The Effect of Teaching Strategies and Students’ Motivation on Students’ Narrative Writing Achievement

The objectives of this study were to investigate whether: (1) Students’ achievement in reading comprehension taught by using SPE is higher than students’ Achievement in Reading comprehension taught by using SQ4R, (2) Reading comprehension achievement of high learning motivation students is higher than reading achievement of low learning motivation students, and (3) There is significant interaction between teaching reading methods and students learning motivation on students reading comprehension achievement. An experimental research with factorial design 2x2 was used in this research. The first group was treated by using SPE and the second group was treated by using SQ4R. The learning motivation test was conducted for classifying the students upon the high learning motivation and the low learning motivation. The data were analyzed by applying Two-Way ANOVA. The result reveals that (1) students achievement in reading comprehension taught by using SQ4R is higher than that of taught by using SPE, (2) reading comprehension achievement of high learning motivation students is higher that reading achievement of low learning motivation students (3) There is significant interaction between teaching reading method and students learning motivation on students achievement in reading comprehension. Thus, teaching methods and students’ learning motivation significantly affect the students’ achievement in reading comprehension.Keywords: Motivation; Reading Comprehension; Teaching Reading Methods

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The Effect of Teaching Strategies and Students’ Motivation on Students’ Narrative Writing Achievement

LINGUISTIK TERAPAN ◽

10.24114/lt.v11i1.2669 ◽

2014 ◽

Vol 11 (1) ◽

Author(s):

Eka Kesumaningrum ◽

Berlin Sibarani ◽

Didik Santoso

Keyword(s):

Reading Comprehension ◽

Reading Achievement ◽

Teaching Methods ◽

Significant Interaction ◽

Learning Motivation ◽

Narrative Writing ◽

Writing Achievement ◽

Teaching Reading ◽

High Learning ◽

Reading Methods

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The Effect of Teaching Reading Methods and Learning Motivationon the stdent’s Achievement in Reading Comprehension

LINGUISTIK TERAPAN ◽

10.24114/lt.v11i2.2685 ◽

2014 ◽

Vol 11 (2) ◽

Author(s):

Sa'adah Bahri Rangkuti ◽

Berlin Sibarani ◽

D.P. Tampubolon

Keyword(s):

Reading Comprehension ◽

Reading Achievement ◽

Factorial Design ◽

Experimental Research ◽

Teaching Methods ◽

Significant Interaction ◽

Learning Motivation ◽

Teaching Reading ◽

High Learning ◽

Reading Methods

The objectives of this study were to investigate whether: (1) Students’ achievement in reading comprehension taught by using SPE is higher than students’ Achievement in Reading comprehension taught by using SQ4R, (2) Reading comprehension achievement of high learning motivation students is higher than reading achievement of low learning motivation students, and (3) There is significant interaction between teaching reading methods and students learning motivation on students reading comprehension achievement. An experimental research with factorial design 2x2 was used in this research. The first group was treated by using SPE and the second group was treated by using SQ4R. The learning motivation test was conducted for classifying the students upon the high learning motivation and the low learning motivation. The data were analyzed by applying Two-Way ANOVA. The result reveals that (1) students achievement in reading comprehension taught by using SQ4R is higher than that of taught by using SPE, (2) reading comprehension achievement of high learning motivation students is higher that reading achievement of low learning motivation students (3) There is significant interaction between teaching reading method and students learning motivation on students achievement in reading comprehension. Thus, teaching methods and students’ learning motivation significantly affect the students’ achievement in reading comprehension. Keywords: Motivation; Reading Comprehension; and Teaching Reading Methods.

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The Effectiveness of Flip Classroom with Student Teams-Achievement Divisions (STAD) Method to Teach Reading Viewed from Students’ English Learning Interest

Script Journal Journal of Linguistic and English Teaching ◽

10.24903/sj.v3i2.246 ◽

2018 ◽

Vol 3 (2) ◽

pp. 183

Author(s):

Sunarti Sunarti ◽

Dzul Rachman

Keyword(s):

