The Effect of High Five Strategy Assisted by Image Media on Reading Comprehension Skills of Elementary School Students

DOI

10.2991/assehr.k.211119.089How to use a DOI?

Keywords

High five strategy; image media; reading comprehension skills

Abstract

The purpose of this study was to determine the effect of the High Five strategy assisted by image media in reading comprehension of fourth grade elementary school students. In this study the approach used is a quantitative approach with quasi-experimental method using nonequivalent control group design. The subjects of this study were fourth grade students. The instrument used was a test. The test was carried out in two stages, namely the pre-test carried out before the treatment and the post-test carried out after the treatment. The results showed that the High Five strategy assisted with image media can improve reading comprehension skills of fourth grade elementary school students. This was evidenced by the significant value of increasing students using the High Five Strategy assists by image media. Using this strategy, students were given a stimulus to generate the knowledge they had previously and raise questions so that students could understand the contents of the reading better. With the learning process carried out students realized that it made it easy to understand each part of the text.

Copyright

© 2021 The Authors. Published by Atlantis Press SARL.

Open Access

This is an open access article under the CC BY-NC license.

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TY  - CONF
AU  - Rahman
AU  - Erva Tursiva
AU  - Asri Wibawa Sakti
AU  - Rasi Yugafiati
AU  - Yoesrina Novia
AU  - Novia Vini Syafitri
PY  - 2021
DA  - 2021/11/21
TI  - The Effect of High Five Strategy Assisted by Image Media on Reading Comprehension Skills of Elementary School Students
BT  - Proceedings of the Fifth International Conference on Language, Literature, Culture, and Education (ICOLLITE 2021)
PB  - Atlantis Press
SP  - 573
EP  - 577
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.211119.089
DO  - 10.2991/assehr.k.211119.089
ID  - 2021
ER  -