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2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Penelitian ini bertujuan untuk mendeskripsikan resepsi mahasiswa Universitas Borneo Tarakan terhadap Fan-Fiction Alternate Universe sebagai alternatif penumbuh minat baca sastra. Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan data berupa tanggapan 25 mahasiswa Fakultas Keguruan dan Ilmu Pendidikan yang diperoleh melalui kuesioner terbuka. Pengambilan sampel menggunakan purposive sampling, sedangkan analisis data dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa resepsi mahasiswa terhadap Fan-Fiction Alternate Universe secara umum cenderung positif. Mahasiswa menilai Alternate Universe menarik, menyenangkan, tidak membosankan, serta memiliki penyajian yang interaktif melalui percakapan, gambar, tweet, fake chat, dan bahasa yang dekat dengan keseharian. Mahasiswa juga menunjukkan ketertarikan untuk mengikuti cerita, memahami pesan, memberikan penilaian, dan merespons cerita secara emosional. Sebagian besar mahasiswa menyatakan bahwa Alternate Universe dapat memengaruhi minat terhadap bacaan sastra dan mendorong ketertarikan untuk mencari karya sastra lain. Dengan demikian, Fan-Fiction Alternate Universe dapat menjadi salah satu alternatif media yang berpotensi menumbuhkan minat baca sastra mahasiswa melalui penyajian yang ringan, interaktif, dan dekat dengan lingkungan digital.
ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This research aimed to determine the effect of implementing English-language Webtoons on the reading interest and reading ability of 11th-grade nursing students at SMK Kesehatan Kaltara Tarakan. This research employed a quantitative approach with a pre-experimental design in the form of a One-Group Pretest-Posttest Design. The research sample included 22 students selected using purposive sampling. The research instruments consisted of a reading interest questionnaire with 15 statements using a Likert scale and a reading ability test comprising 20 multiple-choice questions. Data were analyzed using descriptive statistics, the Shapiro-Wilk normality test, a paired-sample t-test for normally distributed data, the Wilcoxon test for non-normally distributed data, and N-gain calculations. The results showed an increase in reading interest following the implementation of the Webtoon Trauma Center. The mean reading interest score increased from 53.48 on the pretest to 68.71 on the posttest, with a mean difference of 15.23. The results of the paired-sample t-test showed a significance value of 0.000 (p 0.05), indicating a significant difference between the pretest and posttest scores. Reading ability also improved, with the mean score rising from 36.36 to 68.64. Improvements were observed in five reading skill indicators: finding factual information, identifying the main idea, understanding vocabulary, identifying references, and making inferences. Therefore, the implementation of the Webtoon Trauma Center could support improvements in students' interest and reading skills in English language learning, especially when accompanied by vocabulary support, structured reading activities, guidance, and appropriate classroom management.
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2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study aimed to improve the reading skills of Grade VII-B students through Phonics-Based Reading Activities at SMP Muhammadiyah 1 Tarakan. The study was motivated by students' difficulties in recognizing English words, identifying letter-sound relationships, pronouncing unfamiliar words, reading fluently, and understanding simple English texts. This study employed a mixed-methods approach integrated with a Classroom Action Research (CAR) design. The participants were 18 Grade VII-B students. The research was conducted in three action cycles consisting of planning, action, observation, and reflection. Data were collected through written tests and observation sheets. Quantitative data were analyzed based on students' written test results, while qualitative data described students' participation and engagement during the learning process. The activities consisted of Read and Match, Phonics Story Time, Reader's Chain, and Read and Draw. The findings showed that the activities improved students' reading skills. The mean score increased from 55 in the pre-test to 75.56 in the post-test, an improvement of 20.56 points. The number of students achieving the minimum mastery criterion increased from 6 students (33.3%) to 13 students (72.2%). Observation results also showed increased participation and engagement. In the final meeting, 16 students actively participated, and the students' activity score reached 90, categorized as Very Good. Therefore, Phonics-Based Reading Activities contributed positively to improving students' reading skills and encouraging active participation in English reading activities
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2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
