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All Journal Language and Education Journal Global Expert: Jurnal Bahasa dan Sastra
Yuni Indah Sari
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Education Languange, Linguistic, Communication & Media

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THE USE OF PSRA AND QAR STRATEGIES TO IMPROVE TENTH GRADE STUDENTS' READING COMPREHENSION Sophia Rahmawati; Indri Nurhasanah; Yuni Indah Sari; Sri Hayati
Global Expert: Jurnal Bahasa dan Sastra Vol. 10 No. 2 (2022): December
Publisher : Universitas Indo Global Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36982/jge.v10i2.2531

Abstract

The study's objectives were to determine whether or not there was any significant achievement on students' reading comprehension between students taught by PSRA Strategy, (2) whether or not there was any significant achievement on students' reading comprehension taught by QAR Strategy, and (3) whether or not there was any significant difference in students' reading comprehension achievement between students taught by PSRA Strategy and QA Strategy. The study's population consisted of all tenth grade students at SMAN 4 Kota Jambi during the academic year 2021/2022. The samples were collected by two classes, each with 32 students. This study used a quasi-experimental design with two groups of students. Cluster Sampling was used as a sampling technique. For In order to collect data, the test was given twice, once before and once after. The findings revealed that both the PSRA strategy and the QAR strategy had a significant impact on students' reading achievement in each class. Based on the data, it was discovered that the students' mean post-test score in the experimental group who were taught using the PSRA Strategy was 84.63 and the students' mean post-test score in the control group who were taught using the QAR Strategy was 79.70. However, based on the independent sample t-test analysis, the t-obtained (3.216) was found to be greater than the t-table (1.671), indicating that the null Hypothesis (Ho) was rejected and the alternative Hypothesis (Ha) was accepted. It indicates that there was a significant difference in students' reading comprehension achievement between those taught using the PSRA Strategy and those taught using the QAR Strategy. Furthermore, the students' score achievement when using the PSRA strategy is greater than the students' score achievement when using the QAR strategy. Finally, the PSRA strategy is more significant than the QAR strategy.
THE USE OF THINK BEFORE, WHILE, AFTER READING (TWA) STRATEGY TO IMPROVE STUDENTS’ READING ACHIEVEMENT Yuni Indah Sari
Language and Education Journal Vol. 2 No. 2 (2017): Language and Education Journal
Publisher : Language and Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/3bfd5r10

Abstract

Reading as an essential skill in order to obtain information written in the books. Therefore, students must master the skill of reading. This study aimed to find whether there was a significant difference in students’ reading achievement between the students who were taught using Think before, While, After reading (TWA) strategy and that of those who were not. The samples were the two classes of the eleventh-grade students of SMA Negeri 1 Teluk Gelam. The data obtained using the written test in which the students chose the correct answer after reading hortatory exposition texts. Then, to analyze the data, the t-test was used if the data were considered normal and homogenous. The result of t-test showed that t-obtained was 9.8 at the significance level of p<0.05 with df 58 and the critical value of t-table was 1.99 Since the value of t-obtained exceeded the critical value of t-table, the null hypothesis (Ho) was rejected and the research hypothesis (Ha) was accepted. It means that there was a significant difference in students’ reading achievement between the students who were taught using Think before, While, After reading (TWA) strategy and that of those who were not. Think before, While, After reading (TWA) strategy guided the students to find the main idea/topic of the text, specific/detail information of the text, synonym, and antonym of the vocabularies written in the text
THE USE OF THINK BEFORE, WHILE, AFTER READING (TWA) STRATEGY TO IMPROVE STUDENTS’ READING ACHIEVEMENT Yuni Indah Sari
Language and Education Journal Vol. 2 No. 2 (2017): Language and Education Journal
Publisher : Universitas Islam Ogan Komering Ilir Kayuagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/af6z0k80

Abstract

Reading as an essential skill in order to obtain information written in the books. Therefore, students must master the skill of reading. This study aimed to find whether there was a significant difference in students’ reading achievement between the students who were taught using Think before, While, After reading (TWA) strategy and that of those who were not. The samples were the two classes of the eleventh-grade students of SMA Negeri 1 Teluk Gelam. The data obtained using the written test in which the students chose the correct answer after reading hortatory exposition texts. Then, to analyze the data, the t-test was used if the data were considered normal and homogenous. The result of t-test showed that t-obtained was 9.8 at the significance level of p<0.05 with df 58 and the critical value of t-table was 1.99 Since the value of t-obtained exceeded the critical value of t-table, the null hypothesis (Ho) was rejected and the research hypothesis (Ha) was accepted. It means that there was a significant difference in students’ reading achievement between the students who were taught using Think before, While, After reading (TWA) strategy and that of those who were not. Think before, While, After reading (TWA) strategy guided the students to find the main idea/topic of the text, specific/detail information of the text, synonym, and antonym of the vocabularies written in the text
Co-Authors Indri Nurhasanah Sophia Rahmawati Sri Hayati