The Effect of Applying POSSE (Predict- Organize-Search-Summarize-Evaluate) on the Students’ Reading Comprehension

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Eka Rejeki Maha ◽  
Berlin Sibarani
Keyword(s):  
Reading Comprehension ◽  
Experimental Design ◽  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
Choice Test ◽  
Control Group ◽  
Multiple Choice Test ◽  
Level Of Significance ◽  
And Control ◽  
Experimental Group

This study was aimed at finding out The Effect of Applying POSSE (Predict-Organize-Search-Summarize-Evaluate) Strategy on the Students’ Reading Comprehension. This study used the experimental design. The population of this study was the students of SMA Negeri 2 Medan. There were sixty students taken as the sample of the research. This study was conducted with two randomized groups namely experimental and control group. The experimental group was taught by applying POSSE strategy while control group was taught without applying POSSE strategy. The instrument of collecting the data was multiple choice test which consists of 40 items. To obtain the reliability of the test, the researcher used Kuder-Richardson (KR-21). The calculation shows the reliability was 0.81(high). The data were analyzed by using t-test. The calculation shows that t-observed (4.76) is higher than t-table (2.00) at the level of significance (α) 0.05 with the degree of freedom (df) 58. Therefore, the null hypothesis (Ho) is rejected and alternative hypothesis (Ha) is accepted. It means that there was a significant effect of applying POSSE strategy on the students’ reading comprehension. Keywords: POSSE Strategy, Reading Comprehension.

The Effect of Applying Learning Together Method on the Students’ Reading Comprehension

2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Haryato Siregar ◽  
Elia Masa Ginting
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
Choice Test ◽  
Control Group ◽  
Teaching Reading ◽  
Multiple Choice Test ◽  
Level Of Significance ◽  
And Control ◽  
Experimental Group ◽  
Learning Together

This study was aimed at finding out the effect of applying Learning Together Method on the students’ reading comprehension. This study used the experimental design. The population of this study was the students of SMP Negeri 1 Muara. There were sixty students of eighth class as the sample of the research. This study was conducted with two randomized groups namely experimental and control group. The experimental group was taught by applying Learning Together Method while control group was taught without applying Learning Together Method. The instrument of collecting the data was multiple choice test which consists of 20 items. To obtain the reliability of the test, the researcher used Kuder-Richardson (KR-21) formula. The calculation shows the reliability was 0.82(high). The data were analyzed by using t-test. The calculation shows that t-observed (4.9) is higher than t-table (2.00) at the level of significance (α) 0.05 with the degree of freedom (df) 58. Therefore, the null hypothesis (Ho) is rejected and alternative hypothesis (Ha) is accepted. It means that teaching reading comprehension by applying Learning Together Method significantly affect reading comprehension. Keywords: Learning Together Method, Reading Comprehension

THE EFFECT OF USING MONITORING, QUESTIONING, AND REPREDICTING STRATEGY ON STUDENTS’ READING COMPREHENSION

2014 ◽  
Vol 3 (3) ◽  
Author(s):  
Dormauli Samosir And Berlin Sibarani
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
Choice Test ◽  
Control Group ◽  
Teaching Reading ◽  
Multiple Choice Test ◽  
Eighth Grade Students ◽  
Level Of Significance ◽  
And Control ◽  
Experimental Group

This study was aimed at finding out the effect of using Monitoring, Questioning, and Repredicting strategy on students reading comprehension. This study used the experimental design. The population of this study was the eighth grade students of SMP Trisakti 2 Medan. There were sixty students as the sample of the research. This study was conducted with two randomized groups namely experimental and control group. The experimental group was taught by using Monitoring, Questioning and Repredicting Strategy while control group was taught without using Monitoring, Questioning, and Repredicting Strategy. The instrument of collecting the data was multiple choice test which consists of 20 items. To obtain the reliability of the test, the researcher used Kuder-Richardson (KR-20) formula. The calculation shows that reliability was 0.70 (high). The data were analyzed by using t-test. The calculation shows that t-observed (5.12) is higher than t-table (2.00) at the level of significance (α) 0.05 with the degree of freedom (df) 58. Therefore, the null hypothesis (Ho) is rejected and alternative hypothesis (Ha) is accepted. It means that teaching reading comprehension by using Monitoring, Questioning, and Repredicting strategy significantly affect reading comprehension.

