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

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.

scholarly journals The Effect of Using Directed Reading Thinking Activity (DRTA) Strategy on the Tenth Grade Students' Reading Comprehension Achievement at MA Unggulan Nuris Jember

2016 ◽  
Vol 3 (3) ◽  
pp. 43
Author(s):  
Frida Hayu Novendiana ◽  
Zakiyah Tasnim ◽  
Bambang Arya Wijaputra
Keyword(s):  
Reading Comprehension ◽  
T Test ◽  
Control Group ◽  
Tenth Grade ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
Directed Reading ◽  
And Control ◽  
Experimental Group

The aim of this research was to know whether or not there was a significant effect of using Directed Reading Thinking Activity (DRTA) strategy on the tenth grade students at MA Unggulan Nuris Jember. The research design used was quasi experimental research specifically post test only non equivalent group design . The respondent of the research was chosen by using cluster random sampling by a lottery . The students of X IPA A as the experimental group and X PK B as the control group. The data was collected by interview, documentation and administering reading comprehension test. Then the data collected were analyzed by using independentt sample T-test . It was known that the mean score of the experimental group was 78.80 and the mean score of the control group was 73.73. In the output of the t-test column, it was shown that the significant value was 0.03. It was lower than 0.05. It means that the mean scores of the two classes (experimental and control groups) were different. Therefore, there was a difference between the experimental class and the control class. In conclusion, the use of Directed Reading Thinking Activity (DRTA) strategy was a significantly affected on the tenthgrade students’ reading comprehension achievement tat MA Unggulan Nuris Jember.   Keywords: reading comprehension achivement, DRTA strategy 

scholarly journals The Use of Schematic-activation Strategy in Teaching Young EFL Learners Reading Comprehension

2019 ◽  
Vol 6 (1) ◽  
pp. 20
Author(s):  
Etika Ariyani ◽  
Etika Ariyani
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
T Test ◽  
Second Grade ◽  
Teaching Reading ◽  
Second Grade Students ◽  
Before And After ◽  
Schema Activation ◽  
Post Test ◽  
Quasi Experimental

Reading is one of the important skills that the students have to master. However, many students have difficulties in comprehending the reading text. To solve this condition, the researcher used schema activation strategy to help students understand reading comprehension. The purpose of this research was to investigate whether the use of schema activation strategy is effective or not in teaching reading comprehension at the second-grade students of MTs Tarbiyatul Mustafid in academic year 2017/2018. This study was quasi-experimental design using two classes were VIII B class was taken as an experimental class, and VII-A was taken as control class. The population of this research involved 60 students from the second grade in MTs Tarbiyatul Mustafid Batu Simpang. By using purposive sampling, the researcher took the students as a sample. In collecting the data, this study used pre-test, treatment, and post-test as the data collection procedure then followed by analyzing the data by using the t-test formula. Then the result of statistical analysis of t-test in this research was 2.85. It was higher than critical values for t- table in the degree of freedom (df) of 58 is 2.021(0.05%) and 2.704(0.01%). The researcher concludes that mean score before and after teaching by using schema activation strategy has a difference. It means the alternative hypothesis (ha) was accepted. The use of schema activation strategy in teaching reading comprehension at the second-grade students of MTs Tarbiyatul Mustafid Batu Rimpang is effective.

scholarly journals THE EFFECT OF WATCHING ENGLISH MOVIE TO IMPROVE STUDENTS’ LISTENING SKILL

2020 ◽  
Vol 11 (1) ◽  
pp. 110
Author(s):  
Juwita Boneka Sinaga
Keyword(s):  
Alternative Hypothesis ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Listening Skill ◽  
Tenth Grade ◽  
Post Test ◽  
Quasi Experimental ◽  
The Subject ◽  
And Control ◽  
Positive Effect

The objective of the study was to find out whether significant effect of watching English movie to improve students’ listening skill at SMAN 16 Batam in academic 2019/2020. The researcher used quantitative method and focused on quasi experimental. The population in this research is all of tenth grade students that consisted of 400 students that selected by  using simple random sampling technique. The subject of the study was grade X social 1 and X4. The researcher conducted research in two classes as experimental class and control class. The researcher use quantitative data by giving pre-test and post-test measure the students’ listening skill. The result of the calculating t-test was tcount > ttable (3,269 > 1,990). It means that Null hypothesis was rejected and alternative hypothesis was accepted. Therefore, in this research was a significant effect of watching English movie to improve students’ listening skill at tenth grade of SMAN 16 Batam. Moreover, watching English movie was gave positive effect to improve students’ listening skill. Watching English movie could motivate the students and interested in learning listening skill. Therefore, the English teacher could carry out the watching English movie to improve students’ listening skill.

