Teaching English Using Detailed Reading Strategy (DRS): Its Effect on The Eighth Grade Students’ Reading Comprehension at State Junior High School 9 Pekanbaru
| Main Author: | Linda Tri Utami,, 11314200707 |
|---|---|
| Format: | Thesis NonPeerReviewed Book |
| Bahasa: | ind |
| Terbitan: |
, 2019
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| Subjects: | |
| Online Access: |
http://repository.uin-suska.ac.id/23963/1/BAB%20IV.pdf http://repository.uin-suska.ac.id/23963/2/GABUNGAN%20KECUALI%20BAB%20IV.pdf http://repository.uin-suska.ac.id/23963/ |
Daftar Isi:
- ABSTRACT Linda Tri Utami, (2019) : Teaching English Using Detailed Reading Strategy (DRS): Its Effect on The Eighth Grade Students’ Reading Comprehension at State Junior High School 9 Pekanbaru This research was conducted based on the problems faced by students in reading comprehension of recount text. The problems were; those students could not catch the ideas of the text and having difficulties in comprehending the text that they could not answer the question properly. Their competences in reading comprehension was still far from the expectation of the curriculum. It was not qualified from the criteria minimum of students’ passing grade. So, the researcher was interested in carrying out the research about these problems by using Detailed Reading Strategy (DRS). The Purpose of this research was to determine whether there is any significant effect of using Detailed Reading Strategy (DRS) on students’ reading comprehension at the eighth grade of State Junior High School 9 Pekanbaru. The design of this research was a quasi experimental design. In collecting the data, the researcher used multiple choices test, to find out the students’ reading comprehension of recount text. To analyze the data, the researcher adopted independent sample T-test formula by using SPSS 20 version and eta-squared formula. The researcher found that by comparing to (t-obtained) to t-table. From df =58, the level of significance of 5% was 2.00 and the level of significance of 1% was 2.66. It can be seen that 2.00 <4.588> 2.66. It means that there was a significant effect of using Detailed Reading Strategy (DRS) on students’ reading comprehension at the eighth grade of Junior High School 9 Pekanbaru. Null hypothesis (Ho) was rejected, and alternative hypothesis (Ha) was accepted. Furthermore the effect size was 0.99 and the category was large effect. Key Words: The Effect, Detailed Reading Strategy (DRS), Recount text