Jelajahi seluruh publikasi yang tersedia.
<p> Penelitian ini bertujuan untuk mendeskripsikan strategi yang digunakan dalam pengembangan literasi untuk anak pra-sekolah (pre-schoolers) di PAUD-TK Cahaya Bangsa Kota Padang Panjang.</p>
<table class="NormalTable"> <tbody> <tr> <td width="200"> <span class="fontstyle0">This aeticle discusses the effect of big book media in improving the reading skills<br /> of class 2 students at Islamic elementary school 5 Agam. In this research , the writer<br /> discusses Arabic. The problems encountered are that students are hesitant to<br /> pronounce hijaiyyah letters so they don’t like to read, the text and images in student<br /> bool are less attractive because of their small size. This study aims to enable<br /> students to pronounce hijaiyyah letters and students can read texts correctly. This<br /> study used the Pre Experimental method (One Group Pretesr- Posttest Design). The<br /> sampling techniquw is Nonprobability Sampling. The population in this study were<br /> all class 2 students at Islamic elementary school 5 Agam total sample of 14<br /> students. The sampling technique is Nonprobability Sampling namely </span><span class="fontstyle2">(sampling<br /> jenuh) </span><span class="fontstyle0">because there are less than thirty students. Data collection tools used are<br /> tests, observations and interviews. Perform data analysis using Paires Sample Test<br /> with the help of IBM SPSS Statistics V.20 for windows. The results showed that<br /> the average pre- test was 69, after using the big book media, the average post-test<br /> score was 78.5714. The results of data analysis showed that the t count was 9.862<br /> and the t table was 2,160. This means that T count is greater than t table. Thus H</span><span class="fontstyle0" style="font-size:6pt;">0</span><br /> <span class="fontstyle0">is rejected while H</span><span class="fontstyle0" style="font-size:7pt;">a </span><span class="fontstyle0">is accepted. So it can be concluded that the big book media<br /> has an effect on improving students reading skills.</span></td> </tr> </tbody> </table> <p> <br style="font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-alternates: normal; font-variant-position: normal; line-height: normal; text-align: -webkit-auto; text-size-adjust: auto;" /> </p>
<p> To find out the effect of using Listen-Read-Discuss (LRD) Strategy on the reading abilty of the students, The researcher try to prove the thoery that relate to LRD strategy in class reading. The location was at SMPN 2 Kapus IX lima puluh kota.</p>
<p> Penelitian ini bertujuan untuk mengetahui keefektifan Permainan Al-Awraq Al-Mumazzaqah untuk meningkatkan kemampuan membaca siswa di sekolah Islam Syekh Ibrahim Harun.</p>
<p> Penelitian ini bertujuan mencari pengaruh penggunaan media <em>reading box dalam pembelajaran bahasa Arab untu</em>k meningkatkan kemahiran membaca oleh siswa siswi di Madrasah Aliyah Negeri 2 Padang Panjang</p>
<p> <font color="#333333" face="Open Sans, sans-serif"><span style="font-size: 12.6px;">The study was aim to find out the effect of </span></font>Cooperative Integrated and Composition (CIRC) Strategy towards Students’ Reading Comprehension of Descriptive Text</p>
This research was done because most of the students of Junior High School students still encounter problems in mastering English especialy reading comprehension in recount text. This research used experimental research. The researcher used a quasi experimental design by using the pre-test and post-test control group design. The population of this research was the eight grade students at SMPN 2 Kamang Magek. The sample was VIII.1 which was treated as experimental class and taught by using THIEVES strategy and VIII.2 was treated as control class and taught by using conventional strategy. The alternative hypothesis (Ha) was accepted which means that there is significant difference between using THIEVES strategy and conventional strategy. Then t-obtained both of classes in third hypothesis is (2.24) which was higher than t-table (1.6787) with (α)= 0,05. So, the alternative hypothesis (Ha) was accepted which means that THIEVES strategy is better than conventional strategy in teaching reading comprehension on recount text. So, it can be concluded that the entire hypothesis is accepted.
