The Effect of Double Entry Journal (DEJ) Strategy and Self-Efficacy on Students’ Reading Comprehension at Grade X IPS Students at SMA Negeri 2 Padang
Putri Yulia Sari, Hermawati Syarif, Sitti Fatimah
Putri Yulia Sari
Available Online February 2019.
- https://doi.org/10.2991/icoelt-18.2019.30How to use a DOI?
- Double Entry Journal (DEJ) strategy, reading comprehension
- Reading teaching strategy - Double Entry Journal (DEJ) and students’ self efficacy are the factors that influence students’ reading comprehension served in the background of this research. In accordance with the background, this research was aimed at testing the effect of DEJ and student’s self efficacy on students’ reading comprehension. This study was experimental research with quasi and 2×2 factorial design. It was conducted at tenth grade of Social science students at SMA Negeri 2 Padang as the population of this research. The sample was chosen by using cluster random sampling. The reading comprehension test and questionnaire of self efficacy were used to collect the data of the research. The results of data analysis showed that; (1) DEJ strategy produced better reading comprehension than small group discussion (SGD) strategy; (2) DEJ produced better reading comprehension of students with high self efficacy; (3) DEJ did not produce better reading comprehension of students with low self efficacy; (4) there was no interaction between strategies and students’ self efficacy on students’ reading comprehension. Based on the finding, it is concluded that DEJ is an effective strategy for students’ reading comprehension compared to SGD.
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
TY - CONF AU - Putri Yulia Sari AU - Hermawati Syarif AU - Sitti Fatimah PY - 2019/02 DA - 2019/02 TI - The Effect of Double Entry Journal (DEJ) Strategy and Self-Efficacy on Students’ Reading Comprehension at Grade X IPS Students at SMA Negeri 2 Padang BT - Proceedings of the Sixth of International Conference on English Language and Teaching (ICOELT 2018) PB - Atlantis Press SP - 210 EP - 216 SN - 2352-5398 UR - https://doi.org/10.2991/icoelt-18.2019.30 DO - https://doi.org/10.2991/icoelt-18.2019.30 ID - Sari2019/02 ER -