scholarly journals The Impacts of Explicit and Implicit Instructions of English Connectors on EFL Students’ Reading Comprehension

2021 ◽  
Vol 7 (1) ◽  
pp. 23
Author(s):  
Adjie Putra Pangestu ◽  
Jumatul Hidayah ◽  
Eka Apriani
Keyword(s):  
Reading Comprehension ◽  
T Test ◽  
English Department ◽  
Cross Sectional ◽  
English Grammar ◽  
Post Test ◽  
Quasi Experimental ◽  
Efl Students ◽  
Rich Data ◽  
And Control

There have been many studies on English grammar, but a dearth of studies has been conducted in the cross-sectional fields such as seeking how the field of grammar makes contributions to reading comprehension. Accordingly, the current study sought to find out the impacts of explicit and implicit instructions of English connectors on EFL students’ reading comprehension. 50 third semester students from an English department at a university in Bengkulu were incorporated as the samples. Adopting a quasi-experimental method, those 50 students were split into two classes, the so-called experimental and control classes. Students in the experimental class were taught English connectors explicitly, and those of the control class were taught English connectors implicitly. Before eight times of treatments in the form of the two ways of instructions, students of the two group were given a valid and reliable reading comprehension pre-test, and a similar construct of post-test was given after the eighth treatments ended. The data of the current study were analyzed by deploying paired sample t-test and independent sample t-test. The present study revealed that explicit and implicit instructions of English connectors had positive impacts on EFL students’ reading comprehension. However, the explicit instruction of English connectors enhanced EFL students’ reading comprehension more significantly and more effectively. It is recommended that further studies be conducted to replicate the present study in different contexts for the sake of providing rich data to confirm the current study’s results. 

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 APPLYING QUANTUM LEARNING DESIGN FRAMEWORK TO IMPROVE LISTENING ABILITY

2019 ◽  
Vol 3 (1) ◽  
pp. 62
Author(s):  
HARDIANTI HARDIANTI
Keyword(s):  
Learning Style ◽  
Alternative Hypothesis ◽  
Learning Design ◽  
Design Framework ◽  
Quantum Learning ◽  
Tenth Grade ◽  
Post Test ◽  
Quasi Experimental ◽  
Listening Ability ◽  
And Control

Students had their own uniqueness, no except with their learning style. They may be visual, auditory, or kinesthetic learners. Teacher should find suitable and adaptable method for the students’ modalities. The researcher applied quantum learning design framework in listening class. The researcher wanted to find out the significance difference between applying quantum learning design framework and dictogloss technique. This research used quasi experimental with two groups pre test and post test design. The sample of the research was taken from the ninety six students of tenth grade at MAN 2 Parepare in academic year of 2014/2015. The research took thirty six students in class X 2 and X 3 as the sample. The result of the data analysis showed that there was an improvement of the students’ means score both experimental and control class. However, the students’ means score in experimental class was higher than the students’ in control class. The hypothesis testing showed that the  null hypothesis was rejected and the alternative hypothesis was accepted. It indicates the significance difference between the listening ability of the students who were taught through Quantum Learning design framework and the listening ability of the students who were taught through dictogloss technique.Keyword: Quantum, Framework, Listening

scholarly journals TEACHING READING COMPREHENSION FOR THE TENTH GRADE STUDENTS BY APPLYING THE INQUIRY BASED LEARNING APPROACH

2020 ◽  
Vol 14 (1) ◽  
pp. 46-57
Author(s):  
Maria Ramasari
Keyword(s):  
Reading Comprehension ◽  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
T Test ◽  
Learning Approach ◽  
Teaching Reading ◽  
Inquiry Based Learning ◽  
Tenth Grade ◽  
Post Test ◽  
Mastery Criteria

The objective of this research was to find out whether or not it was significantly effective to apply the Inquiry Based Learning Approach in teaching reading comprehension for the tenth grade students. In this research, the researcher proposed two hypotheses. They were null hypothesis (Ho) and alternative hypothesis (Ha). The method applied was pre-experimental with one group pre-test posttest design. The object of this research consisted of 20 students. The data were collected by means of test consisting 20 items of multiple choices. The data obtained were analyzed through three techniques: 1) Individual Score, 2) Conversion of Individual Score Based on Minimum Mastery Criteria, and 3) Matched t-test. The results of this research shows that  the students’ mean  score in the pre-test was 60.13 and those in the  post-test was 75.25. The result of matched t-test was 5.25, which was higher than t-table value (1.725) of 20 with 95% significant level for one tailed-test. Therefore, the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. It means that it was significantly effective in teaching reading to the tenth grade students by applying Based Learning Approach.

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

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