Name : Desi
Natalia
NPM : 16611028
Title : Reading strategies activated in experimental research
Screenshoot of the cover
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This study focuses on the results of experimental research
targeted to selected learners of two premiere. This experiment was aimed to
contribute to the development of literacy reading and to demonstrate the
effectiveness of education by using the Double-entry diary method to improve
the literacy level of the experimental group. The methodology is
quantitative-qualitative and tested using fourth-graders. The quantitative
methods of this study are standardized didactic trials and tests taken from
PIRLS, a periodic international survey and a qualitative method of reading
pupil readings.
Interglossary method using Double-Entry Diary. The
Double-Entry Diary method is a very important method for developing fourth
grade elementary school students and helping teachers to do so enhances the
systematic literacy rate of students without extensive study of theories. The
results showed that the Double-Entry Diary method improved the success rate of
reading ability test.
The term Double-Entry Diary refers to a type of recording
that resembles double entry bookkeeping, eg. two entries separated by a line.
It is a scholarly way of a student to take notes in a reading diary. That
Methods involve reading strategies so it is worth mentioning
what the reading strategy is, how it is
classified and what results can be achieved through them in
the education process.
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