The effect of using feyman method on student’s reading comprehension at eleventh grade student of SMKN 2 Kediri in academic year 2021/2022

Abstract

One of the receptive skills is reading. Identification of word form, sound, and meaning occurs during reading. Reading is a means of written language communication that takes the shape of texts. Many children find it challenging to predict how to pronounce the words while reading, yet they do not truly get the sense of the phrase since they lack vocabulary. They simply used the dictionary to translate the challenging terms one at a time. It took a lot of time; thus, it is ineffective. They also had trouble deciphering texts. Then, it discouraged them from reading lengthy texts. Students need innovative and engaging materials because their study time at school is so limited during this pandemic season .The solution, educators are required to design learning media as innovations by utilizing online media, one of the methods that can be applied in teaching reading comprehension is Feynman Method, Feynman Method can create an enjoyable learning condition by helping the students activate their background knowledge before reading and evaluate their comprehension after reading. The aims of this research are to describe students’ reading comprehension before and after being taught using Feynman Method, and to know whether there is any significant effect of using Feynman Method to the students of SMKN 2 Kediri in Academic Year 2021/2022.
This study's methodology is quantitative research, and it employs a quasi-experimental design with two experimental and one control class. This study was carried out at SMKN 2 Kediri. Pupils in second grade serve as the study's subject, and 684 students make up its population. The researcher used two eleventh grade classes, specifically XI AKL 1 as the control group with a total of 36 students, 5 boys, and 29 girls, and XI AKL 2 as the experimental group with a total of 36 students, 36 girls. Prior to therapy, the instructor administered a pretest, and following treatment, the teacher administered a posttest to the pupils. In order to determine whether there is a meaningful effect, the treatment was administered twice in order to know whether a significant effect is of using Feynman method in teaching reading comprehension. The data result got from students’ score of pretest and posttest that analyzed using t-test formula. The researcher uses SPSS version 16.0.