scholarly journals The Effectiveness of Porpe (Predict, Organize, Rehearse, Practice, and Evaluate) Method to Teach Reading Viewed from Students’ Self-Esteem

PALAPA ◽  
2018 ◽  
Vol 6 (2) ◽  
pp. 98-120
Author(s):  
Alfan Hadi
Keyword(s):  
Direct Instruction ◽  
Teaching Methods ◽  
Reading Skill ◽  
Self Esteem ◽  
Reading Test ◽  
Teaching Reading ◽  
Tenth Grade ◽  
Post Test ◽  
Academic Year ◽  
Cluster Random Sampling

This article reports a study on the implementation of PORPE method to teach reading at the tenth grade students in the academic year of 2012/2013. The objectives of the research are to find out whether: (1) PORPE method is more effective than Direct Instruction Method to teach reading for the tenth grade students; (2) Students who have high self-esteem have better reading skill than those who have low self-esteem; and (3) there is aninteraction between methods of teaching and students’ self-esteem to teach reading. This study was categorized as an experimental research. The population of the research was the tenth grade students in the academic year of 2012/2013. The sample of this research was taken by using cluster random sampling. The sample of this research was 60 students covering 30 students of experimental class taught using PORPE method and 30 students of control class taught using Direct Instruction Method. The data collection was done by giving self-esteem questionnaire and reading test (post-test) after eight meetings of treatment. The data analysis was done by applying descriptive and inferential statistics (ANOVA and Tukey HSD test) to test the research hypothesis. The findings of this research are: (1) PORPE Method is more effective than Direct Instruction Method to teach reading at the tenth grade students; (2) The students having high self-esteem have better reading skill than those having low self-esteem; and (3) there is an interaction between teaching methods and self-esteem in teaching reading. The effect of teaching methods on students’ reading skill depends on the students’ self-esteem level.

scholarly journals The Effectiveness of Using PQ4R Method on Teaching Reading Viewed From Students’ Intelligent Quotient (IQ)

2018 ◽  
Vol 6 (2) ◽  
pp. 129
Author(s):  
Khumaira Khumaira ◽  
Ngadiso, Ngadiso, ◽  
Sujoko Sujoko
Keyword(s):  
Direct Instruction ◽  
Teaching Methods ◽  
Research Method ◽  
Reading Skill ◽  
Control Group ◽  
Teaching Reading ◽  
High Intelligence ◽  
Multifactor Analysis ◽  
Experimental Group ◽  
Intelligent Quotient

<p>The aim of this research is to find out whether: (1) PQ4R Method is more effective than Direct Instruction Method to teach reading; (2) students who have high intelligence have better reading skill than those who have low intelligence; and (3) there is an interaction effect between teaching methods and students’ intelligence in teaching reading. The research method used in this study is an experimental method. This research took 24 students for the experimental group and 24 students for the control group. The research instrument used to collect the data in this study is test. The data were analyzed by using multifactor analysis of variance 2x2 and Tuckey test. The computation of the data shows that: (1) PQ4R is more effective than Direct Instruction to teach reading; (2) the students who have high intelligence have better reading skill than those who have low intelligence; and (3) there is an interaction between teaching methods and students’ intelligence in teaching reading.</p>

scholarly journals PERBEDAAN PENGARUH MODEL PEMBELAJARAN COOPERATIVE SCRIPT BERBANTUAN PETA PIKIRAN DENGAN DIRECT INSTRUCTION TERHADAP HASIL BELAJAR SISWA PADA POKOK BAHASAN PROGRAM LINEAR

2016 ◽  
Vol 5 (1) ◽  
pp. 50
Author(s):  
Nur Rohman
Keyword(s):  
Direct Instruction ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Learning Model ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
The Subject ◽  
Academic Year ◽  
Cluster Random Sampling

The objectives of this research are to investigate whether there is difference of influence student learning result after application of cooperative script learning model assisted mind map with direct instruction learning model on the subject of Program Linear class X of SMA Plus Al-Amanah Balongsumber Dander Bojonegoro in the academic year of 2014/2015. This study is a quasi-experimental study using a study design of post-test - only control design. The sampling technique using cluster random sampling technique. The sample in this research is class X-B as an experimental class and class X-C  as the control class. Data mathematics learning result obtained using the technique of tests, and the tests used in the form of an objective test. Data were analyzed by an independent comparative statistical t-test. Based on the research results, it was concluded that: there is a significant difference between students' mathematics learning result that learned through the cooperative scriptlearning model assisted mind map with the students that learned through direct instruction learning. This suggests there are differences in the effect of the cooperative script learning model assisted mind map with direct learning model mathematics instruction on learning result of students on the subject of Program Linear second semester of class X SMA Plus Al-Amanah Bojonegoro.

