scholarly journals Improving Students’ Reading Comprehension in Narrative Text through Thieves Strategy to the 10th Grade Students of MAN 1 Pangkalpinang

2019 ◽  
Vol 4 (2) ◽  
pp. 225-242
Author(s):  
Indrawati Indrawati ◽  
Ade Widiana
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
T Test ◽  
Narrative Text ◽  
Control Group ◽  
10Th Grade ◽  
Significant Difference ◽  
Quasi Experimental ◽  
And Control ◽  
Experimental Group

The objectives of the research were; to describe the implementation of THIEVES strategy to the 10th grade students of MAN 1 Pangkalpinang; to figure out if there is any significant difference between the students who are taught by using THIEVES strategy and the students who are not taught by using non - THIEVES strategy to the 10th grade students of MAN 1 Pangkalpinang. In this research the researcher used quantitative approach with experimental research that was quasi-experimental design. The total samples was 78 students, consisted of X MIA 3 was 39 students as experimental group and X IIS 1 was 39 students as control group. The result of the test was analyzed by using SPSS 22.0 of Paired Sample t-test and Independent sample t-test. Based on the result of analysis there were two research findings. First, the implementation of THIEVES strategy usage could improve students’ reading comprehension in narrative text. It could be seen that the pre-test mean score in experimental group was 46.000 and control group was 45.179. Meanwhile, the post-test mean score in experimental group was 70.769 and control group was 68.461. Second, there was a significance difference between students who were taught by using THIEVES strategy and students who were not. It was known from the result of independent samples t-test. The t obtained was higher than t table (5.872 > 1.684) and the p output was lower than computation with level significant (0.000 < 0.05). It means that the null hypothesis (H0) was rejected and the alternative hypothesis (H1) was accepted. It could be concluded that THIEVES strategy was effective to improve students’ reading comprehension.

scholarly journals PENGARUH PENGGUNAAN STRATEGI GALLERY WALK TERHADAP PEMAHAMAN MEMBACA SISWA KELAS DUA DI SMP MUHAMMADIYAH 1 PEKANBARU

2019 ◽  
Vol 10 (2) ◽  
pp. 28
Author(s):  
Nabila Jannati ◽  
Jismulatif Jismulatif
Keyword(s):  
Reading Comprehension ◽  
Test Score ◽  
Alternative Hypothesis ◽  
T Test ◽  
Control Group ◽  
Post Test ◽  
Quasi Experimental ◽  
Second Year ◽  
And Control ◽  
Experimental Group

The research was aimed to find out the effect of gallery walk strategy toward reading comprehension of the second year students of SMP Muhammadiyah 1 Pekanbaru. The design of this research was quasi-experimental research with an experimental group and control group pre-test and post-test. These two groups were selected to be a sample by using cluster random sampling. The data were analyzed by using t-test formula. It was found that t-test score was 2.351 while the t-table was 2.001. Since t-test score was higher than t-table, it can be concluded that alternative hypothesis was accepted. It means that there is a significant effect of gallery walk strategy on reading comprehension of the second year students of SMP Muhammadiyah 1 Pekanbaru.

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 Text-based Character in Teaching Reading: Do Students Can Achieve Significant Result in Reading Test?

2021 ◽  
Vol 3 (1) ◽  
pp. 21-28
Author(s):  
Hasan Hasan ◽  
Andi Sadapotto ◽  
Muhammad Hanafi ◽  
Usman Usman
Keyword(s):  
Alternative Hypothesis ◽  
T Test ◽  
Reading Test ◽  
Control Group ◽  
Significant Difference ◽  
Good Classification ◽  
Post Test ◽  
The Mean ◽  
And Control ◽  
Experimental Group

This quasi-experimental study involves the experimental and control group which consist of 60 students in first year of SMA Muhammadiyah Sidenreng Rappang   2019/2020 academic year.  The reading test is used to collect data to find out do the students can achieve significant result in reading test using Text-based Character. Based on the result the mean score of the experimental group pre-test was 72.67 and classified into good classification, while the control group was 69.63 classified into good. The mean score of the post-test after treatment for the experimental group was 82.43 (very good) while the control group was 76.53, (good) classification still.  The researcher found that the T-table is higher than the t-test (α) (1.659<2.021). It means that there is a significant difference in the pre-test of the control and experimental group, while in post-test of an experimental and control group, the researcher finds that the T-test is higher than the alpha and previous score in the the pre-test (α) (3.089>2.021). The degree of freedom is 58. This study reveals that the alternative hypothesis (H1) was accepted, and the null hypothesis (H0) was rejected. This is means that the use of Text-based Characters can improves students' reading skills in significant way.

