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 The Use of Schema Activation Strategy in Teaching Reading Comprehension at The Second Grade Students of Islamic Junior High School

2019 ◽  
Vol 2 (1) ◽  
pp. 19
Author(s):  
Hidayati Hidayati ◽  
Rima Rahmaniah ◽  
Titin Suryani
Keyword(s):  
Reading Comprehension ◽  
Junior High School ◽  
Alternative Hypothesis ◽  
T Test ◽  
Second Grade ◽  
Teaching Reading ◽  
Second Grade Students ◽  
Before And After ◽  
Schema Activation ◽  
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. This study was quasi experimental design using two classes were VIII-B class was taken as an experimental class and VIII-A was taken as control class. The population of this research involved 60 students from the second grade in MTs Tarbiyatul Mustafid Batu Rimpang. 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 t-test formula. Then the result of statistical analysis of t-test in this research was 2.85. It was higher that critical values for t- table in 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 taught by using schema activation strategy has 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.

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 IMPROVING STUDENTS’ WRITING ABILITY BY USING LIST, INQUIRE, NOTE CASE STUDY AT AKADEMI ANALIS KESEHATAN MUHAMADIYAH

Jurnal Medika ◽  
2016 ◽  
Vol 1 (1) ◽  
pp. 32-36
Author(s):  
Fitri Arniati
Keyword(s):  
Alternative Hypothesis ◽  
T Test ◽  
Second Grade ◽  
Writing Achievement ◽  
Writing Ability ◽  
Second Grade Students ◽  
Score Analysis ◽  
Significant Difference ◽  
Before And After ◽  
Post Test

This research aimed at findings out whether or not the students were able to improve their writing strategy and whether the students able to use  List, Inquire and Note Strategy in writing or not. This research used a pre – experimental method  with one group pre – test and post – test  design. The population was the second grade  students of Analkes Muhammdiyah Makassar.  The sample were 24 students by using purposive sampling by taking one class . The data was analyzed into precentage, mean score analysis and value of t – test. The result of the data analysis showed that the students’ writing achievement, in pre – test was X1 = 54,6 and post – test X2 = 71,1. The result of the t – test value was (24,19) is greater than the t – table value was (2,601) this indicates that the null hypothesis (H0) is rejected and the alternative  hypothesis (H1) is accepted. There is significant difference of the students’ writing achievement before and after presenting  materials by using LINK strategy. Based on the findings  and discussions of the research the writer concludes  that  using List, Inquire, Note,  Strategy can improve the ability of the students of Analkes Muhammadiyah in writing.

scholarly journals Metacognitive as One of the Strategy in Teaching Reading Comprehension

2018 ◽  
Vol 1 (2) ◽  
pp. 134
Author(s):  
Roghibatul Luthfiyyah ◽  
Laena Kusuma Perdani
Keyword(s):  
Reading Comprehension ◽  
Metacognitive Strategy ◽  
Second Grade ◽  
Teaching Reading ◽  
Effective Technique ◽  
Group Design ◽  
Second Grade Students ◽  
Post Test ◽  
Quasi Experimental ◽  
Academic Year

This study aims at investigating further about the effectiveness ofMetacognitive Strategy implementation for students' reading comprehension at the second grade of SMA Negeri 1 cilimus and finding the students' responses vividly after learning reading comprehension through Metacognitive Strategy at the second grade of SMA Negeri 1 cilimus.The method that used in this study was Quasi Experimental Research with pre-test post-test non-equivalent group design. The population of this study was the second grade students of  SMAN 1 Cilimus in the academic year 2014/2015; itconsists of eight classes. Two classes were as samplewhich were taken by purposive sampling, they were XI MIA 3 as experimental class and XI MIA 1 as control class.The use of Metacognitive Strategy was proven as an effective technique for teaching reading comprehension.It showed that there were the significantvalue of the implementation of KWL chart as a metacognitive strategy in teaching reading comprehension. In addition, the implementation of KWL chart had strong responses from the students. It could be seen from the result ofquestionnaire that described the strong responses of students toward the implementation of KWL chart as the metacognitive strategy. It could be concluded that the use of KWL chart as metacognitive strategy was effective in teaching reading comprehension. Thus, teachers probably use this technique as one of the variation for teaching reading comprehension.

