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 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 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 THE EFFECT OF USING SMALL GROUP DISCUSSION TECHNIQUE ON STUDENTS' SPEAKING SKILL AT XI GRADE OF MAS KEPENUHAN

2019 ◽  
Vol 5 (2) ◽  
pp. 108-116
Author(s):  
Nur Elmi Hidayati ◽  
Batdal Niati
Keyword(s):  
Small Group ◽  
Experimental Research ◽  
Research Method ◽  
Group Discussion ◽  
T Test ◽  
Narrative Text ◽  
Small Group Discussion ◽  
Post Test ◽  
Speaking Skill

The purpose of this research was to find out the effect of Small Group Discussion technique on students’ speaking skill in narrative text. This research was conducted in March 2019. The sample was the eleventh grade students of Madrasah Aliyah Swasta (MAS) Kepenuhan. The research method was Experimental research, the number of the sample joined in this research was 40 students. The researcher divided them into two classes,the research post-test only design to find out the effect of Small Group Discussion technique toward on students’ speaking skill. According to the test given, the researcher found that the students’ post test in the independent sample T-test was 0.000 smaller than 0.005 with probabilitas 2 tailed, So, 0.000/2 = 0,000 smaller than α = 0.005, or 0,000 < 0.05. So.Ho rejected. The df 38. It could be concluded that Ha accepted and Ho rejected. It means small group discussion had significant effect on students speaking skill in the narrative text at Eleventh grade students of Mas Kepenuhan.

scholarly journals USING SMALL GROUP DISCUSSION TO IMPROVE STUDENTS’ READING ACHIEVEMENT ON NARRATIVE TEXT

2019 ◽  
Vol 3 (1) ◽  
pp. 325
Author(s):  
Rizal Arisman ◽  
Irda Sriyanti Haryanti
Keyword(s):  
Reading Achievement ◽  
Small Group ◽  
Conventional Method ◽  
Group Discussion ◽  
Narrative Text ◽  
Small Group Discussion ◽  
Group Design ◽  
School Year ◽  
Significant Difference ◽  
Quasi Experimental

Objective of this research was to find out significant difference of reading achievement between students who are taught using Small Group Discussion and those are taught using conventional method. The research used quantitative approach by applying quasi experimental design of nonequivalent group design. Population of this research was the grade eight students of SMP Negeri 2 Pasarwajo in school year of 2017/2018. Number of populations were 118 students. Samples of this research were class VIII.A as experimental class which consisted of 30 students and VIII.B as the control class which consisted of 29 students. Instrument of this research was test and it was analyzed using Independent Sample T Test. This research concludes that there was a significant difference of reading achievement between the class whom is taught by using Small Group Discussion method and the class whom is taught by using conventional method.

scholarly journals Small Group Discussion For The Students’ Reading Comprehension Of The Senior High School Students

2020 ◽  
Vol 6 (1) ◽  
pp. 147-158
Author(s):  
Zamila Fitriani Siregar ◽  
Eka Sustri Harida ◽  
Zainuddin Zainuddin
Keyword(s):  
Reading Comprehension ◽  
High School Students ◽  
Small Group ◽  
Group Discussion ◽  
Experimental Studies ◽  
T Test ◽  
Small Group Discussion ◽  
Control Group ◽  
School Students ◽  
The Impact

This studies involved approximately the impact of Small Group Discussion Strategy (SGDS) on the students’ reading comprehension at grade X SMK Swasta Panca Dharma Padangsidimpuan. There had been a few issues determined for the students: 1) they were given problems in comprehending the text, 2) they have problems in deciphering phrases and a few vital components which include predominant idea, normal structure, and particular language features, 3) they had been less practice to the gaining knowledge of process. The purpose of this study is to examine the effectiveness of the SGDS to the students’ reading comprehension. This study turned into experimental studies with pre-test and post-test design. The population turned into all the 10th grade of SMK S Panca Dharma  Padangsidimpuan., they are 112 students; and taken as sample 2 classes, they are XA as experimental group and XB as control group. To examine the information, the researcher used t-test formula.Based at the calculation of t-test, the researcher determined that t-count = 4.18 and t-table = 1.67591, it means that t-count is higher than t-table (4.18 1.67591). So, the researcher should concluded that Ha is accepted and Ho is rejected. It can be concluded that SGDS has big impact to student’s reading comprehension at grade X SMK Swasta Panca Dharma  Padangsidimpuan.

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 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 Effective Small Group Discussion to Improve Adolescent Knowledge on HIV/AIDS Prevention

2021 ◽  
Vol 3 (1) ◽  
pp. 38-46
Author(s):  
Endar Timiyatun ◽  
I Made Moh. Yanuar ◽  
Uut Dewi Asrifah ◽  
Eka Oktavianto
Keyword(s):  
Health Education ◽  
Small Group ◽  
Group Discussion ◽  
Aids Prevention ◽  
T Test ◽  
Small Group Discussion ◽  
P Value ◽  
Paired T Test ◽  
First Session ◽  
Hiv Aids

