NOVITARINA, RIZKI AMELIA (2018) TEACHING READING COMPREHENSION BY USING CONTEXTUAL REDEFINITION STRATEGY TO THE EIGHTH GRADE STUDENTS OF MTS AISYIYAH PALEMBANG. Diploma thesis, UIN RADEN FATAH PALEMBANG.
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Abstract
The objectives of the study are: 1) to find out whether or not there is a significant improvement on the eighth grade students’ reading comprehension of who are taught by using Contextual Redefinition Strategy at MTs Aisyiyah Palembang, and 2) to find out whether or not there is a significant difference between the eighth grade students’ reading comprehension between those who are taught by using Contextual Redefinition Strategy and those who are not at MTs Aisyiyah Palembang. The population of the study was the eighth grade students of MTs Aisyiyah Palembang in the academic year of 2018/2019. The sample of the study was taken by using nonrandom sampling method. I selected class VIII.C as the control group and VIII.A as the experimental group. It consisted of 40 students, 20 students for control group and 20 students for experimental group. In this study, I used quasi experimental design. The test was used as pretest and posttest for both groups. The result showed that teaching reading comprehension by using Contextual Redefinition Strategy had a significant improvement on the students’ reading comprehension. It can be seen from the result of the pretest and posttest group. The achievement of the experimental group was higher than control group. That are 34.9000 as the mean score of pretest and 73.9500 as the mean score of posttest. Then, The result showed that teaching reading comprehension by using Contextual Redefinition Strategy had a significant difference on the students’ reading comprehension. Based on the independent sample t-test analysis, it was found that the value of t-obtained was higher than critical value and the p-output is 0.000 and >0.05. It means that there was significant difference in reading comprehension between the students who were taught by using Contextual Redefinition than who were not. From the result of the test, it implies that Contextual Redefinition strategy could be used as an alternative strategy in teaching reading comprehension.
| Item Type: | Thesis (Diploma) |
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| Uncontrolled Keywords: | Contextual Redefinition strategy, teaching reading comprehension. |
| Subjects: | ?? L1 ?? |
| Divisions: | Faculty of Law, Arts and Social Sciences > School of Education |
| Depositing User: | fakultas tarbiyah dan keguruan |
| Date Deposited: | 09 Jan 2020 07:42 |
| Last Modified: | 09 Jan 2020 07:42 |
| URI: | http://repository.radenfatah.ac.id/id/eprint/5478 |
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