The research is done in order to improve students' reading comprehension achievement. The writer uses KnowWant-Learn (KWL) strategy, and the data are obtained from the experimental group and the score of the control group, from the fifth semester students of English department, Faculty of Education of HKBP Nommensen University Medan. The data were analyzed by applying t-test formula and it was found that students' achievement who were taught by applying KWL was higher than those who were taught without applying KWL. The data obtained that the ability of fifth semester students were taught by KWL is better and effective in the experimental group , than the score of the control group .It was found that students' achievement who were taught by applying KWL was higher than those who were taught without applying KWL.When doing treatment in four meetings to the experimental group the students were active and the score in the post-test of the test, they got higher than score in the pre-test. The researcher thought that, if KWL used in teaching reading more than fourth, it would increase the students' reading comprehension. It means that the application of KWL strategy significantly affects on students' reading comprehension The mean score of the students who were taught by applying KWL strategy is 73,36 it is higher than mean score of students who were tauhgt without applying K-W-L is 68,73, The t observed ( 3,56) is higher than t table ( 1,992) at the level of significance of 0,05 of two-tailed test. It mens that H a is accepted. Thus, it can be concluded that there is a significant effect on students' reading comprehension achievement.
The research is done in order to improve students' reading comprehension achievement. The writer uses Know-Want-Learn (KWL) strategy, and the data are obtained from the experimental group and the score of the control group, from the fifth semester students of English department, Faculty of Education of HKBP Nommensen University Medan. The data were analyzed by applying t-test formula and it was found that students' achievement who were taught by applying KWL was higher than those who were taught without applying KWL. The data obtained that the ability of fifth semester students were taught by KWL is better and effective in the experimental group , than the score of the control group .It was found that students' achievement who were taught by applying KWL was higher than those who were taught without applying KWL.When doing treatment in four meetings to the experimental group the students were active and the score in the post-test of the test, they got higher than score in the pre-test. The researcher thought that, if KWL used in teaching reading more than fourth, it would increase the students' reading comprehension. It means that the application of KWL strategy significantly affects on students' reading comprehension The mean score of the students who were taught by applying KWL strategy is 73,36 it is higher than mean score of students who were tauhgt without applying K-W-L is 68,73, The t observed ( 3,56) is higher than t table ( 1,992) at the level of significance of 0,05 of two-tailed test. It mens that H a is accepted. Thus, it can be concluded that there is a significant effect on students' reading comprehension achievement.It can be concluded that the students in the experiment could be categorized as good because they were taught by using Know-Want -Learned ( KWL) in reading comprehension. It means that after applying KWL, most of them could answer the questions well. In fact, when students were taught by applying KWL, they can increase their achievement in reading comprehension through motivation and development of background,asking knowledge, strategy or skill building activities, and enrichment activities. As consequence, most students can elicit prior knowledge and find specific information from the reading text. Most students were active in the class when there was teaching learning process. It means that the score of te student in the post-test was better than the pre-test. www.sciedupress.com/elr English them more active in the clss. In other words, by apllying KWL in teaching reading comprehension can improve the students' reading achievement. TOTAL 321 5275 MEAN 16,05 2) The calculation of realiability of he test M = ∑ M = www.sciedupress.com/elr English
Since the outbreak of Coronavirus in 2020, teaching and studying activities commonly conducted in the classrooms were shifted to online, which caused students to adapt and accept without compromising. This study analyzed the dialogue texts expressing students' hopes and views about the future of learning amidst the Covid-19 pandemic written by the Senior High School students of Nanyang Zhi Hui school in Medan, Sumatera Utara. The objectives are to analyze the mood, modality, and modality orientation types; and figure out the dominantly-applied mood, modality, and orientation types in the dialogue texts. This descriptive qualitative research applied the Mood and Modality theory by Halliday and other linguists. The study revealed that 1) three mood types: declarative, interrogative, and imperative, four types of modality: probability, usuality, obligation, and inclination range from low, median, and high degrees; four orientations: subjective-explicit, subjective-implicit, objective-explicit, and objective-implicit occurred in the texts; and 2) the clauses are represented through the extensive use of declarative mood (80,74%), median probability (47%), and implicitly objective modality orientation (45,15%). The study concludes that the students tend to give their insights using statements with median probability and orientation of objective-implicit in the dialogue, which shows a lack of confidence in the utterances.
Systemic Functional Linguistics (SFL) refers to some kind of text analysis, including an analysis of literary language. Some research has verified the study of the literary text using this linguistic apparatus; however the use of SFL in literary text analysis is relatively rare. Therefore, this study investigated the contributions of SFL to literary text analysis. The data of the study were 20 scientific articles focusing on literary text analysis using SFL. The analysis used content analysis to expose the segments of the story analyzed and the components of SFL to analyze them. The findings showed that the method of analysis using SFL on the literary text has brought new perspectives to the researchers, and provided some possible future studies in literary works. Moreover, the study of literary texts is regarded not merely as interpretative practices but as explanatory categories for each segment of a literary text.
This study dealt with effort of finding the lexical and grammatical ambiguity in English textbook of Bahasa Inggris for the tenth grade. The objectives of the study were to find out the types of ambiguity and to find out the dominant types of ambiguity in Bahasa Inggris of the tenth grade. The numbers of the data were 21 of reading texts which were taken from English textbook of Bahasa Inggris of the tenth grade. The types of ambiguities were identified based on Fromkin et al theory. The research design used in this research is descriptive qualitative. The data were analyzed by Identifying , classifying, tabulating and interpreting. From 21 reading texts, there were 27 sentences that contained ambiguous meaning. There are two types of ambiguity found in reading texts, they were lexical and grammatical ambiguity. The lexical ambiguity consisted of homonym, polysemy and antonym. While grammatical ambiguity consisted of coordinate structure, negation scope, active or passive meaning, gerund + object or participle modifying a noun, prepositional phrase (PP) as modifier or sentence adjunct, and a head of inner modifier and outer modifier. The dominant type of lexical ambiguity was homonymy with 6 occurrences (20.68%). While the dominant type of grammatical ambiguity was coordinate structure as many as 8 occurrences (27.59%).
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