THE EFFECT OF RAP (READ, ASK, PARAPHRASE) STRATEGY ON STUDENTS™ READING COMPREHENSION IN READING ANALYTICAL EXPOSITION TEXT

Authors

  • Veronika N. and Lince Sihombing

DOI:

https://doi.org/10.24114/reg.v4i3.5244

Abstract

This study focused on finding out the effect of applying RAP (Read, Ask,
Paraphrase) Strategy on students™ reading comprehension in reading analytical
exposition text. This study was conducted in experimental design. The population
of this research was the second year of students in SMA Swasta Katolik Budi
Murni 2 Medan. There were seventy students of the second year senior high
school students as the sample of the research. This study was conducted with two
randomized groups namely Experimental Group and Control Group. The
experimental group was taught by applying RAP Strategy, while the control group
was taught by applying conventional strategy. The instrument of collecting the
data was multiple choice tests which consisted of 25 items. The data were
analyzed by using t-test formula. The calculation shown that t-observed (5.36)
was higher than t-table (1.994) at the level of significance (α) 0.05 with the degree
of freedom (df) 68. It means that there was a significant effect of applying RAP
Strategy on students™ reading comprehension in reading analytical exposition text.

References

Downloads

Published

2015-07-01

Issue

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

Section

Articles

License

Authors who publish with this journal agree with the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
  4. This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.