THE EFFECT OF USING QUESTIONING STRATEGIES ON STUDENTS’ READING COMPREHENSION

2016 ◽  
Vol 5 (2) ◽  
Author(s):  
Hana Julianty Ginting And Berlin Sibarani
Keyword(s):  
Reading Comprehension ◽  
Experimental Research ◽  
Null Hypothesis ◽  
Narrative Text ◽  
Control Group ◽  
Questioning Strategies ◽  
Class Viii ◽  
Level Of Significance ◽  
Academic Year ◽  
Experimental Group

This study aims at investigating the effect of Questioning Strategies on students’ reading comprehension in narrative text. This study was conducted by using experimental research design. The population of the study was the students of grade VIII of SMP Negeri 5 Tebing Tinggi in the academic year 2015/2016, which consisted of 9 parallel classes. Two classes were taken as the sample by applying lottery technique and each groups consisted of 30 students. The sample was divided into two groups. The class VIII-5 was experimental group and class VIII-7 was control group. The Experimental group was taught by applying questioning strategies; otherwise the control group was taught by using conventional strategy. The data of the study were obtained by objectives test. To determine the reliability of the test, KR-20 formula was used. The data calculation showed that the coefficient of reliability of the test was 0.62. It showed that the test was reliable and the reliability was substantial. The data were analyzed by applying t-test formula. After the data were analyzed, the result of the study showed that t-observed (4.29) was higher than t-table (2.00) (t-observed > t-table) at the level of significance of α = 0.05 and at the degree of freedom (df) = 58. Therefore, the null hypothesis (Ho) is rejected and hypothesis alternative (Ha) is accepted. It means that there is significant effect of questioning strategies on students’ reading comprehension in narrative text.

scholarly journals THE EFFECTIVENESS OF PICTURE SEQUENCETOWARDSSTUDENTS’ ABILITY IN USING CONJUNCTION AT THE EIGHT GRADE OF MTs NEGERI MODEL KOTA SORONG IN THE ACADEMIC YEAR 2016/2017

2018 ◽  
Vol 5 (2) ◽  
pp. 50-57
Author(s):  
Yuli Astuti ◽  
Ari Wibowo ◽  
Nursalim Nursalim
Keyword(s):  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
Narrative Text ◽  
Control Group ◽  
Test Formulation ◽  
Planning Treatment ◽  
Post Test ◽  
Class Viii ◽  
Academic Year ◽  
Experimental Group

Learning writing is one of fourth skill of learning second language that must be mastered by students. For this reason the writers want to investigate and conduct the study in this field. The Statement of Problem “Is Picture Sequence effective towards students' ability in using conjunctionat the eight grade of MTs. Negeri Model Kota Sorong in the academic year 2016/2017?” the research design in this investigation is experimental research. The population of this study is students in MTs. Negeri Model Kota Sorong and has taken as sample were class VIII-G as a control group and VIII-D as the experimental group. In this study, the writer applies some steps for conducting the experiment, they were: observation, planning, treatment, and post-test. It was conducted in three meetings. To collect the data of this study, the writer using writingtest. Post-test was conducted to both of groups to see the differences between control and experimental groups and also to prove the writer’s hypothesis that picture sequences can give an impact to the students’ achievement instudents’ ability of using conjunction in writing. By using t-test formulation the writer gets value of t-observe 2.178 and the t-critical 0.05 is 2.021 It means that t-obs value is higher than the t-crit. In other word, it can be said that the alternative hypothesis ( H1) is accepted and null hypothesis (H0) is rejected, or it can be said that picture sequences as method that effective and applicable at the eighth grade of MTs. Negeri Model Kota Sorong towards students’ ability of using conjunction in writing narrative text.

THE EFFECT OF USING RECIPROCAL TEACHING METHOD ON STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION

2015 ◽  
Vol 4 (2) ◽  
Author(s):  
Yohana Siburian And Tjut Ernidawati
Keyword(s):  
Reading Comprehension ◽  
Teaching Method ◽  
Narrative Text ◽  
Reciprocal Teaching ◽  
Control Group ◽  
Teaching Reading ◽  
Post Test ◽  
Level Of Significance ◽  
Academic Year ◽  
Experimental Group

