scholarly journals Collaborative Learning as A Strategy to Improve the English Reading Comprehension of Indonesian Learners in The Agribusiness Department at Muhammadiyah University of Parepare

2021 ◽  
Vol 3 (2) ◽  
pp. 78-84
Author(s):  
Ammang Latifa
Keyword(s):  
Reading Comprehension ◽  
Collaborative Learning ◽  
Learning Strategies ◽  
Reading Ability ◽  
Learning Strategy ◽  
Control Group ◽  
Teaching Reading ◽  
Post Test ◽  
Quasi Experimental ◽  
Test Result

This research sheds some light on collaborative learning to increase the agribusiness students' reading ability at the Muhammadiyah University of Parepare. It tries to find answers to two questions. First, to what extent does the collaborative learning strategy improve the students reading comprehension in the ESP course at UMPAR? Second, what are the students' perceptions of collaborative learning strategies in teaching reading comprehension at UMPAR? To answer these questions, the researcher adopted a Quasi-Experimental design by using the experimental and control group. The data were collected through a reading test and a questionnaire. The research findings indicated that using a collaborative learning strategy improved the students' reading comprehension at agribusiness students at UMPAR. The t-test result of the Pre-test was -1.25 and 2.50 in the Post-test. The Post-test result was more significant than the t-table (2.50>2.023). It indicated that H0 was rejected and H1 was accepted. The results of the study also revealed that a collaborative learning strategy improves the students' ability in teaching Reading Comprehension.

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 SCAFFOLDED READING EXPERIENCE (SRE) IN TEACHING READING COMPREHENSION

2019 ◽  
Vol 2 (1) ◽  
pp. 60-74
Author(s):  
Herawati Unmura
Keyword(s):  
Reading Comprehension ◽  
Average Score ◽  
Control Group ◽  
Teaching Reading ◽  
Significance Level ◽  
First Semester ◽  
Reading Experience ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group

The scaffolded reading experience framework consists of a set of prereading, during-reading, and post-reading activities to use with any genre of text, including fiction and nonfiction. The aim of this study was the effectiveness of scaffolded reading experience in teaching reading comprehension to the students of Musi Rawas University? The method used in this research was quasi-experimental method. The population of this study was all of the students of Musi Rawas University. The sample of this study was students of accounting study progrom in first semester taken through convenience non random sampling. The data were collected through a written test. It was pre-test and post test. The data analyzed through t-test formula. From this study it was found that the students’ pre-test average score in the experimental group was 55 and in the control group was 53.91. Meanwhile the students’ post-test average score in the experimental group was 80 and the students’ average score in the control group was 75. In addition of t-obtained were 2.049 where the value of t-table was 1.684 at df 74 in significance level of 0.05 and with one-tailed testing. Since the value of t-obtained was higher than the critical value of the t-table (2.049>1.684), it can be concluded that, teaching reading comprehension by using scaffolded reading experience (SRE) to the students of Musi Rawas University was effective.

scholarly journals TEACHING READING COMPREHENSION THROUGH TASK BASED LANGUAGE TEACHING

2020 ◽  
Vol 5 (2) ◽  
pp. 83
Author(s):  
Kamba Janna Mufabar ◽  
Hilaluddin Hanafi ◽  
Aderlaepe Aderlaepe
Keyword(s):  
Reading Comprehension ◽  
Junior High School ◽  
Language Teaching ◽  
Reading Motivation ◽  
Reading Test ◽  
Control Group ◽  
Teaching Reading ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group

This study attempted to find out: (1) Whether the Task Based Language Teaching (TBLT) affects students’ reading comprehension or not, (2) The application of task based language teaching towards students’ reading motivation. This study employed quasi experimental design to scrutinize the applicability of TBLT which involving 2nd grade students of Junior High School 7 Kendari registered in academic year 2019/2020. To this end, 62 participants (including an experimental group and a control class ones) were selected through purposive sampling from among 180 students. Task Based Language Teaching was applied in teaching reading comprehension in experimental group while in control group ones was applied conventional. Both groups were taught the same topic. The test was administered before treatment (pre-test) to examine the students’ previous reading comprehension and it was then compared with their post-test to examine their reading comprehension after being taught using TBLT. Reading test and questionnaire as the instruments of this study. The data from reading test was used to figure out the students’ reading comprehension by using t-test while the data from questionnaire was to figure out the students’ reading motivation. All collected data were computed and analysed by using SPSS 24. The results of reading comprehension test revealed that TBLT significantly effects students’ reading comprehension. Moreover, the result of questionnaire displayed that the students became more motivated to read through Task Based Language Teaching (TBLT).   Keywords: Reading Comprehension, Task Based Language Teaching.

scholarly journals TEACHING READING COMPREHENSION THROUGH THE INTERACTIVE TECHNIQUE

2018 ◽  
Vol 1 (1) ◽  
pp. 29-37
Author(s):  
Aleti Monarisa ◽  
Bambang Suwarno ◽  
Mulyadi .
Keyword(s):  
Reading Comprehension ◽  
Experimental Research ◽  
Control Group ◽  
Teaching Reading ◽  
Interactive Technique ◽  
Eighth Grade Students ◽  
Post Test ◽  
Quasi Experimental ◽  
Class Viii ◽  
Experimental Group

