The Effect of Using Story Pyramid Strategy Toward Students’ Reading Comprehension

Authors

  • Lisa Rahmayuni Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi, Bukittinggi

DOI:

https://doi.org/10.30983/mj.v2i1.5091

Keywords:

reading comprehension, story pyramid strategy

Abstract

This study aims to find out whether using story pyramid strategy can give the significant effect toward students reading comprehension in the eighth grade of MtsS TI Koto Tinggi. This research used experimental research. The total sample was 36 students of VIII A-VIII B classes. The researcher used the purposive sampling in determining the sample because there are only two classes and both are taught by the same teacher.  Reading comprehension test is a tool to collected the data.  The findings show that three hypotheses (Ha) were accepted. The first, the result of the pre-test and post-test of the experimental class indicated that the tobtained more than the ttable (3.004 > 1.960). Thus, the alternative hypothesis (Ha) was accepted that there was a significant effect of using story pyramid strategy toward students reading comprehension. The second, the result of the post-test experimental class and control class indicated that tobtained (4.820) more than ttable (1.960). Thus, the alternative hypothesis (Ha) was accepted that there was a significant difference between students who are taught b y using  story pyramid strategy and without using story pyramid strategy. The last, the result of the post-test of experimental and control indicated that the tobtained more than ttable ( 4.820 >  1.645). It was also found that the students reading comprehension by using story pyramid strategy were better than the students who are not taught by using story pyramid strategy.  So, it is proved that using story pyramid strategy can help students to increase their reading comprehension.

Tujuan dari penelitian ini adalah untuk mengetahui apakah penggunaan story pyramid strategy ini dapat memberikan pengaruh yang significant terhadap pemahaman membaca siswa di kelas delapan MTsS TI Koto Tinggi. Jenis penelitian yang digunakan adalah penelitian eksperimen. Populasi dalam penelitian ini adalah seluruh siswa kelas delapan di Mts S TI Koto Tinggi. Total sampel dari penelitian adalah 36 siswa yang mana 18 siswa kelas VIII A dan 18 siswa kelas VIII B. Tehnik pengambilan sampelnya menggunakan purposive sampling.  Temuan dari penelitian ini menunjukan bahwa, ketiga hipotesis (Ha)nya di terima. Pertama, hasil hitung (tobtained) dari pre-test dan  postest kelas eksperimen lebih besar dari ttable, (3,004 > 1960). Jadi, alternatif hipotesis (Ha) diterima yang artinya ada pengaruh penggunaan story pyramid strategy terhadap pemahaman siswa. Kedua, hasil post-test dari kelas eksperimen dan kelas kontrol didaptkan hasil hitung (tobtained) lebih tinggi daripada ttable , (4,820 > 1,960). Maka alternatif hipotesis (Ha) di terima yang mana terdapat perbedaan yang signifikan dari siswa yang diajar menggukan story pyramid strategy dengan yang tidak menggunakan strategi tersebut. Kemudian yang terakhir, hasil dari post-test kedua kelas didapatkan hasil hitung (tobtained) lebih tinggi daripada ttable, ( 4,820 > 1,645). Juga ditemukan bahwa pemahaman siswa yang diajarkan menggunakan story pyramid strategy lebih baik dari  siswa yang tidak menggunakan strategi tersebut. Jadi, ini bisa dibuktikan bahwa penggunaan story pyramid strategy ini dapat membantu siswa dalam meningkatkan pemahaman mereka dalam membaca

References

Brown, D. (2004). Language Assesment: Principles and Classroom Practice. Pearson Education.

Clouse, B. F. (2008). The Student Writer. McGraw-Hill Companies.

Cornoldi, C. O. (1996). Reading Comprehension Difficulties Processes and Intervention. Lawrence Erlbaum Associates Publisher.

Gay, L. R. (2015). Educational Research Competencies for Analysis and Application tenth edition. Pearson Education,.

Jonson, K. F. (2006). 60 Strategies for Improving Reading Comprehension In Grades k-8. Corwin Press.

Keengwe, J. (2015). Examining Response to Intervention (RTI) Models in Secondary Education. Information Science Reference,.

Nunan, D. (2003a). Practical English Language Teaching. McGraw-Hill Companies.

Nunan, D. (2003b). Practical English Language Tecahing. McGraw-Hill Companiess.

Nurchurifiani, E., & Nurchurifiani, E. (2018). The Influence of Story Pyramid Strategy towards Students’ Reading Ability of Narrative Text. English Education: Jurnal Tadris Bahasa Inggris, 11(1), 22–34. http://103.88.229.8/index.php/ENGEDU/article/view/2665

Snow, C. (2002). Reading for Understanding. RAND Education.

Watson, R. (2015). Quantitative research. In Nursing standard (Royal College of Nursing (Great Britain) : 1987) (Vol. 29, Issue 31). https://doi.org/10.7748/ns.29.31.44.e8681

Wolley, G. (2011). Reading Comprehension : Asssiting Children with learning dificultis. In Spinger Dodrecht Heidelberg London New York.

Downloads

Submitted

2021-11-29

Accepted

2022-07-25

Published

2022-06-30

Issue

Vol. 2 No. 1 (2022): June 2022

Section

Articles

License

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).