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 SELF REGULATION ON STUDENTS’READING COMPREHENSION

2018 ◽  
Vol 14 (3) ◽  
Author(s):  
Irmayanti Irmayanti ◽  
Didik Santoso ◽  
Rahmad Husein
Keyword(s):  
Reading Comprehension ◽  
Data Analysis ◽  
Experimental Research ◽  
Teaching Strategies ◽  
Random Sampling ◽  
Self Regulation ◽  
Sampling Technique ◽  
Direct Reading ◽  
Academic Year ◽  
Cluster Random Sampling

The objectives of this experimental research were to find out whether: (1)The students’ achievement in reading comprehension taught by using Read, Ask, Put, and Paraphrasing (RAPP) strategy was higher than that taught by using Direct, Reading Thinking, Active (DRTA) strategy, (2) the students’ achievement in reading comprehension with high self-regulation was higher than that low self-regulation, and (3) there was an interaction between teaching strategies and self-regulation on the students’ achievement in reading comprehension. The population of this research was the students in grade XII of Madrasah Aliyah Negeri Sipirok of 2016/2017 academic year. There were 63 students as samples of this research by applying cluster random sampling technique. The instruments of this research were reading comprehension test and questionnaire sheet. The data were analyzed using ANOVA at the level of significant α = 0.05. The result of the data analysis proved that: (1) the students’ achievement in reading comprehension taught by using RAPP strategy was higher than the students were taught by using DRTA strategy (2) the students’ achievement in reading comprehension with high self-regulation was higher than the students were given low self-regulation, (3) there was interaction between teaching strategies and self-regulation. The students’ achievement in reading comprehension is influenced by teaching strategies and self-regulation. Keywords: teaching strategies, self-regulation, reading comprehension

scholarly journals The Effect of Communication Games and Self-Esteem towards Students’ Speaking Skill

AL-TA LIM ◽  
2018 ◽  
Vol 25 (2) ◽  
pp. 163-170
Author(s):  
Rifky Fakhrurrazy
Keyword(s):  
Experimental Research ◽  
Teaching Strategies ◽  
Random Sampling ◽  
Teaching Strategy ◽  
Self Esteem ◽  
Communication Games ◽  
Conventional Teaching ◽  
Speaking Skill ◽  
Cluster Random Sampling ◽  
Speaking Skills

This research is an experimental research. This study aims to find out the effect of communication games as a teaching strategy and self-esteem toward students speaking skill at SMP Dr. Abd Ahmad PGAI Padang. The population of this research was students of grade VIII SMP Dr. Abd Ahmad PGAI Padang. The technique used is Cluster Random Sampling. The sample consists of students at VIII A as experimental class and VIII B as control class. In this research, the test is used to analize students’ speaking skill and questionnaire was used to collect self-esteem data. Data from the research were analyzed by using two-way t-test and ANOVA (ANOVA 2x2)4. The results of this research were (1) students taught with Communication Game have better speaking skills than students taught by conventional strategies, (2) the speaking skill of students with high self-esteem with Communication Game gives higher results than Conventional teaching strategies, (3) students 'speaking skills with low Self-Esteem with Communication Game gives higher results than conventional teaching strategies, and (4) there is no interaction between strategy and Self-Esteem in transactional text.

scholarly journals THE EFFECT OF TEACHING STRATEGIES AND SEL-EFFICACY ON STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION

2019 ◽  
Vol 15 (2) ◽  
Author(s):  
Arthalina Romauli Sinaga ◽  
Rahmad Husein ◽  
Sri Minda Murni
Keyword(s):  
Reading Comprehension ◽  
Data Analysis ◽  
Teaching Strategies ◽  
Self Efficacy ◽  
Random Sampling ◽  
Sampling Technique ◽  
Compensation Strategy ◽  
Academic Year ◽  
Annotation Strategy ◽  
Cluster Random Sampling

The objective of this experimental research were to find out whether: (1) The students’ achievement in reading comprehension taught by using Annotation strategy was higher than that taught by using Compensation strategy, (2) the students’ achievement in reading comprehension with high self-efficacy was higher than that low self-efficacy, and (3) there was  interaction between teaching strategies and self-efficacy on the students’ achievement in reading comprehension. The population of this research was the students in grade IX of SMP Negeri 18 Medan of 2016/2017 academic year. There were 52 students as samples of this research by applying cluster random sampling technique. The instruments of this research were reading comprehension test and questionaire sheet. The data were analyzed using ANOVA at the level of significant α = 0.05. The result of the data analysis proved that:    (1) the students’ achievement in reading comprehension taught by using Annotation strategy was higher than that taught by using Compensation strategy, with Fobs (66.73) ˃ Ftab (4.10),  (2) the students’ achievement in reading comprehension with high self-efficacy was higher than that with low self-efficacy, with Fobs (94.83) ˃ Ftab (4.10),  (3) there was interaction between teaching strategies and self-efficacy, with Fobs (11.29) ˃ Ftab (4.10).     Keywords: teaching strategies, self-efficacy, reading comprehension

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.