The objective of this research was to find out whether the Interactive technique could improve students’ reading comprehension. This was a quasi-experimental research. The population of this research was the eighth grade students of SLTP Negeri 1 Kota Bengkulu which consisted of 193 students. The sample of this research was the class VIII.2 (34 students) as the experimental group and the VIII.3 (40 students) as the control group. The instrument was a reading comprehension test, which consisted of 40 items. Before the pre-test was given, it was tried out to the students of the same level. The result was t-count in the pre-test was smaller than t-table (1.26 < 2.042). This indicated that the groups were of equal ability. For the post-test, in contrast, the t-count was greater than t- table (2.7 > 2.042). This indicated that the interactive technique could improve students’ reading comprehension.

scholarly journals The Use of Picture-Kwl Technique in Improving Students’ Reading Comprehension: A Cooperative Learning Approach

2018 ◽  
Vol 1 (4) ◽  
pp. 530-541
Author(s):  
Mutakhirani Mustafa
Keyword(s):  
Reading Comprehension ◽  
Cooperative Learning ◽  
Control Group ◽  
Learning Approach ◽  
Teaching Reading ◽  
Post Test ◽  
Quasi Experimental ◽  
Learning Progress ◽  
Experimental Group

The objective of this research was to find out whether the use of Picture-KWL technique in improving students’ reading comprehension: a cooperative learning approach could improve the reading comprehension and the interest of the students in reading. The design of this research is quasi experimental which the experimental group would be employed treatment Picture-KWL in cooperative learning approach while the control group would be employed treatment using conventional techniques by the researcher. The findings indicated that the experimental class scored higher on the reading comprehension in post-test than their peers did in the control class. The researcher concluded that the technique was successful in improving the reading comprehension performance and recommended that the technique should be integrated into the English Syllabus specially in teaching reading comprehension. Moreover, based on the students’ respond on questionnaire, it shows that the students’ interest was categorized as interested. And also observation showed that the students’ progress were excellent in the classroom during learning progress.

MENINGKATKAN KEMAMPUAN KONEKSI MATEMATIS SISWA MELALUI STRATEGI BELAJAR PREVIEW QUESTION READ REFLECT RECITE REVIEW

2020 ◽  
Vol 2 (2) ◽  
pp. 133-144
Author(s):  
Roslani Supinah ◽  
Kadir Kadir ◽  
Otong Suhyanto
Keyword(s):  
Everyday Life ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Control Group ◽  
Mathematical Concepts ◽  
Post Test ◽  
Quasi Experimental ◽  
Research Findings ◽  
And Control ◽  
Mathematical Connection

The PQ4R (Preview, Question, Read, Reflect, Recite, Review) learning strategy is one of the recommended learning strategies to hone mathematical connection skills and support students to connect mathematical concepts with problems in everyday life. The purpose of this study was to examine the effect of PQ4R learning strategies and conventional learning strategies on students' mathematical connection abilities. This study was a quasi-experimental study with a two group randomized control group post test only design. This study involved 60 students who were taken randomly as samples, 30 students each for the experimental and control groups. Data collection using test instruments. The research findings reveal that the average mathematical connection ability of the experimental group is 71.53 and the control group is 35.99. The achievement of mathematical connection ability includes connection indicators: between mathematics, with other disciplines, and with everyday life. The conclusion of this study is that the PQ4R learning strategy is more effective in increasing the mathematical connection ability than students who are given conventional learning strategies.

THE IMPLEMENTATION OF GROUP INVESTIGATION IN TEACHING READING (A Quasi-Experimental Research at SMAN 24 Bandung)

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Pratiwi Rahayu
Keyword(s):  
Experimental Research ◽  
Reading Ability ◽  
Teaching Method ◽  
Main Idea ◽  
Control Group ◽  
Teaching Reading ◽  
Ability Group ◽  
Post Test ◽  
Quasi Experimental ◽  
Data Collection Technique

<p align="center"><strong>ABSTRACT</strong></p><p><strong><em> </em></strong></p><p>                This study aims to find out the effectiveness of Group Investigation method in improving students’ reading ability. This quasi-experimental research design was involved 64 students of SMAN 24 Bandung as the participants. This study used a type of data collection technique including pre test and post test. The conceptual framework for the study included the independent variable of teaching method, and dependent variable of students’ ability in reading. The experimental study was conducted within this framework by using non parametric test. The results of data analysis show that Group Investigation could facilitate the students in improving their reading ability. It can be seen from the result of mean rank and Mann-Whitney U. Furthermore, the results of the pre test and post test indicate that students’ reading ability improved in four indicators, encompassing identifying the explicit information, identifying the main idea of the text, identifying the purpose of the text, and identifying the implicit information of the text. Meanwhile, the results of test in control group indicate that the students’ reading ability improved in two indicators, encompassing identifying the purpose of the text and identifying the synonym of the words. Due to the limitations of the study, it is recommended for other researchers to introduce Group Investigation gradually into the classroom and practice it before the class undertakes a full-scale investigation project and to observe the students’ social interaction skill in the classroom. It is also recommended for every teacher who wants to use this method to fully competent at implementing this method. Despite the need for the further research, this method can be used as a method in teaching reading to EFL learners.</p><p><strong>Keywords:</strong><em> reading ability, Group Investigation. </em></p>

