scholarly journals Story Mapping Technique And Comprehending Narrative Text

2019 ◽  
Vol 5 (2) ◽  
pp. 221-234
Author(s):  
Dian Sartika Simanjuntak ◽  
Eka Sustri Harida ◽  
Zainuddin Zainuddin
Keyword(s):  
Reading Comprehension ◽  
Experimental Research ◽  
Background Knowledge ◽  
T Test ◽  
Narrative Text ◽  
Mapping Technique ◽  
Teaching Reading ◽  
Story Mapping ◽  
Post Test

This research describes about the effect of Story Mapping Technique to comprehend narrative text at grade VIII students of SMP N 5 Padangsidimpuan. There were some problems in this research: 1) The students get difficulties in comprehending the text, 2) The students cannot combine the information that they have already read with their background knowledge, 3) The teacher uses inappropriate technique in teaching reading comprehension. The kind of this research was experimental research. The population of this research was all of the eight grade of SMP N 5 Padangsidimpuan.  The total of population were 265 students. Then, the sample of the research was 2 classes, VIII 5 as experimental class that consist of 28 students and VIII 6 as control class that consist of 28 students. The data was derived from pre-test and post-test. To analyze the data, the researcher used t-test formula. Based on the calculation of t-test, the researcher found that tcount = 8.03 and ttable = 1.67356. It means tcount ttable (8.03 1.67356). So, the researcher could concludes that Ha was accepted and Ho was rejected. There was the significant effect of using Story Mapping Technique to comprehend narrative text at grade VIII students of SMP Negeri 5 Padangsidimpuan.

scholarly journals The Effect of Skimming Method to Improve Students’ Ability in Reading Comprehension on Narrative Text.

2020 ◽  
Vol 6 (1) ◽  
pp. 77
Author(s):  
Bobby Pramjit Singh Dhillon ◽  
Herman Herman ◽  
Syafryadin Syafryadin
Keyword(s):  
Reading Comprehension ◽  
Research Design ◽  
Experimental Research ◽  
Quantitative Research ◽  
Narrative Text ◽  
Teaching Reading ◽  
Post Test ◽  
Test Treatment

This research deals with the effect of using skimming method in teaching reading comprehension  smk negeri 2 pematangsiantar on narrative text. The problem of this research are “what is the students’ ability in reading  without using skimming method at Grade XI students’ of SMK N.2 Pematangsiantar. What is the students’ ability in reading by using skimming method at Grade XI students’ of SMK N.2”. The purpose of this research are to find out the students’ ability in reading without using skimming method at grade XI students in SMK N 2 Pematangsiantar on reading narrative  text, to find out the the students ability in reading by using skimming method to the skill of grade XI students in SMK N 2 Pematangsiantar on reading narrative text. To answer the problem the researchers uses theories: Micklukey and Jefferies (2007), Grellet (2000), Milter (2001), Jhon and Dara (2005), David Nunan (1991), Douglas Newton (2000), Douglas Brown (2003), Rae Pica (2000), Roger Brown (1973), Ronald Carter (1998), Scoot Thornburry (2002), Wilga Rivers (1987), Diane Larsen (1990), Judi Willis (2008), Jack and Theodore (1986). The research design is a quantitative research. As an experimental research, it aims to know the effect of the technique that given and apply whether it influences to the object or no. In this research in collecting the data the researcher has to do three steps, they are pre-test, treatment, post-test. The researchers find out that the effect of using skimming method can increase the students’ skill in reading of narrative text. It can be proven from the test of students’ score in posttest of experimental class which the treatment the researchers did the treatment by using skimming method. By using skimming method, the students can increase their ability in reading of narrative text. 

