INCREASING STUDENTS’ READING COMPREHENSION THROUGH TASK-BASED APPROACH

Dwi Astiti Nugra Heni, Ujang Suparman, Hartati Hasan

Abstract


Tujuan dari penelitian ini adalah untuk mengetahui apakah ada peningkatan signifikan pada prestasi pemahaman membaca siswa setelah diajar menggunakan pendekatan berbasis tugas. Populasi dari penelitian ini adalah siswa tahun pertama SMKN 2 Bandar Lampung yang terdiri dari 15 kelas dan satu kelas diambil sebagai kelas sampel. Sampel ini dipilih dengan menggunakan teknik random sampling. Penelitian ini merupakan penelitian kuantitatif dan menggunakan desain one group pretest- posttest. Skor rata-rata pretest adalah 51,43 dan skor rata-rata posttest adalah 78,43, jadi peningkatannya adalah 27,00. Nilai signifikan (2-tailed) adalah p= 0,000, dimana p< 0,05, hal ini menunjukkan bahwa hipotesis satu diterima. Dari lima aspek dalam membaca yang diamati, mengidentifikasi ide pokok merupakan yang paling meningkat dan siswa memiliki respon positif setelah diajar menggunakan pendekatan berbasis tugas. Maka disimpulkan bahwa pendekatan berbasis tugas secara signifikan dapat meningkatkan prestasi membaca pemahaman siswa.

 

The objective of this research is to find out whether there is significant increase of students’ reading comprehension achievement after being taught using task-based approach. The population of this research is the first year students of SMKN 2 Bandar Lampung consisting of 15 classes and one class is taken as the sample class. The sample is selected by using the random sampling technique. This is a quantitative research and one group pretest- posttest design was employed. The mean score of pretest is 51,43 and mean score of posttest is 78,43, so the increase is 27,00. The significant (2-tailed)  value was p=0.000, where p< 0.05, it showed that the hypothesis was accepted. From five reading aspects being observed,  identifying main idea was the most increased and students had positive respond after being taught using task-based approach. It was therefore concluded that task-based approach could significantly increase students’ reading comprehension achievement.

Keywords: reading aspects, reading comprehension, task-based approach.


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References


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