The Effect of Teaching Strategies and Cognitive Style on Reading Comprehension

2015 ◽  
Vol 12 (1) ◽  
Author(s):  
Marlin Helentina Napitupulu ◽  
Lince Sihombing ◽  
Berlin Sibarani
Keyword(s):  
Reading Comprehension ◽  
Factorial Design ◽  
Key Words ◽  
Cognitive Style ◽  
Experimental Research ◽  
Teaching Strategies ◽  
Cognitive Styles ◽  
Csr Strategy

The objectives of this study were to examine whether (1) the students’ achievement on reading comprehension taught by using CSR Strategy is higher than that of taught by using REAP Strategy, (2) reading comprehension achievement of reflective cognitive style is higher than reading comprehension achievement of impulsive cognitive style, and (3) there is interaction between teaching strategies and cognitive styles on students’ achievement on reading comprehension. This study was conducted by using experimental research with factorial design 2X2. The data were analyzed by using Two-Way ANOVA. Based on the analysis, there were found that (1) CSR and REAP strategy significantly affect students’ achievement on reading comprehension, students’ achievement on reading comprehension taught by using CSR is higher than that of the students’ taught by using REAP; (2)the achievement on reading comprehension of the students with reflective cognitive style is higher than that of the students with impulsive cognitive style; and (3) there is an interaction between teaching strategies and cognitive style on students’ reading comprehension achievement. It showed that students who read with reflective cognitive style got higher result than students who read with impulsive cognitive style if they were taught by CSR, and students who read with reflective cognitive style got higher  result than students who read with impulsive reflective style if they were taught by REAP. Key words: cognitive style; reading comprehension; and teaching strategies

scholarly journals THE EFFECT OF TEACHING STRATEGIES AND CURIOSITY ON STUDENTS’ READING COMPREHENSION ACHIEVEMENT

2018 ◽  
Vol 14 (2) ◽  
Author(s):  
Uziana Uziana ◽  
Berlin Sibarani ◽  
Anni Holila Pulungan
Keyword(s):  
Reading Comprehension ◽  
Data Analysis ◽  
Factorial Design ◽  
Experimental Research ◽  
Teaching Strategies ◽  
Random Sampling ◽  
Teaching Strategy ◽  
School Year ◽  
Directed Reading ◽  
Cluster Random Sampling

The objectives of this research are to find out whether: 1) The students’ achievement in reading comprehension taught by using the Directed Reading Thinking Aactivity (DRTA) strategy was higher than taught by using the Questions-Answer Relationship (QARs) strategy. 2) The students’ achievement in reading comprehension with high curiosity was higher than that  The students with low curiosity, and 3) there was interaction between teaching strategies and curiosity on The students’ achievement in reading comprehension. The population of this research was the students in grade XI of MAN Kampung (MAN KP) Teungoh Langsa in 2016/2017 school year. The total number of population of this research was 160 students. There were 6 classes. Two classes were chosen consist of 30 students of each class so 60 students were selected as sample of this research by applying multistage cluster random sampling. The research design was experimental research by using factorial design 2x2. The XI IPA2 class was taught by using Directed Reading Thinking Activity and XI IAI was taught by using Questions-Answer Relationship (QARs) Strategy. Curiosity questionnaire was conducted for classifying the students upon the high and low curiosity. Students’ achievement in reading comprehension was measured by using reading comprehension test. The data were analyzed by applying two-way analysis of variance (ANOVA) at the level of significant. The results of the data analysis proved that: 1) The students’ achievement in reading comprehension taught by Directed Reading Thinking Activity (DRTA) strategy is higher than students achievement in reading comprehension taught by Questions-Answer Relationship(QARs) Teaching strategy. 3) there was interaction between teaching strategies and curiosity on students’ achievement in reading comprehension.Keywords: Curiosity; Comprehension; Achievement; Teaching Strategies

scholarly journals The Effect of Teaching Strategies and Students Curiosity on Students’ Achievement in Reading Comprehension