scholarly journals DISCOVERY LEARNING (DL) STRATEGY ON STUDENTS READING COMPREHENSION IN REPORT TEXT

Lingua ◽  
2019 ◽  
Vol 15 (2) ◽  
pp. 19-26
Author(s):  
Mayang Sari ◽  
Tryanti R. Abdulrahman
Keyword(s):  
Reading Comprehension ◽  
Learning Strategy ◽  
Discovery Learning ◽  
Control Group ◽  
Discrimination Power ◽  
Post Test ◽  
Quasi Experimental ◽  
Difficulty Index ◽  
One Way Anova ◽  
Report Text

This research entitled “Discovery Learning strategy on Grade Eleven Students’ Reading Comprehension in Report text at SMA Negeri 6 Karawang” principally aims to investigate whether or not DL strategy significantly affects on Students’Reading Comprehension. Research method used in this research was quasi experimental, quantitative and the design was randomized post-test only control group design.To collect data the writer used instruments in the form of objective, multiple choice 30 question items for sample class out of 60 questions items that have been tried out in IPS class on grade eleven at SMA Negeri 6 Karawang. The scores obtained from the try-out class were used to analyze the validity, reliability, discrimination power and difficulty index of each question items in the instruments. The sample of this research was grade eleven students in IPS class consisting of 60 students. The students is divided into two classes, 30 students in experimental class thought using DLstrategy and 30 in control class thought without DL strategy that are taken from the population using cluster random technique.The analysis using SPSS-based One Way Anova Formula produced significance (Sig.) value of 0.002, since the significance value was smaller than (<) Alpha 0.05, H0 is rejected and HAis accepted. It means that DL Strategy has significant effect on students’ reading comprehension.

scholarly journals Applying Sight Translation as a Means to Enhance Reading Ability of Iranian EFL Students

2016 ◽  
Vol 9 (3) ◽  
pp. 153
Author(s):  
Moslem Fatollahi
Keyword(s):  
Reading Comprehension ◽  
Reading Instruction ◽  
Reading Ability ◽  
Teaching And Learning ◽  
Control Group ◽  
Comprehension Ability ◽  
Quasi Experimental ◽  
Efl Students ◽  
Iranian Context ◽  
Reading Comprehension Ability

<p>Sight translation is the oral translation of a written text and is a mixture of translation and interpreting. Sight translation is a widely-used activity in translation training programs. Yet, this mode of translation has rarely been applied as a reading instruction technique in Iranian EFL instruction context in spite of the growing interest in using sight translation in language teaching and learning. This study aims at investigating the effect of sight translation on the reading comprehension ability of Iranian undergraduate EFL students. This is a quasi-experimental study involving treatment. To this end, four reading comprehension classes involving 70 learners were divided into two groups, with the experimental one receiving reading instruction with sight translation exercises and the control group receiving reading instruction without sight translation exercises. The posttest results revealed that the experimental group performing sight translation exercises in classroom outperformed the control group who had not engaged in sight translation. This study has implications for ELT instructors and learners in an Iranian context as they can use sight translation exercises as an effective technique for improving the reading comprehension ability of their learners.</p>

scholarly journals Improving Students' Reading Comprehension of Report Text with KWL Strategy

2019 ◽  
Vol 8 (1) ◽  
pp. 25-36
Author(s):  
Nudiya Afiya Farha ◽  
Rohani Rohani
Keyword(s):  
Reading Comprehension ◽  
Teaching And Learning ◽  
Control Group ◽  
Eleventh Graders ◽  
Post Test ◽  
Sample Test ◽  
Quasi Experimental ◽  
Significant Achievement ◽  
Experimental Group ◽  
Report Text

ABSTRACT This research was carried out to know the effectiveness of implementing KWL strategy to improve students’ reading comprehension of report text and to know whether there is a significant achievement difference between students who were taught with KWL strategy and those who were not. The instrument used was a multiple choice reading comprehension test. Seventy two eleventh graders of SMA Negeri 1 Bae Kudus were selected as the sample. They were divided equally into experimental and control group. The data collection involved pre-test, treatments, and post-test. The result of the implementation of KWL strategy in the experimental group improved the students’ participation, motivation, and interest during teaching and learning process. In addition, the results of pre-test and post-test showed that mean score of the experimental group had a higher increase from 74.58 to 90.97 than the control group (from 72.77 to 87.77). However, the Independent Sample Test showed there was no significant achievement difference between the students who were taught with KWL strategy and those who were not. (1.80) was higher than.  Keywords: Quasi-experimental; KWL strategy; reading comprehension; report text

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