scholarly journals ENHANCING STUDENTS’ READING COMPREHENSION ABILITY THROUGH COMPARISON STUDY BETWEEN COOPERATIVE LEARNING NUMBERED HEADS TOGETHER (NHT) AND THIN-PAIR-SHARE (TPS) STRATEGIES

2016 ◽  
Vol 1 (2) ◽  
pp. 1-12
Author(s):  
Prisilia L. Mokodompit
Keyword(s):  
Reading Comprehension ◽  
Cooperative Learning ◽  
Teaching Methods ◽  
P Value ◽  
Comparison Study ◽  
Average Gain ◽  
Significant Difference ◽  
Comprehension Ability ◽  
Reading Comprehension Ability

This study attempts to find significance difference in enhancing students’ reading comprehension ability by comparing two teaching methods: Numbered Heads Together (NHT) and Think-Pair-Share (TPS). In this study, the respondents were students of Grade VIII from SMP Advent II, Setia Budi and students of Grade VIII from SMPN 1, parongpong. After careful detail of analysis, the result found is the average gain for Numbered Heads Together group is 0.2553 and Think-Pair-Share group is 0.5127. The p-value = 0.001 < α (0.05), which means there is a significant difference on the students’ ability in reading comprehension between those who are taught using Numbered Heads Together (NHT) method and those who are taught using Think-Pair-Share (TPS) method. Keywords: Numbered Heads Together, Think-Pair-Share, Reading Comprehension.

scholarly journals Comparative Study: Enhancing Students’ Reading Comprehension Ability through Ing Ngarsa Sung Tuladha and Student Teams Achievement Division (STAD) Learning Models

1970 ◽  
Vol 4 (1) ◽  
pp. 1-9
Author(s):  
Ezra Novianty Pandiangan
Keyword(s):  
Reading Comprehension ◽  
Cooperative Learning ◽  
Comparative Study ◽  
Reading Test ◽  
Learning Models ◽  
Student Teams ◽  
Significant Difference ◽  
Comprehension Ability ◽  
Reading Comprehension Ability

Cooperative learning is considered to be effective to enhance students’ English skills. This study utilizes two learning models under cooperative learning: Ing Ngarsa Sung Tuladha and Student Teams Achievement Division (STAD). This study aims to find out whether there is a significant difference between those two learning models in enhancing students’ reading comprehension ability. The instrument of this study is the reading test which was piloted before distributing it to the actual respondents. The results of this study show that after comparing the two learning models, there is a significant difference in students' reading comprehension ability. Additionally, in this study, the author seeks respondents' response towards both learning models and it is found that the respondents' response falls under really like category; which means, they really like the two learnings models to be utilized in the classroom to enhance their reading comprehension ability. Keywords: Reading Comprehension Ability, Ing Ngarsa Sung Tuladha, STAD, Cooperative Learning models.

scholarly journals Effect of Elaborative Text Modification on Pre-intermediate Male and Female EFL Learners’ Reading Comprehension

2017 ◽  
Vol 8 (2) ◽  
pp. 337
Author(s):  
Shahram Esfandiari Asl ◽  
Asgar Mahmoudi
Keyword(s):  
Reading Comprehension ◽  
Placement Test ◽  
Control Group ◽  
Control Groups ◽  
Male And Female ◽  
Efl Learners ◽  
Significant Difference ◽  
Comprehension Ability ◽  
Experimental Group ◽  
Reading Comprehension Ability

The current study was carried out to investigate whether elaborative text modification improves reading comprehension ability of pre-intermediate male and female EFL learners. To do this, 60 pre-intermediate learners were chosen based on their performance on a standard version of Longman's New Opportunities Placement Test. The participants also received a piloted version of a researcher-made reading comprehension test as the pretest to ascertain their homogeneity. The participants were then divided into two equal groups to represent the experimental and the control groups. Each group was further subdivided into male and female groups. Five reading passages in two formats (unmodified and elaborated) were administered to the participants in five weeks which was followed by a posttest. The experimental group received the elaborated texts, while the control group received the unmodified baseline texts. The results of a Two-way ANOVA indicated no significant effect for gender but there was a significant difference between the experimental and the control groups' reading comprehension. Findings of the study suggest that elaborative text modification can be a worthy option in EFL reading classes.

scholarly journals A Comparative Study Between TPS (Think-Pair-Share) And Jigsaw Techniques to Enhance Students’ Reading Comprehension Ability

