scholarly journals IMPROVING THE STUDENTS’ READING COMPREHENSION THROUGH REQUEST (RECIPROCAL QUESTION) STRATEGY FOR INDONESIAN JUNIOR HIGH SCHOOL

2021 ◽  
Vol 2 (1) ◽  
pp. 37-50
Author(s):  
Rida Fahas
Keyword(s):  
Reading Comprehension ◽  
Junior High School ◽  
Quantitative Data ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Reading Skill ◽  
Generic Structure ◽  
Post Test ◽  
Comprehension Score ◽  
Class Viii

This research is aim at improving to the reading comprehension of eight grade students at SMPN 2 Kedunggalar through Request (Reciprocal Question). In conducting this study, the researcher applied Classroom Action Research (CAR) as the strategy of the research. It was conducted in two cycles and each cycle consisted four phases : planning, acting, observing and reflecting. The subjects of the study were 31 students of class VIII B of SMPN 2 Kedunggalar. There were two forms of data in this study. The qualitative data were obtained by doing observing. Meanwhile, the quantitative data were obtained from the students‟ reading comprehension score of the pre-test and post-test and they were analyzed by using descriptive. The students have to reach four indicators they are understanding of content, generic structure, languages feature and purpose recount text. Applied request strategy can improved the students reading skill. The enrichment supported them comprehending the texts. The improvement was supported by the compare of the students‟ mean score from the pre-test, post test 1 and post-test 2 with percentage students passed KKM, 33 percentage 0%,41 percentage 9,7% and 77 96,8%. Their involvement in the reading class also improved. In addition, the students became more active and they enjoyed the process of teaching and learning reading.

scholarly journals Schema activation strategy in reading comprehension to improve student’s interest

2019 ◽  
Vol 12 (2) ◽  
pp. 147-154
Author(s):  
Andika Ari Saputra
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Quantitative Data ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Schema Activation ◽  
Post Test ◽  
Class Viii ◽  
Field Notes ◽  
Main Ideas

Abstract: This research is aimed to improve the reading comprehension through schema activation strategy. Classroom Action Research (CAR) was conducted in two cycles and each cycle consisted of four phases. They were planning, acting, observing, and reflecting. The subjects of the study were 34 students of Class VIII A of SMP Muhammadiyah 1 Godean. There were two forms of data in this study. The qualitative data were collected through observation and interview. The data were presented in the form of field notes and interview transcripts. Then, the quantitative data were collected through Pre-test, Posttest I, and Posttest II. In reference to the application of the two cycles, the results of the research revealed that use of schema activation strategy successfully improved the students‘ reading comprehension. The students‘ interest and attention in the process of teaching and learning English, especially reading improved. They were also able to explore many words related to the topic of the lesson. In relation to their comprehension of English texts, the students were able to identify main ideas and supporting details of paragraphs correctly. Strategi skema pada materi reading comprehension untuk meningkatkan ketertarikan siswaPenelitian ini bertujuan untuk meningkatkan pemahaman reading comprehension melalui penggunaan Schema Activation Strategy. Dalam melakukan penelitian ini, Peneliti menggunakan Penelitian Tindakan Kelas (PTK) sebagai metode penelitian. Penelitian dilakukan dalam dua siklus dan masing-masing siklus terdiri dari empat fase. Yaitu fase persiapan, aksi, observasi dan refleksi. Subjek penelitian adalah 34 siswa dari kelas VIII A SMP Muhammadiyah 1 Godean. Ada dua macam data yang dihimpun pada penelitian ini. Data kualitatif dikumpulkan melalui observasi dan wawancara. Kemudian data dipresentasikan dalam bentuk catatan dan transkip wawancara. Sedangkan, data kuantitatif dikumpulkan melalui Pre-Test, Post-test I, dan Post-test II. Hasil yang didapatkan setelah menerapkan dua siklus, yaitu penggunaan Schema Activation Strategy berjalan sukses meningkatkan pemahaman siswa pada bab Reading. Minat siswa dan perhatian dalam proses pengajaran dan pembelajaran bahasa Inggris, khususnya peningkatan dalam pemahaman Reading. Para siswa mampu mengeksplorasi banyak kata terkait topik pelajaran. Para siswa juga  mampu memahami teks Bahasa Inggris, siswa juga mampu untuk mengindentifikasi ide pokok dan juga detail paragaraf  secara benar.

scholarly journals Improving Students’ Reading Comprehension by Using Reciprocal Teaching at SMP YADIKA 2 Tegal Alur, Jakarta Barat

