scholarly journals THE USE OF HORROR STORY IN IMPROVING STUDENTS’ READING COMPREHENSION FOR ELEVENTH GRADE OF SMAN 3 SINJAI

2020 ◽  
Vol 2 (2) ◽  
pp. 35
Author(s):  
Muthaharah Basri ◽  
Mardianah Mardianah ◽  
M. Rusdi T
Keyword(s):  
Reading Comprehension ◽  
Total Sample ◽  
Classroom Activities ◽  
Post Test ◽  
Quasi Experimental ◽  
Good Score ◽  
The Mean ◽  
Horror Story ◽  
Essay Test ◽  
Academic Year

This research aimed at investigating how the horror story was use in the reading class to improve the students’ reading comprehension of the eleventh grade at SMAN 3 Sinjai. The variables of this research were Horror Story as an independent variable and Reading Comprehension as a dependent variable. The method used in this research was Quasi Experimental research. There were two classes used as the subject in this research; MIA 3 as experimental class and MIA 2 as controlled class. The total population of this research was 186 students taken from the eleventh-grade students of SMAN 3 Sinjai. The total sample of this research was 40 students. The sample was chosen purposively. The instrument of this research was an essay test which was given both in pre-test and post-test. The result of the research shows that the students’ performance in pre-test was better compared to that in post-test. In experimental class, the mean score of pre-test was 74.9 (good) and the mean score of post-test was 87.7 (excellent). While in controlled class, the mean score of pre-test was 68.55 (fair) and the mean score of post-test was 77.85 (good). While both of the classes are improved, the significant improvement was occurred in experimental class from fair to very good score. Besides, in controlled class the improvement was only from fair to good score. In addition, the t-test value (2.23) was higher than t-table value (2.024). Based on the findings, the researcher concluded that the implementation of Horror Story was effective to enhance the students’ reading comprehension in the eleventh-year students of SMAN 3 Sinjai in academic year 2018/2019. This story makes the students learn with fun and directly involve in classroom activities.

scholarly journals THE EFFECTIVE OF USING SQR3 METHOD IN STUDENT’S READING COMPREHENSION

2015 ◽  
Vol 3 (1) ◽  
pp. 98
Author(s):  
Hijril Ismail
Keyword(s):  
Reading Comprehension ◽  
Research Question ◽  
Total Sample ◽  
Control Group ◽  
Post Test ◽  
The Mean ◽  
Second Year ◽  
Academic Year ◽  
Experimental Group ◽  
Test Treatment

This study focused on the analysis of the effectiveness of applying the SQR3 method in student’s reading comprehension in the second year students of MA At-tahzib Gunung Sari in academic year 2015/2016. It was aimed at answering the research question ‘’Is SQR3 method effective in teaching student’s reading comprehension?’’ The population of this study was the grade XI students of MA At-tahzib Gunung Sari. The sample of this study was the students of class XI IPA 1 (experimental group) and XI IPA 2 (control group) with a total sample of 52 students from both classes. The writer conducted the research starting from giving pre-test, treatment, and post-test. In the process of treatment, both groups were treated differently. The experimental group was treated using the SQR3 method, while the control group was not treated by using the SQR3 method. Based on the finding, it was suggested that the SQR3 method can be used by the English teacher as a method in teaching, especially in teaching reading. The result of the test showed that the mean score of the experimental group was 25.07 which was higher than the mean score of the control group (9.65). It was also supported by the t-test (6.85) which was higher than t-table at the confidence level of .05 (95%). Therefore, the alternate Hypothesis (Ha) which stated” SQR3 method is effective in teaching student’s reading comprehension” is accepted. It means that the SQR3 method is effective in teaching student’s ability in reading comprehension for the second year students of Ma-Attahzib Gunung Sari in academic year 2015/2016.

scholarly journals USING JUMBLED LETTERS TO IMPROVE STUDENTS VOCABULARY MASTERY

2019 ◽  
Vol 1 (2) ◽  
pp. 55-61
Author(s):  
Sri Wahyuni ◽  
Ali Wira Rahman
Keyword(s):  
Total Sample ◽  
Crossword Puzzle ◽  
Significant Difference ◽  
Before And After ◽  
Tenth Grade ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control ◽  
Listening And Speaking ◽  
Academic Year

