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All Journal Transform : Journal of English Language Teaching and Learning Harmoni Pendidikan: Jurnal Ilmu Pendidikan
Ricky Drimarcha Barus
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Humanities Education Electrical & Electronics Engineering Languange, Linguistic, Communication & Media Mathematics Other

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IMPROVING STUDENTS’ READING COMPREHENSION THROUGH DIRECTED READING THINKING ACTIVITY Ricky Drimarcha Barus
TRANSFORM : Journal of English Language Teaching and Learning Vol 1, No 1 (2012)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (213.31 KB) | DOI: 10.24114/tj.v1i1.366

Abstract

This study aims at improving students’ reading comprehension through Directed Reading Thinking Activity. The objective of this study is to find out whether students’ reading comprehension achievement improved if they are taught by using Directed Reading Thinking Activity. In this study, classroom action research is conducted. The sample is one class of the second year students of SMA Katolik 1 Kabanjahe. The total number of the students is 40 students. The data are acquired from tests, observation sheet and questionnaire sheet. The students’ score mean is improved in every test. The mean of the second cycle (73.35) is higher than that in the first cycle (59.38) and in the pre-test (43.28). The observation sheet and questionnaire sheet show that the students’ reading comprehension achievement is improved. These findings indicate that applying Directed Reading Thinking Activity improved students’ reading comprehension. Key Words: Directed Reading Thinking Activity, reading comprehension
IMPROVING STUDENTS™ READING COMPREHENSION THROUGH DIRECTED READING THINKING ACTIVITY Barus, Ricky Drimarcha
TRANSFORM: Journal of English Language Teaching and Learning Vol. 1 No. 1 (2012): March, 2012
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/tj.v1i1.366

Abstract

This study aims at improving students™ reading comprehension through Directed Reading Thinking Activity. The objective of this study is to find out whether students™ reading comprehension achievement improved if they are taught by using Directed Reading Thinking Activity. In this study, classroom action research is conducted. The sample is one class of the second year students of SMA Katolik 1 Kabanjahe. The total number of the students is 40 students. The data are acquired from tests, observation sheet and questionnaire sheet. The students™ score mean is improved in every test. The mean of the second cycle (73.35) is higher than that in the first cycle (59.38) and in the pre-test (43.28). The observation sheet and questionnaire sheet show that the students™ reading comprehension achievement is improved. These findings indicate that applying Directed Reading Thinking Activity improved students™ reading comprehension. Key Words: Directed Reading Thinking Activity, reading comprehension
Keyword Technique as a Strategy for Vocabulary Development Siagian, Khairul Azmi; Barus, Ricky Drimarcha; Lia Lisyati
Harmoni Pendidikan : Jurnal Ilmu Pendidikan Vol. 3 No. 1 (2026): Harmoni Pendidikan : Jurnal Ilmu Pendidikan
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/hardik.v3i1.2615

Abstract

Vocabulary acquisition is fundamental to language proficiency, yet retention remains a persistent cognitive challenge for students. Conventional rote-learning strategies often fail to facilitate long-term recall. This study examines the effectiveness of the keyword technique in improving students’ vocabulary mastery. Employing a quantitative quasi-experimental design, the research involved 48 students selected through cluster random sampling. The samples were separated into two groups: an experimental group of 26 students (taught by using the keyword technique) and a control group of 22 students (taught by using conventional strategy). Data were collected using a validated multiple-choice vocabulary test administered before and after the treatment. This result validates a notable difference in outcomes where the experimental group demonstrated better performance; consequently, the alternative hypothesis (Ha) is accepted, leading to the rejection of the null hypothesis (H0). These findings confirm that the Keyword Technique significantly enhances vocabulary mastery by leveraging acoustic and imagery associations. Consequently, this strategy is recommended to foster more effective vocabulary retention.
Co-Authors Amrin Saragih Lia Lisyati Siagian, Khairul Azmi T. Thyrhaya Zein