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 USING PEER ASSISTED LEARNING STRATEGY ON READING COMPREHENSION OF ANALYTICAL EXPOSITION

2019 ◽  
Vol 12 (01) ◽  
pp. 42-56
Author(s):  
Darmawan Budiyanto
Keyword(s):  
Reading Comprehension ◽  
Experimental Method ◽  
Learning Strategy ◽  
T Test ◽  
Control Group ◽  
Peer Assisted Learning ◽  
Group Test ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Experimental Group

The objective of this study was to find out whether or not there was any significant difference on reading comprehension of analytical exposition that were taught by using Peer Assisted Learning strategy (PALS) and those who were not, and to find out whether or not it was effective to use PALS on reading comprehension. This study used quasi experimental method. 78 students was taken as sample, consists of 39 students XI IPS 3 as experimental group and XI IPS 4 as control group. Test was used in collecting data as pretest and posttest. To verify the hypothesis, the result of independent sample t-test found that t-obtained (11.077) was higher than t-table (1.9917) with df(=76), and the significance 2-tailed was 0.000. It means that there was any significant difference on reading comprehension that were taught by using PALS and those who were not, and also it was effective to use PALS.

THE EFFECT OF ENGAGE, STUDY, ACTIVATE TECHNIQUE ON STUDENTS’ ACHIEVEMENT IN WRITING NARRATIVE TEXT

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Rahmadayani Saragih ◽  
Masitowarni Siregar ◽  
Anni Holila Pulungan
Keyword(s):  
Alternative Hypothesis ◽  
Sampling Technique ◽  
T Test ◽  
Narrative Text ◽  
Control Group ◽  
Post Test ◽  
Second Year ◽  
Written Test ◽  
And Control ◽  
Experimental Group

This study is aimed at finding out the effect of Engage, Study, Activate technique on students’ achievement in writing narrative text. This research applied experimental design. The instrument used to collect the data was a written test. The population was the 2015/2016 second year students (grade VIII) of SMP N 1 Sei Rampah. There were nine paralel classes that consisted of 30 students. The total number of the population were 270 students. The total number of the sample were 60 students. The researcher selected the sample by choosing only 2 classes  by using sampling technique. The sample was divided into two groups, experimental group and control group. The experimental group was taught by applying Engage, Study, Activate technique while the control group was taught without applying Engage, Study, Activate technique. The data were taken by administering the pre-test and post-test to both control and experimental groups. These data were analyzed by using t-test. The result of computing the t-test obviously showed that t-observed (4.383) is higher than t-table (1.671) with the degree of freedom (df= 58) at the level significance 0.05 one tail test. It means that alternative hypothesis stating that there is a significant effect of Engage, Study, Activate technique on students’ achievement in writing narrative text is accepted. Keywords : ESA Technique, Writing Narrative Text

scholarly journals THE USE OF CLUSTERING TECHNIQUE TO IMPROVE THE STUDENTS’ SKILL IN WRITING DESCRIPTIVE PARAGRAPH

2018 ◽  
Vol 2 (1) ◽  
pp. 167
Author(s):  
Farnia Sari ◽  
Sri Wahyuni
Keyword(s):  
Alternative Hypothesis ◽  
T Test ◽  
Control Group ◽  
Control Group Design ◽  
Clustering Technique ◽  
Significant Difference ◽  
Eighth Grade Students ◽  
Quasi Experimental ◽  
Academic Year ◽  
Experimental Group

Writing process involves thinking and creative skills. To stimulate the students’ thoughts to express their ideas, clustering technique is effective brainstorming activity to help the students explore their ideas and write consistently. Thus, the objective of this study is to find out whether or not there is any significant difference between the students who were taught in writing descriptive paragraph through Clustering Technique and those who were not. The population of this study was all of the eighth grade students of SMP Srijaya Negara Palembang in academic year 2016/2017. There were three classes that consist of 113 students. The samples of this study were VIII C as a control group and VIII B as an experimental group. This study was conducted by using quasi experimental method with nonequivalent control group design. Then, the data were analyzed by using paired sample t-test and independent sample t-test. The result of independent sample t-test shows that the value of sig. (2-tailed) was 0.00 < 0.05 in the level of significant 0.05. While, the value of t-obtained was 5.213 higher than the critical value of t-table was 1.665 with degree of freedom 76. It can be concluded that the null hypothesis was rejected and the alternative hypothesis was accepted. It means that there was any significant difference between the students who were taught in writing descriptive paragraph through Clustering Technique and those who were not.

