scholarly journals Metacognitive Learning Strategies: Their Effects on the Reading Comprehension Performance of Grade Five Pupils

2021 ◽  
Vol 4 (5) ◽  
pp. 107-117
Author(s):  
Farraniva Acmed-Ismael
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
Learning Strategies ◽  
The Other ◽  
Control Group ◽  
Control Groups ◽  
Comprehension Test ◽  
Metacognitive Learning ◽  
And Control ◽  
Experimental Group

This study aimed at examining the effects of metacognitive learning strategies on the reading comprehension performance of 80 Grade Five pupils in the MSU-Integrated Laboratory School for SY 2011-2012. The researcher used quasi-experimental design, which entailed using two intact, randomly selected groups: one served as the control group and the other as the experimental group. The descriptive-quantitative research was used to describe and analyse the respondents' performance in their reading comprehension test. The data were treated using Statistical Program for Social Sciences (SPSS) with a significance level set at .05. This research work involved four phases: In the first phase, a self-constructed Personal Background Questionnaire and the Strategy Inventory for Language Learning (SILL) by Oxford (1990) were administered both to the experimental and control groups before the strategy instruction. In the second phase, the experimental group received six sessions of instruction on metacognitive strategies. On the other hand, the control group received six sessions of instruction using the traditional method of teaching reading based on the Basal Readers Approach. Both experimental and control groups worked on authentic and inauthentic texts (some articles from the Newspaper and the World of Reading textbook). In the third phase, after completion of instruction, the teacher-made reading comprehension test was administered to both groups to determine the reading comprehension performance of the respondents. In the fourth phase, the SILL was administered to both groups again to determine if the metacognitive strategies instruction has an effect on the reading comprehension performance of the respondents. The data analysis yielded the following findings: First, a slightly greater outcome was manifested in the reading comprehension test of the experimental group compared to the control group. Second, there was no significant difference between the mean scores of the reading comprehension test of the control and experimental groups. Both the experimental and control groups performed well in the authentic section of the reading comprehension test. Lastly, the Strategy Inventory for Language Learning (SILL) by Oxford, 1990 shows a positive effect on the reading comprehension performance of the experimental group. Therefore, the respondents performed better in the part of the reading comprehension test using authentic texts and the experimental group’s metacognitive awareness increased notably after the instruction.

scholarly journals The Effect of Extensive Reading on Students Reading Comprehension

2020 ◽  
Vol 12 (1) ◽  
pp. 58-64
Author(s):  
Dadan Hidayat ◽  
Titi Dewi Rohati
Keyword(s):  
Reading Comprehension ◽  
The Other ◽  
Reading Process ◽  
Control Group ◽  
Extensive Reading ◽  
Student Reading ◽  
Post Test ◽  
Class Room ◽  
And Control ◽  
Experimental Group

This research investigated the effect of extensive reading on students reading comprehension. The writer used the quantitative as the researched method and the writer used the queasy experiment as the research design. For collecting the data the writer gave the test for experimental and control group. For experimental group the writer used the extensive reading method as the reading class room and the other method for the control group. After the post- test gave to both classes, the writer analyzed it by using SPPS 20 program to found out the improvement on student reading comprehension after extensive reading implied on reading classroom. Based on the finding and discussion. It can be concluded that hypothesis was accepted. It meant that there was effect on extensive reading on student reading comprehension. Based on the resulted of this research. The writer suggested the teacher to used extensive reading on reading process to improved student reading comprehension.

scholarly journals The Effect of Applying Skimming Technique on Grade XI Students’ Reading Comprehension

2012 ◽  
Vol 1 (1) ◽  
Author(s):  
Benny Jefri Wijaya Hutabarat And Tina Mariany Arifin
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Experimental Research ◽  
T Test ◽  
Control Group ◽  
Control Groups ◽  
The Subject ◽  
Level Of Significance ◽  
And Control ◽  
Experimental Group