<p> The purpose of this research is to design the procedures of Interactive Read-Aloud technique in order to achieve students’ reading comprehension.</p>
ABSTRACT Dea Restian Putri, “A Causal Comparative Study of Dictionary Consultation And Contextual Guessing Strategy At SMA N 2 Bukittinggi” A Thesis, State Islamic University of Sjech M. Djamil Djambek Bukittinggi, 2025. This study aimed to examine whether there was a significant difference in reading comprehension achievement between eleventh-grade students who predominantly used Dictionary Consultation Strategy and those who predominantly used Contextual Guessing Strategy at SMAN 2 Bukittinggi. It also aimed to identify which strategy was more frequently used by students when encountering unfamiliar vocabulary during reading. The study was motivated by the unclear use of both strategies, making it difficult to determine which contributed more to students' reading comprehension achievement. This study employed a quantitative causal-comparative design. The participants were 72 eleventh-grade students enrolled in the Advanced English elective subject from classes XI F2 and XI F8 at SMAN 2 Bukittinggi. Data were collected using a 25-item multiple-choice reading comprehension test and a 30-item Likert-scale questionnaire. Based on the questionnaire results, students were classified into the Dictionary Consultation group (n = 33) and the Contextual Guessing group (n = 39). Since the reading comprehension scores were not normally distributed, the Mann–Whitney U test was used for data analysis. The findings revealed no statistically significant difference in reading comprehension achievement between the Dictionary Consultation and Contextual Guessing groups (U = 564.000, Z = −0.909, p = .363). The questionnaire results showed that Contextual Guessing Strategy was used more frequently. However, this higher frequency did not result in significantly better reading comprehension achievement. These findings suggest that both strategies contributed similarly to students' reading comprehension. Therefore, English teachers are encouraged to apply both strategies flexibly according to students' needs, reading purposes, and text difficulty.
ABSTRACT Novia Maharani Siregar, 2321007, “ The Relationship Between Digital Literacy and Reading Comprehension in English at SMKN 2 Padang Panjang”. Undergraduate Thesis, English Education Study Program, Faculty of Tarbiyah and Teacher Training, State Islamic University of M. Djamil Djambek Bukittinggi,2026 This study investigates the relationship between digital literacy and reading comprehension in English among vocational high school students, a context in which learners are routinely exposed to digital tools yet often continue to struggle with English texts. Despite theoretical claims that digital competence supports online reading, empirical evidence for vocational student populations remains limited. This study aimed to determine whether a significant relationship exists between students' digital literacy and their reading comprehension in English. A quantitative correlational design was employed, involving 36 twelfth-grade students of the TKJ 2 program at SMKN 2 Padang Panjang, The results showed that students' digital literacy was generally high (72,2%) and homogeneous, while reading comprehension scores varied considerably. The correlation between the two variables was negligible (r = -.015, p = .929), and the null hypothesis was accepted. Keyword: Relationship, Digital Literacy, Reading Comprehension
ABSTRACT Enjelita, 2322071. “Using Two Stay Two Stray (TSTS) Technique in Teaching Narrative Text to Improve Students' Reading Comprehension at the Ninth Grade of SMP Negeri 7 Bukittinggi” a thesis. English Education Study Program, Faculty of Tarbiyah and Teacher Training, State Islamic University (UIN) Sjech M. Djamil Djambek Bukittinggi, 2026. This research aimed to improve students' reading comprehension of narrative texts through the implementation of the Two Stay Two Stray (TSTS) technique at the ninth grade of SMP Negeri 7 Bukittinggi. The study was motivated by students' low reading comprehension achievement, particularly in identifying the main idea, specific information, vocabulary in context, references, and inferences. In addition, students showed limited participation during the learning process, and the teaching strategy used in the classroom was still predominantly teacher-centered. This research employed Classroom Action Research (CAR) based on the model proposed by Kemmis and McTaggart, consisting of planning, acting, observing, and reflecting. The research was conducted in two cycles involving 30 students of Class IX.3 at SMP Negeri 7 Bukittinggi. The data were collected through reading comprehension tests, classroom observation, field notes, and documentation. The data were analyzed using descriptive quantitative and qualitative analysis. The findings revealed that the implementation of the Two Stay Two Stray (TSTS) technique successfully improved the students' reading comprehension. The students' mean score increased from 52.73 in the preliminary study with 13% learning mastery to 65.50 in the pre-test with 37% learning mastery. It further increased to 75.00 in Cycle I with 57% learning mastery and reached 83.50 in Cycle II with 100% learning mastery. Furthermore, the implementation of the TSTS technique enhanced students' participation, cooperation, classroom interaction, and engagement throughout the teaching and learning process. Therefore, it can be concluded that the Two Stay Two Stray (TSTS) technique effectively improved the reading comprehension of the ninth-grade students of SMP Negeri 7 Bukittinggi in learning narrative texts.
