scholarly journals The Effects of Quality Books for Children and the Metacognitive Strategy on Students’ Self-Esteem Levels

2016 ◽  
Vol 6 (1) ◽  
pp. 72 ◽  
Author(s):  
Erkan Cer ◽  
Ertugrul Sahin
Keyword(s):  
Reading Comprehension ◽  
Self Esteem ◽  
Metacognitive Strategy ◽  
Control Group ◽  
Study Results ◽  
Before And After ◽  
Eighth Grade Students ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group

Using a quasi-experimental design with pre-test and post-test control groups, 93 eighth grade students were randomly assigned either to the experimental or to the control group and responded to the Rosenberg Self-Esteem Scale two weeks before and after the intervention. While the students in the experimental group were instructed in quality books for children and reading comprehension skills based on metacognitive strategy for 10 weeks, the control group only received typical non-quality books. Study results showed that while the pre-test self-esteem scores of the students in both groups were similar before the intervention, the post-test self-esteem scores of the students in the experimental group were significantly higher than of those in the control group. Quality books and metacognitive strategy for students may not only help improve reading comprehension but also may increase self-esteem level.

scholarly journals TEACHING READING COMPREHENSION THROUGH THE INTERACTIVE TECHNIQUE

2018 ◽  
Vol 1 (1) ◽  
pp. 29-37
Author(s):  
Aleti Monarisa ◽  
Bambang Suwarno ◽  
Mulyadi .
Keyword(s):  
Reading Comprehension ◽  
Experimental Research ◽  
Control Group ◽  
Teaching Reading ◽  
Interactive Technique ◽  
Eighth Grade Students ◽  
Post Test ◽  
Quasi Experimental ◽  
Class Viii ◽  
Experimental Group

The objective of this research was to find out whether the Interactive technique could improve students’ reading comprehension. This was a quasi-experimental research. The population of this research was the eighth grade students of SLTP Negeri 1 Kota Bengkulu which consisted of 193 students. The sample of this research was the class VIII.2 (34 students) as the experimental group and the VIII.3 (40 students) as the control group. The instrument was a reading comprehension test, which consisted of 40 items. Before the pre-test was given, it was tried out to the students of the same level. The result was t-count in the pre-test was smaller than t-table (1.26 < 2.042). This indicated that the groups were of equal ability. For the post-test, in contrast, the t-count was greater than t- table (2.7 > 2.042). This indicated that the interactive technique could improve students’ reading comprehension.

Brief psycho-education for caregivers of persons with first episode psychosis

2018 ◽  
Vol 9 (01) ◽  
Author(s):  
Praful Prabhuappa Kapse ◽  
Manisha Kiran
Keyword(s):  
First Episode Psychosis ◽  
First Episode ◽  
Control Group ◽  
Episode Psychosis ◽  
Study Results ◽  
Before And After ◽  
Quasi Experimental ◽  
Expressed Emotions ◽  
Experimental Group ◽  
Group Family

Caring for the persons with first episode psychosis is challenging and demanding. It may lead to the increased burden, expressed emotions among the caregivers. The numerous studies have shown that high burden and negative expressed emotions among caregivers can lead to early relapse in the patients with first episode psychosis. To evaluate the effects of the brief psychoeducation on the caregivers burden and expressed emotions. A quasi experimental - before and after with control group research design was adopted for the study. A total of 60 caregivers have participated in the study, of which 30 caregivers in experimental group and 30 caregivers in the control group. Family Burden Interview Schedule (Pai and Kapoor, 1981) and Attitude Questionnaire (Sethi et al., 1981) was used to assess caregiver's burden and expressed emotions. At end of the psychoeducation intervention, burden among caregivers and negative expressed emotions of the caregivers have significantly reduced. The positive expressed emotions have been increased. Study results demonstrates the importance of psychoeducation intervention in reducing the burden and negative expressed emotions.

scholarly journals Improving Students' Reading Comprehension of Report Text with KWL Strategy

