scholarly journals PENERAPAN STRATEGI SURVEY QUESTION READING RECITE REVIEW (SQ3R) UNTUK MENINGKATKAN KEMAMPUAN MEMBACA PEMAHAMAN SISWA

2018 ◽  
Vol 21 (1) ◽  
Author(s):  
Khaerunnisa Khaerunnisa ◽  
Rosdiah Salam ◽  
Uli Astuti
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Learning Strategy ◽  
Action Observation ◽  
Grade Student ◽  
Survey Question ◽  
Teaching Activity ◽  
Comprehension Ability ◽  
Class Room ◽  
Reading Comprehension Ability

This study aims to describe the application of learning strategy of SQ3R to improve reading comprehension ability of the fourte grade student of SDN Mapala Kec. Rappocini Makassar. Type of this research is class room action research wich overwhelm planning step, action, observation and reflection. This research is focus on student n teacher. Result of the research shows that teacher’s teaching activity in cycle is in category cukup while in cycle II is in category baik. In cycle of frequency of ketuntasan categoried tidak tuntas and of the name some time  in cycle II categoried as tuntas.The conclusion is applying of SQ3R can improve reading comprehension ability of fourt grade student of SDN Mapala Kec Rappocini Makassar

scholarly journals Peningkatan Kemampuan Membaca Pemahaman Melalui Penerapan Metode Survey, Question, Read, Recite, and Review (SQ3R) pada Siswa Kelas III di SDN. No. 054/XI Muara Air Tahun 2016/2017

2019 ◽  
Vol 19 (2) ◽  
pp. 374
Author(s):  
Yusmaidar Yusmaidar
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Student Learning ◽  
Third Grade ◽  
Survey Question ◽  
Third Grade Students ◽  
Comprehension Ability ◽  
Classroom Action Research ◽  
Improve Student Learning ◽  
Reading Comprehension Ability

This study aims to improve the reading comprehension ability of grade III students at SDN. No. 054/XI Muara Air year 2016/2017 Through the Application of Survey, Question, Read, Recite, and Review (SQ3R) Methods. The research conducted is classroom action research. The study was conducted at SDN. No. 054/XI Muara Air, Kumun Debai District, Sungai Penuh City, Jambi Province. This study involved five third grade students. Classroom action research was conducted in two cycles, each cycle consisting of four activities, namely planning, implementation, observation, and reflection. The research data was collected through tests and processed using simple statistical tests. The results showed that the application of the SQ3R method can improve student learning activities. All students have been able to read reading material quickly and thoroughly, make questions based on the contents of the reading, write answers to questions that have been made, and dare to read the results in front of the class. In addition, students also have the courage to respond well to answering teacher questions and providing responses to the results of training from other students. The application of the SQ3R method can also improve student learning outcomes. The average value of students increased from 56.00 (pre-action) to 68.00 in Cycle I and 78.00 in Cycle II. In addition, student learning completeness also increased from 40.00% (pre-action) to 80.00% in Cycle I and 100.00% in Cycle II. Thus, the application of the SQ3R method can improve the reading comprehension ability of third grade students at SDN. No. 054/XI Muara Air year 2016/2017

scholarly journals NOTE-TAKING AS A TECHNIQUE IN TEACHING READING COMPREHENSION

2019 ◽  
Vol 7 (2) ◽  
Author(s):  
Rusdiansyah Rusdiansyah
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Research Method ◽  
Action Observation ◽  
Teaching Reading ◽  
Note Taking ◽  
Comprehension Ability ◽  
Planning Implementation ◽  
Main Ideas ◽  
Reading Comprehension Ability

The aim of this study is to explain the effective way in teaching reading comprehension through Note-Taking technique. Reading is an important skill in learning a language besides listening, speaking, and writing. It is an effort to increase our knowledge and achievement. Everyone should have the ability to read, especially in English because the fact shows that most of the scientific books are written in English. This research applied Classroom Action Research method by using four stages, such as; planning, implementation of action, observation, and reflection. This research conducted in two cycles. They were first and second cycle. Each cycle comprises the series of activities which relates each other. The realization of the second cycle was continued and improved based on the evaluation of the first cycle. The results of this research can be explained that note taking technique increase students’ reading comprehension. In this research, the researcher applied note-taking technique to increase students’ reading comprehension ability because by using note-taking technique the students are easier to make note and easy to answer the questions. They can explain about the keywords or the main ideas of the text, and absolutely they can comprehend the text. The result of the students is increasing by looking their score in cycle 1 and cycle 2. Their mean score in cycle 1 only 51 and cycle 2 the score develops to be 76. It means that the student’s reading comprehension was increased.

scholarly journals Improve Student Skills in Read Understanding Text Explanation with Using the SQ3R Method

2021 ◽  
Vol 4 (1) ◽  
pp. 20
Author(s):  
Delina R ◽  
Hatma Heris Mahendra ◽  
Riga Zahara Nurani
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Comprehension Ability ◽  
Classroom Action Research ◽  
Reading Comprehension Ability ◽  
Class Iv