The purpose of the research was to reveal the significant impact of implementing the role-based jigsaw method on seventh-grade students' reading comprehension at SMPN 1 Tarakan. This research employed one group pretest-posttest design and involved 32 students from Class VII-3. Data were collected through multiple-choice reading comprehension tests administered before and after the intervention. The results showed that students' average scores increased from 57.81 on the pre-test to 77.66 on the post-test. A paired t-test revealed a statistically significant difference between the pre-test and post-test scores (t=-14.248, df=31, p0.001). Therefore, the null hypothesis (Ho) was rejected, and the alternative hypothesis (H.) was accepted. Students were seen discussing the assigned reading passages in Expert Groups and sharing their understanding in Home Groups while carrying out the cognitive and functional roles assigned to them. The N-Gain effectiveness score of 47% indicates that the implementation of this method is categorized as "Less Effective" based on the effectiveness criteria used. However, because this research employed one group pretest-posttest design without a control group, these findings must be interpreted within the limitations of the research design and do not establish a direct cause-and-effect relationship. Through the division of cognitive and functional roles within the group, students are encouraged to actively participate in text comprehension, discussions, taking responsibility for tasks, and sharing information with other group members. Based on the research findings, English teachers are advised to implement the role-based jigsaw method as an alternative reading instruction strategy that can encourage student engagement and improve comprehension. Future researchers are advised to use a more comprehensive research design, such as including a control group and extending the duration of the intervention, in order to obtain optimal and in-depth results.
ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
AN ANALYSIS OF EIGHTH GRADERS' READING SKILL PROBLEMS AT MTS NEGERI TARAKAN THROUGH BROWN'S THEOR Y Abstract This study aims to analyze the reading skill challenges faced by eighth-grade students at MTs Negeri Tarakan using Brown's theory. This study focused on identifying the specific problems students encountered in reading English texts based on Brown's theory and analyzing the factors that contributed to these difficulties. This study employed a descriptive qualitative approach with data collection techniques consisting of documentation, observation, and semi-structured interviews. The research subjects consisted of six eighth-grade students from Class VIII-D, selected through a purposive sampling technique based on various levels of reading proficiency, and an English teacher. The data were analyzed using the Miles and Huberman interactive model, which consisted of data reduction, data presentation, and drawing conclusions, with source triangulation to ensure data validity. The research findings revealed that the reading difficulties experienced by students stem from limited vocabulary, poor understanding of sentence structure, and problems with fluency and pronunciation. In addition, psychological factors such as anxiety, low motivation, and a lack of self-confidence also play a major role in exacerbating students' reading difficulties. This study further indicates that anxiety about using a foreign language significantly affects reading comprehension, leading students to avoid active reading activities. Therefore, it can be concluded that students' reading difficulties are not only cognitive and linguistic in nature but are also heavily influenced by affective factors that create an "emotional filter" in the English language learning process.
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2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Penelitian ini bertujuan untuk mendeskripsikan kesulitan membaca yang dialami siswa serta kebutuhan dukungan yang diperlukan dalam memahami teks bacaan bahasa Inggris. Penelitian ini menggunakan metode deskriptif kuantitatif dengan pendekatan survei. Subjek penelitian adalah 61 siswa kelas IX.6 dan IX.7 di SMPN 3 Tarakan yang dipilih berdasarkan rekomendasi guru Bahasa Inggris sebagai kelas yang merepresentasikan kemampuan membaca siswa. Instrumen penelitian berupa kuesioner yang terdiri dari beberapa bagian, yaitu persepsi kemampuan membaca siswa, kesulitan membaca teks bahasa Inggris, serta kebutuhan dukungan pembelajaran membaca. Data dikumpulkan melalui Google Form dan dianalisis menggunakan statistik deskriptif berupa frekuensi, persentase, mean, dan standar deviasi menggunakan SPSS. Hasil penelitian menunjukkan bahwa siswa masih mengalami beberapa kesulitan dalam membaca teks bahasa Inggris, terutama dalam memahami kosakata baru, memahami kalimat yang panjang dan kompleks, mengingat detail informasi, serta menemukan makna tersirat dalam teks. Nilai rata-rata pada item kesulitan membaca berada pada kategori sedang, yang menunjukkan bahwa kesulitan membaca masih cukup sering dialami oleh siswa. Selain itu, hasil penelitian juga menunjukkan