THE EFFECT OF USING REAP (READ, ENCODE, ANNOTATE PONDER) METHOD ON STUDENTS’ READING COMPREHENSION IN ANALYTICAL EXPOSITIONTEXT OF THE ELEVENTH GRADEOF SMK SWASTA HARAPAN STABAT IN ACADEMIC YEAR 2019/2020

2020 ◽  
Vol 12 (1) ◽  
pp. 35-44
Author(s):  
Deden Riansyah ◽  
Nudia Yultisa
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
T Test ◽  
Post Test ◽  
Academic Year

The objective of this research was to find out whether there was a significant effect of using REAP (Read, Encode, Annotate, Ponder) on students’ reading comprehension in analitycal exposition text of the eleventh grade of SMK Swasta Harapan Stabat in academic year 2019/2020. In this research, the researcher took 80 students as the sample. As the experimental class, the researcher used class XI.1 ADP which consisted of 40 students and for the control class, the researcher used class XI.4 ADP that consist of 40 students. The, the researcher gave pre-test and post-test to both classes.The researcher then statistically analyzed the data by using t-test. After analyzing the data, the researcher concluded that teaching analytical exposition text using REAP method was effective. As the fact, the result of t-test was 2,86 with df = 78. Because there was not df 78 in the t-table, so the researcher decided to use df 60 since it is closer to 78 than df 120.The table at df 60 showed that the value of t-table (  was 2,00 for 5% and 2,66 for 1%. Theoritically, the Alternative Hypothesis ( ) was accepted if the value of t-test was greater than the value of t-table ( > ( . The finding showed that t-test was greater than t-table (2,86 > 2,00 and 2,66). The researcher meant the hypothesis ( ) was accepted. It was stated that “There is a significant effect of using REAP method on students’ reading comprehension in analytical exposition text of the eleventh grade students of SMK Swasta Harapan Stabat in academic year 2019/2020” was accepted.

scholarly journals TEACHING READING COMPREHENSION BY USING PREDICT, LOCATE, ADD NOTE STRATEGY TO THE EIGHTH GRADE STUDENTS OF SMP NEGERI 2 LUBUKLINGGAU

ELT-Lectura ◽  
2018 ◽  
Vol 5 (1) ◽  
pp. 95-102
Author(s):  
Maria Ramasari ◽  
Cintia Novtarina
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
T Test ◽  
Eighth Grade ◽  
Eighth Grade Students ◽  
Post Test ◽  
The Mean ◽  
Mastery Criteria ◽  
Academic Year ◽  
Cluster Random Sampling

The purpose of this research was to find out whether or not it is significantly effective to teach reading comprehension by using Predict, Locate, Add Note strategy to the Eighth Grade Students of SMP Negeri 2 Lubuklinggau in the academic year of 2016/2017. The researcher used pre experimental method with one group pre-test and post-test design. The population was all the eighth grade students of SMP Negeri 2 Lubuklinggau which consisted of 440 students. The sample was taken through cluster random sampling. The sample was 40 students. The data was collected through test consisted of 20 items of multiple choices. The data were analyzed through four techniques: 1) students’ individual score, 2) minimum mastery criteria, 3) normality, and 4) matched t-test calculation. The result of this research: (1) the mean students’ score in the pre-test was 62.3, (2) The mean score of post-test was 77.3, and (3) the result of Matched t-test was 10.86, which was higher than 1.684 value of the t-table of 39 (40-1) with 95% significant level for one tailed-test. Therefore, null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. It means that it was significantly effective to teach reading comprehension by using Predict, Locate, Add Note Strategy to the eighth grade students of SMP Negeri 2 Lubuklinggau in academic year of 2016/2017.

TEACHING READING BY UTILIZING HOT POTATOES SOFTWARE TOWARD STUDENTS’ READING COMPREHENSION OF DESCRIPTIVE TEXT

2018 ◽  
Vol 5 (1) ◽  
pp. 26
Author(s):  
Abdullah Farih
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
T Test ◽  
Control Group ◽  
Teaching Reading ◽  
Post Test ◽  
Quasi Experimental ◽  
Independent Variable ◽  
Level Of Significance ◽  
And Control