THE EFFECT OF USING FRAYER MODEL ON STUDENTS’ VOCABULARY MASTERY

2014 ◽  
Vol 3 (1) ◽  
Author(s):  
Ellis Ekawati Nahampun
Keyword(s):  
Conventional Method ◽  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
First Grade ◽  
Choice Test ◽  
Control Group ◽  
Multiple Choice Test ◽  
Level Of Significance ◽  
And Control ◽  
Experimental Group

This study was conducted as an attempt to find out the effect of using Frayer Model on Students’ Vocabulary Mastery. This study used the experimental design. The population of this study was the students of SMA Parulian 1 Medan. There were sixty students of first grade senior high school as the sample of the research. This study was conducted with two randomized groups namely experimental group and control group. The control group was taught by conventional method while experimental group was taught by using Frayer Model. The instrument of collecting data was objective multiple choice test which consisted of 40 items. To obtain the reliability of the test, the researcher used Kuder-Richardson (KR-20) formula. The calculation shows that the reliability was 0.73 (high). The data were analyzed by using t-test. The calculation shows that t-observed (5.41) is higher than t-table (2.00) at the level of significance (α) 0.05 with the degree of freedom (df) 58. Therefore, null hypothesis (Ho) is rejected and alternative hypothesis (Ha) is accepted. It means that teaching vocabulary by using Frayer Model has more significant effect than teaching vocabulary by using conventional method.   Keywords: Vocabulary, Students’ Vocabulary Mastery, Frayer Model

THE EFFECT OF USING NOTING INTERACTING SUMMARIZING AND PRIORITIZING STRATEGY ON STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION

2013 ◽  
Vol 2 (4) ◽  
Author(s):  
Maruh Sianturi And Berlin Sibarani
Keyword(s):  
Reading Comprehension ◽  
Experimental Design ◽  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
Control Group ◽  
First Year ◽  
Teaching Reading ◽  
First Year Students ◽  
Level Of Significance ◽  
Experimental Group

This study was aimed at finding out the effect of using Noting, Interacting, Summarizing, and Prioritizing Strategy on Students’ Achievement in Reading Comprehension. This study was designed with the experimental design. The population of this study was the first year students at academic 2013/2012 of SMA swasta YP St. Paulus Martubung, Medan. There were fourty students taken as the sample of the research. The sample was divided into two groups: the first group (20 students) as the experimental group and the second group (20 students) as the control group. The experimental group was taught by Using Noting, Interacting, Summarizing, and Prioritizing Strategy, while the control group was taught by using conventional method. The instrument for collecting the data was multiple choices which consisted of 40 items. To obtain the reliability of the test, the researcher used Kuder -Richardson (KR-21) formula. The calculation showed that the reliability of the test was 0.75. The data were calculated by using t-test formula. The result of the analysis shows that t-observed (4.98) was higher than t-table (2.025) at the level of significance (α) 0.05 and the degree of freedom (df) 38. Therefore, the null hypothesis (H0) was rejected and alternative hypothesis (Ha) was accepted. It meant that teaching reading comprehension by using Noting, Interacting, Summarizing, and Prioritizing Strategy significantly affects reading comprehension.

scholarly journals The Effect Of Applying Somatic Auditory Visual (SAVI) Approach On Students’ Speaking Achievement In Oral Descriptive Text Of 2018/2019 Eleventh Year Students’ Of SMA Yayasan Pendidikan Harapan Bangsa Kabupaten Langkat

2018 ◽  
Vol 10 (2) ◽  
pp. 13-23
Author(s):  
Ummi Umara
Keyword(s):  
Experimental Design ◽  
Conventional Method ◽  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
T Test ◽  
Control Group ◽  
Oral Test ◽  
Level Of Significance ◽  
And Control ◽  
Experimental Group