<p><em>The research has problem less reading comprehension ability explanation text in class IV. This research aims to increase reading comprehension ability using SQ3R in text explanation at IV class SDN Nantang. The researcher uses classroom action research. The result shows the use of SQ3R can increase reading comprehension ability in text explanation. Pre-test shows average scores are 45,83 with 27% complete and 73% incomplete. Cycle I with average scores are 75,67% with 60% complete and 40% incomplete and cycle II average scores 87,83 with 90% complete and 10% incomplete. The result of average is 42.  Reading comprehension ability is 53%. Based on the increase in pre-test until cycle I and cycle II, the conclusion is SQ3R can increase reading comprehension ability in text explanation at IV class SDN Nantang sub-district Cigalontang regency Tasikmalaya period 2020/2021</em></p>

scholarly journals Big Book dan Sustained Silent Reading untuk Meningkatkan Kemampuan Membaca Pemahaman

2020 ◽  
Vol 5 (7) ◽  
pp. 920
Author(s):  
Rizqo Nurjanah ◽  
Utami Widiawati ◽  
I Made Suardana
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Silent Reading ◽  
Class Ii ◽  
Sustained Silent Reading ◽  
Ability Test ◽  
Comprehension Ability ◽  
Mastery Criteria ◽  
Reading Comprehension Ability ◽  
Success Percentage

<p><strong>Abstract:</strong> This study aims to improve reading comprehension in class II MI Islamiyah Kediri City. This type of research is classroom action research. The study was conducted in two cycles. The results showed an increase in students' understanding of reading. The reading comprehension ability test is carried out in writing in the form of a description item. Minimum Mastery Criteria that has been set is 70. In the pre-cycle success percentage of 55.56%, increased to 72.22% in the first cycle, and increased again to 83.33% in the second cycle. he average class success target that researchers set was 80%. The success in the second cycle has reached 83.33%. This means that the average class success target has been achieved.</p><strong>Abstrak:</strong> Penelitian ini bertujuan untuk meningkatkan membaca pemahaman kelas II MI Islamiyah Kota Kediri. Jenis penelitian yaitu penelitian tindakan kelas. Penelitian dilaksanakan dalam dua siklus. Hasil penelitian menunjukkan adanya peningkatan pemahaman siswa terhadap bacaan. Tes kemampuan membaca pemahaman dilaksanakan secara tertulis dengan bentuk soal uraian. Kriteria Ketuntasan Minimal yang telah ditetapkan yaitu 70. Pada prasiklus presentase keberhasilan sebesar 55,56%, meningkat menjadi 72,22% pada siklus I, dan meningkat lagi menjadi 83,33% pada siklus II. Target keberhasilan rata-rata kelas yang peneliti tetapkan yaitu 80%. Keberhasilan pada siklus II sudah mencapai 83,33%. Hal tersebut berarti target keberhasilan rata-rata kelas telah dicapai.

scholarly journals IMPOVING STUDENTS’ READING COMPREHENSION THROUGH COOPERATIVE LEARNING STRATEGY

2020 ◽  
Vol 4 (2) ◽  
pp. 135-147
Author(s):  
Eneng Liah Khoiriyah
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Cooperative Learning ◽  
Learning Strategy ◽  
Action Observation ◽  
Multiple Choice ◽  
Cycle Model ◽  
Research Hypothesis ◽  
Classroom Action Research ◽  
Plan Action

The purpose of this research is to know whether cooperative learning can be used to improve students’ reading comprehension at SMK Ma’arif NU Pandeglang. Research hypothesis is to improve students’ reading comprehension through cooperative learning strategy. The method used in this research was takes descriptive qualitative which use cycle model, there are: plan, action, observation and reflection and use a Classroom Action Research (CAR) method. The data is gathered by giving test, multiple choice, and questioner. The result of the test obviously infers that there is contribution of using cooperative learning in improving students reading comprehension because have different score between cycle one and cycle two and get score hight than cycle one.

scholarly journals Employing Graphic Organizers through Team-Pair-Solo Strategy to Improve Reading Comprehension of Eighth Graders at SMPN 9 Kubung

AL-TA LIM ◽  
2016 ◽  
Vol 23 (1) ◽  
pp. 37-51
Author(s):  
Lina Satriyani ◽  
Arwijati Wahjudi Moerdibjon ◽  
Johannes Ananto Prayogo
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Learning Process ◽  
Graphic Organizers ◽  
Eighth Graders ◽  
Comprehension Ability ◽  
Field Notes ◽  
Teaching Learning ◽  
Giving Feedback ◽  
Reading Comprehension Ability

This research was conducted to improve the students’ reading comprehension by employing graphic organizers through Team-Pair-Solo strategy. Classroom Action Research which involved 32 eighth graders was employed in this study. The instruments were reading comprehension test, observation checklists, field notes and questionnaire. The steps done in employing the strategy were: (1) working in group in comprehending the text, (2) discussing the answer, (3) working in pairs,(4) creating their own graphic organizers, (5) swapping their work (6) giving feedback, (7) discussing the feedback (8) revising individually, (9) retelling the text by using their graphic organizers. The findings of this study showed that the strategy improved students’ ability; most of the students (87.5%) were actively involved and enthusiastic in teaching-learning process; and most of them (90%) gave positive perceptions toward the implementation of the strategy. These results indicated that the strategy was effective in improving students’ reading comprehension ability.

