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Explicit Grammar Instructions Enhance Students’ Reading Ability on Cognitive Aspect

*Yudha Aprizani  -  Islamic University of Kalimantan MAB (Muhammad Arsyad Al-Banjary) Banjarmasin, Indonesia
Neneng Islamiah  -  Islamic University of Kalimantan MAB (Muhammad Arsyad Al-Banjary) Banjarmasin, Indonesia
Faoyan Agus Furyanto  -  Islamic University of Kalimantan MAB (Muhammad Arsyad Al-Banjary) Banjarmasin, Indonesia
Open Access Copyright (c) 2018 PAROLE: Journal of Linguistics and Education

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Abstract

This research aimed to find out the result of comparison between experimental and control group whether explicit instruction has influence in enhancing student’s cognition in language grammar on reading skills at MTS Al Muddakir Banjarmasin. The number of participants taken by researcher are 20 students either experimental and control group. The collecting of data used by researcher is to apply an essay test and reading texts. Researchers build up the test of instrument validity and reliability before the instruments are tested in experimental group. Then, researcher did independent sample t-test untuk find out the mean score of cognitive ability of students in language grammar on reading skills. The result of finding gained by research stated that sig (2-tailed) 0.000 is less than 0.05. it meant that there is difference of influencing cognitive ability of students in language grammar on reading skills but in independent sample t-test, the result is 0.164 > 0,05. It can be concluded that it meant that there is no difference of mean score of cognitive ability of students on experimental group but for the influence of explicit instruction that resulted in paired sample t-test, there is difference of influencing the result of cognitive ability of students in reading skills.

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Keywords: Cognitive Aspect, Grammatical Explicit Instruction, Reading Ability
Funding: Islamic University of Kalimantan MAB Banjarmasin

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