scholarly journals THE EFFECT OF DICTOGLOSS STRATEGY ON THE LISTENING COMPETENCY OF THE TENTH GRADE STUDENTS AT SMA NEGERI 1 SUKASADA IN ACADEMIC YEAR 2016/2017

2017 ◽  
Vol 1 (1) ◽  
pp. 80
Author(s):  
G.A.P. Suprianti ◽  
I Putu Mega Pratama
Keyword(s):  
Null Hypothesis ◽  
Sampling Technique ◽  
Critical Value ◽  
Control Group ◽  
Tenth Grade ◽  
Post Test ◽  
And Control ◽  
Academic Year ◽  
Experimental Group ◽  
Cluster Random Sampling

This study aimed at investigating whether or not there was any significant effect on students’ listening competency who were taught by dictogloss strategy and those who were taught by conventional strategy. The population of this study was the tenth grade students in SMA N 1 Sukasada. Two classes were taken as samples in this study using cluster random sampling technique. They were assigned as experimental group and control group by lottery. To obtain the required data, the two groups were given different treatments. The experimental group was taught by using dictogloss strategy, meanwhile the control group was taught by using conventional strategy (cloze listening strategy). To collect the data the instruments used in this study were the teaching scenario and post-test in the form of listening test. The obtained data were then analyzed descriptively and inferentially. The result of inferential statistics showed that the t-observed exceeded the t-critical value. Thus, the null hypothesis was rejected, which means there was significant effect on students’ listening competency who were taught by dictogloss strategy and those who were taught by conventional strategy.

scholarly journals Istikhdām Lu‘bah Thu‘bān wa Sullam li Tarqiyyati Raghbati Ta‘allumi al-Qiraati wa Injāzihi fi al-Madrasati al-Mutawāsiṭati

2020 ◽  
Vol 2 (2) ◽  
pp. 221
Author(s):  
Umi Habibah ◽  
Dwi Mawanti ◽  
Achmad Zuhruddin
Keyword(s):  
Reading Skill ◽  
Control Group ◽  
Teaching Reading ◽  
Learning To Read ◽  
Average Grade ◽  
Post Test ◽  
The Mean ◽  
Academic Year ◽  
Experimental Group ◽  
Better Than

<p class="ABSTRACT"><span lang="EN">This research aims to calculate the pupils’ desire and achievement in learning to read among those who use the snake and ladder game and those who do not use it in </span><span lang="EN-US">Madrasah Tsanawiyah Negeri </span><span lang="EN">1 Kudus for the academic year 2019-2020. Based on the number of students in the school, we preferred two classes, the eighth - a experimental group, and the eighth - b as a control group for the purpose of experimental research. The methods used to collect data are observation, interview, documentation, questionnaire, and testing. The results of this research indicated that teaching reading skill using this game is better than without it, so that the average grade for the experimental semester is 85.69 and the average grade for the control class is 79.72. To test the hypothesis, I got t calculation = 5,209 compared to -table t = 1,9944. The mean is higher in the experimental group than in the control group. This means that there is a big difference in learning to read after and without using this game. As for the result of the questionnaire, it indicated that the desire to read using this game is 55% to 92.75%, an increase of 37.75%, and the researcher is sure that the result is high between the pre and post test. It can be concluded that using the game Ular Tangga is suitable for promoting students' desire and achievement in learning to read.</span></p>

scholarly journals THE EFFECTIVENESS OF MOOD, UNDERSTANDING, RECALLING, DETECTING, ELABORATING, AND REVIEWING (MURDER) IN TEACHING READING VIEWED FROM STUDENTS’ MOTIVATION

2013 ◽  
Vol 1 (2) ◽  
Author(s):  
Rengganis Siwi Amumpuni
Keyword(s):  
First Grade ◽  
Reading Skill ◽  
Teaching Reading ◽  
Validity And Reliability ◽  
English Teaching ◽  
Quasi Experimental ◽  
High Motivation ◽  
Academic Year ◽  
Cluster Random Sampling ◽  
Low Motivation