scholarly journals The Effect Of Sqrc (State Question Read Conclude) Technique Towards Students’ Reading Comprehension

2020 ◽  
Vol 4 (3) ◽  
Author(s):  
Tawali Tawali
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
Total Sample ◽  
T Test ◽  
Second Grade ◽  
Test Design ◽  
Second Grade Students ◽  
Post Test ◽  
The Mean ◽  
Experimental Group

This research was aimed to know The Effectiveness of SQRC Technique Towards Students’ in Reading Comprehension  at the Second grade  students of SMP Nurul Madinah . The design of this research was pre experimental research with one group pre-test post-test design. The population of this research  was second grade  students’ consist of 1 class, the class was consisted of 20 students. So, the total sample of this research was 20 students. The data were collected by using pre-test and post-test. Experimental class was treated by using SQRC learning model that used to analyze the data was t-test formula. From the data analysis, it was found that the result of t-test (4.53) was higher than t-table (1.725). The mean score of  pre-test of experimental group was (71.6), and the mean score of post-test of experimental group was (77). Based on the result above, the researcher concluded that The Effectiveness of SQRC Technique Towards Students’ in Reading Comprehension  at the Second grade  students of  SMP Nurul Madinah . It means that alternative hypothesis (Ha) is accepted and null hypothesis (H0) is rejected.

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 THE EFFECT OF COMMENTARY STRATEGY TOWARDS STUDENTS’ SELF-CONIDENCE IN SPEAKING ABILITY

2018 ◽  
Vol 4 (1) ◽  
pp. 25
Author(s):  
Agus Safari
Keyword(s):  
Alternative Hypothesis ◽  
T Test ◽  
Second Grade ◽  
Control Group ◽  
Control Group Design ◽  
Self Confidence ◽  
Second Grade Students ◽  
Post Test ◽  
Quasi Experimental ◽  
Equivalent Control

This research was aimed to find out or not Commentary Strategy has significant effect in teaching speaking, and has correlation students self-confidence and their speaking ability. The research was quasi- experimental method and design was non equivalent control group design. The population of this research was the whole students of second grade students of MA NW AIKMEL, the total population is 43 students that consisted of two class. The sample was taken from of the second grade  students which  consisted of 43 students. The data were gained from pre-test and post-test of oral  and questionnaire. The instrument was in form of test and questionnaire. In analyzing the data, t-test formula was used. The finding showed that the mean score of post-test for experimental is ( 60,70 ) higher than control ( 49,61 ). Further, the result of t-test showed  ( 1,76 ) is higher than t-table ( 1.684 ) with the degree of freedom (df) = 95 at the significant level  = 0. 05. It mean that the alternative Hypothesis  ( Ha) was accepted and Null Hypothesis  was rejected . and  then there is correlation between students self-confidence and their speaking ability, it was found in experimental group r-test showed r is higher than the r table (r= 0,791 ≥ rt = 0, 444) and  for control group r-test showed r is higher than the r table ( r =  0, 482 ≥ rt = 0, 0,444). So it can be concluded that commentary strategy has significant effect towards students self-confidence in speaking ability and there is correlation between students self-confidence and their speaking ability at the second grade students of MA NW AIKMEL in academic year 2016/2017.

Collaborative Learning Approach Towards Students’ Reading Comprehension; Does It Have Any Effect?

2019 ◽  
Vol 4 (4) ◽  
Author(s):  
Baiq Ayu Puteri Jihan Khairunissa ◽  
Dedi Sumarsono ◽  
Baiq Sumarni
Keyword(s):  
Reading Comprehension ◽  
Collaborative Learning ◽  
Alternative Hypothesis ◽  
Second Grade ◽  
Learning Approach ◽  
Teaching Reading ◽  
Significance Level ◽  
Second Grade Students ◽  
Post Test ◽  
Academic Year