The objective of this study is to measure whether there is or not significant effect of teaching reading by utilizing Hot Potatoes software toward students’ reading comprehension of descriptive text. The variables used were the teaching treatment of Hot Potatoes Software as the independent variable and the students’ reading comprehension of Descriptive Text as dependent variable. Then, the research designed was Quasi-experimental design and the presentation of data used was quantitative. The data were obtained from the eleventh grade, of which 28 students were taken as sample. The students are divided into two groups; experiment group consisted of 12 students and control group consists of 16 students. To get the data, the pre-test and post-test were applied and then analyzed using t-test formula. The researcher had concluded that there is Significant effect of Hot Potatoes Software toward the students’ reading comprehension achievement. The result showed that mean of students’ post-test was increased. It is proved by the t-test (8.54) which is higher than t-table (2.05) at level of significance 5%. It means that the alternative hypothesis was accepted and it proved that Hot Potatoes Software had significant effect toward students’ reading comprehension of Descriptive Text

THE EFFECT OF USING COLLABORATIVE STRATEGIC READING (CSR) ON STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION ON HORTATORY EXPOSITION TEXT

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Rut Emi Febriyani Simamora ◽  
Lince Sihombing ◽  
Johannes Jefria Gultom
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
Sampling Technique ◽  
T Test ◽  
Control Group ◽  
Strategic Reading ◽  
Collaborative Strategic Reading ◽  
Post Test ◽  
Csr Strategy ◽  
Experimental Group

This study is aimed at finding out the effect of Collaborative Strategic Reading (CSR) on students’ achievement in reading comprehension on hortatory exposition text. Experimental design was applied in this research. The population was the 2014/2015 second year students (grade XI) of SMA Swasta YAPIM Medan. There were two paralel classes that consisted of 34 students. The total number of the population were 68 students. The total number of the sample were 68 students. The researcher selected the sample by using total sampling technique. The sample was divided into two groups, experimental group and control group. The experimental group was taught by using Collaborative Strategic Reading (CSR) strategy while the control group was taught without using Collaborative Strategic Reading (CSR) strategy. The data were taken by administering the pre-test and post-test to both control and experimental groups. These data were analyzed by using t-test. The result of computing the t-test obviously showed that t-observed (5.61) is higher than t-table (1.99) with the degree of freedom (df= 66) at the level significance 0.05. It means that the alternative hypothesis stating that there is a significant effect of Collaborative Strategic Reading (CSR) on students’ achievement in reading comprehension on hortatory exposition text is accepted. Keywords : Collaborative Strategic Reading, Reading Comprehension

scholarly journals The Use of Schematic-activation Strategy in Teaching Young EFL Learners Reading Comprehension

2019 ◽  
Vol 6 (1) ◽  
pp. 20
Author(s):  
Etika Ariyani ◽  
Etika Ariyani
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
T Test ◽  
Second Grade ◽  
Teaching Reading ◽  
Second Grade Students ◽  
Before And After ◽  
Schema Activation ◽  
Post Test ◽  
Quasi Experimental

Reading is one of the important skills that the students have to master. However, many students have difficulties in comprehending the reading text. To solve this condition, the researcher used schema activation strategy to help students understand reading comprehension. The purpose of this research was to investigate whether the use of schema activation strategy is effective or not in teaching reading comprehension at the second-grade students of MTs Tarbiyatul Mustafid in academic year 2017/2018. This study was quasi-experimental design using two classes were VIII B class was taken as an experimental class, and VII-A was taken as control class. The population of this research involved 60 students from the second grade in MTs Tarbiyatul Mustafid Batu Simpang. By using purposive sampling, the researcher took the students as a sample. In collecting the data, this study used pre-test, treatment, and post-test as the data collection procedure then followed by analyzing the data by using the t-test formula. Then the result of statistical analysis of t-test in this research was 2.85. It was higher than critical values for t- table in the degree of freedom (df) of 58 is 2.021(0.05%) and 2.704(0.01%). The researcher concludes that mean score before and after teaching by using schema activation strategy has a difference. It means the alternative hypothesis (ha) was accepted. The use of schema activation strategy in teaching reading comprehension at the second-grade students of MTs Tarbiyatul Mustafid Batu Rimpang is effective.

scholarly journals TEACHING READING COMPREHENSION THROUGH CONCEPT ORIENTED READING INSTRUCTION (CORI) STRATEGYTO THE EIGHTH GRADE STUDENTS OF SMP NEGERI 13 LUBUKLINGGAU

