AoEJ: Academy of Education Journal

Vol. 14 No 2 Tahun 2023

1149

IMPROVING THE STUDENTS’ READING COMPREHENSION OF EXPLANATION

TEXT BY USING MAKE A MATCH TECHNIQUE AT THE ELEVENTH GRADE OF

SMA SWASTA SANTU XAVERIUS GUNUNGSITOLI IN 2022/2023

Rosmine Daeli

Afore Tahir Harefa

Elwin Piarawan Zebua

1, 2

English Education Study Program, Universitas Nias

Jl. Yos Surdaso, 118 E/S, Gunungsitoli, Nias 22812

Email: [email protected]

ABSTRACT

The objective of this research is to determine whether there is an improvement in students' reading

comprehension after being taught using the 'Make a Match' technique. The researcher employed a

classroom action research design conducted over two cycles. The research focused on the students

of XI IPS 2. The instruments utilized for this study were a reading test and an observation sheet.

The results of each cycle revealed that in Cycle I, the technique was not successful. Therefore, the

research continued to the next cycle after revising the plan based on the weaknesses identified in

Cycle I. The findings of Cycle II indicated that 19 students (67.85%) reached the 'good' level, while

7 students (25%) achieved the 'very good' level. These results demonstrate that the implementation

of the 'Make a Match' Technique in this study successfully enhanced students’ reading

comprehension.

Keyword: Make A Match Technique, Reading Comprehension.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 CC BY-SA International License.

INTRODUCTION

Reading was a fundamental goal that students had to master in order to be successful

in school and in life. And also, reading was a visual means of acquiring and retaining

information. By reading, someone could get and comprehend the information, ideas,

opinions, or feelings from the text she or he read. For example, when the readers read

journals, newspapers, magazines, tabloids, books, thesis, and so on, which had been

written by different people, so they could gain new information. When someone wanted to

enrich their knowledge, he/she had to be diligent to read.

According to Mufidah et al. (2022), “Reading was an activity to get information

presented in the text”. It meant that the readers should have been able to understand and

comprehend the text that they had read. The students' ability in reading comprehension was

very important since by comprehending the text, they could understand what the text was

going to tell the reader. By reading comprehension, the readers understood events from

their context, and they could also add their knowledge. Without comprehending the text,

AoEJ: Academy of Education Journal

Vol. 14 No 2 Tahun 2023

1150

the readers would have read without sense, so they could not have gotten any information

from the text.

As Grabe and Stoller were cited in Larasty & Sulastry (2020), they state that reading

for general comprehension was its most obvious sense, the ability to understand

information from a text and interpret it appropriately. It was more understandable that

reading for general comprehension was not only about reading literally or literally, but also

understanding the message contained therein correctly and precisely. This was very

important because reading for general comprehension could help a person expand their

knowledge, enrich their horizons, and improve their critical and analytical thinking skills.

Based on the syllabus of SMA Swasta Santu Xaverius Gunungsitoli, one of the basic

competencies that students must master is reading comprehension. This can be seen in one

of the competency standards in reading material which states that students must understand

the meaning of simple short written texts in the form of oral and written explanation texts

by giving and requesting information related to natural or social phenomena covered in

other subjects in class XI, according to the context of use. Students are required to be able

to understand and discuss information from the text and answer questions based on the text

correctly. However, in reality, many students are unable to fulfill it.

However, based on the researcher's observations during the internship at SMA

Swasta Santu Xaverius Gunungsitoli, the researcher found that the students at the eleventh

grade in the school had weaknesses in reading comprehension. The researcher addressed

this problem by having interviews with the English teacher and also by teaching the

students of the eleventh grade of SMA Swasta Santu Xaverius Gunungsitoli, especially in

explanation texts. The researcher could see the students' weaknesses in reading

comprehension when the researcher asked them to read an explanation text, and the

English teacher asked them to answer questions in an essay test. They made many

mistakes, even in reading and answering questions. As a result, the majority of the

students' marks were below 70, which was the (MCC) Minimum Competence Criterion.

They were not able to comprehend the content of the texts, especially in explanation texts.