This study deals with the effect of Reciprocal Teaching Method on Students’ Achievement on Reading Comprehension on narrative text. The population of the study was the 2015/2016 academic year second semester grade XI students of SMA Negri 1 Paranginan Humbang Hasundutan. The samples were two classes, namely XI IPA 1 and XI IPA 2, with the total was 60 students selected by applying random sampling. The sample was divided into two groups. Experimental group (XI IPA 1) was taught by applying Reciprocal Teaching Method while the control group (XI IPA 2) was taught without applyingReciprocal Teaching Method. The data of this research were taken from the students’ score of reading narrative text test. The calculation showed that the coefficient of the test was 0.64, it showed that the test was reliable and the reliability was substantial. There were two data used in this research. They were pre-test and post-test. The data were analyzed by using t-test formula to show the effect of applying Reciprocal Teaching Method on students’ achievement in reading narrative text. After analyzing the data, the finding indicates that t-observed was higher than t-table (4,00 > 2.00) at the level of significance 0.05 with the degree of freedom (df) 58. It means that applying Reciprocal Teaching Method has significantly affected on the students’ achievement in reading narrative text. It implies that Reciprocal Teaching Method is a significant technique for teaching reading narrative text.

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 STORY MAPPING STRATEGY ON GRADE VIII STUDENTS’ ACHIEVEMENT IN WRITING NARRATIVE TEXT

2017 ◽  
Vol 6 (3) ◽  
Author(s):  
Aryadi Manuel Gultom And Isli Iriani Indiah Pane
Keyword(s):  
High School ◽  
Junior High School ◽  
Narrative Text ◽  
Control Group ◽  
Writing Test ◽  
Mapping Strategy ◽  
Story Mapping ◽  
Class Viii ◽  
Level Of Significance ◽  
Experimental Group

This research aims at investigating the effect of story mapping strategy on grade VIII students’ achievement in writing narrative text. It was conducted by using experimental research design. The Population of this research was the eighth (VIII) grade students of St. Thomas 1 Junior High School Medan. There were two classes as the sample. The first class (VIII-F) as the experimental group, while the second class (VIII-B) as the control group. The experimental group was taught by using story mapping strategy while control group was taught by using lecturing strategy. The instrument for collecting the data was writing test. The data were analyzed by using t-test formula. The analysis showed that the score of students in the experimental group by using story mapping strategy was higher than the score of students in the control group by using lecturing strategy, at the level of significance (α) 0.05 with the degree of freedom (df) 38, the t-observed was 2,818 while the t-table was 2,024. Therefore, the applying of story mapping strategy significantly affected the students’ achievement in writing narrative text.

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 PENGARUH PENDEKATAN VAK (VISUALIZATION, AUDITORY, KINESTETIC) TERHADAP HASIL BELAJAR FISIKA SISWA SMPN 10 MATARAM TAHUN AJARAN 2013/2014

2016 ◽  
Vol 2 (2) ◽  
Author(s):  
Siswadi ◽  
Susilawati ◽  
Hikmawati
Keyword(s):  
Random Sampling ◽  
Null Hypothesis ◽  
Control Design ◽  
Sampling Technique ◽  
Control Group ◽  
Significance Level ◽  
Class Viii ◽  
Academic Year ◽  
Experimental Group ◽  
Cluster Random Sampling

This research aimed to examine the effect of VAK approach (Visualization, Auditory, Kinestetic) towards the result of learning physics of students at SMPN 10 Mataram in academic year 2013/2014. The kind of research used was experimental design with design of research was randomized posttest only control design. The sampling technique used was cluster random sampling. Population in this research was all the students from the eight grade at SMPN 10 Mataram, while the sample was 25 students of class VIII A as the experimental group and 27 students of class VIII B as the control group. The data obtained was analyzed by using t-test of two-tailed. t-count was 4.78 and t-table was 2.00 with significance level 0.05. Hence, t-table is smaller than t-count or t-count is bigger than t-table. It means that Null Hypothesis was rejected and Alternate Hypothesis was accepted. It means that the application of VAK Approach (Visualization, Auditory, Kinestetic) affects the results of learning physics of students.Keyword: VAK Approach

THE EFFECT OF CONTEXTUAL GUESSING TECHNIQUE ON STUDENTS’ READING COMPREHENSION ACHIEVEMENT IN DESCRIPTIVE TEXT

2016 ◽  
Vol 5 (4) ◽  
Author(s):  
RatnaPurnama Sari And Willem Saragih
Keyword(s):  
Reading Comprehension ◽  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
Conventional Technique ◽  
Reading Test ◽  
Control Group ◽  
Group Viii ◽  
Post Test ◽  
Level Of Significance ◽  
Experimental Group