TEACHING READING BY UTILIZING HOT POTATOES SOFTWARE TOWARD STUDENTS’ READING COMPREHENSION OF DESCRIPTIVE TEXT

2018 ◽  
Vol 5 (1) ◽  
pp. 26
Author(s):  
Abdullah Farih
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
T Test ◽  
Control Group ◽  
Teaching Reading ◽  
Post Test ◽  
Quasi Experimental ◽  
Independent Variable ◽  
Level Of Significance ◽  
And Control

The objective of this study is to measure whether there is or not significant effect of teaching reading by utilizing Hot Potatoes software toward students’ reading comprehension of descriptive text. The variables used were the teaching treatment of Hot Potatoes Software as the independent variable and the students’ reading comprehension of Descriptive Text as dependent variable. Then, the research designed was Quasi-experimental design and the presentation of data used was quantitative. The data were obtained from the eleventh grade, of which 28 students were taken as sample. The students are divided into two groups; experiment group consisted of 12 students and control group consists of 16 students. To get the data, the pre-test and post-test were applied and then analyzed using t-test formula. The researcher had concluded that there is Significant effect of Hot Potatoes Software toward the students’ reading comprehension achievement. The result showed that mean of students’ post-test was increased. It is proved by the t-test (8.54) which is higher than t-table (2.05) at level of significance 5%. It means that the alternative hypothesis was accepted and it proved that Hot Potatoes Software had significant effect toward students’ reading comprehension of Descriptive Text

scholarly journals IMRPOVING STUDENTS’ READING COMPREHENSION THROUGH RECIPROCAL TEACHING STRATEGY ON NARRATIVE TEXT

2019 ◽  
Vol 2 (2) ◽  
pp. 131
Author(s):  
Santi Nurdianti ◽  
Resti Rosita ◽  
Odo Fadloeli
Keyword(s):  
Reading Comprehension ◽  
Teaching Strategy ◽  
Narrative Text ◽  
Reciprocal Teaching ◽  
Teaching Reading ◽  
Grade Student ◽  
9Th Grade ◽  
Post Test ◽  
Ninth Grade Student ◽  
The Mean

This study is a CAR. The objective of this study is improve reading comprehension through reciprocal teaching strategy for the ninth grade student. The researcher answered 2 problem questions of research 1) can the use of reciprocal teaching strategy improve the students’ reading comprehension in the 9th grade of MTs At-Taqwa Cihampelas? 2) How far does the use of reciprocal teaching strategy improve the 9th of MTs AT-Taqwa? Design of the research was CAR. It was conducted in 2 cycles. The teacher analyzed the students’ reading comprehension in each cycle. The results showed that (1) the use of reciprocal teaching strategy can enhance students reading comprehension step by step from cycle 1 and 2. It is proved with the students score, the mean score pretest in cycle I 52.57 and the mean of the posttest in cycle I 63.14.The mean of the post-test in cycle II 71.71.the last cycle means score was categorized as good. The improvements in students understanding indicates that reciprocal teaching strategy is effective and applicable when deals with the students’ problem in reading narrative text.Keywords: Reciprocal teaching, reading comprehension, narrative text.

scholarly journals The EFFECTIVENESS OF SMALL GROUP DISCUSSION IN TEACHING READING COMPREHENSION OF NARRATIVE TEXT AT X GRADE IN SMAN 1 WOLOWAE

2021 ◽  
Vol 4 (1) ◽  
pp. 11-18
Author(s):  
Theofilus Usu ◽  
Adi Adi
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Small Group ◽  
Group Discussion ◽  
Narrative Text ◽  
Small Group Discussion ◽  
Teaching Reading ◽  
Tenth Grade ◽  
Post Test ◽  
The Mean

The present study aims at exams the effectiveness of small group discusssion in teaching reading comprehension of narrative text of the tenth -grade students of SMA NEGERI 1 WOLOWAE. Teaching reading comprehension is recommended in Senior High School because reading comprehension is very important. In competence based on curriculum, students are understanding to comprehending the conten of the text. The research is carried out through quantitative research with an experimental method because the researcher gives treatment in teaching writing. In conducting the research, the researcher uses one group pre-test-post-test design. The researcher gave pre-test before treatment and post-test after treatment to get the data. In this research, the researcher took twenty students as a sample. The result of the study shows that the score of pre-test was 61 while the mean score of post-test was 81.5 and the mean score of differentiate was 20.5. On the other side, it was found that the result of t-score is bigger than t-table (9,71 > 2,11) at the significant level of 0,05. Therefore, based on the hypothesis testing, we can conclude that the Alternative Hypothesis (Ha) is accepted while the Null Hypothesis (Ho) is rejected. Based on the result, it can be concluded that the using small group discussion as a method is effective to increase students reading comprehension of the students’ of Senior High School, especially for the tenth grade of SMA NEGERI 1 WOLOWAE. Based on this findings, it is suggested, that the teacher should try to apply an interesting method.