The students read the texts, but they got nothing from them because they didn't understand

the meaning of the texts. As a result, many students could not answer interpretation

questions correctly. This happened because of some reasons: first, the English teacher

taught the students using a monotonous technique (asking the students to read explanation

texts loudly or silently without guiding them to interpret the content of the text stated

implicitly). Second, the students lacked vocabulary in English, which made them unable to

AoEJ: Academy of Education Journal

Vol. 14 No 2 Tahun 2023

1151

comprehend the reading texts easily, especially in explanation texts, and they had to spend

time opening the dictionary. Third, the reading texts given to the students were not

appropriate to their needs, and as a result, the students were not keenly interested in

reading English texts. Fourth, the students lacked motivation in reading English materials.

Actually, the students' motivation and interest were very important in reading

comprehension.

Exactly, the teacher, as the educator, facilitator, motivator, and evaluator, had to be

able to create a good atmosphere in the classroom with a purpose in order for the students

to have been able to follow the teaching-learning process well. They also had to have been

able to apply the appropriate techniques in teaching the reading subject. By applying the

appropriate techniques, the target of teaching reading could have been reached.

From the problems above, the researcher wanted to apply make a match technique to

improve students' reading comprehension of explanation text. The researcher used make a

match technique to help students in comprehending English text. Make a match technique

was one of the cooperative learning techniques. It was learning that students looked for

pairs, each student got a card (can be questions or answers), and then quickly looked for a

partner that matched the card he held. As stated by Wastawan, Sutarsyah, & Sudirman, in

Yusuf & Hasanudin (2020), make a match technique was that type that could make the

students' interest improve and interfere with the interactive situation in the class. It was

why the teacher should use make a match technique type of cooperative learning to make

the students easier to comprehend the text. By using make a match technique, the teacher

could create an environment that encouraged students to collaborate and engage with the

material, ultimately leading to improved reading comprehension. Therefore, make a match

technique was the ideal technique to be used for this purpose.

Make a match technique was a cooperative learning technique that could improve

reading comprehension. The procedure of the "make a match" technique involved pairing

up students to find cards that matched (e.g., questions and answers) related to the text

being studied. This interactive and fun way of learning could help students engage with the

material and retain more information. By using this technique, students could improve their

problem-solving abilities and broaden their horizons, which was essential for their overall

education. Additionally, since each student had a different learning style, using different

learning techniques could help them learn better. The make a match technique was a

valuable learning method that improved students' reading comprehension skills in an

interactive and fun way, leading to a better quality of education. Overall, the make a match

AoEJ: Academy of Education Journal

Vol. 14 No 2 Tahun 2023

1152

technique was a useful tool for teachers to consider when trying to improve students'

reading comprehension skills.

Although the make a match technique had been used in several previous studies,

research on its use in improving students' reading comprehension skills was still limited.

Therefore, this study could have made a new contribution in expanding the understanding

of the effectiveness of this learning method and provided new insights for teachers and

educational practitioners.

METHODS

In this research, Classroom Action Research (CAR) was the method of the research.

The study consist of four stages; planning, action, observation and reflection. Planning

stages focuses preparing material, making lesson plan, and designing the steps in doing the

action, preparing cards to teach the students how to comprehend the explanation text in an

effective way by introducing make a match technique, Preparing of observation sheet for

the researcher’s and the students, and preparing field notes. (to know the situation of

teaching learning process when the technique is applied), and Preparing a test. The action

stages the researcher conducted the action in the classroom, the teaching-learning process

consisted of the pre-teaching-learning activities, the whilst-teaching-learning activities, and

the post-teaching-learning activities. The observation stages involved the activities of the

students and the researcher during the teaching process designed based on the lesson plan.

It was used by the teacher-collaborator to observe the advantages or weaknesses of the

students' and the researcher's activities during the teaching-learning process that took

place. The reflection stages the researcher evaluated the result of the observation sheet and

the researcher

FINDINGS AND DISCUSSION

1. The researcher for all cycles

In the first meeting of Cycle I, there were 14 activities (36.84%) done by the

researcher, 15 activities (39.47%) a half done by the researcher, and there was 9 activity

(23,68%) not done by the researcher. While, in the second meeting, there were 23 activities

(63.88%) done by the researcher, 13 activities (36.11%) a half done by the researcher, and

there was 0 activity (0%) not done by the researcher. The researcher’s activities were

dominated by done activities in good level.