This study was conducted as an attempt to discover the effect of applying skimming technique on Grade XI students’ reading comprehension. It was an experimental research. The subject was students of Grade XI, Private Senior High School (Sekolah Menengah Atas Swasta: SMA) Methodist-7, which consisted of 60 students. The research was divided into two groups: experimental and control groups. The instrument used to collect the data was reading comprehension test. To obtain the reliability of the test, the writer applied Kuder Richardson 21 formula. The result of the reliability was 0.89. The data were analyzed by using t-test formula. The analyze showed that the scores of the students in the experimental group were significantly higher than the scores of the students in the control group at the level of significance 0.05 with the degree of freedom (df) 60 , t-observed value 3.71 > t-table value 2.00. Based on the reliability of the test, it was found that the test was reliable. The findings indicated that using Skimming Technique significantly affected the students’ reading comprehension. So, English teachers are suggested to use Skimming Technique in order to improve students’ reading comprehension.   Keywords: Skimming Technique, Reading Comprehension, Experimental Research.

scholarly journals The Effectiveness of Note-Taking on Reading Comprehension of Iranian EFL Learners

2017 ◽  
Vol 6 (7) ◽  
pp. 308
Author(s):  
Farnoush Bahrami ◽  
Heidar Nosratzadeh
Keyword(s):  
Reading Comprehension ◽  
Pearson Correlation ◽  
Control Group ◽  
Note Taking ◽  
Control Groups ◽  
Efl Learners ◽  
Post Test ◽  
And Control ◽  
Experimental Group ◽  
Analyze Data

By taking notes students could save time for reading all textbooks for their exams or for their representations.  It helps them to be vigilant all the time in class for having good notes and they have to paying attention to lectures or teachers all the time, therefore note-taking causes to listening better to lessons and lectures an also it causes to improves their comprehension when they read texts. Thus, the present study is important because note-taking could provide student’s memorization and helps them to remember what they learnt, absolutely important information. Also it accelerates to one-over their studies.The method used in this research was survey. The 40 Persian EFL learners were selected from a language institute in Karaj to participate in the present study. These learners were divided into two groups; one of them is experimental group (N=20) and the other one is control group (N=20). Pretest and post test were two instruments that were used to carry out this study, a pretest about skill of note-taking of passages of the lessons was used for both experimental and control group. This test consisted of 4 passages. The same test was administrated again as the post test for both groups by the end of the course to see the different conclusion between taking note of experimental group and control group control groups. Reliability between 4 texts is in oscillation from 0.6 to 0.81 (from 0.6 upwards). Therefore this reliability was an acceptable one. To analyze data descriptive statistics (that was contained percentage, frequency and mean score) and also inferential statistics (that was contained ANOVA, Pearson correlation, independent sample t-test, multivariate’s test, regression) were carried out by using SPSS16 soft ware. The findings confirmed that note taking is effective in reading comprehension.

Visual Reinforcement of Head-Turn Responses in Infants Under 12 Months of Age

1977 ◽  
Vol 42 (3) ◽  
pp. 328-334 ◽  
Author(s):  
John M. Moore ◽  
Wesley R. Wilson ◽  
Gary Thompson
Keyword(s):  
Age Groups ◽  
The Other ◽  
Auditory Signal ◽  
Control Group ◽  
Head Turn ◽  
Control Groups ◽  
Visual Reinforcement ◽  
Significant Difference ◽  
And Control ◽  
Experimental Group

The effect of complex visual reinforcement (animated toy animal) on auditory localization responses of infants below 12 months of age was studied. Sixty infants served as subjects and each subject received 30 presentations of complex noise at suprathreshold level. After each response to an auditory signal, one-half of the infants (experimental group) received complex visual reinforcement and the other half (control group) received no reinforcement. The experimental and control groups were further subdivided into three age groups: four months, five and six months, and seven to 11 months. Visual reinforcement produced significantly more responses (head turn) than no reinforcement for the two older age groups. There was no significant difference between the experimental and control conditions at four months of age.

