A Comparative Study between TPS and LRD Strategy to Enhance Students' Reading Comprehension

Autor/inn/en	Tampubolon, Apricia; Panjaitan, Nelson Balisar
Titel	A Comparative Study between TPS and LRD Strategy to Enhance Students' Reading Comprehension
Quelle	In: Acuity: Journal of English Language Pedagogy, Literature and Culture, 4 (2019) 2, S.128-152 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2541-0229
Schlagwörter	Reading Comprehension; Teaching Methods; Cooperative Learning; Discussion (Teaching Technique); English (Second Language); Second Language Instruction; Foreign Countries; Instructional Effectiveness; Grade 8; Junior High School Students; Comparative Analysis; Indonesia + Suchen Sie Ihr Suchwort? Leseverstehen; Teaching method; Lehrmethode; Unterrichtsmethode; Kooperatives Lernen; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Ausland; Unterrichtserfolg; School year 08; 8. Schuljahr; Schuljahr 08; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Indonesien
Abstract	The purpose of this study is to find out if there is any significant difference in students' reading comprehension enhancement between those who were taught using Listen-Read-Discuss strategy and those who were taught using Think-Pair-Share strategy. This study is a quantitative research method using comparative design by using pre-test and post-test. This study was designed to find out the answer of the following question: Is there any significant difference on students' reading comprehension enhancement between those who were taught by Think-Pair-Share strategy and those who were taught by Listen-Read-Discuss strategy. The sample of this study were two classes of grade VIII SMPN 10 Cimahi, Bandung. Grade VIII F were taught using Think-Pair-Share and grade VIII were taught using Listen-Read-Discuss. The instrument used for this study was a reading comprehension test, which contained of 39 multiple-choice questions. The result of this study showed from the mean score that both classes had an enhancement in their reading comprehension. In addition, there was no significant difference between those who were taught using TPS and those who were taught using LRD strategy. However, it meant that both strategies were efficient in enhancing students' reading comprehension. (As Provided).
Anmerkungen	Acuity: Journal of English Language Pedagogy, Literature and Culture. Jl. Kolonel Masturi No. 288, Kec. Parongpong, Bandung Barat, 40559, Indonesia. e-mail: jurnal.acuity@unai.edu; Web site: https://jurnal.unai.edu/index.php/acuity/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01