scholarly journals Comparative Study: Enhancing Students’ Reading Comprehension Ability through Ing Ngarsa Sung Tuladha and Student Teams Achievement Division (STAD) Learning Models

1970 ◽  
Vol 4 (1) ◽  
pp. 1-9
Author(s):  
Ezra Novianty Pandiangan
Keyword(s):  
Reading Comprehension ◽  
Cooperative Learning ◽  
Comparative Study ◽  
Reading Test ◽  
Learning Models ◽  
Student Teams ◽  
Significant Difference ◽  
Comprehension Ability ◽  
Reading Comprehension Ability

Cooperative learning is considered to be effective to enhance students’ English skills. This study utilizes two learning models under cooperative learning: Ing Ngarsa Sung Tuladha and Student Teams Achievement Division (STAD). This study aims to find out whether there is a significant difference between those two learning models in enhancing students’ reading comprehension ability. The instrument of this study is the reading test which was piloted before distributing it to the actual respondents. The results of this study show that after comparing the two learning models, there is a significant difference in students' reading comprehension ability. Additionally, in this study, the author seeks respondents' response towards both learning models and it is found that the respondents' response falls under really like category; which means, they really like the two learnings models to be utilized in the classroom to enhance their reading comprehension ability. Keywords: Reading Comprehension Ability, Ing Ngarsa Sung Tuladha, STAD, Cooperative Learning models.

scholarly journals ENHANCING STUDENTS’ READING COMPREHENSION ABILITY THROUGH COMPARISON STUDY BETWEEN COOPERATIVE LEARNING NUMBERED HEADS TOGETHER (NHT) AND THIN-PAIR-SHARE (TPS) STRATEGIES

2016 ◽  
Vol 1 (2) ◽  
pp. 1-12
Author(s):  
Prisilia L. Mokodompit
Keyword(s):  
Reading Comprehension ◽  
Cooperative Learning ◽  
Teaching Methods ◽  
P Value ◽  
Comparison Study ◽  
Average Gain ◽  
Significant Difference ◽  
Comprehension Ability ◽  
Reading Comprehension Ability

This study attempts to find significance difference in enhancing students’ reading comprehension ability by comparing two teaching methods: Numbered Heads Together (NHT) and Think-Pair-Share (TPS). In this study, the respondents were students of Grade VIII from SMP Advent II, Setia Budi and students of Grade VIII from SMPN 1, parongpong. After careful detail of analysis, the result found is the average gain for Numbered Heads Together group is 0.2553 and Think-Pair-Share group is 0.5127. The p-value = 0.001 < α (0.05), which means there is a significant difference on the students’ ability in reading comprehension between those who are taught using Numbered Heads Together (NHT) method and those who are taught using Think-Pair-Share (TPS) method. Keywords: Numbered Heads Together, Think-Pair-Share, Reading Comprehension.

scholarly journals Effect of Elaborative Text Modification on Pre-intermediate Male and Female EFL Learners’ Reading Comprehension

2017 ◽  
Vol 8 (2) ◽  
pp. 337
Author(s):  
Shahram Esfandiari Asl ◽  
Asgar Mahmoudi
Keyword(s):  
Reading Comprehension ◽  
Placement Test ◽  
Control Group ◽  
Control Groups ◽  
Male And Female ◽  
Efl Learners ◽  
Significant Difference ◽  
Comprehension Ability ◽  
Experimental Group ◽  
Reading Comprehension Ability

The current study was carried out to investigate whether elaborative text modification improves reading comprehension ability of pre-intermediate male and female EFL learners. To do this, 60 pre-intermediate learners were chosen based on their performance on a standard version of Longman's New Opportunities Placement Test. The participants also received a piloted version of a researcher-made reading comprehension test as the pretest to ascertain their homogeneity. The participants were then divided into two equal groups to represent the experimental and the control groups. Each group was further subdivided into male and female groups. Five reading passages in two formats (unmodified and elaborated) were administered to the participants in five weeks which was followed by a posttest. The experimental group received the elaborated texts, while the control group received the unmodified baseline texts. The results of a Two-way ANOVA indicated no significant effect for gender but there was a significant difference between the experimental and the control groups' reading comprehension. Findings of the study suggest that elaborative text modification can be a worthy option in EFL reading classes.

scholarly journals Comparative Study Between Using Cooperative Learning Model Teams-Games-Tournaments (TGT) and Direct Instructional Method (DI) to Teach Students’ Reading Comprehension

