The Effectiveness of Question and Answer Technique in Teaching Reading Comprehension at SMP Negeri 3 Ratahan

2019 ◽  
Vol Volume 2 Nomor 2 ◽  
Keyword(s):  
Reading Comprehension ◽  
Experimental Design ◽  
Test Design ◽  
Teaching Reading ◽  
Question And Answer ◽  
Post Test ◽  
The Mean ◽  
Second Year

This research was conducted with the purpose to develop students’ reading comprehension of descriptive text through question and answer technique. This study is classified as quantitative through pre-experimental design with one group pre-test and post-test design. The population of this research is the students of SMP Negeri 3 Ratahan. It was limited only to the second year studens. There were 30 students. The data were collected through test. The first test is pre-test, the teacher intends to know the students’ reading comprehension without using question and answer technique. The second test is post-test in which the teacher has used question and answer technique in teaching reading comprehension. The result shows that the scores of the students in post-test are higher then those in pre-test. This is shown by the mean score of pre-test which is 5.5 and mean score of post-test which is 7.8

scholarly journals The Effectiveness of Question and Answer Technique in Teaching Reading Comprehension at SMP Negeri 3 Ratahan

2021 ◽  
Vol 2 (2) ◽  
Author(s):  
T Mogea
Keyword(s):  
Reading Comprehension ◽  
Experimental Design ◽  
Test Design ◽  
Teaching Reading ◽  
Question And Answer ◽  
Post Test ◽  
The Mean ◽  
Second Year

This research was conducted with the purpose to develop students’ reading comprehension of descriptive text through question and answer technique. This study is classified as quantitative through pre-experimental design with one group pre-test and post-test design.  The population of this research is the students of SMP Negeri 3 Ratahan. It was limited only to the second year studens. There were 30 students. The data were collected through test. The first test is pre-test, the teacher intends to know the students’ reading comprehension without using question and answer technique. The second test is post-test in which the teacher has used question and answer technique in teaching reading comprehension. The result shows that the scores of the students in post-test are higher then those in pre-test.  This is shown by the mean score of pre-test which is 5.5 and mean score of post-test which is 7.8 Keywords: Question and Answer Technique; Reading Comprehension

scholarly journals The Effect of Using Listen-Read-Discuss (LRD) Strategy on Improving Reading Comprehension of the Second Year Students of SMK Dar El Hikmah Pekanbaru

2021 ◽  
Vol 5 (3) ◽  
Author(s):  
Devi Lusiani
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
Sampling Technique ◽  
T Test ◽  
Reading Test ◽  
Test Design ◽  
Post Test ◽  
The Mean ◽  
Second Year ◽  
The Difference

ABSTRACTThis research was aimed to find out the significant effect of using Listen-Read-Discuss (LRD) strategy on improving reading comprehension of the second year students of SMK Dar El Hikmah Pekanbaru. This research is Pre-experimental with one group Pre-test Post-test design. The population of this research was the second year students of SMK Dar El Hikmah Pekanbaru, then taking all of the population as the sample by using total sampling technique. This research used a reading test that consisting of 40 items in the form of multiple-choice in pre-test and post-test. The pre-test mean score was 60.15; the mean score of post-test was 74.97. To determine the difference between pre-test and post-test, this research used t-test formula. After analyzing the data, it was found that the t-test score was 8.782 which means it was higher than t-table (2034). From the result of data analysis, it can be concluded that the Alternative Hypothesis (Ha) of this research was accepted. This means that there was a significant effect of using Listen-Read-Discuss (LRD) strategy on improving reading comprehension of the second year students of SMK Dar El Hikmah Pekanbaru. Based on the findings of the research, it is recommended that Listen-Read-Discuss (LRD) strategy is effective on improving the students’ reading comprehension, particularly in narrative text. 

scholarly journals NUMBERED-HEAD TOGETHER IN TEACHING READING NARRATIVE

2019 ◽  
Vol 2 (5) ◽  
pp. 700
Author(s):  
Anisa Ramadhanty ◽  
Yayan Ruyani ◽  
Trisnendri Syahrizal
Keyword(s):  
Reading Comprehension ◽  
Experimental Design ◽  
Research Method ◽  
Reading Skill ◽  
Narrative Text ◽  
Teaching Reading ◽  
Post Test ◽  
Good Reading ◽  
Three Stages ◽  
The Mean

