scholarly journals Improving Students’ Achievement in Reading Descriptive Text through Reciprocal Teaching Strategy

2018 ◽  
Vol 1 (1) ◽  
pp. 29-48
Author(s):  
Rohdearni Wati Sipayung
Keyword(s):  
High School ◽  
Test Data ◽  
Teaching Strategy ◽  
Reading Strategy ◽  
Basic Knowledge ◽  
Reciprocal Teaching ◽  
Before And After ◽  
Post Test ◽  
The Mean ◽  
Teaching Learning

This paper describes how to improve students’ achievement in reading descriptive text through reciprocal teaching strategy. The sample of this paper are 21 Students of VIII-1 Grade in Senior High School of PTPN IV Bah Jambi. The pre- test data were distributed before the treatment of Reciprocal Teaching Strategy and the post-test data were taken after the treatment of teaching-learning reading descriptive text by using Reciprocal Teaching Strategy. The finding shows before the treatment of Reciprocal Reading Strategy, the basic knowledge of students at grade VIII SMP Swasta PTPN IV Bah Jambi was low since the mean of pre-test data was 25,95 and after the treatment, the students’ achievement in reading descriptive text was good where the mean of post-test data was 69,76 so that the mean difference before and after the treatment was 43,81

scholarly journals IMRPOVING STUDENTS’ READING COMPREHENSION THROUGH RECIPROCAL TEACHING STRATEGY ON NARRATIVE TEXT

2019 ◽  
Vol 2 (2) ◽  
pp. 131
Author(s):  
Santi Nurdianti ◽  
Resti Rosita ◽  
Odo Fadloeli
Keyword(s):  
Reading Comprehension ◽  
Teaching Strategy ◽  
Narrative Text ◽  
Reciprocal Teaching ◽  
Teaching Reading ◽  
Grade Student ◽  
9Th Grade ◽  
Post Test ◽  
Ninth Grade Student ◽  
The Mean

This study is a CAR. The objective of this study is improve reading comprehension through reciprocal teaching strategy for the ninth grade student. The researcher answered 2 problem questions of research 1) can the use of reciprocal teaching strategy improve the students’ reading comprehension in the 9th grade of MTs At-Taqwa Cihampelas? 2) How far does the use of reciprocal teaching strategy improve the 9th of MTs AT-Taqwa? Design of the research was CAR. It was conducted in 2 cycles. The teacher analyzed the students’ reading comprehension in each cycle. The results showed that (1) the use of reciprocal teaching strategy can enhance students reading comprehension step by step from cycle 1 and 2. It is proved with the students score, the mean score pretest in cycle I 52.57 and the mean of the posttest in cycle I 63.14.The mean of the post-test in cycle II 71.71.the last cycle means score was categorized as good. The improvements in students understanding indicates that reciprocal teaching strategy is effective and applicable when deals with the students’ problem in reading narrative text.Keywords: Reciprocal teaching, reading comprehension, narrative text.

Improving Students’ Writing Skills through Collaborative Learning: A Case Study of Senior High School Veteran 1 of Sukoharjo

2020 ◽  
Vol 10 (5) ◽  
pp. 527
Author(s):  
Veronika Unun Pratiwi
Keyword(s):  
High School ◽  
Collaborative Learning ◽  
Writing Skills ◽  
Test Validity ◽  
Senior High School ◽  
Validity And Reliability ◽  
Self Confidence ◽  
Post Test ◽  
The Mean ◽  
Teaching Learning

The research aims at improving students’ writing skills using collaborative learning at 10th-grade students of the Senior High School 1 of Veteran Sukoharjo. This research was a classroom action research. The technique used in this research consisted of planning, implementing, observing and reflecting. The research was applied in two cycles. Every cycle consisted of three meetings. In the technique of collecting data, the researcher used qualitative and quantitative techniques. The qualitative data were collected from documentation, observation and interview with teachers and some students. The quantitative data were collected from the score of the students’ pre-test ad post-test, validity and reliability. The result of the research showed that collaborative learning could improve students’ writing skills. By using collaborative learning, the students showed active and have self-confidence in the teaching-learning process. This method brought positive result. The progress of the students’ writing skills also can be seen from the result of the tests score. In the multiple-choice pre-test, the mean score of the pre-test was 59,7and improved to be 68,1in post-test 1 of cycle 1. In cycle 2, the mean score of post-tests 2 was 79,7. In the essay pre-test, the mean score of the pre-test was 61,3and improved to be 69,1in post-test 1 of cycle 1. In cycle 2, the mean score of post-tests 2 was 78,4. It could be concluded that there was a significant improvement in the students writing skills after using collaborative learning.

