scholarly journals The Effect of PQRST and SGD Methods on Students’ Reading Comprehension at Dehasen University

2018 ◽  
Vol 1 (2) ◽  
pp. 86-98
Author(s):  
Mariska Febrianti
Keyword(s):  
Reading Comprehension ◽  
Small Group ◽  
Group Discussion ◽  
General Information ◽  
Reading Test ◽  
Small Group Discussion ◽  
Significant Difference ◽  
Post Test ◽  
Reading To Learn ◽  
Very High

This research aims to compare the effectiveness of two methods, PQRST (Preview, Question, Read, State and Test) and SGD (Small Group Discussion). It was carried out at the second semester students of Penjaskesrek Department, Dehasen University. The design was a quasi-experiment. The sample consisted of two classes; one was taught by the PQRST method and another by the SGD method. The instrument was a reading test, which was tried-out; the reliability was 0.917 (very high). The result was as follows: at the pretest, there was no significant difference between both group on all aspects and at the post test, there were no significant difference between both groups on general comprehension, reading to learn from the text, and reading to integrate information. However, SGD was found to be more effective on finding general information while PQRST was found to be more effective on reading to skim and finding simple information.

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 Effectivenes of Inquiry Chart Strategy In Teaching Reading Comprehension of Report Text Towards The Eleven Class Students At SMAN 12 Padang

2019 ◽  
Vol 19 (2) ◽  
pp. 220
Author(s):  
Tesi Astria
Keyword(s):  
Reading Comprehension ◽  
Small Group ◽  
Random Sampling ◽  
Group Discussion ◽  
Small Group Discussion ◽  
Teaching Reading ◽  
Post Test ◽  
Report Text ◽  
Cluster Random Sampling

Penulisan artikel ini bertujuan untuk menemukan keefektifan dari penggunaan Strategi Inquiry Chart dalam pengajaran pemahaman membaca teks report terhadap siswa sekolah menengah atas (SMA). Penelitian ini adalah penelitian eksperimen dengan menyelenggarakan Tes Penempatan yang digunakan untuk memilih sampel dan Post-test yang digunakan untuk mengukur pemahaman membaca siswa dalam teks report setelah perlakuan.  Populasi penelitian ini adalah kelas IPA sebelas di SMAN 12 Padang tahun ajaran 2017/2018 yang terdiri dari empat kelas dengan total siswa 135 siswa. Sampel penelitian ini dipilih dengan menggunakan cluster random sampling. Sampel penelitian terpilih adalah kelas IX IPA3 sebagai kelas ekperimental (34 siswa) dan kelas XI IPA4 sebagai kelas control (34 Siswa). Dalam proses pengajaran, peneliti menggunakan Strategi Inquiry Chart pada kelas eksperimen dan Strategi Small Group Discussion pada kelas kontrol. Instrument yang digunakan untuk mengumpulkan data dalam penelitian ini adalah tes kemampuan pemahaman membaca. Dalam menganalisis data, peneliti menggunakan uji T. Hasil penelitian menunjukkan bahwa: Strategi Inquiry Chart memberikan hasil yang lebih baik terhadap kemapuan pemahaman membaca siswa dalam teks report dibandingkan dengan Strategi Small Group Dicussion, dengan =3.823 >  0.05=1.668, sehingga Ha diterima. Dengan demikian, dapat disimpulkan bahwa Strategi Inquiry Chart efektif untuk digunakan sebagai strategi untuk mengajarkan pemahaman membaca report teks di SMAN 12 Padang.

scholarly journals Enhancing Students’ Speaking Ability Through Small Group Discussion Technique to the Firts Year Students of SMA Negeri 1 Ratahan

2019 ◽  
Vol Volume 2 Nomor 3 ◽  
Keyword(s):  
Small Group ◽  
Group Discussion ◽  
Small Group Discussion ◽  
First Year ◽  
English Teacher ◽  
First Year Students ◽  
Post Test ◽  
Speaking Skill ◽  
The Mean

