scholarly journals TEACHING READING COMPREHENSION THROUGH DIRECT METHOD TO THE EIGHTH GRADE STUDENTS OF THE STATE JUNIOR HIGH SCHOOL 44 OF PALEMBANG

JURNAL SMART ◽  
2020 ◽  
Vol 6 (2) ◽  
pp. 98-107
Author(s):  
Sri Yuliani
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Junior High School ◽  
Junior High ◽  
Direct Method ◽  
The State ◽  
Eighth Grade ◽  
Control Group ◽  
Teaching Reading ◽  
Eighth Grade Students

The objective of this research was to find out whether it is effective to teach reading comprehension through the direct method to the eighth-grade students. This is a quasi-experimental study. The population of this study was eighth-grade students of the State Junior High School 44 of Palembang. In collecting the data, the researcher gave the test. The result of the research, it found that the students’ score in experimental group and control group were 4.46,2 which value of t-obtained was higher than t-table. In other words, teaching reading comprehension through the direct method was effective.

scholarly journals TEACHING READING COMPREHENSION BY USING K.W.L GRAPHIC ORGANIZER TECHNIQUE TO THE EIGHTH GRADE STUDENTS OF JUNIOR HIGH SCHOOL OF BINA JAYA PALEMBANG

2017 ◽  
Vol 1 (2) ◽  
pp. 101 ◽  
Author(s):  
Nita Ria ◽  
Ridha Ilma
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Junior High School ◽  
Junior High ◽  
Graphic Organizer ◽  
Eighth Grade ◽  
Control Group ◽  
Significant Difference ◽  
Eighth Grade Students ◽  
Quasi Experimental

This study aimed to find out whether or not there was any significant difference in reading comprehension between the eighth grade students of Bina Jaya Junior High School Palembang who were taught by using K.W.L graphic organizer technique and those who were not. Seventy-two eighth graders were the sample of the study.The writers did an experimental method by using quasi-experimental design to the two groups of students. The VIII.3 class became the experimental group and the VIII.2 class was the control group. A reading comprehension test was an instrument to collect the data. The result found that the significant level was 0.000 < 0.05, so that (Ha) was accepted and (Ho) was rejected. So, there was a significant difference on students’ reading comprehension between the eighth grade students of Bina Jaya Junior High School Palembang who were taught by using KWL Graphic Organizer and those who were not.

scholarly journals The Effectiveness of English Talking Book in Teaching Reading at the Eighth Grade of Junior High School

2018 ◽  
Vol 1 (2) ◽  
pp. 114
Author(s):  
Nurani Hartini
Keyword(s):  
High School ◽  
Junior High School ◽  
Fairy Tale ◽  
Junior High ◽  
Reading Aloud ◽  
Reading Scores ◽  
Eighth Grade ◽  
Control Group ◽  
Teaching Reading ◽  
Audiovisual Media

This research untitled "The Effectiveness of English Talking Book in Teaching Reading at the Eighth Grade of Junior High School". The researcher aims to investigate whether the English Talking Book in Teaching Reading at the Eighth Grade of Junior High School effective in reading aloud. Theories used to support this research are from Patel and Jain (2008) about the audiovisual media and reading aloud. Audiovisual media involves more than one sensory organs of the learner which improve retentiveness and makes learning permanent also seeing and hearing go together which play ordinary roles in learning. Meanwhile, reading aloud is very important for the teacher to carry out, to know, and to check the students' pronunciation, information, stress, paused, and rythm and their ability in various short of punctuation marks. The research used experimental research of method, and took two classes consisting of 30 students each class as sample in SMP Al Washliyah Sumber. The data for this experimental study were students' reading scores, and the reading scores were analyzed of using McMillan and Schumacher's formula. The research found that the reading scores of the experimental group is higher than the control group. The result of t account is 0.75, t table is 1.672 forα -5%. It means that t account is higher than t table (t account > t table). Therefore, the conclusion is English Talking Book in Teaching Reading at the Eighth Grade of Junior High School is effective in reading aloud. English Talking Book in Teaching Reading makes the students enthusiasm to learn the fairy tale test and help them produce correct intonation or tunes and notice how English is spoken differently from the way they are written and listen very well. It is suggested to use of English Talking Books in Teaching Reading as an alternative media in order to students' ability in reading aloud other genres of text or to improve students' listening skill.