ABSTRACT Intan Putri Amania Salsabila, 2320086, The Correlation between Students' Self-Efficacy and Their Reading Achievement of The Fourth Semester Students Of English Department, A Thesis, State Islamic University of Sjech M. Djamil Djambek Bukittinggi, 2026. This study was conducted to investigate several issues related to students' self-efficacy in reading. First, some students were willing to participate verbally in reading activities, but their self-efficacy had not yet stabilized, as shown by an inconsistent pattern of task success that made them hesitate to answer oral questions even though they had understood the material. Second, some students' self-efficacy only emerged when encouraged by lecturers or peers, indicating that it depended on external factors rather than developing internally. Third, some students showed low self-efficacy, yet still achieved high reading achievement, indicating that low self-efficacy does not always correspond to low reading achievement. Therefore, this study aimed to find out whether there was a significant correlation between students' self-efficacy and their reading achievement, the direction of the correlation, and the magnitude of the correlation among fourth-semester students of the English Department at UIN Sjech M. Djamil Djambek Bukittinggi. The design of this research was a correlational quantitative design. The population of this research was all fourth-semester students' of the English Department at UIN Sjech M. Djamil Djambek Bukittinggi, which consisted of 72 students'. This research used a total sampling technique because the population was less than 100, so the entire population was used as the sample. To collect data, this research used a questionnaire to measure students' self-efficacy, and the students' final examination (UAS) scores were used to measure their reading achievement. The data in this research was analyzed using the Pearson Product Moment Correlation Coefficient with the SPSS 26 program. The research finding showed that the Pearson Product Moment Correlation was 0.070. It means, there was a positive but very weak correlation between students' self-efficacy and their reading achievement. ∝ was 0.05, so sig 0.557 > 0.05, also according to the hypothesis, r count 0.070 was smaller than r table 0.235. It could be concluded that Ho was accepted and Ha was rejected. It stated that there was no significant correlation between Students' self-efficacy and students' reading achievement. Thus, there was no significant correlation between students' self-efficacy and their reading achievement of the fourth-semester students' at English Department, UIN Sjech M. Djamil Djambek Bukittinggi.
ABSTRACT Riza Syahfitri, 2322114. An Analysis of Students’ Motivation, Students’ Engagement, and Students’ Critical Thinking in Reading Activity through Deep Learning Approach at SMPN 2 Bukittinggi. English Education Study Program, Faculty of Tarbiyah and Teacher Training, State Islamic University of Sjech M. Djamil Djambek Bukittinggi, 2026. This study investigated the implementation of the Deep Learning approach in English reading activities to foster students’ motivation and engagement and to identify the aspect of critical thinking that was most developed. The study was conducted because students had limited opportunities to participate actively in meaningful reading activities, resulting in low motivation, limited engagement, and insufficient development of higher-order thinking skills. Therefore, this study aimed to examine how Deep Learning was implemented in reading activities and how it contributed to the development of students’ critical thinking. This study employed a mixed-methods approach using a convergent parallel design. The participants were two English teachers and ninth-grade students at SMP Negeri 2 Bukittinggi. Qualitative data were collected through classroom observations, semi-structured interviews, and documentation, while quantitative data were obtained through a reading test based on Krathwohl’s Revised Bloom’s Taxonomy (C4–C6). Qualitative data were analyzed using the interactive model of Miles, Huberman, and Saldaña, whereas quantitative data were analyzed using descriptive statistics with SPSS version 25. The findings revealed that the implementation of Deep Learning successfully promoted students’ motivation and engagement through meaningful reading activities, collaborative discussions, questioning, and active participation during classroom learning. Students showed greater interest, confidence, and involvement in constructing understanding from reading texts. Furthermore, the quantitative findings indicated that evaluating (C5) was the most developed aspect of critical thinking (M = 4.65), followed by creating (C6) (M = 3.53) and analyzing (C4) (M = 3.05). Overall, the Deep Learning approach created meaningful reading experiences that enhanced students’ motivation and engagement while supporting the development of critical thinking skills. ABSTRAK Riza Syahfitri, 2322114. Analisis Motivasi, Keterlibatan, dan Berpikir Kritis Siswa dalam Aktivitas Membaca melalui Pendekatan Deep Learning di SMPN 2 Bukittinggi. Program Studi Pendidikan Bahasa Inggris, Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi, 2026. Penelitian ini bertujuan untuk menganalisis implementasi pendekatan Deep Learning dalam aktivitas membaca bahasa Inggris untuk menumbuhkan motivasi dan keterlibatan siswa serta mengidentifikasi aspek berpikir kritis yang paling berkembang. Penelitian ini dilatarbelakangi oleh masih terbatasnya kesempatan siswa untuk berpartisipasi secara aktif dalam kegiatan membaca yang bermakna sehingga motivasi, keterlibatan, dan kemampuan berpikir kritis siswa belum berkembang secara optimal. Oleh karena itu, penelitian ini bertujuan untuk mengkaji bagaimana Deep Learning diimplementasikan dalam aktivitas membaca dan bagaimana implementasinya berkontribusi terhadap perkembangan berpikir kritis siswa. Penelitian ini menggunakan pendekatan mixed methods dengan desain convergent parallel. Partisipan penelitian terdiri atas dua guru bahasa Inggris dan siswa kelas IX SMP Negeri 2 Bukittinggi. Data kualitatif dikumpulkan melalui observasi kelas, wawancara semi-terstruktur, dan dokumentasi, sedangkan data kuantitatif diperoleh melalui tes membaca berdasarkan Taksonomi Bloom Revisi Krathwohl (C4–C6). Data kualitatif dianalisis menggunakan model interaktif Miles, Huberman, dan Saldaña, sedangkan data kuantitatif dianalisis menggunakan statistik deskriptif dengan bantuan SPSS versi 25. Hasil penelitian menunjukkan bahwa implementasi Deep Learning mampu meningkatkan motivasi dan keterlibatan siswa melalui aktivitas membaca yang bermakna, diskusi kolaboratif, kegiatan bertanya, serta partisipasi aktif selama proses pembelajaran. Siswa menunjukkan minat, kepercayaan diri, dan keterlibatan yang lebih baik dalam membangun pemahaman terhadap teks bacaan. Selain itu, hasil kuantitatif menunjukkan bahwa aspek evaluating (C5) merupakan aspek berpikir kritis yang paling berkembang (M = 4,65), diikuti oleh creating (C6) (M = 3,53) dan analyzing (C4) (M = 3,05). Secara keseluruhan, pendekatan Deep Learning mampu menciptakan pengalaman belajar membaca yang bermakna sehingga mendukung peningkatan motivasi, keterlibatan, dan kemampuan berpikir kritis siswa.
Lola Lovita 2322068 The Effect of Using Escape Room Toward Students’ Reading Comprehension at the Eight-Grade of MTsN 7 Agam. Thesis, English Language Education Study Program. UIN Sjech M. Djamil Djambek Bukittinggi. 2026. Reading comprehension plays a crucial role in English learning particularly in understanding narrative text. During the observation and interview conducted at MTsN 7 Agam, it was found that most students were struggling in comprehend English text, especially in finding main idea and implicit information. Addition, the teacher was still used conventional methods, which made the learning less interactive. From that situation, this study aims to find out the effect of using Escape Room toward students’ reading comprehension of narrative text at the eight-grade of MTsN 7 Agam. This research applied a quantitative method with a quasi-experimental research design. The population was 222 students of eight grade, and the sample was determined through cluster sampling technique, which finally led to class VIII.2 as the control class and class VIII.3 as the experiment class. To collecting the data, the researcher used a multiple-choice of reading comprehension test, administered in the form of pre-test and post-test. The obtained the data were processed using Wilcoxon Signed Rank Test and Mann-Whitney U Test. From the analysis, the result showed that Escape Room gave a significant toward the students’ reading comprehension in the experiment class, indicated by Sig.=0.000. Furthermore, there was also a significance difference also identified between the post-test result of the experiment and control classes, with Sig.=0.006, where the experiment class ended up with higher mean rank (38.73) compared to the control class (26.27). this result lead to the conclusion that teaching reading by using Escape Room was better than conventional method in improve their comprehension of narrative text at the eight-grade of MTsN 7 Agam. Keywords: Escape Room, Reading Comprehension, Narrative Text.