The research was conducted at the first grade of English Teaching Department Madiun in the academic year of 2012/2013. The research method was quasi experimental research. The population in this research was the first grade students of English Teaching Department of IKIP PGRI Madiun. The writer used cluster random sampling to get the sample. The sample consists of 70  students which are divided into two classes, IA consisting 35 students as a control class and IB consisting 35 students as an experimental class. The instruments used to collect the data were reading test to get the score of reading skill and questionnaire to get the score of students’  motivation. Before the instruments were used, the tryout was done to know the validity and reliability of instruments. The writer analyzed the data  in  term  of  their  frequency  distribution,  normality,  and  homogeneity.  Then,  the  data  were analyzed by using multifactoral analysis 2X2, then followed by Tukey test. The findings in this research lead to some conclusions: (1) MURDER is more effective than DM for teaching reading; (2) The  students  having  high  motivation  have  better  reading  skill  than  the  students  having  low motivation; and (3) There is an interaction between teaching methods and students’ motivation for teaching reading. MURDER is suitable for students having high motivation and DM is suitable for students having low motivation.

scholarly journals THE EFFECTIVNESS TEACHING READING COMPREHENSION USING GROUP WORK DISCUSSION METHOD

2021 ◽  
Vol 4 (4) ◽  
pp. 599
Author(s):  
Astriliani Dadara ◽  
Sudiyono Sudiyono
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Group Work ◽  
Reading Skill ◽  
Teaching Reading ◽  
Vocational High School ◽  
Skill Test ◽  
Tenth Grade ◽  
Post Test ◽  
Qualitative Descriptive

This study aims at knowing how the effective teaching reading comprehension by using group work discussion method of the tenth grade students at SMKNPlered.The research design which is used in qualitative descriptive with one group.  The subjects of this research were students from Industrial Automation Engineering 2 (TOI 2) of vocational high school Plered. The instruments used were interview, pre-test and post-test with the material recount text. From the reading skill test, the students’ pre-test mean score was 61.55 increasing to 81,89 in the post-test. So, it can be concluded that teaching reading by using group work discussion method an effective improve the students’ reading skill.

scholarly journals THE EXPERIMENTAL STUDY OF NOTE TAKING PAIRS IN TEACHING READING (Case Study in STAIN Pekalongan in the 2013/2014 Academic Year)

2015 ◽  
Vol 12 (2) ◽  
pp. 169
Author(s):  
Marlina .
Keyword(s):  
Experimental Study ◽  
Teaching Methods ◽  
Teaching Method ◽  
Reading Skill ◽  
Instructional Method ◽  
Teaching Reading ◽  
Note Taking ◽  
High Interest ◽  
Academic Year

This research is intended to know whether: (1) Note Taking Pairs is more effective than Direct Instructional Method to teach reading; (2) Students who have high interest have better reading skill than students who have low interest; and (3) There is an interaction between teaching methods and students’ interest in teaching reading. The method which was applied in this research was Experimental study. It was conducted at STAIN Pekalongan in the 2013/2014 Academic Year. The population was the English 3 Students of STAIN Pekalongan in the 2013/2014 Academic Year. It consists of four classes (128 students). The writer used cluster random sampling to get the sample. It consists of two classes: (1) 32 students of A class, and (2) 32 students of B class. The data analysis shows the following findings : (1) Note Taking Pairs is more effective than Direct Instructional Method for teaching reading to the English 3 students of STAIN Pekalongan in the 2013/2014 academic year; (2) The students who have high interest have better reading skill than the students who have low interest of the English 3 students of STAIN Pekalongan in the 2013/2014 academic year; and (3) There is an interaction between teaching methods and students’ interest in teaching reading to the English 3 students of STAIN Pekalongan in the 2013/2014 academic year.Hopefully, the result of this research will be useful for lecturers in order to choose and determine the suitable teaching method used in their class.

The Effect of Teaching Methods and Linguistic Competence on the Students’ Writing Achievement

2015 ◽  
Vol 12 (2) ◽  
Author(s):  
Nurmala Nurmala ◽  
Didik Santoso ◽  
Sri Minda Murni
Keyword(s):  
Direct Instruction ◽  
Teaching Methods ◽  
Random Sampling ◽  
Narrative Text ◽  
Linguistic Competence ◽  
Writing Achievement ◽  
Learning Method ◽  
Academic Year ◽  
Writing Task ◽  
Cluster Random Sampling