2021 ◽  
pp. 66-80
Author(s):  
Fitri Ervina Tarigan, Ika Vanesia Siagian, Badriyyah Jamil, Ahmad Rozik
Keyword(s):  
Reading Comprehension ◽  
Data Analysis ◽  
Factorial Design ◽  
Analysis Of Variance ◽  
Experimental Research ◽  
Teaching Strategies ◽  
Eighth Grade ◽  
Grade Student ◽  
Eighth Grade Student ◽  
Academic Year

The objective of this research was to investigate whether: (1) The students’ achievement in reading comprehension taught by using INSERT strategy was higher than that taught by using K-W-L strategy, (2) The students’ achievement in reading comprehension with high curiosity was higher than that low curiosity, and (3) There was interaction between teaching strategies and curiosity on the students’ achievement in reading comprehension. This study was conducted at SMP Al-Ulum Medan during academic year 2017/2018. The population of this study was the eighth grade student which consists of six classes namely VIII-1, VIII-2, VIII-3, VIII-4, VIII-5, and VIII-6. So, the total of population was 228 students. Then two classes of grade VIII-4 and VIII-6 were chosen in this study as the sample. This study was an experimental research. The instrument used in this research was reading comprehension test and questionnaire sheet. The data were analysed by using two ways analysis of variance (Anova) 2x2 factorial design F-test at the level of significant 5% or ? = 0.05. The result of data analysis proved that:    The students’ achievement in reading comprehension taught by using INSERT strategy was higher than that taught by using K-W-L strategy, (2) The students’ achievement in reading comprehension with high curiosity was higher than that low curiosity, and (3) There was interaction between teaching strategies and curiosity on the students’ achievement in reading comprehension by observing the data analysis, and the scores means of the students.

scholarly journals The Effect of Teaching Strategies and Curiosity on Students’ Achievement in Reading Comprehension

2017 ◽  
Vol 10 (11) ◽  
pp. 191 ◽  
Author(s):  
Busmin Gurning ◽  
Aguslani Siregar
Keyword(s):  
Reading Comprehension ◽  
Data Analysis ◽  
Factorial Design ◽  
Experimental Research ◽  
Teaching Strategies ◽  
Objective Test ◽  
Quasi Experimental ◽  
Level Of Significance ◽  
And Control

The objectives of this study were to find out whether 1) students’ achievement in reading comprehension taught by using INSERT strategy was higher than those taught by using SQ3R strategy, 2) Students’ achievement in reading comprehension having high curiosity was higher than those having low curiosity, 3) there was an interaction between teaching strategies and curiosity on students’ achievement in reading comprehension. Quasi experimental research with factorial design 2 × 2 was used in this study. The total number of sample were 76 persons, with 38 students of each class (experimental and control classes). The first class was treated by using INSERT strategy and the second class was treated by using SQ3R strategy. The students were also divided into two groups based on curiosity, such as high and low curiosity. The data were collected through reading comprehension by using objective test, whereas for aptitude like curiosity, questionaire was used. The data were then analyzed by applying two-way ANOVA at the level of significance at α = 0.05. The data analysis revealed that (1) students’ achievement in reading comprehension taught by using INSERT was higher than those taught by using SQ3R, with Fobs (27.32) > Ftab (3.98), (2) students’ achievement in reading comprehension with high curiosity was higher than those students with low curiosity with Fobs (6.92) > Ftab (3.98), (3) there was an interaction between teaching strategies and students’ curiosity on students’ achievement in reading comprehension with Fobs (15.43) > Ftab (3.98). Tuckey test was then applied to verify the interaction between each sample comparison.