The integration of digital technology into English language teaching requires instructional materials that are interactive, meaningful, and relevant to students' learning contexts. However, the reading materials used by eighth-grade students at SMPN 4 Bukittinggi were predominantly conventional, offered limited opportunities for interaction, and did not incorporate Minangkabau local wisdom to support meaningful reading comprehension. Therefore, this study aimed to develop interactive digital English reading instructional materials integrating Minangkabau local wisdom through the Interacty.me platform for eighth-grade students. This study employed a Research and Development (R&D) approach using the ADDIE model, consisting of the Analysis, Design, Development, Implementation, and Evaluation stages. The development process was initiated through a needs analysis, followed by product design, expert validation, classroom implementation, and evaluation. The effectiveness of the developed materials was examined through a quasi-experimental design involving 59 eighth-grade students, consisting of 30 students in the control group and 29 students in the experimental group. Data were collected using needs analysis questionnaires, expert validation sheets, practicality questionnaires, and reading comprehension tests. The findings demonstrated that the developed instructional materials satisfied the established criteria of validity, practicality, and effectiveness. The expert validation yielded a Content Validity Index (CVI) of 0.87, indicating that the product was highly valid. The practicality assessment resulted in a score of 86.9%, classifying the instructional materials as highly practical for classroom implementation. In terms of effectiveness, the Mann–Whitney test revealed a statistically significant difference between the experimental and control groups (U = 70.000, Z = –5.739, p = 0.000 0.05), indicating that students who learned using the developed instructional materials achieved significantly better reading comprehension than those who received conventional instruction. These findings confirm that the integration of Minangkabau local wisdom into interactive digital reading instructional materials through the Interacty.me platform provides a valid, practical, and effective instructional resource for enhancing junior high school students' reading comprehension.
ABSTRACT Dadi Zepril 2319044 "The Effect of Peer Tutoring on the Students’ Reading Achievement at Eleventh Graders of SMAN 1 Kecamatan Payakumbuh". A Thesis, English Education Study Program, State Islamic University of Sjech M. Djamil Djambek Bukittinggi, 2026. This study investigated the impact of the peer tutoring technique on the reading achievement of eleventh-grade students at SMAN 1 Kecamatan Payakumbuh in English reading comprehension, particularly in grasping text meanings, identifying generic structures, and achieving passing scores. To address these learning difficulties, this research investigated the impact of implementing the peer tutoring technique—a student-centered approach designed to foster collaborative learning and active engagement—on students' reading achievement. By pairing students to assist one another, the strategy aimed to create a lower-anxiety environment that encourages deeper comprehension and peer-led problem-solving compared to standard classroom dynamics. To measure this effectiveness, the study employed a quantitative approach with a quasi-experimental design. A total sample of 71 students was selected through cluster random sampling and divided into two distinct cohorts: Class XI F.1 (36 students) served as the experimental group instructed using the peer tutoring technique, while Class XI F.2 (35 students) served as the control group taught via