NURUDDIN, HENDRY (2014) THE EFFECT OF SCAFFOLDING TO IMPROVE READING COMPREHENSION AT EIGHTH GRADE IN MUHAMMADIYAH 4 GIRI JUNIOR HIGH SCHOOL. Masters thesis, Universitas Muhammadiyah Gresik.
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Abstract
This study was conducted based on a thought that reading was a difficultly comprehensible subject. Most of students in any school had same problem, it is reading comprehension. Therefore, researcher made a research to prove this issue and would get the answer of this problem. The result of his research in one of schools in gresik proven that students’ reading comprehension were weak. This study was conducted in SMP Muhammadiyah 4 Giri and chosen scaffolding technique as a method to teach. This study aimed to know how the significant effect to improve reading comprehension by using scaffolding technique by cooperative learning at eight grade students. The design of the study was quasi experimental design. In this research, there were fifth procedures, they were giving pretest, giving treatments, giving post test, analyzing the data using t-test formula and wrote the hypothesis. The research finding showed that this technique was effective to teach reading comprehension for eight grades at SMP Muhammadiyah 4 giri. The students’ average score in pre test between experimental group and control group was 53.93 and 56.25. The score improved in post test. The student’s average score in post test between experimental and control group was 73.63 and 66.25. Based on the hypothesis result, there is significant different between experimental and control group. Based on the research findings, it could be concluded that Scaffolding could improve student’s reading comprehension. Scaffolding also had advantages; it could reduce risk, frustration and appeared motivation. Students could answer the question independently and confidently. It was proved by the result of the test which showed that students’ score increased until reaching the passing grade. This research also provided three suggestions for teacher, students and other researcher. The first, teacher should increase the frequency of using Scaffolding as a technique to avoid monotonous activities and risk of frustration in English teaching learning process and to improve the students’ Reading Comprehension achievement. The second, students should be own master by using scaffolding, they could make summary and key word in every learning or task. So they could comprehend reading comprehension and maximized teaching and learning process in the class. The third, for the next researcher was who wants to conduct a research using scaffolding were recommended to conduct this research in wider areas and levels.
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | English Education English Education > English |
| Divisions: | Faculty of Teacher Training and Education > English Education Study Program |
| Depositing User: | Yoga Setya Perdana, A.Md., Lib. |
| Date Deposited: | 21 Jun 2019 09:54 |
| Last Modified: | 21 Jun 2019 09:54 |
| URI: | http://eprints.umg.ac.id/id/eprint/1222 |
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