scholarly journals IMPROVING READING COMPREHENSION ACHIEVEMENT OF THE TENTH GRADE STUDENTS OF SMA NEGERI 2 PALEMBANG BY USING ONLINE MIND MAPPING

2019 ◽  
Vol 6 (1) ◽  
pp. 1-13
Author(s):  
Rani Inke Maris ◽  
Chuzaimah Diem
Keyword(s):  
Reading Comprehension ◽  
Main Idea ◽  
P Value ◽  
Mind Mapping ◽  
Significance Level ◽  
Series Design ◽  
Tenth Grade ◽  
Post Test ◽  
The Mean ◽  
Experimental Group

The objectives of this study were to find out (1) whether or not there was a significant improvement in reading comprehension achievement of the tenth grade students of SMA Negeri 2 Palembang after they were taught by using online mind mapping, and (2) whether or not there was contribution of each sub-skill of reading comprehension to reading comprehension achievement of the tenth grade students of SMA Negeri 2 Palembang.  In this study, Time Series design was applied. The sample of this study was 40 tenth grade students of SMA Negeri 2 Palembang, who belong to the experimental group. To collect the data, the experimental group was given a pretest and a post test. The result showed that (1). the mean difference between pre-test and post-test of the experimental group was 34.70 at the significance level of p value <0.05. Since t obtained was higher than t table (18.2111>2.023), H01 was rejected and there was a significant improvement in reading comprehension achievement after they were taught by using online mind mapping, (2).The highest contribution of reading sub-skill was given by sequence (39.4%) and then it was followed by vocabulary (23.3%), detail (17.3%), main idea (9.1%), inference (5.6%) and cause and effect (5.2%).Keywords: reading comprehension, online mind mapping

scholarly journals Comic Strips Toward Students’ Reading Comprehension Achievement

2020 ◽  
Vol 4 (1) ◽  
pp. 10-14
Author(s):  
Ida Yuliani
Keyword(s):  
Reading Comprehension ◽  
Control Group ◽  
Comic Strips ◽  
Significance Level ◽  
Tenth Grade ◽  
Post Test ◽  
Quasi Experimental ◽  
Alternative Hypotheses ◽  
The Mean ◽  
Experimental Group

This study focuses on the investigation of the influence of teacher’s teaching technique on student’s reading comprehension achievement using comic strips media. In this study, the writer used a quasi-experimental design. The population of this study is tenth-grade students of SMAN 1 Buay Madang Timurwith 122 students, meanwhile, the writer used purposive sampling as a method for taking a sample. Therefore, class X.MIA 2 was chosen as an experimental group that is taught reading comprehension using comic strips and class X.IIS 2 as a control group who were taught reading comprehension using conventional media. Moreover, the writer used multiple-choice descriptive text. Based on the finding, the mean score of the pre-test experimental group was 50.97 and the mean score of the post-test experimental group was 78.84. While the mean score of the pre-test control group was 38.40 and the post-test score was 43.07 and the result of analyzing the data using SPSS 16, P output was 0.000, It is less than the critical value significance level (0.05). It means that alternative hypotheses (Ha) is accepted and null hypotheses (Ho) is rejected. It can be concluded that there is any significance between the students who are taught by using comic strips media and the students who are taught by using conventional media.

scholarly journals TEACHING SPEAKING THROUGH CHAIN STORYTELLING TO THE TENTH GRADE STUDENTS OF SMA SRIJAYA NEGARA PALEMBANG

2019 ◽  
Vol 6 (1) ◽  
pp. 28-41
Author(s):  
Lusi Fitriani ◽  
Muslih Hambali
Keyword(s):  
T Test ◽  
Mean Difference ◽  
Control Group ◽  
Significance Level ◽  
Significant Difference ◽  
Tenth Grade ◽  
Post Test ◽  
Speaking Skill ◽  
The Mean ◽  
Experimental Group