scholarly journals The Use of Schematic-activation Strategy in Teaching Young EFL Learners Reading Comprehension

2019 ◽  
Vol 6 (1) ◽  
pp. 20
Author(s):  
Etika Ariyani ◽  
Etika Ariyani
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
T Test ◽  
Second Grade ◽  
Teaching Reading ◽  
Second Grade Students ◽  
Before And After ◽  
Schema Activation ◽  
Post Test ◽  
Quasi Experimental

Reading is one of the important skills that the students have to master. However, many students have difficulties in comprehending the reading text. To solve this condition, the researcher used schema activation strategy to help students understand reading comprehension. The purpose of this research was to investigate whether the use of schema activation strategy is effective or not in teaching reading comprehension at the second-grade students of MTs Tarbiyatul Mustafid in academic year 2017/2018. This study was quasi-experimental design using two classes were VIII B class was taken as an experimental class, and VII-A was taken as control class. The population of this research involved 60 students from the second grade in MTs Tarbiyatul Mustafid Batu Simpang. By using purposive sampling, the researcher took the students as a sample. In collecting the data, this study used pre-test, treatment, and post-test as the data collection procedure then followed by analyzing the data by using the t-test formula. Then the result of statistical analysis of t-test in this research was 2.85. It was higher than critical values for t- table in the degree of freedom (df) of 58 is 2.021(0.05%) and 2.704(0.01%). The researcher concludes that mean score before and after teaching by using schema activation strategy has a difference. It means the alternative hypothesis (ha) was accepted. The use of schema activation strategy in teaching reading comprehension at the second-grade students of MTs Tarbiyatul Mustafid Batu Rimpang is effective.

scholarly journals Designing Big Story Book Project (BSBP) in Teaching Reading Comprehension

2017 ◽  
Vol 4 (1) ◽  
pp. 61-67
Author(s):  
Aswin Abbas
Keyword(s):  
Reading Comprehension ◽  
Experimental Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Reading Test ◽  
The Other ◽  
Teaching Reading ◽  
Significant Difference ◽  
Post Test ◽  
Test Treatment

This research aimed find out the effectiveness of using big story book project (BSBP) in teaching reading comprehension and to know the advantages and the disadvantages of using BSBP in teaching reading comprehension. The researcher applied pre-experimental research design and consists of pre-test, treatment and post-test in order to find whether the big story book project (BSBP) effective in teaching reading comprehension. The instruments used in this research were reading test and questionnaire. The result from this research shows that using big story book project (BSBP) in teaching reading comprehension is effective. It is proved by the result that there is significant difference between the result of the students’ mean score in the pre-test and the post-test. In the pre-test, the students’ mean score is (43.79) and in the post-test is (80.37). Furthermore, it is proved by the probability value is smaller than α (0.00 < 0.05). On the other word, BSBP has advantages to the students if applied in teaching and learning process, especially in reading subject.

scholarly journals TEACHING READING COMPREHENSIN OF SPOOF TEXT BY USING JIGSAW LEARNING MODEL TO THE ELEVENTH GRADE STUDENTS AT SMA NEGERI 13 PALEMBANG

2019 ◽  
Vol 3 (1) ◽  
pp. 335
Author(s):  
Sri Yuliani
Keyword(s):  
Reading Comprehension ◽  
Learning Model ◽  
T Test ◽  
Control Group ◽  
Teaching Reading ◽  
Significant Difference ◽  
Post Test ◽  
Written Test ◽  
And Control ◽  
Experimental Group