AoEJ: Academy of Education Journal

Vol. 14 No 2 Tahun 2023

1153

Furthermore, in the first meeting of Cycle II, there were 33 activities (91,66%) done

by the researcher, 3 activity (8,34%) a half done done by the researcher, and there was no

activity (0%) not done by the researcher. While, in the second meeting, there were 38

activities (100%) done by the researcher, 0 activity (0%) not done by the researcher, and

there was no activity (0%) not done by the researcher. The researcher’s activities were

dominated by done activities in very good level. The entire researcher’s activities can be

viewed in the table such below:

Table 1

THE RESEARCHER ACTIVITIES OF ALL CYCLES

No.

Cycle

Meeting

Criteria

Frequency

First meeting

Done

36.84%

A half Done

39.47%

Not done

23.68%

Second meeting

Done

63.88%

A half Done

36.11%

Not done

First meeting

Done

91.66%

A half Done

8,34%

Not done

Second meeting

Done

100

100%

A half Done

Not done

2. The students activities of all cycles

Based on the result of observation to the students, in the first cycle, at the first

meeting, there were 3 activities (25%) done excellently, there were 7 activities (58.33%) a

half done, and there were 2 activities (16.67%) not done. At the second meeting, there

were 7 activities (58.34%) done excellently, there were 5 activities (41.67%) a half done,

and there were 0 activities (0%) not done. In the second cycle, at the first meeting, there

were 10 activities (83.33%) which were done, there were 2 activities (16.67%) a half done,

and there was no activity (0%) which was not done. At the second meeting, there were 12

activities (100%) which were done, there was 0 activity (0%) a half done and there was no

activity (0%) which was not done.

The entire of the students’ activities results can be viewed in Table 3 below:

TABLE 2

THE STUDENTS’ ACTIVITIES IN ALL CYCLES

No.

Cycle

Meeting

Criteria

Frequency

First meeting

Done

25%

A half Done

58.33%

Not done

16.67%

Second meeting

Done

58.34%

A half Done

41.67%

Not done

AoEJ: Academy of Education Journal

Vol. 14 No 2 Tahun 2023

1154

First meeting

Done

83.33%

A half Done

16.67%

Not done

Second meeting

Done

100%

A half Done

Not done

3. The field notes of the students’ activities of all cycles

Based on the result of observation, the students who were active, inactive, creative,

and uncreative in following the teaching-learning process was increased from the previous

meetings to the next meetings. In this case, the researcher had the purpose of making field

notes on students to assess the extent to which they were involved in understanding the

explanation text material using the make a match technique. The researcher aimed to

identify which students were active, inactive, creative, and uncreative. Active, refers to a

learning process where students are actively involved in the learning process. Teachers

who use active learning have reported that their students learn more material, understand

more ideas, and enjoy school more. Inactive, refers to a learning process where students

are not actively involved. This type of learning can lead to students struggling to remember

information and not enjoying school. Creative, refers to the ability to think outside the box

and come up with unique solutions to problems. Improving creative thinking skills can be

achieved through problem-based learning. Uncreative, refers to the inability to think

outside the box and come up with unique solutions to problems. Teachers may face

difficulties in the teaching and learning process due to uncreative methods, materials, and

media. Therefore, the researcher observed students who were active, inactive, creative, and

uncreative in two cycles, each consisting of two meetings.

In the first cycle at the first meeting, there were 3 students (10.72%) who were

active, 12 students (42.85%) who were inactive, 1 students (3.58%) who were creative, 12

students (42.85%) who were uncreative. At the second meeting, there were 6 students

(21.42%) who were active, there were 8 students (28.58%) who were inactive, there were 5

students (17.86%) who were creative, there were 9 students (32.14%) who were

uncreative.

In the second cycle at the first meeting there were 11 students (39.28%) who were

active, there were 4 students (14.28%) who were inactive, there were 8 students (28.58%)

who were creative, and there were 5 students (17.85%) who were uncreative. At the second

meeting, there were 15 students (53.58%) who were active, there were 0 students (0%)

who were inactive, there were 13 students (46.42%) who were creative, and there were 0

AoEJ: Academy of Education Journal

Vol. 14 No 2 Tahun 2023

1155

students (0%) who were uncreative. The total number of the students was 28 persons and

all of the students were present in each meeting of cycles.

