Suggestopedia method as an effective method in teaching reading comprehension for senior high school

2020 ◽  
Vol 3 (1) ◽  
pp. 98-101
Author(s):  
Deavy Safitri Murfita ◽  
Dian Novita
Keyword(s):  
Reading Comprehension ◽  
Data Analysis ◽  
Null Hypothesis ◽  
Quantitative Research ◽  
Alternative Hypothesis ◽  
Teaching Reading ◽  
Program Calculation ◽  
Post Test ◽  
Main Activity ◽  
Test Treatment

This research is to know is there is significant effect in reading comprehension achievement in X grade at SMK Walisongo 1 Gempol, being taught by suggestopedia method. This research uses quantitative research. The research’s object is X AK-2 of SMK Walisongo 1 Gempol has 28 students. The researcher divides the main activity into pre-test, treatment and post-test. Based on the SPSS 23 Program calculation from mean result of pre-test 70.1 and the result mean of post-test is 83.5. The students’ score is increasing after being given by the treatment. The result of the calculation of this research showed that (sig 2-tailed = 0.002) which is less from (<) 0.05 and significance 5%. It mean that the alternative hypothesis is accepted and the null hypothesis is rejected. From the result of the data analysis above, the use suggestopedia method gives significant effect in students’ reading comprehension achievement This article investigates major points of the speech verbs. On this case, different meaning of verbs was analyzed from Russian into English.  Therefore, analyses of the theory with methodology were described to make better diffusion. To conclude with both outcomes and shortcomings were outlined to get further analyses as the whole.

scholarly journals Suggestopedia Method as an Effective Method in Teaching Reading Comprehension for Senior High School

2020 ◽  
Vol 3 (5) ◽  
pp. 69-71
Author(s):  
Deavy Murfita Safitri ◽  
Dian Novita
Keyword(s):  
Reading Comprehension ◽  
Data Analysis ◽  
Null Hypothesis ◽  
Quantitative Research ◽  
Alternative Hypothesis ◽  
Teaching Reading ◽  
Program Calculation ◽  
Post Test ◽  
Main Activity ◽  
Test Treatment

This research is to know is there is significant effect in reading comprehension achievement in X grade at SMK Walisongo 1 Gempol, being taught by suggestopedia method. This research uses quantitative research. The research’s object is X AK-2 of SMK Walisongo 1 Gempol has 28 students. The researcher divides the main activity into pre-test, treatment and post-test. Based on the SPSS 23 Program calculation from mean result of pre-test 70.1 and the result mean of post-test is 83.5. The students’ score is increasing after being given by the treatment. The result of the calculation of this research showed that (sig 2-tailed = 0.002) which is less from (<) 0.05 and significance 5%. It mean that the alternative hypothesis is accepted and the null hypothesis is rejected. From the result of the data analysis above, the use suggestopedia method gives significant effect in students’ reading comprehension achievement.

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. 

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 THE EFFECTIVENESS OF EXTENSIVE READING APPROACH TO IMPROVE STUDENTS’ READING COMPREHENSION

2019 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Andi Hidayat ◽  
Anita Nurinayah
Keyword(s):  
Reading Comprehension ◽  
Data Analysis ◽  
Reading Ability ◽  
Quantitative Research ◽  
Degrees Of Freedom ◽  
Alternative Hypothesis ◽  
Extensive Reading ◽  
Post Test ◽  
The One ◽  
Level Of Significance

This research entitled the effectiveness of extensive reading approach has a purpose to figure out the effectiveness of extensive reading approach to improve students’ reading comprehension. The subject of this research is students of SMK Al-Irsyad Cipanas. The sample of this research consists 20 of the eleventh grade students of AP class. The research uses quantitative research, or more specifically the one group pre-test post-test design as research design. To collect the data, this research applies pre-test and post-test as the instrument. The result of data is obtained by using t-test formula.  The result showed that students who learning using extensive reading approach had better reading ability to comprehend the text. The result of tobs is 2.08, the ttable with degrees of freedom (df) 19 and level of significance at 0.05 was 1,72. Based on the data analysis, the alternative hypothesis in this research was accepted because tobs is higher than ttable (2.08 > 1.72). Based on the data analysis, it is found that the test is reliable. The findings indicated that learning using extensive reading approach is significantly affected the students’ reading comprehension. Therefore, the extensive reading is suitable for improving students’ reading comprehension and it is also a strategy that can be used by teacher for making learning process to be more effective.

scholarly journals THE EFFECTIVENESS OF TWO STAY TWO STRAY IN TEACHING READING COMPREHENSION

2020 ◽  
Vol 2 (2) ◽  
pp. 112
Author(s):  
Fathurrahman Imran
Keyword(s):  
Reading Comprehension ◽  
Quantitative Research ◽  
Alternative Hypothesis ◽  
Second Grade ◽  
Teaching Reading ◽  
Significance Level ◽  
Second Grade Students ◽  
Post Test ◽  
Second Year ◽  
Academic Year

