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

Employing Personal Reading Logs through Short Stories to Enhance Students’ L2 Reading Comprehension Achievement

2019 ◽  
Vol 3 (2) ◽  
pp. 1
Author(s):  
Eliyas Sulaiman Mohandas ◽  
Nik Mastura Nik Ismail Azlan ◽  
Salwa Othman ◽  
Muhammad Aizat Azhari
Keyword(s):  
Short Stories ◽  
Reading Comprehension ◽  
P Value ◽  
L2 Reading ◽  
Reading Score ◽  
Paired Samples ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
L2 Reading Comprehension

This study aims to investigate whether the use of six selected short stories throughout the duration of a 14-week course could enhance students’ reading comprehension achievement at the end of the semester. Out of the six short stories read, three were chosen as in-class assignments known as ‘Personal Reading Logs’ (hereafter, PRLs). One group of semester two Diploma students taking a reading skills course was selected through a convenience sampling method. A pre-test was conducted by having the students answer a past semester reading quiz of which the results would then be compared to their post-test (final reading exam) results. A paired samples t-test revealed no significant difference in the reading scores of the pre-test and the post-test, t (17) = -.265, p > .05. Since the p-value was bigger than 0.05, this indicated that the mean reading score of the post-test (M = 50.556) was not significantly higher than the mean reading score of the pre-test (M = 49.722). Therefore, the null hypothesis which stated that there was no difference in the mean score of the pre-test and post-test was retained. Overall, the result refuted the findings of other studies promoting the effectiveness of using short stories to enhance L2 reading comprehension achievement.

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 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 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 IMPROVING STUDENTS READING COMPREHENSION THROUGH “SURVEY, QUESTION, READING, RECITE, REVIEW (SQ3R)” STRATEGY

2020 ◽  
Vol 1 (2) ◽  
pp. 92
Author(s):  
Kasmawati Kasmawati ◽  
Geminastiti Sakkir
Keyword(s):  
Reading Comprehension ◽  
Sampling Technique ◽  
P Value ◽  
Teaching Reading ◽  
Narrative Texts ◽  
Survey Question ◽  
South Sulawesi ◽  
Significant Difference ◽  
Post Test ◽  
Quota Sampling

Abstract. The aims of this study was to find out whether or not of teaching of narrative text through SQ3R Strategy has improve students reading comprehension of X MIPA 1 class of SMA Negeri 4 Sidrap, South Sulawesi, Indonesia. This study used a pre-experimental method that consists pre-test and post-test. The total population is 90 students by taking one class as a sample using the quota sampling technique, namely class X MIPA 1 as a sample. The results of this study indicate the mean score of students’ post-test (76.25) is greater than the pre-test (53.2). This shows a significant difference between students taught by using the SQ3R strategy in teaching reading comprehension of narrative texts. The results in pre-test and post-test that p-value was lower α (0,000 <0.05). This means that H1 is accepted and H0 is rejected. The concluded that teaching reading comprehension by implementation of SQ3R Strategy has influence to improve the students of X MIPA 1 class in SMA Negeri 4 Sidrap, South Sulawesi, Indonesia.

scholarly journals The Effectiveness Of K-W-L Technique To Increase Students’ Reading Comprehension Achievement Through Reading Descriptive Text For Grade 8 of SMP Negeri 1 Cisarua

1970 ◽  
Vol 3 (1) ◽  
pp. 35-44
Author(s):  
Nelson Balisar Panjaitan, Radema Situmorang
Keyword(s):  
Reading Comprehension ◽  
Quantitative Research ◽  
Test Score ◽  
Positive Impact ◽  
Conventional Technique ◽  
Teaching Material ◽  
Pilot Test ◽  
Significant Difference ◽  
Post Test ◽  
Test Treatment