The objectives of this study were to find out: (1) whether or not there was a significant improvement in speaking skill of students who were exposed to chain storytelling and (2) whether or not there was a significant difference in speaking skill between students who were exposed to chain storytelling and those who were not. The sample of this study was 60 tenth grade students of SMA Srijaya Negara, which were divided into control and experimental group, and each group had 30 students. To collect the data, each group was assigned pretest and post test. The data analyses used paired sample t test and independent sample t test in SPSS. The result from paired sample t test showed that the mean difference in post test and pretest of experimental group was 16.000 at the significance level of p<0.05 and since t obtained was higher than t table (9.649>2.04523), H01 was rejected and there was a significant improvement in speaking skill of experimental group. The highest contribution was given by story elaboration aspect (content), and then followed by pronunciation, vocabulary, fluency and grammar. The result from independent sample t test showed that the mean difference between post test of experimental group and control group was 2.4000 at the significance level of p>0.05 with t obtained<t table (0.942<2.00171), since t obtained was lower than t table, H02 was accepted and there was no significant difference in speaking skill between students who were taught by using chain storytelling and those who were not. Nevertheless, the mean difference from the experimental group was higher than that of control group (16.600>7.133). Keywords: teaching speaking, chain storytelling

scholarly journals Teaching Descriptive Text Using Pictures to Improve Students’ Reading Comprehension

2020 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Desriani Nggolaon ◽  
Puput Eka Sari
Keyword(s):  
Reading Comprehension ◽  
Hypothesis Test ◽  
Statistical Hypothesis ◽  
Control Group ◽  
Control Group Design ◽  
Significance Level ◽  
Significant Difference ◽  
Tenth Grade ◽  
Post Test ◽  
The Mean

The purpose of this research is to know whether the pictures in descriptive text can improve students’ reading comprehension or not at the Tenth Grade Students in SMA Negeri 1 Luwuk. The research design in this research was quasi-experimental using non-equivalent control group design. The Independent variable of this research was pictures and the dependent variable was students’ reading comprehension. The Population of this research all students of IPA in SMA Negeri 1 Luwuk of the Tenth Grade were about 216 students, each class consisted of 36 students and the sample of this research were X MIPA 1 and X MIPA 2. The instrument used of this research was test. This research has two classes, experimental class and was control class. The data were taken by giving pre-test and post-test both of classes. The data indicated that, there was a significant difference between students’ pre-test and post-test in the experimental class. The mean score of students’ pre-test of experimental class was (57.02) and the mean score of post-test was (77.97). In experimental class, mean score of post-test was higher than mean score of pre-test. The result of the calculation statistical hypothesis test showed tvalue was higher than ttable (6.618  1.667) where the formula of significance level df = 005. Therefore, it was concluded that there was a significance effect of using pictures to improve student’ reading comprehension in teaching descriptive text at the Tenth Grade of SMA Negeri 1 Luwuk.Keywords: Pictures; Students’ Reading Comprehension; Descriptive text.

scholarly journals The Effect of Using Directed Reading Thinking Activity (DRTA) Strategy on the Tenth Grade Students' Reading Comprehension Achievement at MA Unggulan Nuris Jember

2016 ◽  
Vol 3 (3) ◽  
pp. 43
Author(s):  
Frida Hayu Novendiana ◽  
Zakiyah Tasnim ◽  
Bambang Arya Wijaputra
Keyword(s):  
Reading Comprehension ◽  
T Test ◽  
Control Group ◽  
Tenth Grade ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
Directed Reading ◽  
And Control ◽  
Experimental Group

The aim of this research was to know whether or not there was a significant effect of using Directed Reading Thinking Activity (DRTA) strategy on the tenth grade students at MA Unggulan Nuris Jember. The research design used was quasi experimental research specifically post test only non equivalent group design . The respondent of the research was chosen by using cluster random sampling by a lottery . The students of X IPA A as the experimental group and X PK B as the control group. The data was collected by interview, documentation and administering reading comprehension test. Then the data collected were analyzed by using independentt sample T-test . It was known that the mean score of the experimental group was 78.80 and the mean score of the control group was 73.73. In the output of the t-test column, it was shown that the significant value was 0.03. It was lower than 0.05. It means that the mean scores of the two classes (experimental and control groups) were different. Therefore, there was a difference between the experimental class and the control class. In conclusion, the use of Directed Reading Thinking Activity (DRTA) strategy was a significantly affected on the tenthgrade students’ reading comprehension achievement tat MA Unggulan Nuris Jember.   Keywords: reading comprehension achivement, DRTA strategy 

