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All Journal Cordova Jurnal Jurnal Paedagogy
Tawali Tawali
English Language Education Faculty of Culture, Management, and Business Mandalika University of Education
Education Languange, Linguistic, Communication & Media Mathematics Other

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The Effect Of Know, Want, Learn (KWL) Strategy Towards Students’ Motivation And Writing Achievement Tawali Tawali
Cordova Journal : languages and culture studies Vol. 10 No. 1 (2020): Juni 2020
Publisher : The Center for Language Development, Mataram State Islamic University.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/cordova.v9i1.2226

Abstract

The aim of study was to find out the effect of KWL strategy towards students’ motivation and writing achievement, as well as its correlation between them.This study applied quantitatif method with experimental study type. The technique of collecting the data of the study was using Pre-test and Post-test: the test was return test and oral test. And the data analysis technique used median, mode and mean to find the coralation between students’ motivation and writing skills. based on the explanation above, the researcher concluded that know, want to learn there was any effect towards students motivation and writing achievement. Based on the data analysis, the researcher found that the result of test using ANCOVA were accepted because the result of test by used application of SPSS 24 was F-test= 14. 972 higher than F-table = 4. 09 and sig. 0,000 lower than score of alpha 0,05. This meant that the null hypothesis (Ho) which said, “KWL strategy has no positive influenced towards students’ motivation and writing achievement.” was rejected, while the alternative hypothesis (Ha) which said, “KWL strategy has positive influenced towards student Motivation and Writing Achievement” was accepted.
Improving Students’ Reading Comprehension Through Listen-Read-Discuss (LRD) Strategy Tawali Tawali
Jurnal Paedagogy Vol 8, No 3 (2021): Jurnal Paedagogy (July 2021)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v8i3.3852

Abstract

This research aimed at finding out whether Listen-Read-Discuss (LRD) strategy improves students’ reading comprehension or not. The research was a classroom action research. The data collected through quantitative and qualitative approach. Quantitative data was gained from the result of pre-test and post-test from reading test. Meanwhile, qualitative data was gained from the result of observation sheets toward students’ and teachers’ activity. The instruments used by the researcher were test and observation sheet. The finding of the research showed that the strategy Listen-Read-Discuss improve the students’ reading comprehension in descriptive text. The improvement can be seen from the mean score of students from pre-test, post-test one, and post-test two. The mean score of pre-tests was 64.46 (50%), there were eight students who passed the minimum passing grade, in the post-test one, 75.35 (67%), twelve students passed the minimum passing grade and in the post-test two, 82.14 (89%), twenty-five students passed the minimum passing grade (KKM).
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