IMPROVING STUDENTS’ ACHIEVEMENT IN READINGCOMPREHENSION THROUGH RECIPROCAL TEACHING STRATEGY

2014 ◽  
Vol 3 (3) ◽  
Author(s):  
Hasmar Husein Lubis And Siti Aisah Ginting
Keyword(s):  
Reading Comprehension ◽  
Quantitative Data ◽  
Research Method ◽  
Test Score ◽  
Qualitative Data ◽  
Teaching Strategy ◽  
Reciprocal Teaching ◽  
The Subject ◽  
The Mean ◽  
Orientation Test

This study concerrns with Improving Students’ Achievement in Reading Comprehension Through Reciprocal Teaching Strategy. The objective was to investigate improvement of students’ achievement in reading comprehension through by applying reciprocal teaching strategy. This research was conducted by using action research method. The subject of the study was grade XI students of SMA NEGERI 1 SIABU MADINA totalling to 40 students. They were taught Reading by Reciprocal Teaching Strategy. The instruments for collecting data were quantitative data and qualitative data (observation sheet and questionnaire sheet). Based on the test score of quantitative data, students’ score kept improving in every evaluation. In the orientation test the mean was 57, 48, in the cycle I test the mean was 69, 75. In the cycle II test the mean was 81.28. The percentage of orientation test was 7, 50%, cycle I test was 15, 00% and cycle II test was 85, 00%. The finding of the research showed that applying Reciprocal Teaching Strategy significantly improved students’ achievement reading comprehension. The qualitative data show that the students were more interested and motivated on reading comprehension through achievement Reciprocal Teaching Strategy. It is suggested that teachers should apply Reciprocal Teaching Strategy as one of methods to improve students’ achievement in reading comprehension.

IMPROVING THE STUDENTS’ WRITING NARRATIVE TEXT BY APPLYING COOPERATIVE INTEGRATED READING AND COMPOSITION TECHNIQUE

2014 ◽  
Vol 3 (2) ◽  
Author(s):  
MarhamahMelisda And Anni Holila Pulungan
Keyword(s):  
Quantitative Data ◽  
Research Method ◽  
Test Score ◽  
Qualitative Data ◽  
Narrative Text ◽  
The Subject ◽  
The Mean ◽  
Orientation Test ◽  
Composition Technique

This study concerrns with Improving the Students Writing Narrative Text by ApplyingCooperative Integrated Reading and Composition Technique.The objective was toinvestigate improvement of students’ writing narrative text by applying CooperativeIntegrated Reading and Composition Technique. This research was conducted by usingaction research method. The subject of the study was grade VIII students of MTS Al-Hasanah Medan totalling to 29 students. They were taught writing by cooperativeintegrated reading and composition technique. The instruments for collecting data werequantitative data and qualitative data (observation sheet, questionnaire sheet, andinterview sheet). Based on the test score of quantitative data, students’ score keptimproving in every evaluation. In the orientation test the mean was 43, 2, in the cycle Itest the mean was 55, 6. In the cycle II test the mean was 67.2. The percentage oforientation test was 10, 34%, cycle I test was 24, 13% and cycle II test was 86, 20%.The finding of the research showed that applying Cooperative Integrated Reading andComposition Technique significantly improved students’ writing. The qualitative datashow that the students were more interested and motivated on writing throughcooperative integrated reading and composition technique. It is suggested that teachersshould apply cooperative integrated reading and composition technique as one ofmethods to improve students’ writing.

