THE EFFECT OF APPLYING INTERACTIVE NOTATION SYSTEM FOR EFFECTIVE READING AND THINKING (INSERT) STRATEGY ON STUDENTS™ ACHIEVEMENT IN READING ANALYTICAL EXPOSITION TEXT

Authors

  • Poppy Priscilia Marbun and Tjut Ernidawati

DOI:

https://doi.org/10.24114/reg.v4i3.5240

Abstract

This study deals with the Effect of Applying Interactive Notation System for
Effective Reading and Thinking (INSERT) Strategy on Students™ Achievement in
Reading Analytical Exposition Text. The objective of the study is to find out
whether Interactive Notation System for Effective Reading and Thinking
(INSERT) Strategy significantly affects the students™ achievement in reading
analytical exposition text. It was an experimental research. The subject of the
study was the students of eleventh (XI) grade students of SMA Negeri 1 Tebing
Tinggi. The sample was divided into two groups. The Experimental group was
taught by applying Interactive Notation System for Effective Reading and
Thinking (INSERT) strategy, while the control group was taught by applying
Question Answer Relationship (QAR) strategy. Levels of reading comprehension
used in the reading test were literal, interpretative and critical reading. The
percentages of each level were 35%, 45% and 20%.To obtain the reliability of the
test, the writer applied Kuder Richardson formula (KR-21). The result of the
calculation showed that the reliability of the test was 0.83, which means that the
reliability of the test is very high. The data was analyzed by using t-test formula.
The analysis showed that tobserved is exceeded than ttable (4.10 > 2.00) at the level of
significance of 0.05 with the degree of freedom (df) 58. The findings indicate that
using Interactive Notation System for Effective Reading and Thinking (INSERT)
strategy significantly affected the students™ reading analytical exposition text.

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Published

2015-07-01

Issue

Vol. 4 No. 3 (2015): JUL-SEP

Section

Articles

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