scholarly journals Applying Skimming Strategy in Teaching Reading Descriptive Text

2021 ◽  
Vol 20 (1) ◽  
pp. 184
Author(s):  
Vemby Ari Sandi
Keyword(s):  
Quantitative Research ◽  
Teaching And Learning ◽  
Main Idea ◽  
Relevant Information ◽  
T Test ◽  
Teaching Reading ◽  
Significant Difference ◽  
Reading Text ◽  
The Mean ◽  
Numeric Information

Reading is an important activity to enrich knowledge. However, it is considered as a difficult skill to learn. There are many students facing difficulties in comprehending the content of the reading text, including descriptive text. A strategy which can solve such problems is needed. Skimming strategy is the strategy which enable students to quickly find the main idea and relevant information of the text. Based on those reasons, the research questions are proposed as follows: (1) How can skimming strategy be implemented in teaching reading descriptive texts? and (2) How can the second year students’ reading comprehension ability be improved using skimming strategy? This study used two research methods. Those were qualitative and quantitative research design. They were collected to prove the implementation and the significant improvement by using skimming strategy. Both numeric information and the real observation were evaluated to gain clear and strong data. The researcher acted as the observer to see the process of teaching and learning descriptive texts in three stages. The results of the research showed that the teacher and students implemented four steps of skimming strategy, which are: (1) read the first several paragraph; (2) leave out material; (3) find the main ideas; (4) read fast. The t-test of this research was also calculated to see whether there was a significant difference between control and experimental class and the mean was also measured to see the students’ improvement score. The mean score of experimental class was better than the mean score of control class. However, the t-test result showed that there was no significant difference between experimental and control class.

scholarly journals The Effectiveness of Using Social Media to Teach Writing Hortatory Exposition Text at Eleventh Grade of SMAN 1 Ngadiluwih

2021 ◽  
Vol 3 (1) ◽  
pp. 77
Author(s):  
Nila Sari ◽  
Agus Amroni
Keyword(s):  
Social Media ◽  
Research Design ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
T Test ◽  
Teaching Writing ◽  
Learning Activity ◽  
Research Approach ◽  
Writing Test ◽  
The Mean

The aim of this research was to motivate students by using social media to teach writing hortatory exposition text. The researcher chooses two media such us Instagram and Facebook. The application of teaching writing of hortatory exposition text at eleventh grade of SMAN 1 Ngadiluwih by using social media Instagram and Facebook to hold the interesting and enjoyable learning activity. This research was quantitative research approach, whereas the research design used true experimental. This research chosen randomly in Instagram class (social one class) and Facebook class (social two class). The instrument used in the research was writing test. The procedure lasted 4 meeting and 1 meeting to do test. The result of t-test showed that: the mean score of Instagram class (M= 68.79) is lower than Facebook class (M= 77.07), and independent sample t-test which values of the sig-2 tailed is 0.000 and 0.000<0.005. Thus, it can be concluded that Facebook is more effective than Instagram in teaching and learning English Hortatory Exposition Text.

scholarly journals The Effectiveness of Using Selfie Photos on Improving Students’ Ability to Express the Fact: a Case of The Seventh Grade Students of SMP Negeri 1 Kragan Rembang

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Nur Azizah
Keyword(s):  
Quantitative Research ◽  
Test Score ◽  
T Test ◽  
Control Group ◽  
Seventh Grade ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
Experimental Group ◽  
Learning English

The objectives of the study are: 1) To find out the ability to express the fact of the students taught using selfie photos. 2) To find out the ability to express the fact of the students taught without selfie photos. 3) To find out the significant differences of the ability to express the fact between the students taught using selfie photos and those taught without selfie photos. The study uses descriptive quantitative research. The population of this research is the seventh grade students of SMP Negeri 1 Kragan Rembang. The writer takes VII I as experimental group that consists of 36 students and VII D as control group that consists of 36 students as sample. The writer found that the mean score for experimental group in pre-test is 71.44, and after this class is given a treatment by using selfie photos, the result of post-test is 81.33. The mean score for control group in pre-test is 70.22, and the post-test score is 73.89. The writer uses t-test formula to know the significant difference of the ability to express the fact between the students taught using selfie photos and those taught without using selfie photos. The t-test score is 3.455 for 5 percent (0.05) alpha level of significance. The percentage of t-table 5% is 1.99. The calculation shows that t-test is higher than t-table (3.455>1.99). It shows that there is significant difference of the ability to express the fact of the seventh grade studentsat SMP Negeri 1 Kragan Rembang those taught using selfie photos and those taught without using selfie photos. It can be concluded that selfie photos as a media in improving the ability to express the fact of the students is effective. Selfie Photos makes the students active and enjoy in learning English in the classroom. So, the writer suggests to all of the teacher in general to apply selfie photos media in teaching learning process, especially in learning English.

