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All Journal Journal MELT (Medium for English Language Teaching) Jurnal Pengabdian Masyarakat (JURDIMAS)
Rahayu Syafitri
Universitas Potensi Utama
Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Languange, Linguistic, Communication & Media Social Sciences

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Journal : Journal MELT (Medium for English Language Teaching)

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The Effect Of “Think-Aloud” Strategy On Students’ Inferential Reading Comprehension Dina Irmayanti Harahap; Rahayu Syafitri
Journal MELT (Medium for English Language Teaching) Vol 7, No 1 (2022): MELT June 2022
Publisher : Universitas Potensi Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22303/melt.7.1.2022.69-82

Abstract

There are four skills in English, namely speaking, writing, reading, and listening. One  of  those  skills  is  reading which  perceived  a  written  text  in  order  to understand its contents. To understand the contents of the text, the students faced many problems. Some of them don’t understand about the meaning of the words and lack in vocabularies and some of them think that reading is boring activity. This condition and situation caused some of the students feel bored when they joint in the reading class. In this research, the researcher was aimed to find out the effect of think-aloud strategy in teaching inferential reading comprehension at a vocational school SMK PELAYARAN SAMUDERA INDONESIA MEDAN in academic year 2021/2022. The method of this research is an experimental research. The researcher took data from the eleven (XI) grade students of nautical class A and B as the sample of the research. The nautical class A as experimental  group  and  the nautical class B  as  control  group.  Each  class  consists  of  30 students.   Dealing  with  the  research  instrument   of  collecting  the  data,  the researcher used a test which consisteds of pre-test and post-test and conducted before and after treatment. To analyze the data, the researcher applied the t-test. The result of this research showed that the students mean scores in reading comprehension who were taught  by think-aloud strategy is higher,  while  the students mean scores in reading  comprehension  who were taught  by the Group  Discussion  strategy  is lower. The result of t-test computation  pointed that tobservation  is high while the value ttable  is low . It shows that tobservation  is higher than ttable  ( to>tt). Therefore the alternative Hypothesis (Ha)  is accepted while the null hypothesis (Ho) is rejected. In other word, it can be concluded that think-aloud strategy is effective to to increase the students inferential reading comprehension of students at SMK PELAYARAN SAMUDERA INDONESIA Medan.
Co-Authors AZHARI P SWONDO Dina Irmayanti Harahap