Reading comprehension is needed by students in order to have a good reading skill. In this journal, the researchers are trying to examine the implementation of NHT technique in improving students’ reading comprehension of narrative text. Quantitative used as the research method with pre-experimental research design. There are three stages in conducting pre-experimental design. First, students are given pre-test to measure their knowledge. Second, students are given the treatment and last, students are given posttest after using NHT technique. In conducting the data, the researchers spend seven times consisted of pretest, posttest, and five times treatments. As the result, the mean score of pre-test is 43.58. After implementing NHT technique in every meeting, reading comprehension of students had been getting better, it can be seen in average of the mean score of post-test became 62.45. It can be concluded that NHT technique can improve students’ reading comprehension.Keywords:  Numbered-head together, Students’ reading comprehension

scholarly journals The Effect of Roundtable Technique to the Students’ Reading Comprehension Achievement In Narrative Text To The Second Year Students MA HM Tribakti Kediri

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Rika - Riwayatiningsih ◽  
Heni Lailatul Muazizah
Keyword(s):  
Reading Comprehension ◽  
Reading Ability ◽  
Language Skills ◽  
Teaching Reading ◽  
T Score ◽  
Post Test ◽  
The Mean ◽  
Second Year ◽  
Level Of Significance ◽  
Test Treatment

Reading is one of the language skills which is very important to develop students’ knowledge in their studies. To make students understand what they read, it needs techniques. This study aims at finding the effect of roundtable technique to their reading ability. roundtable technique is a technique in which the students are in teams, write a response on their own piece of paper, pass their papers clockwise so each teammate can add to the prior responses. It is an experimental study using One-group Pretest-Posttest design. The data were taken from one class consisting 26 students of the elevent grade of MA HM TribaktiLirboyo Kediri. The data were collected using pre-test, treatment and then post-test. Then the data were analyzed using T-test formula. From data analysis, it can be found that the mean score of post-test (89,92) is higher than mean score of pre-test (58,07). The T-score (at the degree of freedom of 26 is 156,73, that is higher than the t-table  at the level of significance of 1% 2,787 and 2,060 at the level of significance of 5%. So, the T-score (156,73) ≥ T-table, and the level of significance is 1 % (2,787). It means that it is very significant, so the H0 is rejected and Ha is accepted. It can be concluded that Roundtable Technique is effective to increases students’ reading comprehension. So it is recommended that Roundtable Technique can be used in teaching  reading . The other writers are expected to conduct a better research about Roundtable Technique because small Roundtable Technique is effective to use. 

scholarly journals TEACHING READING COMPREHENSION USING TEAM ACCELERATED INSTRUCTION (TAI) TECHNIQUE

2019 ◽  
Vol 5 (2) ◽  
pp. 211
Author(s):  
Euis Setiati ◽  
Intan Satriani
Keyword(s):  
Reading Comprehension ◽  
Data Analysis ◽  
Experimental Design ◽  
Null Hypothesis ◽  
Teaching Reading ◽  
Tenth Grade ◽  
Post Test ◽  
The Mean ◽  
Accelerated Instruction ◽  
Academic Year

This study aims at examining whether students’ reading comprehension can be improved by using Team Accelerated Instruction (TAI) technique. This research used pre experimental design with one group pretest and post-test. The sample of this research was 34 students of tenth grade of SMK Pasundan 1 Cimahi in academic year 2017/2018. The instrument of this research was test which consist of multiple choice question. The data of this research was collected by giving reading comprehension test to students. The collected data of this research was analyzed using SPSS program. Then, the result of data analysis showed that mean of pretest 55.59 and after the implementation of Team Accelerated Instruction (TAI) technique the mean of posttest became 67.79. It shows that there are significant differences between pretest and posttest. Based on the data analysis, the null hypothesis was rejected. In other words, teaching reading comprehension using Team Accelerated Instruction (TAI) technique had significance improvement on students’ reading comprehension. The implementation of Team Accelerated Instruction (TAI) technique in teaching reading comprehension was able to resolve those difficulties since it required the students to share, discuss, and unite their thought or problem on comprehending the content of the text with other members of their group.