conventional, teacher-centered methods. Data collection was carried out using validated pre-test and post-test reading comprehension instruments administered to both groups before and after the intervention to capture initial abilities and subsequent learning gains. The research findings demonstrated that the implementation of the peer tutoring technique significantly improved students' reading achievement. In the experimental class, the students' mean score experienced a substantial increase from a pre-test score of 43.03 to a post-test score of 78.33 (a gain of 35.30 points). In contrast, the control class taught using conventional methods only showed an increase from 44.69 to 58.11 (a gain of 13.42 points). Statistical analysis via an independent samples t-test confirmed a statistically significant difference between the two groups, yielding a 2-tailed significance value of (). Consequently, these statistical outcomes conclusively indicate that the peer tutoring technique is markedly more effective for enhancing reading comprehension than conventional instruction. Keywords: Peer Tutoring, Reading Achievement, Eleventh-Grade Students. ABSTRAK Dadi Zepril 2319044 "The Effect of Peer Tutoring on the Students’ Reading Achievement at Eleventh Graders of SMAN 1 Kecamatan Payakumbuh". Skripsi, Program Studi Pendidikan Bahasa Inggris, Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi, 2026. Penelitian ini dilatarbelakangi oleh berbagai kendala yang umum dihadapi oleh siswa kelas XI SMAN 1 Kecamatan Payakumbuh dalam pemahaman bacaan bahasa Inggris, khususnya dalam memahami makna teks, mengidentifikasi struktur umum (generic structure), dan mencapai nilai kelulusan. Untuk mengatasi kesulitan belajar tersebut, penelitian ini menguji dampak dari penerapan teknik tutor sebaya (peer tutoring)—sebuah pendekatan berpusat pada siswa yang dirancang untuk mendorong pembelajaran kolaboratif dan keterlibatan aktif—terhadap prestasi membaca siswa. Dengan memasangkan siswa untuk saling membantu, strategi ini bertujuan untuk menciptakan lingkungan belajar yang lebih nyaman dan minim rasa cemas, sehingga mendorong pemahaman yang lebih mendalam serta penyelesaian masalah berbasis diskusi antar-teman dibanding dinamika kelas biasa. Untuk mengukur efektivitas tersebut, penelitian ini menggunakan pendekatan kuantitatif dengan desain eksperimen semu (quasi-experimental design). Sampel yang terdiri dari 71 siswa dipilih melalui teknik cluster random sampling dan dibagi menjadi dua kelompok: Kelas XI F.1 (36 siswa) bertindak sebagai kelompok eksperimen yang diajar menggunakan teknik tutor sebaya, sedangkan Kelas XI F.2 (35 siswa) bertindak sebagai kelompok kontrol yang diajar menggunakan metode konvensional berpusat pada guru. Pengumpulan data dilakukan melalui instrumen tes pemahaman membaca berupa pre-test dan post-test yang diberikan kepada kedua kelompok sebelum dan sesudah intervensi untuk mengukur kemampuan awal serta peningkatan hasil belajar. Hasil penelitian menunjukkan bahwa penggunaan teknik peer tutoring memberikan pengaruh yang signifikan terhadap achievement membaca siswa. Pada kelompok eksperimen, nilai rata-rata siswa mengalami peningkatan yang sangat substansial dari nilai pre-test sebesar 43,03 menjadi 78,33 pada post-test (meningkat sebesar 35,30 poin). Sementara itu, kelompok kontrol yang menggunakan metode konvensional hanya mengalami peningkatan dari 44,69 menjadi 58,11 (meningkat sebesar 13,42 poin). Hasil uji statistik (t-test) mengonfirmasi adanya perbedaan yang signifikan antara kedua kelompok dengan nilai (). Dengan demikian, dapat disimpulkan bahwa teknik peer tutoring jauh lebih efektif dalam meningkatkan pemahaman membaca siswa dibandingkan pendekatan konvensional Kata Kunci: Tutor Sebaya (Peer Tutoring), Prestasi Membaca, Siswa Kelas XI.
