concluded that teaching reading by using group work discussion method an effective improve the students’ reading skill.

scholarly journals The EFFECTIVENESS OF SMALL GROUP DISCUSSION IN TEACHING READING COMPREHENSION OF NARRATIVE TEXT AT X GRADE IN SMAN 1 WOLOWAE

2021 ◽  
Vol 4 (1) ◽  
pp. 11-18
Author(s):  
Theofilus Usu ◽  
Adi Adi
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Small Group ◽  
Group Discussion ◽  
Narrative Text ◽  
Small Group Discussion ◽  
Teaching Reading ◽  
Tenth Grade ◽  
Post Test ◽  
The Mean

The present study aims at exams the effectiveness of small group discusssion in teaching reading comprehension of narrative text of the tenth -grade students of SMA NEGERI 1 WOLOWAE. Teaching reading comprehension is recommended in Senior High School because reading comprehension is very important. In competence based on curriculum, students are understanding to comprehending the conten of the text. The research is carried out through quantitative research with an experimental method because the researcher gives treatment in teaching writing. In conducting the research, the researcher uses one group pre-test-post-test design. The researcher gave pre-test before treatment and post-test after treatment to get the data. In this research, the researcher took twenty students as a sample. The result of the study shows that the score of pre-test was 61 while the mean score of post-test was 81.5 and the mean score of differentiate was 20.5. On the other side, it was found that the result of t-score is bigger than t-table (9,71 > 2,11) at the significant level of 0,05. Therefore, based on the hypothesis testing, we can conclude that the Alternative Hypothesis (Ha) is accepted while the Null Hypothesis (Ho) is rejected. Based on the result, it can be concluded that the using small group discussion as a method is effective to increase students reading comprehension of the students’ of Senior High School, especially for the tenth grade of SMA NEGERI 1 WOLOWAE. Based on this findings, it is suggested, that the teacher should try to apply an interesting method.

scholarly journals Self-Access Centre in Teaching Reading and Vocabulary to EFL Learners

2021 ◽  
Vol 4 (1) ◽  
pp. 34-46
Author(s):  
Iin Indasari ◽  
Nurhaedah Gailea
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Qualitative Data ◽  
Reading Skill ◽  
Teaching Reading ◽  
Efl Learners ◽  
Qualitative And Quantitative ◽  
Tenth Grade ◽  
Post Test ◽  
The Mean

This research is aimed to improve students’ reading skill and vocabulary mastery through self-access centre at tenth grade students of SMAN 5 Kota Serang. This research was conducted for three months. This study tries to answer the main questions (1) how is students’ learning process of reading and vocabulary through self-access centre? (2) how is students’ learning achievement of reading and vocabulary through self-access centre? The method used in this research was a classroom action research. The action research was conducted in two cycles. Each cycle was consisted of four steps; planning, implementing, observing, and reflecting. The data were collected through qualitative and quantitative techniques. The qualitative data were collected by analysing the observation. The quantitative data were obtained from the students score in pre-test and post-test. The study showed that there was improvement on students’ reading comprehension and vocabulary mastery. The mean scores are 53.64 for reading pre-test and 64.92 for vocabulary pre-test. The results of post-test in cycle I show 65.12 for reading post-test and 72.96 for vocabulary. In cycle II, students get 70.88 for reading post-test and 76.36 for vocabulary post-test. The result specifies that self-access centre is successful in improving students reading comprehension and vocabulary mastery.

scholarly journals THE USE OF SELF-REFLECTIVE STRATEGIES IN TEACHING READING FOR STUDENTS OF VOCATIONAL SENIOR HIGH SCHOOL AT SMKN 1 LAMONGAN

2019 ◽  
Vol 6 (2) ◽  
pp. 116
Author(s):  
Diah Astuty ◽  
Abdullah Farih ◽  
Akhzaroh Wahidah
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Senior High School ◽  
Teaching Reading ◽  
Use Of Self ◽  
Reading Materials ◽  
Post Test ◽  
Reflective Strategies ◽  
The Given ◽  
Institutional Finance

This study aims to describe the use of self-reflective strategies in teaching reading at a vocational senior high school. Self-reflective strategies used in enhancing the students of vocational senior high school to reflect their comprehension on the given reading materials. This activity was considered effective in order to practice and drill the students’ critical thinking. The strategies should be implemented repeatedly to make the students more skillfully creating their comprehension on the given reading materials by integrating the keywords extracted from the given reading materials. This study was implemented in experimental design at two classes of Institutional Finance Accounting department (Akuntansi Keuangan Lembaga/AKL) class Xth. The experimental class was class Xth AKL1 that it consisted of 35 students. The control class was class Xth AKL2 consisted of 34 students. Class Xth AKL1 was chosen as the experimental class based on the class’ mean of the pretest that it was 2 points lower than class Xth AKL2. The () of the pretest score from class Xth AKL1 was 76. The of the post-test score from the experimental class was 86. The N-Gain score after having treatment from class Xth AKL1 was 70.7 in percentage. It can be assumed that this strategy was adequately effective to apply to the students on the reading subject reflecting their reading comprehension and therefore, the students could adjust the strategies to achieve their profound reading comprehension.

