scholarly journals Teaching Reading Narrative Texts through Inking Your Thinking Strategy

ELT-Lectura ◽  
2019 ◽  
Vol 6 (2) ◽  
pp. 102-113
Author(s):  
Masagus sulaiman ◽  
Siti Hadiyati Rohmana ◽  
Indawan Syahri
Keyword(s):  
Reading Comprehension ◽  
High School Students ◽  
T Test ◽  
Teaching Reading ◽  
Narrative Texts ◽  
School Students ◽  
Significant Difference ◽  
Tenth Grade ◽  
Quasi Experimental ◽  
The Difference

Abstract: The facts and phenomenon that most of senior high school students still encounter or face problems in understanding and answering the questions in reading texts led the researchers to conduct this quasi-experimental research, in line with teaching reading narrative through Inking Your Thinking strategy. This research is aimed at figuring out whether or not there is any significant difference in the tenth grade students’ reading comprehension achievements at SMA Negeri 2 Prabumulih among those who are taught by using Inking Your Thinking strategy and those who are not. To collect the data and to meet the objectives, the researchers used two kinds of tests (i.e. pretest and posttest) which were given to 62 students. To analyze the data, the researchers used T-test. The results of the difference analyses on experimental and control groups by using independent sample t-test showed that t-obtained was 4.839 greater than t-table which was 1.671 at the significant level p<0.05 in two tailed testing with df=60. It means that there was significant difference in students’ reading comprehension achievements among those who are taught by using Inking Your Thinking strategy and those who are not. In conclusion, Inking Your Thinking strategy can improve students’ reading comprehension achievements.   Keywords: inking your thinking strategy, reading comprehension, narrative text

scholarly journals Teaching Narrative Reading by Using the Sub-text Strategy for Islamic Senior High School Students

Ta dib ◽  
2020 ◽  
Vol 25 (1) ◽  
pp. 71-82
Author(s):  
Muhamad Holandyah ◽  
Nova Lingga Pitaloka ◽  
Wahyudiyanto Wahyudiyanto
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Senior High School ◽  
T Test ◽  
Control Group ◽  
School Students ◽  
Paired Sample ◽  
Significant Difference ◽  
Quasi Experimental

The objectives of this study were to find out whether or not there was a significant improvement before and after the treatment on the eleventh grade students’ reading comprehension scores at one Islamic senior high school in Palembang by using Subtext strategy and to find out whether or not there was a significant difference on the eleventh grade students’ reading comprehension scores between the students who were taught by using Subtext Strategy and those who were not. In this study, Quasi Experimental Design using pretest-posttest nonequivalent groups design was used. There were 60 students taken as sample. Each class consisted of 30 students from class XI IPS 2 as control group and class XI IPS 3 as experimental group. In collecting the data, reading comprehension test was used. The test was given twice to both experimental and control groups, as a pretest and posttest. To verify the hypotheses, the data of pretest and posttest were analyzed by using independent sample t-test and paired sample t-test in SPSS program. The findings showed that the p-output from paired sample t-test (sig2-tailed) was 0.000 which was lower than 0.05 and t-value 11.399 was higher than t-table with df=29 (2.0452).  The result of p-output from independent sample t-test was 0.001 which was lower than 0.05, and the t-value 3.465 was higher than t-table with df=58 (2.0017). It means that teaching reading narrative text by using Subtext strategy had significant effect on the students’ reading comprehension scores.

scholarly journals THE INFLUENCE OF DISCOVERY LEARNING AND SNOWBALL THROWING METHOD IN IMPROVIN WRITING SKILLS OF HIGH SCHOOL STUDENTS

2019 ◽  
Vol 2 (3) ◽  
pp. 332
Author(s):  
Winda Intan Lestari ◽  
Ulfah Mawaddah ◽  
Evie Kareviati
Keyword(s):  
High School Students ◽  
Writing Skills ◽  
Discovery Learning ◽  
Sample Population ◽  
Narrative Texts ◽  
School Students ◽  
Post Test ◽  
Quasi Experimental ◽  
The Difference ◽  
Test Treatment

The purpose of this study is to analyze the improvement of students' writing skills by using Discovery learning and the Snowball Throwing method. this study uses Quasi-Experimental by comparing two different variables with the stages of giving pre-test, treatment, and post-test and looking for the difference in value using the Gain Test. This research was conducted in class XI of SMK 4 Padalarang LPPM with a sample population of 60 students namely 30 students of class XI RPL 1 as control class and 30 students with discovery learning method and RPL 2 class as Experimental class with Snowball Throwing approach. From the results of this study conclusions are obtained  1). The ability to write students using the Snowball method is effective and better than using discovery learning. 2). There is a change in the value of writing narrative texts of students using the snowball method rather than discovery learning. 