scholarly journals Using a Teaching Media of “Homophone Stories“ to Improve Students’ Vocabulary Mastery: a Case of Seventh Grade Students at SMPN 1 Kranggan in Academic Year 2014/2015

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Nur Hidayati
Keyword(s):  
Quantitative Research ◽  
T Test ◽  
Seventh Grade ◽  
Discrimination Power ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
Study Test ◽  
The Mean ◽  
Academic Year

The objectives of the study are (1) To find out the students’ vocabulary mastery before being taught by using homophone stories, (2) To find out the students’ vocabulary mastery after being taught by using homophone stories, (3) To find out the significant difference the vocabulary mastery of the seventh grade students of SMP N 1 Kranggan before and after being taught using homophone stories. The population of the study was the seventh grade students of SMP N 1 Kranggan. The writer took class 7D as a sample of the study. The class consists of 31 students. The writer used experimental quantitative research in the study. Test as the instrument was used to collect the data. The objective of conducting try out test was to measure the validity, reliability, discrimination power, and level difficulty of the test. The data was computed and it was find out that 30 items were valid. Then, the valid items were used for the pre-test and post-test of vocabulary mastery item tests. The result of the mean score of students before being taught by using homophone stories was 56.34 and the mean score of students after being taught by using homophone stories was 77.5. The result showed that the mean score of post-test was higher than pre-test. Then, the writer calculated t-test to know whether or not there was significant difference students’ achievement between them who were taught before using homophone stories and students who were taught after using homophone stories. The result showed that t-test was higher than t-table. It was 9.19> 1.697. It means that there is significant difference between the students’ vocabulary mastery after being taught by using homophone stories and before being taught by using homophone stories. From the data above, it can be concluded that the students’ vocabulary mastery after being taught by using homophone stories was higher than the students’ vocabulary mastery before being taught by using homophone stories. The data prove that it is effective to use homophone stories as a media teaching in improving students’ vocabulary mastery.

scholarly journals The Effectiveness of Phonics Approach in Teaching Reading

2018 ◽  
pp. 52
Author(s):  
Atika Salman Faris
Keyword(s):  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
T Test ◽  
Read Aloud ◽  
Seventh Graders ◽  
Teaching Reading ◽  
Paired Sample ◽  
Significant Difference ◽  
Post Test ◽  
The Mean

This research aimed to determine the effectiveness of phonics approach in teaching reading for the seventh graders of SMP Negeri 1 Aikmel, East Lombok, and to what extent it is effective. This research was designed as  pre-experimental with read aloud test as the instrument to collect data. The sample of this research consisted of 36 students of SMP Negeri 1 Aikmel. The sample was taken through purposive sampling. In collecting the data, a pre-test and a post-test were given to the students. SPSS 17 for Windows and paired-sample t-test were applied to analyze the collected data. After, calculating the data, it could be known that there was a significant difference in the mean scores between pre-test and post-test, t(df=35) = 23.314 at p = 0.001, meaning that the null hypothesis was rejected and the alternative hypothesis was accepted. In a nutshell, phonics approach was significantly effective in teaching reading for the seventh graders of SMP Negeri 1 Aikmel.

scholarly journals TEACHING READING BY USING WFR (WARMING-UP FOR READING) TO INCREASE READING SKILL

2019 ◽  
Vol 1 (1) ◽  
pp. 32
Author(s):  
Afifah Linda Sari ◽  
Radityo Tri Nugroho
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Main Idea ◽  
Reading Skill ◽  
Teaching Reading ◽  
Significant Difference ◽  
Before And After ◽  
Research Procedure ◽  
Second Year ◽  
Teaching Learning

Abstract: This research is aimed at describing the implementation of teaching reading by using WFR, to describe the problems of using WFR in teaching reading and to know the students’ response of the implementation of WFR. The result of this study is intended to give contribution to the teaching and learning English. The research was done to the second year students of SMP N 5 Banjarbaru. As the sample, the researcher took 40 students of IIA class. The data were collected through observation, interview and test. After collecting the data and analyzing them and describing the result of them by action research procedure, the researcher described the result of the research. The WFR was conducted in four meetings. It is appropriate in teaching reading and helps the students increasing/developing their reading skill. There are some problems faced by the students in teaching learning process: in which most of students have difficulties in arranging the sentence correctly, the students have difficulties in translating the word from English into Indonesian and Indonesian into English, the students do not understand the instruction of the worksheet, and the students have difficulties in finding the main idea of the text. During the teaching learning process from the first meeting until fourth meeting the response of the students is good. They were enthusiastic in every meeting. Evidently, the result of the hypothesis testing showed that the t- observation is always greater than the t-table; in degree of freedom N - 1 = 39 and level of significance 0,05. It means that there is a significant difference of the students’ achievement before and after the implementation of WFR. The conclusion is the teaching reading using WFR to the second year students of SMP N 5 Banjarbaru yields a good result. WFR is appropriate method in increasing the students reading skills and helpful in teaching-learning process. 