THE STUDY OF RELATIONSHIP AMONG STUDY HABITS AND ATTITUDE, INTELLIGENCE, COGNITIVE STYLE AND ACHIEVEMENT IN ENGLISH

2020 ◽  
pp. 79-84
Author(s):  
Mrs. Vani Sankgond ◽  
Dr. Venkoba Narayanappa,
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Key Words ◽  
Cognitive Style ◽  
Secondary School Students ◽  
Cognitive Styles ◽  
Study Habits ◽  
School Students ◽  
Study Techniques ◽  
English Subject

In this study the researcher find that the relation between study habits and attitude, intelligence, cognitive style in relation to English subject through their academic achievement . The present study provides the information about the performance of secondary school students. it lights on their study styles or habits and attitudes as well their cognitive styles. There is a useful differences in performance of secondary school students in relation to their study habits and attitudes and cognitive styles. The study confined to secondary school students, there is a ample of differences in study techniques and attitudes towards learning. There is the ample of differences in the cognitive styles among secondary school students. KEY WORDS: Study Habits & Attitude, Intelligence, Cognitive Style, Achievement.

Teaching Strategies, Modes of Evaluation, and Field-Dependence Factor

1981 ◽  
Vol 52 (1) ◽  
pp. 163-173 ◽  
Author(s):  
Guy L. Provost
Keyword(s):  
Cognitive Style ◽  
Field Dependence ◽  
Teaching Strategies ◽  
Significant Interaction ◽  
Cognitive Styles ◽  
Field Independence ◽  
Active Responding ◽  
Female Subjects

The objective of this study was to investigate the possible interactions of aptitude and treatment between (a) two teaching strategies and the cognitive styles of field-dependence and field-independence and (b) two modes of evaluation and the same cognitive styles. Subjects high on the cognitive style scale scored higher on all the posttests. However, no interactions of treatment and cognitive style were found. A significant interaction of sex and treatment occurred on measures of affect and motivation. It shows that female subjects preferred the passive-responding treatment over the active-responding treatment. They worked harder on their preferred treatment and also reached significantly higher performance scores. The exact opposite was true for the males who preferred, worked harder, and obtained higher performance scores with the active-responding treatment. The expected interaction between the cognitive styles and the modes of evaluation was not observed.

scholarly journals THE EFFECT OF TEACHING TECHNIQUES AND INTEREST ON STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION

2018 ◽  
Vol 14 (1) ◽  
Author(s):  
Busri Busri ◽  
Berlin Sibarani ◽  
Anni Holila Pulungan
Keyword(s):  
Reading Comprehension ◽  
Standard Deviation ◽  
Factorial Design ◽  
Research Design ◽  
Experimental Research ◽  
Expository Text ◽  
Teaching Techniques ◽  
Inferential Statistic ◽  
Teaching Technique ◽  
Level Of Significance

The objectives of this study were to find out whether students’ achievement in reading comprehension taught by TELLS technique was significantly higher than PSOT. (2) whether the students’ achievement in reading comprehension with high interest was higher than with low interest, and (3) If there was interaction between teaching techniques and interest on students’ achievement in reading comprehension. This study established the different effect of teaching techniques on students’ interest which was required by the hypothesis and applying experimental research design by using Factorial Design 2x2. Descriptive statistic was used to describe the data such as mean, median, mode, standard deviation, and variance. While inferential statistic used to test the research hypotheses by applying two ways ANOVA with the level of significance 0.05. The results reveals that (1) students’ achievement in reading expository text taught by using TELLS was higer than PSOT technique, with Fob = 17.902 > Ftab = 3.11, (2) students’ achievement in reading expository text on hight interest was higher than that low interest, with Fobs = 38.988 > Ftab = 3.11, (3) there was interaction between teaching technique and interest on students’ achievement in reading comprehension with Fobs = 5.962 > Ftab = 3.11.Keywords:Teaching Techniques, Interest, Reading Comprehension

scholarly journals The effect of Discussion Method and Cognitive Style on Students’ Reading Comprehension Achievements at One Indonesian University

1970 ◽  
Vol 5 (2) ◽  
pp. 175-187
Author(s):  
YANTI ISMIYATI ◽  
TAHRUN TAHRUN ◽  
INDAWAN SYAHRI ◽  
MAKMUR MAKMUR
Keyword(s):  
Experimental Study ◽  
Reading Comprehension ◽  
Data Analysis ◽  
Factorial Design ◽  
Cognitive Style ◽  
Sampling Technique ◽  
Post Test ◽  
And Control

