Name: Muhammad Husnu

Journal no: vol. 7 No. 1, Juni 2012, hal. 93-108

Author & Year Muhammad Husnu

Title The Effectiveness of Web Blog Media to Teach Reading at First
Semester of STKIP Hamzanwadi Selong In The Academic Year 2011-
2012

Problem 1. What extent that blog as teaching media effective in teaching

reading at first semester of STKIP Hamzanwadi Selong in the
academic years 2011-2012?
2. How to use blog as teaching media in teaching reading at first
semester of STKIP Hamzanwadi Selong in the academic years
2011-2012?

Hypothesis
Design Classroom Action Research
Instrument Observation
Try out of
instrument/ Data
validation
Summary of Based on observation result on students activity as long as learning
Result process of reading within the class, researcher got the result of some
score which was gotten successful percentage with score 80%. Result
of this score was gotten from students attainment on each of indicator
in observation sheet

Summary of Based on the result of the study, the researcher concluded that
Discussion teaching reading by using blog media was effective to be applied in
teaching and learning process. This media was effective to increase
the students reading skill. It was proved by the student learning
activity result and the evaluation learning result.

Recommendation (Especially for further study)

Name: Retno Rachmawati
Journal no: Volume 02 Nomor 01 Tahun 2015, 1

Author & Year Retno Rachmawati

Title THE EFFECTIVENESS OF GUIDE NOTE TAKING IN TEACHING
READING NEWS ITEM TEXTS TO THE TENTH GRADERS OF MA
MAARIF PUTER
Problem 1. Is there improvement on students reading ability using guide note taking as a
technique?
Hypothesis there is a significant different between experimental and control group in post-test
Design experimental study.
Instrument Test
Try out of Reliability is an important element to measure the quality of the test. Heaton
instrument/ Data (1975:155) explained that in order to be reliable, a test must be consistent in its
measurements. The test is reliable if the test result is constant when it is tested twice
validation
with the same tests. Then, in order to see whether the two sets of the test are reliable
or not, reliability can be calculated using Pearson Product Moment.
Summary of The result of post-test showed that there were differences in the mean values of
experimental and control group which the mean of experimental group is higher than
Result control group. The post-test score of experimental group is 84.29, while the control
group is 76.57.
After those scores are calculated using t-test with level of significance .05, the result
of t-value is 2.6 while t-table is 1.9944 means that t-value is higher than t-table.
Since t-value is higher than t-table, it can be concluded that the Alternative
Hypothesis is accepted. Thus, Guide Note Taking was effective to improve students
reading ability of news item text.
Summary of The purpose of this study as stated in previous chapter is to find out whether or not
there is significant difference on reading ability between students of Senior High
Discussion School who are taught by using Guide Note Taking in teaching reading news item
text and those who are not. Guide Note Taking was an effective technique to teach
reading to improve reading ability. The using of Guide Note Taking helps the
students to be a good reader in comprehending text, especially news item texts.
During the treatment, the researcher applied steps of Guide Note Taking. The
researcher explained about news item text and about the technique then guided
students to apply the technique with news item texts.
The question and answer strategy made students aware of the detailed information in
the text while they are reading, the more focus on the question that they made on
before reading. Therefore, they can improve their understanding about the text,
especially for the last indicator that is finding the specific information. By seeing the
students improvement scores from pre-test to post-test, 76.01 to 84.29, can be
inferred that Guide Note Taking is effective to be used to teach reading.

Recommendation For the other researcher as this study has been successfully proven that guide note
taking is a good way to teach students English especially teaching reading of news
item texts, while in the previous study this method has also been successful in
speaking skill, so the other researchers are hoped to be able to find other benefits of
Guide Note Taking in other language skills such as listening and writing. It is also
still possible to conduct some studies about guided note taking to other fields of text
such as narrative, exposition, etc.
Name: Vera Kristiana, Ngadiso and Sujoko
Journal no: Vol. I, Issue 1 (2012), PP 121-131

Author & Year Vera Kristiana, Ngadiso and Sujoko

Title The Effectiveness of Fan-N-Pick Method in Teaching Reading
Comprehension Viewed from Students Self-Confidence
Problem 1. Is fan-n-pick method more effective than grammar translation
method in teaching reading comprehension
2. Are there any significant between students who have high self-
confidence than those who have low self-confidence?
3. Is there an interaction between teaching methods and
students self-confidence on the students reading skill?