Vocabulary considered one of the important things to learn for students, the vocabulary is basic thing that students must be mastered in foreign language lessons, especially in English. Without vocabulary students will have difficulty in mastering skills in English such as writing, reading, listening and speaking.  Therefore, it is very important to find out the solution to enhance students’ vocabulary. The objective of the research is to find out whether or not using Jumbled letters can improve the students vocabulary of the tenth grade students in MAN 2 Barru and to find out whether or not using Crossword puzzle can improve the students vocabulary of the tenth grade students in MAN 2 Barru. This research applied quasi-experimental group design with two groups experimental and control class. The population of this research was the tenth grade students of MAN 2 Barru in academic year 2018/2019. The Total sample of the research was taken by using clustering random sampling which consisted of 141 students. From two classes taken from the population of the tenth grade students of MAN 2 Barru, X MIA 1 as the experimental class consisted 29 students and X MIA 3 as the control class that consisted 29 students. The result of the data analysis showed that there was a significant difference of students’ vocabulary before and after teaching vocabulary through jumbled word letters. The value of t-test pre-test 2.09 was higher than t-table 2.000, and the value of post-test 4.62 was higher than t-table 2.000, at the level significance a =0.05 and degree of freedom (df) = 56. It can be concluded that jumbled word letters can enhance the vocabulary of the tenth grade students’ of MAN 2 Barru

scholarly journals TEACHING READING COMPREHENSION BY USING PREDICT, LOCATE, ADD NOTE STRATEGY TO THE EIGHTH GRADE STUDENTS OF SMP NEGERI 2 LUBUKLINGGAU

ELT-Lectura ◽  
2018 ◽  
Vol 5 (1) ◽  
pp. 95-102
Author(s):  
Maria Ramasari ◽  
Cintia Novtarina
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
T Test ◽  
Eighth Grade ◽  
Eighth Grade Students ◽  
Post Test ◽  
The Mean ◽  
Mastery Criteria ◽  
Academic Year ◽  
Cluster Random Sampling

The purpose of this research was to find out whether or not it is significantly effective to teach reading comprehension by using Predict, Locate, Add Note strategy to the Eighth Grade Students of SMP Negeri 2 Lubuklinggau in the academic year of 2016/2017. The researcher used pre experimental method with one group pre-test and post-test design. The population was all the eighth grade students of SMP Negeri 2 Lubuklinggau which consisted of 440 students. The sample was taken through cluster random sampling. The sample was 40 students. The data was collected through test consisted of 20 items of multiple choices. The data were analyzed through four techniques: 1) students’ individual score, 2) minimum mastery criteria, 3) normality, and 4) matched t-test calculation. The result of this research: (1) the mean students’ score in the pre-test was 62.3, (2) The mean score of post-test was 77.3, and (3) the result of Matched t-test was 10.86, which was higher than 1.684 value of the t-table of 39 (40-1) with 95% significant level for one tailed-test. Therefore, null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. It means that it was significantly effective to teach reading comprehension by using Predict, Locate, Add Note Strategy to the eighth grade students of SMP Negeri 2 Lubuklinggau in academic year of 2016/2017.

scholarly journals THE EFFECTIVENESS OF SELF COLLECTION STRATEGY AND MOTIVATION ON STUDENTS’ ENGLISH VOCABULARY MASTERY

JURNAL BASIS ◽  
2018 ◽  
Vol 5 (1) ◽  
pp. 13
Author(s):  
Selfa Idriani
Keyword(s):  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
Individual Accountability ◽  
Academic Year ◽  
Cluster Random Sampling ◽  
English Subject

This research purposed to prove whether Self Collection Strategy and Students’ Motivation gives significant effect on the students’ Vocabulary Mastery on English Subject. This research was quasi-experimental research by using the post test-only control group design. The population was the students at Economic Accountant Department Bung Hatta University in the academic year of 2016/2017. The writer used cluster random sampling to select the samples. To collect the data, the researcher used vocabulary test. The data analyzed by using t-test and SPSS 16.0. The findings of this research showed that the mean score of students who were taught by using Self Collection Strategy was 84. The mean score of students who were taught by using memory strategy was 76. It means that Self Collection Strategy gave significant effect toward their vocabulary mastery on English Subject. The elements of Self Collection Strategy such as heterogeneous group, individual accountability, and group reward are considered as the effort for the findings.

scholarly journals The Effectiveness of Realia in Writing Descriptive Text: a Case of the Seventh Grade Students of SMP N 4 Semarang

