Using Team Word-Webbing Technique to Improve Students’ Reading Comprehension at the Tenth Grade of Sma Usdatara Kota Sorong

Abstract

This study was carried out to find out whether or not team word-webbing technique can improve students’ reading comprehension on expository reading text comprehension, description text structure, particularly to the students at the tenth grade of SMA Usdatara Kota Sorong in academic year 2016/2017. In this study the writer used pre-experimental study. Pre-experiment or pre experimental, the design used in this study was the one group pretest-posttest design, the writer only teaches in one class because the school only has one class for each grade. This design includes a pre-test measure followed by a treatment and a post-test for a single group. From the statistical analysis by using paired sample t-test on SPSS 16.00, the output of statistical computation showed that the score of t-count was 6.749 with the df 18. The score of t-table for standard significant 5% (0.05) and df 18 was 2.101. Thus, the score of t count was higher than ttable (6.749 > 2.101), it can be clearly concluded that the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. It means that team word-webbing technique can improve students’ on reading expository text in comprehension description text structure, particularly to the students at the tenth grade of SMA Usdatara Kota Sorong in academic year 2016/2017.

Improving Critical Reading Abilities in 10th Graders: An Active Learning Approach

“…The outcomes of this study unequivocally affirm the effectiveness of the active learning approach in elevating CR skills and concurrently fostering a comprehensive development of various facets of reading. The findings of this study aligned with prior research by Arsairach et al (2021), Barrionuevo et al (2023), Hovland (2019), Khan et al (2020), Li et al (2021), Magableh et al (2022), and Wael et al (2023), which underscores active learning's potential to serve as a versatile and robust tool for nurturing holistic reading skill development.…”

“…Scholars have extensively examined the utility of active learning as an effective strategy for cultivating reading skills (Arsairach et al, 2021;Barrionuevo et al, 2023;Hovland, 2019;Khan et al, 2020;Li et al, 2021;Magableh et al, 2022;Wael et al, 2023). Their research consistently indicates that active learning offers notable advantages, including improvements in reading comprehension, satisfying learning experiences, and the enhancement of reading behaviors.…”