Hypothesis From the formulas of t-test and distribution table were applied in order
to discover whether the hypothesis will accepted or rejected.
Ho= There is no significant effectiveness between students
who are teach using fan-n-pick method and that of this
are not.
H1= There is significant effectiveness between students who
are teach fan-n-pick method and that of those are not.
Design Experimental study.
Instrument Questionnaire and test
Try out of
instrument/ Data
validation
Summary of 1. Fan-n-pick method is more effective than GTM to teach
Result reading. Fan-n-pick is one of the cooperative methods that can
make the students more enjoyable in learning activity. Reading
activity is more fun if it uses this method. One of the
characteristics of cooperative methods is that there is a group
discussion during learning activity. It makes the students more
active in the classroom.
2. Students who have high self-confidence have better reading
skill than those who have low self-confidence. Having high
self-confidence is necessary for students
3. There is an interaction between teaching methods and self-
confidence. The students who have high self-confidence are
active enough in reading activity.
Summary of Based on the findings, it can be concluded that fan-n-pick is an
Discussion effective method to teach reading. The effectiveness of the method is
determined by the level of the students self-confidence. Fan-n-pick is
more effective than GTM to teach students who have high self-
confidence. For the students who have low self-confidence, GTM is
more effective than fan-n-pick to teach reading.
Recommendation (Especially for further study)
Name: Kurniawan Yudhi N and Khosiatul Fitri
Journal no: Volume I | Number 1 | February 2016

Author & Year Kurniawan Yudhi N and Khosiatul Fitri

Title The Effectiveness of Jigsaw Learning Strategy to Improve Students
Reading Ability
Problem 1. Are there any significant between students who teach using
jigsaw learning strategy than students who does not teach
using jigsaw learning strategy?

Hypothesis Ho= There is no significant effectiveness between students who are

teach using jigsaw learning strategy and that of this are not.
H1= There is significant effectiveness between students who are teach
jigsaw learning strategy and that of those are not.
Design Experimental Study
Instrument Test, Questionnaire
Try out of
instrument/ Data
validation
Summary of Considering the result of this present research, it is obvious that
Result Jigsaw learning strategy was effective to improve EFL learners
reading ability. This statement was supported with the finding
generated from statistical t-test results, showing that there is a
significant difference in the posttest results between the mean scores
of the experimental (71.68) and control class (67.95), in addition, it is
also observed that the statistical sig. (2-tailed) t-test result indicates
lower than 0.05 which is <0.048.
Summary of
Discussion
Recommendation (Especially for further study)
Name: Muhamad Dini Handoko
Journal no: Vol. I, Issue 1 (2012), PP 121-131

Author & Year Muhamad Dini Handoko

Title The Effectiveness of Numbered Heads Together in Teaching Reading
viewed From Students Locus of Control
Problem 1. Is Numbered Heads Together strategy more effective than
expository strategy for teaching reading?
2. Are there any significant between students who have high
locus of control than the students who have low locus of
control?
3. Is there an interaction between teaching strategies and
students Locus of Control or not.
Hypothesis From the formulas of t-test and distribution table were applied in order
to discover whether the hypothesis will accepted or rejected.
Ho= There is no significant effectiveness between students
who are teach using Numbered Heads Together strategy
and that of this are not.
H1= There is significant effectiveness between students who
are teach Numbered Heads Together strategy method and
that of those are not.
Design Experimental design
Instrument Questionnaire and test
Try out of
instrument/ Data
validation
Summary of a. Number heads together is more effective than Expository
Result Strategy in teaching reading to students having high locus of
control.
b. Expository Strategy is more effective than Numbered Heads
Together in teaching reading to students having low locus of
control.
Summary of There is significant difference of effect between teaching reading
Discussion using Numbered Heads Together
(NHT) and teaching reading using Expository Strategy. Teaching
reading using NHT to the eighth grad is more effective than teaching
reading using Expository Strategy. NHT as one of many strategies in
cooperative learning, NHT builds students accountability within
groups. It is good in processing
information, communication, developing thinking, review of material
and checking prior knowledge

Recommendation (Especially for further study)