scholarly journals The Effectiveness of ROR in Reading Comprehension of Narrative Text

2017 ◽  
Vol 8 (1) ◽  
pp. 93
Author(s):  
Agustina Nababan ◽  
Dewi Yana ◽  
Sri Sugiharti
Keyword(s):  
Reading Comprehension ◽  
Sampling Technique ◽  
Narrative Text ◽  
Rank Ordering ◽  
Lecture Method ◽  
Significant Difference ◽  
Class Viii ◽  
The Subject ◽  
Academic Year ◽  
Cluster Random Sampling

The objective of this research was to know the effectiveness of Rank Ordering Retell Strategy on reading comprehension of the eight grade students’ of SMP Advent Batam in academic year 2015/2016. The method was used in this research is experimental research, the research focused on True experimental Design. The population in this research was all students of eight grade students at SMP Advent Batam in academic year 2015/2016. The number of the entire students is 163. The researcher used cluster random sampling technique to determine class of the research. The subject of the study was the grade VIII – 2 and VIII – 3. There were 32 students each class. The researcher conducted research in two classes. The first class (VIII – 2) was as experiment class and the second class (VIII – 3) as control class. The experiment class was taught reading narrative text using Rank Ordering Retell Strategy, while control class was taught reading narrative text using conventional strategy (lecture method). In analyzing the data, the researcher used a quantitative measurement to find the result. The analysis of the data showed that there was a significant difference of the students’ achievement before conducted treatment the average of the students’ was 62.34 for experimental class and 64.22 for control class. While the average of the students’ achievement after conducted treatment in experimental class was 79.38 and in control class was 68.75. Based on this finding, it can be concluded that the used of Rank Ordering Retell Strategy gave significant effect in reading comprehension than the use of conventional strategy (lecture method).Keywords:  rank ordering retell strategy, reading comprehension, narrative text.

scholarly journals PERBEDAAN PENGARUH MODEL PEMBELAJARAN COOPERATIVE SCRIPT BERBANTUAN PETA PIKIRAN DENGAN DIRECT INSTRUCTION TERHADAP HASIL BELAJAR SISWA PADA POKOK BAHASAN PROGRAM LINEAR

2016 ◽  
Vol 5 (1) ◽  
pp. 50
Author(s):  
Nur Rohman
Keyword(s):  
Direct Instruction ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Learning Model ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
The Subject ◽  
Academic Year ◽  
Cluster Random Sampling

The objectives of this research are to investigate whether there is difference of influence student learning result after application of cooperative script learning model assisted mind map with direct instruction learning model on the subject of Program Linear class X of SMA Plus Al-Amanah Balongsumber Dander Bojonegoro in the academic year of 2014/2015. This study is a quasi-experimental study using a study design of post-test - only control design. The sampling technique using cluster random sampling technique. The sample in this research is class X-B as an experimental class and class X-C  as the control class. Data mathematics learning result obtained using the technique of tests, and the tests used in the form of an objective test. Data were analyzed by an independent comparative statistical t-test. Based on the research results, it was concluded that: there is a significant difference between students' mathematics learning result that learned through the cooperative scriptlearning model assisted mind map with the students that learned through direct instruction learning. This suggests there are differences in the effect of the cooperative script learning model assisted mind map with direct learning model mathematics instruction on learning result of students on the subject of Program Linear second semester of class X SMA Plus Al-Amanah Bojonegoro.

scholarly journals The Influence of Monitor Comprehension towards Students’ Reading Comprehension Achievement

2017 ◽  
Vol 8 (1) ◽  
pp. 47
Author(s):  
Elya Anggraini ◽  
Warno Edi ◽  
Yuli Angraini
Keyword(s):  
Reading Comprehension ◽  
Significant Influence ◽  
Sampling Technique ◽  
Average Score ◽  
Comprehension Strategy ◽  
Purposive Sampling ◽  
Quantitative Calculation ◽  
Class Viii ◽  
The Subject ◽  
Academic Year

This research was about Monitor Comprehension Strategy (MCS) to the reading comprehension of students in class 8 SMPN 9 Batam in academic year 2015/2016. The purpose of this study was to find the influence of strategy on reading comprehension of students. To get the purpose of the study, researchers conducted research experiments. 5QAAnumber of students is 210. Researchers used a purposive sampling technique to determine the grade of research. The subject was VIII.4 and VIII.7 classes totaling 30 students each class. Researchers conduct research in two classes. The first class (VIII.4) as experimental class and the second class (VIII.7) as the control class. In analyzing the data researchers used quantitative calculation to find the result. Data were analyzed showed significant differences before getting treatment for an average of 67.50 and 67.17 for the control class. The average score obtained student after getting treatment in the experimental class are 82.50 and 78.50. Based on these result, the use of Monitor comprehension strategy gives significant influence on student’s reading comprehension. Keywords: students’ reading comprehension, monitor comprehension strategy