Employing Personal Reading Logs through Short Stories to Enhance Students’ L2 Reading Comprehension Achievement

2019 ◽  
Vol 3 (2) ◽  
pp. 1
Author(s):  
Eliyas Sulaiman Mohandas ◽  
Nik Mastura Nik Ismail Azlan ◽  
Salwa Othman ◽  
Muhammad Aizat Azhari
Keyword(s):  
Short Stories ◽  
Reading Comprehension ◽  
P Value ◽  
L2 Reading ◽  
Reading Score ◽  
Paired Samples ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
L2 Reading Comprehension

This study aims to investigate whether the use of six selected short stories throughout the duration of a 14-week course could enhance students’ reading comprehension achievement at the end of the semester. Out of the six short stories read, three were chosen as in-class assignments known as ‘Personal Reading Logs’ (hereafter, PRLs). One group of semester two Diploma students taking a reading skills course was selected through a convenience sampling method. A pre-test was conducted by having the students answer a past semester reading quiz of which the results would then be compared to their post-test (final reading exam) results. A paired samples t-test revealed no significant difference in the reading scores of the pre-test and the post-test, t (17) = -.265, p > .05. Since the p-value was bigger than 0.05, this indicated that the mean reading score of the post-test (M = 50.556) was not significantly higher than the mean reading score of the pre-test (M = 49.722). Therefore, the null hypothesis which stated that there was no difference in the mean score of the pre-test and post-test was retained. Overall, the result refuted the findings of other studies promoting the effectiveness of using short stories to enhance L2 reading comprehension achievement.

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 HERRINGBONE TECHNIQUE ON THE STUDENTS’ ABILITY IN READING COMPREHENSION ON RECOUNT TEXT

2020 ◽  
Vol 3 (2) ◽  
pp. 91-100
Author(s):  
Sam Roberto Andre Hasian Lumbantobing ◽  
Hilman Pardede ◽  
Herman Herman
Keyword(s):  
Reading Comprehension ◽  
Reading Ability ◽  
Test Score ◽  
Alternative Hypothesis ◽  
Average Score ◽  
Control Group ◽  
Significant Difference ◽  
Tenth Grade ◽  
Post Test ◽  
Experimental Group

This research is a study of improving students’ ability in reading comprehension. The aim was to find out whether the use of Herringbone technique would bring a significant difference in teaching reading comprehension through Recount text, compared with the result before the students being treated. The study was conducted in the tenth grade students of SMA N 4 Pematangsiantar. The research method used was the experimental design, where the Experimental group was the PMIA 3 class, and the PMIA 2 class as the control class. Both of the classes had 34 students in each of it. The data were obtained through pre-test, treatment and post test. The pre-test was held to know the students’ basic ability or score before treatment was given. Meanwhile, the post test was held to know the students’ achievement and significant effect after the students were taught using Herringbone technique. Finding of the research showed that both groups had a significant improvement in their reading ability after being treated and passed the KKM. The Control group, which the pre-test score was 60, made an improvement shown in their post-test score in amount of 70,44. The experimental group, the group which the researcher treated the Herringbone technique to them, had a higher improvement than the control group. The average score of pre-test in this group was about 54,41 where then being improved up to 78,97. The score of t-test (3,981) was higher than t-table (1,668) at the level of significance 5% for two tailed test, so Null Hypothesis is rejected and Alternative Hypothesis is accepted.

scholarly journals SCAFFOLDED READING EXPERIENCE (SRE) IN TEACHING READING COMPREHENSION

2019 ◽  
Vol 2 (1) ◽  
pp. 60-74
Author(s):  
Herawati Unmura
Keyword(s):  
Reading Comprehension ◽  
Average Score ◽  
Control Group ◽  
Teaching Reading ◽  
Significance Level ◽  
First Semester ◽  
Reading Experience ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group