bahwa siswa membutuhkan berbagai bentuk dukungan pembelajaran. Dukungan digital menjadi kebutuhan tertinggi, diikuti oleh dukungan kosakata, dukungan visual, dan dukungan guru, sedangkan kerja kelompok berada pada tingkat kebutuhan yang lebih rendah. Berdasarkan temuan tersebut, dapat disimpulkan bahwa kesulitan membaca siswa tidak hanya berkaitan dengan aspek linguistik, tetapi juga dengan strategi pembelajaran dan bentuk dukungan yang diberikan selama proses membaca. Oleh karena itu, guru disarankan untuk mengintegrasikan penggunaan teknologi digital, pengajaran kosakata sebelum membaca, serta penggunaan media visual guna membantu meningkatkan pemahaman membaca siswa. This study aimed to describe the reading difficulties experienced by students and the support needs required to understand English reading texts. The research employed a descriptive quantitative method using a survey approach. The participants were 61 ninth-grade students from classes IX.6 and IX.7 at SMPN 3 Tarakan, selected based on the English teacher’s recommendation as representative classes of students’ reading ability levels. The research instrument was a questionnaire consisting of several sections, including students’ perceptions of reading ability, reading difficulties in English texts, and learning support needs for reading comprehension. Data were collected through a Google Form questionnaire and analyzed using descriptive statistics, including frequency, percentage, mean, and standard deviation with SPSS. The findings indicated that students still experienced several difficulties in reading English texts, particularly in understanding unfamiliar vocabulary, comprehending long and complex sentences, remembering detailed information, and identifying implied meanings in texts. The mean scores of reading difficulty items were categorized at a moderate level, indicating that reading difficulties were still frequently experienced by students. Furthermore, the results revealed that students required various forms of learning support. Digital support was identified as the most needed support, followed by vocabulary support, visual support, and teacher support, while group work support was categorized at a lower level of need. Based on these findings, it can be concluded that students’ reading difficulties are not only related to linguistic aspects but also to instructional strategies and the types of support provided during the reading process. Therefore, teachers are recommended to integrate digital technology, vocabulary pre-teaching activities, and visual media to help improve students’ reading comprehension.
ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Kemampuan membaca pemahaman adalah kompetensi dasar yang berhubungan dengan kefasihan dalam kemampuan siswa memahami isi bacaan. Penelitian ini bertujuan untuk meningkatkan kemampuan membaca pemahaman siswa melalui penerapan metode membaca terbimbing. Penelitian ini mengaplikasikan jenis Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus. Setiap siklus terdiri atas empat tahap, yaitu perencanaan, pelaksanaan, observasi, dan refleksi. Subjek penelitian adalah siswa kelas V A SDN Utama 2 Tarakan. Teknik pengumpulan data meliputi observasi, tes membaca, tes membaca pemahaman, dan dokumentasi. Hasil penelitian menunjukkan bahwa aktivitas mengajar guru mengalami peningkatan dari 82,5% pada siklus I menjadi 95% pada siklus II dengan kategori tinggi. Aktivitas belajar siswa pada siklus I mencapai 87,2% dan pada siklus II sebesar 83,5%, yang keduanya berada pada kategori tinggi. Hasil tes membaca pemahaman pada siklus I menunjukkan kategori baik sekali sebesar 16,67%, baik 25%, dan kurang 58,33%. Pada siklus II, kategori baik sekali meningkat menjadi 25%, baik 25%%, sedang 33,33% dan kategori kurang menurun menjadi 16,67%. Dengan demikian, metode membaca terbimbing terbukti dapat meningkatkan kemampuan membaca pemahaman siswa. Reading comprehension skills are basic competencies related to students' fluency in understanding reading content This study aims to improve students' reading comprehension through guided reading. This study applies a Classroom Action Research (CAR) type conducted in two cycles. Each cycle consists of four stages, namely planning, implementation, observation, and reflection. The research subjects were fifth-grade students of SDN Utama 2 Tarakan. Data collection techniques. included observation, reading tests, reading comprehension tests, and documentation. The results showed that the teacher's teaching activities improved from 82.5% in cycle I to 95% in cycle II, which was categorized as high. Student learning activities in cycle I reached 87.2% and in cycle II reached 83.5%, both of which were in the high category. The results of the reading comprehension test in cycle I showed that 16.67% were in the very good category, 25% were in the good category, and 58.33% were in the poor category. In cycle II, the very good category increased to 25%, good 25%, fair 33.33%, and poor decreased to 16.67%. Thus, the guided reading method has been proven to improve students' reading comprehension skills.