scholarly journals Teaching Reading Comprehension by Using Computer-Based Reading: An Experimental Study in Indonesian English Language Teaching

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Asmi Rusmanayanti ◽  
M. Laili Hanafi
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Junior High School ◽  
Junior High ◽  
Average Score ◽  
Control Group ◽  
Teaching Reading ◽  
Post Test ◽  
Computer Based ◽  
Experimental Group

This study was conducted to know whether there is a differencein students’ achievement in reading comprehension through the use of computer-based reading method at the eighth-grade students of Junior High School 13 Banjarmasin, Indonesia. The design used is a quasi-experimental with purposive sampling technique. Sixty students of Junior High School 13 Banjarmasin were used as the samples. 8-E was chosen as the experimental group and was taught by using computer-based reading in three meetings, while 8-F was chosen as the control group and was taught without using computer-based reading in three meetings. Three instruments were used to gather the data, they are documentation, observation, and tests. The results showed that both groups gained change in their achievements. From the calculation result, the experimental group got the average score of 53.33 in pre-test and 63.33 in post-test. The control group got average score 47 in pre-test and 49.5 in post-test. After conducting a t-test, it was revealed that the calculated t-value was greater than t-table (3.597 &gt; 2.00) at the significance level 0.05. Thus, there are different achievement between the experimental group and the control group. Therefore, it can be concluded that the proper use of computer-based reading can upgrade students’ reading comprehension ability. It is suggested to teachers to consider the use computer-based reading as the method of teaching reading comprehension.

scholarly journals Pengaruh Latihan Smallside Games 2 Vs 2, 3 Vs 3, 4 Vs 4 Terhadap Kelincahan Menggiring Bola Sepak

2020 ◽  
Vol 3 (2) ◽  
pp. 82
Author(s):  
Yovinianus Mbede Wea
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Eighth Grade ◽  
Control Group ◽  
School Year ◽  
Football Game ◽  
Eighth Grade Students ◽  
Static Group ◽  
Small Side

ABSTRACTThis study aims to reveal the effect of the small side games 2 VS 2, 3 VS 3, 4 VS 4 exercise towards the agility on the football game at the eighth grade students of Mauponggo 1 state junior high school school year 2018/2019. The static group pretest posttest design was used in this study. This study was conducted in Thomas Aquino 1 state junior high school. The sample of this study consisted of 30 students and then they were categorized into two groups. They were the control group and the experiment group numbered in 15 students for each group. The data were collected using the action test. The data collected were analyzed using score gain normalized with ttest technique. Based on the result of the study through the hypothesis test shows that there is a significant effect on the experiment group or the given treatment group namely by the small side games (2 VS 2, 3 VS 3, 4 VS 4) exercise. Based on the count mean found that the experiment group is bigger than the control group(µ1= 0.0250 > µ1= 0.0196). Moreover, from the result of the t-test analysis got above is the value of tcount = 3.654 and ttable = 2.048 and ttable for dk: 15 + 15 – 2 = 28 at the significant standard α = 0,05 (the test of two tails) is 2.048. Because of the ttable = 2.048 is smaller than tcount = 7.970, so that H0 rejected and H1 accepted. In conclusion, the small side games (2 VS 2, 3 VS 3, 4 VS 4) exercise is influential towards the agility on the football game at the eighth grade students of SMAK Thomas Aquino1 state junior high school school year 2018/2019. ABSTRAKTujuan yang ingin dicapai dalam penelitian ini adalah untuk mengetahui pengaruh latihan Small Side Games (2 VS 2, 3 VS 3, 4 VS 4) terhada kelincahan dalam permainan sepak bola siswa kelas VIII SMAK Thomas Aquino tahun ajaran 2018/2019. Penelitian ini menggunakan rancangan The Static-group pretes-posttest. Penelitian ini dilaksanakan  di SMAK Thomas Aquino dengan jumlah sampel sebanyak 30 orang yang kemudian dikategorikan kedalam 2 kelompok  yaitu 1 kelompok kontrol dan 1 lagi kelompok eksperimen dengan masing-masing berjumlah 15 orang. Data dikumpulkan dengan tes tindakan, kemudian data yang terkumpul dianalisis gain skor ternormalisasi dengan teknik t-tes. Berdasarkan hasil yang diperoleh melalui uji hipotesis, bahwa ada pengaruh yang sangat signifikan pada kelompok eksperimen atau kelompok yang diberi perlakuan (treatment), yaitu dengan latihan Small Side Games (2 VS 2, 3 VS 3, 4 VS 4). Berdasarkan rata-rata hitung ditemukan bahwa kelompok eksperimen lebih besar dari kelompok kontrol (µ1= 0.0250 > µ1= 0.0196). Selain itu, dari hasil analisis uji t di atas diperoleh nilai t-hitung sebesar 3.654 dan t - tabel untuk dk : 15 + 15 – 2 = 28 dengan taraf signikansi α = 0,05 (uji dua pihak) adalah 2.048. Karena t-tabel 2.048 lebih kecil dari t-hitung 7.970, maka H0 ditolak dan H1 diterima. Kesimpulanya bahwa latihan small side games (2 VS 2, 3VS 3, 4 VS 4) berpengaruh terhadap Kelincahan Sepak Bola siswa SMAK Thomas Aquino tahun ajaran 2018/2019

