READING ALOUD VERSUS SILENT READING: COMPARING READING COMPREHENSION STRATEGY IN SECOND-GRADE JUNIOR HIGH SCHOOL STUDENTS

Yuliana, Febi Dwi (2023) READING ALOUD VERSUS SILENT READING: COMPARING READING COMPREHENSION STRATEGY IN SECOND-GRADE JUNIOR HIGH SCHOOL STUDENTS. Undergraduate thesis, UIN KH ACHMAD SIDDIQ JEMBER.

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Abstract

Febi Dwi Yuliana, 2023: Reading Aloud Versus Silent Reading: Comparing
Reading Comprehension Strategy In Second-Grade Junior High School Students.

Keywords: Reading Aloud, Silent Reading, Reading Comprehension

Reading plays an important role in English learning. The phenomenon
shows that many students still have difficulties in reading comprehension that
caused by students who also don‘t know how to use proper strategies to read.
Some reading techniques can be applied to students in a level of junior high
school. Reading aloud is one of the reading techniques that challenge students to
verbally interact with texts, peers, and teachers. Then, silent reading is one of the
reading techniques that helps examine their private skills of own and in
developing their ideas secretly and they spend a maximum of time for silent
reading in classrooms. However, some research has examined to differences
between reading aloud and silent reading on students' reading comprehension.
However it have limited attention in the Junior High School context.
Thus, this research aims to answer the research question there is ―Do
students who read aloud perform differently in reading comprehension tests than
those who read silently?‖ and the research objective is to investigate whether or
not there are differences between students reading aloud and silent reading
reading in reading comprehension tests. This research was conducted on second-
grade students in two classes, who had two reading habits, namely reading aloud
and silent reading at the Islamic Junior High School of Nuris Jember.
The method used in this research was a causal-comparative design. The
variables of this research were reading aloud and silent reading as independent
variables and students' reading comprehension as dependent variables. This
research used purposive and convenience sampling, 12 students read by reading
aloud from 8G, and 12 students read by silent reading from 8E. The researcher
investigates the 8G and 8E differences between reading aloud and silent reading
on students' reading comprehension. The instrument used to gather the data was 1
reading test, especially in recount text consisting of 20 multiple-choice questions,
the test has indicator for reading comprehension test there are main idea, factual
0r detail information, vocabulary, referent and inference. Also, the reading test
was valid with validity test and good criteria for reliability test.
The results show that there is a difference between reading aloud and
silent reading on students' reading comprehension especially in recount text. But
not much significant difference because the average is only 2 points score
different. However, the reasons why the differences are so slight need further
research..Tthe score of students read by reading aloud has an average of 83 and
the average of students read silently is 85,8. Then, the t-table in this research
shows that H0 is accepted, and there is a difference between reading aloud and
silent reading on students' reading comprehension in second-grade in Islamic
Junior High School of Nuris Jember. So, this research recommended for another
researcher to have background knowledge. Also, recommended that teachers use
reading aloud or silent reading in the teaching and learning process.

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