The purpose of this study is to investigate the effect of discussion method and cognitive style on students’ reading comprehension achievement. This research was an experimental study with factorial design. The total number of sample of this study was 50 students selected with claster sampling technique. The data of this study consisted of the scores on reading comprehension either through pre-test and post-test for experimental and control classes and the scores of cognitive style of the pre-test and post-test. Based on data analysis with two way Annova, the value of F- calculated is =14.40 > than the value of F table =1.64. So, the hypothesis one “There is significant effect of discussion method on students’ reading comprehension achievements” is accepted. Two-way Annova analysis also found that the value of F- calculated on facto b (independent and dependent cognitive style) is = 0.158 < than the value of F- table = 1.64. So, the hypothesis which says “There is any significant effect of cognitive style on students’ reading comprehension achievements” is rejected (Ha is rejected and Ho is accepted). Then two-way Annova analysis found that the value of F- calculated is =3.803 > than the value of F- table =1.64. So, the hypothesis three which says” There is any significant effect on students’ reading comprehension achievements” is accepted (Ha is accepted and Ho is rejected). Based on findings, it can be concluded that this research has mixed results.

scholarly journals THE EFFECT OF CLUSTERING TECHNIQUE AND MOTIVATION TOWARD STUDENTS’ SKILL IN WRITING A RECOUNT PARAGRAPH AT GRADE X OF SMAN 1 BATANG ANAI

2015 ◽  
Vol 16 (1) ◽  
pp. 49
Author(s):  
Marjenny Marjenny
Keyword(s):  
Factorial Design ◽  
Key Words ◽  
Experimental Research ◽  
Positive Impact ◽  
Conventional Technique ◽  
Research Data ◽  
Learning Motivation ◽  
Writing Ability ◽  
Clustering Technique ◽  
High Motivation

DAMPAK TEKNIK CLUSTERING DAN MOTIVASI TERHADAP KETERAMPILAN MENULIS PARAGRAF RECOUNT SISWA KELAS X SMAN 1 BATANG ANAIAbstractThis study aims to determine whether clustering and motivation techniques have a significant impact on the skills of writing paragraph recount in class X SMAN 1 Batang Anai. This technique is compared with conventional techniques. This research is an experimental research using 2x2 factorial design. Class X1 consisting of 32 students is defined as the experimental class whereas class X2 which also consists of 32 students is designated as control class. Research data showed that (1) clustering technique had a positive impact on the ability of writing recount paragraphs compared with conventional techniques where the value of tcount 2.45 higher than ttable 1.70, (2) students with high motivation who were taught Using clustering technique has better writing ability compared to students with high motivation taught by using conventional technique, (3) students with low learning motivation who taught by clustering technique have better writing ability compared with low motivated student who taught with Using conventional techniques, and (4) there is no interaction between the two techniques and the students' motivation for the ability to write a student recount paragraph where the value of Fcount is 0.150 which is smaller than the value of Ftabel 4.02.Key Words: Clustering Technique, Motivation, Writing Recount Paragraph, Recount Text.AbstrakPenelitian ini bertujuan untuk mengetahui apakah teknik clustering dan motivasi  memberikan dampak yang signifikan terhadap keterampilan menulis paragraf recount di kelas X SMAN 1 Batang Anai. Teknik ini dibandingkan dengan teknik konvensional. Penelitian ini merupakan penelitian eksperimen menggunakan rancangan penelitian faktorial 2x2. Kelas X1 yang terdiri dari 32 siswa ditetapkan sebagai kelas eksperimen sedangkan kelas X2 yang juga terdiri dari 32 siswa ditetapkansebagai kelas kontrol. Data penelitian diperoleh dari tes menulis dan angket motivasi.Hasil penelitian menunjukkan bahwa (1) teknik clustering memberikan dampak positif terhadap kemampuan menulis paragraf recount dibandingkan dengan teknik konvensional dimana nilai thitung 2.45 lebih tinggi dari ttabel 1.70, (2) siswa dengan motivasi tinggi yang diajar menggunakan teknik clustering mempunyai kemampuan menulis yang lebih baik dibandingkan dengan siswa dengan motivasi tinggi yang diajar dengan memakai teknik konvensional, (3) siswa dengan motivasi belajar rendah yang diajar dengan teknik clustering mempunyai kemampuan menulis yang lebih baik dibandingkan dengan siswa dengan motivasi rendah yang diajar dengan menggunakan teknik konvensional, dan (4) tidak terdapat interaksi antara kedua teknik dan motivasi siswa terhadap kemampuan menulis paragraf recount siswa dimana nilai Fhitung nya adalah 0.150 yang lebih kecil daripada nilai Ftabel 4.02.Key Words: Clustering Technique, Motivation, Writing Recount Paragraph, Recount Text.

