The Effect of Herringbone Technique And Students’ Reading Interest on Students’ Reading Comprehension At Grade VIII Of MTs Sumatera Thawalib Parabek Bukittinggi
- 10.2991/icla-18.2019.116How to use a DOI?
- Herringbone Technique, Reading Interest, Reading Comprehension
This research aimed to test the effect of herringbone technique and students’ reading interest on students’ reading comprehension.It is a kind of experimental research with quasi and 2x2 factorial designs. The reading comprehension test and reading interest questionnaire were used to collect the data of the research. The data were analyzed by using Chi-square test for normality testing, variance test for homogeneity testing, t-test and ANOVA for hypotheses testing. The result of data analysis showed that; (1) herringbone technique produced higher reading comprehension of students than small group discussion; (2) herringbone technique produced higher reading comprehension of students with high reading interest than small group discussion; (3) herringbone technique did not produce higher reading comprehension of students with low reading interest than small group discussion; (4) there was an interaction between technique and students’ reading interest to students’ reading comprehension. Based on the findings, it is concluded that herringbone technique is an effective technique for students’ reading comprehension compared to small group discussion.
- © 2019, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Nadya Felly AU - M. Zaim AU - Zul Amri PY - 2019/03 DA - 2019/03 TI - The Effect of Herringbone Technique And Students’ Reading Interest on Students’ Reading Comprehension At Grade VIII Of MTs Sumatera Thawalib Parabek Bukittinggi BT - Proceedings of the Seventh International Conference on Languages and Arts (ICLA 2018) PB - Atlantis Press SP - 705 EP - 712 SN - 2352-5398 UR - https://doi.org/10.2991/icla-18.2019.116 DO - 10.2991/icla-18.2019.116 ID - Felly2019/03 ER -