scholarly journals STAD AS A STRATEGY OF TEACHING READING COMPREHENSION IN JUNIOR HIGH SCHOOL

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Fitri Ferina
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Junior High School ◽  
Junior High ◽  
Research Result ◽  
Control Group ◽  
Teaching Reading ◽  
Lecture Method ◽  
Significant Difference ◽  
Experimental Group

This research investigated whether there was a significant difference on students’ achievement in reading comprehension taught using STAD and lecture method. The sample was the eighth-graders of SMPN 3 Banjarmasin. A quasi-experimental design was employed in this research. The experimental group was taught using STAD while control group was taught using lecture method. A reading comprehension test as the instrument of collecting data was administered for both groups. Based on the research result using t-test, it was found that the t value was higher than t-table (2.39315 > 2.00) which means that there is a significant difference of achievement between the experimental group and control group. From these findings it can be interpreted that the use of STAD is more effective than lecture method in teaching reading comprehension for junior high school students. It is suggested for English teachers in Junior High School to use STAD in teaching reading since it is useful in improving students’ reading comprehension achievement.Keywords: reading comprehension, STAD

scholarly journals The Study of Potentials and Problems in Reading Faced By the Eighth Grade Students of Junior High School

2017 ◽  
Vol 1 (1) ◽  
pp. 23
Author(s):  
Ida Ayu Made Istri Utami
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Classroom Observation ◽  
Eighth Grade ◽  
Teaching Reading ◽  
Problem Identification ◽  
Reading Material ◽  
Eighth Grade Students ◽  
Reading Activities

Knowing students’ problems, especially in reading, is very important to design an appropriate and meaningful learning. From the problem identification, teacher can find the potency of designing and developing material to meet students’ need. Therefore, this study was aimed to identify the potentials and problems toward reading lesson faced by the eighth grade students of Junior High School. This study was based on the result of classroom observation, document study, and also checklists. The identification of potency and problems through classroom observation was done to obtain data on how existing reading material was used in teaching reading on the classroom. There was also document study to evaluate existing reading material and syllabus used for teaching reading. Then, the data from the teacher and students had been gathered by administering checklists. From the result of the study, it can be identified that the problems faced by the eighth grade students of Junior High School in reading dealt with topic selection, pictures or illustration, and reading activities, while the potency was to develop new reading material by using those problems as consideration.

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