The objective of the study is to find out whether it is effective or not using jigsaw learning model in teaching reading comprehension of  spoof text to the eleventh grade students at SMA Negeri 13 Palembang. In this study, the researcher used experimental method. The population of this study is all the eleventh grade students at SMA Negeri 13 Palembang with the total numbers of students was 392. Therefore, the sample of the study is 72 students consist two classes,namely: 36 students for control group and 36 students for experimental group. The sample was taken by using non purposisve random sampling method. The data collected by using written test consist of 30 questions and the type of questions is multiple choice.  The result of the test was analyzed by using t-test which were pair sample t-test and independent sample t-test was known as: mean of post test in expermental group was 72.22 higher than past test mean score of control group was 58.64. Furthermore, the result of t-obtained was 6.132 and t-table was 2.030, it shows that t-obtained was higher than t-table. From the explanation above, there were significant difference between the experimental group that have been taught by using jigsaw learning model and control group that was not taught using treatment. It means that, Ho was rejected and Ha was accepted. It was concluded that it was effective of using jigsaw learning model to teach reading comprehension of spoof text to the eleventh grade students at SMA Negeri 13 Palembang.

THE EFFECT OF SQ3R METHOD ON THE STUDENTS’ ABILITY IN READING COMPREHENSION

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Annisa Hutasuhut And Elia Masa Gintings
Keyword(s):  
Reading Comprehension ◽  
Experimental Research ◽  
Research Method ◽  
T Test ◽  
Control Group ◽  
Multiple Choice Tests ◽  
Choice Tests ◽  
Post Test ◽  
And Control ◽  
Experimental Group

The aim of this study is to discover the effect of applying SQ3R method in reading comprehension. Experimental research design is used as the research method. This research took place at MTS AMIN DARUSSALAM MEDAN. There were 2 classes chosen as the sample with 32 students in each class. The classes were divided into two groups namely experimental and control group. The experimental group taught by using SQ3R method and the control group was taught by using conventional method. The instrument used to collect the data was a set of multiple choice tests, which divided as pre test and post test. The result of the research was analyzed by using t-test formula. The result showed that t-test was higher than t-table ( 3,93> 2,00 ) at the level of significant 0,05 with degree of freedom (df) 60. It means that hypothesis alternative (Ha) is accepted which shows that SQ3R method significantly improves the student’s reading comprehension.

scholarly journals The Effect of Herringbone Technique on Students’ Reading Comprehension through Narrative Text at MTs PAB 1 Helvetia, Medan

2020 ◽  
Vol 6 (1) ◽  
pp. 1-8
Author(s):  
Rizky Vita Losi
Keyword(s):  
Reading Comprehension ◽  
Data Analysis ◽  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
T Test ◽  
Narrative Text ◽  
Paired Sample ◽  
Post Test ◽  
Comprehension Score

The Effect of Herringbone Technique on Students’ Reading Comprehension through Narrative Text at MTs PAB 1 Helvetia, Medan   Rizky Vita Losi Universitas Pembangunan Panca Budi [email protected]   Abstract This research dealt with Herringbone technique which was proposed by Deegan (2006). The aim of this research was to know whether Herringbone technique was effective to be applied on students’ reading comprehension through narrative text. The sample of this research was grade VIII-E students which consisted of 31 students at MTs PAB 1 Helvetia, Medan. The data of this research was students’ reading comprehension score on pre-test and post-test. The data was analyzed by using Paired Sample T-Test formula which was calculated by SPSS 2.2. From the data analysis, it was found that the T-Test value was higher than the T-Table value (10,085 > 2,042). It showed that the alternative hypothesis (Ha) was accepted and the null hypothesis (Ho) was rejected. It also showed that there was a significance effect after applying Herringbone technique on students’ reading comprehension through narrative text at MTs PAB 1 Helvetia, Medan.   Keywords:  herringbone technique, students’ reading comprehension, paired sample t-test formula

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.

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