IMPROVING STUDENTS’ VOCABULARY ACHIEVEMENT IN READING RECOUNT TEXT THROUGH ANAGRAM TECHNIQUE

2014 ◽  
Vol 3 (1) ◽  
Author(s):  
Maimunah And Bachtiar
Keyword(s):  
Action Research ◽  
Quantitative Data ◽  
Research Method ◽  
Test Score ◽  
Qualitative Data ◽  
The Subject ◽  
The Mean ◽  
Orientation Test ◽  
Vocabulary Achievement

This study concerns with improving students vocabulary achievement in reading recount text through anagram technique. The objective was to investigate improvement of students’ achievement in vocabulary by applying anagram technique. This research was conducted by using action research method. The subject of the study was grade VIII students of SMP SWASTA PEMBANGUNAN GALANG totalling to 29 students. They were taught vocabulary by anagram technique. The instruments for collecting data were quantitative data and qualitative data (observation sheet and questionnaire sheet). Based on the test score of quantitative data, students’ score kept improving in every evaluation. In the orientation test the mean was 43, 2, in the cycle I test the mean was 55, 6. In the cycle II test the mean was 67.2. The percentage of orientation test was 10, 34%, cycle I test was 24, 13% and cycle II test was 86, 20%. The finding of the research showed that applying anagram technique significantly improved students’ vocabulary achievement. The qualitative data show that the students were more interested and motivated on vocabulary achievement through anagram. It is suggested that teachers should apply anagram technique as one of methods to improve students’ achievement in vocabulary.

scholarly journals Improving Students’ Reading Comprehension by Using Reciprocal Teaching at SMP YADIKA 2 Tegal Alur, Jakarta Barat

2018 ◽  
Vol 3 (3) ◽  
pp. 214
Author(s):  
Mawar S Hutasoit
Keyword(s):  
Reading Comprehension ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Reciprocal Teaching ◽  
Test Cycle ◽  
Teaching Technique ◽  
Post Test ◽  
Class Viii ◽  
The Subject ◽  
The Mean

The main objective of this research was to find out whether students’ reading comprehensionimproved when taught using reciprocal teaching. The research method was classroom actionresearch. The subject of this research was the 35 students of class VIII B at SMP YADIKA 2,consisted of six males and twenty nine females students. The qualitative data obtained frominterview, observation, and researcher’s diary notes, while the quantitative data obtained fromthe pre – test and post – test. The result indicated that there was an improvement of students’reading comprehension. It can be seen from the mean score of the students (Pre – test: 60.21;post – test cycle 1: 74.42; and post – test cycle 2: 86.78). In addition, from the interview resultthe researcher found that the students enjoyed learning reading using reciprocal teaching. Theconclusion of the research is that reciprocal teaching technique can improve the students’ readingcomprehension. It is suggested that teachers should apply reciprocal teaching as a teachingtechnique in the classroom.Keywords: classroom action reasearch, reading comprehension, reciprocal teaching.

IMPROVING THE STUDENTS’ WRITING NARRATIVE TEXT BY APPLYING COOPERATIVE INTEGRATED READING AND COMPOSITION TECHNIQUE

2014 ◽  
Vol 3 (1) ◽  
Author(s):  
Marhamah Melisda
Keyword(s):  
Action Research ◽  
Quantitative Data ◽  
Research Method ◽  
Qualitative Data ◽  
Narrative Text ◽  
Research Writing ◽  
The Subject ◽  
The Mean ◽  
Orientation Test ◽  
Composition Technique

Abstract This study concerrns with Improving the Students Writing Narrative Text by Applying Cooperative Integrated Reading and Composition Technique.The objective was to investigate improvement of students’ writing narrative text by applying Cooperative Integrated Reading and Composition Technique. This research was conducted by using action research method. The subject of the study was grade VIII students of MTS Al- Hasanah Medan totalling to 29 students. They were taught writing by cooperative integrated reading and composition technique. The instruments for collecting data were quantitative data and qualitative data (observation sheet, questionnaire sheet, and interview sheet). Based on the test score of quantitative data, students’ score kept improving in every evaluation. In the orientation test the mean was 43, 2, in the cycle I test the mean was 55, 6. In the cycle II test the mean was 67.2. The percentage of orientation test was 10, 34%, cycle I test was 24, 13% and cycle II test was 86, 20%. The finding of the research showed that applying Cooperative Integrated Reading and Composition Technique significantly improved students’ writing. The qualitative data show that the students were more interested and motivated on writing through cooperative integrated reading and composition technique. It is suggested that teachers should apply cooperative integrated reading and composition technique as one of methods to improve students’ writing. Keywords: Classroom Action Research, writing, Cooperative Integrated Reading and Composition Technique,narrative text.