The entire field notes of the students’ activities results can be viewed in Table 4

below:

TABLE 3

THE FIELD NOTES OF THE STUDENTS’ ACTIVITIES OF ALL CYCLES

Cycle

Meeting

Activities

Frequency

First meeting

Active

10.72%

Inactive

42.85%

Creative

3.58%

Uncreative

42.85%

Second meeting

Active

21.42%

Inactive

28.58%

Creative

17.86%

Uncreative

32.14%

First meeting

Active

39.28%

Inactive

14.28%

Creative

28.58%

Uncreative

17.85%

Second meeting

Active

53.58%

Inactive

Creative

46.42%

Uncreative

4. The Result of the Students’ Reading Comprehension by Using Make A Match

Technique all cycles

Based on the results of student evaluations, researchers found that student scores had

improved from cycle to cycle. In this test, the researcher gave a test according to the level

of reading comprehension, namely critical reading comprehension which has the

characteristics of Identification and evaluation of evidence, Interpretation and judgment,

Clarity and understanding, Independent thinking, and Mental tools to unpack the text. The

test consisted of 6 essay questions related to the text provided by the researcher. At the end

of each cycle, a test was conducted to conclude the meeting.

In Cycle I, there was no students’ value which could be classified in “very good

level”. While, there were 4 students’ value (14.28%) in “good level”, there were 5

students’ value (17.85%) in “enough level”, there were 8 students’ value (28.57%) in “less

level”, and there was 11 student’s value (39.28) in “fail level”. This result showed that the

students were still not able to comprehend a narrative text even though the researcher had

AoEJ: Academy of Education Journal

Vol. 14 No 2 Tahun 2023

1156

applied Make A Match Technique in the teaching and learning processes. As written in

Chapter III which said that whenever the students’ in comprehending explanation text by

using Make A Match Technique cannot achieve the Minimum Competence Criterion in

Cycle I so it will be continued to the next cycle.

In Cycle II, there was no student’s value in “fail level” and in “less level”. Instead of

that, there were 2 students’ value (7.14%) in “enough”, there were 19 students’ value

(67.85%) in “good level”, 7 students’ value (25%) in “very good level”. This result showed

that the students of the eleventh grade (XI-IPS 2) of SMA Swasta Santu Xaverius

Gunungsitoli were able to comprehend a explanation text by using Make A Match

Technique. The average of students’ value was higher than the Minimum Competence

Criterion that was 70. The students’ in reading comprehension explanation text by using

Make A Match Technique can be viewed in the table such below:

TABLE 5

THE STUDENTS’ IN READING COMPREHENSION OF EXPLANATION

TEXT BY USING MAKE A MATCH TECHNIQUE OF ALL CYCLE

Cycle

Meeting

Level

Quantity

Meeting

Very good

Good

14.28%

Enough

17.85%

Less

28.57%

Fail

39.28%

Meeting

Very good

25%

Good

67.85%

Enough

7.14%

Less

Fail

Furthermore, the students’ in reading comprehension by using Make A Match

Technique can be viewed in Graphic below:

AoEJ: Academy of Education Journal

Vol. 14 No 2 Tahun 2023

1157

5. The Analysis and Interpretation of the Research Findings

After conducted the research in two cycles, the researcher analyzed the result of the

research based on the observation sheet, students’ score in evaluation sheet, and the

opinion from teacher-collaborator.

In the second meeting of cycle I, the researcher distributed evaluation sheets to

students to measure students' reading comprehension after the application of the make a

match technique in the teaching and learning process. From the results of student tests, it

shows that most students do not pass the predetermined KKM of 70. From the available

data, 11 students (39.28%) are at the failing level, 8 students (28.57%) at the insufficient

level, 5 students (17.85%) at the sufficient level, 4 students (14.28%) at the good level and

0 students at the excellent level. From the data in Cycle I, the researcher concluded that

students' reading comprehension skills were still lacking.

There are several factors that affect students' abilities in cycle I. Students did not

have background knowledge of the material they were learning, students did not use

dictionaries to look up translations of vocabulary that was quite difficult, students were

busy with their own activities and made noise in the teaching and learning process so that

the researcher could not control the class, and they were still confused in doing the

questions. The application of make a match at the beginning of the meeting also made

students focus on distributing cards so that it made the time longer and made researchers

have to give a long time to match the cards so that they were not serious in the learning

process. To overcome these problems, researchers carried out several activities such as

researchers asking students' background knowledge, researchers went around students to

attract students' attention and intonation in explaining the material was not monotonous,

researchers controlled the class in applying the make a match technique, researchers

provided opportunities for students to ask about material that was unclear and explanations

that were not understood.