scholarly journals IMRPOVING STUDENTS’ READING COMPREHENSION THROUGH RECIPROCAL TEACHING STRATEGY ON NARRATIVE TEXT

2019 ◽  
Vol 2 (2) ◽  
pp. 131
Author(s):  
Santi Nurdianti ◽  
Resti Rosita ◽  
Odo Fadloeli
Keyword(s):  
Reading Comprehension ◽  
Teaching Strategy ◽  
Narrative Text ◽  
Reciprocal Teaching ◽  
Teaching Reading ◽  
Grade Student ◽  
9Th Grade ◽  
Post Test ◽  
Ninth Grade Student ◽  
The Mean

This study is a CAR. The objective of this study is improve reading comprehension through reciprocal teaching strategy for the ninth grade student. The researcher answered 2 problem questions of research 1) can the use of reciprocal teaching strategy improve the students’ reading comprehension in the 9th grade of MTs At-Taqwa Cihampelas? 2) How far does the use of reciprocal teaching strategy improve the 9th of MTs AT-Taqwa? Design of the research was CAR. It was conducted in 2 cycles. The teacher analyzed the students’ reading comprehension in each cycle. The results showed that (1) the use of reciprocal teaching strategy can enhance students reading comprehension step by step from cycle 1 and 2. It is proved with the students score, the mean score pretest in cycle I 52.57 and the mean of the posttest in cycle I 63.14.The mean of the post-test in cycle II 71.71.the last cycle means score was categorized as good. The improvements in students understanding indicates that reciprocal teaching strategy is effective and applicable when deals with the students’ problem in reading narrative text.Keywords: Reciprocal teaching, reading comprehension, narrative text.

scholarly journals The EFFECTIVENESS OF SMALL GROUP DISCUSSION IN TEACHING READING COMPREHENSION OF NARRATIVE TEXT AT X GRADE IN SMAN 1 WOLOWAE

2021 ◽  
Vol 4 (1) ◽  
pp. 11-18
Author(s):  
Theofilus Usu ◽  
Adi Adi
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Small Group ◽  
Group Discussion ◽  
Narrative Text ◽  
Small Group Discussion ◽  
Teaching Reading ◽  
Tenth Grade ◽  
Post Test ◽  
The Mean

The present study aims at exams the effectiveness of small group discusssion in teaching reading comprehension of narrative text of the tenth -grade students of SMA NEGERI 1 WOLOWAE. Teaching reading comprehension is recommended in Senior High School because reading comprehension is very important. In competence based on curriculum, students are understanding to comprehending the conten of the text. The research is carried out through quantitative research with an experimental method because the researcher gives treatment in teaching writing. In conducting the research, the researcher uses one group pre-test-post-test design. The researcher gave pre-test before treatment and post-test after treatment to get the data. In this research, the researcher took twenty students as a sample. The result of the study shows that the score of pre-test was 61 while the mean score of post-test was 81.5 and the mean score of differentiate was 20.5. On the other side, it was found that the result of t-score is bigger than t-table (9,71 > 2,11) at the significant level of 0,05. Therefore, based on the hypothesis testing, we can conclude that the Alternative Hypothesis (Ha) is accepted while the Null Hypothesis (Ho) is rejected. Based on the result, it can be concluded that the using small group discussion as a method is effective to increase students reading comprehension of the students’ of Senior High School, especially for the tenth grade of SMA NEGERI 1 WOLOWAE. Based on this findings, it is suggested, that the teacher should try to apply an interesting method.

scholarly journals THE EFFECT OF USING MNEMONIC METHOD ON TEACHING VOCABULARY MASTERY AT THE SEVENTH GRADE STUDENTS’ OF SMP NEGERI 22 BUTON TENGAH

2020 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Salfiani Salfiani ◽  
La Ode Nggawu ◽  
Sitti Agustina
Keyword(s):  
Experimental Design ◽  
Random Sampling ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Test Design ◽  
Seventh Grade ◽  
Paired Sample ◽  
Post Test ◽  
The Mean ◽  
Test Treatment