1970 ◽  
Vol 4 (1) ◽  
pp. 10-22
Author(s):  
Glory Destiny Biantice Marpaung ◽  
Nelson Balisar Pandjaitan
Keyword(s):  
Reading Comprehension ◽  
Quantitative Research ◽  
Teaching Method ◽  
Reading Pedagogy ◽  
Significant Difference ◽  
Before And After ◽  
Comprehension Ability ◽  
The Difference ◽  
New Interpretation ◽  
Reading Comprehension Ability

The purpose of this study is to find out the enhancement of students' reading comprehension between those who were taught using TPS (Think-Pair-Share) technique and those who are taught using the Jigsaw technique. The study discussed the recent developments in reading pedagogy. This study used a quantitative research method and comparative design by measuring the achievement of pre-test and post-test. The result of this study shows that p.value (sig) = 0.187 > α (0.05). Therefore, it is concluded that there is no significant difference in the student's reading comprehension ability. Even the difference is not significant, based on the mean score of the classes before and after being taught using those techniques, this study indicates that the use of Think-Pair-Share and Jigsaw can enhance students’ reading comprehension ability. The study also provides a new interpretation of existing sources on teaching method and offers new insights of teaching reading method by emphasizing collaborative learning. Keywords: TPS (Think-Pair-Share) and Jigsaw

scholarly journals The Impact of PQ4R Strategy Use on EFL Students' English Reading Comprehension

EDULANGUE ◽  
2018 ◽  
Vol 1 (2) ◽  
pp. 24-35
Author(s):  
Nurul - Lailatul Khusniyah
Keyword(s):  
Reading Comprehension ◽  
T Test ◽  
Study Program ◽  
English Reading ◽  
Significant Difference ◽  
Comprehension Ability ◽  
Efl Students ◽  
English Reading Comprehension ◽  
The Impact ◽  
Reading Comprehension Ability

The aim of this study is to examine the effect of PQ4R strategy on reading learning at English Study Program Universitas Islam Negeri Mataram. The research was used action research method. The sampling was taken by 34 students. The validity of data used credibility, transferability, dependability, and conformability. Reading comprehension ability achievement questions prepared by the researcher. It was used as the data collecting tool. These questions were implemented to both groups before the experiment. Independent sample t-test was used for data analysis. The result of the study that t-test result is t-stat (5.38) > t-table (1.99). It means that there is a significant difference was found in reading comprehension learning

scholarly journals Improving Student’s Reading Comprehension Ability Using Jigsaw 1 Technique

1970 ◽  
Vol 2 (2) ◽  
pp. 13-33
Author(s):  
Caroline V Katemba & Samuel
Keyword(s):  
Reading Comprehension ◽  
Junior High School ◽  
Conventional Technique ◽  
Control Group ◽  
Significant Difference ◽  
Comprehension Ability ◽  
Post Test ◽  
Experimental Group ◽  
Reading Comprehension Ability ◽  
Test Treatment

This research is entitled “Effectiveness of Utilizing Jigsaw 1 towards Improving Students’ Reading Comprehension Ability. Experimental design was used in this study. The participants of this study were two classes of grade 8 of  junior high school in Parongpong Bandung , Indonesia ; each class consisted of 32 participants in grade 8A as the experimental group and 33 participants in grade 8B as the control group. The Experimental group was taught using Jigsaw 1 Technique and the control group was taught using conventional technique.  This study intended to seek answer on the question; Is there any significant difference on the effect of reading comprehension between those students who are using jigsaw-1 and those who are taught through conventional method. This research was divided into three steps: giving a pre-test, treatment (Jigsaw 1 Technique) and the last giving post-test. Data analysis shows that, there is a significant difference in the reading comprehension ability between those who were taught using Jigsaw 1 technique and those who were taught using conventional technique.   Keywords: Jigsaw 1, Reading Comprehension

scholarly journals Completely Randomized Block Design for Assessment of the Gender and Personality Effect on Reading Comprehension Ability

2020 ◽  
Vol 55 (4) ◽  
Author(s):  
Ujang Suparman ◽  
Hasan Hariri ◽  
Een Y. Haenila ◽  
Mustofa Usman
Keyword(s):  
Reading Comprehension ◽  
Engineering Students ◽  
Block Design ◽  
Design Experiment ◽  
Randomized Block Design ◽  
Significant Difference ◽  
Different Types ◽  
Comprehension Ability ◽  
Institute Of Technology ◽  
Reading Comprehension Ability