After analyzing and evaluating the research in Cycle I, researchers continued to

conduct Cycle II because the results from Cycle I were still low. In Cycle II, researchers

conducted research by making several improvements to overcome the problems in Cycle I.

The implementation of Cycle II showed that the results of student and researcher activities

had improved. From the data obtained, the results of students' reading comprehension in

Cycle II have improved, this is indicated by all students passing the KKM, there are no

students whose scores are at the "failing level" and "deficient level", while the value of

students who are at the "sufficient level" is 2 people (7.14%), the value of students who are

AoEJ: Academy of Education Journal

Vol. 14 No 2 Tahun 2023

1158

at the "good level" is 19 people (67.85%), and the value of students who are at the "very

good level" is 7 people (25%).

Based on the results of the study, the researcher concluded that the use of the make a

match technique in improving reading comprehension was successful. The problems faced

by students in text comprehension can be improved by using the make a match technique.

6. The Research Findings versus the Latest Related Research

The latest related research of the research was searched by Siti Fatimah (2019), he

was do the research to find out whether there is any effect of make a match technique on

students’ reading comprehension. He took a conclusion that make a match technique was

proved to be effective to be used in teaching reading since there was a significant

difference of students’ mean score after doing the treatment by using make a match

technique.

The research result found that make a match technique can improve the students’ in

reading comprehension. And, it is supported by theory. As Lumbantobing et al. (2020)

affirms, “Reading comprehension is a process of extracting and constructing meaning

simultaneously through interaction and engagement with written language. This statement

confirms that reading comprehension is activity where the reader extracts and constructs

meaning simultaneously from the text through interaction involvement with written

language. The readers do not only read the text but they must understand the content of the

text well. The reader should use his/her background knowledge that can support his/her to

comprehend the meaning of the text.

However, the teacher needs the appropriate technique for teaching reading

comprehension. In this research the researcher applied a technique to teach the students in

reading comprehension. The technique was Make a match Technique. Setiawan (2020),

defines make a match technique is a learning technique that involves matching information

from the text with the correct answer on the card or worksheet provided. The purpose is to

help them find and remember key information in the passage. It means that make a match

technique is divided into two parts. First, questions card and answers card. Furthermore,

Teguh Yulianto & Dian Fajrina (2020) stated that "make a match technique can improve

students' reading comprehension because it introduces innovative and interesting learning

techniques that can help students understand reading concepts better”. This statement

affirms to us that make a match technique is suitable for the students to increase their

ability in comprehending text.

AoEJ: Academy of Education Journal

Vol. 14 No 2 Tahun 2023

1159

This is relevant with the result of the research after applying Make a match technique

to the students in comprehending the explanation text, the students’ in reading

comprehension can be improved which is proven from their value in each cycles.

Of the latest related research, there is a same strategy used is make a match technique

especially in the students’ in reading comprehension. In the research, the researcher would

use make a match technique in improving the students’ in reading comprehension. The

subject of the research at the eleventh grade of SMA Swasta Santu Xaverius Gunungsitoli.

7. The Research Findings Versus Theory

After getting the result of this research, the researcher wanted to compare it with the

theories written by some experts. After getting the result of this research, the researcher

wanted to compare it with the theories written by some experts. As Fitria (2019), asserts

“Reading comprehension is a kind of reading which aims to understand the reading itself”.

In other words, reading comprehension is an interactive process involving the reader, the

text, and the activity for reading. Damanik & Herman (2021), affirms reading

comprehension is a cognitive task to compare the individual words, and identify the

meaning such as sentence, clause and paragraph in reading activities”. Through reading

comprehension, the reader will gain the information from the text by predict it first. It

means that, reading comprehension need prediction before construct the real meaning.

Furthermore, according to Yusuf & Hasanudin (2020), asserts that "the make a match

type can make students' interest increase and disrupt interactive situations in the

classroom." The Make A Match technique can increase students' interest and encourage

their participation in interactive situations in the classroom. By matching information or

elements in learning, this technique can attract students' attention so that they are more

interested and involved in the learning process. This helps to create a more dynamic

interactive atmosphere in the classroom. Meanwhile, according to Farah (2018), said that

the make a match technique is one of the cooperative learning techniques, namely learning

by using cards. She further stated that the make a match technique is a learning technique

or activity that involves the use of cards and aims to increase student interest and

involvement in the learning process.