scholarly journals The Influence of Survey, Question, Read, Recite, Review Method Toward Reading Comprehension Ability Mediated by Working Memory

2020 ◽  
Vol 9 (1) ◽  
pp. 85
Author(s):  
Nani Restati Siregar ◽  
Muhammad Ilham ◽  
Mansyur M.
Keyword(s):  
Working Memory ◽  
Reading Comprehension ◽  
Empirical Study ◽  
Mediating Effect ◽  
Control Group ◽  
Survey Question ◽  
Phonological Working Memory ◽  
Comprehension Ability ◽  
The Impact ◽  
Reading Comprehension Ability

Reading comprehension plays a vital role in students' academic achievement. This empirical study aims to determine the influence of survey, question, read, recite, and review (SQ3R) method on reading comprehension ability. The impact of mediation on semantic and phonological working memory toward reading comprehension ability after being given the SQ3R method. The empirical study was Quasi-experimental with untreated control group design with dependent pretest and posttest samples. The total participants are 57 students in elementary school. Thirty of the subjects were selected based on colored progressive matrices and reading comprehension measurement in equal. In this case, 15 students as treatment groups and 15 students as a control group. Backward digit span task was used to measure phonological working memory, sentence completion, responsibility for semantic working memory, and reading comprehension test for reading comprehension ability. Causal analysis technique by SPSS MACRO PROCESS was used to examine the hypothesis of the research. The results revealed that there was an influence SQ3R method toward reading comprehension ability. Semantic working memory and phonological working memory are mediate between SQ3R and reading comprehension, but the mediating effect of semantic working memory is more reliable than phonological working memory. This research indicated that the effectivity of the SQ3R method to improve reading comprehension was mediated by working memory capacity in Bajo’s children.

scholarly journals PENGGUNAAN MEDIA KOMIK BERBAHASA INGGRIS SEBAGAI UPAYA MENINGKATKAN KEMAMPUAN MEMBACA PEMAHAMAN BAHASA INGGRIS PADA SISWA KELAS VIII SMPN 3 TELUK KUANTAN

2018 ◽  
Vol 2 (6) ◽  
pp. 883
Author(s):  
Sasti Karmiani
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
Action Observation ◽  
Average Score ◽  
Average Value ◽  
Comprehension Ability ◽  
Research Procedure ◽  
Class Viii ◽  
Academic Year ◽  
Reading Comprehension Ability

This study aims to improve the ability to read English comprehension of class VIII A students at SMPN 3 Teluk Kuantanthrough English-language comic media. This research is a classroom action research conducted by following John Elliot'smodel research procedure which includes planning, action, observation, reflection or evaluation. The study was conducted atSMPN 3 Teluk Kuantan in 2018-2019 academic year in odd semester for students of class VIII A, totaling 21 students. Theresults showed that before being given learning using English-language comic media, the average score of students' readingcomprehension was 57.38 (28.57 %) with less criteria. After reading comprehension learning using English language comicmedia the first cycle the average score of students' reading comprehension ability increased to 64.76 (57.14 %) whichincluded in the criteria sufficient, and learning is done in the second cycle students' reading comprehension ability has anincrease in the average value and a percentage of 75.23 (80.95 %) with good criteria.

IMPLEMENTATION OF GUIDED READING PROCEDURE (GRP) IN IMPROVING READING COMPREHENSION

2020 ◽  
Vol 11 (2) ◽  
pp. 159-175
Author(s):  
Zainuddin Hasibuan
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Research Result ◽  
Guided Reading ◽  
Average Score ◽  
Comprehension Skill ◽  
Comprehension Ability ◽  
Field Notes ◽  
Preliminary Planning ◽  
Reading Comprehension Ability

ABSTRACT This research aims to explain the implementation of GRP in improving students’ ability in reading comprehension and to describe students’ respond when a teacher implements GRP in teaching reading comprehension. The study belongs to collaborative classroom action research design in which the researcher and collaborator worked together. The subjects of this research were all of the students of VIII/D of MTsN Dewantara. This resaerch was conducted in two cycles by following the procedure of the action research. It began with the preliminary, planning, implementing and reflecting. The researcher used some instruments such as observation checklist, field notes, and test for students in learning of reading comprehension to collect the data. In analyzing the data, the researcher used the descpriptive qualitative meansrument to find out the result. To analyze the data, total score of the students divided with total number of the students, and got the average score of class. The activity of analyzing data done through three steps, namely: data reduction, data display, data conclusion/ verification. First cycle, there were three meetings, as the result the students got 68,8 in first cycle. Second cycle, there were three meetings, as the result students got 73,8. It means, that the students show their improvement in reading comprehension skill. The research result also indicated that the students have good response and motivation and GRP implementation  improves students’ reading comprehension ability.

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