The incidence number of HIV/AIDS is the most worrying case globally, and the number keeps increasing. The highest risk factor affecting adolescents to have HIV/AIDS is lack of information. Thus, it is necessary to provide proper health education on HIV/AIDS using the small group discussion method. This study aims to determine the effect of HIV/AIDS education using the small group discussion method on teenagers' HIV/AIDS prevention knowledge. This research used a pre-experimental design, no control one-group pretest-posttest design. There were 55 respondents as samples obtained by using simple random sampling. They were divided into five small groups. Each group was provided the identical material, namely HIV and its prevention, for three hours with two sessions. The first session lasted for two hours consisted of knowledge sharing based on trigger cases. The second session lasted for one hour consisted of continuing and reviewing the material given in the first session. A questionnaire was handed out to collect adolescent knowledge about HIV/AIDS and analyzed the data using paired t-test. The result showed that adolescent knowledge scores on HIV/AIDS increased after being provided with health education on HIV/AIDS. The paired t-test value of a knowledge is p = 0.000 (p-value<0.05). The implication in this study is that providing health education on HIV/AIDS using the small group discussion method has proven to be effective in expanding adolescent knowledge on HIV/AIDS prevention.  

scholarly journals The Effect Of Using Small Group Discussion On The Second Grade Students’ Speaking Skill

2020 ◽  
Vol 4 (3) ◽  
Author(s):  
Hendra Suryadi
Keyword(s):  
Language Learning ◽  
Small Group ◽  
Junior High School ◽  
Group Discussion ◽  
T Test ◽  
Small Group Discussion ◽  
Homogeneity Test ◽  
English Teacher ◽  
Post Test ◽  
Speaking Skill

Speaking is one of the main purposes of language learning in that it is an ability to transfer some ideas to other people clearly and correctly. In other words, he or she can communicate his or her ideas well to other people. As speaking dominates all activities in the English subject, the language components, namely pronunciation, fluency and vocabulary should also be learnt to support the language skills.  Based on the English teacher interview result that small group discussion have never been used by the teachers, speaking skill on the eighth grade students of junior high school of SMP Darul Muhajirin, so it was necessary to conduct a research in this school. The research design was quasi experimental. It began from conducting homogeneity test, deciding the experimental class and the control class, giving activities to the control class using the common technique and material usually applied by the English teacher and treatments to the experimental class that was using small group discussion in teaching speaking, then giving the same post-test to both classes, and the last analyzing the results of the post-test by using t-test. The result of this research The analysis of the post test results showed that there was a significant effect of using small group discussion that of speaking skill the experimental class got higher mean score than the control class (65, 1>57, 5) of the students’ speaking skill. Then, the result of data analysis using SPSS showed that the t-test value (2-tailed) 0.000, was less than 0.05.is expected to provide useful information for the English teacher to use interesting materials, that is, small group discussion in the English teaching learning process, especially in teaching speaking, since the small group discussion have never been used at SMPN Darul Muhajirin.

scholarly journals Improving Knowledge, Attitude, and Perception towards Childhood Diarrhea Using Interactive Discussion in Kulon Progo Community

2021 ◽  
Vol 7 (2) ◽  
pp. 102
Author(s):  
Jarir At Thobari ◽  
Wahyu Damayanti ◽  
Asal Wahyuni Erlin Mulyadi ◽  
Jonathan Hasian Haposan ◽  
Annisa Setiyaningrum ◽  
...  
Keyword(s):  
Small Group ◽  
Group Discussion ◽  
Public Health Problem ◽  
Small Group Discussion ◽  
High Morbidity ◽  
Childhood Diarrhea ◽  
Important Public Health Problem ◽  
Technology Utilization ◽  
Attitudes And Perceptions ◽  
Quasi Experimental

Introduction: Diarrhea is still a leading cause of death in the world in children, especially in children under 5 years. Diarrhea is a contagious disease with relatively high morbidity and mortality rates. Rotavirus is a cause of diarrhea in children and is a very important public health problem in both developed and developing countries. Parents' knowledge is one of the causes of diarrhea due to parents' ignorance of the causes of diarrhea, how diarrhea is transmitted and how to prevent diarrhea.Methods: This explanatory mixed qantitative-qualitative method with a quasi experimental design study to determine the effect of interactive discussion on changes in knowledge, attitudes, and perceptions towards the prevention and management of childhood diarrhea among mothers and children living in the area of The Ash-Shiddiqiyah Orphanage located in Central Sremo, Hargowilis, Kokap, Kulon Progo Regency, Yogyakarta.Results: The activities were conducted on November 29th, 2020 with 67 participants consisting of 54 children and 13 mothers from the area. The questionnaire results showed that the posttest scores in all sections (knowledge, attitudes, and perceptions) were significantly higher compared to the the pretest scores. There were increment of 1.33 points in knowledge (p<0.001), 0.5 points in attitudes (p<0.001),  0.4 points in perception (p<0.05), and 0.76 points in overall scores (p<0.001). Interviewees agreed that the intervention has been properly conducted with clear delivery, easy to understand for both adults and children, and ability to two-way communication. Technology utilization might help the understanding of the audience. Besides, a small group discussion in the session may benefit the participants to ask more confidently compared to asking in the middle of large group due to shame.Conclusion: Interactive discussion could be used to improve knowledge, atittude and perception towards childhood diarrhea. The delivery of interactive discussion using simple language for targetted population, adoption of small group discussion and technology utilization might help the effectiveness of the intervention. Further study is needed to identify effective ways to promote the childhood diarrhea management and prevention in community.

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