scholarly journals JIGSAW II: An Effective Strategy to Develop Reading Comprehension Among School Children

2020 ◽  
Vol 9 (S1-Dec2020) ◽  
pp. 30-33
Author(s):  
Sindhu Thamban
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Teaching Method ◽  
Group Discussion ◽  
School Students ◽  
Team Members ◽  
Learning Techniques ◽  
Wide Range ◽  
Significant Difference

The Jigsaw II, one form of Cooperative learning techniques is an efficient strategy to use in a language classroom. The basic activities include 1) Reading with team members 2) Expert group discussion 3) Team members report 4) Test 5) Team recognition. The jigsaw II strategy is easyto implement and works well with a wide range of students.Previous researches related to Jigsaw II shows that it is more powerful and effective and appropriate in situations where learning is from text based materials. Reviews related to the strategy shows that no researches have been carried out to develop the reading comprehension of the high school students, particularly in the Indian context. Hence through this paper an attempt has been made by the researcher to check the effectiveness of Jigsaw II in developing the reading comprehension of High school students.The study statistically revealed that there is significant difference in the reading comprehension achievement of the students who were taught by using the traditional method and to those taught by using the Jigsaw II strategy. In accordance with the qualitative and quantitative findings attained it was found that Jigsaw II was found to be more effective than the traditional teaching method in developing the reading comprehension of high school students.

scholarly journals The Way To Overcome Students’ Hesitation In Speaking English At The 10 Th Grade of Senior High School In Bekasi

2020 ◽  
Vol 5 (7) ◽  
pp. 283
Author(s):  
Grediana Rumlus
Keyword(s):  
High School ◽  
High School Students ◽  
Group Discussion ◽  
School Students ◽  
Second Stage ◽  
International Language ◽  
Learning Techniques ◽  
Language Needs ◽  
English Textbooks ◽  
Group Member

English as an international language needs to be used in daily communication so that speakers are accustomed to using it. But the facts show that many people, especially class X students at one of the high schools in Bekasi, find it difficult to speak English for fear of being wrong. So this paper aims to find out the causes of difficulties for students to speak English. The author conducted research in 2 classes with 60 students. The first step is to hold a group discussion using an English textbook in the two classes. The second stage uses the control class and the experimental class. The control class still uses English textbooks as discussion material, while the control class watches 2 films in English and each group tells the contents of the film according to their understanding. Each group member in the experimental class tells the contents of the film very actively and enthusiastically, while the control class only talk by the group leader. The observations showed that audiovisual and learning techniques with stories were very significant in the experimental class students. It can be proven by the activity of each group member speaking. It was concluded that audiovisual and simple learning techniques were very enjoyable and increased the speaking activity in one of high school students at grade X in Bekasi. Keywords: Habit, watching/listening, fun

scholarly journals A Comparison of Directed Reading Thinking Activity (DRTA) and Survey, Question, Read, Recite, and Reviews (SQ3R) Strategy to Improve Reading Comprehension Achievement of Indonesian Junior High School Students

2021 ◽  
Vol 8 (8) ◽  
pp. 689-695
Author(s):  
Ara Bella
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Repeated Measure ◽  
School Students ◽  
Reading Tests ◽  
Survey Question ◽  
Significant Difference

The objectives of the research were to investigate whether there was a statistically significant difference of the students’ reading comprehension achievement after the implementation of DRTA strategy and SQ3R strategy. Furthermore, the approach used in this research was quantitative. The subjects were 32 students for DRTA group and 31 students for SQ3R group of Junior High school 9 Bandar Lampung. The reading tests were used as the research instrument. In addition, the data were analyzed by using Repeated Measure t-test. The result showed that there was a statically significant difference of students’ reading comprehension with the significant level 0.05. From the result, it is suggested that SQ3R strategy can facilitate students better to improve their achievement in reading comprehension. Keywords: reading comprehension, DRTA strategy,SQ3R strategy.

scholarly journals Teaching Narrative Reading by Using the Sub-text Strategy for Islamic Senior High School Students

Ta dib ◽  
2020 ◽  
Vol 25 (1) ◽  
pp. 71-82
Author(s):  
Muhamad Holandyah ◽  
Nova Lingga Pitaloka ◽  
Wahyudiyanto Wahyudiyanto
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Senior High School ◽  
T Test ◽  
Control Group ◽  
School Students ◽  
Paired Sample ◽  
Significant Difference ◽  
Quasi Experimental

