The Effect of Using Computer-Assisted Reading with Inquiry Based Learning on Reading Comprehension of Grade XII Students at MA Nurul Huda Sumenep

Abstract

This study aims to determine whether there is a difference between students who read using computer-assisted reading and those who do not. Students' reading ability may depend on what they do every day. There are some students who understand vocabulary better by listening than what is written. reading while listening may be another way to overcome students' reading comprehension, There are some students who will memorize vocabulary for a long time because the vocabulary is often found in several sentences, and Some students will also easily memorize a lot of vocabulary because of the use of online dictionaries. With this, the researcher used lexical-tutor where there are audio-assisted reading, concordance, and online dictionary. For the learning process, researchers use inquiry based learning which focuses on student activity. For data collection, the researcher gave a question sheet based on what had been studied previously. The teaching materials are taken from the corpus in the lexical-tutor application The research subjects were taken from student representatives based on their English language skills.The type of experiment used quasi-experimental.for data analysis, The collected data was then analyzed using SPSS. To find out whether there is an effect on students' reading comprehension at grade XII students, the researcher used a paired sample t-test, and an independent sample test to find out whether there is a difference in student reading comprehension score using an inquiry-based computer aid with those who do not use it. Based on the results of the study which were then analyzed using paired sample t-test, it was obtained a sig (2-tailed) value of ,072 >0.05, and the data analyzed using the independent sample test resulted in 679> 0.05. It can be concluded that there is no effect and no difference between reading using computer-assisted reading with inquiry based learning and those who did not use. When viewed from individual scores, the results of the study showed little progress. The results of the researcher's monitoring show that not all students like to read while listening to audio. With this research, I hope that future researchers can review the learning process and the technology used. In addition, further researchers can use this research in an offline class format.