SYMMETRICAL SCAFFOLDING STRATEGY ON STUDENTS’ READING COMPREHENSION ABILITY IN NARRATIVE TEXT

Lingua ◽  
2018 ◽  
Vol 1 (02) ◽  
pp. 21-30
Author(s):  
Sri Lestari ◽  
Azizah Azizah
Keyword(s):  
Reading Comprehension ◽  
Narrative Text ◽  
Control Group ◽  
Control Group Design ◽  
Comprehension Ability ◽  
Post Test ◽  
Scaffolding Strategy ◽  
Difficulty Index ◽  
Academic Year ◽  
Reading Comprehension Ability

This research consists of two variables, namely the independent variable (Symmetrical Scaffolding Strategy) and the dependent variable (Students’ Reading Comprehension Ability in Narrative Text). The objective of this research is to find out whether or not there is significant effect of Symmetrical Scaffolding Strategy. This research was conducted on grade Eleven Students’ Reading Comprehension Ability in Narrative text at SMA Islam As-Syafi’iyah 02 Bekasi, in the academic year of 2017/2018. Research method applied in this research was quantitative quasi-experimental, and the research design was randomized post-test only control group design. To collect the data, the writer used one instrument in the form of objective test,  with number of questions are sixty for reading comprehension ability that have been tried out in grade eleven at SMA Patriot Bekasi. This research consists of two variables, namely the independent variable (Symmetrical Scaffolding Strategy) and the dependent variable (Students’ Reading Comprehension Ability in Narrative Text). The objective of this research is to find out whether or not there is significant effect of Symmetrical Scaffolding Strategy. This research was conducted on grade Eleven Students’ Reading Comprehension Ability in Narrative text at SMA Islam As-Syafi’iyah 02 Bekasi, in the academic year of 2017/2018. Research method applied in this research was quantitative quasi-experimental, and the research design was randomized post-test only control group design. To collect the data, the writer used one instrument in the form of objective test,  with number of questions are sixty for reading comprehension ability that have been tried out in grade eleven at SMA Patriot Bekasi. The scores obtained from the try out class were used to analyze the validity, reliability, discrimination power and difficulty index of each question item in the only one instrument. The population of this research was grade eleven students that consist of 147 students were seating in 5 classes. The number of samples was 60 students, 30 students were in control class, and 30 students were in experimental class that taken through cluster random sampling. Symmetrical Scaffolding Strategy employed in experimental class and conventional strategy used in control class, then followed by the post-test in each classes. The analysis using SPSS namely one way anova formula produced Significance (Sig.) value of  0.000, it means that HA (sig. value < 0.05) was accepted and H0 (sig. value > 0.05) was rejected.  Finally the research’s result is there is significant effect of Symmetrical Scaffolding Strategy on Grade Eleven Student’s Reading Comprehension Ability in Narrative Text at SMA Islam As-Syafi’yah 02, Bekasi, in the Academic Year of 2017/2018. scrimination power and difficulty index of each question item in the only one instrument. The population of this research was grade eleven students that consist of 147 students were seating in 5 classes. The number of samples was 60 students, 30 students were in control class, and 30 students were in experimental class that taken through cluster random sampling. Symmetrical Scaffolding Strategy employed in experimental class and conventional strategy used in control class, then followed by the post-test in each classes. The analysis using SPSS namely one way anova formula produced Significance (Sig.) value of  0.000, it means that HA (sig. value < 0.05) was accepted and H0 (sig. value > 0.05) was rejected.  Finally the research’s result is there is significant effect of Symmetrical Scaffolding Strategy on Grade Eleven Student’s Reading Comprehension Ability in Narrative Text at SMA Islam As-Syafi’yah 02, Bekasi, in the Academic Year of 2017/2018.

scholarly journals Improving Student’s Reading Comprehension Ability Using Jigsaw 1 Technique

1970 ◽  
Vol 2 (2) ◽  
pp. 13-33
Author(s):  
Caroline V Katemba & Samuel
Keyword(s):  
Reading Comprehension ◽  
Junior High School ◽  
Conventional Technique ◽  
Control Group ◽  
Significant Difference ◽  
Comprehension Ability ◽  
Post Test ◽  
Experimental Group ◽  
Reading Comprehension Ability ◽  
Test Treatment

