Ryan Dwi Puspita, Dadang Sunendar, Bachrudin Musthafa, Rully Agung Yudiantara
This study discusses the use of interactive compensatory model to improve informational text reading comprehension. Based on the survey results, the performance of elementary school teachers in West Java only reached 76.01, which showed less performance. This condition causes the weak performance of teachers in teaching which one of the indicators is the lack of understanding in choosing the right model of learning so that found the 5th graders in some elementary schools have the ability to read the understanding of the information text is weak. This study was aimed at determining the influence of the use of interactive compensatory model on student’s informational text reading comprehension. Data were collected through pretest, observation, posttest, interview, questionnaire for parents. 268 students of 5th graders who were taken from 6 elementary schools participated as sample of this study. The sample were divided into two group where each group consisted of 3 schools. Group 1 refers to schools with difficult access to information and group 2 belongs to schools with easy access to information. The findings showed that there was significant effect of the use of interactive compensatory model on students’ informational text reading comprehension. The statistical result showed t-test on gain of informational text reading comprehension between experimental group and control group with significance level 0,05, gained sig=0,000. The achievement improvement occured because of various factors namely; teacher capacity, book availability in both school and home and students knowledge baseline. © 2017 American Scientific Publishers All rights reserved.
Universitas Pendidikan Indonesia, Indonesia; Universitas Islam Negeri Sunan Gunung Djati, Bandung, Indonesia
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