This research in intended to find out the effectiveness of small group discussion technique in improving the students’s speaking ability. It was conducted at SMA Negeri 1 Ratahan in which one class of the first-year students of the school was the sample. The data of the research were obtained by using test in the form of pre-test and post-test. The result showed that the scores of the post-test were higher than that of the pre-test. The mean of the post-test is 8.2 and the mean of the pre-test is 6.7. Teaching speaking skill by using small group discussion technique can improve the students’ ability in speaking. Small group discussion technique can give the students opportunity to practice their language. In small group discussion, they can express their ideas and thought freely. It will be better for English teacher to vary the techniques of teaching to avoid boredom that might appear to the students.

scholarly journals Designing Big Story Book Project (BSBP) in Teaching Reading Comprehension

2017 ◽  
Vol 4 (1) ◽  
pp. 61-67
Author(s):  
Aswin Abbas
Keyword(s):  
Reading Comprehension ◽  
Experimental Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Reading Test ◽  
The Other ◽  
Teaching Reading ◽  
Significant Difference ◽  
Post Test ◽  
Test Treatment

This research aimed find out the effectiveness of using big story book project (BSBP) in teaching reading comprehension and to know the advantages and the disadvantages of using BSBP in teaching reading comprehension. The researcher applied pre-experimental research design and consists of pre-test, treatment and post-test in order to find whether the big story book project (BSBP) effective in teaching reading comprehension. The instruments used in this research were reading test and questionnaire. The result from this research shows that using big story book project (BSBP) in teaching reading comprehension is effective. It is proved by the result that there is significant difference between the result of the students’ mean score in the pre-test and the post-test. In the pre-test, the students’ mean score is (43.79) and in the post-test is (80.37). Furthermore, it is proved by the probability value is smaller than α (0.00 < 0.05). On the other word, BSBP has advantages to the students if applied in teaching and learning process, especially in reading subject.

scholarly journals IMPROVING STUDENTS’ READING “DESCRIPTIVE TEXT” USING SMALL GROUP DISCUSSION, A CASE STUDY OF X MIPA-7 CLASS OF 11 SENIOR HIGH SCHOOL SEMARANG IN ACADEMIC YEAR 2018/2019

2019 ◽  
Vol 12 (2) ◽  
pp. 102
Author(s):  
Yongki Arya Permana ◽  
Erna Setyawati ◽  
Maria Yosephine
Keyword(s):  
High School ◽  
Small Group ◽  
Test Data ◽  
Group Discussion ◽  
Senior High School ◽  
Small Group Discussion ◽  
Post Test ◽  
Academic Year

Tujuan dari penelitian ini adalah untuk mendeskripsikan: (1) bagaimana penggunaan Small Group Discussion dapat meningkatkan kemampuan ketrampilan membaca siswa dalam materi descriptive text. (2) Kelebihan menggunakan Small Group Discussion dalam pembelajaran penguasaan ketrampilan membaca. Dalam penelitian tindakan kelas ini dilaksanakan dalam dua siklus pada siswa kelas X MIPA-7 SMA Negeri 11 Semarang. Setiap siklus terdiri dari empat tahapan: perencanaan, pelaksanaan, pengamatan, refleksi. Terdapat dua jenis data: data kualitatif dan data kuantitatif. Data kualitatif diperoleh dengan menggunakan lembar pengamatan, wawancara, dan catatan lapangan. Kemudian, data kuantitatif diperoleh menggunakan tes (pre-test dan post-test). Data kualitatif dianalisis menggunakan 5 tahapan yang disarankan oleh Burns (1999: 157-159) yakni sebagai berikut: menghimpun data, mencatat data, membandingkan data, membangun teori, dan melaporkan hasil penelitian. Data kuantitatif dianalisis menggunakan statistik deskriptif. Hasil penelitian menunjukkan bahwa penggunaan Small Group Discussion dapat meningkatkan kemampuan siswa dalam ketrampilan membaca. Selain itu, Small Group Discussion dapat digunakan untuk mendukung guru dalam pengelolaan kelas. Peneliti juga menemukan kelebihan Small Group Discussion dalam pembelajaran ketrampilan membaca. Small Group Discussion tidak hanya membuat suasana kelas menjadi nyaman dan menarik, akan tetapi juga meningkatkan partisipasi siswa dalam berbagi ide dan bertukar informasi dalam pembelajaran ketrampilan membaca descriptive text.

