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.

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 Use of Read, Cover, Remember, Retell (Rcrr) Strategy in Improving Students’ Reading Comprehension Ability

2019 ◽  
Vol 4 (2) ◽  
pp. 153-176
Author(s):  
Marlin Steffi Marpaung ◽  
Risnawaty Sinaga
Keyword(s):  
Reading Comprehension ◽  
Quantitative Research ◽  
Language Learner ◽  
Conventional Group ◽  
Second Language Learner ◽  
Significant Difference ◽  
Comprehension Ability ◽  
Post Test ◽  
Experimental Group ◽  
Reading Comprehension Ability

Reading is one of the important skills in English needed by the second language learner. The purpose of this study is to find out is there a significant difference on students’ reading comprehension through Read, Cover, Remember and Retell (RCRR) strategy. The population were VII grade students of SMPN 10 Cimahi. They were divided into two groups, the experimental and conventional group. The experimental group was taught using RCRR strategy while the conventional group was taught using conventional method. This study used quantitative research method and experimental design by using pre-test and post-test. The study was designed to find out the answer of the following questions: Are the students have same level of ability before the treatment? Is there a significant difference on students’ achievement in reading comprehension between the experimental and conventional group? What is the students’ response toward Read, Cover, Remember and Retell (RCRR) strategy?. The instrument used for this study is reading comprehension test and a questionnaire. The result of this study showed that there was a significant difference on students’ achievement in reading comprehension with mean score of pre-test was 40.27 and mean score of post-test was 73.47. The result of the questionnaire toward the students’ responses was 68% positive. It indicated that students had a positive response toward the RCRR strategy. Furthermore, the suggestion for the English teachers, it is recommended to use RCRR strategy to teach reading comprehension in their classes because it can improve the students’ reading comprehension ability.

Differences In The Reading Comprehension Ability Of Students In The PQ4R Learning Model For Indonesian Language Subjects

2021 ◽  
Vol 12 (2) ◽  
pp. 269-282
Author(s):  
Puji Rahmawati ◽  
Hamdiah Susanti ◽  
Yulia Deodata Selestin ◽  
Amin Mustajab
Keyword(s):  
Reading Comprehension ◽  
Quantitative Research ◽  
Learning Model ◽  
Design Data ◽  
Comprehension Skills ◽  
Before And After ◽  
Comprehension Ability ◽  
Written Test ◽  
Reading Comprehension Skills ◽  
Reading Comprehension Ability

The purpose of this research is to determine students' reading comprehension skills before and after using the PQ4R learning model. This research was motivated by preliminary studies, which showed that students' reading comprehension skills are still low in conventional learning models. This is a quantitative research consisting of a one-group pretest-posttest research design. Data were obtained from 22 students of state elementary school 03 Sontas using a written test of 6 (six) questions. The research showed differences in students' reading comprehension skills before and after learning using the PQ4R model.

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 Understanding the Level of Students' Reading Comprehension Ability

2020 ◽  
Author(s):  
Meilani Harfika Sari ◽  
Susetyo ◽  
Noermanzah ◽  
Dain Eka Chandra Wardhana ◽  
Dewi Kusumaningsih
Keyword(s):  
Reading Comprehension ◽  
Mixed Method ◽  
Validity Test ◽  
Mixed Method Design ◽  
Comprehension Ability ◽  
Basic Competency ◽  
Reading Text ◽  
Data Validity ◽  
Reading Comprehension Ability ◽  
Observation Results

Reading comprehension of texts is a basic competency in the Indonesian Subject Curriculum. The observation results show that reading comprehension is still low, especially reading comprehension of the meaning of the text and the context of a text. From these problems, it is necessary to conduct research on the level of reading comprehension of grade VII students of SMP Negeri 06, Rejang Lebong. This research aimed at describing the level of reading comprehension ability and the causes of students' misunderstanding in grade VII of SMP Negeri 06 Rejang Lebong on reading text material. This research belongs to mixed method design. The subjects of this study were 28 students of class VII from SMP Negeri 06, Rejang Lebong. Data were collected using tests, observation, interviews, and documentation. Data were analyzed qualitatively and quantitatively. Data validity test is done by member checking, which is assisted by language validator and triangulation. The results showed that students were not accustomed to reading texts and there were still those who were not fluent in reading.

scholarly journals Developing the Students' Reading Comprehension through Interactive Approaches by Using Short Stories (An Experimental Research at South Aceh Polytechnic)

2020 ◽  
Vol 5 (2) ◽  
pp. 107-112
Author(s):  
Hasbaini Kluet ◽  
Amsar Yunan ◽  
Asmaidi
Keyword(s):  
Short Stories ◽  
Reading Comprehension ◽  
Short Story ◽  
Reading Skills ◽  
Teaching Model ◽  
Sentence Structure ◽  
Interactive Approach ◽  
Teaching Models ◽  
Significant Difference ◽  
Post Test