scholarly journals PENINGKATAN PENINGKATAN KETERAMPILAN MENULIS TEKS CERAMAH MELALUI MODEL PEMBELAJARAN CONCEPT SENTENCE

2020 ◽  
Vol 5 (2) ◽  
pp. 262-269
Author(s):  
Willyana Ramlan
Keyword(s):  
Research Finding ◽  
Research Method ◽  
Learning Model ◽  
Teaching Writing ◽  
Model Concept ◽  
Before And After ◽  
Post Test ◽  
The Mean ◽  
Teaching Learning ◽  
Test Result

There were several reasons for conducting this study, students’ seriousness in attending writing speech text were still low and not excited. Therefore, the teacher must choose and apply an effective teaching learning model to improve students’ abilities in writing speech text. This study aims to improve students’ abilities in writing speech text through concept sentence model and investigated students’ responses through teaching writing speech text by using concept sentence model. The quasi experiment is the research method of this study. The control and experiment class were given pre-test and post-test to know the students’ abilities before and after treatment. The questionnaire also used to gain the data about students’ responses through teaching writing speech text by using concept sentence model. The research finding shows that the model concept sentence is effective to improve students’ ability in writing speech text . The indicators of the success of by using SPSS 23.0 are that: (1) the mean of pre-test result in the experiment class was 64,18 and  post-test result in the experiment class was 81,28, meanwhile the mean of pre-test result in the control class was 60,57 and  post-test result in the control class was 71,50; (2) the students’ responses through questionnaires found that the application concept sentence model was very positive.  

scholarly journals Teaching Reading through Reciprocal Teaching Strategy

2018 ◽  
Vol 4 (2) ◽  
pp. 88
Author(s):  
Deni Afrizatama
Keyword(s):  
Teaching Strategy ◽  
Reciprocal Teaching ◽  
Eighth Grade ◽  
Control Group ◽  
Teaching Reading ◽  
Before And After ◽  
Eighth Grade Students ◽  
Post Test ◽  
Quasi Experimental ◽  
Academic Year

This  is  experimental  research  with  quantitative  approach  to  analyse  the  data. Quasi  experimental  is  used  to  gain  the  data  by  using  the  matching  only  pretest  – postest  control  group  design.Tne  main  ptirpose  of  tnis  researcn  was  intended  to  find out  whether  reciprocal  teaching  strategy  in  teaching  reading  for  the  eighth  grade  at SMPN 10 Kota Cirebon is effective or not and what the students’ response in learning reading using reciprocal teaching strategy are. In this research. The population of this research  was  eighth  grade  students  of  SMPN  10  Kota  Cirebon  in  the  2015/2016 academic year. The number population is about 270 students consisted of nine classes and each class consisted of 25  – 30 students.  This research only took two classes as sample,  VIII  H  as  control  class  and  VIII  I  as  experimental  class.  There  were  two research  instruments  that  was  used  to  gather  the  data:  Test  (Pre-test  and  Post-test) was used to find out the students’s achievement in reading before and after teaching reading by using reciprocal teaching strategy and questionnaire was used to find out the students’ response about learning reading using reciprocal teaching strategy. After collecting the data, the data was analyzed by using t-test formula from fraenkel to find out  t-account.  The  result  of  the  test  showed  that  t-account  was  4.47  and  t-table  was 2.012  with  (df)  48  and  significant  level  0.05  (5%).  It  means  that  t-account  (4.47)  is higher  than  t-table  (2.021).  It  can  be  concluded  that  (Ha)  “Reciprocal  teaching strategyis  effectivein  teaching  reading  for  the  eighth  grade  at  SMPN  10  Kota Cirebon.” is accepted.

scholarly journals Effectiveness of Developed Instructional Module on the Enhancement of Learners Academic Achievements in Physics

2021 ◽  
Author(s):  
Cherry Rose Malgapo
Keyword(s):  
High School ◽  
Assessment Method ◽  
Academic Achievements ◽  
Learning Tasks ◽  
Instructional Module ◽  
Post Test ◽  
The Mean ◽  
Learning Competencies ◽  
Teaching Learning ◽  
Experimental Group