From all of the theories used in this research, there was no theory that could not be

proven by the researcher in the field.

8. The Research Findings Implication

In Chapter I, it has been explained about the significance or implication of this

research, such as the result of this result can be useful for:

AoEJ: Academy of Education Journal

Vol. 14 No 2 Tahun 2023

1160

a) Researcher, as a source and experience for him to improve his knowledge in

teaching reading comprehension at school by using Make A Match Technique

b) Students, as information how to comprehend a text by using Make A Match

Technique, so they will interest and motivate to read effectively with a good

comprehension.

c) English teacher, as a guideline and source for them in teaching reading

comprehension

d) The readers, as addition knowledge that Make a match technique is one of the

many technique that very appropriate to be used to improve reading

comprehension.

e) Next researcher, as a comparison for him/her to conduct a relevant research with

this title.

9. The Research Findings Limitation

In conducting the research, the researcher had some limitations that the research

findings as follows :

1. This study can be limited to the data collection process such as errors in filling out

the observation sheet so that it can affect the accuracy of the research results.

2. This research only focuses on the process of applying the make a match technique

in learning to improve students' reading comprehension.

3. This research method is classroom action research to improve the quality of

teaching and learning conditions in the classroom scientifically through a

systematic process.

4. This research can be limited to the data obtained, such as the inaccuracy of

respondents who provide answers that are not in accordance with reality which can

produce inaccurate data.

CONCLUSION

There are some conclusions taken by the researcher in this research. First, in the first

cycle, the average of the students’ value in reading comprehension by using Make A

Match Technique was 49.61. In this meeting, showed that there were 11 students in fail

level, 8 students less level, 5 students in the enough level, 4 students in the good level and

0 student in the very good level. The highest value was 82 and the lowest value was 20.

The condition of teaching-learning process was still not conducive to get a good result.

AoEJ: Academy of Education Journal

Vol. 14 No 2 Tahun 2023

1161

In the second cycle, the average of the students’ value was 79,5; there was the

improved of the students’ reading comprehension by Make a Match Technique. In this

cycle, there was no student in “Less level” and there were 2 students in “Enough level”.

The students in “Good level” consisted of 19 students’ and in “Very good level” consisted

of 7 students.

The condition of teaching-learning process has been improved by the researcher so

that getting a good result. In addition, the average of the students’ score showed that the

students of SMA Swasta Santu Xaverius Gunungsitoli at the eleventh grade were able to

comprehend the reading text especially in explanation text. The students’ average score

was higher than the KKM that was 70 points. It can be said that the students were

successful. Therefore this research was stopped by the researcher in this cycle.

Based on the explanation above, the researcher concludes that make a match

technique can be used to improve the students’ in reading comprehension especially in the

explanation text at the eleventh grade of SMA Swasta Santu Xaverius Gunungsitoli.

RECOMMENDATION

There are some suggestions from the researcher after doing this research as follows:

1. The English teachers of SMA Swasta Santu Xaverius Gunungsitoli are suggested to

use Make a match technique to improve the students’ in reading comprehension.

2. In teaching reading, the teachers have to prepare themselves well in order that, the

students are able to comprehend the explanation easily, and the activities of

teaching-learning process can run well.

3. In teaching reading by using Make a match technique, the teachers have to select

the material which is appropriate and interesting to the students in order that, they

will be engaged during the teaching-learning process.

4. The teachers have to motivate the students in conveying their opinions during the

teaching-learning process is going on in the classroom.

5. The students in the school should be active to read English materials in order that,

they have a English reading habit.

6. The students in the school should memorize new vocabularies in order that the

students have much vocabulary.

AoEJ: Academy of Education Journal

Vol. 14 No 2 Tahun 2023

1162

BIBLIOGRAPHY

Andrade, C. (2021). Understanding Variables in Research. International Journal of

Research & Method in Education, 44(2), 131-144.

Asrori & Rusman (2020), Clasroom Action Research pengembangan kompetensi guru.

Jawa Tengah: Pena Persada.