2019 ◽  
Vol 10 (1) ◽  
Author(s):  
Devi Budi Wijaya ◽  
Suwandi Suwandi ◽  
Sukma Nur Ardini
Keyword(s):  
Experimental Design ◽  
Sampling Technique ◽  
T Test ◽  
Teaching Writing ◽  
Seventh Grade ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
Academic Year

This study is based on the research which attempted to examine the effectiveness of realia in writing descriptive text by the seventh grade students. The objectives of the research were (1) to analyze and find out  the students’ ability in writing descriptive text who are taught by using realia, (2) to analyze and find out  the students’ ability in writing descriptive text who are taught without using realia, (3) also to analyze and find out whether there is significant difference between students who are taught by using realia and those taught without using realia. Quasi experimental design was used with the population of 256 seventh grade students of SMP N 4 Semarang in the academic year 2017/2018. By using purposive sampling technique, there were two classes chosen as the sample of this study; vii a and vii b. The instruments of collecting data used were tests; pre-test and post-test. After the data were collected, they were analysed using t-test. The findings were as follows: (1) the ability in writing descriptive text by the students taught using realia was good with the mean of the post-test was 80.21. (2) the ability in writing descriptive text by the students taught without using realia was adequate with the mean of the post-test was 74.44. (3) there was significant difference of the two group students. t-test 4.89 > t-table 2.00. therefore, ha was accepted that realia was effective as a media in teaching writing of descriptive text.

THE EFFECT OF APPLYING THINK-TALK-WRITE STRATEGYON STUDENTS’ ACHIEVEMENT IN WRITING ANALYTICAL EXPOSITION TEXT

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Irna Junita And Rahmah
Keyword(s):  
Experimental Design ◽  
Total Sample ◽  
Control Group ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
Experimental Group

This study deals with The Effect of Applying Think-Talk-Write Strategy on the Students’ Achievement in Writing Analytical ExpositionText. The method of the research was quasi experimental design. The population of the research was grade XI of SMA Swasta Al-Fattah Medan. There were two classes namely XI IPA 1 and XI IPA 2 and each class consist of 30 students with the total number 60 students. This study uses total sample which these two classes were chosen as sampling.XI IPA 1 as the experimental group and XI IPA 2as the control group. The experimental group was taught by applying Think-Talk-Write Strategy and the control group without applying Think-Talk-Write Strategy. The data were acquired by administrated the pre – test and the post – test. The mean score of the experimental group in pre – test = 57.7, Control Group = 57.53. In the post – test, mean score of the experimental group = 67.53 , while the control group = 63.7

THE USE OF READING CIRCLES IN INCREASING STUDENTS SPEAKING ABILITY AT THE ELEVENTH GRADE SMK NEGERI 1 PANCARIJANG

2021 ◽  
Author(s):  
Andi Asrifan ◽  
Abd Ghofur
Keyword(s):  
Data Analysis ◽  
Sampling Technique ◽  
Total Sample ◽  
P Value ◽  
Speaking Test ◽  
Significant Difference ◽  
Post Test ◽  
Speaking Skill ◽  
The Mean ◽  
Academic Year

The objectives of this research were to find out : whether or not the use of Reading Circles increase students speaking skill.This research employed Pre-experimental method that applied monolingual class. The population of this research was the eleventh grade students in academic year 2015-2016. There were 236 students spread in 8 classes ( XI AK.1, XI AK.2, XI AK.3, XI ADM.1 , XI ADM.2, XI ADM.3, XI TN.1 and XI TN.2) and each class consist appropriately 28-30 students. The researcher took cluster random sampling technique and chose XI ADM.1 as the representative and the number of total sample is 28 students.The data of the research were collected by using two kinds of instruments, namely speaking test. Speaking test (interview) was used to obtain data of the students’ speaking skill.The result of data analysis showed that there was significant difference between the students’ score after they were taught by using Reading Circles and before they were taught by Reading Circles. It was proved by the mean score of the post-test which was higher than the mean score of pre-test (78.50>47.25). Furthermore, the result of the p-value was lower than α (0.000<0.05) which means that H1 was accepted. Based on data analysis, the research concluded that : the use of Reading Circles increase students’ speaking skill at SMK Negeri 1 Pancarijang

scholarly journals IMPROVING VOCABULARY MASTERY BY USING TALKING STICK METHOD TO THE EIGHT GRADE STUDENTS OF MTS ANNAJAH PETALING