This research is entitled “Effectiveness of Utilizing Jigsaw 1 towards Improving Students’ Reading Comprehension Ability. Experimental design was used in this study. The participants of this study were two classes of grade 8 of  junior high school in Parongpong Bandung , Indonesia ; each class consisted of 32 participants in grade 8A as the experimental group and 33 participants in grade 8B as the control group. The Experimental group was taught using Jigsaw 1 Technique and the control group was taught using conventional technique.  This study intended to seek answer on the question; Is there any significant difference on the effect of reading comprehension between those students who are using jigsaw-1 and those who are taught through conventional method. This research was divided into three steps: giving a pre-test, treatment (Jigsaw 1 Technique) and the last giving post-test. Data analysis shows that, there is a significant difference in the reading comprehension ability between those who were taught using Jigsaw 1 technique and those who were taught using conventional technique.   Keywords: Jigsaw 1, Reading Comprehension

scholarly journals The Effect of Directed Reading Thinking Activity In Cooperative Learning Setting Toward Students’ Reading Comprehension Of The Eleventh Grade Students

2017 ◽  
Vol 1 (2) ◽  
pp. 88
Author(s):  
S. A. Kompyang Arisetyawati
Keyword(s):  
Reading Comprehension ◽  
Cooperative Learning ◽  
Random Sampling ◽  
Sampling Technique ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Post Test ◽  
Directed Reading ◽  
Academic Year

This research was aimed at investigating whether there was a significant effect on reading comprehension of the eleventh grade students who were taught by using Directed Reading Thinking Activity in Cooperative Learning Setting and who were taught by using Directed Reading Thinking Activity only. The research was an experimental research with Post-Test Only Control Group Design. The research was conducted at SMA N 3 Singaraja. The population of this research was the eleventh grade students in academic year 2016/2017 with the samples of 65 students who were selected through random sampling technique. The data were collected by using reading comprehension test. The obtained data were analyzed by using t-test assisted with SPSS 22.0. The result of the research showed that there was a significant effect on reading comprehension of the eleventh grade students in which the students who were taught by using Directed Reading Thinking Activity in Cooperative Learning Setting achieved better reading comprehension than who were taught by using Directed Reading Thinking Activity only (tobs = 4.056, p < 0.05). 

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 Use of Team Game Tournament Method to Improve the Students' Reading Comprehension

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Safitri Nurchasanah
Keyword(s):  
Reading Comprehension ◽  
Teaching Strategy ◽  
Simple Random Sampling ◽  
T Test ◽  
Control Group ◽  
Control Group Design ◽  
Significant Difference ◽  
Post Test ◽  
Team Game ◽  
Academic Year

The objective of this research was to know the effectiveness of Teams Games Tournament (TGT) method to improve the students’ reading comprehension at the eighth grades of SMP N 02 Jepara in the academic year 2018/2019 and also to help the English teachers more creative in teaching reading especially on reading comprehension at eighth grades of SMP N 02 Jepara in the academic year 2018/2019. This research was a true experimental design exactly Pretest-Posttest control group Design that involving two groups of classes. One group treated as the experimental class and the other group treated as a controlled class. In the experimental class, the researcher applied the Teams Games Tournament (TGT) and in controlled class, the researcher applied conventional teaching strategy. The population of this research was the eighth grades students of SMP N 02 Jepara which consisted of 320 students. The samples of the research consisted of 64 students which were taken by using simple random sampling, VIII F consisted of 32 students as experimental class and VIII E consisted of 32 students as a controlled class. There were two variables in this research: Teams Games Tournament (TGT) as the independent variable and students’ reading comprehension as the dependent variable. The instrument of this research was the reading comprehension test. In the reading test, the result of the data indicated that there was a significant difference between students’ post-test in both experimental and controlled class. In the experimental class, the total mean score of the post-test was 94.75 was greater than the total mean score in the controlled class was 77.25. From the t-test, the researcher found that the value of the t-test in the post-test was greater than the t-table (8.616 > 2.000). Based on the findings and the discussion of the research, the researcher drew a conclusion that the use of the Teams Games Tournament was effective to improve the students’ reading comprehension in the eighth grades of SMPN 02 Jepara.

scholarly journals Improving ESP Students' Reading Comprehension Proficiency by Using Scanning Techniques

2021 ◽  
Vol 11 (3) ◽  
Author(s):  
Dr. Edhah Numan Khazaal ◽  
Dr. Edhah Numan Khazaal
Keyword(s):  
Reading Comprehension ◽  
T Test ◽  
Control Group ◽  
Traditional Methods ◽  
Scanning Technique ◽  
Comprehension Ability ◽  
Post Test ◽  
The Mean ◽  
Experimental Group ◽  
Reading Comprehension Ability