2019 ◽  
Vol 8 (1) ◽  
pp. 25-36
Author(s):  
Nudiya Afiya Farha ◽  
Rohani Rohani
Keyword(s):  
Reading Comprehension ◽  
Teaching And Learning ◽  
Control Group ◽  
Eleventh Graders ◽  
Post Test ◽  
Sample Test ◽  
Quasi Experimental ◽  
Significant Achievement ◽  
Experimental Group ◽  
Report Text

ABSTRACT This research was carried out to know the effectiveness of implementing KWL strategy to improve students’ reading comprehension of report text and to know whether there is a significant achievement difference between students who were taught with KWL strategy and those who were not. The instrument used was a multiple choice reading comprehension test. Seventy two eleventh graders of SMA Negeri 1 Bae Kudus were selected as the sample. They were divided equally into experimental and control group. The data collection involved pre-test, treatments, and post-test. The result of the implementation of KWL strategy in the experimental group improved the students’ participation, motivation, and interest during teaching and learning process. In addition, the results of pre-test and post-test showed that mean score of the experimental group had a higher increase from 74.58 to 90.97 than the control group (from 72.77 to 87.77). However, the Independent Sample Test showed there was no significant achievement difference between the students who were taught with KWL strategy and those who were not. (1.80) was higher than.  Keywords: Quasi-experimental; KWL strategy; reading comprehension; report text

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 KWL and SQ3R Strategies on Developing Reading Comprehension Skills Among Eighth Graders in Gaza

2021 ◽  
Vol 29 (4) ◽  
Keyword(s):  
Reading Comprehension ◽  
Eighth Graders ◽  
Average Score ◽  
Control Group ◽  
Study Results ◽  
Comprehension Skills ◽  
Post Test ◽  
Reading Comprehension Skills ◽  
Experimental Group ◽  
Total Average

The current study aimed at investigating the effect of KWL and SQ3R strategies on Palestinian eighth graders' reading comprehension skills. To achieve the study goals, the researcher adopted the experimental approach on a sample of (119) female students from Al-Kuwait Secondary School at Rafah governorate for the academic year 2019-2020. The participants were divided into three equivalent groups. The researcher used a pre and post reading comprehension test to achieve the aims of the study. Results revealed there are statistically significant differences at (α ≤ 0.01) in the total average score of the post-test between the first experimental group and the control group in favor of the first experimental group that learns by KWL strategy. Additionally, the study results showed that there are statistically significant differences at (α ≤ 0.01) in the total average score of the post-test between the second experimental group and the control group in favor of the second experimental group that learns by SQ3R strategy. Also, the study results revealed that there are statistically significant differences at (α ≤ 0.01) in the total average score of the post-test between the first and second experimental groups in favor of the first experimental group. In the light of these results, the researcher introduced some recommendations such as designing some training courses for teachers to encourage them to use these strategies.

scholarly journals INTERVENSI RASA BERSYUKUR UNTUK MENINGKATKAN HARGA DIRI REMAJA DI SMP X

2020 ◽  
Vol 4 (1) ◽  
pp. 186
Author(s):  
Novia Sri Parindu Purba ◽  
Riana Sahrani ◽  
Heni Mularsih
Keyword(s):  
Cultural Values ◽  
Positive Emotions ◽  
Strong Predictor ◽  
Self Esteem ◽  
Control Group ◽  
New Findings ◽  
Before And After ◽  
Gratitude Intervention ◽  
Quasi Experimental ◽  
Experimental Group