2018 ◽  
Vol 6 (3) ◽  
pp. 367
Author(s):  
Nurul Ariffa Anggiasari ◽  
Muh Asrori ◽  
Teguh Sarosa
Keyword(s):  
Reading Comprehension ◽  
Cooperative Learning ◽  
Comparative Study ◽  
Junior High School ◽  
Instructional Method ◽  
Eighth Grade ◽  
Control Group ◽  
Learning Material ◽  
Significant Difference ◽  
Eighth Grade Students

<p>Mastering reading comprehension is a must for language learners. Without mastering reading comprehension students aren’t able to grasp the message on their written form of learning material. Yet, reading comprehension oftenly considered to be difficult by students. This may caused by teacher’s method of teaching that doesn’t effective. This article compare between the use of Cooperative Learning method model Teams-Games-Tournaments (TGT) and Direct Instructional Method (DI) to teach studentsz reading comprehension. Here describe there is significant difference in reading comprehension achievement between the students taught using TGT and those taught using DI of the eighth grade students of one state junior high school in Grogol, and whether TGT is more effective than DI to teach reading comprehension. The method used in this study is experimental method (comparative study). The population of the research is all the eighth grade students. The sample was taken by using cluster random sampling. Two groups of student were taken, VIII-B as experimental group and VIII-C as control group. The instrument to collect data is test. The data were analyzed using t-test formula. The computation showed that t-observation (t<sub>o</sub>) is 3.32 consulting t-table <sub>(78,</sub> <sub>0.05)</sub> = 1.96, therefore the t<sub>o</sub> is higher than t<sub>t</sub>. It is concluded that there’s significant difference between experimental and control group. Besides, the mean of the group of students taught using TGT is 62.62, while that of those taught using DI is 59.46, meaning that TGT gives better achievement than DI. Thus, TGT is more effective than DI to teach reading comprehension.</p>

scholarly journals A Comparative Study Between TPS (Think-Pair-Share) And Jigsaw Techniques to Enhance Students’ Reading Comprehension Ability

1970 ◽  
Vol 4 (1) ◽  
pp. 10-22
Author(s):  
Glory Destiny Biantice Marpaung ◽  
Nelson Balisar Pandjaitan
Keyword(s):  
Reading Comprehension ◽  
Quantitative Research ◽  
Teaching Method ◽  
Reading Pedagogy ◽  
Significant Difference ◽  
Before And After ◽  
Comprehension Ability ◽  
The Difference ◽  
New Interpretation ◽  
Reading Comprehension Ability

The purpose of this study is to find out the enhancement of students' reading comprehension between those who were taught using TPS (Think-Pair-Share) technique and those who are taught using the Jigsaw technique. The study discussed the recent developments in reading pedagogy. This study used a quantitative research method and comparative design by measuring the achievement of pre-test and post-test. The result of this study shows that p.value (sig) = 0.187 > α (0.05). Therefore, it is concluded that there is no significant difference in the student's reading comprehension ability. Even the difference is not significant, based on the mean score of the classes before and after being taught using those techniques, this study indicates that the use of Think-Pair-Share and Jigsaw can enhance students’ reading comprehension ability. The study also provides a new interpretation of existing sources on teaching method and offers new insights of teaching reading method by emphasizing collaborative learning. Keywords: TPS (Think-Pair-Share) and Jigsaw

scholarly journals The Impact of PQ4R Strategy Use on EFL Students' English Reading Comprehension

EDULANGUE ◽  
2018 ◽  
Vol 1 (2) ◽  
pp. 24-35
Author(s):  
Nurul - Lailatul Khusniyah
Keyword(s):  
Reading Comprehension ◽  
T Test ◽  
Study Program ◽  
English Reading ◽  
Significant Difference ◽  
Comprehension Ability ◽  
Efl Students ◽  
English Reading Comprehension ◽  
The Impact ◽  
Reading Comprehension Ability

The aim of this study is to examine the effect of PQ4R strategy on reading learning at English Study Program Universitas Islam Negeri Mataram. The research was used action research method. The sampling was taken by 34 students. The validity of data used credibility, transferability, dependability, and conformability. Reading comprehension ability achievement questions prepared by the researcher. It was used as the data collecting tool. These questions were implemented to both groups before the experiment. Independent sample t-test was used for data analysis. The result of the study that t-test result is t-stat (5.38) > t-table (1.99). It means that there is a significant difference was found in reading comprehension learning

scholarly journals STUDENTS’ CONSTRAINTS IN READING DESCRIPTIVE TEXT AT MTs USWATUN HASANAH

2021 ◽  
Vol 4 (2) ◽  
pp. 216
Author(s):  
Novia Wulansari ◽  
Sri Supiah Cahyati
Keyword(s):  
Reading Comprehension ◽  
Descriptive Analysis ◽  
Reading Test ◽  
Standard Score ◽  
Comprehension Ability ◽  
Group A ◽  
Text Reading ◽  
Group B ◽  
Text Reading Comprehension ◽  
Reading Comprehension Ability