The purpose of this study is to find out whether there is a significant difference in reading comprehension achievement between those who are taught using the K-W-L (Know-Want to know-Learn) technique and those who are taught using the Conventional technique. In this study, the researcher used quantitative research. The participants of this study were students at SMP Negeri 1 Cisarua, Bandung. This study was conducted in ten meetings. This research was conducted in four steps: Pilot test, Pre-test, treatment (K-W-L technique) and post-test. After analyzing the data from the result of pre-test and post-test score it showed that there is significant difference in reading comprehension between those who are taught using K-W-L technique and those who are taught using conventional technique. Therefore, it can be concluded that the K-W-L technique as a teaching material has a positive impact in reading comprehension achievement.Key Word: K-W-L technique, Effectiveness, and Reading Comprehension.

scholarly journals Implementation of Story Mapping and Mind Mapping Toward Students' Reading Comprehension Enhancement: A Comparative Study

1970 ◽  
Vol 4 (1) ◽  
pp. 23-31
Author(s):  
Novia Wulandari
Keyword(s):  
Reading Comprehension ◽  
Quantitative Research ◽  
Mapping Technique ◽  
P Value ◽  
Mind Mapping ◽  
Story Mapping ◽  
Significant Difference ◽  
Post Test ◽  
Research Questions ◽  
Mapping Techniques

The purpose of this study is to find out significant difference in implementing Story Mapping and Mind Mapping techniques toward students’ reading comprehension enhancement. This study used a quantitative research method and comparative design by measuring the achievement of pre-test and post-test. This study addressed three research questions: (a) What is the achievement of the students after being treated with Story Mapping and Mind-mapping Techniques? (b) Is there any significant difference between Story Mapping and Mind-mapping techniques in enhancing students’ reading comprehension?, (c) What is students’ response towards Story Mapping and Mind-mapping techniques? There are different types of text in reading; however, the researcher limited the texts given to the participants—utilizing narrative and descriptive texts only. This study utilized small average amount of sample size—72 eight graders to be given the treatment. The purpose of limiting the number of participants is to provide effective treatment for them. The result of this study shows that p. value (sig) = 0.279 > α (0.05). After analyzing the data, the researcher found out that the students reading comprehension are enhanced but there is no significant difference in reading comprehension enhancement between those who acquired Story Mapping technique and those who acquired Mind Mapping technique. Both techniques are deemed to be effective in enhancing students’ reading comprehension.   Keywords Reading comprehension, Story Mapping, Mind Mapping  

scholarly journals A Comparative Study between TPS and LRD Strategy to Enhance Students’ Reading Comprehension

2019 ◽  
Vol 4 (2) ◽  
pp. 128-152
Author(s):  
Apricia Tampubolon ◽  
Nelson Balisar Panjaitan
Keyword(s):  
Reading Comprehension ◽  
Comparative Study ◽  
Research Method ◽  
Quantitative Research ◽  
Multiple Choice ◽  
Multiple Choice Questions ◽  
Comprehension Test ◽  
Significant Difference ◽  
Post Test ◽  
The Mean

The purpose of this study is to find out if there is any significant difference in students’ reading comprehension enhancement between those who were taught using Listen-Read-Discuss strategy and those who were taught using Think-Pair-Share strategy. This study is a quantitative research method using comparative design by using pre-test and post-test. This study was designed to find out the answer to the following question: Is there any significant difference in students’ reading comprehension enhancement between those who were taught by Think-Pair-Share strategy and those who were taught by Listen-Read-Discuss strategy. The sample of this study was two classes of grade VIII SMPN 10 Cimahi, Bandung. Grade VIII F was taught using Think-Pair-Share and grade VIII was taught using Listen-Read-Discuss. The instrument used for this study was a reading comprehension test, which contained 39 multiple-choice questions. The result of this study showed from the mean score that both classes had an enhancement in their reading comprehension. In addition, there was no significant difference between those who were taught using TPS and those who were taught using LRD strategy. However, it meant that both strategies were efficient in enhancing students’ reading comprehension.