scholarly journals THE USE OF LISTEN READ DISCUSS STRATEGY AND READING MOTIVATION TOWARD THE STUDENTS' READING COMPREHENSION

ELT-Lectura ◽  
2017 ◽  
Vol 4 (2) ◽  
Author(s):  
Robby Ibrahim
Keyword(s):  
Reading Comprehension ◽  
Small Group ◽  
Experimental Research ◽  
Teaching Strategy ◽  
Group Discussion ◽  
Reading Motivation ◽  
Small Group Discussion ◽  
Second Grade ◽  
Teaching Reading ◽  
Quasi Experimental

In teaching reading, teaching strategy and reading motivation influences students’ reading comprehension. Strategy which was used in this quasi experimental research is Listen Read Discuss. It can be used as a variation of teaching strategy in teaching reading comprehension of descriptive text. The purpose of this research was to find out the effect of using Listen Read Discuss and students’ reading motivation on students’ reading comprehension of descriptive text. This research was an experimental research with factorial design two by two. It was conducted at SMK Muhammadiyah 2 Pekanbaru. Population of this research was second grade students with the total population was 137. The sample was taken by cluster random sampling; the total number of sample was 52 (26 students in II.1 class and 26 students in II.2 class). The results of this research are, first, the students who were taught by using Listen Read Discuss had better result on reading comprehension of descriptive text than the students who were taught by using small group discussion. Second, the students with higher reading motivation who were taught by Listen Read Discuss had better reading comprehension of descriptive text than those who are taught by using small group discussion. Third, students with lower reading motivation who are taught by Listen Read Discuss had better reading comprehension of descriptive text than those who are taught by using small group discussion. Fourth, there was no interaction between both techniques and students’ reading motivation on students’ reading comprehension of descriptive text. In conclusion, Listen Read Discuss can be used as a teaching strategy in teaching reading comprehension of descriptive text at SMK Muhammadiyah 2 Pekanbaru. For further researcher, they are suggested to do more research dealing with this strategy on other skills and others kinds of text.

scholarly journals USING COMMUNICATIVE LANGUAGE TEACHING (CLT) APPROACH THROUGH SMALL GROUP DISCUSSION AS A DEVICE TO STIMULATE THE STUDENTS TO SPEAK IN ENGLISH

2012 ◽  
Vol 1 (2) ◽  
pp. 223
Author(s):  
Muhammad Astrianto Setiadi
Keyword(s):  
Small Group ◽  
Language Teaching ◽  
Group Discussion ◽  
Communicative Language Teaching ◽  
Teaching Approach ◽  
Small Group Discussion ◽  
Test Design ◽  
Post Test ◽  
Speaking Skill ◽  
The Mean

This study was conducted to find out whether or not the using of Communicative Language Teaching (CLT) Approach through Small Group Discussion effective to stimulate the students to speak in English than the conventional way, and also to improve the teacher awareness to use an effective approach in teaching English, especially in teaching speaking skill. This study employed a Pre-Experimental research method with One Group Pre-test and Post-test Design. The data obtained from the test was analyzed quantitatively and then it’s result was compared with the questionnaire to know whether the students interested in learning speaking by using Communicative Language Teaching (CLT) Approach or not. The mean score obtained from Pre-test was 2, 84 and post-test were 6, 01. The data showed that the student’s speaking skills in post-test were higher than the pre-test. The data obtained from questionnaire showed the mean score 78, 67. It means that the students were highly interested in the application of speaking materials through Communicative Language Teaching Approach through small group discussion.Keyword: Communicative Language Teaching Approach, Small Group discussion, speaking.