2019 ◽  
Vol 2 (1) ◽  
pp. 93-104
Author(s):  
Ardayati Ardayati ◽  
Herlina Herlin
Keyword(s):  
Reading Comprehension ◽  
Reading Instruction ◽  
Alternative Hypothesis ◽  
T Test ◽  
Eighth Grade ◽  
Test Calculation ◽  
Eighth Grade Students ◽  
The Mean ◽  
Academic Year ◽  
Paired T Test

The problem of this research was to find out whether or not it is significantly effective to improve reading comprehension through Concept Oriented Reading Instruction (CORI) Strategy to the Eighth Grade Students of SMP Negeri 13 Lubuklinggau in the academic year 2016/2017. The strategy applied was pre experimental method with one group pretest-posttest design.. The sample was taken through cluster random sampling. The result was VIII.2 class with the total number of 28 students. The data were collected through test consisted of 25 items of multiple choices. The data were analyzed through four techniques: 1) Students’ Individual Score, 2) Minimum Mastery Criteria, 3) Normality and 4) Paired t-test calculation. The result of this study: (1) The mean students’ score in the pre-test was 64.00, (2) The mean score of post-test was 76.00 and (3) the result of paired t-test was 11.43, which was higher than 1.703 value of the t-table of 27 (28-1) with 95% significant level for one tailed-test. In this research the researcher formulated two hypotheses. They were null hypothesis (Ho) and alternative hypothesis (Ha). Based on the result of the paired t-test calculation showed that the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. It meant that it was significantly effective to Teach Reading Comprehension through Concept Oriented Reading Instruction (CORI) Strategy to the Eighth Grade Students of SMP Negeri 13 Lubuklinggau in the academic year of 2016/2017

scholarly journals The Effect Of Information Search Toward Students’ Reading Comprehention

2020 ◽  
Vol 5 (6) ◽  
Author(s):  
Edi Firman ◽  
M. Asrul Hasby
Keyword(s):  
Reading Comprehension ◽  
Information Search ◽  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
Population Sample ◽  
First Grade ◽  
T Test ◽  
Reading Test ◽  
Statistical Computation ◽  
Post Test

This study was intended to analyze whether Information has significant effect toward students’ reading comprehension. The method of this research was quantitative approach and applied pre-experimental design by using pre-test and post-test. The population of this research was whole of the first-grade students of SMKS DARUL QUR’AN BENGKEL which was consisted of one class with the total number of populations was 29 students in X TKJ Group Class as population sample. The class was treated by using Students Information Search. The instrument used in this research was reading test, in form of multiple choices test which was consisted of 25 items. The data was analyzed using t-test. The result of the data analysis indicated that Information Search has significant effect towards students’ reading comprehension. The result of statistical computation confirmed that the result of sig. two-tailed is differ from the value significant level (0.000 ≠ 0.05). the researcher also found the result of t-table was 2.061 lower then t-test 12.679. This result indicated that Alternative Hypothesis was accepted and Null Hypothesis was rejected, therefore it can be concluded that there is significant effect of Information Search towards students’ reading comprehension.

scholarly journals The Effect of Inquiry-Based Learning on Students’ Critical Thinking in Reading

2020 ◽  
Vol 7 (1) ◽  
pp. 26
Author(s):  
Abdul Wahab ◽  
Terasne Terasne
Keyword(s):  
Critical Thinking ◽  
Data Analysis ◽  
Experimental Research ◽  
Test Score ◽  
Alternative Hypothesis ◽  
T Test ◽  
Inquiry Based Learning ◽  
Post Test ◽  
Faculty Of Education ◽  
Academic Year

This research was aimed to find out the significant effect of Inquiry-Based Learning on students’ critical thinking in reading at third-semester students of  Faculty of Education, and Education of Science Qamarul Huda University, Bagu, Central Lombok in academic year 2019/2020. This research was experimental research that categorized by pre-experimental One Group Pretest-Posttest design. The population of this research was at third-semester students of  Faculty of Education, and Education of Science Qamarul Huda University, Bagu, Central Lombok which consisted of 18 students and using surfeited sampling. The instrument of collecting the data was used multiple-choices and questionnaires. In this research, the writer rendered treatment and prepared a test in the form of multiple-choices to look the effect of Inquiry-Based Learning and questionnaires for look the critical thinking. The result of data analysis indicated at third-semester students of Faculty of Education, and Education of Science Qamarul Huda University, Bagu, Central Lombok attained high score on post-test whom were treated by Inquiry-Based Learning. It means that Inquiry-Based Learning gave a significant effect on critical thinking of students in reading. It was proven by the lowest and highest in pre-test score was 30 and 50 and post-test was 35 and 65. Then, the result of hypothesis testing was the alternative hypothesis accepted. It was provable that t-test was higher than t-table, which was the score of t-test was 3.81 and t-table in df 17 with significant 0.05 was 1.753.

