{"title":"初中学生阅读理解拼图策略中视觉与听觉学习风格的比较研究","authors":"Heppy Naibaho, Sondang Manik","doi":"10.24256/ideas.v11i1.3802","DOIUrl":null,"url":null,"abstract":"This study aimed to idenify (1) wether there was an effect of using Jigsaw Strategy on Students' reading Comprehension of visual and auditory Learning Style at SMP Negeri 3 Lintonghihuta. (2) whether there was different effect of using Jigsaw Strategy on Students' reading Comprehension of visual and auditory Learning Style at SMP Negeri 3 Lintonghihuta. The design of this study was mixed design quantitative comparation with quasi - experimental research that aimed to determine whether the relationship between the experimental group and comparison group in reading comprehension, the experimental group is the group that received the treatment. One class from the population was taken as samples by using a purposive-sampling technique. There were 32 students were taken as populations from class IX – 1. The class will be taught by Jigsaw strategy to know the reading comprehension achievement then compared between the auditory and visual learning style. The results of this study were (1) there was different post-test score between auditory and visual class where the visual class had higher score (71,25) than the auditory class (67,00) after being taught using jigsaw strategy. The result of the paired sample t-test showed that the values of sig (2-taieled) was 0,000 < 0,050 which means that there was significant different between the Pre-test and Post-test and it can be concluded that there was mean difference between the pre-test and the post-test of reading comprehension score of visual and auditory learning style after taught using jigsaw strategy.(2) Based on the ANCOVA test it was found that the value of level of significance of learning style was 0.120 and the value of level of Jigsaw strategy significance level was 0,162. It can be said that there was no significance effect of jigsaw strategy on students’ reading comprehension of auditory and visual and auditory Learning Style at SMP Negeri 3 Lintonghihuta.","PeriodicalId":34645,"journal":{"name":"Ideas","volume":"56 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The Comparative Study of Visual and Auditory Learning Style on Jigsaw Strategy in Students’ Reading Comprehension at Junior High School\",\"authors\":\"Heppy Naibaho, Sondang Manik\",\"doi\":\"10.24256/ideas.v11i1.3802\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This study aimed to idenify (1) wether there was an effect of using Jigsaw Strategy on Students' reading Comprehension of visual and auditory Learning Style at SMP Negeri 3 Lintonghihuta. (2) whether there was different effect of using Jigsaw Strategy on Students' reading Comprehension of visual and auditory Learning Style at SMP Negeri 3 Lintonghihuta. The design of this study was mixed design quantitative comparation with quasi - experimental research that aimed to determine whether the relationship between the experimental group and comparison group in reading comprehension, the experimental group is the group that received the treatment. One class from the population was taken as samples by using a purposive-sampling technique. There were 32 students were taken as populations from class IX – 1. The class will be taught by Jigsaw strategy to know the reading comprehension achievement then compared between the auditory and visual learning style. The results of this study were (1) there was different post-test score between auditory and visual class where the visual class had higher score (71,25) than the auditory class (67,00) after being taught using jigsaw strategy. The result of the paired sample t-test showed that the values of sig (2-taieled) was 0,000 < 0,050 which means that there was significant different between the Pre-test and Post-test and it can be concluded that there was mean difference between the pre-test and the post-test of reading comprehension score of visual and auditory learning style after taught using jigsaw strategy.(2) Based on the ANCOVA test it was found that the value of level of significance of learning style was 0.120 and the value of level of Jigsaw strategy significance level was 0,162. 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引用次数: 0
摘要
本研究旨在探讨(1)使用拼图策略对学生视觉和听觉学习风格的阅读理解是否有影响。(2)使用拼图策略对学生视觉和听觉学习风格的阅读理解是否有不同的影响。本研究的设计采用混合设计、定量比较和准实验研究，旨在确定实验组和对照组在阅读理解方面是否存在关系，实验组即为接受治疗的组。采用目的性抽样技术，从总体中抽取一类作为样本。9 - 1班32名学生作为总体。本课程将采用拼图策略进行教学，了解学生的阅读理解成绩，并将听觉学习方式与视觉学习方式进行比较。本研究结果表明:(1)听觉班与视觉班在使用拼图策略教学后的测试后得分存在差异，视觉班的测试后得分(71,25分)高于听觉班的测试后得分(67,000分)。配对样本t检验结果显示，sig (2- tailed)的值为0000 <(2)通过ANCOVA检验发现，学习风格显著性水平的值为0.120，拼图策略显著性水平的值为0.162。可以说，拼图策略对SMP Negeri 3 Lintonghihuta学生的听觉和视觉听觉学习风格的阅读理解没有显著影响。
The Comparative Study of Visual and Auditory Learning Style on Jigsaw Strategy in Students’ Reading Comprehension at Junior High School
This study aimed to idenify (1) wether there was an effect of using Jigsaw Strategy on Students' reading Comprehension of visual and auditory Learning Style at SMP Negeri 3 Lintonghihuta. (2) whether there was different effect of using Jigsaw Strategy on Students' reading Comprehension of visual and auditory Learning Style at SMP Negeri 3 Lintonghihuta. The design of this study was mixed design quantitative comparation with quasi - experimental research that aimed to determine whether the relationship between the experimental group and comparison group in reading comprehension, the experimental group is the group that received the treatment. One class from the population was taken as samples by using a purposive-sampling technique. There were 32 students were taken as populations from class IX – 1. The class will be taught by Jigsaw strategy to know the reading comprehension achievement then compared between the auditory and visual learning style. The results of this study were (1) there was different post-test score between auditory and visual class where the visual class had higher score (71,25) than the auditory class (67,00) after being taught using jigsaw strategy. The result of the paired sample t-test showed that the values of sig (2-taieled) was 0,000 < 0,050 which means that there was significant different between the Pre-test and Post-test and it can be concluded that there was mean difference between the pre-test and the post-test of reading comprehension score of visual and auditory learning style after taught using jigsaw strategy.(2) Based on the ANCOVA test it was found that the value of level of significance of learning style was 0.120 and the value of level of Jigsaw strategy significance level was 0,162. It can be said that there was no significance effect of jigsaw strategy on students’ reading comprehension of auditory and visual and auditory Learning Style at SMP Negeri 3 Lintonghihuta.
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