The Implementation of Read, Ask, Paraphrase Technique in the News Reading Comprehension

Ezra Susanti Harnita  Purba; Yessy  Octavianna; Carolina Pakpahan

doi:10.47435/jle.v5i1.2786

Ezra Susanti Harnita Purba Universitas HKBP Nommensen
Yessy Octavianna Universitas HKBP Nommensen
Carolina Pakpahan Universitas HKBP Nommensen

DOI: https://doi.org/10.47435/jle.v5i1.2786

Keywords: Read Ask Paraphrase (RAP), reading comprehension, news item text

Abstract

The purpose of this study is to investigate the significance of applying the RAP technique in learning activities in reading classrooms. The researcher employed a quantitative experimental research strategy for this study. The participants in this study were students in classes IX-A and IX-B at SMP Gajah Mada Medan who were in their ninth grade. Selecting samples, researchers used the term cluster random sampling by choosing two classes. There are 60 students total; there are 15 pupils in each class. Two groups of students were formed; the experimental group and the control group. The control group was instructed in traditional ways, whereas the experimental group received therapy (the RAP approach). An exam with multiple choice questions is the tool used to gather data. To assess the data, the t-test formula was used. The data was evaluated using the t-test procedure. The analysis's findings demonstrate that, at a significance level of 0.05 and with 28 degrees of freedom (df), those served exceed the t-table (3.86> 2.44). This indicates that students' learning scores have been positively impacted by the use of the RAP technique in the teaching and learning process, particularly when it comes to the reading of news articles for class.

Downloads

Download data is not yet available.

References

Brown, H. D., & Douglas, P. (2004). Teaching by principles: An interactive approach to language pedagogy. Longman.

Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education. Routledge.

Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Sage Publications.

Field, A. (2018). Discovering statistics using IBM SPSS statistics. Sage.

Fraenkel, J. R., & Wallen, N. E. (2018). How to design and evaluate research in education. McGraw-Hill Education.

Hammer, D. (2007). Comprehension and teaching reading. Heinemann.

Johnson, B., & Christensen, L. (2019). Educational research: Quantitative, qualitative, and mixed approaches. Sage Publications.

Harmilawati, Sabaruddin, Muammar K, A., Khaerunnisa, & Jusmaniar. (2023). Gamification in the Learning evaluation on students’ learning outcomes of English education students. JLE: Journal of Literate of English Education Study Program, 4(2), 61-70. https://doi.org/10.47435/jle.v4i02.2273

Johnson, R., & Smith, A. (2024). The impact of active reading strategies on student engagement and achievement. Journal of Educational Research, 18(3), 245-262.

Klingner, J. K. (2007). Teaching reading comprehension to students with learning difficulties. The Guilford Press.

Lopez, M., & Martinez, J. (2023). Enhancing reading comprehension through active reading techniques: A review of recent studies. Educational Psychology Review, 35(2), 127-146.

Mertens, D. M. (2019). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods. Sage Publications.

Mentari, S. (2017). The importance of reading in the digital age. Journal of Education and Technology, 8(1), 45-56.

Muijs, D. (2010). Doing quantitative research in education with SPSS. Sage.

Neuman, S. B., & Gambrell, L. B. (2020). Reading instruction in the age of technology. Wiley.

Patel, N. (2023). The effectiveness of structured reading strategies in diverse classrooms. Journal of Literacy and Language Education, 12(4), 233-249.

Rosenshine, B. (2018). Principles of instruction: Research-based strategies that all teachers should know. American Educator.

Siti Karina, Harmilawati, & Indirwan. (2023). The hesitation of students in speaking English at the English education study program Universitas Islam Ahmad Dahlan Sinjai. JLE: Journal of Literate of English Education Study Program, 4(1), 9-18. https://doi.org/10.47435/jle.v4i01.1821

Schumaker, J. B., Deshler, D. D., & Ellis, E. S. (2006). The RAP strategy for reading comprehension. Edge Enterprises.

Sinaga, D. M., et al. (2023). Reading as a foundational skill for language learning. Journal of Language and Linguistics, 15(2), 123-138.

Slavin, R. E. (2020). Educational psychology: Theory and practice. Pearson.

Sugiyono. (2018). Metode penelitian kuantitatif, kualitatif, dan R&D. Alfabeta.

Thompson, L. (2022). Active engagement and its role in reading comprehension improvement. International Journal of Educational Practices, 29(1), 90-105.

Turner, J. D., & Paris, S. G. (2021). Digital literacy and reading strategies in the 21st century classroom. Routledge.