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 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 Effects of Quality Books for Children and the Metacognitive Strategy on Students’ Self-Esteem Levels

2016 ◽  
Vol 6 (1) ◽  
pp. 72 ◽  
Author(s):  
Erkan Cer ◽  
Ertugrul Sahin
Keyword(s):  
Reading Comprehension ◽  
Self Esteem ◽  
Metacognitive Strategy ◽  
Control Group ◽  
Study Results ◽  
Before And After ◽  
Eighth Grade Students ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group

Using a quasi-experimental design with pre-test and post-test control groups, 93 eighth grade students were randomly assigned either to the experimental or to the control group and responded to the Rosenberg Self-Esteem Scale two weeks before and after the intervention. While the students in the experimental group were instructed in quality books for children and reading comprehension skills based on metacognitive strategy for 10 weeks, the control group only received typical non-quality books. Study results showed that while the pre-test self-esteem scores of the students in both groups were similar before the intervention, the post-test self-esteem scores of the students in the experimental group were significantly higher than of those in the control group. Quality books and metacognitive strategy for students may not only help improve reading comprehension but also may increase self-esteem level.

scholarly journals The Effectiveness of Using Animated Films on Improving Students’ Writing Skill of Narrative Text of The Eighth Grade of Mts Al-Hadi Girikusumo

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Irwan Adi Putra
Keyword(s):  
Narrative Text ◽  
Eighth Grade ◽  
Control Group ◽  
Final Project ◽  
Animated Films ◽  
Writing Skill ◽  
Eighth Grade Students ◽  
Post Test ◽  
Academic Year ◽  
Experimental Group

This final project was based on research which attempted to examine the Effectiveness of Using Animated Films in Improving Students’ Writing Skill of Narrative Text. The main objectives of this research was to find out whether the use of animated film can be effective in teaching writing narrative text to the students of Mts Al-Hadi Girikusumo Mranggen. This research was a quasi-experimental research. The population of the final project was limited of the eighth grade students of MTs Al-Hadi Girikusumo Mranggen in the Academic year 2014/2015 in the second semester. There were 40 students as the sample. They were divided into two groups and they did three types of activities; pre-test, treatment, and post-test. The data were collected through a writing test. The analytical score based on the elements of writing processed the data analysis. The result of t-test in post-test shows a significant difference in the achievement between two groups. From the calculation enclosed the mean of post-test of the experimental group was higher than the control group that was 60.5>39.6, it means that the achievement of the experimental group was higher than the control group. Based on the data analysis, the researcher concludes that the strategy of using animated films in teaching narrative text writing seemed to be applicable for the eighth grade students of MTs AL-Hadi Girikusumo Mranggen in academic year 2014/2015, since the strategies also help students to solve their problems in writing a text. The researcher suggests that English teacher use this method as an additional method to anticipate students’ boredom during writing class. In additional, this method improved students’ fluency in writing English because it was used to write the history.

scholarly journals Using Star (Select, Teach, Activate and Revisit) Strategy to Increase Vocabulary Mastery of Eighth Grade Students

2021 ◽  
Vol 1 (1) ◽  
pp. 11-19
Author(s):  
Supiah Supiah ◽  
Defia Syntha Defi
Keyword(s):  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
Eighth Grade ◽  
Control Group ◽  
Significant Difference ◽  
Eighth Grade Students ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control ◽  
Experimental Group

The objectives of this study were: (1) to describe the implementation of STAR (Select, Teach, Activate and Revisit) strategy of the eighth grade students of MTs N 1 Bangka, and (2) to find out whether there was any significant difference in vocabulary mastery between the students who were taught by using STAR strategy and the students who were taught without STAR strategy. This study was focused on vocabulary mastery. The total number of sample was 64 students. In this study, the researcher used experimental research method with a quasi-experimental design. The result showed that the students’ vocabulary mastery significantly increased. It could be seen from the pre-test and post-test mean score. Furthermore, the result of independent sample t-test of students’ post-test between experimental group and control group showed that the t-obtained was higher than t-table (2.547 > 2.00) and the p-output was lower than computation with level significant 0.05 (0.014 < 0.05). It means that the alternative hypothesis (Ha) was accepted and the null hypothesis (Ho) was rejected. It could be concluded that STAR strategy was effective to increase students’ vocabulary mastery.

scholarly journals The Use Of SQ3r Technique in Improving Students` Reading Comprehension

