Exploring the Emerging Domain of Research on Media for Teaching Learning Process: A Case on Improving Reading Comprehension Skills
Bibliographic record
Abstract
This study examined the effectiveness of Graphic Organizers as a strategy for teaching reading comprehension. This study aimed to determine whether there was a significant improvement in the analytical reading comprehension scores of eleventh-grade students at SMA Negeri 1 Pematangsiantar before and after implementing the Graphic Organizers strategy. Additionally, this study sought to establish whether there was a notable difference in analytical reading comprehension scores between students taught using Graphic Organizers and those who did not. This research employed a quasi-experimental design with a sample of 60 students. The sample was divided into two groups of 30 students each: class XI IPA 3 served as the control group, whereas class XI IPA 4 was the experimental group. Data collection involved administering a reading comprehension test twice to both groups: once as a pre-test and once as a post-test. The results showed that the experimental group's post-test mean score was 78, 16, while the control group's post-test mean score was 68, 83. The researcher found that the T-test values exceeded the T-table value (2, 48 > 1. 672) at a 5% significance level. These findings indicated a significant effect of using Graphic Organizers in teaching reading comprehension. This study concludes that employing Graphic Organizers to teach analytical exposition text reading has a substantial impact on students' reading comprehension scores.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.018 | 0.014 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.008 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.005 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".