YOSIKA WIJAYANTI, BELLA (2012) THE INFLUENCE OF CLASSROOM DISCUSSION MODEL BASED ON PREPARATION OF FACTUAL, INTERPRETIVE, AND EVALUATIVE QUESTION TOWARD READING COMPREHENSION OF THE FIFTH YEAR STUDENTS AT SDN 1 SIMAN KECAMATAN SIMAN KABUPATEN PONOROGO 2009/2010. Skripsi thesis, Universitas Muhammadiyah Ponorogo.
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Abstract
Key word: Classroom discussion model, Reading Comprehension Reading is one of skills in English learning, reading comprehension is acquiring information from context and combining disparate element into a new understanding. It must be learnt by the students to improve their English. Students often get difficulty in understanding the text. In teaching reading, many ways can be used. Statement of the problem in this study is there any influence of classroom discussion model based on preparation of factual, interpretive, and evaluative questions toward reading comprehension of fifth-year students at SDN 1 Siman Ponorogo 2009/2010. The purpose of this study is to know the influence of classroom discussion model based on preparation of factual, interpretive, and evaluative questions toward reading comprehension of the fifth-year students at SDN 1 Siman Ponorogo 2009/2010. One of technique in teaching reading is using classroom discussion model. The classroom discussion model is an excellent tool for students to use when thinking independently, when solving problems of interpretation, and when thinking in concept with or in opposition to their pairs. The research design used by the writer is experiment design is the researcher used pre experiment using pre – test and post – test design. Here, the writer used that method in class V. To get the data, writer give pre – test and post – test to the students. After getting the data, the writer calculated by the data t-test with standard of significance is 5% and db = 40 – 1 = 39, so the t-table is 2.02. The result of this research showed that t-value is higher than t table. 12.64 > 2.02. It means that there is influence of classroom discussion model based on preparation of factual, interpretive and evaluative questions toward reading comprehension. From the data that have been analyzed, the writer concluded that classroom discussion model based on preparation of factual, interpretive, and evaluative questions technique influenced in developing student’s reading comprehension. This research is hoped to be a real contribution to teacher. Moreover, the next research, the teacher can use Classroom Discussion Model Based on Preparation of Factual, Interpretive, and Evaluative Questions in teaching and learning reading process.
| Item Type: | Thesis (Skripsi) |
|---|---|
| Subjects: | P Language and Literature > PE English |
| Divisions: | Departement of Teacher Training and Education > Department of English |
| Depositing User: | Editor FKIP |
| Date Deposited: | 13 May 2014 06:16 |
| Last Modified: | 13 May 2014 06:16 |
| URI: | http://eprints.umpo.ac.id/id/eprint/543 |
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