2018 ◽  
Vol 1 (2) ◽  
pp. 218-225 ◽  
Author(s):  
Amelia Biringkanae
Keyword(s):  
Reading Comprehension ◽  
Sampling Technique ◽  
Eighth Grade ◽  
Control Group ◽  
Comprehension Ability ◽  
Eighth Grade Students ◽  
Quasi Experimental ◽  
Research Findings ◽  
Academic Year ◽  
Experimental Group

Reading is one of the basic English skills which should be mastered by the students. This study was intended to explore the use of SQ3R technique to improve students` reading comprehension and to find out the students` perception toward the use of SQ3R technique. The method in this study is mixed method with Quan-qual model. The quantitative method used quasi-experimental design with control and experimental group. The population in this research used purposive sampling technique with the number of sample are 24 students as respondent; 12 students in control group and 12 students in experimental group. This study was conducted at SMP Negeri 2 Saluputti from the eighth grade students in academic year 2016/2017. The instrument that the writer used are reading test and questionnaire and the data were analyzed through SPSS 20. The research findings shows that the implementation of SQ3R technique could improve the students’ reading comprehension ability especially the eighth grade students of SMP Negeri 2 Saluputti and the eighth grade students of SMP Negeri 2 Saluputti have good perception towards the use of SQ3R technique. This research shows the improvement in students` reading comprehension, for that reason, it is recommended that the English teacher apply certain effective technique in teaching reading to enhance student`s comprehension.

scholarly journals The Cooperative Integrated Reading And Composition (CIRC) Strategy In Teaching Reading Comprehension Teaching Comprehension

2021 ◽  
Author(s):  
Andi Asrifan ◽  
Like Raskova Octaberlina
Keyword(s):  
Reading Comprehension ◽  
Total Population ◽  
Sampling Technique ◽  
Eighth Grade ◽  
P Value ◽  
Cluster Sampling ◽  
Teaching Reading ◽  
Eighth Grade Students ◽  
Post Test ◽  
Academic Year

The objective of this research was : to find out whether or not a cooperative integrated reading composition strayegy can improve the reading comprehension of Eighth grade of students at SMP Negeri 2 Baranti.This research apply pre-experimental design with one group pre-test and post-test. The population of this research was four classes at SMP Negeri 2 Baranti in academic year 2019/2020 with the total population were 120 students. The sample of this research were VIII.A (30 students). This sample was taken by cluster sampling technique. This research applied reading test to know the students reading comprehension through cooperative integrated reading and composition strategy. The researcher found that by using cooperative integrated reading and composition in teaching reading comprehension, it could improved the reading comprehend of the eighth grade students of SMP Negeri 2 Baranti. It was proved by p-value of post-test was lower than the α (0,000<0,05). So, the researcher stated that H 0 was rejected and H 1 was accepted. Based on the data analysis, the researcher concluded that: Cooperative integrated reading and composition strategy could improved students reading comprehension.

scholarly journals INCORPORATING RECIPROCAL QUESTIONING STRATEGY AND NUMBERED HEADS TOGETHER IN READING CLASS

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
NL Ersianawati ◽  
MH Santosa ◽  
GAP Suprianti
Keyword(s):  
Reading Comprehension ◽  
T Test ◽  
Eighth Grade ◽  
Control Group ◽  
Control Group Design ◽  
Eighth Grade Students ◽  
Post Test ◽  
The Difference ◽  
Academic Year ◽  
Cluster Random Sampling

This study aimed at investigating the effect of reciprocal questioning strategy combined with numbered heads together on reading comprehension of the eighth grade students in SMP Negeri 2 Singaraja. This study was an experimental study with post – test only control group design. The population of this study was the eighth grade students in SMP Negeri 2 Singaraja in academic year 2017/2018 with the sample of 73 students who were selected by using cluster random sampling. The data were collected using reading comprehension test. The data were analyzed by using independent samples t-test assisted with SPSS 24. The result showed that there was an effect of reciprocal questioning strategy combined with numbered heads together on reading comprehension of the eighth grade students in SMP Negeri 2 Singaraja. The result of independent samples t-test shows that the difference of reading comprehension between reciprocal questioning strategy combined with numbered heads together and reading guide strategy was significant (p

THE EFFECT OF USING RECIPROCAL TEACHING METHOD ON STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION

2015 ◽  
Vol 4 (2) ◽  
Author(s):  
Yohana Siburian And Tjut Ernidawati
Keyword(s):  
Reading Comprehension ◽  
Teaching Method ◽  
Narrative Text ◽  
Reciprocal Teaching ◽  
Control Group ◽  
Teaching Reading ◽  
Post Test ◽  
Level Of Significance ◽  
Academic Year ◽  
Experimental Group