The Effect of Applying POSSE (Predict- Organize-Search-Summarize-Evaluate) on the Students’ Reading Comprehension

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Eka Rejeki Maha ◽  
Berlin Sibarani
Keyword(s):  
Reading Comprehension ◽  
Experimental Design ◽  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
Choice Test ◽  
Control Group ◽  
Multiple Choice Test ◽  
Level Of Significance ◽  
And Control ◽  
Experimental Group

This study was aimed at finding out The Effect of Applying POSSE (Predict-Organize-Search-Summarize-Evaluate) Strategy on the Students’ Reading Comprehension. This study used the experimental design. The population of this study was the students of SMA Negeri 2 Medan. There were sixty students taken as the sample of the research. This study was conducted with two randomized groups namely experimental and control group. The experimental group was taught by applying POSSE strategy while control group was taught without applying POSSE strategy. The instrument of collecting the data was multiple choice test which consists of 40 items. To obtain the reliability of the test, the researcher used Kuder-Richardson (KR-21). The calculation shows the reliability was 0.81(high). The data were analyzed by using t-test. The calculation shows that t-observed (4.76) is higher than t-table (2.00) at the level of significance (α) 0.05 with the degree of freedom (df) 58. Therefore, the null hypothesis (Ho) is rejected and alternative hypothesis (Ha) is accepted. It means that there was a significant effect of applying POSSE strategy on the students’ reading comprehension. Keywords: POSSE Strategy, Reading Comprehension.

The Effect of Applying Learning Together Method on the Students’ Reading Comprehension

2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Haryato Siregar ◽  
Elia Masa Ginting
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
Choice Test ◽  
Control Group ◽  
Teaching Reading ◽  
Multiple Choice Test ◽  
Level Of Significance ◽  
And Control ◽  
Experimental Group ◽  
Learning Together

This study was aimed at finding out the effect of applying Learning Together Method on the students’ reading comprehension. This study used the experimental design. The population of this study was the students of SMP Negeri 1 Muara. There were sixty students of eighth class as the sample of the research. This study was conducted with two randomized groups namely experimental and control group. The experimental group was taught by applying Learning Together Method while control group was taught without applying Learning Together Method. The instrument of collecting the data was multiple choice test which consists of 20 items. To obtain the reliability of the test, the researcher used Kuder-Richardson (KR-21) formula. The calculation shows the reliability was 0.82(high). The data were analyzed by using t-test. The calculation shows that t-observed (4.9) is higher than t-table (2.00) at the level of significance (α) 0.05 with the degree of freedom (df) 58. Therefore, the null hypothesis (Ho) is rejected and alternative hypothesis (Ha) is accepted. It means that teaching reading comprehension by applying Learning Together Method significantly affect reading comprehension. Keywords: Learning Together Method, Reading Comprehension

THE EFFECT OF APPLYING ANIMAL CARTOON PICTURES ON STUDENTS’ ACHIEVEMENT IN WRITING NARRATIVE TEXT

2017 ◽  
Vol 6 (1) ◽  
Author(s):  
Hasanul Arifin Zul And Masitowarni Siregar
Keyword(s):  
T Test ◽  
Narrative Text ◽  
Control Group ◽  
First Year ◽  
Writing Achievement ◽  
Control Groups ◽  
Post Test ◽  
Written Test ◽  
And Control ◽  
Experimental Group

This thesis is focused on the investigation of the effect of applying animal cartoon pictures on students’ achievement in writing narrative text. This study aims to find whether applying animal cartoon pictures significantly affect the students’ writing achievement or not. The data in this study were obtained by administering a written test. The population was the 2015/2016 first year (grade XI) of SMA Swasta Nusantara Lubuk Pakam and 66 students were taken as the sample by using random sampling. The sample was divided into two groups, experimental and control groups. The experimental group was taught by applying animal cartoon pictures while the control group without animal cartoon pictures (x = lecturing). The data were taken the scores from the pre-test and post-test to both experimental and control groups. These data were analyzed by using t-test. The result of computing the t-test obviously showed that t-observed is higher than t-table (5.21 >1,67) with the degree of freedom 64 (df =N-2) at the level significance 0,05 one tail test. It showed that the application of animal cartoon pictures significantly affected the students of SMA Swasta Nusantara Lubuk Pakam achievement in writing narrative text.