TEACHING READING COMPREHENSION OF NARRATIVE TEXT TO THE TENTH GRADE STUDENTS

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Emi Br Bukit ◽  
Berlin Sibarani ◽  
Rika Rika
Keyword(s):  
Qualitative Research ◽  
Reading Comprehension ◽  
Data Analysis ◽  
Narrative Text ◽  
Teaching Reading ◽  
Qualitative Research Design ◽  
Analysis Technique ◽  
Tenth Grade ◽  
The Subject ◽  
Academic Year

This study aims at describing how the teachers teach reading comprehension of narrative text to the tenth grade students in Sibolangit and revealing the underlying reasons of why do they do that way. This study was conducted by using qualitative research design. The subject of this study were two english teachers who taught at tenth grade students of two SMA in Sibolangit they are : SMA Negeri  1 Sibolangit  and SMA RK Deli Murni Bandar Baru in academic year 2016/ 2017. The data were analyzed by using Miles and Huberman data analysis technique. The  technique of collecting the data was recorded from the classroom process in teaching reading comprehension of narrative text. The findings of the study show that most of teachers’ ways are not yet focusing on teaching reading comprehension but rather focusing teaching the knowledge of genre. The underlying reason of the teachers’ ways in teaching reading comprehension did not facilitate reading comprehension. It was due to the misperception of the concept of teaching reading comprehension.  Keywords : Teaching,Reading Comprehension,Narrative Text.

scholarly journals PENGARUH PENDEKATAN VAK (VISUALIZATION, AUDITORY, KINESTETIC) TERHADAP HASIL BELAJAR FISIKA SISWA SMPN 10 MATARAM TAHUN AJARAN 2013/2014

2016 ◽  
Vol 2 (2) ◽  
Author(s):  
Siswadi ◽  
Susilawati ◽  
Hikmawati
Keyword(s):  
Random Sampling ◽  
Null Hypothesis ◽  
Control Design ◽  
Sampling Technique ◽  
Control Group ◽  
Significance Level ◽  
Class Viii ◽  
Academic Year ◽  
Experimental Group ◽  
Cluster Random Sampling

This research aimed to examine the effect of VAK approach (Visualization, Auditory, Kinestetic) towards the result of learning physics of students at SMPN 10 Mataram in academic year 2013/2014. The kind of research used was experimental design with design of research was randomized posttest only control design. The sampling technique used was cluster random sampling. Population in this research was all the students from the eight grade at SMPN 10 Mataram, while the sample was 25 students of class VIII A as the experimental group and 27 students of class VIII B as the control group. The data obtained was analyzed by using t-test of two-tailed. t-count was 4.78 and t-table was 2.00 with significance level 0.05. Hence, t-table is smaller than t-count or t-count is bigger than t-table. It means that Null Hypothesis was rejected and Alternate Hypothesis was accepted. It means that the application of VAK Approach (Visualization, Auditory, Kinestetic) affects the results of learning physics of students.Keyword: VAK Approach

THE EFFECT OF USING QUESTIONING STRATEGIES ON STUDENTS’ READING COMPREHENSION

2016 ◽  
Vol 5 (2) ◽  
Author(s):  
Hana Julianty Ginting And Berlin Sibarani
Keyword(s):  
Reading Comprehension ◽  
Experimental Research ◽  
Null Hypothesis ◽  
Narrative Text ◽  
Control Group ◽  
Questioning Strategies ◽  
Class Viii ◽  
Level Of Significance ◽  
Academic Year ◽  
Experimental Group

This study aims at investigating the effect of Questioning Strategies on students’ reading comprehension in narrative text. This study was conducted by using experimental research design. The population of the study was the students of grade VIII of SMP Negeri 5 Tebing Tinggi in the academic year 2015/2016, which consisted of 9 parallel classes. Two classes were taken as the sample by applying lottery technique and each groups consisted of 30 students. The sample was divided into two groups. The class VIII-5 was experimental group and class VIII-7 was control group. The Experimental group was taught by applying questioning strategies; otherwise the control group was taught by using conventional strategy. The data of the study were obtained by objectives test. To determine the reliability of the test, KR-20 formula was used. The data calculation showed that the coefficient of reliability of the test was 0.62. It showed that the test was reliable and the reliability was substantial. The data were analyzed by applying t-test formula. After the data were analyzed, the result of the study showed that t-observed (4.29) was higher than t-table (2.00) (t-observed > t-table) at the level of significance of α = 0.05 and at the degree of freedom (df) = 58. Therefore, the null hypothesis (Ho) is rejected and hypothesis alternative (Ha) is accepted. It means that there is significant effect of questioning strategies on students’ reading comprehension in narrative text.