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2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Membaca pemahaman diartikan dalam memahami isi bacaan yang mewakili dari ide, gagasan, pikiran dan pendapat. Penelitian ini bertujuan untuk mendeskripsikan kemampuan membaca pemahaman mahasiswa PGSD Angkatan 2023 Universitas Borneo Tarakan dalam menyelesaikan soal cerita. Jenis penelitian yang digunakan yaitu kualitatif deskriptif. Teknik pengumpulan data berupa tes soal, wawancara dan dokumentasi. Subjek terdiri dari sepuluh mahasiswa diambil dari lima lokal yang dipilih secara acak berdasarkan hasil nilai tes. Hasil penelitian menunjukkan deskripsi dari kemampuan membaca pemahaman mahasiswa PGSD Angkatan 2023 Universitas Borneo Tarakan pada 4 indikator (literal, interpretatif, kritis, dan kreatif) dengan kategori sangat baik pada skror 58% mahasiswa mampu: 1) memahami informasi tersurat dan tersirat dalam teks secara tepat; 2) mengevaluasi isi bacaan secara kritis dengan alasan yang jelas; 3) menghasilkan gagasan baru secara kreatif berdasarkan isi bacaan. Sedangkan kategori cukup baik pada skor 40% mahasiswa mampu: 1) memahami informasi yang jelas dan mengartikan makna tersirat secara umum; 2) dapat menunjukkan sikap kritis dan merespons bacaan; 3) argumen dan pengembangan ide mereka masih dasar karena penjelasan yang diberikan belum memadai. Sedangkan kategori kurang baik pada skor 2% mahasiswa: 1) belum memahami isi teks secara utuh; 2) penafsiran makna tersirat kurang tepat; 3) kemampuan evaluasi kritis rendah; 4) pengembangan ide masih sangat terbatas. Reading comprehension is defined as grasping the substance of a text that expresses ideas, thoughts, or opinions. The purpose of this study is to describe the reading comprehension abilities of PGSD students from the 2023 class at the University of Borneo Tarakan when completing story problems. The method testing, interviews, and documentation. The subjects were 10 students chosen at random from five different sites based on their test scores. The study’s findings describe the reading comprehension ability of PGSD students from the 2023 class at the University of Borneo Tarakan on four indicators (literal, interpretative, critical, and creative), with a very good category of 58% of students being able to: 1) Correctly comprehend the explicit and implicit information in the text. 2) critically assess the reading’s content with explicit explanations; and 3) produce new creative ideas based on the reading’s content. Meanwhile, in the relatively good category, with a score of 40% students can: 1) comprehend clear material and interpret general implicit meanings; 2) adopt a critical mindset and respond to the reading; and 3) their arguments and concept development remain basic due to insufficient explanations. Meanwhile, in the poor category, 2% of students: 1) did not fully understand the text’s content, 2) misread the implicit meaning, 3) lacked critical assessment abilities, and 4) had very few ideas.
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2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study aims to ascertain the impact of skimming techniques on the reading comprehension of descriptive texts among tenth-grade students at SMAN 4 Tarakan. This research utilized a quantitative approach using a one-group pre-test and post-test pre-experimental design. The sampe comprised Class X-5, consisting 0f 35 students selected through purposive sampling. The research instrument was a reading assessment including 15 questions, conducted prior to and following the intervention. The skimming approach was implemented during three sessions. The researcher subsequently evaluated using the Wilcoxon Signed-Rank Test due to the non-normal distribution. The study’s results indicated that the students’ average pre-test score of 44.26 rose to 74.20 on the post-test. The Wilcoxon Signed-Rank Test yielded a p-value below 0.05 (p 0.05), leading to the acceptance of the alternative hypothesis (Ha) and rejection of the null hypothesis (Ho). Consequently, the skimming strategy significantly influences the reading comprehension abilities of tenth-grade students at SMAN 4 Tarakan when engaging with descriptive texts.
