KEEFEKTIFAN STRATEGI ESTIMATE, READ, RESPOND, AND QUESTION DALAM PEMBELAJARAN MEMBACA PEMAHAMAN TEKS ULASAN PADA SISWA KELAS VIII SMP NEGERI 1 WATES, D.I. YOGYAKARTA

Abstract

This study aimed to describe the differences in the ability to read review text
comprehension between students who use the strategy  estimate, read, respond, and
question (ERRQ)  in learning reading  comprehension text  review  and students who
study uses a scientific approach. In addition, research is also conducted to describe
the effectiveness of the strategy  ERRQ  in learning to read  review  text
comprehension.
This study is a quasi-experimental research. Population in this research is
class 8th grade of SMP Negeri  1 Wates. Determination of the experimental  group
and the control group is done by simple random sampling. Based on the results
obtained lottery class 8th grade F for the experimental group and class 8th grade G
for the control group consisted of 49 students. Data collection techniques used in the
form of multiple choice tests obtained from the pretest and posttest. Data analysis
was performed using t-test.
The results showed that: (1) there is a significant difference between the
ability to understand  the  review  text that gets students learning by using  strategies
that got the ERRQ and student learning using a scientific approach. This is evidenced
by the results of independent samples t-test posttest, known value of t = 3.743, with
df = 47, and the value of p = 0.000. The data indicate p < 0.05, significant meaning.
(2) Teaching reading comprehension  rivew  text using  ERRQ  strategy is  more
effective than learning reading comprehension  review  text using a  scientific
approach. This is evidenced by the t-test results related to the experimental group,
known t = 8.970, df = 24 and with a value of p = 0.000. The data shows a p value
less than 0.05, meaning significant.  
 
Keywords: strategy ERRQ, reading comprehension, review text