Pub Date : 2024-01-02DOI: 10.51169/ideguru.v9i1.811
One Lailla Trisanti, Nyimas Novia Rahmawati
In this study, the researcher used quantitative approach with quasi-experimental method using 2x3 factorial design. The population in this study was class XI of SMAN 4 Kota Serang which amounted to 565 students with samples selected by random sampling which amounted to 90 students, namely class XI MIA 1 and XI MIA 2. The instruments used were pre-test and post-test with the form of 20 multiple choice questions and 5 essays to assess students’ pronunciation as a comparison (B) in a 2x3 factorial design. For data collection techniques in this study using pre-test and post-test. Meanwhile, for the data analysis used in this research is the normality test, homogeneity test, descriptive statitistics, two-way ANOVA, and tukey test. The results showed a significant difference between the post-test of the experimental group and the control group. The F0 value is 3.397 and Sig. is 0.038 < 0.05. Thus, the null hypothesis (H0) is rejected and the alternative hypothesis (H1) is accepted. That is, there is an interaction between teaching strategies and pronunciation levels in the skill of improving students’ reading comprehension.
在本研究中，研究人员采用了 2x3 因式设计的准实验定量方法。研究对象是哥打实浪第四中学（SMAN 4 Kota Serang）的十一年级，共有 565 名学生，随机抽样选取了 90 名学生作为样本，即十一年级 MIA 1 班和十一年级 MIA 2 班。采用的工具是前测和后测，形式为 20 道选择题和 5 篇文章，以 2x3 因式设计中的对比（B）来评估学生的发音。本研究的数据收集技术采用前测和后测。同时，本研究的数据分析采用了正态性检验、同质性检验、描述性统计、双向方差分析和 tukey 检验。结果表明，实验组与对照组的后测差异明显。F0 值为 3.397，Sig.为 0.038 < 0.05。因此，拒绝零假设（H0），接受备择假设（H1）。也就是说，在提高学生阅读理解能力方面，教学策略与发音水平之间存在交互作用。
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