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All Journal Edukasi: Jurnal Pendidikan dan Pengajaran Esteem Journal of English Study Programme
TAHRUN TAHRUN
University of PGRI Palembang
Education Languange, Linguistic, Communication & Media Social Sciences Other

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The effect of Discussion Method and Cognitive Style on Students’ Reading Comprehension Achievements at One Indonesian University YANTI ISMIYATI; TAHRUN TAHRUN; INDAWAN SYAHRI; MAKMUR MAKMUR
Edukasi Vol 5 No 2 (2018): Edukasi: Jurnal Pendidikan dan Pengajaran
Publisher : State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ejpp.v5i2.2096

Abstract

The purpose of this study is to investigate the effect of discussion method and cognitive style on students’ reading comprehension achievement. This research was an experimental study with factorial design. The total number of sample of this study was 50 students selected with claster sampling technique. The data of this study consisted of the scores on reading comprehension either through pre-test and post-test for experimental and control classes and the scores of cognitive style of the pre-test and post-test. Based on data analysis with two way Annova, the value of F- calculated is =14.40 > than the value of F table =1.64. So, the hypothesis one “There is significant effect of discussion method on students’ reading comprehension achievements” is accepted. Two-way Annova analysis also found that the value of F- calculated on facto b (independent and dependent cognitive style) is = 0.158 < than the value of F- table = 1.64. So, the hypothesis which says “There is any significant effect of cognitive style on students’ reading comprehension achievements” is rejected (Ha is rejected and Ho is accepted). Then two-way Annova analysis found that the value of F- calculated is =3.803 > than the value of F- table =1.64. So, the hypothesis three which says” There is any significant effect on students’ reading comprehension achievements” is accepted (Ha is accepted and Ho is rejected). Based on findings, it can be concluded that this research has mixed results.
THE INFLUENCE OF HYPNOTEACHING STRATEGY AND READING MOTIVATION TOWARD STUDENTS’ READING ABILITY Vira Zalika; Tahrun Tahrun; Artanti Puspita Sari
Esteem Journal of English Education Study Programme Vol. 5 No. 2 (2022): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/esteem.v5i2.8545

Abstract

This study concerned with the influence of hypnoteaching strategy and reading motivation towards students’ reading ability. This study applied 2x2 (two by two) factorial design method. The sample was 60 students that divided into two groups. There were 30 students as experimental group and 30 students as control group. The data were collected by using a questionnaire and written test with multiple choice questions that analyzed by using t-test and two-ways Anova. The findings showed that (1) there was significant different in reading ability between the students who had high reading motivation and low reading motivation taught by using hypnoteaching strategy and no experimental treatment (2) there are interaction effects of hypnoteaching strategy and no experimental treatment, and (3) hypnoteaching strategy can be utilized to promote and contributes the reading ability of the students. It could be concluded that hypnoteaching strategy and reading motivation showed significant role to improve students’ reading ability on narrative text.
Co-Authors Artanti Puspita Sari Indawan Syahri MAKMUR MAKMUR Vira Zalika Yanti Ismiyati, Yanti