scholarly journals GRAMMATICAL COHESION IN WRITING NARRATIVE TEXT AT TENTH GRADE STUDENTS’ AT VOCATIONAL HIGH SCHOOL SMK SWASTA PUTRA JAYA STABAT

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Adi Sutrisno And Sumarsih
Keyword(s):  
High School ◽  
Narrative Text ◽  
Vocational High School ◽  
Tenth Grade ◽  
Qualitative Descriptive ◽  
The Subject

This study aims at analyzing of grammtical cohesion in writing narrative text. It was conducted by using qualitative descriptive. The subject of this research was tenth (X) grade students of SMK Swasta Putra Jaya Stabat. The number of subjects was taken from one classes. which consist of 37 students‟ and the data only take randomly for the sample of this reseach and choose 9 texts of the students‟ writing. The instrument for collecting data was writing Narrative text. The result of the study showed that (1). The grammatical cohesion was found in the narrative text written by the students‟through the applied of the cohesive device in their writing. There were found reference, substitution, ellipsis and conjunction in the students‟writing. (2). Each cohesive device those were found in the narrative text categorize good with the percentage around 58,49 – 72,72%, one categorize excellent with the percentage 81,25%. Substitution device categorize poor with the percentage        0- 2,04%. Ellipsis were poor with percentage around 0 – 8,33%. And conjunction were fair with 27,27 – 48,57%.

scholarly journals Using Story Frame Approach to Increase Students’ Reading Comprehension at Senior High School

2021 ◽  
Vol 6 (2) ◽  
pp. 139-144
Author(s):  
Putri Nurlia ◽  
Sri Ramadhona ◽  
Sinta Dwi Devita
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Senior High School ◽  
Story Structure ◽  
Tenth Grade ◽  
Post Test ◽  
The Difference ◽  
Data Collection Technique ◽  
And Control ◽  
Student Control

Using the Story Structure Approach to Increase Students. Reading Comprehension at the tenth grade of SMAN 2 Kejuruan Muda. This research was conducted on the Story Frame technique to improve students' awareness of reading. It was done in the Senior High School. This research used a quantitative approach with an experimental class and a control class needed. As the sample, there were 28 students in each experimental and control classes. Test and observation were used in the data collection technique. Then the result of the test will score by using analytic score and the researchers used "t-test" formula to calculated the data by comparing students' pre-test and post-test. This study found that students reading post-test score in experimental class using story frame strategy had a higher score of 76,67 higher than the student control class and a score post-test of 67,62, based on the formula, the difference in control class learning without Story Frame strategy. In addition, the Story Frame technique has made their reading comprehension more important. Based on these results, it concluded that the Story Frame technique could increase students' reading comprehension. Thus the hyphothesis was approved by the research method.

scholarly journals THE IMPLEMENTATION OF PEER ASSISTED LEARNING STRATEGY (PALS) IN TEACHING READING COMPREHENSION (A Mixed Method Study at Tenth Grade in One of Senior High Schools in Ciamis)

2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Suci Fitriani ◽  
Wawan Tarwana
Keyword(s):  
Reading Comprehension ◽  
Mixed Method ◽  
Learning Strategy ◽  
Average Score ◽  
Mixed Method Study ◽  
Teaching Reading ◽  
Peer Assisted Learning ◽  
Quantitative And Qualitative Research ◽  
Tenth Grade ◽  
Post Test

ABSTRACTThis article is aimed at finding out the effectiveness on implementing Peer Assisted Learning Strategy (PALS) in teaching reading comprehension and investigating the students’ perceptions on implementing this method. This study used mixed method study which employed quantitative and qualitative research design. Quantitative data were analyzed by using pre-test and post-test, the qualitative data was analyzed by using close ended questionnaire. The population of this study were the students of tenth grade in one of senior high school in Ciamis and the researcher selected a particular class, which was sciences for a total 38 students as the sample. Based on statistical result, after implementing PALS in teaching reading comprehension of recount text, the significant improvement of reading comprehension showed from result of pre-test and post-test. In the pre-test the average score of students was 71.84, and in the post test the average score of students was 87.37. Thus, the use of Peer Assisted Learning Strategy (PALS) is effective in teaching reading comprehension of recount text. In addition, from the analysis of close ended questionnaire, the students was gave a positive responses towards PALS in teaching reading comprehension of recount text. In conclusion, the student‘s reading comprehension was effective and the students were able to comprehend the text through PALS. Based on these finding, it is recommended for English teachers to implementing PALS to improve students’ reading comprehension. Keywords: peer assisted learning strategy, reading comprehension, recount text 