The objectives of the research were to investigate: 1) the students’ achievement in writing narrative text taught by using task-based learning higher than those taught by direct instruction, 2) the students’ achievement in writing narrative text with high linguistic competence is higher than those with low linguistic competence, 3) there is interaction between teaching methods and linguistic competence on students’ achievement in writing narrative text. It was an experimental research with the population of students at State Senior High School (SMAN) 2 Kisaran 2012/2013 academic year. The sample was selected by applying multistage cluster random sampling. The data collected were analyzed by applying two-way analysis of variance (2x2 ANOVA). The findings indicated that: 1) the students’ achievement in writing narrative text taught by using task-based learning is higher using direct instruction (80 > 67), 2) the students’ achievement in writing narrative text with high linguistic competence is higher than students with low linguistic competence, (80 > 65), 3) there is interaction between teaching methods and linguistic competence on students’ achievement in writing narrative text (sig. = 0.00 < 0.05). Based on the findings, it is suggested that task-based learning method should be applied in English teaching to develop the students’ writing achievement. Key words: writing; task-based learning; direct instruction; linguistic competence.

scholarly journals TEACHING READING COMPREHENSION THROUGH PEER TUTORING TECHNIQUE TO THE TENTH GRADE STUDENTS OF SMA SANTA MARIA KABANJAHE IN THE ACADEMIC YEAR OF 2020/2021

2021 ◽  
pp. 175-186
Author(s):  
Florentina Sembiring ◽  
Viator Lumban Raja ◽  
Jontra Jusat Pangaribuan
Keyword(s):  
Reading Comprehension ◽  
Data Analysis ◽  
Peer Tutoring ◽  
Teaching Reading ◽  
Total Percentage ◽  
Tenth Grade ◽  
Post Test ◽  
Strongly Agree ◽  
Santa Maria ◽  
Academic Year

The aims of this study are to prove whether Peer Tutoring Technique can improve students’ reading comprehension and to know the students’ responses after being taught by using Peer Tutoring technique. This research is Classroom Action Research (CAR) which was conducted by Teaching Reading Comprehension Through Peer Tutoring technique to the Tenth Grade Students of SMA Santa Maria Kabanjahe Class X IPA II in the Academic Year of 2020/2021. The quantitative data analysis showed that the students’ mean score increased continuously from 46,42 in pre-test, 68,33 in formative test, and 80,38 in post-test. The percentage of the students’ score increased from pre-test to post-test was 69,69%. The qualitative data analysis showed that the students’ responses after being taught by using Peer Tutoring t echnique are very good. It can be seen from observation sheets and field notes; they felt more confident, enthusiastic and motivated to learn reading comprehension on narrative texts after Peer Tutoring technique was applied. The responses of students it can be seen from the total percentage of questionnaires strongly agree about 46,66% and followed by the highest percentage of agree about 46,06%. The Peer Tutoring technique was  beneficial and  effective  for  teaching  reading  comprehension.  It  is suggested  that  English  teachers  use  Peer  Tutoring  technique  as  an  alternative technique  in teaching reading to the students in Senior High School in order to improve their students’ reading comprehension.

scholarly journals THE USE OF FIVES STRATEGY TO TEACH READING COMPREHENSION FOR ELEVENTH GRADERS

2020 ◽  
Vol 7 (1) ◽  
pp. 74
Author(s):  
Septika Sari ◽  
Ayu Oktaviani ◽  
Yulfi Yulfi
Keyword(s):  
Reading Comprehension ◽  
Reading Test ◽  
Average Score ◽  
Teaching Reading ◽  
Comprehension Skills ◽  
Eleventh Graders ◽  
Post Test ◽  
Alternative Hypotheses ◽  
Reading Comprehension Skills ◽  
Cluster Random Sampling

One of the objectives that should be developed in teaching is reading comprehension skills. In fact, many students still have a lot of problems with reading. Therefore, teachers should use specific strategies in teaching reading comprehension to resolve students’ difficulties. The purpose of the research was to find out whether or not it is significantly effective to teach reading comprehension by using the FIVES strategy for eleventh-grade students of SMA Negeri 2 Lubuklinggau. This research applied the pre-experimental method with one group pre- and post-test only. The population of the study was all of the eleventh-grade students of SMA Negeri 2 Lubuklinggau. Cluster random sampling was taken to take the sample class. Class XI MIA 4 was chosen as the sample class. The data was collected through a reading test consisted of 20 items of multiple-choice form. The results of this research were: 1) the average score in the pre-test was 61.81, and the post-test was 78.06, 2) the result of the Paired t-test was 10.167, which higher than t-table (1.689) at the significant level of 5% with df 35. Therefore, the alternative hypotheses (Ha) was accepted. It means that it was significantly effective to teach reading comprehension by using the FIVES strategy for eleventh-grade students of SMA Negeri 2 Lubuklinggau.

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