The present study aimed to reveal if the use of scanning techniques can improve ESP students' reading comprehension proficiency. A sample of 20 ESP students was chosen randomly and divided into two groups, their ages ranged between 20 and 21 years old. The control group was taught through traditional methods of reading comprehension and the experimental group was taught through the scanning technique. Both groups were administered a reading comprehension test and questionnaire to find out if they were aware of using scanning techniques in the learning of enumerating texts. Data was analyzed by using a t-test on the scanning technique. The researcher uses pre-test and post-test. The collected data were analyzed by using the T-test formula. The result of data analysis showed that the mean score in the post-test for the experimental group is higher than the mean score in the controlled group. The pre-test and post-test comparison showed that the participants achieved a higher level of reading comprehension proficiency following the instructions. The findings of the study indicated that the reading scanning technique was more effective in improving the reading comprehension ability of ESP students than traditional methods of reading comprehension.

scholarly journals PERBANDINGAN DIRECT INSTRUCTION DAN TANYA JAWAB TERHADAP KEMAMPUAN MEMBACA PESERTA DIDIK KELAS II SD INPRES RAPPOKALLING 1 MAKASSAR

2018 ◽  
Vol 5 (2) ◽  
pp. 224
Author(s):  
Muhammad Shabir Umar ◽  
Muh Rapi ◽  
Itra Bostam
Keyword(s):  
Reading Comprehension ◽  
Statistical Analysis ◽  
Direct Instruction ◽  
Second Grade ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Question And Answer ◽  
Comprehension Ability ◽  
Reading Comprehension Ability

Abstrak Tujuan penelitian ini adalah untuk mengetahui kemampuan membaca pemahaman peserta didik yang diajar dengan menggunakan tanya jawab dan direct instruction, serta perbedaan kemampuan membaca pemahaman peserta didik dengan menerapkan direct instruction dan tanya jawab di kelas II SD Inpres Rappokalling 1 Makassar. Jenis penelitian ini adalah Quasi eksperimental dengan desain penelitian Nonequivalen Control Group Design. Populasi penelitian ini adalah seluruh peserta didik kelas II SD Inpres Rappokalling 1 Makassar yang berjumlah 77 orang. Teknik pengambilan sampel yang digunakan adalah random sampling yaitu sebanyak 60 orang. Instrumen yang digunakan adalah tes untuk mengukur kemampuan membaca pemahaman peserta didik berupa tes essay sebanyak 10 item. Teknik analisis data yang digunakan adalah analisis statistik deskriptif dan analisis statistik inferensial dengan uji-t. Berdasarkan hasil analisis deskriptif diperoleh rata-rata kedua kelompok tersebut, yaitu kelas kontrol sebelum menerapkan metode tanya jawab diperoleh rata-rata 71,5 dan setelah menerapkan metode tanya jawab sebesar 79,56. Pada kelas eksperimen dengan menerapkan model direct instruction diperoleh rata-rata pretest sebesar 71,5 dan rata-rata posttest sebesar 81,2. Berdasarkan hasil analisis statistik inferensial diperoleh nilai thitung = 0,249 dan ttabel 1,671 dengan = 0,05, dengan demikian (thitung = 0,249 < ttabel 1,671 = 0,05). Maka dapat disimpulkan bahwa H0 diterima, artinya tidak terdapat perbedaan antara penerapan direct instruction dan tanya jawab terhadap kemampuan membaca pemahaman peserta didik kelas II di SD Inpres Rappokalling 1 Makassar).Abstract The objectives of this study were to find out the students' reading comprehension ability taught by using question-answer and direct instruction, and the difference in reading comprehension ability of students by applying direct instruction and question and answer of the second grade at SD Inpres Rappokalling 1 of Makassar. This type of research is Quasi experimental with research design Nonequivalent Control Group Design. The population of this study were all students of the second grade at SD Inpres Rappokalling 1 of Makassar around 77 people. The sampling technique used is random sampling, which is 60 people. The instrument used was a test to measure students' reading comprehension in the form of 10 item essay tests. The data analysis technique used is descriptive statistical analysis and inferential statistical analysis with t-test. Based on the results of the descriptive analysis the average of the two groups was obtained, namely the control class before applying the question and answer method obtained an average of 71.5 and after applying the question and answer method amounted to 79.56. In the experimental class by applying the direct instruction model the average pretest was 71.5 and the posttest average was 81.2. Based on the results of inferential statistical analysis, the value of tcount = 0.249 and ttable 1.671 with = 0.05, thus (t count = 0.249 <t table 1.671 = 0.05). To sum up, H0 is accepted, it means that there is no difference between the application of direct instruction and question and answer to the reading comprehension ability of the second grade at SD Inpres Rappokalling 1 of Makassar).

scholarly journals THE USE OF SCAFFOLDING STRATEGY IN TEACHING READING COMPREHENSION AT THE FIRST GRADE STUDENTSOF SMA N 4 MATARAM IN ACADEMIC YEAR2017/2018