Reading Comprehension ◽

Teaching Methods ◽

Traditional Instruction ◽

First Year ◽

Teaching Reading ◽

High Learning ◽

First Year Students ◽

Student Teams ◽

Research Findings ◽

Learning Interest

The study is aimed: (1) To know whether Flip Classroom with STAD method is more effective than Traditional Instruction to teach reading; (2) to know whether the students who have high learning interest have better reading comprehension than those who have low learning interest; and (3) to know whether there is an interaction between Flip Classroom with teaching methods and students’ learning interest. The population of the research is the First year students of Public Health. The samples were from two classes. In taking the sample, cluster random sampling approach was used. Each class was divided into two groups (the students who have high and low learning interest). Then, the techniques which have been used to accumulate the information had been questionnaire student learning interest and reading test. The data were analyzed by using multifactor analysis of ANOVA 2x2 and Tuckey test. There are some research findings: (1) Flip Classroom with STAD method is more effective than Traditional Instruction to teach reading; (2) the reading comprehension of the students who have high learning interest is better than that of those who have low learning interest because; and (3) there is an interaction between teaching methods and learning interest for teaching reading. It is concluded that there is an interaction impact among methods and students’ learning interest for teaching reading. Flip Classroom with STAD is suitable for students having high learning interest and Traditional Instruction is suitable for students having low learning interest.

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METODE MENGAJAR DAN MOTIVASI TERHADAP HASIL BELAJAR KETERAMPILAN SERVIS FLATTENIS LAPANGAN(STUDI EKSPERIMEN PADA MAHASISWA FIK UNM MAKASSAR)

COMPETITOR: Jurnal Pendidikan Kepelatihan Olahraga ◽

10.26858/com.v12i1.13526 ◽

2020 ◽

Vol 12 (1) ◽

pp. 21

Author(s):

Hasbunallah AS ◽

Ahmad Rum Bismar

Keyword(s):

Experimental Study ◽

Learning Outcomes ◽

Teaching Methods ◽

Design Method ◽

Learning Motivation ◽

High Learning ◽

Significance Level ◽

Analysis Technique ◽

Lower Effect ◽

Academic Year

The aim of this experimental study was todetermine the effect of all teaching methods, part, mixed and motivation result learning toward of flat service skill courts tennis. Learning motivation is divided into two parts, namely high andlow.This research was conducted at Faculty of Sport ScienceState University of Macassar,the academic year 2014/2015. Experimental using factorial design method 2x3. The sample consisted of 60 students were divided into 6 groups, each consisting of 10 students. Data analysis technique is a two-way analysis of variance (ANOVA) followed by Tukey's test at a significance level of α= 0.05. The results of this study indicate that ( (1) overall teaching methods higher effect of the part teacing methods on learning outcomes flat tennis service skills (2) overall teaching methods lower effect of the part teacing methods on learning outcomes flat tennis service skills, (3) overall teaching methods lower effect of the part teacing methods on learning outcomes flat tennis service skills,(4) there is interaction between the overall teaching methods, part teaching methods and combined teaching methods and learning motivation outcomes flat tennis service skills,(5) overall teaching methods higher effect of the part teacing methods on learning outcomes flat tennis service skillsusing a high learning motivation, (6) overall teaching methods lower effect of the part teacing methods on learning outcomes flat tennis service skillsusing a high learning motivation, (7) part teaching methods lower effect of the combined teacing methods on learning outcomes flat tennis service skillsusing a high learning motivation, (8) overall teaching methods higher effect of the part teacing methods on learning outcomes flat tennis service skillsusing a low learning motivation, (9) overall teaching methods lower effect of the part teacing methods on learning outcomes flat tennis service skillsusing a low learning motivation, (10) part teaching methods lower effect of the combined teacing methods on learning outcomes flat tennis service skillsusing a low learning motivation.