scholarly journals Pengembangan Suplemen Bahan Ajar Kontekstual Membaca Pemahaman Bermuatan Nilai-Nilai Karakter Mata Pelajaran Bahasa Inggris Kelas IX Semester 1 Tahun Pelajaran 2016/2017 SMPN 2 Kubu

2018 ◽  
Vol 8 (2) ◽  
Author(s):  
NI KETUT UTAMI HANDAYANI . ◽  
PROF.DR. NASWAN SUHARSONO, M.Pd. . ◽  
DR. I MADE TEGEH, S.Pd.,M.Pd .
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
T Test ◽  
Ninth Graders ◽  
Average Score ◽  
Learning Material ◽  
English Reading ◽  
Significant Difference ◽  
Post Test ◽  
Test Result

Penelitian ini bertujuan mengembangkan suplemen bahan ajar Bahasa Inggris membaca pemahaman yang kontekstual dan berkarakter sesuai model pembelajaran REACT yang memenuhi kelayakan bagi siswa kelas IX SMP. Metode penelitian menggunakan model pengembangan Borg and Gall (1989). Uji validasi dilaksanakan melalui uji ahli, uji perorangan, uji teman sejawat, dan uji kelompok kecil sedangkan uji efektifitas produk melalui pre-tes dan post-test. Data uji oleh ahli isi/desain dan media, perorangan, teman sejawat, dan tanggapan kelompok kecil dikumpulkan melalui angket, sedangkan hasil uji efektivitas penerapan dikumpulkan melalui test. Hasil-hasil uji dianalisis melalui statistik deskriptif kualitatif dan kuantitatif. Data hasil uji yang dikumpulkan melalui angket dianalisis menggunakan persentase dan hasilnya dikonversikan dengan tabel kualifikasi. Sedangkan hasil uji efektivitas penerapan, pretest dan post-test dianalisis menggunakan uji-t dan hasilnya dibandingkan dengan hipotesis. Hasil penelitian terhadap pengembangan produk menunjukkan bahwa hasil uji validasi ahli pembelajaran terhadap isi sebesar 92,00% dengan kualifikasi hampir sempurna dengan perbaikan sangat ringan, hasil validasi ahli desain sebesar 92,00% dan hasil validasi ahli media sebesar 88,00% dengan kualifikasi sangat baik perlu revisi ringan, hasil validasi perorangan terhadap produk sebesar 92,22%, hasil validasi/uji teman sejawat sebesar 93,33%, hasil validasi kelompok kecil sebesar 92,20%, dan dari hasil pre-test dan post-test diperoleh nilai rata-rata kelas sebesar 66,75 dan 80,87. Uji efektivitas penerapan dilakukan melalui uji-t terhadap hasil pretest dan post-test. Hasil uji efektivitas menunjukkan bahwa hipotesis alternatif diterima, yaitu terdapat perbedaan signifikan antara hasil test sebelum dan sesudah penerapan bahan ajar yang dikembangkan. Dapat disimpulkan bahwa suplemen bahan ajar membaca pemahaman Bahasa Inggris kontekstual berkarakter untuk kelas IX semester 1 layak untuk dipergunakan. Kata Kunci : bahan ajar, pembelajaran kontekstual, membaca pemahaman, pendidikan berbasis karakter This research was aimed at developing contextual English reading (comprehension) supplement for the ninth graders of SMP semester 1 by the implementation of REACT model of learning in the academic year 2016/2017. Product validation included experts validation, individual validation from the students, teachers validation, and classical validation, while the effectiveness of the product was done through the analysis of the pre-test and post-test. Data of evaluation were collected through questionaires distribution, and tests. The result of evaluation was analyzed through descriptive qualitative and quantitative technique. The data from questioners were analyzed in percentage, meanwhile, the data of the pre-test and post-test was analyzed using t-test. The t-test result was compared to the hypothesis. The result of validation form showed that the supplement was in a proper quality. The expert validation about the content and instructional design reached to 92% and media validation reached to 88%. They are categorized into nearly perfect and very good. In a line with this, the result of the t-test showed that there were a significant difference between pre-test and post-test result. The average score for the pre-test was 66,75 while the average score for the post-test was 80,87. It means the alternative hypothesis was accepted. Overall, the supplement product met the proper qualification to be used in the real practical classroom activity. keyword : learning material, contextual learning, reading comprehension, character-based education