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2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This research aimed to enhance students' reading comprehension of narrative texts through the implementation of the Cooperative Integrated Reading and Composition (CIRC) learning model. This research used a Classroom Action Research (CAR) design conducted in two cycles, each consisting of planning, action, observation, and reflection stages. The research subjects were 32 students of class VIII-1 at SMP Negeri 7 Tarakan in the 2024/2025 academic year. The data were collected through reading comprehension tests and observation sheets of teacher and students' activities. The results showed an improvement in students' reading comprehension from Cycle I to Cycle II. In Cycle I, only 37% of students achieved the Learning Objective Achievement Criteria (KKTP) score of 74, which increased to 62% in Cycle II. Student activity increased from 92% to 96%, and teacher performance improved from 91% to 96%. The increase in student activity reflected higher engagement in key CIRC activities, including reading, group discussion, and writing. Teacher performance also improved as the CIRC steps were implemented more effectively, supporting students' engagement in reading activities. Thus, the CIRC model is effective in enhancing students' reading comprehension of narrative texts.
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2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
his study aims to describe the implementation of the CAKE application in English reading learning and to determine students' responses to its use among seventh-grade students at SMPN 14 Tarakan. This study was motivated by the low English reading skills of students due to limited vocabulary, difficulty in understanding sentence structure, and low student interest in English reading texts. To overcome these problems, this study utilizes the CAKE application as a Mobile Assisted Language Learning (MALL) based learning medium. This study uses a qualitative descriptive design supported by simple quantitative data. Data were collected through observation, interviews, and questionnaires, then analyzed through the stages of data reduction, data presentation, and conclusion drawing. The results show that the implementation of the CAKE application can be carried out well through systematic learning stages and the application of learning strategies such as scaffolding, collaborative learning, and continuous feedback. Students' responses to the use of the CAKE application show a positive trend, especially in increased interest in learning, vocabulary comprehension, and reading comprehension. However, this study also identified several obstacles, including time constraints, differences in students' technological abilities, and technical barriers such in limited devices and internet connectivity. Overall, the CAKE application has the potential to be a supporting medium for English reading learning for seventh-grade students.
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2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study aims to determine students' perceptions of the use local wisdom in reading worksheets in English language learning. The research method used is sequential explanatory mixed method. The subjects of this research were 36 students in class X-H at State Senior High School 2. This research instrument uses quantitative data (questionnaires) as the main data then complemented by qualitative data (interviews and documentation). The results of the student questionnaire show that in the perceiver category, it achieved a score of 74% with each sub-indicator has the following scores: comfort 78% (very high), confidence 78% (very high), motivation 76% (very high), interest 78% (very high), positive experience 80% (very high) and negative experience 51% (high). This shows that students’ internal factors, such as attitudes, interests, and learning experiences, supported the effectiveness of the worksheets. In target category, it achieved score of 76% (very high) each sub indicator has the following scores: newness 72% (high), movement 81% (very high), changes 76% (high) and closeness 76% (very high). it was concluded that the target aspect of local wisdom–based reading worksheets was perceived positively by students, as the worksheets successfully presented novelty content, encouraged active student movement, supported positive learning changes, and provided materials that were close and relevant to students’ daily lives. in the situation category, it achieved score 70% (high) each sub-indicator has the following scores: interaction 81% (very high) and learning atmosphere 58% (very high). This show that the learning situation created through the use of local wisdom–based reading worksheets generally supports effective learning, as reflected by very high student interaction and a positive learning atmosphere. Based on these results, this study showed that students have positive perceptions of utilizing local wisdom in reading worksheets based on the indicators of perceiver, target, and situation.