Bougie, R. (2019). Research Methods for the Social Sciences.New York: Cambridge

University Press.

Burn, D. (2018). The Four Stages of Action Research. Australian Journal of Teacher

Education, 43(3), 22-35.

Damanik, S., Herman (2021). Improving Students’ Reading Comprehension Through

Question Answer Relathionship Strategy. INOVISH JOURNAL, 6(1), 84-101.

Fitria, W. (2019). Reading interest and Reading Comprehension: A Corelational Study.

Journal of Education Studies, 4(1), 95-107.

Ferdian, R., & Hidayatullah, A. (2020). Improving Students Reading Comprehension in

English Through Make a Match Technique. Journal of English Language Padagogi,

3(1) 53-62.

Harefa, A. T. (2020), Jigsaw Cooperative Learning to Improve Critical Reading Skill.

Journal Pendidikan, 4(1) 374-379.

Harefa, A. T., & Nduru J. R. (2022). Improving Students’ Speaking Ability Through Alley

Debates Strategy. Journal Pendidikan, 1(1), 207-295.

Hendriani, S., Suzanne, N. (2013). Language Testing. Batusangkar: STAIN Batusangkar

Press.

Larasaty, G., Sulastr, A. (2020). Improving the Students’ Reading Comprehension Using

Learning Cell Technique. Journal of English Language Learning, 2(1), 23-27.

Lumbantobing, H., Praded, H., & Herman (2020). The effect of Herring Bone Technique

on the Students ability in Reading Comprehension on Recoun Text. Journal of

English Educational Study, 3(2), 91-100.

Mufidah, N., Syatriana, E., & Baso (2022). Improving Students Ability in Reading

Comprehension News Item Text By using Old New Information. Journal keguruan

dan ilmu pendidikan, 9(1), 1-16.

Mogea, T. (2022). Improving Students’ Reading Comprehension Make a Match Technique

and Number Head Tofether. International Scientific Journals of Sosial Education

and Humaniora, 1(2).

Martha, I. (2020). Behavior Modification As an Effective Technique in Classroom

Teaching. Journal Research on Humanities Social Scineces, 10(12), 25-33.

Mezmir, A. E. (2020). Qualitative Data Analysis: An Overview of Data Reduction, Data

Display, and Interpretation. Journal Research on Humanities and Social Sciences,

10(21), 15-27.

Marudhar, (2018). Identifying Variables. International Journal of Science and Research

8(3) 865-868).

Pratiwi, V., Sudirman, & Supriyadi, D. (2018). Wh-question Techniques to Improve

Students’ Reading Comprehension in Narrative Text. U-JET.

AoEJ: Academy of Education Journal

Vol. 14 No 2 Tahun 2023

1163

Parnawi, A. (2020). Penelitian Tindakan Kelas (Classroom Action Research). Yogyakarta:

Budi Utama.

Permana, Y. (2021). Materi Ajar Bahasa Inggris. Jakarta.

Rahmadhani, A. (2018), Improving Reading Comprehension Through Recriprocal

Teaching Technique. Journal Pengembangan Sumber daya insane, 3(1), 296-301.

Rahman, A., & Muktadir, G. (2021). An Imperative Quantitative Data Analysis Tool for

Social Science Research. International Journal of Research and Innovation in social

Science, 5(10), 300-302.

Saresty, N. A. (2018). Make a Match Technique to Improve Students’ Writing. An

International Journal of education culture humanities, 1(1), 5-12.

Setiawan, A. (2020). Improving Reading Comprehension of Explanation Text Through

Make a Match Technique. Journal of Language Teaching and Research, 11(6), 721-

726.

Simangunsong, S., Pangaribuan, J., Ginting, A. (2022). Improving the Students

Vocabulary Mastery by Using Make a Match Technique. KAIROS ELT Journal,

6(1), 13-26.

Yulianto, T., & Fajrina, D. (2020). The Effect of Make a Match Technique on Students’

Reading Comprehension. Journal of English Education and Literature Studies, 3(1),

14-20.

Vijayalakhsmi, N. (2019). Behavior Modification Teachning An Awareness Study.

International Journal of Education, 7(2), 20-24.

Yusuf, M., Hasanudin (2020). The Implementation of Make a Match Technique to

Improve Writing Descriptive Text. Professional Journal of English Education, 3(2),

259-265.