Tujuan penelitian ini adalah untuk mengetahui hubungan antara self-esteem siswa dan prestasi membaca pada siswa kelas XI MAN 3 Agam. Penelitian ini dilatarbelakangi oleh adanya perbedaan tingkat self-esteem pada siswa yang memengaruhi kepercayaan diri mereka dalam belajar bahasa Inggris. Beberapa siswa kurang percaya diri dalam mengemukakan pendapat, takut melakukan kesalahan ketika membaca teks berbahasa Inggris, dan cenderung pasif selama proses pembelajaran. Di sisi lain, beberapa siswa yang memiliki self-esteem lebih tinggi menunjukkan kepercayaan diri yang lebih baik dan memperoleh prestasi membaca yang lebih tinggi. Desain penelitian ini adalah penelitian korelasional dengan pendekatan kuantitatif. Populasi penelitian ini terdiri atas 106 siswa kelas XI MAN 3 Agam. Sampel penelitian berjumlah 55 siswa dari kelas XI F3 dan XI F4 yang dipilih menggunakan teknik purposive sampling. Dalam pengumpulan data, penelitian ini menggunakan angket self-esteem yang terdiri atas 28 butir pernyataan dan nilai ujian akhir mata pelajaran Bahasa Inggris siswa sebagai ukuran prestasi membaca. Data dianalisis menggunakan uji Korelasi Peringkat Spearman (Spearman Rank Correlation) dengan bantuan program IBM SPSS Statistics Versi 26. Hasil penelitian menunjukkan bahwa koefisien Korelasi Peringkat Spearman sebesar 0,639, yang menunjukkan adanya hubungan positif yang kuat antara self-esteem siswa dan prestasi membaca. Nilai signifikansi sebesar 0,000, yang lebih kecil dari 0,05 (0,000 0,05). Oleh karena itu, hipotesis nol (H₀) ditolak dan hipotesis alternatif (Hₐ) diterima. Dengan demikian, dapat disimpulkan bahwa terdapat hubungan positif yang signifikan antara self-esteem siswa dan prestasi membaca pada siswa kelas XI MAN 3 Agam. Artinya, siswa yang memiliki self-esteem lebih tinggi cenderung memiliki prestasi membaca yang lebih baik.
Abdul Rahman / 2119242 / 2026. “Hubungan Model Pembelajaran Cooperative Integrated Reading and Composition (CIRC) terhadap Hasil Belajar Siswa pada Mata Pelajaran Fikih (Kitab) Kelas VIII PPTI Tarusan Kamang.” Jurusan Pendidikan Agama Islam, Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi, 2026. Penelitian ini bertujuan untuk mengetahui hubungan Model Pembelajaran Cooperative Integrated Reading and Composition (CIRC) terhadap hasil belajar siswa pada mata pelajaran Fikih (Kitab) kelas VIII PPTI Tarusan Kamang. Penelitian ini menggunakan pendekatan kuantitatif dengan jenis penelitian korelasional. Populasi sekaligus sampel dalam penelitian ini berjumlah 35 siswa kelas VIII PPTI Tarusan Kamang. Teknik pengumpulan data menggunakan angket untuk mengukur penerapan Model Pembelajaran CIRC dan tes untuk mengukur hasil belajar siswa. Analisis data dilakukan dengan bantuan program SPSS melalui uji validitas, uji reliabilitas, statistik deskriptif, uji normalitas, uji linearitas, korelasi Pearson Product Moment, regresi linear sederhana, dan koefisien determinasi. Hasil penelitian menunjukkan bahwa seluruh instrumen penelitian dinyatakan valid dan reliabel. Uji normalitas memperoleh nilai signifikansi sebesar 0,200 (> 0,05), sehingga data berdistribusi normal. Uji linearitas menunjukkan nilai signifikansi Deviation from Linearity sebesar 0,089 (> 0,05), yang berarti hubungan antara variabel Model Pembelajaran CIRC dan hasil belajar siswa bersifat linear. Hasil uji korelasi Pearson Product Moment memperoleh koefisien korelasi sebesar 0,651 dengan nilai signifikansi 0,000 ( 0,05), yang menunjukkan adanya hubungan positif dan signifikan antara Model Pembelajaran CIRC dan hasil belajar siswa. Hasil analisis regresi linear sederhana menunjukkan bahwa Model Pembelajaran CIRC berhubungan positif dan signifikan terhadap hasil belajar siswa dengan nilai koefisien determinasi (R Square) sebesar 0,424 atau 42,4%. Hal ini berarti bahwa Model Pembelajaran CIRC memberikan kontribusi sebesar 42,4% terhadap hasil belajar siswa, sedangkan 57,6% dihubungani oleh faktor lain yang tidak diteliti dalam penelitian ini. Berdasarkan hasil penelitian, dapat disimpulkan bahwa Model Pembelajaran Cooperative Integrated Reading and Composition (CIRC) berhubungan positif dan signifikan terhadap hasil belajar siswa pada mata pelajaran Fikih (Kitab) kelas VIII PPTI Tarusan Kamang.