scholarly journals THE TEXT-BASED CHARACTER IN TEACHING READING COMPREHENSION AT THE TENTH GRADE STUDENTS

2021 ◽  
Author(s):  
Like Raskova Octaberlina ◽  
Andi Asrifan
Keyword(s):  
Alternative Hypothesis ◽  
Reading Skill ◽  
T Test ◽  
Control Group ◽  
Teaching Reading ◽  
Significant Difference ◽  
Good Classification ◽  
The Mean ◽  
And Control ◽  
Experimental Group

The objective of this article was to find out whether or not using Text-based Character in Teaching Reading Comprehension.In this research, the researcher applied quasi experimental method using two groups namely an experimental and a control group. The population was the first-year students of SMA Negeri 4 Sidenreng Rappang in academic year 2019/2020. The total population is about 60 students. The sample of this research is selected by using cluster sampling techniques which is divided into two groups namely an experimental group and control one. The instrument was intended to measure the students’ achievement of language skill particularly reading skill. The model of reading test is a objective test. Based on the reseach result, the researcher found that the mean score of pretest of experimental group was 72.67, it was classified into good classification and the mean score of students ’pretest of control group was 69.63, it was classified into good classification. After doing treatments, the result shows that the mean scores of both experimental and control group were different. The mean score of posttest for experimental group was 82.43 which was classified into very good classification and the mean score of control group was 76.53 which was classified into good classification. In other hand, the researcher found that the T-table is higher than t-test (α) (1.659&lt;2.021). It means that there is significant difference in pretest of control and experimental group, while in posttest of experimental and control group, the researcher find that the T-test is higher than alpha and previous score in pre-test (α) (3.089&gt;2.021).The degree of freedom is 58.It means that there is significant difference in posttest. It indicates that the alternative hypothesis (H1) was accepted and the null hypothesis (H0) was rejected. It can be concluded that the use of Text-based Character improves students' reading skill.

scholarly journals The effectiveness of mobile learning in the teaching and learning of probability

2019 ◽  
Vol 9 (2) ◽  
pp. 9-15
Author(s):  
Durga Gnanasagaran ◽  
Abdul Halim Amat @ Kamaruddin
Keyword(s):  
Mobile Learning ◽  
Teaching And Learning ◽  
T Test ◽  
Control Group ◽  
Paired Sample ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
And Control ◽  
Experimental Group

This study investigates the effectiveness of mobile learning in the teaching and learning of Probability. The context of mobile here is not just restrained to gadgets such as smartphones but also the fact that teaching and learning can occur beyond boundaries and anywhere according to the convenience and personal preference of the students. This study made use of the pretest – posttest quasi experimental design and the students chosen for the study were from a pre-university college located in the northern region of the country. A total of 92 students made up the sample of the study. There were 46 students each in the experimental and control groups respectively. Cluster random sampling was employed as the sampling method here. The instrument used to collect data with the aim of strengthening the outcome of the study was the achievement test. A quantitative approach was undertaken specifically to analyse the obtained data. The paired sample t-test and independent sample t-test were executed in the data analysis process. Initially, every student involved in the study regardless of the group they were in possessed equal strength in their understanding of the content being covered as indicated by the results of their pre-test. The paired sample t-test yielded p < 0.05 which meant that there was a significant difference between the mean score of the pre-test and post-test in the experimental group and control group respectively. The outcome of the independent sample t-test showed that there was a significant difference between the mean score of the experimental group and that of the control group in the post-test (p < 0.05). This indicated that the treatment via mobile learning had indeed played a role in the improved performance of students in Probability, hence proving the effectiveness of mobile learning in the teaching and learning of Probability.

scholarly journals Phonics Approach in Teaching Reading

2019 ◽  
Vol 6 (3) ◽  
pp. 204
Author(s):  
Atika Salman Paris
Keyword(s):  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
T Test ◽  
Read Aloud ◽  
Seventh Graders ◽  
Teaching Reading ◽  
Paired Sample ◽  
Significant Difference ◽  
Post Test ◽  
The Mean

