THE EFFECTIVENESS OF SQ4R STRATEGY ON STUDENTS’ READING COMPREHENSION ABILITY ACROSS LEARNING STYLES OF EIGHT GRADE AT MTs AL-HUDA TULUNGAGUNG THE ACADEMIC YEAR 2018/2019

HILDAWATI EKA SAPUTRI, 12510174020 (2019) THE EFFECTIVENESS OF SQ4R STRATEGY ON STUDENTS’ READING COMPREHENSION ABILITY ACROSS LEARNING STYLES OF EIGHT GRADE AT MTs AL-HUDA TULUNGAGUNG THE ACADEMIC YEAR 2018/2019. [ Thesis ]

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Abstract

ABSTRACT Saputri, Eka Hildawati 2019. The Effectiveness of SQ4R Strategy on Students’ Reading Comprehension Across Learning Styles. Thesis. Graduate School. English Education Department. Faculty of Tarbiyah and Teacher Training. State Islamic Institute (IAIN) of Tulungagung. Advisors: Dr.Nursamsu, M. Pd. And Dr.Erna Iftanti, M.Pd. Keywords: SQ4R Strategy, Reading Comprehension, Learning Styles. This research was conducted to investigate the effectiveness of Survey, Question, Read, Record, Recite and Reflect (SQ4R Strategy) in teaching reading comprehension to students with different learning styles. This is quasi-experimental research using pre-test and post-test. Sixty four students of eight graders MTs Al Huda Tulungagung academic year 2018/2019 become subjects of this research. Sixty four students with different learning styles took part in this research as the subject of this research. They were thirty three in experimental group and thirty one students in control group. The visual, auditory, and kinesthetic questionnaire given to find out of the students’ learning style. Post-test were conducted to identify the effect of the SQ4R strategy treatment. The main instrument used reading comprehension test to measure students’ reading comprehensions’ achievement. After analysing the data resulting from post-test, it was found that the result of significancy was (sig-value .001 ≤α 0.05) based on this result it could be drawn conclusion that, SQ4R strategy was effective to push the students to comprehend in reading. The data analysing based on SQ4R strategy across the students’ learning styles found that the level of significancy was (sig-value .216 ≤α 0.05), those indicate that there were no significant differences score on the students with different learning styles. The result of SPSS computation of two-way ANOVA reveals that the obtained significant value for the intrection effect between SQ4R strategy and learning styles was.847. The result shows significant (sig-value .847 ≤α 0.05). It means that there was no intrection between strategies and learning styles on students’ achievement in reading narrative texts.

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