scholarly journals The Effectiveness of Jigsaw Learning Model in Teaching Reading Comprehension on Narrative Text

2019 ◽  
Vol 10 (2) ◽  
pp. 258
Author(s):  
Adib Ahmada
Keyword(s):  
Reading Comprehension ◽  
Learning Model ◽  
Narrative Text ◽  
Learning Method ◽  
Teaching Reading ◽  
Interactive Approach ◽  
Significant Difference ◽  
Before And After ◽  
Tenth Grade ◽  
Academic Year

Abstract Reading is considered as an important aspect for students because of its valuable benefit in developing knowledge. There are approaches of teaching reading such as top-down, bottom up, and interactive approach. Some studies was conducted in applying interactive strategy such as Jigsaw learning method. For the purpose of teaching narrative text, the researcher try to observe and analyze the effectivenes of Jigsaw learning method by using an experimental research. The study was conducted on the tenth grade students in SMA Darussalam in the academic year 2018/2019. The writer used testing instrument, pre-test and posttest. The result of the data analysis are as follows: (1) the student’s reading comprehension before being taught by using jigsaw learning model is fair, (2) the student’s reading comprehension after being taught by using jigsaw learning model is good, (3) there is significant difference of the reading comprehension for the students before and after being taught by using jigsaw learning model. So, the writer conclude that, teaching reading comprehension using jigsaw learning model is effective in increasing students’ reading comprehension on narrative text.

TEACHING READING COMPREHENSION OF NARRATIVE TEXT TO THE TENTH GRADE STUDENTS

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Emi Br Bukit ◽  
Berlin Sibarani ◽  
Rika Rika
Keyword(s):  
Qualitative Research ◽  
Reading Comprehension ◽  
Data Analysis ◽  
Narrative Text ◽  
Teaching Reading ◽  
Qualitative Research Design ◽  
Analysis Technique ◽  
Tenth Grade ◽  
The Subject ◽  
Academic Year

This study aims at describing how the teachers teach reading comprehension of narrative text to the tenth grade students in Sibolangit and revealing the underlying reasons of why do they do that way. This study was conducted by using qualitative research design. The subject of this study were two english teachers who taught at tenth grade students of two SMA in Sibolangit they are : SMA Negeri  1 Sibolangit  and SMA RK Deli Murni Bandar Baru in academic year 2016/ 2017. The data were analyzed by using Miles and Huberman data analysis technique. The  technique of collecting the data was recorded from the classroom process in teaching reading comprehension of narrative text. The findings of the study show that most of teachers’ ways are not yet focusing on teaching reading comprehension but rather focusing teaching the knowledge of genre. The underlying reason of the teachers’ ways in teaching reading comprehension did not facilitate reading comprehension. It was due to the misperception of the concept of teaching reading comprehension.  Keywords : Teaching,Reading Comprehension,Narrative Text.

IMPROVING STUDENTS’ ACHIEVEMENT IN READING NARRATIVE TEXT BY USING RECIPROCAL TEACHING METHOD

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Ruth Adelina Sianturi ◽  
Sumarsih Sumarsih
Keyword(s):  
Reading Comprehension ◽  
Teaching Method ◽  
Narrative Text ◽  
Reciprocal Teaching ◽  
Teaching Reading ◽  
Multiple Choice Tests ◽  
Choice Tests ◽  
Tenth Grade ◽  
The Subject ◽  
The Mean

This study deals with the improving students’ achievement in reading narrative text by using reciprocal teaching. The research of this study was conducted by using action research. The subject of this study was the tenth grade students SMA Negeri 6 Medan. One class was taken as the subject, namely the students from X-5. There were 49 students, consisting of 22 male and 27 female. This research was done in two cycles; there was three meetings in cycle I and three meetings in cycle II. The instruments for collecting data were reading narrative text (25 items of multiple choice tests) teacher make test as quantitative data and interview sheet, observation sheet and diary notes as qualitative data. In analyzing the data, the mean of the students’ score for the treatment I was 61.79, for the treatment II was 72.24 and treatment III was 81.71. The data showed that the students’ score was rising in every treatment. The conclusion is that the use of reciprocal teaching method can improve students’ reading comprehension in narrative text. It suggested to English teacher to apply reciprocal teaching method in teaching reading comprehension. Key words: reading, narrative text, reciprocal teaching.

scholarly journals The effect of a strategy based on the communicative approach in reading comprehension for tenth grade students in Jordan: أثر استراتيجية تستند للمنحى التواصلي في الاستيعاب القرائي لدى طالبات الصف العاشر الأساسي في الأردن

2020 ◽  
Vol 4 (18) ◽  
Author(s):  
Maryam Hammad Abdallah Al-mousah
Keyword(s):  
Reading Comprehension ◽  
Arabic Language ◽  
Control Group ◽  
Validity And Reliability ◽  
Continuous Approach ◽  
Significant Difference ◽  
Before And After ◽  
Tenth Grade ◽  
Communicative Approach ◽  
Experimental Group

