Indah Nurrohmah, 2201415155 (2019) THE EFFECTIVENESS OF ICE-BREAKER ACTIVITIES TOWARDS STUDENTS’ READING ACHIEVEMENT IN DESCRIPTIVE TEXT A Quasi-Experimental Study of Tenth Grade Students of SMA Negeri 5 Purwokerto in the Academic Year of 2019/2020. Under Graduates thesis, UNNES.

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Abstract

Reading skill is very important because most of the materials taught in learning English are in written form. Thus, students need to master reading skill to be able to comprehend the material correctly. Teaching reading has become a challenge to English teachers to find a suitable and effective way to make students become enthusiastic and motivated in learning reading. The aims of this study are to find out the effectiveness of Ice-Breaker as a media towards students’ reading achievement in descriptive text and also to show the significant improvement in students’ achievement that are given Ice-Breaker in learning compared with the one taught without conventional method. This study is a quantitative research using quasi-experimental method. The subjects of this study were the tenth grads students of SMA Negeri 5 Purwokerto. There were two groups given treatments; experimental and control group. Class X MIPA 5 as the experimental group was given Ice-Breaker as a treatment while class X MIPA 2 as the control group was treated using conventional method. Both groups were given pre-test, treatment and post-test. The researcher used t-test analysis to find out the significant difference of the students’ achievement. The result showed that there is a significant difference between the control and experimental group’s achievement. The pre-test’s mean score of the control group was 73 and the experimental group was 77.17. While the mean score of the control group’s post-test was 79.5 and the experimental group was 87.83. The independent sample t-test analysis of post-test from both groups shows the value of Sig. (2-tailed) was 0.002 which is lower than 0.05. It means Ho is refused and Ha is accepted. Ha means there was a significant difference between students who were given Ice-Breaker and students who were not or who were taught using conventional method. The experimental group got a higher achievement than the control group. It can be concluded that using Ice-Breaker is more effective than using conventional method to improve students’ reading achievement in descriptive text.

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