Antoni Jamin (2018) The Comparison between the Effect of Using Close Reading and Text Coding and Know/Want to Know/Learn (KWL) Strategies on Students’ Reading Comprehension. Thesis thesis, Universitas Islam Negeri Sultan Syarif Kasim Riau.

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Abstract

The aim of this study is to investigate The Comparison between the Effect of Using Close Reading and Text Coding and KWL Strategies on Students’ Reading Comprehension. The design of this research is Experimental focusing on group quantitative research. It involves 75 students of class XI of semester II of students of MAN 2 Pekanbaru, consisting of 25 students of XI.A for experimental 1 (Close Reading Strategy), and 25 students of class XI b for Experiment 2 (strategy 2), and 25 students of class XI c for control class without treatment. Observation sheets and reading comprehension tests were used in this study, consisting of 20 multiple choice questions used for pre-test and post-test. To analyze the data, the researcher uses independent sample t-test and paired sample t-test using SPSS 2.0 with significant probability Ho accepted if P <0,05 or no significant effect after giving treatment, Ha accepted if P> 0.005 or there is a significant effect after giving treatment. Close Reading gets a measure or eta-squared effect is: Etasquared = 0.41 x 100% = 41%, KWL Strategy gets the size or eta-squared effect as follows; Eta-squared = 0.66 x 100% = 66%. The highest effect is KWL, but the two classes are not much different, so both strategies can improve students' reading comprehension. Finally, it can be concluded that both Close Reading and KWL strategies can be applied in teaching reading comprehension in MAN 2 Pekanbaru, although judging by the comparison of the size effect, KWL has greater influence than Close Reading Keywords: close reading strategy, KWL strategy, reading comprehension

Item Type:	Thesis (Thesis)
Subjects:	?? pddk ??
Divisions:	?? PBI ??
Depositing User:	Users 14630 not found.
Date Deposited:	24 Jun 2019 08:21
Last Modified:	24 Jun 2019 08:26
URI:	http://repository.uin-suska.ac.id/id/eprint/14275

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