The study aimed to reveal the effect of a strategy based on the communicative approach in reading comprehension for tenth grade students in Jordan. To achieve the aims of the study, a test was designed to measure reading comprehension skills, and its validity and reliability were confirmed, The semi-experimental design was adopted, as the experimental group consisting of (25) students was studied according to the strategy based on the communicative approach, and the control group consisting of (25) students was studied in the usual way, The test was applied to the two groups before and after the experiment, The results of the ANCOVA analysis showed that there was a statistically significant difference at (α≤05,0) between the two groups due to the strategy based on the continuous approach in improving reading comprehension, and for the benefit of the experimental group. The study recommended employing a communicative approach in teaching the Arabic language topic, and conducting other similar studies in different educational stages and with new changes.

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 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 USING TALKING STICK

2019 ◽  
Vol 2 (1) ◽  
pp. 40
Author(s):  
Siti Khodijah ◽  
Labibah Labibah
Keyword(s):  
Reading Ability ◽  
English Language ◽  
Human Interaction ◽  
Teaching Reading ◽  
English Reading ◽  
Significant Difference ◽  
Tenth Grade ◽  
Sample Test ◽  
Reading Activity ◽  
Academic Year

Language is the most important aspect in human interaction. People communicate and interact with other using the language. In global community, English has become an international language that is used by many people around the world. Reading is one of English language skills and it is one of the ways to learn English. Reading activity should get more attention. It is because there are many students who get some difficulties in understanding a text. In this research inform the using of talking stick in teaching reading. The objective of this research was to find out whether there was any significant difference in improvement the reading ability of recount text of the tenth grade students of SMK Rosma Karawang in academic year 2018/2019 by using talking stick method. The method used was quantitative method. In this research the writer used pre-experimental design of one group pretest and posttest. The data were analyzed by using paired sample test and processed by using SPSS 23 for windows. The results of the research showed there was significant increase of student’s reading ability.Keywords: Teaching, Reading, Talking Stick

scholarly journals TEACHING READING COMPREHENSION BY USING SKIMMING AND SCANNING TECHNIQUES TO THE TENTH GRADE STUDENTS OF SMAN 1 GELUMBANG

2017 ◽  
Vol 1 (2) ◽  
pp. 109
Author(s):  
Sherly Marliasari
Keyword(s):  
Reading Comprehension ◽  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
Narrative Text ◽  
Teaching Reading ◽  
Tenth Grade

The objective of this research was to find out whether or not it was effective to teach skimming and scanning techniques in reading a narrative text by the tenth grade students of SMAN 1 Gelumbang. The method used experimental. The population of this study was all tenth grade students of SMAN 1 Gelumbang. The sample of this study was 60 students. It indicated that the null hypothesis (Ho) was rejected and alternative hypothesis (Ha) was accepted. It could be concluded that it was effective to teach reading comprehension by using skimming and scanning techniques to the tenth grade students of SMAN 1 Gelumbang.

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.

scholarly journals MODEL PEMBELAJARAN BERPIKIR INDUKTIF UNTUK MENINGKATKAN KEMAMPUAN MENERAPKAN VOKAL É, E, DAN EU DALAM MENULIS PENGALAMAN

LOKABASA ◽  
2014 ◽  
Vol 5 (2) ◽  
pp. 136
Author(s):  
Elsa Nurlia
Keyword(s):  
Null Hypothesis ◽  
Hypothesis Test ◽  
Test Group ◽  
Learning Model ◽  
Significant Difference ◽  
Writing Students ◽  
Before And After ◽  
Post Test ◽  
Academic Year ◽  
Year 2013