ABSTRACT This study is conducted as an attempt to find out the effect of applying SAVI approach on Students’ speaking Achievement in oral descriptive text. This study used the experimental design. The population of this study is the students of SMA Yayasan Pendidikan Harapan Bangsa . The sample of this study was the 2018/2019eleventh grade students of SMA Yayasan Pendidikan Harapan Bangsa . This study is conducted with two randomized groups namely experimental group and control group. The control group is taught by conventional method while experimental group is taught by applying SAVI Approach. The instrument used in this study was an oral test. To obtain the reliability of the test, the researcher used t-test formula.. The data were analyzed by using t-test. The calculation shows that t-observed (2.50) is higher than t-table (1.666) at the level of significance (α) 0.05 with the degree of freedom (df) 74. Therefore, null hypothesis (Ho) is rejected and alternative hypothesis (Ha) is accepted. It means that SAVI approach significantly affect the students’ speaking achievement in oral descriptive text.

THE EFFECT OF TEACHING MEDIA ON STUDENTS’ ACHIEVEMENT IN SPEAKING

2014 ◽  
Vol 3 (1) ◽  
Author(s):  
Resti Santa Mona Sidabutar
Keyword(s):  
Experimental Design ◽  
Experimental Research ◽  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
Control Group ◽  
Story Retelling ◽  
The Media ◽  
Level Of Significance ◽  
And Control ◽  
Experimental Group

This research concerned on The Effect of Teaching Media on Students’ Achievement in Speaking. This study used the experimental design. The population of the study was the students of SMP Negeri 1 Air Putih. There were twenty students from five classes as the sample of the research. This study was conducted with two groups namely experimental and control group. The experimental group was taught by applying English comics while control group was taught with written texts. The instrument of collecting the data was used tape recorder. The data was analyzed by using t-test formula. The calculation shows that t-observed (2.378) is higher than t-table (2.086) at the level of significance 0.05. Therefore, the null hypothesis is rejected and alternative hypothesis is accepted. It means that teaching speaking by applying English comics as the media has more significant effects than without using English comics.   Keywords: English Comics, Story Retelling, Students’ Achievement in Speaking, Experimental Research

The Effect of Applying Collaborative Strategic Reading on Grade VIII Students’ Achievement in Reading Comprehension

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Rosniati Lubis ◽  
Meisuri Meisuri
Keyword(s):  
Reading Comprehension ◽  
Experimental Design ◽  
T Test ◽  
Choice Test ◽  
Control Group ◽  
Multiple Choice Test ◽  
Strategic Reading ◽  
Collaborative Strategic Reading ◽  
And Control ◽  
Experimental Group

The objective of this study was to investigate whether Collaborative Strategic Reading significantly affected on students’ reading comprehension. This study was an experimental design. The population of this study was grade VIII students’ of SMP IT Nur Ihsan Medan with the total number 34 students, which was taken as the sample by using total sampling. The students were divided into two groups, namely experimental and control group. The Experimental group was taught by using Collaborative Strategic Reading while the control group was taught without using Collaborative Strategic Reading. The instrument of collecting data was multiple choice test. Content validity was applied in this research. To obtain the reliability of the test, the researcher used the Kuder Richardson (KR-21). The result of the research showed that the reliability of the test was 0.76, it means that the reliability of the test is high. The data were analyzed by using t-test formula. The result of the analysis revealed that t-test is higher than t-table (3.21 > 2.04) at the level significance 0.05 with the degree of freedom (df) = N-2 = 32. It means that there is a significant effect of applying Collaborative Strategic Reading on the students’ achievement in reading comprehension.Key words: Reading Comprehension, Collaborative Strategic Reading, and Students’ Achievement

THE EFFECT OF USING PREDICT,LOCATE,ADD,NOTE (PLAN) STRATEGY ON THE STUDENTS’ READING COMPREHENSION OF ARGUMENTATIVE TEXTS

2016 ◽  
Vol 5 (3) ◽  
Author(s):  
Mira Dwi Samtami And Anni Holila Pulungan
Keyword(s):  
Reading Comprehension ◽  
Experimental Design ◽  
Choice Test ◽  
Control Group ◽  
Teaching Reading ◽  
Multiple Choice Test ◽  
Argumentative Texts ◽  
And Control ◽  
Experimental Group ◽  
Very High