ThesisOpen AccessMetadata saja
2025•
This study aims to improve the reading comprehension skills of eighth-grade students at MTs Negeri Tarakan through the application of the Reciprocal Teaching Strategy. This study was a Classroom Action Research (CAR) conducted in two cycles, consisting of four meetings in each cycle. The research subjects were 32 eighth-grade students of MTs Negeri Tarakan in the 2024/2025 academic year. Data were collected through reading comprehension tests, observation sheets of teacher and student activities, and documentation. The results revealed an increase in students' reading comprehension skills after the implementation of the Reciprocal Teaching Strategy. The average score of students in cycle I was 68, with 56% of students achieving the Minimum Completion Criteria (KKM) of 70. In cycle Il, the average score increased to 77 with 81% of students achieving the KKM. Also, student and teacher activities during the learning process improved from the "fair" category to "good." The indicator that had the highest increase in both cycles was specific information, showing that students were increasingly able to find detailed information in the text after the implementation of this strategy. Therefore, it can be concluded that the implementation of the Reciprocal Teaching Strategy is effective in improving students' reading comprehension skills in recount texts and encouraging the active involvement of students and teachers in the English learning process in the classroom.
ThesisOpen AccessMetadata saja
2025•
This study aims to analyze students’ difficulties in understanding TOEFL-like Reading, a reading test designed based on the TOEFL ITP format and implemented in the Borneo English Test (BET), among students of the English Education Department at Universitas Borneo Tarakan. This research employed a descriptive qualitative design involving 28 students from the 2020 cohort. Data were collected through document analysis of BET scores, questionnaires, and interviews. The document analysis revealed that most students were classified at the A1 and A2 levels, while only three students reached the B1 level based on the CEFR, and none achieved the B2 or C1 levels. These findings indicate a low level of students’ academic reading competence. The results of the questionnaires and interviews revealed that the main difficulties experienced by students included limited vocabulary, low inferential ability, difficulties in answering detail and unstated detail questions, and limited background knowledge. In addition, time constraints and text complexity further hindered reading comprehension. To cope with these difficulties, students tended to use strategies such as identifying the meanings of unfamiliar vocabulary, rereading texts, and practicing with TOEFL-like materials, while systematic reading strategies such as skimming and scanning were still rarely applied. This study concludes that vocabulary mastery and the effective use of reading strategies play an important role in improving students’ performance in TOEFL-like Reading.
ThesisOpen AccessMetadata saja
2025•
This study investigates the effect of Reciprocal Teaching on the reading comprehension of eighth-grade students at SMPN 10 Tarakan, focusing on narrative texts. Employing a pre-experimental design, the study involved 25 students from class VIII-4 as the sample. Data were obtained using multiple-choice reading comprehension tests administered as a pretest and a posttest. The findings demonstrate a meaningful improvement in students' performance, with the mean score increasing from 31.60 in the pretest to 56.20 in the posttest. The Wilcoxon Signed-Rank Test revealed a significance value of 0.000 (p 0.05), indicating a statistically significant difference between pretest and posttest scores. In addition, the Normalized Gain (N-Gain) score was 0.35, which falls within the moderate category. These results suggest that Reciprocal Teaching contributes to improving students' reading comprehension through its four instructional steps predicting, questioning, clarifying, and summarizing-which encourage learners to engage actively with texts through collaborative discussion. In practice, this approach supported students in addressing vocabulary-related difficulties and strengthening inferential comprehension. The study implies that Reciprocal Teaching can enhance students' independence in monitoring and regulating their understanding, offering practical value for teachers in addressing reading challenges and providing a reference for future research on literacy-focused interventions.
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2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This purpose of the research was to increase the students' reading comprehension using the SGD (Small Group Discussion) method. This purpose was conducted at SMPN 09 Tarakan. The subjects of this research were 30 students from class VIII-1 at SMPN 09 Tarakan. The research method used was classroom action research (CAR). This classroom action research used the Kemmis and Me Taggart model, which was carried out in two cycles, each consisting of the stages of planning, acting, observing, and reflecting. The research instruments used were observation sheets and reading tests. The results of this research showed that there has been an improvement in students' reading comprehension. Based on the reading test results, in the first cycle, 16 students (53%) achieved the score of KTTP and 14 students (47%) did not achieve the score of KKTP. Meanwhile, the reading test results in the second cycle showed that 25 students (83%) achieved the score of KKTP and 5 students (17%) did not achieve the score of KKTP. The results of the observation sheets for teacher and student activities have met the criteria for success. Thus, it can be concluded that the use of the SGD (Small Group Discussion) method can increase the students' reading comprehension of students in class VIII-1 at SMPN 09 Tarakan.
