Institusion
Universitas Islam Negeri Alauddin
Author
Subject
371.3 Metode Belajar Mengajar, Kegiatan Belajar Mengajar
Datestamp
2017-05-17 03:56:16
Abstract :
The main objective of this study is to find out the differences between using
Jumbled Picture Stories and using Jumbled Paragraphs in teaching reading
comprehension. This research was conducted at SMA Negeri 1 Sinjai Tengah Kab.
Sinjai in Academic Year 2016/2017. In this research, the population was students in
the first grade. The number of population were 182 students. In taking the sample,
Class X 1 and X 6 was chosen by using random sampling technique. There were 20
students in Class X 1 and 20 students in Class X 6. Quasi-experimental method was
applied in this research with two group pre-test and post-test design. Class X 1 was
chosen as experimental 1 class that taught by using Jumbled Picture Stories and Class
X 6 was chosen as experimental 2 class that taught by using Jumbled Paragraphs. The
instrument used to collect data was reading test of 10 questions of multiple choices
The result of the research showed that the first grade students of SMA Negeri
1 Sinjai Tengah with using Jumbled Picture Stories had “fair” score on pre-test with
the mean score 73.5. After giving treatment the students got improvement, they were
got “good” score with the mean score 86, so the different means had 12.5 score and
which using Jumbled Paragraphs had “very poor” score on pre-test with the mean
score 56.5. After giving treatment the students got improvement, they were got “fair”
score with the mean score 70.5, so the different means had 13.5 score. It means that
there was a significant improvement but using Jumbled Paragraphs is more effective
to improve student achievement in teaching reading comprehension. The result of the
data showed that there is significant different between using Jumbled Picture Stories
and Jumbled Paragraphs in teaching reading comprehension. It was proved by the
result of the statistical analysis of the level significance P = 0.05 with degree of
freedom (df) = 38 indicated that the t-test values of the students’ reading (13.14) was
higher than t-table value (2.021).
Based on the result analysis, the researcher then concludes that there is a
significant difference between using Jumbled Picture Stories and Jumbled Paragraphs
in teaching reading comprehension especially in reading narrative text. The different
is using Jumbled Paragraphs is more effective because it can be used to test the
students ability in organizing the jumbled paragraphs into logical organization of
idea. This ability facilitates their reading comprehension, where the student is focus
to read the test and found the main idea of the text.