scholarly journals THE EFFECT OF USING INFOGRAPHICS AND STUDENTS’ READING INTEREST ON THEIR READING COMPREHENSION AT SMAN 16 PEKANBARU

2021 ◽  
Vol 2 (2) ◽  
pp. 122
Author(s):  
Dian Eka Hertavira
Keyword(s):  
Reading Comprehension ◽  
Random Sampling ◽  
Teaching Strategy ◽  
Sampling Technique ◽  
Total Sample ◽  
Significant Difference ◽  
And Control ◽  
Reading Interest ◽  
Cluster Random Sampling ◽  
Research Show

This research was done by applying experimental research and the design used was factorial design 2x2. The aims of this research were (1) to find out whether there is any different effect of students’ reading comprehension between an experimental and control class. (2) To find out the different on students’ reading comprehension between students who have high reading interest in an experimental class and a control class. (3) To find out the different on students’ reading comprehension between students who have low reading interest in an experimental class and a control class. (4) To find out whether there is any interaction between teaching strategies and reading interest on students’ reading comprehension. The samples were two classes of eleventh grade students of Social 1 and Social 2 of SMAN 16 Pekanbaru. The writer took the sample as cluster random sampling technique. The total sample was 60 students. The forms of the test were reading comprehension test and questionnaire. Finally, the results of the research show that: first, there was the significant score (sig.) 0.02 < 0.05 in students’ reading comprehension. It means that there is significant difference on students’ reading comprehension between an experimental class and control class. Second, there was no significant difference on students’ reading comprehension between students who have high reading interest in an experimental and control class. The sig value was 0.841 > 0.05. Third, there was significant difference on students’ reading comprehension between students who have low reading interest in an experimental and control class. The sig value was 0.03 > 0.05. Last, the sig value was 0.045 < 0.05. It means that there was an interaction between teaching strategy and reading interest on students’ reading comprehension at SMAN 16 Pekanbaru.Key words: Infographics, Reading Interest, Reading Comprehension

scholarly journals Enhancing Islamic Students’ Reading Comprehension through Predict Organize Search Summarize Evaluate Strategy

AL-TA LIM ◽  
2017 ◽  
Vol 24 (1) ◽  
pp. 1-8
Author(s):  
Darmayenti Darmayenti ◽  
Martin Kustati
Keyword(s):  
Reading Comprehension ◽  
Sampling Technique ◽  
First Year ◽  
Reading Tests ◽  
State Institute ◽  
First Year Students ◽  
Islamic Studies ◽  
Significant Difference ◽  
Post Test ◽  
Academic Year

This paper is a report of an experimental research project conducted in a reading comprehension course for first-year students of the Adab Faculty of the State Institute for Islamic Studies Imam Bonjol Padang, West Sumatera, Indonesia, during the academic year 2015/2016. The “Predict Organize Search Summarize Evaluate” (POSSE) is one strategy that can enhance students’ comprehension in reading. Two classes of Arabic and History students chosen through cluster random sampling technique were used as the sample of the research. Reading tests were used to collect the data which was given to both of classes on pre-test and post-test. The result of the research showed that the implementation of Predict Organize Search Summarize Evaluate strategy gave a significant difference in term of the students-learning outcome between the students who were taught through POSSE strategy and by traditional one. The finding of the study showed that teaching reading by using POSSE strategy gave significant effect towards students’ reading comprehension. This strategy could improve the students’ reading component on finding topic. It can be concluded that using POSSE Strategy has improved Indonesian students’ reading comprehension. It is also recommended for English lecturers use POSSE strategy as one of teaching strategies for reading comprehension.

scholarly journals Improving Students’ Achievement in Reading Comprehension by Applying Contextual Teaching and Learning (CTL)

2019 ◽  
Vol 2 (3) ◽  
pp. 58-69
Author(s):  
Diani Syahputri
Keyword(s):  
Reading Comprehension ◽  
Research Finding ◽  
Teaching And Learning ◽  
Narrative Text ◽  
Reading Tests ◽  
Post Test ◽  
The Subject ◽  
The Mean ◽  
Contextual Teaching ◽  
Academic Year