IMPROVING STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION THROUGH THINK PAIR SHARE TECHNIQUE

2012 ◽  
Vol 1 (1) ◽  
Author(s):  
Fenny Friska Sormin ◽  
Siti Aisah Ginting
Keyword(s):  
Reading Comprehension ◽  
Learning Process ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Comprehension Score ◽  
The Subject ◽  
The Mean ◽  
Teaching Learning ◽  
Data Reading ◽  
Orientation Test

ABSTRACT This study deals with improvement students’ achievement in reading comprehension through Think Pair Share Technique (TPS). This study was conducted by using classroom action research. The subject of the research was class X-B SMA Parulian 2 Medan which consists of 38 students. The research was conducted in two cycles and each cycle consists of three meetings. The instrument for collecting data were quantitative data (reading comprehension test) and qualitative data (diary notes, observation sheets, and interview sheet). Based on reading comprehension score, students’ score kept improving in every test. In orientation test the mean score was 62.50, in cycle I the mean of writing score was 70.52, in cycle II the mean of reading comprehension score was 80.13. Based on diary notes, observation sheets and interview sheet, it was found that teaching learning process ran well. Students were active and interested in reading comprehension. The result of the research showed that Think Pair Share Technique (TPS) can improve students’ achievement in reading comprehension. Key Words: Reading Comprehension, Think Pair Share Technique(TPS)

IMPROVING GRADE VIII STUDENTS’ ACHIEVEMENT IN READING DESCRIPTIVE TEXT THROUGH RECIPROCAL TEACING

2014 ◽  
Vol 3 (1) ◽  
Author(s):  
Yovi Tri Asni Alam And Siti Aisah Ginting
Keyword(s):  
Reading Comprehension ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Multiple Choice ◽  
Reciprocal Teaching ◽  
Choice Test ◽  
Multiple Choice Test ◽  
The Mean ◽  
Competence Test ◽  
Orientation Test

This research attempts to improve students’ achievement in reading descriptive text through reciprocal teaching. The instruments for collecting data were multiple choice test as the quantitative data and diary notes, questionnaire sheet, and observation sheet as the qualitative data. In the orientation test the mean scores was 49.17, in the first competence test the mean score was 63.29, and in the second competence test the mean score was 83.69. The improvement also can be seen from the percentage of students’ reading comprehension; in the orientation test 0% (0 students) got 75 points. In the first competence test 21.62% (eight students) got 75 points. It means there was an improvement about 21.62%. In the second competence test 78.37% (twenty nine students) got 75 points. The improvement was 56.75 %. It can be concluded that Reciprocal Teaching could improve students’ reading descriptive text.

Improving the Students’ Achievement in Reading Comprehension by Using Inquiry Technique

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Gigin Sappena Ginting ◽  
Siti Aisah Ginting
Keyword(s):  
Reading Comprehension ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Reading Process ◽  
English Teacher ◽  
Comprehension Score ◽  
The Mean ◽  
Teaching Learning ◽  
Comprehension Tests ◽  
Orientation Test

This study attemps to imorove the students’ achivement in reading comprehension through inquiry technique. The study was conducted by using classroom action research. The subjects of the research were the 45 students of Grade XI SMA Negeri 1 Bahorok. It was conducted in two Cycles and consisted of six meetings.The instruments for colecting data used Reading Comprehension tests for quantitative data and Diary Notes, Interview Sheet, and Observation Sheet for qualitative data. Based on the Reading Comprehension score, students score in pre test, kept improving in every test. Based on Diary Notes, Observation sheet and Interview Sheet, it was found that the students were actualy involved in reading process. The results of the reasearch showed that Inquiry Technique can improve the students’ achivement in Reading Comprehension. In orientation test the mean of the students’ score was 53, the mean of the students’ score in Cycle I was 62.07, and the mean of the students’ score in Cycle II was 71.6. Based on the Observation Sheet, Diary Notes, and Interview Sheet, it was found that the teaching-learning process run well. The conclusion is that Inquiry Technique improved the students’ reading Coprehension and it is suggested to the English teacher to apply Inquiry Technique in Reading Comprehension. Keywords : Improving, students’ achievement, Inquiry Technique