scholarly journals IMPROVING SPEAKING SKILLS THROUGH SMALL GROUP DISCUSSION AT ELEVENTH GRADE STUDENTS OF SMA PLUS MUNIRUL ARIFIN NW PRAYA

2020 ◽  
Vol 7 (1) ◽  
pp. 68
Author(s):  
Lalu Bohari
Keyword(s):  
Small Group ◽  
Alternative Hypothesis ◽  
Group Discussion ◽  
T Test ◽  
Small Group Discussion ◽  
Post Test ◽  
Speaking Skill ◽  
The Mean ◽  
Academic Year ◽  
Speaking Skills

This study was aimed at finding the effect of small group discussion in improving speaking skills at the seventh year students of SMA Plus NW. This research was conducted as quasi-experiment using a quantitative approach with One-Group Pretest-Posttest design. The population of the research was the eleventh-grade students of SMA Plus Munirul Arifin NW Praya in academic year 2018/2019. Each class consists of 28 students. The total population was 95 students. In this study, the researcher took one class as a sample. The class was eleventh Grade of MIPA 1 consisting of 28 students as the experiment. The researcher gave treatment to the experimental group and it used Small Group Discussion as the treatment of teaching speaking. The purpose of using the Small Group Discussion was to give new inspiration that can be applied in teaching speaking. Referring to the result pre-test and post-test showed that the sig (2 tailed) > 0.05, it means that the null hypothesis (H0) is rejected and the alternative hypothesis (Ha) is accepted. So the use of Small Group Discussion in teaching speaking is effective. The value of t-test was higher than the t-value of t-table (t-test 8.5148 > t-table 2.006). It showed that teaching speaking using small group discussion has a positive effect to improve students' speaking skill. Besides that, the result of the mean of post-test was higher than the mean of pre-test (M2 = 18.43 > M1 = 14.25). It means that teaching speaking by using small group discussion was more effective than teaching speaking without using small group discussion. In addition, small group discussion can improve students' speaking skill in the eleventh-grade students of SMA Plus Munirul Arifin NW Praya.

THE EFFECT OF POW+TREE STRATEGY ON STUDENTS’ ABILITY IN WRITING HORTATORY EXPOSITION TEXT

2016 ◽  
Vol 5 (4) ◽  
Author(s):  
Permadi Pasaribu And Isli Iriani Indiah Pane
Keyword(s):  
Alternative Hypothesis ◽  
T Test ◽  
Degree Of Freedom ◽  
Control Group ◽  
Writing Test ◽  
Post Test ◽  
Academic Year ◽  
Experimental Group

This study deals with the effect of POW+TREE Strategy on students’ ability inwriting hortatory exposition text.. The problem of the study is to find out whetherPOW+TREE Strategy significantly affects students’ ability in writing hortatoryexposition text or not. This study was conducted by using experimental design.The population of the study was the students of eleventh grade of SMA Methodist8 Medan in the academic year 2015/2016, there were 3 parallel classes of gradeXI. There were two classes selected to be sample. The Experimental group (XIIPA-2) was taught by applying POW+TREE Strategy, while the Control group(XI IPA-3) was taught by applying conventional strategy. The data of the studywas obtained from the students’ scores of writing test. There were two kinds oftest used in this study. They were pre-test and post-test. The data were analyzedby applying t-test formula. After analyzing the data, the result of the study showedthat t-observed (2.338) was higher than t-table (1.994) (t-observed > t-table) at thelevel of significance of p=0.05 and the degree of freedom (df) = 68. It can beconcluded that applying POW+TREE strategy significantly affects students’ability in writing hortatory exposition text, or in other words, the null hypothesisis rejected , therefore the alternative hypothesis is accepted.

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