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Yudha Aprizani
Universitas Islam Kalimantan Muhammad Arsyad Al Banjary
Education Languange, Linguistic, Communication & Media

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Improving Reading Comprehension Using Contextual Teaching and Learning (CTL) Yudha Aprizani
Studies in English Language and Education Vol 3, No 2 (2016)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (444.879 KB) | DOI: 10.24815/siele.v3i2.4964

Abstract

This study aimed to find out whether teaching-learning reading comprehension using Contextual Teaching and Learning (CTL) would get better results than using Direct Instruction approach. The research used a quantitative method. The population of the research was students from the Islamic University of Kalimantan Muhammad Arsyad Al-Banjari. The researcher used cluster random sampling to select two sample groups, the control group and the experimental group. The control group with 25 students was the class that continued to use the Direct Instruction approach. The experimental group, with 20 students, was the class tested using the CTL approach. The test was a written test with five multiple choice questions plus an essay test. The test was used to obtain the data. The students’ scores were the data for the study of reading comprehension comparing CTL and Direct Instruction. Based on the results of the study, the researcher found that CTL was more effective than Direct Instruction because the null hypothesis was rejected and the alternative hypothesis was accepted so that CTL was found to be better for teaching reading skills. CTL encourages materials that are related to the students’ surrounding so that it helps them use English related to their daily activities.
EFL reading comprehension and reading strategies of different genders Neneng Islamiah; Yudha Aprizani; Iwan Perdana
Studies in English Language and Education Vol 4, No 2 (2017)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (292.246 KB) | DOI: 10.24815/siele.v4i2.6658

Abstract

Two of the most examined dimension of reading strategies that have an affective influence on different genders are cognitive strategy and metacognitive strategy. This study was aimed to find out whether reading comprehension using different strategies would have different result or not for the two different genders. The researchers used a quantitative causal-comparative research approach, and data were collected from two instruments: reading comprehension test and questionnaires. A number of 50 students (25 females and 25 males) from one of the universities in Banjarmasin participated in this study. The results showed that between the two types of strategies, the cognitive strategy was mostly favoured by the male students, and metacognitive strategy was favoured by the female students. Nevertheless, their metacognitive or cognitive reading strategies preference does not significantly differ in their reading comprehension score. The interaction between two independent variables did not significantly happen in this research. The choice of using certain reading strategy was not determined by the category of gender. In other words, a certain type of gender using a certain type strategy did not give better results in reading comprehension. 
Improving Reading Comprehension Using Contextual Teaching and Learning (CTL) Yudha Aprizani
Studies in English Language and Education Vol 3, No 2 (2016)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v3i2.4964

Abstract

This study aimed to find out whether teaching-learning reading comprehension using Contextual Teaching and Learning (CTL) would get better results than using Direct Instruction approach. The research used a quantitative method. The population of the research was students from the Islamic University of Kalimantan Muhammad Arsyad Al-Banjari. The researcher used cluster random sampling to select two sample groups, the control group and the experimental group. The control group with 25 students was the class that continued to use the Direct Instruction approach. The experimental group, with 20 students, was the class tested using the CTL approach. The test was a written test with five multiple choice questions plus an essay test. The test was used to obtain the data. The students’ scores were the data for the study of reading comprehension comparing CTL and Direct Instruction. Based on the results of the study, the researcher found that CTL was more effective than Direct Instruction because the null hypothesis was rejected and the alternative hypothesis was accepted so that CTL was found to be better for teaching reading skills. CTL encourages materials that are related to the students’ surrounding so that it helps them use English related to their daily activities.
EFL reading comprehension and reading strategies of different genders Neneng Islamiah; Yudha Aprizani; Iwan Perdana
Studies in English Language and Education Vol 4, No 2 (2017)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v4i2.6658

Abstract

Two of the most examined dimension of reading strategies that have an affective influence on different genders are cognitive strategy and metacognitive strategy. This study was aimed to find out whether reading comprehension using different strategies would have different result or not for the two different genders. The researchers used a quantitative causal-comparative research approach, and data were collected from two instruments: reading comprehension test and questionnaires. A number of 50 students (25 females and 25 males) from one of the universities in Banjarmasin participated in this study. The results showed that between the two types of strategies, the cognitive strategy was mostly favoured by the male students, and metacognitive strategy was favoured by the female students. Nevertheless, their metacognitive or cognitive reading strategies preference does not significantly differ in their reading comprehension score. The interaction between two independent variables did not significantly happen in this research. The choice of using certain reading strategy was not determined by the category of gender. In other words, a certain type of gender using a certain type strategy did not give better results in reading comprehension. 
Co-Authors Iwan Perdana Neneng Islamiah