This research aims  to find out the significant improvement of the students achievement in reading comprehension by applying Contextual Teaching and Learning (CTL). The subject of this research was X grade of SMK Bandung-2 at Academic Year 2017/2018. It consisted of one class with 30 students as respondents. The objective was to discover the significant improvement of the students’ achievement in reading comprehension by applying Contextual Teaching and Learning (CTL). This research was conducted by using classroom action research. The instruments of collecting data were observation sheet, and Reading  tests. The research finding is shown of  that there was an improvement on the students’ reading achievement on narrative text from each cycle. It was showed from the mean of pre-test which was 56.5 with persentage 0%. After CTL was applied in the first cycle, there was an improvement of the result of the students’ in reading comprehension the mean was 69.16 with persentage 33.3%. It means that there was an improvement from pre-test to post-test I was 33.3%. And for the second cycle after reflection on the first cycle, there was an improvement of students’ mean which was 85 with persentage 100%. Based on the result showed that there was an improvement after applying CTL was 66.7%. It concluded that students’ achievement in reading comprehension by applying contextual teaching and learning (CTL) improved.

scholarly journals THE TEACHING ANALYSIS OF READING COMPREHENSION: A CASE OF THE EIGHT GRADE STUDENTS OF SMP PGRI 01 SEMARANG

2017 ◽  
Vol 4 (1) ◽  
Author(s):  
Yuli Anita ◽  
Dias Andris Susanto
Keyword(s):  
Reading Comprehension ◽  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Method ◽  
Teaching Reading ◽  
Team Games ◽  
Class Viii ◽  
The Subject ◽  
Teaching Learning ◽  
Academic Year

The objectives of the study are1) To know the teaching on reading comprehension at the eight grade of SMP PGRI 01 Semarang in academic year 2016/2017, 2) To know the problems faced by the teacher in teaching learning process of reading comprehension, and 3) To know the solutions of the problem faced in teaching learning process. This research uses qualitative method. The subject of this research was three teachers of class VIII A, VIII F, and VIII G. The instruments used in this research were observation sheet and interview, so the data use was collected through observation and interview. The result of the research showed that 1) the first teacher was first participant implementing reading stage in teaching and learning process. In first participant teaching, the researcher found the problem, it was the difficulty in implementing teaching reading. The solution first participant was make strategy to make student fun. 2) the second teacher was second participant. There was only one interaction, that was the teacher explained the materials then the students kept silent, or the students read something then the teachers listened to them. 3) the third teacher was third participant. The problem it was boredom, and the solution was making question and answer for them. Teachers concluded that reading comprehension is very effective but it can not to be the key in teaching and learning process. From the data which is obtained from documentation and observation inteaching English, the objectives of English teaching can be viewed from kinds of strategy and tecnique in teaching and learning process. Suggestion are 1) for teachers, it is better for them to use Team Games Tournament to teach the students in reading comprehension, 2) for students have to study harder and try to read English more and more, and 3) for the reader to be able to get more information and experiences in the purpose of developing and improving their knowledge, especially in reading comprehensio

scholarly journals The Effect of Using Scaffolding Strategies on EFL Students’ Reading Comprehension Achievement

2015 ◽  
pp. 91-118
Author(s):  
Maysaa Rasheed Abdul-Majeed
Keyword(s):  
Reading Comprehension ◽  
Graphic Organizers ◽  
College Of Education ◽  
Control Group ◽  
Lecture Method ◽  
Significant Difference ◽  
Efl Students ◽  
Scaffolding Strategies ◽  
Academic Year ◽  
Experimental Group

   Scaffolding is a process that supports and improves the performance of students before, during, and after reading. Graphic organizers, pictures, and charts can all serve as scaffolding tools. All of them can help, guide and shape students’ thinking when they apply them, i.e., students can discuss, write an essay, or use them with the difficult reading texts and new challenging information. This study is an attempt to investigate the effect of using scaffolding strategies on EFL students’ achievement in reading comprehension. To fulfil the aims of the study, the researchers have adopted two null hypotheses: first, there is no statistically significant difference between the achievement mean scores of students who practice scaffolding strategies and that of students who do not practice them. Second, there is no statistically significant difference between the experimental group students' achievement mean scores in the pre and posttests of reading comprehension. To achieve the aims of the study, a six-week experiment was conducted using pretest-posttest non-equivalent groups design. Two groups of 22 students each were selected from the population of second year students (N=123)/College of Education for Women/Department of English during the academic year (2013-2014). One group was selected as the experimental group that was taught reading comprehension using scaffolding strategies and other group was selected as the control group that was taught according to the lecture method. The students of both groups were exposed to pre and posttests. Using the t-test for two independent samples, it is found that there is a statistically significant difference in favour of the experimental group. This indicates that teaching by scaffolding strategies is more effective than the presentation practice production teaching or the Lecture Method teaching. Conclusions, recommendations and suggestions for further studies are put forward.

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