Penelitian ini dilatarbelakangi oleh kurangnya kemampuan siswa menerapkan vokal é, e, dan eu dalam menulis pengalaman. Penelitan ini bertujuan untuk mendeskripsikan: 1) kemampuan menerapkan vokal é, e, dan eu dalam menulis pengalaman siswa kelas VII-I SMP Negeri 29 Bandung tahun ajaran 2013/2014 sebelum menggunakan model pembelajaran berpikir induktif; 2) kemampuan menerapkan vokal é, e, dan eu dalam menulis pengalaman siswa kelas VII-I SMP Negeri 29 Bandung tahun ajaran 2013/2014 setelah menggunakan model pembelajaran berpikir induktif; 3) perbedaan kemampuan menerapkan vokal é, e, dan eu dalam menulis pengalaman siswa kelas VII-I SMP Negeri 29 Bandung tahun ajaran 2013/2014 sebelum dan setelah menggunakan model pembelajaran berpikir induktif. Metode yang digunakan dalam penelitian ini adalah kuasi eksperimen, serta desain penelitiannya adalah pre-test and post-test group. Berdasarkan hasil penelitian, dapat disimpulkan bahwa: 1) kemampuan menerapkan vokal é, e, dan eu dalam menulis pengalaman siswa kelas VII-I SMP Negeri 29 Bandung tahun ajaran 2013/2014 sebelum menggunakan model pembelajaran berpikir induktif dikatagorikanC (cukup), dengan rata-rata 66,38%; 2) kemampuan menerapkan vokal é, e, dan eu dalam menulis pengalaman siswa kelas VII-I SMP Negeri 29 Bandung tahun ajaran 2013/2014 setelah menggunakan model pembelajaran berpikir induktif dikatagorikan B (baik), dengan rata-rata 77,83%; serta 3) ada perbedaan yang signifikan antara kemampuan menerapkan vokal é, e, dan eu dalam menulis pengalaman siswa kelas VII-I SMP Negeri 29 Bandung tahun ajaran 2013/2014 sebelum dan setelah menggunakan model pembelajaran berpikir induktif yang terlihat dari hasil gainnya yaitu 11,45%. Hasil uji hipotesis pun menunjukan > , yaitu4,60 > 2,76 yang artinya hipotesis kerja ( ) diterima dan hipotesis nol ( ) ditolak. Jadi, model pembelajaran berpikir induktif dapat meningkatkan kemampuan menerapkan vokal é, e, dan eu dalam menulis pengalaman siswa kelas VII-I SMP Negeri 29 Bandung tahun ajaran 2013/2014. AbstractThis research is triggered by lack of student ability to apply vocal é, e, and eu in the writing experience. This research aims to describe: 1) the ability to apply the vocal é, e, and eu in the writing students experience at class VII-I SMP Negeri 29 Bandung academic year 2013/2014 before using the learning modelof inductive thinking; 2) the ability to apply vocal é, e, and eu in the writing students experience at class VII-I SMP Negeri 29 Bandung academic year 2013/2014 after using the learning model of inductive thinking; 3) The differences of ability to apply vocal é, e, and eu in the writing students experience at class VII-I SMP Negeri 29 Bandung academic year 2013/2014 before and after using the learning model of inductive thinking. The method used in this research is an experiment quasi and then this research design is the pre-test and the post-test group. Based on the results, it can be concluded that: 1) the ability to apply vocal é, e, and eu in the writing students experience at class VII-I SMP Negeri 29 Bandung academic year 2013/2014 before using the learning model of inductive thinking is categorized C (enough), with an average 66,38%; 2) the ability to apply vocal é, e, and eu in the writing students experience at class VII-I SMP Negeri 29 Bandung academic year 2013/2014 after using the learning model of inductive thinking is categorized B (good), with an average 77,83%, and 3) there is a significant difference between the ability to apply vocal é, e, and eu in the writing students experience at class VII-I SMP Negeri 29 Bandung academic year 2013/2014 before and after using the learning model of inductive thinking that can be seen from its gain result is 11,45%. The result of the hypothesis test represents the value >  is 4,60 > 2,76 which means that the working hypothesis ( ) is accepted and the null hypothesis ( ) is rejected. Therefore, thelearning model of inductive thinking can improve the ability to apply vocal é, e, and eu in the writing students experience at class VII-I SMP Negeri 29 Bandung academic year 2013/2014.

scholarly journals THE USE OF MIND MAPPING ON IMPROVING STUDENTS’ WRITING ABILITY AT TENTH GRADE OF SMAN 7 KOTA TANGERANG IN THE ACADEMIC YEAR OF 2018/2019

2019 ◽  
Vol 18 (2) ◽  
pp. 112-120
Author(s):  
Kamelia Kamelia ◽  
Hiqma Nur Agustina ◽  
Imam Sudarmaji
Keyword(s):  
Test Score ◽  
Mapping Technique ◽  
Mind Mapping ◽  
Writing Ability ◽  
Significant Difference ◽  
Before And After ◽  
Tenth Grade ◽  
Post Test ◽  
The Mind ◽  
Academic Year

The objective of this study is to find the use of mind mapping on improving students’ writing ability, especially for biographical recount text at the tenthgrade students of SMAN 7 Kota Tangerang in the academic year of 2018/2019.The sample of this study were 35 students. This study used quantitative method with pre – experimental design by using one group pre –test and post – test. The result of the research shows that there is a significant difference in student’s writing ability between tenth grade students of SMAN 7 Kota Tangerang before and after taught using the mind mapping technique. It can be seen in the result of the study, the average pre – test score of experiment class students is 68.26 and the average post – test score of experiment class students is 85.40. It means that there is a significant difference in students’ writing ability between tenth grade students of SMAN 7 Kota Tangerang before and after taught using the mind mapping technique. The research hypothesis is proven that using mind mapping technique in teaching writing especially in recount text makes the students’ writing score higher.

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