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.

scholarly journals The Effect of Tea Party Strategy toward Students' Reading Comprehension of Narrative Text

2018 ◽  
Author(s):  
Yulia Rilani ◽  
Mukhaiyar ◽  
Sitti Fatimah
Keyword(s):  
Reading Comprehension ◽  
Small Group ◽  
Group Discussion ◽  
T Test ◽  
Narrative Text ◽  
Tea Party ◽  
Small Group Discussion ◽  
Party Strategy ◽  
Quasi Experimental ◽  
Reading Interest

n teaching reading, teaching technique and reading interest influence student’s reading comprehension. Tea Party strategy requires students to access background knowledge or review what they have learned to overcome the problems in reading comprehension. The research was conducted to find out the effect of Tea Party strategy and reading interest on students’ reading comprehension of narrative texts. The design of this research was quasi experimental with 2x2 factorial design. The total population of this research was 147 of the first year students at SMA N 12 Pekanbaru 2016/2017 academic year which divided into four classes. Reading comprehension test and reading interest questionnaire were used as research instruments. Then, the data were analyzed using t-test formula and two ways Anova. The result of this research shows that (1) The students who are taught by using Tea Party Strategy have better reading comprehension of narrative text than those who are taught by using Small Group Discussion Strategy. It was proven by result of t-test which showed that tobserved (4.63) was bigger than ttable (1.66), (2) the students with high reading interest who are taught by using Tea Party Strategy have better reading comprehension of narrative text than those who are taught by using Small Group Discussion Strategy, (3) the students with low reading interest who are taught by using Tea Party Strategy have better reading comprehension of narrative text than those who are taught by using Small Group Discussion Strategy, (4) there was no interaction between those strategies and reading interest toward students’ reading comprehension, where Fobserved (0.04) was less than Ftable (4.11). As conclusion, Tea Party strategy had a significant effect on students’ reading comprehension than Small-Group Discussion.

scholarly journals Learning method comparison between small-group discussion (SGD) and conventional to the knowledge improvement of midwifery department students

2021 ◽  
Vol 4 (1) ◽  
pp. 8-14
Author(s):  
Iik Nurul Ulfah ◽  
Rara D.A.S.S Dethan ◽  
Friska Realita ◽  
Hanifatur Rosyidah
Keyword(s):  
Small Group ◽  
Group Discussion ◽  
Method Comparison ◽  
Learning System ◽  
Conventional Group ◽  
Small Group Discussion ◽  
Average Score ◽  
Control Group ◽  
Learning Method ◽  
Significant Difference

In 2013, the graduate competence of the midwifery department that fit current job demand was only 15%. Knowledge is one of the aspects of midwifery education quality. Small-Group Discussion (SGD) is one of the forms of students centered learning (SCL) where students are demanded to solve problems through a small group discussion. The object of this study is to figure out a comparison of knowledge improvement through the use of SGD or conventional methods. The method used in the study is quantitative of experimental pre-posttest design. The researcher divides the sample into two groups, the experimental group (19) is given an SGD approach and the control group (19) is given a conventional course approach. Based on the Independent Sample T-test, the value of Sig. (2-tailed) is 0.006 (0.05). Hence, it can be concluded that there is a significant difference between the average score of students’ knowledge level in the SGD group and the conventional group. The SGD group appears to have a higher improvement of average score, which is from 6.3 to 8.1 while the average score of the conventional group is from 6.1 to 6.8. Hence, it is considered that the SGD learning method can improve knowledge of midwifery students and can be used as an effective alternative method to achieve a student-centered learning system for other midwifery institutions.

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