This research was aimed to find out the effect of Collaborative Learning Approach towards students’ reading comprehension at MA Darunnajah Al-Falah Telagawaru in academic year 2018/2019. This research was pre experimental research with one group pre-test and post-test design. The sample was taken from all population of the second grade students of MA Darunnajah Al-Falah Telagawaru which consisted of 23 students. The students were treated by using Collaborative Learning Approach. The instrument of collecting the data used reading test that consisted of 25 items in form multiple choice. The result of technique of data analysis showed that the value of sig two tailed was 0.000. It meant that, the value of t-test was lower than the significance level (0.000 < 0.05), indicated that the alternative hypothesis (Ha) was accepted and the null hypothesis was rejected. Thus, it can be concluded that Collaborative Learning Approach is an appropriate and effective approach for teaching reading because, it has a significant effect towards students’ reading comprehension at MA Darunnajah Al-Falah Telagawaru in Academic Year 2018/2019.

scholarly journals THE EFFECTIVENESS OF CO-OP CO-OP METHOD IN TEACHING READING DESCRIPTIVE TEXTS: A CASE OF THE SECOND GRADE STUDENTS OF SMPN 1 KAYEN PATI

2017 ◽  
Vol 5 (1) ◽  
Author(s):  
Cahya Setiadi
Keyword(s):  
Posttest Score ◽  
T Test ◽  
Second Grade ◽  
Average Score ◽  
Teaching Reading ◽  
Comprehension Skill ◽  
Second Grade Students ◽  
Significant Difference ◽  
Before And After ◽  
Post Test

This study is proposed (1) to find out the extent of students reading descriptive texts before and after they are taught using Co-op Co-op method, (2) to find out whether there was a significant different of the students reading comprehension skill before and after they are taught using Co-op Co-op. The type of the research was experiment and methods of collecting data were pre-test and post-test. The population of this study was the second grade students of SMPN 1 Kayen Pati. This study took two classes randomly as the samples. Those were VIIIA as the experimental class and VIIIC as the control class. Each of class had 40 students. Short answer test was used to collect the data. Before the test was given, it was tried out. After the data was computed and it was found out that 20 items were valid. The result of the study shows that students in experimental class who were taught using Co-op Co-op method had better achievement than students in control class who were taught without Co-op Co-op. The average score of pre-test of the experimental class was 71 and post-test was 76. The average score of pre-test of the control class was 70,75 and post-test was 72,75. The pre-test and posttest score then were calculated to get the t-test to know whether there was significant difference between the experimental class and control class. The t-test was 3,108 and t-table was 1,991. Then t-test and t-table were compared. The data shows that t-test was higher than t-table. It means that there was significant difference between the experimental class and the control class. Based on the findings, the students in the experiment group looked more excited with the use of Co-op Co-op in teaching reading descriptive text. In the control class, the writer also found that the students learned and tried to get information of the reading texts individually. Consequently, it affected the students’ achievement in reading descriptive text. Therefore, it can be concluded that Co-op Co-op is an effective method in teaching reading descriptive texts. Thus it is recommended to use Co-op Co-op in teaching reading, especially descriptive text.

scholarly journals THE EFFECT OF DEFINITIONS TOWARD STUDENTS’ VOCABULARY

2018 ◽  
Vol 6 (1) ◽  
pp. 34
Author(s):  
Tawali Tawali
Keyword(s):  
Experimental Study ◽  
Alternative Hypothesis ◽  
T Test ◽  
Second Grade ◽  
Control Group ◽  
Second Grade Students ◽  
Post Test ◽  
The Subject ◽  
And Control ◽  
Experimental Group

This research is aimed to find out the effect of definitions toward students’ vocabulary mastery: it was an experimental study at the second grade student of MTs NW Haqqul Yaqin Sayang- sayang. The subject of this research was the second grade of MTs NW Haqqul Yaqin Sayang- sayang.The research was used experimental method with quantitative approach. The population of this research consist of 55 students, and the sample is 29 for experimental group while 26 for control group. The technique of collecting data was used definition for experimental group and matching word with antonym for control group. The data was collected by using post-test only and the data was analyzed by t-test formula. Based on data analysis the mean score of experimental group was 76,4 and control group was 69,23, beside of that standard deviation for experimental group was 114,28 and for control group was 113,09 and the value of t-test was 2,44 and t-table was 2,000. Degree of freedom is 53 with significant level 0,05. It means that the value of t-test was higher than t-table (t-test ˃ t-table). The alternative hypothesis (Ha) was accepted and null hypothesis (Ho) was rejected. Thus, the conclusion of this research was there was an effect of definition toward students’ vocabulary mastery: an experimental study at the second grade students of MTs NW Haqqul Yaqin Sayang-sayang.

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