The objectives of this study were to find out whether or not there was a significant improvement before and after the treatment on the eleventh grade students’ reading comprehension scores at one Islamic senior high school in Palembang by using Subtext strategy and to find out whether or not there was a significant difference on the eleventh grade students’ reading comprehension scores between the students who were taught by using Subtext Strategy and those who were not. In this study, Quasi Experimental Design using pretest-posttest nonequivalent groups design was used. There were 60 students taken as sample. Each class consisted of 30 students from class XI IPS 2 as control group and class XI IPS 3 as experimental group. In collecting the data, reading comprehension test was used. The test was given twice to both experimental and control groups, as a pretest and posttest. To verify the hypotheses, the data of pretest and posttest were analyzed by using independent sample t-test and paired sample t-test in SPSS program. The findings showed that the p-output from paired sample t-test (sig2-tailed) was 0.000 which was lower than 0.05 and t-value 11.399 was higher than t-table with df=29 (2.0452).  The result of p-output from independent sample t-test was 0.001 which was lower than 0.05, and the t-value 3.465 was higher than t-table with df=58 (2.0017). It means that teaching reading narrative text by using Subtext strategy had significant effect on the students’ reading comprehension scores.

scholarly journals The Way To Overcome Students’ Hesitation In Speaking English At The 10 Th Grade Of Senior High School In Bekasi

2020 ◽  
Vol 1 (2) ◽  
pp. 60-63
Author(s):  
Grediana Rumlus
Keyword(s):  
High School ◽  
High School Students ◽  
Group Discussion ◽  
School Students ◽  
Second Stage ◽  
International Language ◽  
Learning Techniques ◽  
Language Needs ◽  
English Textbooks ◽  
Group Member

English as an international language needs to be used in daily communication so that speakers are accustomed to using it. But the facts show that many people, especially class X students at one of the high schools in Bekasi, find it difficult to speak English for fear of being wrong. So this paper aims to find out the causes of difficulties for students to speak English. The author conducted research in 2 classes with 60 students. The first step is to hold a group discussion using an English textbook in the two classes. The second stage uses the control class and the experimental class. The control class still uses English textbooks as discussion material, while the control class watches 2 films in English and each group tells the contents of the film according to their understanding. Each group member in the experimental class tells the contents of the film very actively and enthusiastically, while the control class only talk by the group leader. The observations showed that audiovisual and learning techniques with stories were very significant in the experimental class students. It can be proven by the activity of each group member speaking. It was concluded that audiovisual and simple learning techniques were very enjoyable and increased the speaking activity in one of high school students at grade X in Bekasi.

PENGARUH CONTEXTUAL TEACHING AND LEARNING (CTL) TERHADAP PEMAHAMAN MEMBACA SISWA

2012 ◽  
Vol 18 (1) ◽  
pp. 30
Author(s):  
Anni Holila Pulungan
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Junior High School ◽  
Teaching And Learning ◽  
Junior High ◽  
School Students ◽  
Lecture Method ◽  
Contextual Teaching ◽  
Better Than

The study deals with the Contextual Teaching and Learning of the students’ reading comprehension at junior high school. Contextual Teaching and Learning is a new alternative for every teachers to relate the materials to the real world. The aims of the research are to analyze the effect of non and CTL method of the students’ reading comprehension.  The research method is an experimental method. The data analysis is taken from the two classess. Then, they divided into two  groups, the control and experimental group. The major findings of the study shows that the effect of Contextual Teaching and Learning on the students’ reading comprehension is better than the non CTL method-lecture method for the junior high school students.

Combining Webduino Programming With Situated Learning to Promote Computational Thinking, Motivation, and Satisfaction Among High School Students

2021 ◽  
pp. 073563312110399
Author(s):  
Ting-Ting Wu ◽  
Jian-Ming Chen
Keyword(s):  
High School ◽  
High School Students ◽  
Programming Languages ◽  
Situated Learning ◽  
Learning Strategy ◽  
Computational Thinking ◽  
Learning Motivation ◽  
School Students ◽  
Study Results ◽  
Significant Difference

Many countries have incorporated computational thinking (CT) and programming languages into their science and technology courses. Students can improve their CT ability by learning programming languages. Moreover, situated learning enables students to generate knowledge and master problem-solving skills through interaction with situations. This study incorporated Webduino learning and the situated learning strategy into a programming course and analyzed its impact on high school students’ CT ability, learning motivation, and course satisfaction. A quasi-experimental research method was adopted, wherein the experimental group was subjected to the situated learning strategy and the control group was subjected to a traditional teaching method. The study results revealed that integrating Webduino programming with situated learning could effectively improve five categories of CT skills; moreover, the activity models of situated learning enhanced the value and expectation dimensions of learning motivation. In addition, satisfaction with the course content and self-identity slightly improved. However, because teachers were required to elaborate on stories to promote learner engagement with life situations, the time available for programming was limited. Thus, no significant difference was observed in teaching satisfaction.

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