ABSTRAK Skripsi ini atas nama FEBRIL REZEKY NIM 2419065 yang berjudul “Pengaruh Model Coperative Integrated Reading And Composition (CIRC) Terhadap Hasil Belajar Siswa Kelas VIII MTsN Payakumbuh Tahun Ajaran 20252026” Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar matematika siswa berdasarkan analisis hasil Ujian Harian. Berdasarkan observasi, wawancara dengan guru dan siswa, diduga permasalahan tersebut disebabkan oleh proses pembelajaran yang masih berpusat pada guru. Hal ini menyebabkan siswa cenderung pasif dan rendahnya pemahaman siswa terhadap materi matematika, sehingga berakibat rendahnya hasil belajar siswa. Untuk mengatasi permasalahan tersebut peneliti mencoba menerapkan model pembelajaran Cooperative Integrated Reading and Composition (CIRC). Tujuan penelitian ini untuk mengetahui pengaruh model Cooperative Integrated Reading and Composition (CIRC) terhadap hasil belajar. Jenis penelitian ini adalah penelitian Pra Eksperimen dengan rancangan The Static Group Comparison Design. Populasi dalam penelitian ini adalah seluruh siswa kelas VIII MTsN 1 Payakumbuh Tahun Ajaran 2025/2026. Pengambilan sampel dilakukan dengan teknik simple random sampling. Sampel penelitian terdiri atas siswa kelas VIII.2 sebagai kelas eksperimen, dan siswa kelas VIII.4 sebagai kelas kontrol. Kelas eksperimen diberikan perlakuan dengan menggunakan model pembelajaran Cooperative Integrated Reading and Composition (CIRC), sedangkan kelas kontrol menggunakan pembelajaran ekspositori. Instrumen dalam penelitian ini adalah tes hasil belajar matematika berbentuk essay. Teknik analisis data menggunakan uji-t untuk mengetahui pengaruh model pembelajaran CIRC terhadap hasil belajar matematika siswa. Berdasarkan tes hasil belajar matematika, nilai rata-rata siswa kelas eksperimen 67,86% sedangkan di kelas kontrol 11,54%. Hasil uji-t diperoleh . Perhitungan menggunakan software minitab nilai P-value = 0,0000 < . Berdasaran kriteri uji, diputuskan H0 ditolak, disimpulkan hasil belajar matematika siswa menggunakan model Cooperative Integrated Reading and Composition (CIRC) lebih tinggi dari hasil belajar matematika siswa menggunakan pembelajaran ekspositori. Perbedaan ini membuktikan terdapat pengaruh model Cooperative Integrated Reading and Composition (CIRC) terhadap hasil belajar matematika siswa kelas VIII MTsN 1 Payakumbuh Tahun Ajaran 2025/2026.
ABSTRACT This research aimed to investigate the effect of using the Interactive Learning Strategy on students’ reading comprehension at SMKN 2 Padang Panjang. The study employed a quantitative approach using a quasi-experimental design involving two groups: the experimental class, which was taught using the Interactive Learning Strategy, and the control class, which was taught using traditional methods. The data were collected through pre-tests and post-tests consisting of reading comprehension tasks. The results of the t-test analysis using SPSS 20 showed that the significance value (Sig. 2-tailed) was 0.000 0.05, indicating that there was a significant difference between the two groups. The findings revealed that students who were taught through the Interactive Learning Strategy achieved higher post-test scores and demonstrated greater engagement and participation in reading activities than those in the control group. Therefore, it can be concluded that the Interactive Learning Strategy has a significant and positive effect on students’ reading comprehension. The study suggests that English teachers should implement interactive approaches to create more engaging, communicative, and student-centered learning environments that can enhance students’ understanding and motivation in reading. Keywords: Interactive Learning Strategy, Reading Comprehension, Quasi-Experimental Design, Vocational School, English Teaching