Suggestopedia method as an effective method in teaching reading comprehension for senior high school

2020 ◽  
Vol 3 (1) ◽  
pp. 98-101
Author(s):  
Deavy Safitri Murfita ◽  
Dian Novita
Keyword(s):  
Reading Comprehension ◽  
Data Analysis ◽  
Null Hypothesis ◽  
Quantitative Research ◽  
Alternative Hypothesis ◽  
Teaching Reading ◽  
Program Calculation ◽  
Post Test ◽  
Main Activity ◽  
Test Treatment

This research is to know is there is significant effect in reading comprehension achievement in X grade at SMK Walisongo 1 Gempol, being taught by suggestopedia method. This research uses quantitative research. The research’s object is X AK-2 of SMK Walisongo 1 Gempol has 28 students. The researcher divides the main activity into pre-test, treatment and post-test. Based on the SPSS 23 Program calculation from mean result of pre-test 70.1 and the result mean of post-test is 83.5. The students’ score is increasing after being given by the treatment. The result of the calculation of this research showed that (sig 2-tailed = 0.002) which is less from (<) 0.05 and significance 5%. It mean that the alternative hypothesis is accepted and the null hypothesis is rejected. From the result of the data analysis above, the use suggestopedia method gives significant effect in students’ reading comprehension achievement This article investigates major points of the speech verbs. On this case, different meaning of verbs was analyzed from Russian into English.  Therefore, analyses of the theory with methodology were described to make better diffusion. To conclude with both outcomes and shortcomings were outlined to get further analyses as the whole.

A Study to Evaluate the Effectiveness of Webinar on Knowledge Regarding the Strategies to Prevent Covid 19 among Nursing Students of SIIHS, Honavar, Uttara Kannada

2021 ◽  
Vol 3 (2) ◽  
Author(s):  
Sagaya Arockiya Mary. A ◽  
Susai Mari.A ◽  
Wincy. C ◽  
Thirumurugan. M ◽  
Verginia Dsouza ◽  
...  
Keyword(s):  
Nursing Students ◽  
Student Nurses ◽  
Sampling Technique ◽  
Knowledge Score ◽  
P Value ◽  
Sufficient Information ◽  
Knowledge Level ◽  
Chi Square ◽  
Significant Difference ◽  
Post Test

Background: The one virus stumbled the whole universe is the novel corona virus and impacted physical, emotional and social health status of almost every individual in the world irrespectively. Since the existence of Covid-19 till now it is been noticed that student nurses also affected by this fatal viral infection during their clinical practice. Objectives: The study focused on evaluating the effectiveness of webinar on knowledge regarding the strategies to prevent Covid -19 among student nurses of SIIHS, Honavar, Uttara Kannada. The study aimed at enhancing the knowledge level and influences others through effective health teaching at clinical areas and even in community settings. Methodology: An evaluative approach with pre- experimental, non-randomized, one group pre and post-test research design was adapted. The sample size was 294, purposive sampling technique was adapted. Data collected through testmoz web page and webinar was conducted by google meet app for one week. Data analysed by descriptive and statistical methods (chi-square and z-test) and interpreted by graphs. Results: The findings show that in pre-test 10(3.41%) had poor, 127(43.19%) had average, 157(53.40%) Good and 00% excellent knowledge level whereas in post-test 00% had Poor, 59(20.06%) Average, 176(59.86%) Good and 59 (20.06%) had excellent knowledge level. The pre-test mean score was 23.1 (46.2 %.) and of post-test was 35.6 (71.2%). The computed z’-test value showing significant difference in the pre (x?1=23.1) and post-test (x?2=35.6) knowledge score (p=1.18357, < z= -5.1679, critical z score=-1.6449 ? =0.05 level of significance). Hence the p value is greater than the z value (p(x?Z) = 1.18357e-7), it indicates the webinar was effective and the null hypothesis (H0) is rejected. Conclusion: The study was concluded as the webinar was highly effective and influenced the participant to gain sufficient information on prevention and the spread of Covid 19. Hopefully this enables them to apply

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