scholarly journals Improving Vocabulary Mastery and Reading Comprehension of Eighth Grade Students of SMPN 18 Bengkulu through Morphological Awareness Instruction

2019 ◽  
Vol 5 (1) ◽  
pp. 65
Author(s):  
Ediah Yusti Mulyansari
Keyword(s):  
Reading Comprehension ◽  
Key Words ◽  
Experimental Research ◽  
Random Sampling ◽  
Research Method ◽  
Morphological Awareness ◽  
T Test ◽  
Eighth Grade Students ◽  
Reading Key ◽  
Two Stages

The purpose of this study was to find out whether or not Morphological Awareness Instruction could improve students’ vocabulary mastery and reading comprehension. This study also aimed to find out the students’ perception concerning the use of Morphological Awareness Instruction. A true experimental research method was applied to achieve the goal. The sample of this study was sixty students of SMPN 18 Kota Bengkulu which were chosen by using two stages of random sampling. To collect the data,a set of questionnaire and tests were used. Independent sample t-test was applied in analyzing the data. The results showed that (1) Morphological Awareness Instruction significantly improved students’ vocabulary mastery; (2) Morphological Awareness Instruction significantly improved students’ reading comprehension, and (3) there were positive perceptions of the students toward the use of Morphological Awareness Instruction in learning vocabulary and reading. Key words: Morphological Awareness Instruction, vocabulary mastery, reading comprehension.   

The Effect of Teaching Strategies and Curiosity on Students’ Achievement in Reading Comprehension

2015 ◽  
Vol 11 (2) ◽  
Author(s):  
Sri Astuti ◽  
Lince Sihombing ◽  
Berlin Sibarani
Keyword(s):  
Reading Comprehension ◽  
Experimental Research ◽  
Teaching Strategies ◽  
Significant Interaction ◽  
Learning Strategy ◽  
Teaching Strategy ◽  
Problem Based Learning ◽  
Reciprocal Teaching ◽  
Tukey Test ◽  
Academic Year

The objectives of this study are to investigate whether: (1) students’ achievement in reading comprehension taught by using Problem-Based Learning stretegy is higher than students’ achievement in reading comprehension by using Reciprocal Teaching strategy, (2) reading comprehension achievement of high curiosity students is higher than reading comprehension achievement of low curiosity students, and (3) there is significant interaction between teaching stretegies and students’ curiosity on students’ reading comprehension achievement. An experimental research with factorial design 2x2 was used in this research. There were 120 students from 2012/2013 Academic Year of SMA BUDI AGUNG Medan as sample of this research. The result reveals that (1) students’ achievement in reading comprehension taught by using Problem-Based Learning stategy is higher than that of taught by using Reciprocal Teaching strategy, (2) reading comprehension achievement of high curiosity is higher than reading comprehension achievement of low curiosity, (3) there is signnificance interaction between teaching strategies and curiosity on students’ achievement in reading comprehension. After the Tukey test was applied, it showed that students have high curiosity got higher result if they were taught by using Problem-Based Learning strategy, and students have low curiosity got higher result if they taught by using Reciprocal Teaching strategy. Keywords: Reading comprehension, Problem-Based Learning, Reciprocal Teaching                     Curiosity

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