This research was conducted to find out whether there was a significant effect of the Mnemonic method in teaching vocabulary mastery at the Seventh-grade students’ of SMPN 22 Buton Tengah. The design of the research was a pre-experimental design ( one group pre-test post-test design). The population of this research was the seventh-grade (VII) of SMPN 22 Buton Tengah which consists of three classes, while the sample in this research was class VII3 that consisted of 25 students and used a simple random sampling technique. The instrument in this study was multiple choices, matching tests and public buildings, food, people around us to the topic. This study was conducted three sections namely pre-test, treatment, and post-test. The researcher used a paired sample T-test through SPSS 16.0 version to analyze the result of this research. The result showed that the mean score of students’ vocabulary mastery in the post-test was higher than students’ vocabulary in the pre-test ( 53.6 > 45.28 ). The hypothesis testing found that the value of sig ( 2 Tailed ) was 0.00 while the significant alpha value was 0.05. It can be concluded that the value of Sig ( 2 Tailed) was lower than the significance of α value (0.000< 0.05). in other words, (H1) was accepted. It showed that there was a significant effect of using the Mnemonic Method on teaching vocabulary mastery at the seventh-grade students of SMPN 22 Buton Tengah.

scholarly journals IMPROVING STUDENTS’ ABILITY IN WRITING DESCRIPTIVE TEXT BY USING REALIA MEDIA

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Aris M. Girsang ◽  
Nitha F. V Liando ◽  
Mister G. Maru
Keyword(s):  
Experimental Design ◽  
Quantitative Research ◽  
Test Design ◽  
North Sulawesi ◽  
Post Test ◽  
The Mean

The aim of this research was to investigate whether the use of realia is effective in improving tenth grades ability in writing descriptive text or not. The research conducted at SMA Negeri 1 Tompaso,  North Sulawesi, Indonesia,  in which X MIPA 1 was chosen as the sample. This class consists of twenty-nine students. This quantitative research used a pre-experimental design with one group pre-test and post-test design. Pre-test has given before the treatment. After the writer gave a treatment, the writer collected the data for post-test. The result of this research showed that the mean score of pre-test is 4.86 and post-test is 7.48. This means that the result of post-test is higher than pre-test. In other words, this result may lead to conclusion that using realia media was considered to improve students’ ability writing descriptive. Keywords: Realia Media, Writing, Descriptive Text

scholarly journals THE EFFECT OF NURSERY RHYMES ON STUDENTS’ VOCABULARY ACHIEVEMENT AT THE FIFTH GRADE OF SDN 10 POASIA

2020 ◽  
Vol 5 (1) ◽  
pp. 74
Author(s):  
Ella Angriana ◽  
Lelly Suhartini ◽  
Sitti Agustina
Keyword(s):  
Experimental Design ◽  
Achievement Test ◽  
T Test ◽  
Fifth Grade ◽  
Test Design ◽  
Purposive Sampling ◽  
Post Test ◽  
The Mean ◽  
Vocabulary Achievement

This study is conducted to investigate the effect of using nursery rhymes on students’ English vocabulary (noun and adjective) achievement at fifth grade of SDN 10 Poasia. This study applied pre-experimental design with one group pre-test and post-test design. The population of this study was all of V grade of SDN 10 Poasia consisting of 67 students. Technique of taking sample of this study was purposive sampling involving 21 students. Vocabulary achievement test in the form of multiple choices consisting of 37 numbers was used as instrument of this study. The result showed that there was a significant effect of using nursery rhymes in improving students’ English vocabulary achievement. It was proven by the improvement of students’ mean score from pre-test to post-test. The mean score for pre-test was 34.81 and the mean score for post-test increased to 76.81. It was supported with the result of t-test, the value of Sig. (2-tailed) was 0.000 with α = 0.05. H1 was accepted because the value of Sig. (2-tailed) was below α value. It means that there was a significant effect of using nursery rhymes on students’ English vocabulary achievement of the VB students’ of SDN 10 Poasia.

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