The aim of the research was to investigate the constraints and ability in Reading comprehension. This research was qualitative research. The subjects were 20 students of Class VII A of MTs Uswatun Hasanah, and they were divided into two groups based on their score. The students getting score above the standard score were grouped in group A; and those getting score under the standard score were in group B. To gain the data, the study employed the Reading test and as the instruments. The data were analyzed by using descriptive analysis. The finding revealed that there was only one student getting high score (above the standard score), while 19 students got low score (under the standard score). Furthermore, the Reading comprehension ability between the students of group A and B was not significantly different and their constraints were relatively similar.Keywords: constraints, descriptive text, reading comprehension

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

THE EFFECT OF TEST PREPARATION TOEFL READING TESTS

2018 ◽  
Vol 7 (2) ◽  
Author(s):  
A.Elvi W Simanjuntak
Keyword(s):  
Reading Comprehension ◽  
Test Preparation ◽  
Reading Test ◽  
Preparation Program ◽  
Reading Tests ◽  
Efl Learners ◽  
Comprehension Ability ◽  
Reading Comprehension Ability

AbstractThe main objective of this study was to see whether preparation influences the learners’ reading comprehension of TOEFL? Also as a subsidiary question, this study tried to find answer(s) to the following question: Does getting a high score imply enhancement in the reading comprehension ability? To this end, sixty EFL learners were selected to take part in a preparation program in which they were instructed different techniques and strategies to deal withthe reading section of TOEFL tests. Although the participants' scores enhanced in the post tests. Generally, findings showed that the preparation effect was more visible on performance of the TOEFL reading test. The TOEFL preparation group on the TOEFL reading test.Key words: TOEFL,test preparation,reading

scholarly journals Completely Randomized Block Design for Assessment of the Gender and Personality Effect on Reading Comprehension Ability

2020 ◽  
Vol 55 (4) ◽  
Author(s):  
Ujang Suparman ◽  
Hasan Hariri ◽  
Een Y. Haenila ◽  
Mustofa Usman
Keyword(s):  
Reading Comprehension ◽  
Engineering Students ◽  
Block Design ◽  
Design Experiment ◽  
Randomized Block Design ◽  
Significant Difference ◽  
Different Types ◽  
Comprehension Ability ◽  
Institute Of Technology ◽  
Reading Comprehension Ability

The objectives of the current study were to analyze the following problems: First, to determine if there was any significant difference between male and female engineering students’ reading comprehension; and second, whether there was any significant difference in engineering students’ reading comprehension ability among different types of personalities. The participants comprised 190 engineering students at Sumatra Institute of Technology, South Lampung Indonesia, taking English for Specific Purposes. The data were collected through an experiment, where the design experiment used in this study was Completely Randomized Block Design, in which the departments were considered blocks. The data were analyzed by using analysis of variance and the results showed there was no difference in students’ RC ability between genders; but there were significant differences in their RC ability across different types of personalities.

scholarly journals The Correlation Between Student’s Reading Habit in English and Students’ Reading Comprehension Ability

2019 ◽  
Vol 1 (1) ◽  
pp. 14-21
Author(s):  
Merry Andriani ◽  
Ariyanti Ariyanti ◽  
Arbain Arbain
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Reading Test ◽  
English Department ◽  
Reading Habit ◽  
Comprehension Ability ◽  
Linearity Test ◽  
Reading Comprehension Ability

Reading comprehension can be influenced by reading habit. This research is intended to identify the students’ ability in reading English. The main objective of this research is to recognize whether there is significant correlation between student’s reading habit in English and students’ reading comprehension ability identified through the use of students’ habit questionnaire and reading test with the text was took from passage in TOEFL test.  These subjects who are involved at this research are second semester of English Department in Widya Gama Mahakam Samarinda University. This research used quantitative research method. The research design of this study is correlational study. Reading test and questionnaire were used as the instruments; it was used to find out students reading comprehension (variable Y) and students reading habit (variable X) in order to get the data. Moreover, this research used simple random sampling technique. Population of this research was the second semester of English Department in Widya Gama Mahakam Samarinda. The researcher took 38 students as the sample. In this study the researcher computed the normality test to measure the data have a normal distribution and linearity test to measure the data is linear. The data was analyzed using product moment correlation coefficient by SPSS version 22. The result of this research is 0.657. From the result of this research is 0.657 was higher than the significant degree 0.05 at Sig. (2-tailed). It can be concluded the Null hypothesis (Ho) is rejected and the Alternative hypothesis (Ha) is accepted.

Sign in / Sign up

Export Citation Format

Share Document