The Effect of Repeated Text Reading Method on Elementary School Students’ Reading Comprehension
Pengaruh Metode Membaca Teks Berulang terhadap Membaca Pemahaman Peserta Didik Sekolah Dasar
DOI:
https://doi.org/10.21070/ups.10868Keywords:
reading comprehension, reading skills, Elementary School EducationAbstract
This study examines the low reading comprehension ability of elementary school students, influenced by limited reading interest, vocabulary, and teaching methods. It aims to determine the effectiveness of the repeated reading method for third-grade students. A quantitative approach with a quasi-experimental nonequivalent control group design was used. The sample included 20 students divided into experimental and control groups. Data were collected through pretests and posttests and analyzed using a t-test and N-Gain. Results showed a significant improvement in the experimental group, with mean scores increasing from 63.33 to 86.11, while the control group improved from 60.56 to 73.33. The t-test result (0.001 < 0.05) indicated a significant difference between the groups. Additionally, the experimental group’s N-Gain score (0.63) was higher than the control group’s (0.33). These findings demonstrate that the repeated reading method effectively enhances students’ reading comprehension ability.
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