Ricky Al-Faroby, Muhammad (2025) THE EFFECT OF PRE-TEACHING VOCABULARY AND GAME ON IMPROVING STUDENTS READING COMPREHENSION AT TENTH GRADE OF SMAN 19 BALARAJA – TANGERANG. Master thesis, UNIVERSITAS SULTAN AGENG TIRTASA.

	Text Muhammad Ricky Al-Faroby_7777220013_FULL TEXT.pdf Restricted to Registered users only Download (3MB)
	Text Muhammad Ricky Al-Faroby_7777220013_01.pdf Restricted to Registered users only Download (2MB)
	Text Muhammad Ricky Al-Faroby_7777220013_02.pdf Restricted to Registered users only Download (265kB)
	Text Muhammad Ricky Al-Faroby_7777220013_03.pdf Restricted to Registered users only Download (355kB)
	Text Muhammad Ricky Al-Faroby_7777220013_05.pdf Restricted to Registered users only Download (127kB)
	Text Muhammad Ricky Al-Faroby_7777220013_REFF.pdf Restricted to Registered users only Download (130kB)
	Text Muhammad Ricky Al-Faroby_7777220013_LAMP.pdf Restricted to Registered users only Download (457kB)
	Text Muhammad Ricky Al-Faroby_7777220013_CP..pdf Restricted to Registered users only Download (359kB)
	Text Muhammad Ricky Al-Faroby_7777220013_04.pdf Restricted to Registered users only Download (249kB)

Abstract

This research aimed to see the improvement of students’ reading comprehension using technique of vocabulary pre-teaching and game. The research was carried out at SMAN 19 Kabupaten Tangerang. Experimental design with quantitative calculation was chosen as design of the research to obtain the research objectives. Two sets of reading test were selected to be the research instruments distributed to 32 students in each group of the research namely control group, vocabulary pre-teaching group and game group. The result of study shows that the calculation of T-Test for pre-test and post-test from the control group, the experiment groups, control-experiment groups, between experiment groups shows at 0.000 which is lower than α at 0.05. Consulting to the hypothesis given, the experiment hypothesis is accepted saying that there is significant effect of the two techniques of vocabulary pre-teaching and game on students’ reading comprehension. Besides, result from the ANOVA calculation shows the sig-value of 0.496 and 0.522 which is higher than α at 0.05. This result from the ANOVA calculation could be interpreted that both techniques do show difference on students’ reading comprehension, it means that application of the two remains to provide similar effect on students’ reading comprehension. This was derived from evidence that the two techniques of vocabulary pre-teaching and games offer similar learning alternatives of learning preparation and motivation as well by which both affects greatly on reading comprehension.

Actions (login required)

View Item