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 THE IMPLEMENTATION OF JIGSAW TECHNIQUE IN TEACHING READING COMPREHENSION

2020 ◽  
Vol 3 (4) ◽  
pp. 501
Author(s):  
Jaenal Mutaqin ◽  
Acep Haryudin
Keyword(s):  
Reading Comprehension ◽  
Reading Skill ◽  
Teaching Reading ◽  
Teaching English ◽  
Paired Samples ◽  
Significant Difference ◽  
Eighth Grade Students ◽  
Post Test ◽  
Positive Effect ◽  
Jigsaw Technique

Reading is considered an important aspect for students because of its valuable benefits in developing knowledge. In English, one of the skills that must be mastered is reading skill. However, to comprehend the contents of the text well there were still many students who find it difficult, it is caused by inappropriate technique used by teachers in teaching English. Therefore, to improve their reading comprehension proper technique must be applied. The aim of this reseach is to investigate whether there was an improvement by using jigsaw technique in students' reading comprehension in eighth grade students at SMPN 2 Pasirkuda. The researcher used 33 students as a sample of this research using a pre-experimental design. The research instrument used a test in the pre-test and post-test. The result of this research presents that using jigsaw technique had the positive effect in improving reading comprehension. We can see the results from paired samples t-test that there is a significant difference for the pre- test score (M = 47.45, SD = 7,55) and post-test (M = 68.85, SD = 6,38), t (32) = -19,40, p <0.05. It concluded that the jigsaw technique improve the students’ reading comprehension. Keywords: Jigsaw Technique, Reading Comprehension

TEACHING READING COMPREHENSION USING JIGSAW TECHNIQUE

2019 ◽  
Vol 2 (4) ◽  
pp. 461
Author(s):  
Cucu Sumiati ◽  
Dede Zulkaidah ◽  
Kaswan Kaswan
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Reading Skill ◽  
English Text ◽  
Teaching Reading ◽  
Paired Samples ◽  
English Reading ◽  
Significant Difference ◽  
Post Test ◽  
Jigsaw Technique

English is foreign language in Indonesia. In English, reading is one of skill that must be mastered by students. By mastering reading skill, it can be easier for student to comprehend the text that they read. However many students not understand how to comprehend the English text well, it caused by inapropriate technique used by the teacher in English teaching. According to the problem an appropriate technique should be applied to improve their reading comprehension. The aims of the research is to find out whether there is any improvement in the students’ reading comprehension using jigsaw technique. In this research, the writer uses pre-experimental design.The researcher takes 30 students as the sample of this research. The instrument of this research is a test uses in pre-test and post-test.The result of this research presents that the jigsaw technique is successful to improve the students’ reading comprehension. It can be sees from paired samples t-test that there is a significant difference for the pre-test score (M = 52.33 SD = 22.234) and post-test (M = 80.17 SD = 9.048), t (29) = -9.275 , p <0.05. It can be concludes that the jigsaw technique improves the students’ reading comprehension.

scholarly journals The Effectiveness of Porpe (Predict, Organize, Rehearse, Practice, and Evaluate) Method to Teach Reading Viewed from Students’ Self-Esteem

PALAPA ◽  
2018 ◽  
Vol 6 (2) ◽  
pp. 98-120
Author(s):  
Alfan Hadi
Keyword(s):  
Direct Instruction ◽  
Teaching Methods ◽  
Reading Skill ◽  
Self Esteem ◽  
Reading Test ◽  
Teaching Reading ◽  
Tenth Grade ◽  
Post Test ◽  
Academic Year ◽  
Cluster Random Sampling

This article reports a study on the implementation of PORPE method to teach reading at the tenth grade students in the academic year of 2012/2013. The objectives of the research are to find out whether: (1) PORPE method is more effective than Direct Instruction Method to teach reading for the tenth grade students; (2) Students who have high self-esteem have better reading skill than those who have low self-esteem; and (3) there is aninteraction between methods of teaching and students’ self-esteem to teach reading. This study was categorized as an experimental research. The population of the research was the tenth grade students in the academic year of 2012/2013. The sample of this research was taken by using cluster random sampling. The sample of this research was 60 students covering 30 students of experimental class taught using PORPE method and 30 students of control class taught using Direct Instruction Method. The data collection was done by giving self-esteem questionnaire and reading test (post-test) after eight meetings of treatment. The data analysis was done by applying descriptive and inferential statistics (ANOVA and Tukey HSD test) to test the research hypothesis. The findings of this research are: (1) PORPE Method is more effective than Direct Instruction Method to teach reading at the tenth grade students; (2) The students having high self-esteem have better reading skill than those having low self-esteem; and (3) there is an interaction between teaching methods and self-esteem in teaching reading. The effect of teaching methods on students’ reading skill depends on the students’ self-esteem level.

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