This study deals with the effect of Contextual Guessing Technique (CGT) on students’ reading comprehension achievement in descriptive text. The problem of the study is to find out whether Contextual guessing Technique significantly affects students’ achievement in reading descriptive text or not. This study was conducted by using experimental design. The population of the study was the students of eighth grade of SMP Negeri 3 Perbaungan in academic years 2014/2015, there were 5 parallel classes of grade VIII. There were two classes selected to be sample. The experimental group (VIII-2) was taught by using CGT, while the control group was taught by applying conventional technique. The data of the study was obtained from the students’ scores of reading test. There were two kinds of test used in this study. They were pre-test and post-test. The data were analyzed by applying t-test formula. After analyzing the data, the result of the study showed that t-observed (2,322) was higher than t-table (2,024) (t-observed > t-table) at the level of significance of p=0,05 and the degree of freedom (df) = 38. Thus, it can be concluded that applying CGT significantly affects students’ achievement in reading descriptive text, or in other words, the null hypothesis is rejected; therefore, the alternative hypothesis is accepted.

scholarly journals TEACHING READING COMPREHENSION THROUGH THE INTERACTIVE TECHNIQUE

2018 ◽  
Vol 1 (1) ◽  
pp. 29-37
Author(s):  
Aleti Monarisa ◽  
Bambang Suwarno ◽  
Mulyadi .
Keyword(s):  
Reading Comprehension ◽  
Experimental Research ◽  
Control Group ◽  
Teaching Reading ◽  
Interactive Technique ◽  
Eighth Grade Students ◽  
Post Test ◽  
Quasi Experimental ◽  
Class Viii ◽  
Experimental Group

The objective of this research was to find out whether the Interactive technique could improve students’ reading comprehension. This was a quasi-experimental research. The population of this research was the eighth grade students of SLTP Negeri 1 Kota Bengkulu which consisted of 193 students. The sample of this research was the class VIII.2 (34 students) as the experimental group and the VIII.3 (40 students) as the control group. The instrument was a reading comprehension test, which consisted of 40 items. Before the pre-test was given, it was tried out to the students of the same level. The result was t-count in the pre-test was smaller than t-table (1.26 < 2.042). This indicated that the groups were of equal ability. For the post-test, in contrast, the t-count was greater than t- table (2.7 > 2.042). This indicated that the interactive technique could improve students’ reading comprehension.

scholarly journals The Effect of Applying Skimming Technique on Grade XI Students’ Reading Comprehension

2012 ◽  
Vol 1 (1) ◽  
Author(s):  
Benny Jefri Wijaya Hutabarat And Tina Mariany Arifin
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Experimental Research ◽  
T Test ◽  
Control Group ◽  
Control Groups ◽  
The Subject ◽  
Level Of Significance ◽  
And Control ◽  
Experimental Group

This study was conducted as an attempt to discover the effect of applying skimming technique on Grade XI students’ reading comprehension. It was an experimental research. The subject was students of Grade XI, Private Senior High School (Sekolah Menengah Atas Swasta: SMA) Methodist-7, which consisted of 60 students. The research was divided into two groups: experimental and control groups. The instrument used to collect the data was reading comprehension test. To obtain the reliability of the test, the writer applied Kuder Richardson 21 formula. The result of the reliability was 0.89. The data were analyzed by using t-test formula. The analyze showed that the scores of the students in the experimental group were significantly higher than the scores of the students in the control group at the level of significance 0.05 with the degree of freedom (df) 60 , t-observed value 3.71 > t-table value 2.00. Based on the reliability of the test, it was found that the test was reliable. The findings indicated that using Skimming Technique significantly affected the students’ reading comprehension. So, English teachers are suggested to use Skimming Technique in order to improve students’ reading comprehension.   Keywords: Skimming Technique, Reading Comprehension, Experimental Research.

THE EFFECT OF GROUP INVESTIGATION METHOD ON STUDENTS’ WRITING ACHIEVEMENT

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Renol Aprico Siregar ◽  
Willem Saragih
Keyword(s):  
Key Words ◽  
Experimental Research ◽  
Narrative Text ◽  
The Other ◽  
Control Group ◽  
Writing Achievement ◽  
Investigation Method ◽  
Level Of Significance ◽  
Experimental Group ◽  
Report Text

The objective of the study was to find out the effect of Group Investigation method on students’ writing achievement on narrative text. The study was conducted by using experimental research design. The population of this study was eight classes of the eleventh grade students of SMA Negeri 1 Kotapinang. The samples were taken by using clustering technique and two of the eight classes which was consisted of 60 students used as the samples, one class as experimental group and the other class as control group. In the treatment, the experimental group was taught by using Group Investigation method, the control group was taught without using Group Investigation method. Writing narrative text test was used as the instrument for collecting the data. Therefore, after analyzing the data, it was found that the value of  was 3.02 with the degree of freedom (df) = 58 at that level of significance (α=0.05) = 2.00. It means that  was considerably higher than  (3.02 > 2.00). The result of this study shows Group Investigation method has a significant effect on students’ achievement in writing report text. Key words : Group Investigation, Narrative text, Writing achievement

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