The objectives of the current study were to analyze the following problems: First, to determine if there was any significant difference between male and female engineering students’ reading comprehension; and second, whether there was any significant difference in engineering students’ reading comprehension ability among different types of personalities. The participants comprised 190 engineering students at Sumatra Institute of Technology, South Lampung Indonesia, taking English for Specific Purposes. The data were collected through an experiment, where the design experiment used in this study was Completely Randomized Block Design, in which the departments were considered blocks. The data were analyzed by using analysis of variance and the results showed there was no difference in students’ RC ability between genders; but there were significant differences in their RC ability across different types of personalities.

scholarly journals Improving English Reading Comprehension Ability through Survey, Questions, Read, Record, Recite, Review Strategy (SQ4R)

2017 ◽  
Vol 10 (12) ◽  
pp. 202 ◽  
Author(s):  
Nurul Lailatul Khusniyah ◽  
Yumna Rasyid ◽  
Ninuk Lustyantie
Keyword(s):  
Reading Comprehension ◽  
T Test ◽  
English Reading ◽  
Survey Questions ◽  
Significant Difference ◽  
Before And After ◽  
Comprehension Ability ◽  
English Reading Comprehension ◽  
Reading Comprehension Ability ◽  
Test Result

The aim of this study is to examine the effect of the survey, questions, read, record, recite, review (SQ4R) strategy of the reading comprehension ability students of 2nd semester. The research study was used action research method. The sampling was taken by 34 students. The validity of data used credibility, transferability, dependability, and conformability. Reading comprehension ability achievement questions prepared by the researcher. It was used as the data collecting tool. These questions were implemented to both groups before the experiment. Independent sample t-test was used for data analysis. The result of the study that t-test result is t-stat (11.3)> t-table (1.997). It means that there is a significant difference was found in English reading comprehension ability in favour of the students who studied reading comprehension before and after the use of the SQ4R strategy.

scholarly journals COMPARATIVE STUDY BETWEEN THINK ALOUD AND VISUAL IMAGERY IN ENHANCING STUDENTS’ READING COMPREHENSION

2016 ◽  
Vol 1 (2) ◽  
pp. 36-51
Author(s):  
Sylvania Walanda Siagian ◽  
Caroline Victorine Katemba
Keyword(s):  
Reading Comprehension ◽  
Comparative Study ◽  
Visual Imagery ◽  
P Value ◽  
Think Aloud ◽  
Average Gain ◽  
Imagery Group ◽  
Significant Difference ◽  
Post Test ◽  
Test Treatment

The purpose of this study is to find out whether Think Aloud and Visual Imagery have significant difference in enhancing students’ reading comprehension. This study used comparative design, test the comprehension of the students through pre-test, treatment, and post-test. This research was done to 32 students of class 8F in Visual Imagery group; they were given passage to read and draw the image created in her mind on the paper; and 29 students of class 8E in Think Aloud group; the teacher and students think aloud the answers to the questions that were found in the text. The study was done in SMPN 1 Parongpong, West Bandung for 5 weeks or 640 minutes. Result of the study showed the average gain for Visual Imagery group is 0.038 and Think Aloud group is 0.125. The p-value = 0.686 > α (0.05), which means H0 is not rejected. Thus, there is no significant difference on students’ reading comprehension between those who are taught using Think-Aloud and those who are taught using Visual Imagery. Keyword: Reading comprehension, Think Aloud, Visual Imagery

scholarly journals The Comparison Between START and TAI Models in Improving SMP Students’ ReadingComprehension Ability

1970 ◽  
Vol 4 (1) ◽  
pp. 32-43
Author(s):  
Triumph Sihombing ◽  
Caroline Victorine Katemba
Keyword(s):  
Reading Comprehension ◽  
Research Method ◽  
Quantitative Research ◽  
Narrative Text ◽  
Teaching Model ◽  
Teaching Models ◽  
Significant Difference ◽  
Comprehension Ability ◽  
Reading Text ◽  
Reading Comprehension Ability

This study was aimed to see whether there was a significant difference of students' improvements in reading comprehension ability after applying START (Students and teacher Actively Reading Text) and T-A-I (Team Assisted Individualization) models. This study used a quantitative research method and comparative design. The participants of the study were 63 students that were divided of two groups. Class VIIB students were taught through the START model and VIIC students were taught through T-A-I model. The conclusion is: There was an improvement in reading comprehensions ability of students who were taught using START, categorized as moderate and T-A-I cooperative learning models, categorized as low. Moreover, there is a difference in the students reading comprehension improvement between those who acquired START and T-A-I teaching models.   Keywords: Reading comprehension ability, Narrative Text, Descriptive Text, START, T-A-I, Teaching Model.

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