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Studi perbedaan antara model pembelajaran think talk write dan example non example terhadap keterampilan menulis narasi ditinjau dari motivasi belajar pada peserta didik kelas iv sekolah dasar

Didaktika Dwija Indria ◽

10.20961/ddi.v7i8.34991 ◽

2019 ◽

Vol 7 (8) ◽

Cited By ~ 1

Author(s):

Annisa' Nur Latifah

Keyword(s):

Factorial Design ◽

Random Sampling ◽

Writing Skills ◽

Learning Model ◽

Learning Motivation ◽

Narrative Writing ◽

Learning Models ◽

High Learning ◽

Significance Level ◽

Cluster Random Sampling

The goals of this research to find out: (1) the different of narrative writing skills between students that teached using Think Talk Write learning model with Example Non Example learning model; (2) differences in narrative writing skills between students who hashigh learning motivation and low learning motivation; (3) the interaction between learning models and learning motivation trough narrative writing skills. This research is quantitative experimental with 2x2 factorial design. The technique to got sample using cluster random sampling. Two WaysAnava was used to analys the data with a significance level of 0.05.The results of thisresearch were (1) there was a different in narrative writing skills between students who teached by Think Talk Write learning model with Example Non Example learning model with FA = 6.259; (2) there was a different in narrative writing skills between the high learning motivation and low learning motivation with FB = 35,688; (3) there is no interaction between the learning model and learning motivation towards narrative writing skills as indicated by FAB = 0.628. Keyword: think talk write, example non example, narrative writing skills, elementary school

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THE EFFECTIVENESS OF CONTEXTUAL TEACHING AND LEARNING TO TEACH READING COMPREHENSION VIEWED FROM STUDENTS’ INTELLIGENCE

IJOLTL Indonesian Journal of Language Teaching and Linguistics ◽

10.30957/ijoltl.v3i2.451 ◽

2018 ◽

Vol 3 (2) ◽

pp. 119-132

Author(s):

Kitri Katon Peni

Keyword(s):

Reading Comprehension ◽

Teaching Methods ◽

Teaching And Learning ◽

Intelligence Quotient ◽

Translation Method ◽

Teaching Reading ◽

Test Technique ◽

High Intelligence ◽

Grammar Translation Method ◽

Contextual Teaching

The research examines: (1) the effectiveness of Contextual teaching and learning (CTL) compared to grammar translation method in teaching reading, (2) effect of intelligence quotient to reading comprehension, and (3) interaction between teaching methods and the intelligence in teaching reading. The research was carried out at SMPN 14 Surakarta, using the experimental design assigning 72 students as sample. Data were collected using the documentary and test technique. To analyze the data, Multifactor Analysis of Variance (ANOVA) test of 2x2 and Tukey test were used. The results show that: (1) CTL was more effective than grammar translation method in teaching reading, (2) the students having high intelligence quotient had better reading comprehension than those having low intelligence, and (3) interactions occur between teaching methods and intelligence in teaching reading.

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THE USE OF DOUBLE MATCH PICTURE MEDIA FOR TEACHING READING COMPREHENSION

Premise Journal of English Education ◽

10.24127/pj.v7i2.1570 ◽

2018 ◽

Vol 7 (2) ◽

pp. 44

Author(s):

Diyah Dwi Agustina

Keyword(s):

Reading Comprehension ◽

Learning Process ◽

Teaching And Learning ◽

Action Observation ◽

Learning Motivation ◽

Teaching Reading ◽

The Mean ◽

Grade 3 ◽

Using Data ◽

Planning Action

This Classroom Action Research is intended to improve the students’ reading comprehension mastery and learning motivation of the eight grade SMPN 1 Purbolinggo. The participant of the research is the class VIIIA of SMPN 1 Purbolinggo, East Lampung. They consisted of 30 students. This research uses Kemmis and Taggart’s model; planning, action, observation and reflection of the result. Meanwhile, this research employs the triangulation method (observation, interview, and test) to collect the data. After the data are gathered, they are analyzed and interpreted by using data reduction, categorization and synthesis. The findings were formulated as follow: (1) the implementation used more varieties media in presenting the materials using double match picture. Most of the students become more active in learning process; (2) the improvement of students’ reading comprehension could be seen from the test, the mean score improved from 68 in cycle 1 become 73 in cycle 2. Then, in cycle 3 the score is 81 or all of the students pass the minimum passing grade; (3) there is improvement in the students learning motivation and interest. It could be seen from the observation result, questionnaire and interview. After the implementation, most of the students become interested and motivated in reading during teaching and learning process.

