THE EFFECTIVENESS OF TPRC STRATEGY FOR TEACHING READING COMPREHENSION OF DESCRIPTIVE TEXTS

S. Agustianingsih Nurul Anisah

Abstract


The purposes of the study were to find out the effectiveness of TPRC to teach reading comprehension and to find out whether there is any significant difference in students’ achievement of reading test between those who were taught using TPRC and those who were taught without using TPRC  This study applied a quasi-experimental design. The instrument used to collect data is test, that includes pre-test and post-test. The students in class X IPA , were chosen to be the participants of the study. class X IPA 2 was chosen to be the control group and class X IPA 1 was chosen to be the experimental group. The control group was taught by using conventional method (lecturing) given by teacher and the experimental group was taught by TPRC.  The result of the study indicated that the group taught by TPRC has better score in the test than the group taught by conventional method. The mean of posttest of experimental group (80.26) was higher than control groups (76.61). T-test calculation showed that there was a significant difference between post-test of control group and experimental group. TPRC strategy can be a helpful strategy for summarizing ideas from students about topic given. TPRC is effective for teaching reading comprehension of descriptive text and there was a significant difference in students’ achievement of reading test between those who taught using TPRC and those who taught without using TPRC.

Keywords


TPRC strategy, Reading Comprehension, Descriptive text

Full Text:

PDF

References


Anderson, M. and Anderson, K. 1997. Text Type in English 2. Macmillan: South Yarra

.

Brown, H. D. 2004. Language Assessment: Principles and Classroom Practices. New York: Pearson Education Limited.

Carnine, D., J. Silbert, and E. J. Kameenui. 1990. Direct Instruction Reading. Ohio: Merril Publishing, Co.

Celce-Murcia, M. 2001. Teaching English as a Second or Foreign Language. Boston: Heinle & Heinle.

Freeman D. and Richard. Teacher Learning in Language Teaching. Cambridge: Cambridge University Press.

Grabe, W and FL. Stoller. 2002. Teaching and Reading. London: Longman.

Haris, Albert J; Edward R, Sipay. 1980. How to Increase Reading Ability. New York: Longman Inc.

Hornby, A.S 1995 Oxford Advanced Dictionary of Current English. London: Pearson Education Ltd.

Nunan, D. 1989. Designing Task for the Communicative Classroom. Cambridge: Cambridge University Press.

Nuttall, C. 1996. Teaching Reading Skills in a foreign language (New Edition).Oxford: Heinemann.

Russell Gersten, Lynn S. Fuchs, Joanna P. Williams, and Scott Baker. 2001. Teaching Reading Comprehension Strategies to Students With Learning Disabilities: A Review of Educational Research; vol. 71, 2: pp. 279-320

Rudell, Martha Rapp. 2005. Teaching Content Reading and Writing. USA: Wiley Jossey-Boss Education.

Saleh, Mursid. 2005. Hand-out Introduction to Linguistics Research. Semarang: UNNES.


Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 INTERAKSI Jurnal Kependidikan



ISSN: 1412-2952

INTERAKSI are abstracting & indexing in the following databases:

Published by Fakultas Keguruan dan Ilmu Pendidikan, Universitas Madura
Jl. Raya Panglegur Km 3,5 Pamekasan Phone: (0324) 322231
website: http://ejournal.unira.ac.id/index.php/jurnal_interaksi/index

Email: interaksi@unira.ac.id

Creative Commons License
INTERAKSI Jurnal Pendidikan by Universitas Madura is licensed under a Creative Commons Attribution 4.0 International License.