The Effect of Anticipation-Reaction Guide (ARG) Strategy on Students’ Reading Comprehension at the Eight Grade Students of Junior High School in the Academic Year of 2019/2020.
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Institusion
Universitas Islam Negeri Sumatera Utara Medan
Author
Khairiza, Lili
Subject
2X7.33 Tingkat stanawiyah dan ‘aliyah
Datestamp
2019-11-18 06:00:26
Abstract :
This study is an experimental which was conducted at MTs Muhammadiyah 04 Medan, in academic year 2019/2020. The objective of this study was aimed to find out whether the effect of Anticipation-Reaction Guide (ARG) strategy significantly affect students? reading comprehension. The population of this research was the second grade which is distributed into two classes with total 60 students. Experimental class consisted of 30 students and control class consisted of 30 students. The instrument for collecting data was reading comprehension narrative text in the form of multiple choice test, that consist of 20 questions. Pre-test and post-test were conducted in both experimental and control class. To analyze the data was used t-test formula. After analyzed the data, the writer got; (1) the students? achievement in reading comprehension by using ARG strategy got the mean 76.5 and standard deviation is 9.839. (2) the students? achievement in reading comprehension who were taught by discussion method got the mean 70.333 and standard deviation is 8.703, the value of ?t? test is 5.430 and ?t? table 1.671. So that, the ?t? test is higher than ?t? table and the alternative hypothesis (Ha) proposed is accepted and null (H0) is rejected. The finding showed that the students who taught by Anticipation-Reaction Guide (ARG) strategy got higher score than those who taught by using discussion method. It means that there was significant effect of using ARG strategy on students reading comprehension in narrative text.
This study is an experimental which was conducted at MTs Muhammadiyah 04 Medan, in academic year 2019/2020. The objective of this study was aimed to find out whether the effect of Anticipation-Reaction Guide (ARG) strategy significantly affect students? reading comprehension. The population of this research was the second grade which is distributed into two classes with total 60 students. Experimental class consisted of 30 students and control class consisted of 30 students. The instrument for collecting data was reading comprehension narrative text in the form of multiple choice test, that consist of 20 questions. Pre-test and post-test were conducted in both experimental and control class. To analyze the data was used t-test formula. After analyzed the data, the writer got; (1) the students? achievement in reading comprehension by using ARG strategy got the mean 76.5 and standard deviation is 9.839. (2) the students? achievement in reading comprehension who were taught by discussion method got the mean 70.333 and standard deviation is 8.703, the value of ?t? test is 5.430 and ?t? table 1.671. So that, the ?t? test is higher than ?t? table and the alternative hypothesis (Ha) proposed is accepted and null (H0) is rejected. The finding showed that the students who taught by Anticipation-Reaction Guide (ARG) strategy got higher score than those who taught by using discussion method. It means that there was significant effect of using ARG strategy on students reading comprehension in narrative text.
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