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All Journal U-JET: Unila Journal of English Teaching TELL - US JOURNAL
Ujang Suparman
unila
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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MODIFIED COOPERATIVE INTEGRATED READING AND COMPOSITION TO PROMOTE STUDENTS’ READING COMPREHENSION ACHIEVEMENT Hardiyanto, Asep; Sutarsyah, Cucu; Suparman, Ujang
U-JET Vol 5, No 1 (2016): U-JET
Publisher : FKIP UNILA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (25.868 KB)

Abstract

Tujuan penelitian ini adalah untuk mengetahui: 1) efektifitas teknik DBCIRC untuk meningkatkan kemampuan pemahaman membaca; 2) persepsi mahasiswa terhadap penerapan teknik DBCIRC. Peneliti menggunakan one class pre-test post-test design. Sampel penelitian terdiri atas 16 mahasiswa STKIP Muhammadiyah Kotabumi yang dipilih secara purposive. Dalam mengumpulkan data, peneliti menggunakan tiga instrumen yaitu test pemahaman membaca, angket dan pedoman wawancara. Data dianalisis secara kuantitatif dan kualitatif. Hasil analisis data menunjukan bahwa (p) value yang diperoleh dari perhitungan paired t-test adalah 0.000. Dapat dilihat bahwa (p) value (0.000) lebih kecil dari taraf signifikan (0.05). Artinya adalah Ho ditolak dan Ha diterima. Disamping itu, hasil angket dan wawancara menunjukan bahwa persepsi mahasiswa terhadap penerapan teknik DBCIRC adalah positif. Jadi dapat disimpulkan bahwa penerapan teknik DBCIRC sangat efektif untuk meningkatkan kemampuan pemahaman mahasiswa dalam membaca.                                                                                         The aims of this study are to examine: 1)the effectiveness of DBCIRC technique to promote students’ reading comprehension achievement; 2) the students’ perception about the implementation of DBCIRC technique. This study employs one class-pre test post-test design. The sample consisted of 16 students of STKIP Muhammadiyah Kotabumi who were selected purposively. To gather the data, the researcher used reading comprehension test, questionaire and interview guideline. The data were analyzed both quantitatively and qualitatively. The results show that (p) value gotten from paired t-test was 0.000. It can be seen that (p) value (0.000) is less than significant level (0.05). In other words, H0 is rejected and Ha is accepted. Besides, the result of students’ questionaire and interview reveal that students’ perception about the implementation DBCIRC technique is positive. Therefore, it can be concluded that DBCIRC technique is effective to be used to promote students’ reading comprehension achievement.Keywords: digital media, CIRC technique, reading achievement, students’ perception.
IMPROVING STUDENT’S READING COMPREHENSION THROUGH PICTURE IN THINK, PREDICT, READ, AND CONNECT (TPRC) STRATEGY Isnaeni, Putri Imasari; Suparman, Ujang; Yufrizal, Hery
TELL - US JOURNAL Vol 11, No 2 (2025): New Applications and Perspectives in Teaching English as a Foreign Language (EF
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i2.9590

Abstract

The aim of this study is to ascertain whether the reading comprehension levels of students who are taught the original TPRC strategy and those who are taught using picture in TPRC strategy differ noticeably. This study used a true-experimental design. It happened during the first semester of the second grade at SMP Islam 1 Kalirejo. A control group and an experimental group were used by the researcher. While the experimental group incorporated picture to the TPRC strategy, the control group employed the original TPRC strategy. According to the findings of the independent group t-test, the experimental and control groups' reading comprehension scores differed statistically significantly, with the significance level for both classes being less than 0.05. The mean score of the experimental group was higher (77.80) than that of the control group (68.42). These findings suggest that incorporating picture in TPRC strategy can effectively improve students’ reading comprehension. In addition, it is suggested that teachers should actively monitor student’s interactions and implement strategies to ensure all students are equally engaged.
INTEGRATING THE LISTEN-READ-DISCUSS (LRD) STRATEGY WITH WORDWALL TO IMPROVE JUNIOR HIGH SCHOOL STUDENTS’ READING COMPREHENSION Prastyawati, Masita Eka; Setiyadi, Ag. Bambang; Suparman, Ujang
TELL - US JOURNAL Vol 11, No 2 (2025): New Applications and Perspectives in Teaching English as a Foreign Language (EF
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i2.9563

Abstract

Abstract This study aimed to examine the effectiveness of integrating the Listen-Read-Discuss (LRD) strategy with Wordwall as a game-based learning in improving students’ reading comprehension. A quantitative approach with a cluster random sampling was used. The research was grounded in the constructivist theory of language learning, which emphasized active involvement and contextualization in text understanding. The subjects were two randomly selected seventh-grade classes from SMP PGRI 2 Sukadana, with one serving as the experimental group that received the integrated LRD and Wordwall treatment, and the other as the control group that used the original LRD strategy. Data were collected using pretests and posttests and were analyzed through an independent t-test. The results indicated that the experimental group made considerably greater improvements in reading comprehension scores compared to the control group. The statistical analysis showed a significance level from the 2-tailed test that was less than 0. 05 (p 0.001) and also, t-value is higher than t-table with the significance level of higher than 0.05 confirmed the effectiveness of the LRD and Wordwall integration in enhancing vocabulary mastery, student engagement, and active classroom participation. These results supported the incorporation of interactive learning tools as a complement to original strategies in English language instruction.Keywords: Game-based learning, Listen-Read-Discuss, Wordwall, reading comprehension, vocabulary
Co-Authors Ade Adriansyah Adelina Hasyim Ag. Bambang Setiyadi Asep Hardiyanto Budi Koestoro Cucu Sutarsyah Herpratiwi Herpratiw Hery Yufrizal Isnaeni, Putri Imasari Leni Fitriyani Lestia Fanrianti, Lestia Matsoleh Matsoleh Prastyawati, Masita Eka Rara Agustina, Rara Ratu Rahmawati Shinta Ranti Arsol Solah Solah Sri Sutiwi Widiani Trisnaningsih, Widiani Yudi Eka Pratama