This research aimed to determine the effectiveness of phonics approach in teaching reading for the seventh graders of SMP Negeri 1 Aikmel, East Lombok, and to what extent it is effective. This research was designed as pre-experimental with read aloud test as the instrument to collect data. The sample of this research consisted of 36 students of SMP Negeri 1 Aikmel. The sample was taken through purposive sampling. In collecting the data, a pre-test and a post-test were given to the students. SPSS 17 for Windows and paired-sample t-test were applied to analyze the collected data. After calculating the data, it was found that there was a significant difference in the mean scores between pre-test and post-test, t(df=35) = 23.314 at p = 0.001, meaning that the null hypothesis was rejected and the alternative hypothesis was accepted. In a nutshell, phonics approach was significantly effective in teaching reading for the seventh graders of SMP Negeri 1 Aikmel.

scholarly journals Using a Teaching Media of Homophone Stories to Improve Students’ Vocabulary Mastery: A Case of Seventh Grade Students at SMP N 1 Kranggan

2018 ◽  
Vol 8 (2) ◽  
Author(s):  
Nur Hidayati
Keyword(s):  
Quantitative Research ◽  
T Test ◽  
Seventh Grade ◽  
Discrimination Power ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
Study Test ◽  
The Mean

The objectives of the study are (1) To find out the students’ vocabulary mastery before being taught by using homophone stories, (2) To find out the students’ vocabulary mastery after being taught by using homophone stories, (3) To find out the significant difference the vocabulary mastery of the seventh grade students of SMP N 1 Kranggan before and after being taught using homophone stories. The population of the study was the seventh grade students of SMP N 1 Kranggan. The writer took class 7D as a sample of the study. The class consists of 31 students. The writer used experimental quantitative research in the study. Test as the instrument was used to collect the data. The objective of conducting try out test was to measure the validity, reliability, discrimination power, and level difficulty of the test. The data was computed and it was find out that 30 items were valid. Then, the valid items were used for the pre-test and post-test of vocabulary mastery item tests. The result of the mean score of students before being taught by using homophone stories was 56.34 and the mean score of students after being taught by using homophone stories was 77.5. The result showed that the mean score of post-test was higher than pre-test. Then, the writer calculated t-test to know whether or not there was significant difference students’ achievement between them who were taught before using homophone stories and students who were taught after using homophone stories. The result showed that t-test was higher than t-table. It was 9.19> 1.697. It means that there is significant difference between the students’ vocabulary mastery after being taught by using homophone stories and before being taught by using homophone stories. From the data above, it can be concluded that the students’ vocabulary mastery after being taught by using homophone stories was higher than the students’ vocabulary mastery before being taught by using homophone stories. The data prove that it is effective to use homophone stories as a media teaching in improving students’ vocabulary mastery.

scholarly journals Improving Students’ Reading Comprehension Using Pictuures On Report Texts

2019 ◽  
Vol 4 (4) ◽  
Author(s):  
Rospin Hidayati
Keyword(s):  
Reading Comprehension ◽  
Reading Skill ◽  
T Test ◽  
Control Group ◽  
Teaching Reading ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
Experimental Group ◽  
Report Text

Abstract. The objectives of this research was to find out the whether using picture in improving students reading ability for the eleventh grade students of MA NW Pringgasela is effective and to find out significant differences in the reading skill between the students who were tauhgt by using picture and those who are not taught by using it.This research was an experimental research. The participant of the research were the tsudents of the eleventh grade of MA NW Pringgasela. Class Xia as an experimental group and class Xib as a control group. The research instrument used by the wriiter was in the form of reading comprehension test. The data in this research were mainly gathered through the test pre-test and post-test. The pre-test was administrated to see the student’s ability in reading comprehension before using picture were used. The post-test was administrated to see the student’s progress in reading comprehension. After the data was collected, the researcher then analyzed them by using t-test to see whether there was any significant difference in reading comprehension after using picture were aplied.in teaching reading to students of MA NW Pringgasela eleventh grade Xia and Xib. The mean score of experimental group in pre test was 61.5 while the mean score for the control group was 61.1. meanwhile, after using picture on report text The findings of the research show that first using picture was effective to be used were used, their reading skill got improved. It can be inferred from the result of the students post test. In the post test, the mean score for the experimental group changed to 79.5. The t-test showed a significantt difference in teaching reading after using picture on report text. Finally, it could be concluded that using picture was good in teaching reading on report text, and the use of it could improve the students’ ability in reading. Teachers can use it as a media in teaching reading. It can also give information for readers and become reference for other researchers

Sign in / Sign up

Export Citation Format

Share Document