2018 ◽  
Vol 3 (3) ◽  
pp. 214
Author(s):  
Mawar S Hutasoit
Keyword(s):  
Reading Comprehension ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Reciprocal Teaching ◽  
Test Cycle ◽  
Teaching Technique ◽  
Post Test ◽  
Class Viii ◽  
The Subject ◽  
The Mean

The main objective of this research was to find out whether students’ reading comprehensionimproved when taught using reciprocal teaching. The research method was classroom actionresearch. The subject of this research was the 35 students of class VIII B at SMP YADIKA 2,consisted of six males and twenty nine females students. The qualitative data obtained frominterview, observation, and researcher’s diary notes, while the quantitative data obtained fromthe pre – test and post – test. The result indicated that there was an improvement of students’reading comprehension. It can be seen from the mean score of the students (Pre – test: 60.21;post – test cycle 1: 74.42; and post – test cycle 2: 86.78). In addition, from the interview resultthe researcher found that the students enjoyed learning reading using reciprocal teaching. Theconclusion of the research is that reciprocal teaching technique can improve the students’ readingcomprehension. It is suggested that teachers should apply reciprocal teaching as a teachingtechnique in the classroom.Keywords: classroom action reasearch, reading comprehension, reciprocal teaching.

IMPROVING STUDENTS ACHIEVEMENT IN READING COMPREHENSION BY APPLYING THE TABA MODEL

2014 ◽  
Vol 3 (1) ◽  
Author(s):  
Iis Aprianti
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Quantitative Data ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Class Viii ◽  
The Subject ◽  
Thinking Process ◽  
Classroom Action Research ◽  
Data Reading

The objective of this study was to investigate whether the application of Taba model improve the students’ achievement in Reading Comprehension. This study was an classroom action research. The subject of this study was class VIII SMP Negeri 1 Bandar which consisted of 32 students. The study was conducted in two cycles, cycle I consisted of three meetings and cycle II consisted of three meetings. The instruments for collecting data were quantitative data (reading comprehension test) and qualitative data (observation sheert, and questionnaire sheet). Based on reading comprehension scores, students’ score kept improving in every evaluation and based on the observation sheet, and questionnaire sheet it was found that teaching and learning process ran well. Students could enlarge their thinking process. The result of this study showed that the Taba Model improved the students’ achievement in reading comprehension.   Keyword: reading comprehension, taba model, classroom action research.

Improving the Students’ Achievement in Reading Comprehension by Using Inquiry Technique

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Gigin Sappena Ginting ◽  
Siti Aisah Ginting
Keyword(s):  
Reading Comprehension ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Reading Process ◽  
English Teacher ◽  
Comprehension Score ◽  
The Mean ◽  
Teaching Learning ◽  
Comprehension Tests ◽  
Orientation Test

This study attemps to imorove the students’ achivement in reading comprehension through inquiry technique. The study was conducted by using classroom action research. The subjects of the research were the 45 students of Grade XI SMA Negeri 1 Bahorok. It was conducted in two Cycles and consisted of six meetings.The instruments for colecting data used Reading Comprehension tests for quantitative data and Diary Notes, Interview Sheet, and Observation Sheet for qualitative data. Based on the Reading Comprehension score, students score in pre test, kept improving in every test. Based on Diary Notes, Observation sheet and Interview Sheet, it was found that the students were actualy involved in reading process. The results of the reasearch showed that Inquiry Technique can improve the students’ achivement in Reading Comprehension. In orientation test the mean of the students’ score was 53, the mean of the students’ score in Cycle I was 62.07, and the mean of the students’ score in Cycle II was 71.6. Based on the Observation Sheet, Diary Notes, and Interview Sheet, it was found that the teaching-learning process run well. The conclusion is that Inquiry Technique improved the students’ reading Coprehension and it is suggested to the English teacher to apply Inquiry Technique in Reading Comprehension. Keywords : Improving, students’ achievement, Inquiry Technique

IMPROVING STUDENTS’ ACHIEVEMENT IN WRITING RECOUNT TEXT THROUGH THINK PAIR SHARE

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Hotria Manik ◽  
Elia Masa Ginting
Keyword(s):  
Action Research ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Writing Achievement ◽  
The Third ◽  
Post Test ◽  
Class Viii ◽  
The Subject ◽  
The Mean ◽  
Writing Tests

