A comparison study between peer tutoring with quick method and task based method on reading comprehension achievement for eleventh graders
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Institusion
Universitas Katolik Widya Mandala Surabaya
Author
Sri Indrawati (STUDENT ID : marysriindrawati@gmail.com)
Subject
English Education
Datestamp
2016-10-10 09:54:11
Abstract :
This thesis is a quasi experimental research analyzing the reading comprehension achievement of the eleventh graders of SMA Kristen Petra 3 Surabaya. This thesis uses a non randomized pretest posttest control group to find the effect of different treatments on the two different samples and to find the effectiveness of the intervention. The variables of this thesis are in two types: peer tutoring with QUICK method and task based method. This experimental research is comparing the effects of peer tutoring with QUICK method and task-based method to help the students to increase the students’ reading achievement from their lack of understanding a reading passage. Besides for increasing the students’ reading achievement, this thesis has the main purpose to give a variation in teacher’s teaching reading techniques. The thesis used independent samples t-test to indicate the students who were taught using task based method reached 7.75 percent in their reading achievement and the students who are taught in peer tutoring with QUICK method reached five percent in their reading achievement. And this thesis used paired samples t-test to indicate the students who were taught using peer tutoring with QUICK method showed the significant of two-tailed was .330 while the significant of two-tailed in students who were taught using task based was .011. As the conclusion, task based method gave a better effect in students’ reading achievement since the creative task helped students to scaffold their cognitive.
This thesis is a quasi experimental research analyzing the reading comprehension achievement of the eleventh graders of SMA Kristen Petra 3 Surabaya. This thesis uses a non randomized pretest posttest control group to find the effect of different treatments on the two different samples and to find the effectiveness of the intervention. The variables of this thesis are in two types: peer tutoring with QUICK method and task based method. This experimental research is comparing the effects of peer tutoring with QUICK method and task-based method to help the students to increase the students’ reading achievement from their lack of understanding a reading passage. Besides for increasing the students’ reading achievement, this thesis has the main purpose to give a variation in teacher’s teaching reading techniques. The thesis used independent samples t-test to indicate the students who were taught using task based method reached 7.75 percent in their reading achievement and the students who are taught in peer tutoring with QUICK method reached five percent in their reading achievement. And this thesis used paired samples t-test to indicate the students who were taught using peer tutoring with QUICK method showed the significant of two-tailed was .330 while the significant of two-tailed in students who were taught using task based was .011. As the conclusion, task based method gave a better effect in students’ reading achievement since the creative task helped students to scaffold their cognitive.
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