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2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study aimed to investigate the effectiveness of Let's Read application in enhancing tenth-grade students' reading skills at SMKN 2 Tarakan. It employed a pre-experimental design with a one-group pretest-posttest model, involving 24 students selected through non-probability sampling. Data were gathered using reading comprehension tests administered before and after the intervention using the Let's Read application. During the treatment period, students interacted with narrative texts through the application, accompanied by structured assignment activities. The data were then analyzed using SPSS 26 software, including descriptive statistics, normality and homogeneity tests, and paired sample t-tests. The results revealed a significant improvement in students' reading comprehension, with a p-value of 0.045, confirming the effectiveness of the application. These findings support the integration of digital tools such as Let's Read in English language teaching to increase student engagement and improve learning outcomes.
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2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
The study aimed to determine whether there is a significant effect of the Make a Match strategy on the reading comprehension of ninth-grade students at MTs Al-Khairaat Tarakan. The method used in this study was pre-experimental research. The population in this study was 23 ninth-grade students at MTs Al-Khairaat Tarakan. The research instrument was a narrative text reading test with 25 multiple-choice questions. To analyze the data, the researcher used the SPSS program version 27.0. The study results showed that the average post-test score after using the Make a Match strategy was higher than the pre-test score before using the Make a Match strategy. The average pre-test score was 49.22, and the post-test score was 59.65, which increased by 10.43 points. It means there is a significant effect on the post-test score compared to the pre-test score. The results of the paired sample t-test also showed that the Sig. (2-tailed) value is below 0.05 (0.001 0.05), meaning that H0 is rejected and Ha is accepted. It can be concluded that using the Make a Match strategy significantly influences the reading comprehension of narrative texts of class IX students at MTs Al-Khairaat Tarakan.
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2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Reading Comprehension is one of the essential skills in English language learning. However, students often face challenges in understanding texts in depth. This study aims to investigate the effect of using the Nearpod Application on the reading comprehension of seventh-grade students at MTs Alkhairaat Tarakan. The research employed a pre-experimental method with a one-group Pretest-posttest design involving 17 students. The results indicated an increase in the average score from 40.88 on the pretest to 70.29 on the posttest. Hypothesis testing also showed a significance value of Sig 0.05, indicating a significant improvement after using Nearpod. In addition to the test score enhancement, classroom observations revealed that students became more active, motivated, and confident while learning through the interactive Nearpod media. Despite technical constraints like internet connectivity, the application effectively enhanced students' reading comprehension. Therefore, using the Nearpod application positively affects reading comprehension and students' learning behaviour in seventh-grade students at MTs Alkhairaat Tarakan
ThesisOpen AccessMetadata saja
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Penelitian ini bertujuan untuk meningkatkan keterampilan menulis puisi berbasis kearifan lokal Kalimantan Utara menggunakan model Cooperative Integrated Reading and Composition (CIRC) siswa kelas VIII-I SMP Negeri 2 Tarakan. Metode yang digunakan dalam penelitian ini untuk meningkatkan keterampilan menulis puisi siswa adalah tindakan kelas yang melibatkan satu kelas. Hasil penelitian menunjukkan bahwa dengan menerapkan model pembelajaran CIRC mampu meningkatkan keterampilan menulis puisi berbasis kearifan lokal Kalimantan Utara pada siswa kelas VIII-I SMP Negeri 2 Tarakan. Hal ini terbukti dari peningkatan hasil belajar siswa pada siklus I dan siklus II. Penelitian yang dilaksanakan pada siklus I diperoleh hasil belajar dari total 32 siswa hanya 11 siswa yang mendapatkan nilai tuntas dengan persentase (34%) dan 21 siswa yang mendapat nilai di bawah KKM dengan persentase (66%). Hasil belajar pada siklus II menunjukkan peningkatan dimana total 32 siswa terdapat 29 yang tuntas dengan persentase (91%) dan terdapat 3 siswa yang tidak tuntas dengan persentase (9%). Hasil analisis data menunjukkan bahwa penilaian mengalami peningkatan pada hasil belajar menulis puisi berbasis kearifan lokal Kalimantan Utara menggunakan model CIRC pada siklus I yang masih kurang, pada siklus II siswa sudah mampu dan memahami cara menulis puisi dengan baik secara kolaboratif