The study examined the effectiveness of developed instructional module on the enhancement of learners’ academic achievements specifically this current situation of COVID-19 pandemic under distance learning delivery modalities. This instructional module in Physics was personally developed by the researcher and intended to used in teaching-learning process in Senior High School under the Department of Education. The participants of the study are the grade 12 SHS students at Aliaga National High School into two groups –the controlled and experimental. The parameters are the content knowledge, alignment to learning competencies, learning tasks, assessment method, design course, friendliness and timeliness. To examine the effectiveness, the experimental research designed was employed. The following findings were made: the mean pre-test scores of two groups had 5.40 and 5.33 which means almost the same while the post-test mean scores of controlled group had 14.40 and experimental group had 17.80 which means the mean scores of experimental group were higher than the mean scores of the controlled groups. The pretest of two groups of participants had value of 14.976 with significant value of .000 and found out “not significant” while the post-test had value of 14.976 with significant value of .000 and interpreted as “significant” therefore the developed instructional module in Physics found “effective” and had impact to students’ academic performance. On the assessment made on the effectiveness of developed instructional module in Physics the overall weighted mean got 3.77 with an interpretation of “Very Satisfactory”. Continuous development and enhance of instructional module is recommended.

scholarly journals DEVELOPING FLASHCARD MEDIA FOR TEACHING VOCABULARY TO THE SEVENTH GRADE STUDENTS OF JUNIOR HIGH SCHOOL (Study Case in the seventh grade students at SMPN 1 Sanankulon)

2018 ◽  
Vol 10 (2) ◽  
pp. 178-192
Author(s):  
Hesty Puspita Sari ◽  
Nita Sutanti ◽  
Linda Tri Wahyuningsih
Keyword(s):  
Junior High School ◽  
Teaching And Learning ◽  
T Test ◽  
Seventh Grade ◽  
Before And After ◽  
Post Test ◽  
The Mean ◽  
Study Case ◽  
Teaching Learning ◽  
Interview Questionnaire

The aims of this research are not only to know the develop flashcard media for teaching vocabulary to the seventh grade students at SMPN 1 Sanankulon in 2018/2019 academic years but also to know the effectiveness of flashcard media for teaching vocabulary to the seventh grade students at SMPN 1 Sanankulon in 2017/2018 academic years, to know the students response toward the use of flashcard in teaching learning vocabulary to the seventh grade students at SMPN 1 Sanankulon in 2018/2019 academic years. This research is Research and Development (R&D), which used the Sugiyono’s model (2016:298) with adaptation. The data collecting through interview, questionnaire, documentation, and test. In this case, the researcher used three validators. They are validator of media and validators of material. The product user is VII F of SMPN 1 Sanankulon which consisted of 32 students. In this research, the researcher used one group pre-test and post-test experimental design to try out the product.  The result of the research showed that: 1) The result of media validation flashcard and guiding book got the average were 84,37% while the result of content of material validation 87,5%. The average for all validation was 85,41%. The score was catagorized as “very good” with interval 80% < x ≤ 100%. So, the developed flashcard media as a learning media in teaching and learning vocabulary to the seventh grade students was valid to be implemented for the seventh grade students and it can be used as media in teaching learning process especially in vocabulary mastery. 2) It proved by the result of the students’ test. The mean score of pre-test and post-test increased from 69,81 to the 94,37. It can be concluded that there was increased in mean score before and after treatment. Furthermore, Based on the result of t-test, it showed that value of t-test < t table. So, ho is rejected and ha is accepted. It can be concluded that there is significance of mean score the seventh grade students before and after treatment the product. In other word the product is proper if used in the seventh grade students at SMPN 1 Sanankulon. 3) It proved with result of questionnaire students’ response. It gained the total score 1038 then the criterion of score 1280. It accumulated on precentage that was 81,09%. It was very good category. It means, that used flashcard media in learning vocabulary is very positive for the seventh grade students. If seen in criteria of response this is absolutely agree response. So, in other word the students absolutely agree if used flashcard media in learning vocabulary.

scholarly journals Effect of using Problem-Based Learning on the Academic Achievement of Higher Secondary School Students

2021 ◽  
Vol 2 (2) ◽  
pp. 235-243
Author(s):  
Tshewang Dorji
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Test Data ◽  
Teaching Strategy ◽  
Problem Based Learning ◽  
Control Group ◽  
Post Test ◽  
The Mean ◽  
Class Test ◽  
Experimental Group

The quasi-experimental study examines the effect of the Problem-based Learning (PBL) teaching strategy on one higher secondary school student's academic achievement under Thimphu Thromde, Bhutan. The student participants were selected through non-probability convenient sampling techniques. All students of XI Arts (N=30) and XI Commerce (N=38) participated in the study. Class XI Arts students were used as a controlled group and XI Commerce students as an experimental group. The experimental group was taught using PBL, and the control group was taught using the traditional lecture method. The pre-test data were collected through class test 1, and post-test data were collected through class test 2 and 5 points Likert scale survey questionnaire. The results revealed that the experimental group scored higher marks in the class test than the control group. The mean score of the pre-test of the XI Arts and XI Commerce (both controlled group) were 40.75 and 38.81 initially. The mean score of the experiment group's post-test showed 44.73, while the controlled group managed only 43.00. Further, the experimental group had a favorable opinion on the effectiveness of the PBL strategy. The study recommends the implementation of the PBL teaching strategy despite PBL being time-consuming and resource-intensive.