This study deals with the effect of Reciprocal Teaching Method on Students’ Achievement on Reading Comprehension on narrative text. The population of the study was the 2015/2016 academic year second semester grade XI students of SMA Negri 1 Paranginan Humbang Hasundutan. The samples were two classes, namely XI IPA 1 and XI IPA 2, with the total was 60 students selected by applying random sampling. The sample was divided into two groups. Experimental group (XI IPA 1) was taught by applying Reciprocal Teaching Method while the control group (XI IPA 2) was taught without applyingReciprocal Teaching Method. The data of this research were taken from the students’ score of reading narrative text test. The calculation showed that the coefficient of the test was 0.64, it showed that the test was reliable and the reliability was substantial. There were two data used in this research. They were pre-test and post-test. The data were analyzed by using t-test formula to show the effect of applying Reciprocal Teaching Method on students’ achievement in reading narrative text. After analyzing the data, the finding indicates that t-observed was higher than t-table (4,00 > 2.00) at the level of significance 0.05 with the degree of freedom (df) 58. It means that applying Reciprocal Teaching Method has significantly affected on the students’ achievement in reading narrative text. It implies that Reciprocal Teaching Method is a significant technique for teaching reading narrative text.

scholarly journals THE EFFECT OF USING POWERPOINT MODIFIED PICTURES IN WRITING DESCRIPTIVE TEXT TO THE EIGHTH GRADE STUDENTS OF SMPN 22 KOTA BENGKULU IN 2016/2017 ACADEMIC YEAR

2018 ◽  
Vol 2 (1) ◽  
pp. 76-85
Author(s):  
Tri Susilo ◽  
Kasmaini . ◽  
Indah Damayanti
Keyword(s):  
Alternative Hypothesis ◽  
Eighth Grade ◽  
Control Group ◽  
Writing Ability ◽  
Significant Difference ◽  
Eighth Grade Students ◽  
Post Test ◽  
Writing Tests ◽  
And Control ◽  
Academic Year

This study aimed at investigating the effect of using powerpoint modified pictures as a media in teaching writing descriptive text. The population of this study was all the students of eighth-grade students of  SMPN 22 Kota Bengkulu in academic year 2016/2017 with the total number of population 66 students. The sample of this research was taken by using purposive sampling. By using that technique, 42 students were taken as the samples. The samples divided into two groups, experimental and control group. The instrument employed in this study was writing tests. The pre-test was conducted before giving treatments in order to know the scores of both groups. After giving some treatments to the experimental and control group, the post-test was held to both groups. Based on the data analysis of the post-test, it was found that t-count > t-table (4.66 > 2.021). This finding indicated that there was a significant difference between the experimental and control group scores. It means that the null hypothesis (H0) is rejected and the alternative hypothesis (Ha) is accepted. In other words, powerpoint modified pictures had a significant effect on students’ writing ability. The use of powerpoint modified pictures could increase students’  writing ability especially in descriptive text. Therefore, this technique can be applied by the teacher as a teaching aid in descriptive text’s writing.

scholarly journals The Effect of Using Six Dimensional Strategy PDEODE in Teaching Science on the Basic Eighth Grade Students' Achievement and their Attitudes towards it

2020 ◽  
Vol 14 (3) ◽  
pp. 417
Author(s):  
Waleed H. Nawafleh ◽  
Razan M. Muheedat
Keyword(s):  
Teaching Strategy ◽  
Attitude Scale ◽  
Female Students ◽  
Eighth Grade ◽  
Control Group ◽  
Significant Difference ◽  
Before And After ◽  
Eighth Grade Students ◽  
Level Of Knowledge ◽  
Experimental Group

The study aimed to investigate the effect of using PDEODE strategy on the eighth grade students’ achievement  in science and their attitudes towards the strategy. To achieve the objectives of the study, a sample of eighth grade students was selected, consisting of 61 students distributed in two groups: an experimental of 31 female students who studied science using PDEODE strategy, and a control group of 30 female students who studied via the regular method. Two instruments were built; The first was an achievement test, which was applied on both groups before and after treatment, and the second was an attitude scale, which was applied on the experimental group after treatment. The results revealed that there is a statistically significant difference in the achievement of female students attributed to the teaching strategy on the test level as a whole, and at the level of knowledge fields (remembering, understanding, analyzing), for the benefit of the experimental group. There were, however,  no differences  between the two groups at the applying  level. The results also indicated that the attitudes of students in the experimental group towards learning with PDEODE strategy were high and positive.

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