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THE EFFECTIVENESS OF 3-2-1 STRATEGY TO IMPROVE STUDENTS’ READING COMPREHENSION SKILL OF FIRST YEAR STUDENTS AT MAN 1 KOTA KEDIRI

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Reading comprehension is a complex process, the reader constructs
meaning by interacting with text using his or her previous knowledge and
experience and the information that can be found in the text. Reading
comprehension refers to reading for meaning, understanding and entertainment. 32-1

strategy can engaged students to create an active and effective reading
comprehension skill. The objectives of the study is to investigate the impact of 32-1
strategy

towards the improvement of student’s reading comprehension score
of first year students at MAN 1 Kota Kediri.
The population of the research is the first year students of MAN 1 Kota
Kediri in academic year 2017/2018 that consists of 420 students. In this study, the
researcher took two classes as sample. They are class X IIS 4 as an experimental
group consisting of 34 students and X IIS 5 as a control group consisting of 34
students. The instrument used in this research is test (pre-test and post-test). The
data obtained were analyzed using ANCOVA through SPSS 20.
Based on the result of the data analysis administered in experimental and
control group, the mean score of pre-test for experimental group is 72.61and for
control group is 72.05. While the mean score of post-test for experimental group
is 82.91 and for control group is 76.47. Based on the fulfillment of ANCOVA
assumptions, the result of the normality assumption indicates that p (.800) > ɑ
(.05) for experimental group and p (.495) > ɑ (.05) for control group. Then, the
underlying assumption of homogeneity variances has been met as evidenced by p
(.199) > ɑ (.05). Moreover, there is no interaction between covariate and fixed
factor as evidenced by the significance (.113) is higher than .05. Furthermore,
there is a significant relationship between covariate and the dependent variable
with p (.000) < ɑ (.05). The result of statistical computation of ANCOVA reveals
that the result is significant by p (0.000) < ɑ (0.05). Since the significant value is
lower than 0.05 means that statistically is enough evidence to reject null
hypothesis, then the alternative hypothesis is accepted. It means that 3-2-1
strategy is effective to improve students’ reading comprehension skill.

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

KS TBI-18 051

Penerbit

Kediri : IAIN Kediri., 2018

Deskripsi Fisik

xvii, 50 hlm., 29 cm.

Bahasa

English

ISBN/ISSN

932203214

Klasifikasi

KS TBI-18

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

Ed. 1, cet. 1

Subjek

effectiveness
reading comprehension skill
3-2-1- strategy

Info Detail Spesifik

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Pernyataan Tanggungjawab

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