scholarly journals Using Herringbone Technique in Teaching Reading Narrative Text at the Eighth Grade Students of SMP Negeri 9 Parepare

2018 ◽  
Vol 1 (2) ◽  
pp. 76-85
Author(s):  
Sudarmanto Sudarmanto
Keyword(s):  
Sampling Technique ◽  
T Test ◽  
Control Group ◽  
Significant Difference ◽  
Eighth Grade Students ◽  
Post Test ◽  
Quasi Experimental ◽  
Test Use ◽  
And Control ◽  
Experimental Group

This research discussed how the use herringbone technique  to improve the students’ ability in reading. This research used quasi experimental design that applied a pre-test and post-test design. The data was analyzed by using t-test. The population of this research was the eight year students of SMP Negeri 9 Parepare in academic year 2013/2014. There were two classes, a class for experimental class and a class for control class. It utilized cluster random sampling technique. The number of each class was 30 students. The instrument used in this research was reading test use of herringbone technique in learning reading. The result of this research was a significant difference between experimental group and control group. This indicates the mean score of the post-test of experimental group was 97 while that of the control group was 92. Moreover, the t-test value (7,24) was higher than t-table value (2.021). In other words, Hypothesis Alternative (H1) was accepted and Hypothesis Null (H0) was rejected. This means that Using Herringbone technique can improve the students’ reading comprehension by using herringbone technique.

scholarly journals THE EFFECTIVENESS OF KNOW –WANT-LEARN (KWL) STRATEGY IN TEACHING READING COMPREHENSION

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Husnaini Husnaini
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
Research Result ◽  
Control Group ◽  
P Value ◽  
Test Form ◽  
Eighth Grade Students ◽  
Quasi Experimental ◽  
And Control ◽  
Experimental Group

The objectives of the research is to find out whether or not the use of KWL strategy is more effective than non KWL strategy in improving students’ interpretive comprehension. The research applied quasi experimental design in which the researcher used two groups namely experimental group with treatment by using KWL strategy and control group non KWL strategy. The subject of this research was the eighth grade students of SMP Neg. 9 Palopo with the number of sample is 60 students, 30 students in experimental group and 30 students in control group. The researcher gave pretest before treatment to both groups and gave treatment to experimental group in six meetings and the last the researcher gave posttest. The data were collected through reading comprehension test in objective test form. The research result indicated that the use of KWL strategy is more effective than non KWL strategy in improving students’ interpretive comprehension. It was proven by the t-test of students’ posttest on this level of comprehension between experimental and control group where Probability value was lower than alpha (.000<0.05). It indicates that null hypothesis (H0) is rejected and alternative hypothesis (H1) is accepted because P-value < α.

scholarly journals THE EFFECTIVENESS OF USING GUIDED DISCOVERY IN TEACHING READING COMPREHENSION

2017 ◽  
Vol 4 (2) ◽  
pp. 66-73
Author(s):  
Ida Zahara
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
Sampling Technique ◽  
Control Group ◽  
Teaching Reading ◽  
Control Group Design ◽  
Guided Discovery ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Experimental Group

The objectives of this study were to find out whether or not there was any significant difference in reading comprehension achievement between the students who were taught by using guided discovery and those who were taught by using conventional strategy to the eleventh grade students of MAN Arahan. This research was conducted through quasi-experimental method and used matching only pre-test post-test control group design. The population was 140 students of the eleventh grade of MAN Arahan in the academic year 2012/2013. Seventy students were chosen as the sample by using convenience sampling technique. The sample were assigned into two groups; the experimental group and the control group. Each group consisted of thirty five students. The data were obtained by reading comprehension test. A test was given both to the experimental group and control group before and after the treatment. The result of the test was analyzed by using matched t-test. The result of the study showed that there was any significant difference between eleventh grade students of MAN Arahan who were taught by using guided discovery and those who were taught by conventional strategy. The t-obtained was 4.52 at the significant level 0.05 in two tailed testing and df=21, the critical value of t-table is 2.080. Since the value of t-obtained was higher than t-table, then the null hypothesis was rejected and the alternative hypothesis was accepted. It can be stated that guided discovery is effective in teaching reading comprehension, and can be used as the alternative technique for teaching reading comprehension to the eleventh grade students of MAN Arahan.

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