Nurfauzi, Rochana purba (2014) The Effect of Guided Independent Reading on the Motivation, Vocabulary Knowledge, and Reading Comprehension Ability of Grade Eight Students of SMPN 1 Bantarsari-Cilacap. S2 thesis, UNY.
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Abstract
This research aims to: (1) describe the effect of guided independent reading (GIR) as a part of extensive reading; (2) compare the effectiveness between GIR and conventional learning; and (3) compare the effectiveness between GIR variation 1 and 2 on motivation, vocabulary knowledge and reading comprehension ability. The research was quasi-experimental using two experimental groups and one control group. The population was 254 students of grade VIII of SMPN 1 Bantarsari-Cilacap, which consisted of seven classes. A sample of three classes was established randomly. There were four variables involved, i.e. GIR as the independent variable, the students’ motivation, vocabulary knowledge, and reading comprehension ability as the dependent variable. The data were collected through a non-test technique for students’ motivation by using the likert scale and a test of vocabulary knowledge and reading comprehension ability. The data were analyzed using : (1) the one sample t-test carried out to investigate the effect of GIR in each dependent variable; (2) the multivariate analysis involving the Helmert Contrast carried out to investigate the difference in the effectiveness of GIR as well as the conventional technique on three dependent variables simultaneously; (3) the post-hoc test involving the Tukey carried out to analyze which one was more effective between GIR and conventional technique in students’ motivation, vocabulary knowledge and reading comprehension ability. The results of the study show that: (1) GIR has a significant effect on all dependent variables,as indicated by tcounted ≥ t(0,05;n-1), (2) GIR is more effective than the control group in improving all dependent variables, as indicated by p < 0.05 except GIR variation 1 in reading comprehension ability has an equal effect with a conventional technique, as indicated by p > 0.05, (3) there is no difference in the effectiveness of GIR variation 1 and 2 in terms of improving students’ motivation, vocabulary knowledge, and reading comprehension skills, as indicated by p < 0.05.
| Item Type: | Thesis (S2) |
|---|---|
| Uncontrolled Keywords: | guided independent reading, motivation, vocabulary, reading comprehension |
| Subjects: | Bahasa dan Sastra > Bahasa dan Sastra Inggris |
| Divisions: | Sekolah Pascasarjana (SPS) > Program Pascasarjana > Linguistik Terapan |
| Depositing User: | Perpustakaan Pascasarjana |
| Date Deposited: | 13 Feb 2015 07:10 |
| Last Modified: | 17 Nov 2022 03:56 |
| URI: | http://eprints.uny.ac.id/id/eprint/12067 |
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