2020 ◽  
Vol 6 (2) ◽  
pp. 94-100
Author(s):  
Hartati Hartati
Keyword(s):  
Control Group ◽  
Group Design ◽  
Effective Factor ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Word Classes ◽  
The Mean ◽  
Academic Year ◽  
Experimental Group

The objectives of this research was to find out whether or not there was any significant difference in vocabulary mastery between students who were taught by using talking stick method or students who were taught without using talking stick method. The research was limited on word classes consisted of noun, adjective and verb in descriptive texts with the topic of the material was animal, people, thing, and places.This research was conducted by using quantitative method with a quasi-experimental group design. The experimental group students were taught by using Talking Stick method, while the control group students were not taught by using Talking Stick method. The samples were 74 students that were taken from the eight grade students of MTs Annajah Petaling in academic year 2015/2016. The data were obtained through test, observation and documentation. The result of the test was analyzed by using paired sample t-test in SPSS 16 (Statistical Package for Social science).Based on the results analysis, there was a significance different between students who were taught by using Talking Stick method and the students who were not taught by using Talking Stick method. It was known from the result of mean of post-test in the experimental group (67.70) was higher than the mean of post-test in the control group (65.54). In addition, there was a significant difference in vocabulary mastery between students’ who were taught by using Talking Stick method and those who were not. Therefore, Talking Stick method was one of effective factor that could improve students’ vocabulary mastery.

scholarly journals Using Puppet Games in Teaching Speaking for Tenth Graders of Senior High School

2019 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Dania Yolanda ◽  
Muhamad Sofian Hadi
Keyword(s):  
High School ◽  
Senior High School ◽  
Tenth Graders ◽  
Tenth Grade ◽  
Post Test ◽  
Quasi Experimental ◽  
Speaking Skill ◽  
The Mean ◽  
Result Analysis ◽  
Academic Year

This research aimed to improve the students’ speaking skill in English lesson by puppets games. This research was conducted by using Quasi-Experimental. The subject of this research was Class X MIPA of SMA Perjuangan Depok 2018/2019 academic year, which consisted of 29 students. The objective of this research was to teaching students’ speaking skill in English Lesson by using Puppets Games at Ten Grade of SMA Perjuangan Depok. The data were gathered through quantitative and qualitative data. The result of this research showed that there was increasing of students in speaking skill. The mean of pre-test was 58.34. The mean of post-test was 77. Based on the result analysis, it can be concluded that there was a significance using puppets games in teaching speaking at tenth grade senior high school. The result showed that the result of T-test calculation is 13.090 more higher than T-table 5%, it gained score 2.045. Therefore, it can be conclude that teaching speaking using puppets games is effective to improve speaking skill at the tenth grade of SMA Perjuangan Depok. The results of this study are expected to be useful to related parties such as principals, teachers, parents, students and further researchers.

scholarly journals Improving Students’ Achievement in Reading Comprehension by Applying Contextual Teaching and Learning (CTL)

2019 ◽  
Vol 2 (3) ◽  
pp. 58-69
Author(s):  
Diani Syahputri
Keyword(s):  
Reading Comprehension ◽  
Research Finding ◽  
Teaching And Learning ◽  
Narrative Text ◽  
Reading Tests ◽  
Post Test ◽  
The Subject ◽  
The Mean ◽  
Contextual Teaching ◽  
Academic Year

This research aims  to find out the significant improvement of the students achievement in reading comprehension by applying Contextual Teaching and Learning (CTL). The subject of this research was X grade of SMK Bandung-2 at Academic Year 2017/2018. It consisted of one class with 30 students as respondents. The objective was to discover the significant improvement of the students’ achievement in reading comprehension by applying Contextual Teaching and Learning (CTL). This research was conducted by using classroom action research. The instruments of collecting data were observation sheet, and Reading  tests. The research finding is shown of  that there was an improvement on the students’ reading achievement on narrative text from each cycle. It was showed from the mean of pre-test which was 56.5 with persentage 0%. After CTL was applied in the first cycle, there was an improvement of the result of the students’ in reading comprehension the mean was 69.16 with persentage 33.3%. It means that there was an improvement from pre-test to post-test I was 33.3%. And for the second cycle after reflection on the first cycle, there was an improvement of students’ mean which was 85 with persentage 100%. Based on the result showed that there was an improvement after applying CTL was 66.7%. It concluded that students’ achievement in reading comprehension by applying contextual teaching and learning (CTL) improved.

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