Differences in Reading Comprehension Text Reading Skills by Using Auditory, Intellectually, Repetition (AIR) and Brainstorming Learning Models in Terms of Students Reading Interest

DOI

10.2991/assehr.k.200824.011How to use a DOI?

Keywords

Auditory, intellectually, (AIR), brainstorming, reading exposition text skills

Abstract

This research aims to determine the differences of reading skills in comprehension of exposition text by using the auditory learning model, intellectually, repetition (AIR) and brainstorming in terms of students’ interest in reading at VIII class of MTsN 5 Solok Selatan. Theories used in this research are reading interest, reading skill learning of exposition text, auditory learning models, intellectually, repetition (AIR) and brainstorming. This research was quantitative with the experimental method. The type of research design used was a quasi-experimental design with a factorial design. This research used three variables, namely the reading skill of exposition text as the dependent variable, auditory learning model, intellectually, repetition (AIR) and brainstorming as independent variables, and students’ interest in reading as a moderator variable. The sample in this research amounted to 64 (experimental classes I and II each amounting to 32 people) which taken by using purposive sampling. The data in this study were scores on reading interest and scores on the reading skill of exposition text in both sample classes. There were four results of this research. First, there was no significant difference in the reading skill of exposition text between students who were taught by using auditory, intellectually, repetition (AIR) learning models and students who were taught with a brainstorming learning model. The average comparison of both classes was 86.30 and 85.02. Secondly, there was no significant difference in reading skill of exposition text between students who have high reading interest who were taught with auditory learning model, intellectually, repetition (AIR) and students who have high reading interest which taught with brainstorming learning model, with a comparison of both averages the classes was 91.35 and 90.70. Third, there was no significant difference in reading skill of exposition text between students who have low reading interest who were taught with auditory learning models, intellectually, repetition (AIR) and students who have low reading interest who were taught with brainstorming learning model, with a comparison of the average the two classes was 81.23 and 79.33. Fourth, there was a significant interaction effect between the learning model and students’ interest in reading toward students’ reading skill on comprehension text.

Copyright

© 2020, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

Download article (PDF)

TY  - CONF
AU  - Dia Fitri
AU  - Erizal Gani
PY  - 2020
DA  - 2020/08/25
TI  - Differences in Reading Comprehension Text Reading Skills by Using Auditory, Intellectually, Repetition (AIR) and Brainstorming Learning Models in Terms of Students Reading Interest
BT  - Proceedings of the 1st Progress in Social Science, Humanities and Education Research Symposium (PSSHERS 2019)
PB  - Atlantis Press
SP  - 43
EP  - 47
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.200824.011
DO  - 10.2991/assehr.k.200824.011
ID  - Fitri2020
ER  -