scholarly journals PENGARUH MODEL PICTURE AND PICTURE TERHADAP KEMAMPUAN MENULIS TEKS BERITA

2020 ◽  
Vol 6 (1) ◽  
pp. 80-86
Author(s):  
Isti Sitihindun ◽  
Willyana Willyana
Keyword(s):  
Effective Teaching ◽  
Research Finding ◽  
Research Method ◽  
Learning Model ◽  
Teaching Writing ◽  
Before And After ◽  
Post Test ◽  
The Mean ◽  
Teaching Learning ◽  
Test Result

There were several reasons for conducting this study, students’ seriousness in attending writing news text were still low and not excited. Therefore, the teacher must choose and apply an effective teaching learning model to improve students’ abilities in writing news text. This study aims to improve students’ abilities in writing news text through picture and picture model and investigated students’ responses through teaching writing news text by using picture and picture. The experiment is the research method of this study. The control and experiment class were given pre-test and post-test to know the students’ abilities before and after treatment. The questionnaire also used to gain the data about students’ responses through teaching writing news text by using picture and picture. The research finding shows that the picture and picture model is effective to improve students’ ability in writing news text. The indicators of the success are that: (1) the mean of pre-test result in the experiment class was 48.71,  meanwhile the mean of post-test result was 69.03; (2) the students’ responses through questionnaires found that the application picture and picture model was very positive.

scholarly journals The Effect of Extensive Reading on Students’ Reading Achievement Of Senior High School

2019 ◽  
Vol 2 (2) ◽  
pp. 16
Author(s):  
Eka Mardiana ◽  
Nur Hidayat
Keyword(s):  
High School ◽  
Reading Achievement ◽  
Senior High School ◽  
Extensive Reading ◽  
Positive Effects ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
Many Sources ◽  
Teaching Learning

The aim of this study was to investigate the effects of extensive reading on students’ reading achievement for senior high school grade X. The extensive reading was an alternative method in the teaching reading to make the students fun and easy to get the meaning of texts from many sources. The subjects were 27 students at grade X in the academic year 2018/2019. The researcher applied by using in a quasi-experimental design using a quantitative approach. The instrument of this research used pre-questionnaires, test and observation. The technique of analyzing data was applied by using a paired sample t-test from the Statistical Package for the Social Sciences 22 (SPSS22). The result of the analysis showed that the mean of the pre-test was 79, 85 and the mean of post-test was 85, 56. The mean score of posttest was higher than pretest in experimental class who were taught by extensive reading. It concluded that the implementation of the extensive reading can give positive effects to the students. It was supported by the result of observation showed that the students were enthusiastically to answer the question, many vocabularies, fun, enjoyable, easy to understand the meaning of the texts and more active in the teaching learning.

scholarly journals The Effect of Reciprocal Teaching Styles on the Ability to Hit Drop Shot in Badminton Games for SMA Negeri 1 Tahuna Students

2021 ◽  
Vol 3 (1) ◽  
pp. 42-56
Author(s):  
Marnex Willner Berhimpong ◽  
Christianti Anggraini Motto ◽  
Suandi Selian
Keyword(s):  
Test Data ◽  
Teaching Style ◽  
Teaching Styles ◽  
Reciprocal Teaching ◽  
Control Group ◽  
Not Given ◽  
Before And After ◽  
Post Test ◽  
Experimental Group ◽  
Average Drop

In teaching, every teacher must master the methods and teaching materials that will be taught to their students. The ability to dribble will be better if students carry out the exercises regularly and are taught to use the correct teaching style and this style is adjusted to the objectives and time available. Operationally the objectives of this study are: The influence of reciprocal teaching style on the ability to hit the drop shot in badminton games for students of SMA Negeri 1 Tahuna. The data presented in this study are the results of measuring the ability to drop shoot in badminton before and after being given treatment in the form of reciprocal teaching styles for the experimental group and pre-test and post-test data for the control group that were not given treatment. The average drop shoot ability of the experimental group is greater than the average drop shoot ability of the control group. This means that the increase in drop shoot ability is really the result of the treatment in the form of a reciprocal teaching style given for eight weeks.

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