This study attempts to improve students’ writing achievement in recount text through Think-Pair-Share Strategy. This study was conducted by using classroom action research. The subject of the research was class VIII-1 SMPN 1 Pematangsiantar. The number of the students was 32 students, consisted of 5 males and twenty seven females. The research was conducted in two cycles and consisted of six meetings. The instruments for collecting data were writing tests as the quantitative data and diary notes, observation sheet, interview sheet and questionnaire sheet as qualitative data. Based on the writing score, students’ scores kept improving in every test. In analyzing the data, the mean of the students’ score for the first test as a pre-test was 57.84, for the second test as a post test I was 73.56, for the third test as a post test II was 77.56. Based on diary notes, observation sheet and questionnaire sheet, it was found that students were actively involved in writing process. The result of the research showed that Think-Pair-Share Strategy can improve students’ achievement in writing recount text.   Keywords: Think Pair Share, Writing, Recount text, Action research

IMPROVING STUDENTS ACHIEVEMENT IN VOCABULARY THROUGH LUSTERING TECHNIQUE

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Lisda Yuniati Tumanggor And Zainuddin
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Quantitative Data ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Clustering Technique ◽  
Class Viii ◽  
The Subject ◽  
The Mean ◽  
Vocabulary Score

This study attempts to improve students’ vocabulary achievement through Clustering Technique. This study was conducted by using classroom action research. The subject of the research was class VIII-B SMP Katolik Trisakti 2 Medan that consisted of 32 students. The research was conducted in two cycles and each cycle consisted of three meetings. The instruments for collecting data were vocabulary tests for quantitative data and diary notes, observation sheet and questionnaire sheet for qualitative data. Students’ score kept improving in every test. In the first cycle test, the mean of vocabulary score was 64.68. And in the second cycle test, the mean of vocabulary score was 79.85. Based on diary notes, observation sheet and questionnaire sheet, teaching and learning process had done effectively showed the improvement. Every student was studied actively. And from the research can be concluded that Clustering Technique can improve students’ achievement in vocabulary.

Utilizing Group Investigation Techniques to Enhance Students’ Reading Comprehension Skills on Recount Text

2020 ◽  
Vol 3 (2) ◽  
pp. 53-61
Author(s):  
Ledy Nur Lely ◽  
Welliam Hamer ◽  
Fathimah Zahroh
Keyword(s):  
Reading Comprehension ◽  
Junior High School ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
School Curriculum ◽  
Posttest Score ◽  
Eighth Grade ◽  
Investigation Technique ◽  
Eighth Grade Students ◽  
Class Viii

Recount text is one of the texts in writing which must be taught and stated in Junior High School curriculum. Some students felt that reading text is boring because the students tend to be very lazy to read the text, so that they are not interested in English lessons. The researchers used group investigation technique as one of alternatives in teaching and learning to develop the material and make students more active and interested in class. The objective of this research is to find out whether teaching using group investigation technique is able to develop the students’ reading in recount text at the eighth grade students of SMP Negeri 17 Kota Serang. The methodology of this research was a quantitative research method by using true experimental design. The study was carried out into two classes, Class VIII E as experimental class, and Class VIII C as control class. The results of the study showed that group investigation was able to develop students’ reading comprehension in recount text. Mean of posttest score of the experimental class (67.31) was higher than the control class (64.18). Based on the statistical analysis using t-test analysis, it showed the value of tcount ≥ ttable = 49.12 ≥ 1.99. It means that (Ha) was accepted and the (H0) was rejected. It can be concluded that group investigation is able to develop students’ reading comprehension in recount text at eighth grade students of SMP Negeri 17 Kota Serang.

scholarly journals PROMOTING STUDENTS’ EXPLICIT INFORMATION SKILL IN READING COMPREHENSION THROUGH GRAPHIC ORGANIZERS

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Syaifudin Latif Darmawan
Keyword(s):  
Reading Comprehension ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Graphic Organizers ◽  
Comparative Method ◽  
Classroom Situation ◽  
Instructional Process ◽  
Explicit Information ◽  
Class B ◽  
Post Test

This research is carried out to (1) identify whether graphic organizers can improve students’ reading comprehension; and (2) to describe the classroom situation when graphic organizers are employed in instructional process of reading comprehension. The research is adminisitered in two cycles 2014 in the second grade of SMP Muhamadiyah Sekampung, Lampung Timur. The procedure of the research consists of identifying the problem, planning the action, implementing the action, observing the action, and reflecting the result of the research. Qualitative data are collected through interview, observation, questionnaire, and research diary. Quantitative data are collected through test. To analyze qualitative data, the researcher used constant comparative method. It consists of four steps: (1) comparing incidents applicable to each category; (2) Integrating categories and their properties; (3) delimiting the theory; (4) Writing the theory. Meanwhile, to analyze quantitative data, the researcher employed descriptive statistic.    The result of the research shows that using graphic organizers can improve students’ reading comprehension and classroom situation. The improvement on students’ reading comprehension is students are able to find explicit information in a text. The improvement of the classroom situation; (a) students come on time in the class (b) students are more motivated to join the class (c) Students pay more attention in the instructional process. In addition, the improvement also happens to the scores. The mean score increases from 57.56 in the pre-test, 63.34 in the formative test of cycle 1, and 69.56 in the post test of cycle 2

scholarly journals A Comparison Between Save The Last Word For Me And Listen-Read-Discuss (Lrd) Strategies On Students’ Reading Comprehension At Smpn 1 Teluk Pinang