This study was aimed at finding out the effect of using Predict,Locate,Add,Note (PLAN) Strategy on the Students’ Reading Comprehension of Argumentative Texts. This study ased the experimental design. The population of this study was the students of SMA Negeri 14 Medan. There were sixty students as the sample of research. This study was conductedwith two randomized group. Namely experimental and control group. The experimental group was taught by Predict,Locate,Add,Note (PLAN) Strategy while control group was taught without Predict,Locate,Add,Note (PLAN) Strategy. The instrument of collecting the data was multiple choice test which consists of 25 items. To obtain the reliability of the test, the researcher used Kuder Richardson (KR-20) formula. The calculation shows the reliability is 0.83 (very high). The data were analyzed by using t-test. The calculation show that t-observed (6.5) is higher than t-table (2.00) at the evel of significance (x)0.05 with the degree of freedom (df) 58. Therefore, the null hyphothesis (Ho) is rejected and alternative hyphotesis(Ha) is accepted. It means that teaching reading comprehension of argumentative texts by Predict, Locate, Add, Note (Plan) Strategy has more significant effect than teaching reading comprehension of argumentative texts without Predict, Locate, Add, Note (PLAN) Strategy.

THE EFFECT OF APPLYING SAVI MODEL ON STUDENTS’ SPEAKING ACHIEVEMENT IN ORAL DESCRIPTIVE TEXT

2015 ◽  
Vol 4 (2) ◽  
Author(s):  
Azrina Manja And Anni Holila Pulungan
Keyword(s):  
Experimental Design ◽  
Conventional Method ◽  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
Control Group ◽  
Tenth Grade ◽  
The Subject ◽  
Level Of Significance ◽  
And Control ◽  
Experimental Group

This study was conducted as an attempt to find out the effect of applying SAVI model on Students’ students’ speakingAchievement in oral descriptive text. This study used the experimental design. The population of this study was the students of MAN Kualuh Hulu. The subject of this study was the 2013/2014 tenth grade students of MAN Kualuh Hulu. This study was conducted with two randomized groups namely experimental group and control group. The control group was taught by conventional method while experimental group was taught by applying SAVI model. The instrument used in this study was an objective test. To obtain the reliability of the test, the researcher used Kuder-Richardson (KR-21) formula. The calculation shows that the reliability was 0.67 (reliabity). The data were analyzed by using t-test. The calculation shows that t-observed (5.36) is higher than t-table (1.996) at the level of significance (α) 0.05 with the degree of freedom (df) 68. Therefore, null hypothesis (Ho) is rejected and alternative hypothesis (Ha) is accepted. It means that SAVI Model significantly affect the students’ speaking achievement in oral descriptive text.

THE EFFECT OF 3H (Here, Hidden, and in my Head) STRATEGY ON STUDENTS’ READING COMPREHENSION IN NARRATIVE TEXT

2016 ◽  
Vol 6 (1) ◽  
Author(s):  
Ika Nurkasih And Berlin Sibarani
Keyword(s):  
Reading Comprehension ◽  
Narrative Text ◽  
Choice Test ◽  
Control Group ◽  
Multiple Choice Test ◽  
Second Year ◽  
Level Of Significance ◽  
And Control ◽  
Experimental Group ◽  
Very High

This study was intended to find out the effect of applying 3H (Here, Hidden, and in my Head) Strategy on students’ reading comprehension in narrative text. It was conducted by using experimental research design. The population of this study was the second year students of SMP Al Hidayah Medan. The sample of this research was two classes which consisted of experimental and control group which were chosen by using clustering technique. There were thirty students which were taken as the sample in each class. The experimental group was taught by 3H (Here, Hidden, and in my Head) Strategy while control group was taught without 3H (Here, Hidden, and in my Head) Strategy. The instrument of collecting the data was multiple choice test which consists of 20 items. To obtain the reliability of the test, the researcher used Kuder Richardson (KR 20) formula. The calculation showed that the reliability is 0.84 (very high). The data were analyzed by using t-test. The calculation showed that t-observed (5.2) was higher than t-table (2.00) at the level of significance (ơ) 0.05 with degree of freedom (df) 58. The result of this study showed that 3H (Here, Hidden, and in my Head) Strategy was significantly affect on students’ reading comprehension achievement.

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