Low self-esteem is also associated with poverty, it is necessary to have an effort to accept the conditions of life first. One of the simple characteristics of the acceptance effort is gratitude. Gratitude is a strong predictor to increase hope and happiness in adolescents who experience poverty. This research was designed as experimental group in X secondary school. The group was consisted of 6 respondents without a control group. The design of this study was a quasi-experimental (one group pretest-posttest) using the Rosenberg Self-esteem scale (RSSE) with a reliability coefficient of 0.88. The implementation of the gratitude intervention was designed using an intervention module from the aspect of the Indonesian grateful scale (SBI) and it was neither just a list of words of gratitude nor gratefulness. This gratitude intervention is done by inviting participants to focus on positive aspects of life, exploring positive emotions by recalculating the blessings of life that have been received from God and others. To sum up, these findings provide new findings in the use of gratitude intervention that focuses on the divine aspect. The results of this study indicate that there are significant differences in respondent's self-esteem before and after administration of the gratitude intervention, with self-esteem (RSSE) (Asymp. Sig. (2-tailed) = 0.042, p <0.05). This discussion focuses on the implications generated for Gratitude literature which are adapted to Indonesian cultural values. Harga diri yang rendah juga terkait dengan kemiskinan, maka diperlukan adanya usaha penerimaan kondisi kehidupannya terlebih dahulu. Salah satu karakteristik sederhana sebagai upaya penerimaan tersebut yakni dengan rasa bersyukur. Rasa bersyukur merupakan prediktor yang kuat untuk meningkatkan harapan dan kebahagiaan pada remaja yang mengalami kondisi miskin sekalipun. Penelitian ini diberikan kepada satu kelompok eksperimen yang terdiri dari 6 responden tanpa adanya kelompok kontrol di salah satu sekolah menengah pertama (SMP) terbuka X di Jakarta Utara. Desain penelitian ini merupakan quasi eksperimen (one group pretest-posttest) dengan menggunakan Rosenberg Self-esteem scale (RSSE) dengan hasil koefisien reliabilitas sebesar 0.88. Pelaksanaan pelatihan rasa bersyukur ini dirancang dengan menggunakan modul intervensi dari aspek skala bersyukur Indonesia (SBI) dan bukan hanya sekedar daftar ucapan rasa bersyukur atau terimakasih. Pelatihan kebersyukuran ini dilakukan dengan mengajak partisipan untuk fokus terhadap aspek positif dalam hidup, mengeksplorasi emosi positif dengan menghitung kembali berkah kehidupan yang telah diterima dari Tuhan dan orang lain. Singkatnya, temuan ini memberikan temuan baru dalam penggunaan intervensi rasa bersyukur yang berfokus pada aspek keTuhanan. Hasil penelitian ini menunjukkan bahwa terdapat perbedaan yang signifikan pada harga diri responden sebelum dan sesudah pemberian pelatihan kebersyukuran, dengan nilai self-esteem (RSSE) (Asymp. Sig. (2-tailed) = 0.042, p< 0.05 Diskusi ini berfokus pada implikasi yang dihasilkan untuk literature bersyukur yang disesuaikan dengan nilai-nilai budaya Indonesia.

scholarly journals READING NARRATIVE BY SEMANTIC MAPPING: A STRATEGY TO ENHANCE STUDENTS’ COMPREHENSION

2019 ◽  
Vol 4 (2) ◽  
pp. 171
Author(s):  
Durratul Hikmah ◽  
Mohammad Sofyan Adi Pranata
Keyword(s):  
Reading Comprehension ◽  
Experimental Design ◽  
Narrative Text ◽  
Semantic Mapping ◽  
Control Group ◽  
Comprehension Skill ◽  
Mapping Strategy ◽  
Before And After ◽  
Post Test ◽  
Quasi Experimental

This study attempted to investigate the effectiveness of using semantic mapping strategy for improving students’ reading comprehension skill on narrative text. This study employed a quasi-experimental design by dividing the research group into control and experimental group. In this study, a pre-test and post-test experimental design with control group was used. The instruments used to collect the data were reading comprehension tests before and after the treatment.  The study was conducted at grade VIII of SMP Nurul Jadid Probolinggo at which the students were identified as having problem in comprehending English narrative text. The finding showed that semantic mapping strategy can improve students’ comprehension on reading narrative text.

scholarly journals TEACHING READING COMPREHENSION THROUGH TASK BASED LANGUAGE TEACHING

2020 ◽  
Vol 5 (2) ◽  
pp. 83
Author(s):  
Kamba Janna Mufabar ◽  
Hilaluddin Hanafi ◽  
Aderlaepe Aderlaepe
Keyword(s):  
Reading Comprehension ◽  
Junior High School ◽  
Language Teaching ◽  
Reading Motivation ◽  
Reading Test ◽  
Control Group ◽  
Teaching Reading ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group

