M U A Z Z I M, M U A Z Z I M (2015) The Effectiveness of Teaching Reading to the Low Achiever Students Using Extensive Reading Method (ER) and Storytelling Technique (ST); An Experimental Study at SMAN 1 Batukliang. S1 thesis, Universitas Mataram.
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Abstract
This study aimed at analyzing the effectiveness and significance different effects of the four different approaches; Extensive Reading Method (ER), Storytelling Technique (ST), the mixture of Extensive Reading Method (ER) and Storytelling Technique (ST), and Extensive Reading Method (ER), Storytelling Technique (ST) and Curriculum Text-Based (CTB) on students’ reading achievement. The subjects of this study are the low achiever - third grader students of SMAN 1 Batukliang. This present study conduct an experimental research with Pretest-Posttest Non-equivalent four-groups design. Statistically hypothesis used was one-way ANOVA. The result shows that the significant value of 0.00 < 0.05, or H0 is rejected, which means that after having treatment of each classes, there are significant differences of students’ achievement of at least one group of the four class groups. The Minimal Achievement Standard (KKM) which has been determined was 70. After applying some treatments to each of the four classes, The results of the post-test shows that Extensive Reading Method (ER) gained means of 75.6 and the percentage of students who got scores above minimal achievement standard value of 100%, it means that it is effective on students’ achievement. Class with the treatment of Storytelling Technique (ST) gained means of 74.2 and 100% of students scored above the minimal achievement standard , It means that it is also effective on students’ achievement. Class with treatment of Extensive Reading Method & Storytelling Technique (ER & ST) gained means of 81.5 and 100% scored above the minimal achievement standard, meaning that it is effective on students’ achievement, and the fourth which was treated using the approach of Extensive Reading Method, Storytelling Technique and Curriculum Text-Based (ER, ST & CTB), gained means of 79.0 and 100% of students scored above the minimal achievement standard, it means that it is effective on students’ achievement. Comparing the difference effects of among the four approaches, this study uses Multiple Comparisons. Having been treated with different approach to each of the four groups, the students have significant achievement especially on reading comprehension.
| Item Type: | Thesis (S1) |
|---|---|
| Keywords (Kata Kunci): | The effectiveness, Extensive Reading, Storytelling Technique, Curriculum-Text Based, Low achievers, Reading comprehension. |
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Keguruan dan Ilmu Pendidikan |
| Depositing User: | Wiwin Kartikawati |
| Date Deposited: | 24 May 2018 04:35 |
| Last Modified: | 24 May 2018 04:35 |
| URI: | http://eprints.unram.ac.id/id/eprint/4230 |
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