Amalia, Irfadatul (2019) The Effectiveness of Thinking Maps in Teaching The Students’ Reading Comprehension on Narrative Text at The Eighth Grade of Mts Muhammadiyah 3 Al Furqan Academic Year 2018/2019. Skripsi, Tarbiyah dan Keguruan.

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ABSTRAK

This research is an experiment research in which the data were analyzed quantitatively. This research wants to see the effectiveness of using Thinking Maps in learning narrative text of reading comprehension at MTs Muhammadiyah 3 Al Furqan academic year 2018/2019. The aims of this research are: (1) To know the students’reading comprehension achievement on narrative text in experiment class at the Eighth Grade of MTs Muhammadiyah 3 Al Furqan; (2) To know the students’ reading comprehension achievement on narrative text in control class at the Eighth Grade of MTs Muhammadiyah 3 Al Furqan; (3) To know the use of Thinking Maps on narrative text effective to the students’ reading comprehension achievement at the Eighth Grade of MTs Muhammadiyah 3 Al Furqan. The sample of the research were students of class VIII F and VIII H of MTs Muhammadiyah 3 Al Furqan Banjarmasin academic year 2018/2019 with the total number are 63 students. To collect the data, the researcher use the techniques of test. Furthermore, this research was conducted through the following procedures: giving the pre-test, applying treatments, and giving post-test. Then, all data were analyzed quantitatively. The result of this research state that the students’ reading comprehension in narrative text for experiment class taught by using Thinking Maps is very good category, while in control class taught without Thinking Maps was only average category. The use of Thinking Maps is effective to improve students’ reading comprehension. It can be seen by comparing the mean score for experiment class (82.18) and control class (67.74). Also from the students’ T test (t0) = 5.280 which is higher than t table (tt) 5% = 1.67022. So, there is a significant difference between the mean score of using Thinking Maps and not using in learning narrative text to improve reading comprehension. Finally, Ha is accepted and H0 is rejected.

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