IMPROVING THE STUDENTS’ READING COMPREHENSION ACHIEVEMENT IN DESCRIPTIVE TEXT THROUGH TEAM GAMES TOURNAMENT

2014 ◽  
Vol 3 (3) ◽  
Author(s):  
DesiYusnanda Sari And Sri MindaMurni
Keyword(s):  
Reading Comprehension ◽  
Learning Process ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Reading Scores ◽  
Team Games ◽  
The Subject ◽  
The Mean ◽  
Teaching Learning ◽  
Data Reading

This study attempted to improve the students’ reading comprehension achievement in descriptive text through Team Games Tournament (TGT) method. This study was conducted by using classroom action research. The subject of the research was class IX SMP PAB 10 Medan Estate which consisted of 25 students. The research was conducted in two cycles and the first cycle consisted of four meetings the second cycle consisted of two meetings. The instruments for collecting the data were quantitative data (reading evaluation) and qualitative data (diary note, observation sheet and interview sheet). Based on reading scores, students’ score kept improving in every evaluation. In the test I the mean was 65,33, in the test II the mean was 71,72 and the test III the mean was 84,54.Based on diary note, observation sheet and interview sheet, it was found that teaching-learning process ran well. Students were active, enthusiastic, and interested in reading. The result of the research showed that Team Games Tournament (TGT) method significantly improved students’ achievement in reading comprehension especially in reading descriptive text.

IMPROVING STUDENTS’ ACHIEVEMENT IN SPEAKING THROUGH TWO STAY TWO STRAY STRATEGY

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Dita Masyitah Sianipar And Sumarsih
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Quantitative Data ◽  
Test Score ◽  
Qualitative Data ◽  
Speaking Test ◽  
The Subject ◽  
The Mean ◽  
Teaching Learning ◽  
The Way

This study deals with the way to improve students’ achievement in speaking particularly through Two Stay Two Stray Strategy. This study was conducted by using classroom action research. The subject of of the research was class X-AP SMK Swasta Harapan Danau Sijabut in Asahan Regency that consisted of 34 students. The research was conducted in two cycles consisted of three meetings in each cycle. The instruments of collecting data for quantitative data used Speaking Test and instrument for analysis of qualitative data used observation, interview and questionnaire sheet. Based on the speaking test score, students’ score kept improving in every test. In the test I the mean was 61,47, in the test II the mean was 67,41 and the test III the mean was 78,52. Based on observation sheet and questionnaire sheet, it was found that teaching learning process run well and lively. Students were active and interest in speaking. The using of Two Stay Two Stray Strategy is significantly improved students’ achievement in speaking.

scholarly journals IMPROVING STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION THROUGH METACOGNITION METHOD

2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Meisalina Lourensia Tarigan And Rahmah
Keyword(s):  
Reading Comprehension ◽  
Data Analysis ◽  
Action Research ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Objective Test ◽  
Qualitative And Quantitative ◽  
Twelfth Grade ◽  
The Mean ◽  
Orientation Test

The study aims at improving students’ achievement in reading comprehension applying Metacognition Method by conducting classroom action research. The population of this research twelfth grade students of SMP Negeri 41 Medan. The number of the students was 33 students. There were two kinds of data collected during the study, qualitative and quantitative data. The instrument for collecting the quantitative data was objective test of reading comprehension, while the instruments for qualitative data were gathered through interview, diary notes, and observation sheet. The qualitative showed that the students were interested in Metacognition Method. Based on the data analysis, the mean of the students score for orientation test was 52, 12 and for test in cycle I was 63, 63 and for test in cycle II was 76, 51. The conclusion is that Metacognition Method can improve the students’ achievement in reading comprehension. Keywords : Reading, Comprehension, Metacognition Method

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