The Impact of Self Assessment Toward Reading Comprehension In Narrative Text (An experimental research to the tenth grade students of SMK Sultan Fattah Salatiga in academic year 2018/2019)

Simtiyah, Umi (2019) The Impact of Self Assessment Toward Reading Comprehension In Narrative Text (An experimental research to the tenth grade students of SMK Sultan Fattah Salatiga in academic year 2018/2019). Other thesis, IAIN SALATIGA.

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Abstract

The Impact of Self-Assesment Toward Students’ Reading Comprehension in Narrative Text (an experimental research to the tenth grade students of SMK Sultan Fattah Salatiga in academic year 2018/2019). A Graduating paper. English Education Department. Teacher Training and Education Faculty. State Institute for Islamic Studies (IAIN) Salatiga. Counselor: Noor Malihah, S. Pd, M. Hum., Ph. D. This research dealt with the impact of self-assessment toward students’ reading comprehension in narrative text the tenth grade students at SMK Sultan Fattah Salatiga. The objectives of this research were to answer (1) how is the profile of the students reading comprehension in narrative text before implementing self-assessment. (2) how is the profile of the students reading comprehension in narrative text after implementing self-assessment (3) is the implementing of self-assessment effective in their reading narrative text. The subjects of this research were two classes for the tenth grade of SMK Sultan Fattah Salatiga: the first class was A1 (X Multimedia) as the experimental class and the second class was A2 (X Tata Busana) as the comparison class. The approach of research was quantitative research especially quasi experimental research. The instrumental used to collect the students’ reading comprehension was test. The data were collected from the score of pre-test and post-test after treatment was implemented. The data tested statistically by using Statistical Product and Service Solution (SPSS) version 16.0. The researcher found that there was no significant difference in the students’ reading comprehension before implementing self-assessment. The mean score of EC (Experimental Class) was 62.21 and CC (Comparison Class) was 61.57. Then, there is any significant difference in the students’ reading comprehension after implementing self-assessment. The mean score of EC was 84.29 and CC was 78.14. The difference score mean is 6.15. Hence, researcher interpreted that there was any significant difference after implementing self-assessment. The result showed that self-assessment strategy was an effective strategy in improving the students’ reading comprehension especially in narrative text. To sum up, the researcher concluded that alternative hypothesis (Ha) is accepted and null hypothesis (Ho) is rejected. Key Words: Self-Assessment, Reading Comprehension, Narrative Text.

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