scholarly journals THINK-TALK-WRITE (TTW) AS A STRATEGY TO IMPROVE STUDENTS’ ABILITY IN TEACHING WRITING DESCRIPTIVE TEXT: A CASE OF THE TENTH GRADE STUDENTS OF MAN DEMAK

2017 ◽  
Vol 4 (1) ◽  
Author(s):  
Wiyak Wiyak ◽  
Irpan Subhan Ansori
Keyword(s):  
Teaching And Learning ◽  
T Test ◽  
Control Group ◽  
Cluster Sampling ◽  
Writing Ability ◽  
Significant Difference ◽  
Tenth Grade ◽  
Quasi Experimental ◽  
The Difference ◽  
Academic Year

This study focuses on Think-Talk-Write Strategy in teaching descriptive text to improve students’ writing ability. The objectives of this study are (1) to find out the students’ writing ability of the tenth grade students of MAN Demak in academic year 2014/2015 who were taught by using Think-Talk-Write (TTW). (2) to find out the students’ writing ability of the tenth grade students of MAN Demak in academic year 2014/2015 who were taught without using Think-Talk-Write (TTW). (3) to find out whether or not there was a significant difference of writing ability between the tenth grade students of MAN Demak in academic year 2014/2015 who were taught with Think-Talk-Write (TTW) strategy and without Think-Talk-Write (TTW). The research was Quasi-Experimental research. The subject of the study was the tenth grade students of MAN Demak. Cluster sampling is used in taking the sample. 40 students from class X-5 were selected as the experiment group and 40 students from class X-1 as the control group. The t-test was used to analyze the data. Experiment research was used here to get the data. The pre-test was given to the students on both of groups. After that, the difference treatment was given in experimental group. At the end of the research, the post-test was given to both of groups. The count of the mean score of the experimental class was 79.95 and the count of mean score of the control class was 76.17. It shows that teaching descriptive text by using Think-Talk-Write (TTW) Strategy gave better result as indicated significant statistical t-test computation, that the t-table value (t5% = 2.03 and t1% = 2.80) is less than t0 = 13.09 (2.03<13.09>2.80). It could be seen that there is a significant difference in writing ability of the tenth grade students of MAN Demak after being taught using Think-Talk-Write (TTW) Strategy. The researcher offers some suggestions in this research. The school should give good facilities and many strategies for teaching and learning process. For the teacher, the teacher should give variation teaching especially using new techniques and strategies in teaching descriptive text to improve students’ writing ability. For the students, the students have to do more active, confident and creative.

scholarly journals Effectiveness of Problem-Based Learning Module as An Instructional Tool in Improving Scientific Argumentation Skill

2018 ◽  
Vol 10 (2) ◽  
pp. 334-340
Author(s):  
Sindy Nurinda ◽  
Sajidan Sajidan ◽  
Baskoro Adi Prayitno
Keyword(s):  
High School Students ◽  
Problem Based Learning ◽  
Field Testing ◽  
T Test ◽  
Learning Material ◽  
Test Results ◽  
Scientific Argumentation ◽  
School Students ◽  
Significant Difference ◽  
Tenth Grade

Scientific argumentation skill required to be mastered in this era. Unfortunately many students still have strunggle improving their scientific argumentation skills. This study was aimed at describing the effectiveness of ecosystem module grounded in Problem-Based Learning in improving scientific argumentation skills. This research was part of the field testing of R&D, a research and development previously conducted. Research participants included tenth grade senior high school students. Two classes were selected as a control and experiment class. The control class (existing) did not use the module but the experiment class use the module (module class) grounded in Problem Based Learning implemented. Data were collected from written tests and observations. Data analysis used the scoring rubric of scientific argumentation skill aspect which their results were tested with Gain test and independent T-test. The findings showed an increase in scores of the four aspects of scientific argumentation skills from the module class. The highest percentage of aspect was rebuttal aspect (27.27%) followed by evidence 26,06% and reasoning 23.94%, while the aspect of claim increased by 20.61%. The independent t-test results showed that there was a significant difference between pre-test and post-test results of the module class. It can be concluded that the ecosystem module with problem-based learning material was effective to improve students’ scientific argumentation skills. The product of this reasearch can be use as a tools to improve students’ scientific argumentation skills.

scholarly journals The Effects of Mind Mapping (MP) and Pre-Questioning (PQ) on the Students’ Reading Comprehension

2015 ◽  
Vol 2 (2) ◽  
pp. 160-177
Author(s):  
M Maslakhatin
Keyword(s):  
Reading Comprehension ◽  
High School Students ◽  
Control Group ◽  
School Students ◽  
Mind Mapping ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Inferential Comprehension ◽  
Experimental Group ◽  
Literal Comprehension