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

2015 ◽  
Vol 12 (1) ◽  
Author(s):  
Debora Anggreini Sihite ◽  
Sumarsih Sumarsih ◽  
Didik Santoso
Keyword(s):  
Reading Comprehension ◽  
Prior Knowledge ◽  
Teaching Strategies ◽  
Teaching Strategy ◽  
Reciprocal Teaching ◽  
School Year ◽  
High Prior Knowledge ◽  
Directed Reading ◽  
Activity Strategy ◽  
Test Result

The objectives of this experimental research were to find out whether: 1) students achievement in reading comprehension taught by using directed reading thinking activity (DRTA) strategy was higher than taught by using reciprocal teaching strategy. 2) Students’ achievement in reading comprehension with high prior knowledge was higher than that students with low prior knowledge, and 3) there was interaction between teaching strategies and prior knowledge on students’ achievement in reading comprehension. The population of this research was the students in grade VIII of SMP Dwi Tunggal T. Morawa in 2012/2013 school year. Prior knowledge test was conducted for classifying the students upon the high and low prior knowledge. 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 . Scheffe –test result also showed that high prior knowledge students got higher achievement if they were taught by using directed reading thinking activity strategy while low prior knowledge students got higher achievement if they were taught by using reciprocal teaching strategy. Keywords: Directed Reading Thinking Activity (DRTA) Strategy; Reciprocal Teaching Strategy; Achievement in Reading Comprehension; Prior Knowledge

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 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 USING INFOGRAPHICS AND STUDENTS’ READING INTEREST ON THEIR READING COMPREHENSION AT SMAN 16 PEKANBARU

2021 ◽  
Vol 2 (2) ◽  
pp. 122
Author(s):  
Dian Eka Hertavira
Keyword(s):  
Reading Comprehension ◽  
Random Sampling ◽  
Teaching Strategy ◽  
Sampling Technique ◽  
Total Sample ◽  
Significant Difference ◽  
And Control ◽  
Reading Interest ◽  
Cluster Random Sampling ◽  
Research Show

This research was done by applying experimental research and the design used was factorial design 2x2. The aims of this research were (1) to find out whether there is any different effect of students’ reading comprehension between an experimental and control class. (2) To find out the different on students’ reading comprehension between students who have high reading interest in an experimental class and a control class. (3) To find out the different on students’ reading comprehension between students who have low reading interest in an experimental class and a control class. (4) To find out whether there is any interaction between teaching strategies and reading interest on students’ reading comprehension. The samples were two classes of eleventh grade students of Social 1 and Social 2 of SMAN 16 Pekanbaru. The writer took the sample as cluster random sampling technique. The total sample was 60 students. The forms of the test were reading comprehension test and questionnaire. Finally, the results of the research show that: first, there was the significant score (sig.) 0.02 < 0.05 in students’ reading comprehension. It means that there is significant difference on students’ reading comprehension between an experimental class and control class. Second, there was no significant difference on students’ reading comprehension between students who have high reading interest in an experimental and control class. The sig value was 0.841 > 0.05. Third, there was significant difference on students’ reading comprehension between students who have low reading interest in an experimental and control class. The sig value was 0.03 > 0.05. Last, the sig value was 0.045 < 0.05. It means that there was an interaction between teaching strategy and reading interest on students’ reading comprehension at SMAN 16 Pekanbaru.Key words: Infographics, Reading Interest, Reading Comprehension

scholarly journals KEEFEKTIFAN STRATEGI PENGAJARAN MEMBACA RESIPROKAL DAN STRATEGI BERPIKIR TERARAH DALAM PEMBELAJARAN PEMAHAMAN BACAAN PADA SISWA SMP

Diksi ◽  
2018 ◽  
Vol 25 (2) ◽  
Author(s):  
Titis Kusumaningrum Witdaryadi Putri
Keyword(s):  
Reading Comprehension ◽  
Qualitative Study ◽  
Random Sampling ◽  
Teaching Strategy ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Reciprocal Teaching ◽  
Sequential Explanatory Design ◽  
Sequential Explanatory ◽  
Cluster Random Sampling

