Tesis

The effectiveness of the teaching technique with the non-linear note-taking techique on students\' reading comprehension as observed from students\' cognitive learning style / Rika Andayani

Abstrak
. Graduate Program in English Language Teaching State University of Malang. Advisors (1) Dr. Gunadi Harry Sulistyo M.A. (II) Dr. Monica D. D. Oka M.A. Keywords non-linear note taking technique linear note taking technique reading comprehension effectiveness The non-linear note taking technique in reading activity is a new way of taking notes while reading the texts first proposed by Makany et al. in 2009. Through the non-linear note taking technique the study investigates 1) if the non-linear note taking technique effective in improving students reading comprehension 2) if there is any interaction between the non-linear note-taking technique and the students cognitive learning style. This study employs a quasi-factorial design with pretest-posttest non-equivalence group design. The subjects were the eleventh graders students of SMAN 9 Malang Indonesia in the academic year 2011-2012. Students reading comprehension achievement was measured by an objective test while students cognitive learning style was classified by a cognitive learning style questionnaire. The findings of the research revealed a statistically significant effect between pre- and post-test on their reading comprehension. Based on the statistical computation the p-value for the treatment is 0.000 with the level of confidence 95% ( 945 0.05) thus the p-value was smaller than the (0.05). In other words there is any difference in the students reading comprehension achievement taught by using the non-linear note taking technique and the linear note taking technique. Gained results are in favor of convictions that view the non-linear note taking technique as an effective learning strategy. A possible reason for this is that students benefited from their non-linear notes by organizing and analyzing the information from the reading materials in such a way. This assumption is supported by other experimental evidence that ascribe the advantages of the non-linear note taking technique to its function as a medium of breaking down the messages of the texts into comprehensible input and memorable chunks such that information can be effectively received and remembered in an effect resembling a flash back. Further based on the statistical computation the p-value of the cognitive learning style (0.453) is bigger than the (0.05) so that there is no interaction between the non-linear note taking technique and the students cognitive learning style. Thus the significant achievement gained by the experimental group is only be attributed to by the teaching technique implemented that is the non-linear note taking technique.

Informasi Detail

DDC

Rt 428.407 AND e

Prodi

Universitas Negeri Malang. Program Studi Pendidikan Bahasa Inggris, 2011.

Deskripsi Fisik

xi, 191 lembar : il., tab. ; 30 cm.

Bahasa

No Reg

00113/KI/12

Edisi

Tesis (Pascasarjana)--Universitas Negeri Malang. 2011

Subjek

1. BAHASA INGGRIS - MEMBACA, PEMAHAMAN
2. BAHASA INGGRIS - MEMBACA - METODE PEMBELAJARAN

Pembimbing

1. GUNADI HARRY SULISTYO ; 2. MONICA D.D. OKA

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