The scaffolded reading experience framework consists of a set of prereading, during-reading, and post-reading activities to use with any genre of text, including fiction and nonfiction. The aim of this study was the effectiveness of scaffolded reading experience in teaching reading comprehension to the students of Musi Rawas University? The method used in this research was quasi-experimental method. The population of this study was all of the students of Musi Rawas University. The sample of this study was students of accounting study progrom in first semester taken through convenience non random sampling. The data were collected through a written test. It was pre-test and post test. The data analyzed through t-test formula. From this study it was found that the students’ pre-test average score in the experimental group was 55 and in the control group was 53.91. Meanwhile the students’ post-test average score in the experimental group was 80 and the students’ average score in the control group was 75. In addition of t-obtained were 2.049 where the value of t-table was 1.684 at df 74 in significance level of 0.05 and with one-tailed testing. Since the value of t-obtained was higher than the critical value of the t-table (2.049>1.684), it can be concluded that, teaching reading comprehension by using scaffolded reading experience (SRE) to the students of Musi Rawas University was effective.

scholarly journals The Effect of Culture – Based Approach in Improving Students’ Reading Comprehension on Spoof Text

2020 ◽  
Vol 9 (2) ◽  
pp. 162-171
Author(s):  
Rudi Suherman ◽  
Ana Yusyfiana
Keyword(s):  
Reading Comprehension ◽  
Percent Level ◽  
T Test ◽  
Control Group ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
Level Of Significance ◽  
Alternative Choice ◽  
Experimental Group

This research was intended to investigate the effect of a culture-based approach in improving students’ reading comprehension on spoof text. For that purpose, a true experimental study was applied to the eleventh-grade students of SMAN 1 Soreang. The sample of this study was 88 students from that school. These students were divided equally into the control and experimental group. The experimental group was given the Culture-Based Approach (CBA) as the treatment in comprehending the text.  The students’ scores of pre-test and post-test from both groups were statistically analyzed and compared by the T-test. The findings could be summarized that generally, students from the experimental group gained better achievement than from the control group on their post-test scores. The data analysis also showed that there was a significant difference between the mean score of the pre-test (53.45) and the post-test (58.39.). Furthermore, the result of the t-test (5.707) was relatively higher than the t- table (2.018) for a 0.5 percent level of significance. It indicated that the students’ achievement was significantly improved after the treatment of using a Culture-Based Approach. Thus, it is recommended that a Culture-Based Approach should be considered as an alternative choice for English teachers in teaching spoof text.

scholarly journals The Effectiveness of the Group Learning Strategy in Developing the Creative Capabilities of the Skillful Performance in Art Education among Sixth Grade Students

2021 ◽  
Vol 58 (1) ◽  
pp. 3359-3377
Author(s):  
Ammar Abdul Hamid Katran
Keyword(s):  
Art Education ◽  
Learning Strategy ◽  
Sixth Grade ◽  
Primary Students ◽  
Control Group ◽  
Significance Level ◽  
Sixth Grade Students ◽  
Post Test ◽  
The Mean ◽  
Experimental Group

The current research aims to: Identify the effectiveness of using the combination learning strategy in developing creative capacities (flexibility, details) for the skillful performance of art education among sixth grade students. For the purpose of verifying the objective of the research, the researcher assumed the following null hypotheses: There are no statistically significant differences between the average scores of the experimental group taught using the combination learning strategy and the control group that is taught by the traditional method at the level of (0.05) in the pre-test. There are no statistically significant differences between the mean scores of the experimental group and the control group at the level of (0.05) in the post test. There are no statistically significant differences between the average scores of the experimental group that are taught using the combination learning strategy at a significance level (0.05) in the pre and post test The current research sample included a group of sixth-grade primary students at Dar Al-Emara School from the research community in the Baghdad Education Directorate Al-Karkh 2. The results of the research revealed the superiority of the experimental group over the control group when implementing the experiment.  

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