Penelitian ini bertujuan untuk mengetahui (1) keefektifan strategi pengajaran membaca resiprokal dan strategi berpikir terarah dan (2) strategi yang paling efektif di antara strategi pengajaran membaca resiprokal, strategi berpikir terarah, dan strategi konvensional. Selain itu, penelitian ini juga bertujuan untuk mendeskripsikan (3) kendala yang dihadapi guru dalam menerapkan strategi pengajaran membaca resiprokal dan strategi berpikir terarah beserta solusi untuk mengatasi kendala. Penelitian ini merupakan metode penelitian kombinasi dengan model penelitian sequential explanatory design. Teknik pengambilan sampel menggunakan simple random sampling dan cluster random sampling. Teknik pengumpulan data yang digunakan adalah tes, wawancara, dan observasi. Teknik analisis data yang digunakan adalah uji analisis varians satu jalan yang dilanjutkan uji scheffe dengan taraf kesalahan 0,05. Penelitian kualitatif yang diterapkan adalah penelitian kualitatif deskriptif. Hasil penelitian menunjukkan sebagai berikut. (1) Strategi pengajaran membaca resiprokal lebih efektif daripada strategi konvensional; strategi berpikir terarah lebih efektif daripada strategi konvensional. (2) Strategi pengajaran membaca resiprokal paling efektif daripada strategi berpikir terarah dan strategi konvensional. (3) Kendala dalam penerapan strategi pengajaran membaca resiprokal antara lain beberapa siswa masih kesulitan dalam membuat prediksi, pertanyaan, mengklarifikasi, dan meringkas; kendala dalam penerapan strategi berpikir terarah antara lain beberapa siswa masih kesulitan dalam membuat prediksi, kesalahan teknis dalam membaca, dan membuktikan prediksi. Guru mengatasi kendala tersebut dengan memberikan motivasi, contoh, dan arahan kepada siswa.Kata Kunci: strategi pengajaran membaca resiprokal, strategi berpikir terarah, pemahaman bacaan THE EFFECTIVENESS OF THE RECIPROCAL TEACHING AND DRTA STRATEGIES IN THE LEARNING OF READING COMPREHENSION FOR STUDENTS OF JHSS ABSTRACTThis study aimed to: 1) find out the effectiveness of the reciprocal teaching and DRTA strategies, (2) find out which strategy was the most effective among the reciprocal teaching, DRTA, and conventional strategies. In addition, this study aimed to (3) describe the constraints that the teacher faces in the application of the reciprocal teaching and DRTA strategies and the solutions to the constraints. This was a mixed methods study using the sequential explanatory design. The sample was selected by means of the simple random sampling technique and the cluster random sampling technique. The data were collected through tests, interviews, and observations. The data analysis technique was the one-way analysis of variance continued by the scheffe test at a significance level of 0.05. The qualitative study was the descriptive qualitative study. The results of the study are as follows. (1) The reciprocal teaching strategy is more effective than the conventional strategy; the DRTA strategy is more effective than the conventional strategy. (2) The reciprocal teaching strategy is the most effective than the DRTA strategy and conventional strategy. (3) The constraints in the application of the reciprocal teaching strategy are, among others, that the students still find it difficult to make predictions about questions, clarification, and summary; constraints in the application of the DRTA strategy are, among others, that the students still find it difficult to make predictions, there are technical mistakes in reading, and they find it difficult to prove predictions. The teacher deals with the constraints by giving motivation, examples, and directions to the students.Keywords: reciprocal teaching strategy, DRTA strategy, reading comprehension

scholarly journals Comparison of Application of Jigsaw IV and Reverse Jigsaw Methods based on Students’ Participation and Achievement

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Komang Talita Putri Sri Dewati ◽  
Basori Basori ◽  
Agus Efendi
Keyword(s):  
Data Analysis ◽  
Cooperative Learning ◽  
Cognitive Ability ◽  
Factorial Design ◽  
Cognitive Abilities ◽  
Random Sampling ◽  
Sampling Technique ◽  
Learning Model ◽  
Learning Activity ◽  
Cluster Random Sampling

<p>The purpose of this research is to study the effects of Jigsaw IV and Reverse Jigsaw cooperative learning model from participation and achievement (cognitive abilities). The method used in this research was the experiment 2x2 factorial design. The population was students (X Class) of SMK N 3 Surakarta. This research used a cluster random sampling technique. The techniques of collecting data of this research were the interview, observation, questionnaire, and testing. The techniques of data analysis were used as a two-way analysis of variance. Based on this research, it could be concluded as follows: (1) there is a different influence between application of Jigsaw IV and Reverse Jigsaw cooperative learning model based on students' cognitive ability (Sig. = 0,045 &lt; 0,05), (2) there is a different influence between the high and low category of students' participation toward cognitive ability (Sig. = 0,000 &lt; 0,05), (3) there is an interaction between the influence of cooperative learning type Jigsaw IV and Reverse Jigsaw application and students' participation toward students' cognitive ability (Sig. = 0,027 &lt; 0,05). The result of this research could be put into consideration for the teacher to application Jigsaw IV and Reverse Jigsaw cooperative learning model in the learning activity.</p>

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