This study was conducted to investigate the effects of mind mapping and pre-questioning on the students’ reading comprehension and on  the students’ reading comprehension levels: literal comprehension, inferential comprehension, evaluation, and appreciation. This study was a quasi-experimental design, which involved 52 senior high school students of the eleventh grade in Surabaya. Mind mapping was used for the experimental group and pre-questioning was for the control group. The instrument was 25 item reading comprehension test incorporating the four reading comprehension levels based on Barrett taxonomy.  Independent Sample t-test and Manova test were used to analyze the data, which results revealed that there was no significant difference between the students who received mind mapping and those who received pre-questioning in their overall reading comprehension and in their literal comprehension, evaluation, and appreciation level. However, there was a significant difference between the students who received mind mapping and those who received pre-questioning in their inferential comprehension. Permalink/DOI: http://dx.doi.org/10.15408/ijee.v2i2.3090

scholarly journals The Effect of Question Answer Relationship (QAR) Strategy in Enhancing Students’ Reading Comprehension

2020 ◽  
Vol 4 (4) ◽  
pp. 548-558
Author(s):  
Zelvia Liska Afriani ◽  
Meita Anggraini ◽  
Riswanto Riswanto
Keyword(s):  
Reading Comprehension ◽  
Sampling Method ◽  
Alternative Hypothesis ◽  
T Test ◽  
Multiple Choice Questions ◽  
Narrative Texts ◽  
Tenth Grade ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control

The aim of this study was to find out the effect of Question Answer Relationship (QAR) strategy in increasing students’ reading comprehension. The method used in this research was quasi experimental design. The sample of this study was 30 students of X hospitality accommodation, selected by using the purposive sampling method. They were divided into two classes, 15 students as experimental class who were taught using Question Answer Relationship Strategy and 15 others as control classes who were not taught by using QAR Strategy. In collecting data, the researchers provide tests twice, namely pre-test and post-test. Before conducting the post-test the, researcher gave three treatments in the experimental and control classes with different teaching. The instrument used in this study was 20 multiple choice questions about narrative texts that had been declared valid. The data obtained from pre-test and post-test were analyzed by using t-test. The result of the t-table was 1.76 and the result of the t-test was 2.690. It revealed that the t-test is bigger than the t-table (2.690> 1.76). Therefore, the null hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted. In brief, QAR Relationship Strategy can be one of effective ways in teaching reading for tenth grade students of SMK Yadika Model Lubuk Linggau.

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

Increasing Secondary Students’ Comprehension Through Explicit Attention to Narrative Text Structure

2021 ◽  
pp. 004005992110255
Author(s):  
Whitney Sommers Butler ◽  
Casey Hord ◽  
Susan Watts-Taffe
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
High School Students ◽  
Reading Instruction ◽  
Secondary Students ◽  
Text Structure ◽  
Literacy Skills ◽  
Students With Learning Disabilities ◽  
Narrative Texts ◽  
School Students

In spite of the prevailing assumption that formal reading instruction is no longer needed once adolescents reach high school, students at the secondary level still benefit from explicit reading instruction to continue developing advanced literacy skills enabling them to access complex narrative texts. This article argues for the importance of teachers to scrutinize the texts they plan to teach to determine what instruction and supports are needed to promote reading comprehension for students with learning disabilities. Specifically, this article examines how nonlinear text structures can challenge adolescent reading comprehension and illustrates explicit text structure instruction with three exemplar texts which use unconventional narrative patterns. The article emphasizes the importance of considering the qualitative features of texts to inform instruction to support reading comprehension for students with learning disabilities.

scholarly journals The Effect of Using Peer Assessment Training on Writing Performance among Arab EFL High School Students in Malaysia

2019 ◽  
Author(s):  
Abdallah Mohammad Salem Almahasneh ◽  
Samsiah Abdul-Hamid
Keyword(s):  
High School ◽  
High School Students ◽  
Peer Assessment ◽  
School Students ◽  
Design Data ◽  
Writing Performance ◽  
English As Foreign Language ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Assessment Training

Peer assessment training has appeared as potential new tools for enhancing Arab English as foreign language (EFL) high school students on writing performance. The purpose of this research was to investigate the effect of using peer assessment training on writing performance among Arab EFL high school students. One hundred and twenty students aged fifteen and sixteen years old participated in this study with an equal number of male and female students. The students were from two Arab high schools in Malaysia. This study employed a quasi-experimental research design. Data was collected using Analytical Marking Scale (Alderson, et al., 1995) to assess student’s writing performance in the pretest and posttest. The result of this study shows that there is a significant difference in the writing performances between the experimental and control groups at P &lt; 0.001. The findings suggests that students who have been exposed to peer assessment training write a better draft compared with those students who were only given conventional training in writing an essay, and without the benefit of peer feedback.

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