ThesisOpen AccessMetadata saja
•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This research presents “A descriptive study on reading activities found in Look Ahead an English course for senior high school text book students year XII. The aim of this research is to describe reading activities found in Look Ahead an English course for senior high school text book student’s year XII. The method used is descriptive qualitative. The result shows that reading activity in the book of Look Ahead An English course grade XII Senior High School consists of words splash, dialogue, grammar and words labeling, sentence lighting, sentence collecting, dictoglos, vocabulary pronounce/ analyze / define, missing words, erasing words, predicted meanings, making group, text skimming, gist, precise, timed individual meeting and timed pair reading. Additionally, there are activities of paragraphs arranged, and comic or picture reading. Therefore, Reading activities in English text book is very important for the students because through reading. Students can practice English like grammar, pronunciation, vocabulary, and understand English text.
ThesisOpen AccessMetadata saja
•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This research is entitled “Analysis of Reading Interests in the English Study Program, Artha Wacana Christian University Kupang Academic Year 2019/2020)” The author formulate two research questions, namely: (1) What are the types of students' interest in reading books? and (2) what factors influence students' reading interest?. The purpose of this study was to determine the types of reading interest used by students in reading and what factors influence student reading interest. Data was taken using a questionnaire technique with third, fifth and seventh semester students. The author transcribed and analyzed the data using qualitative descriptive analysis in conducting this research. There are two types of student reading interest, the first, the type of reading spontaneously, the type of reading that is patterned. Next, to find out the factors that influence students' reading interest, there are two factors, namely intrinsic factors and extrinsic factors. The intrinsic factor consists of awareness,reading ability and attitute. Extrinsic factors consist of motivation, internet, time allocation, learning system, library, and language.
ThesisOpen AccessMetadata saja
2023•Skripsi, Thesis, Disertasi, dan Tugas Akhir
The title of this research is "Effectiveness of Reading Short Stories to Improve Vocabulary Mastery of Grade 9 Students of SMPN 10 KUPANG". The formulation of this problem is whether short story improve students' vocabulary mastery at SMP N 10 Kupang? The aim of study is to find out wheter short story to improve students vocabulary mastery. method used in this paper is a quantitative method. The research data was taken from class 9B through two methods, namely pre test and post test at SMP N 10 Kupang. The writer collects and analysis students' improvement in reading short stories to increase vocabulary and presents the results. The results of the analysis show that the students' short story reading vocabulary skills at SMP N 10 Kupang have increased. This can be seen based on the t-test measurement which shows that the significant value of the test is 0.000 ≤ 0.05. This means that there is a difference in value between the pre test and post test. The author hopes that this research can increase knowledge about the Effectiveness of Reading Short Stories to Improve Vocabulary Mastery of Class 9B Students in the teaching and learning process.
ThesisOpen AccessMetadata saja
2022•Skripsi, Thesis, Disertasi, dan Tugas Akhir
ABSTRACT The title of this writing is ‘‘An Analysis Of teachers’ questioning strategies in scaffolding students’ learning on reading comprehension At Univercity Chritian Artha Wacana Kupang in Academic Year 2021/2022.The research problems of this study are: 1) What are the teacher questioning strategies in scaffolding students’ learning reading comprehensionAt University Christian Artha Wacana Kupang in Academic Kupang Year 2021/2022?.2) How did the teachers’implement of using the questioning strategies the scaffolding students’reading comprehension AtUniversity Christian Artha Wacana Kupang in Academic Kupang Year 2021/2022?. The aims of this study are: 1) To find out teacher questioning strategies in scaffolding students’ learning comprehension used at university christian artha wacana Kupang Year 2021/2022)?.2)To Describe the implement of usingthe questioning strategies the scaffolding students’ learning onreading comprehension At Artha Wacana Christian University Kupang in Academic Kupang Year 2021/2022?. . In this research the writer used qualitative method to describe the finding. The data was taken from the three teachers in Artha Wacana Christian University. After gathering the data, the writer analysis the data realized with the two strategies that the teachers used in teaching reading comprehension,namely scaffolding and QARs(Question Answer Relationship).
ThesisOpen AccessMetadata saja
2021•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Tujuan dari penelitian ini adalah untuk mengetahui pengaruh model pembelajaran Reading Questioning Answeringterhadap hasil belajar kognitif siswa. Metode yang digunakan adalah metode eksperimen semu (quasi eksperimen) dengan desain Posstest-Only Control Design. Populasi seluruh siswa kelas VIII berjumlah 135 siswa dan sampel kelas VIIIA dan kelas VIIIB berjumlah 20 siswa. Teknik pengambilan sampel yang digunakan adalah Simple Random Sampling.Pengumpulan data dilakukan dengan tes hasil belajar.Data hasil belajar siswa yang diperoleh dianalisis menggunakan Uji t, dengan bantuan SPSS For Windows versi 25.0. Berdasarkan hasil uji homogenitas diperoleh nilai sig. sebesar 0.569 serta hasil uji hipotesis diperoleh nilai thitung 7,116 dengan signifikan 0,000 atau kurang dari 0,5. Hasil penelitian menunjukkan bahwa ada pengaruh model pembelajaran Reading Questioning and Answering terhadap hasil belajar kognitif siswa.Hasil belajar kognitif siswa yang diajar dengan Reading Questioning and Answering lebih tinggi dibandingkan dengan hasil belajar yang menggunakan metode konvensional. Hal ini dikarenakan model pembelajaran kooperatif tipe Reading Questioning And Answering memiliki potensi yang cukup besar yaitu dapat mengembangkan ide siswa tentang suatu masalah dalam pembelajaran. Hal ini dapat dilihat persentase hasil belajar siswa pada kelas eksperimen lebih tinggi yaitu C1 88,46 %, C2 75% dan C3 84,54% dibandingkan dengan hasil belajar siswa pada kelas kontrol. Hal tersebut menunjukkan bahwa terdapat pengaruh model pembelajaranReading Questioning and Answering terhadap hasil belajar siswa.Sehingga dapat disimpulkan bahwa H1 diterima dan H0 ditolak