This study attempted to find out: (1) Whether the Task Based Language Teaching (TBLT) affects students’ reading comprehension or not, (2) The application of task based language teaching towards students’ reading motivation. This study employed quasi experimental design to scrutinize the applicability of TBLT which involving 2nd grade students of Junior High School 7 Kendari registered in academic year 2019/2020. To this end, 62 participants (including an experimental group and a control class ones) were selected through purposive sampling from among 180 students. Task Based Language Teaching was applied in teaching reading comprehension in experimental group while in control group ones was applied conventional. Both groups were taught the same topic. The test was administered before treatment (pre-test) to examine the students’ previous reading comprehension and it was then compared with their post-test to examine their reading comprehension after being taught using TBLT. Reading test and questionnaire as the instruments of this study. The data from reading test was used to figure out the students’ reading comprehension by using t-test while the data from questionnaire was to figure out the students’ reading motivation. All collected data were computed and analysed by using SPSS 24. The results of reading comprehension test revealed that TBLT significantly effects students’ reading comprehension. Moreover, the result of questionnaire displayed that the students became more motivated to read through Task Based Language Teaching (TBLT).   Keywords: Reading Comprehension, Task Based Language Teaching.

scholarly journals Effect of Physics Education Technology (PhET) Simulations: Evidence from STEM Students’ Performance

2020 ◽  
Vol 4 (3) ◽  
pp. 221
Author(s):  
Ananias N Yunzal, Jr. ◽  
Leomarich F Casinillo
Keyword(s):  
Physics Education ◽  
Education Technology ◽  
Control Group ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Type ◽  
Stem Students ◽  
Experimental Group

This study aimed to find out if Physics Education Technology (PhET) simulations can improve the performance of the Baybay City Senior High School STEM students on the selected topic in physics, that is, electrodynamics. This study utilized a quasi-experimental type where pre-test and post-test are multiple choice type of test and involved 72 STEM students. The grouping of the students was identified based on their sections, one section served as the control group and other is the experimental group. Experimental group is allowed to play the PhET simulation for an hour utilizing their vacant period every day, while the control is not exposed to any activity that intervene leading to the creation of formal construct of ideas in electrodynamics. Result showed that mean scores of the control and experimental groups does not imply a significant difference, despite of the interest shown by the students in playing the said simulation. Perhaps, students are more attracted to simulation in which they have gone through during their lectures. Furthermore, study shows that the performance of students before and after exposure to PhET simulation does not necessarily pose a big difference but indicates a slight improvement to their performances.

scholarly journals METACOGNITIVE STRATEGY AND STUDENT’S READING COMPREHENSION: AN EXPERIMENTAL STUDY AT SMK N 1 KOTA BENGKULU

2019 ◽  
Vol 2 (3) ◽  
pp. 62-71
Author(s):  
Herlina Syafrianti ◽  
Bambang Suwarno ◽  
Elfrida .
Keyword(s):  
Reading Comprehension ◽  
Wilcoxon Test ◽  
Metacognitive Strategy ◽  
Control Group ◽  
Whitney Test ◽  
Mann Whitney Test ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control

This research aimed to know the effect of using metacognitive strategy towards student’s reading comprehension. The design was quasi-experimental. The sample consists of 69 students in two classes. The instrument consists of reading test which was tried out. The treatment for the experiment group was metacognitive strategy and for the control group was the strategy that the teacher use in the class. The data were collected through pre-test and post-test. The activity in the classroom during six meetings, two meetings for pre-test and post-test and four meetings for teaching in the classroom. The data was analyzed by The Wilcoxon Test and The Mann-Whitney Test. The Wilcoxon Test for the control group showed that there was no significant difference between pre-test and post-test. The Wilcoxon test for the experiment group showed that there was significant difference between pre-test and post-test. The Mann-Whitney test for pre-test showed that there was no significant difference between experiment and control class. The Mann-Whitney test for post-test showed that there was significant difference between experiment and control class. Finding of the research showed that, there was significant difference between pre-test and post-test for the experiment class and there was significant differece between experiment and control class for post-test result. This result indicated that there was an effect of metacognitive strategy towards student’s reading comprehension

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