This research was aimed: to find out significant effect of Two Stay Two Stray in Teaching Reading Comprehension at the second year Students of MTs Hidayatussibyan NW Sengkerang in academic year 2013/2014. The kind of this research was quantitative research. The population of this research was the second grade students that consist of 28 students. The instrument of collecting data used test which was 50 multiple choice items. In this research, the researcher gave a treatment and prepared a test in form of multiple choices to look for the effect of Two Stay Two Stray in Teaching Reading Comprehension. The result of the data analysis indicated that the grade students obtained high score on the post test. It means that, the Two Stay Two Stray gave a significant effect in students’ reading comprehension. It was proven by the lowest and highest score in pre-test and post-test, they were 20 and 58 and post-test were 32 and 80. Thus, the result of alternative hypothesis was accepted. It was provable that ttest was higher than ttable, which was the value of ttest was 4.875 and ttable 27 in significance level of 0.05% was 2.052.

scholarly journals TEACHING READING COMPREHENSION FOR THE TENTH GRADE STUDENTS BY APPLYING THE INQUIRY BASED LEARNING APPROACH

2020 ◽  
Vol 14 (1) ◽  
pp. 46-57
Author(s):  
Maria Ramasari
Keyword(s):  
Reading Comprehension ◽  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
T Test ◽  
Learning Approach ◽  
Teaching Reading ◽  
Inquiry Based Learning ◽  
Tenth Grade ◽  
Post Test ◽  
Mastery Criteria

The objective of this research was to find out whether or not it was significantly effective to apply the Inquiry Based Learning Approach in teaching reading comprehension for the tenth grade students. In this research, the researcher proposed two hypotheses. They were null hypothesis (Ho) and alternative hypothesis (Ha). The method applied was pre-experimental with one group pre-test posttest design. The object of this research consisted of 20 students. The data were collected by means of test consisting 20 items of multiple choices. The data obtained were analyzed through three techniques: 1) Individual Score, 2) Conversion of Individual Score Based on Minimum Mastery Criteria, and 3) Matched t-test. The results of this research shows that  the students’ mean  score in the pre-test was 60.13 and those in the  post-test was 75.25. The result of matched t-test was 5.25, which was higher than t-table value (1.725) of 20 with 95% significant level for one tailed-test. Therefore, the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. It means that it was significantly effective in teaching reading to the tenth grade students by applying Based Learning Approach.

scholarly journals TEACHING READING COMPREHENSION USING TEAM ACCELERATED INSTRUCTION (TAI) TECHNIQUE

2019 ◽  
Vol 5 (2) ◽  
pp. 211
Author(s):  
Euis Setiati ◽  
Intan Satriani
Keyword(s):  
Reading Comprehension ◽  
Data Analysis ◽  
Experimental Design ◽  
Null Hypothesis ◽  
Teaching Reading ◽  
Tenth Grade ◽  
Post Test ◽  
The Mean ◽  
Accelerated Instruction ◽  
Academic Year

This study aims at examining whether students’ reading comprehension can be improved by using Team Accelerated Instruction (TAI) technique. This research used pre experimental design with one group pretest and post-test. The sample of this research was 34 students of tenth grade of SMK Pasundan 1 Cimahi in academic year 2017/2018. The instrument of this research was test which consist of multiple choice question. The data of this research was collected by giving reading comprehension test to students. The collected data of this research was analyzed using SPSS program. Then, the result of data analysis showed that mean of pretest 55.59 and after the implementation of Team Accelerated Instruction (TAI) technique the mean of posttest became 67.79. It shows that there are significant differences between pretest and posttest. Based on the data analysis, the null hypothesis was rejected. In other words, teaching reading comprehension using Team Accelerated Instruction (TAI) technique had significance improvement on students’ reading comprehension. The implementation of Team Accelerated Instruction (TAI) technique in teaching reading comprehension was able to resolve those difficulties since it required the students to share, discuss, and unite their thought or problem on comprehending the content of the text with other members of their group.

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

THE EFFECT OF USING NOTING INTERACTING SUMMARIZING AND PRIORITIZING STRATEGY ON STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION

2013 ◽  
Vol 2 (4) ◽  
Author(s):  
Maruh Sianturi And Berlin Sibarani
Keyword(s):  
Reading Comprehension ◽  
Experimental Design ◽  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
Control Group ◽  
First Year ◽  
Teaching Reading ◽  
First Year Students ◽  
Level Of Significance ◽  
Experimental Group

This study was aimed at finding out the effect of using Noting, Interacting, Summarizing, and Prioritizing Strategy on Students’ Achievement in Reading Comprehension. This study was designed with the experimental design. The population of this study was the first year students at academic 2013/2012 of SMA swasta YP St. Paulus Martubung, Medan. There were fourty students taken as the sample of the research. The sample was divided into two groups: the first group (20 students) as the experimental group and the second group (20 students) as the control group. The experimental group was taught by Using Noting, Interacting, Summarizing, and Prioritizing Strategy, while the control group was taught by using conventional method. The instrument for collecting the data was multiple choices which consisted of 40 items. To obtain the reliability of the test, the researcher used Kuder -Richardson (KR-21) formula. The calculation showed that the reliability of the test was 0.75. The data were calculated by using t-test formula. The result of the analysis shows that t-observed (4.98) was higher than t-table (2.025) at the level of significance (α) 0.05 and the degree of freedom (df) 38. Therefore, the null hypothesis (H0) was rejected and alternative hypothesis (Ha) was accepted. It meant that teaching reading comprehension by using Noting, Interacting, Summarizing, and Prioritizing Strategy significantly affects reading comprehension.

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.

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