2018 ◽  
Vol 1 (1) ◽  
pp. 70-75
Author(s):  
Martina Napratilora
Keyword(s):  
Reading Comprehension ◽  
Junior High School ◽  
Test Group ◽  
Significant Difference ◽  
Post Test ◽  
Comprehension Score ◽  
Quasi Experimental ◽  
Group 2 ◽  
Experimental Group ◽  
Group 1

Abstract: The aim of the study wasto find out whether there is any significant difference between students’ reading comprehension using Save the Last Word for Me strategy and students’ reading comprehension using Listen-Read-Discuss (LRD) strategy through assessment of their reading comprehension. The study utilized Quasi Experimental Design Non-equivalent Pre-test and Post-test Group Design. The participants of the study comprised 76, year two students of Junior High School 1 Teluk Pinang. Save the Last Word for Me and Listen-Read-Discuss (LRD) strategies were used on two experimental groups which experimental group 1 (n= 38) using Save the Last Word for Me strategy and experimental group 2 (n= 38) using Listen-Read-Discuss (LRD) strategy. Data were collected using pre-test and posttest of students’ reading comprehension test. Quantitative data were analyzed using descriptive and inferential statistics. The finding showed significant difference in reading comprehension score between the experimental group 1 and experimental group 2 through Save the Last Word for Me and Listen-Read-Discuss (LRD) strategies.   Key Words: Save the Last Word for Me strategy, Listen-Read-Discuss (LRD) strategy, Students’ Reading Comprehension,   Abstrak: Tujuan dari penulisan ini adalah untuk mengetahui pemahaman membaca siswa menggunakan strategi Save the Last Word for Me dan Listen-Read-Discuss (LRD). Jenis penelitian ini adalah penelitian Kuasi-eksperiment atau perbandingan eksperimen dengan menggunakan pre-test-posttest design. Penelitian ini melibatkan 76 peserta yang terdiri dari kelompok eksperimen 1 dan kelompok eksperimen 2 dari siswa SMPN 1 Teluk Pinang. StrategiSave the Last Word for MedanListen-Read-Discuss (LRD)digunakanpadaduakelasexperimen yang manakelasexperimen 1 dengan sample 38 siswamenggunakan strategy Save the Last Word for Me dankelasexperimen 2 dengan sample 38 siswamenggunakanstrategiListen_Read-Discuss (LRD). Pengumpulan data melalui test pemahamankemampuanmembacasiswamelalui pre-test dan post-test. Data kuantitativedianalisamenggunakan descriptive dan inferential statistic.Hasil penelitian menunjukan bahwa adanya pengaruh yang signifikan dari nilaipemahamanmembacasiswaantarakelasexperimen 1 dan experiment 2 melaluistrategi Save the Last Word for Me and Listen-Read-Discuss (LRD).   Kata kunci: starategi Save the Last Word for Me, strategi Listen-Read-Discuss (LRD) dan pemahaman membaca siswa.

scholarly journals Improving Students’ Reading Comprehension Through Listen-Read-Discuss (LRD) Strategy

2021 ◽  
Vol 8 (3) ◽  
pp. 322
Author(s):  
Tawali Tawali
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Qualitative Approach ◽  
Reading Test ◽  
Post Test ◽  
The Mean ◽  
Classroom Action Research ◽  
Passing Grade

This research aimed at finding out whether Listen-Read-Discuss (LRD) strategy improves students’ reading comprehension or not. The research was a classroom action research. The data collected through quantitative and qualitative approach. Quantitative data was gained from the result of pre-test and post-test from reading test. Meanwhile, qualitative data was gained from the result of observation sheets toward students’ and teachers’ activity. The instruments used by the researcher were test and observation sheet. The finding of the research showed that the strategy Listen-Read-Discuss improve the students’ reading comprehension in descriptive text. The improvement can be seen from the mean score of students from pre-test, post-test one, and post-test two. The mean score of pre-tests was 64.46 (50%), there were eight students who passed the minimum passing grade, in the post-test one, 75.35 (67%), twelve students passed the minimum passing grade and in the post-test two, 82.14 (89%), twenty-five students passed the minimum passing grade (KKM).

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