THE EFFECT OF APPLYING DEMONSTRATION METHOD ON STUDENTS’ ACHIEVEMENT IN SPEAKING SKILL AT THE THIRD GRADE OF SMK PAB 3 MEDAN ESTATE

2015 ◽  
Vol 4 (2) ◽  
Author(s):  
Meryanti Napitupulu And Anni Holila Pulungan
Keyword(s):  
High School ◽  
Control Group ◽  
Vocational High School ◽  
Control Groups ◽  
Speaking Test ◽  
The Third ◽  
Speaking Skill ◽  
The Subject ◽  
And Control ◽  
Experimental Group

This study was conducted as an attempt to discover the effect of applying Demonstration Method on students’ achievement in speaking skill. It was an experimental research. The subject was students of Grade XII, Vocational High School (Sekolah Menengah Kejuruan: SMK), which consisted of 79 students. The research was divided into two groups: experimental and control groups. The instrument used to collect the data was speaking test. To obtain the reliability of the test, the writer applied Kuder Richardson 21 formula. The result of the reliability was 0.7, and it was found that the test was reliable. The data were analyzed by using t-test formula. The analysis showed that the scores of the students in the experimental group were significantly higher than the scores of the students in the control group at the level of significant m = 0.05 with the degree of freedom (df) 77, t-observed value 8.9 > t-table value 1.99. The findings indicate that using Demonstration Method significantly affected the students’ achievement in speaking skill. So, English teachers are suggested to use Demonstration Method in order to improve students’ achievement in speaking skill.

THE EFFECT OF RAP (READ, ASK, PARAPHRASE) STRATEGY ON STUDENTS’ READING COMPREHENSION IN READING ANALYTICAL EXPOSITION TEXT

2015 ◽  
Vol 4 (3) ◽  
Author(s):  
Veronika N. And Lince Sihombing
Keyword(s):  
Reading Comprehension ◽  
Experimental Design ◽  
T Test ◽  
Control Group ◽  
Multiple Choice Tests ◽  
Choice Tests ◽  
Second Year ◽  
Level Of Significance ◽  
And Control ◽  
Experimental Group

This study focused on finding out the effect of applying RAP (Read, Ask,Paraphrase) Strategy on students’ reading comprehension in reading analyticalexposition text. This study was conducted in experimental design. The populationof this research was the second year of students in SMA Swasta Katolik BudiMurni 2 Medan. There were seventy students of the second year senior highschool students as the sample of the research. This study was conducted with tworandomized groups namely Experimental Group and Control Group. Theexperimental group was taught by applying RAP Strategy, while the control groupwas taught by applying conventional strategy. The instrument of collecting thedata was multiple choice tests which consisted of 25 items. The data wereanalyzed by using t-test formula. The calculation shown that t-observed (5.36)was higher than t-table (1.994) at the level of significance (α) 0.05 with the degreeof freedom (df) 68. It means that there was a significant effect of applying RAPStrategy on students’ reading comprehension in reading analytical exposition text.

THE EFFECT OF APPLYING SQ3R METHOD ON STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Pranata Royganda Sihaloho And Masitowarni Siregar
Keyword(s):  
Reading Comprehension ◽  
Research Design ◽  
Conventional Method ◽  
Experimental Research ◽  
T Test ◽  
Control Group ◽  
Multiple Choice Tests ◽  
Choice Tests ◽  
And Control ◽  
Experimental Group

The aim of this study is to discover the effect of applying SQ3R method inreading comprehension. Experimental research design is used as the research method.This research took place at SMA Nasrani 2Medan. There were 2 classes chosen as thesample with 30 students in each class. The classes were divided into two groups namelyexperimental and control group. The experimental group was taught by using SQ3Rmethod and the control group was taught by using conventional method. The instrumentused to collect the data was a set of multiple choice tests, which divided as pre test andpost test. The result of the research was analyzed by using t-test formula. The resultshowed that t-test was higher than t-table (4,23>2,00) at the level of significant 0,05with degree of freedom (df) 58. It means that hypothesis alternative (Ha) is acceptedwhich shows that SQ3R method significantly improves the student’s readingcomprehension.

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