The Comparison between the Effect of Using Close Reading and Text Coding and Know/Want to Know/Learn (KWL) Strategies on Students’ Reading Comprehension

Abstrak / Ringkasan

The aim of this study is to investigate The Comparison between the Effect of
Using Close Reading and Text Coding and KWL Strategies on Students’ Reading
Comprehension. The design of this research is Experimental focusing on group
quantitative research. It involves 75 students of class XI of semester II of students
of MAN 2 Pekanbaru, consisting of 25 students of XI.A for experimental 1 (Close
Reading Strategy), and 25 students of class XI b for Experiment 2 (strategy 2),
and 25 students of class XI c for control class without treatment. Observation
sheets and reading comprehension tests were used in this study, consisting of 20
multiple choice questions used for pre-test and post-test. To analyze the data, the
researcher uses independent sample t-test and paired sample t-test using SPSS 2.0
with significant probability Ho accepted if P <0,05 or no significant effect after
giving treatment, Ha accepted if P> 0.005 or there is a significant effect after
giving treatment. Close Reading gets a measure or eta-squared effect is: Etasquared
=
0.41
x
100%
=
41%,
KWL
Strategy
gets
the
size
or
eta-squared
effect

as
follows;
Eta-squared
=
0.66
x
100%
=
66%.
The
highest
effect
is
KWL,
but
the

two

classes are not much different, so both strategies can improve students'
reading comprehension. Finally, it can be concluded that both Close Reading and
KWL strategies can be applied in teaching reading comprehension in MAN 2
Pekanbaru, although judging by the comparison of the size effect, KWL has
greater influence than Close Reading



Keywords: close reading strategy, KWL strategy, reading comprehension

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