This research was conducted to see the effectiveness of using short stories in teaching reading comprehension. The teaching model was used an interactive approach to be developed the reading skills of second semester students at the Department of Computer Engineering, South Aceh Polytechnic. The reading ability of students was explored and to be found the right teaching model, then the aspects of the ability to be seen was understanding the meaning of words, sentence intentions, information, problems, opinions, recommendations, sentence structure, analysis and communication and student responses after the application of the teaching model in the classroom. After treatment, there was an increase in students' reading comprehension skills especially in the experimental class after using short story teaching materials with interactive approach teaching models to obtain an average value of pre-test = 55, and post-test = 77.67. Whereas in the control class only got a pre-test value = 49,64 and post-test = 67,86. Then there was a significant difference in the scores of the two classes in the post-test scores (77,67-67,86) namely 9,81. Meanwhile, from questionnaire data, 87% of students responded very well and the remaining 13% responded well to the use of short stories with interactive approach teaching models. As well as answering enough options and less as much as 0%. From the responded above, which has helped develop student confidence, collaboration, self-ability and group work. Of course this research was far from perfection and needs to be improved in the future with other teaching methods, while still providing motivation to students to continue to be improved their learning, especially reading skills. So from the results of this simple study it can be recommended that, the use of short stories in teaching comprehension reading with interactive approach models got a significant increase in students' ability in reading comprehension than conventional learning models.

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 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

SYMMETRICAL SCAFFOLDING STRATEGY ON STUDENTS’ READING COMPREHENSION ABILITY IN NARRATIVE TEXT

Lingua ◽  
2018 ◽  
Vol 1 (02) ◽  
pp. 21-30
Author(s):  
Sri Lestari ◽  
Azizah Azizah
Keyword(s):  
Reading Comprehension ◽  
Narrative Text ◽  
Control Group ◽  
Control Group Design ◽  
Comprehension Ability ◽  
Post Test ◽  
Scaffolding Strategy ◽  
Difficulty Index ◽  
Academic Year ◽  
Reading Comprehension Ability

This research consists of two variables, namely the independent variable (Symmetrical Scaffolding Strategy) and the dependent variable (Students’ Reading Comprehension Ability in Narrative Text). The objective of this research is to find out whether or not there is significant effect of Symmetrical Scaffolding Strategy. This research was conducted on grade Eleven Students’ Reading Comprehension Ability in Narrative text at SMA Islam As-Syafi’iyah 02 Bekasi, in the academic year of 2017/2018. Research method applied in this research was quantitative quasi-experimental, and the research design was randomized post-test only control group design. To collect the data, the writer used one instrument in the form of objective test,  with number of questions are sixty for reading comprehension ability that have been tried out in grade eleven at SMA Patriot Bekasi. This research consists of two variables, namely the independent variable (Symmetrical Scaffolding Strategy) and the dependent variable (Students’ Reading Comprehension Ability in Narrative Text). The objective of this research is to find out whether or not there is significant effect of Symmetrical Scaffolding Strategy. This research was conducted on grade Eleven Students’ Reading Comprehension Ability in Narrative text at SMA Islam As-Syafi’iyah 02 Bekasi, in the academic year of 2017/2018. Research method applied in this research was quantitative quasi-experimental, and the research design was randomized post-test only control group design. To collect the data, the writer used one instrument in the form of objective test,  with number of questions are sixty for reading comprehension ability that have been tried out in grade eleven at SMA Patriot Bekasi. The scores obtained from the try out class were used to analyze the validity, reliability, discrimination power and difficulty index of each question item in the only one instrument. The population of this research was grade eleven students that consist of 147 students were seating in 5 classes. The number of samples was 60 students, 30 students were in control class, and 30 students were in experimental class that taken through cluster random sampling. Symmetrical Scaffolding Strategy employed in experimental class and conventional strategy used in control class, then followed by the post-test in each classes. The analysis using SPSS namely one way anova formula produced Significance (Sig.) value of  0.000, it means that HA (sig. value < 0.05) was accepted and H0 (sig. value > 0.05) was rejected.  Finally the research’s result is there is significant effect of Symmetrical Scaffolding Strategy on Grade Eleven Student’s Reading Comprehension Ability in Narrative Text at SMA Islam As-Syafi’yah 02, Bekasi, in the Academic Year of 2017/2018. scrimination power and difficulty index of each question item in the only one instrument. The population of this research was grade eleven students that consist of 147 students were seating in 5 classes. The number of samples was 60 students, 30 students were in control class, and 30 students were in experimental class that taken through cluster random sampling. Symmetrical Scaffolding Strategy employed in experimental class and conventional strategy used in control class, then followed by the post-test in each classes. The analysis using SPSS namely one way anova formula produced Significance (Sig.) value of  0.000, it means that HA (sig. value < 0.05) was accepted and H0 (sig. value > 0.05) was rejected.  Finally the research’s result is there is significant effect of Symmetrical Scaffolding Strategy on Grade Eleven Student’s Reading Comprehension Ability in Narrative Text at SMA Islam As-Syafi’yah 02, Bekasi, in the Academic Year of 2017/2018.

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