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THE EFFECT OF PICTURE SERIES AND STUDENTS LEARNING MOTIVATION ON WRITING COMPETENCY

Jurnal Pendidikan Bahasa Inggris Indonesia ◽

10.23887/jpbi.v9i2.477 ◽

2021 ◽

Vol 9 (2) ◽

pp. 75-81

Author(s):

N.L.P.J. Rany ◽

P.K. Nitiasih ◽

M.H. Santosa

Keyword(s):

Conventional Technique ◽

Achievement Test ◽

Learning Motivation ◽

Writing Achievement ◽

High Learning ◽

Writing Competency ◽

Writing Strategy ◽

Guided Writing ◽

Teaching Learning ◽

Series Technique

The purposes of this research are of three folds: first, to closely look into whether there are significant differences in writing achievement; second, the learning motivation of students in writing; third, significant differences in writing achievement between the students with high-learning motivation taught using Picture series technique and those taught by using the conventional technique; and the significant differences in writing achievement between the students with low-learning motivation taught using Picture Series technique and those taught by using conventional technique. This research uses writing achievement test to assess the students’ score in writing. The writing achievement test was administered at the end of teaching learning process to obtain information on the effect of the treatment upon the students’ writing achievement. In this research, it was discovered that there was significant effect of picture series on writing competency as well as the effect of writing competency on high and low learning motivation students who were taught by using guided writing strategy and the conventional strategy.

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APPLYING KNOW – WANT – LEARN (KWL) STRATEGY ON TEACHING READING COMPREHENSION

English Teaching Journal : A Journal of English Literature, Language and Education ◽

10.25273/etj.v2i1.723 ◽

2014 ◽

Vol 2 (1) ◽

Author(s):

Brigitta Septarini Rahmasari ◽

Rengganis Siwi Amumpuni

Keyword(s):

Reading Comprehension ◽

Prior Knowledge ◽

Teaching Methods ◽

Reading Skill ◽

New Technique ◽

Teaching Reading ◽

A New Technique

Over the last few decades, many instructors have been trying all kinds of teaching methods, but without benefit. Nevertheless, in the 1986, a new technique is appeared which called K-W-L technique. It is specified for reading comprehension passages because reading skill is not easy matter for students. Therefore, the K-W-L technique is a good one for thinking and experiences. The outcomes of present research appeared that K-W-L enables the students to activate their prior knowledge and operate their thinking.

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The Effectiveness of ECOLA Technique to Improve Reading Comprehension in Relation to Motivation and Self-Efficacy

International Journal of Emerging Technologies in Learning (iJET) ◽

10.3991/ijet.v15i01.11495 ◽

2020 ◽

Vol 15 (01) ◽

pp. 61

Author(s):

Haerazi Haerazi ◽

Lalu Ari Irawan

Keyword(s):

Reading Comprehension ◽

Self Efficacy ◽

Significant Interaction ◽

Reading Test ◽

Teaching Reading ◽

Group Design ◽

Quasi Experimental ◽

Multifactor Analysis ◽

The Difference ◽

Cluster Random Sampling

This study was aimed at finding out whether; (1) the use of the Extending Concept through Language Activities (ECOLA) technique is more effective than brainstorming technique in teaching reading comprehension; (2) there is any difference of reading comprehension achievement of students taught by using ECOLA technique; and (3) there is an interaction between ECOLA technique, motivation, and self-efficacy towards students' reading comprehension. This study is a quasi-experimental research with a nonequivalent group design. Two classes were taken as the sample by using cluster random sampling. One class, as an experimental class, was taught by using the ECOLA technique. Another class, as a control class, was taught by employing the brainstorming technique. To attain the data, instruments in the form of a reading test and the questionnaires were employed. Afterwards, the data were analyzed by using Multifactor Analysis of Variance (Two Way ANOVA). The finding of this study showed that; (1) the ECOLA technique was more effective than the brainstorming technique in teaching reading comprehension; (2) there was the difference of reading achievement of students taught using the ECOLA technique viewed from the motivation and self-efficacy and it was indicated by the value of sig. (0.001) and (0.004); and (3) there was the interaction between ECOLA technique and self-efficacy towards students’ reading comprehension but there was no interaction between the technique and motivation. In addition, there was no significant interaction between the technique, motivation, and self-efficacy because it was indicated by the value of sig (0.302) was higher than significant level 0.05. To improve students’ reading comprehension, the ECOLA technique is recommended and the attention of moderate variables is encouraged.

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