2018 ◽  
Vol 1 (1) ◽  
pp. 27
Author(s):  
Patmah Siswanti ◽  
Rima Rahmaniah
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
First Grade ◽  
Collaborative Problem Solving ◽  
Control Group ◽  
Teaching Reading ◽  
Post Test ◽  
Scaffolding Strategy ◽  
Academic Year ◽  
Experimental Group

Abstract:  Scaffolding is a teaching learning strategy in which the teacher and learners engage in a collaborative problem-solving activity with the support and guidance of the teacher to enable learners become increasingly independent. Scaffolding strategy can help students solved the task by their own and student can be understand the material. The purpose of this research is to know whether the use of scaffolding strategy is effective or not in teaching reading comprehension at the first grade students of SMA N 4 Mataram in academic year of 2017/2018. This study used Quasi Experimental Non-Equivalent Control Group Designs, the researcher was used pre-test and post-test. The sample of this research were all students of the first grade at SMAN 4 Mataram that consist of 78 students, 39 students of experimental group and 39 students of control group. The experimental group was taught by scaffolding strategy in teaching reading comprehension and the control group was taught without scaffolding strategy in teaching reading comprehension. The techniques of collecting data in this research used pre-test and post-test. Based on the result, the means score of students experimental group was 23,17 and the control group was 16,70. It was shows that score of experimental group was higher than control group. Whereas, the score of t-test was 2,70 and the score of t-table was 2,00 on the level of significance 0,05. this research shows that scaffolding strategy in teaching reading comprehension at the first grade students of SMAN 4 Mataram in Academic Year 2017/2018 is effective. So, based on the hypothesis that the researcher discussed before, the Alternative Hypothesis (Ha) was accepted.

scholarly journals THE COMPARISON OF USING MIND MAPPING AND KNOWLEDGE MAPPING TECHNIQUE TOWARD STUDENTS’ READING COMPREHENSION IN REPORT TEXT AT THE ELEVENTH GRADE AT SMA N 1 TRIMURJO IN THE ACADEMIC YEAR 2015/2016

2017 ◽  
Vol 1 ◽  
pp. 115
Author(s):  
Defy Gustianing ◽  
Hadiyan Muhammad Hariz
Keyword(s):  
Reading Comprehension ◽  
Mapping Technique ◽  
Control Group ◽  
Knowledge Mapping ◽  
Mind Mapping ◽  
Control Group Design ◽  
Post Test ◽  
And Control ◽  
Academic Year ◽  
Report Text

The objectives of this research are to know whether there is a difference result of reading comprehension by using mind mapping and knowledge mapping technique or not and to know which one is more effective technique between mind mapping and knowledge mapping technique.This research is a quantitative research.The design of this research is pre test-post test control group design which employs two groups. Experimentgroup is treated by mind mapping technique and control class is treated by knowledge mapping technique. Then, the total population is 123 students at the eleventh grade of SMA N 1 Trimurjo. The researcher takes 40 students, 20 students as experiment and20 as control. In taking the sample, the researcher used total cluster random sampling.The result of ttest is 2,91 and ttable  is 2,02 (on criterion 1) and 2,70 (on criterion 2). It means that tcount>ttable. So, there is a difference result of reading comprehension by using mind mapping and knowledge mapping technique and reading comprehension by using mind mapping technique is more effective than knowledge mapping technique.

scholarly journals Pengaruh Model Pembelajaran Inkuiri Berbantuan Laboratorium Virtual Terhadap Penguasaan Konsep Fisika Peserta Didik

2017 ◽  
Vol 2 (3) ◽  
pp. 116 ◽  
Author(s):  
Mahesti Kusdiastuti ◽  
Ahmad Harjono ◽  
Hairunnisyah Sahidu ◽  
Gunawan Gunawan
Keyword(s):  
Virtual Laboratory ◽  
Control Group ◽  
Physical Concept ◽  
Control Group Design ◽  
Significance Level ◽  
Effect Model ◽  
Specific Direction ◽  
Comprehension Ability ◽  
Post Test ◽  
Academic Year

This study aims to determine the effect model of inquiry aided virtual laboratory to physical concept comprehension of students MA DI Putri Nurul Hakim Kediri the academic year 2015/2016. Experimental research design using "pre-test-post-test control group design". The population in this study were all students of class X MA DI Putri Nurul Hakim Kediri totaling 5 classes, while samples were students of class X.1 as an eksperiment class majoring in X.2 as a control class. The data collection concept comprehension using techniques shaped test multiple choice. The research hypotheses were tested by t-test polled variance variance with significance level of 5% that is a hypothesis which does not indicate a specific direction. The results showed that physical concept comprehension ability of students learning with virtual media-aided model of inquiry higher than those not using the model inquiry-aided virtual laboratory.

Sign in / Sign up

Export Citation Format

Share Document