Increasing Students’ Reading Comprehension and Learning Interest by Using Snowball Throwing Method at The Tenth-Grade Students of Assalam IBS
DOI:
10.29303/jcar.v7i1.10226Published:
2025-03-02Downloads
Abstract
This study investigates the effectiveness of the Snowball Throwing Method in improving students' reading comprehension and learning interest among tenth-grade students of Assalam IBS. Conducted as classroom action research, the study involved 30 students from class X.C over two cycles. Data were collected through reading comprehension tests, learning interest questionnaires, observations, and interviews. The data were analyzed using descriptive statistical analysis for quantitative data, which includes the results of the reading comprehension test and the learning interest questionnaire. Meanwhile, qualitative data, which consists of observation and interview results, were analyzed using descriptive narrative data analysis techniques. The findings reveal significant improvements across both cycles. In Cycle 1, the average reading comprehension score was 67.67, with an average learning interest score of 98.80. By Cycle 2, these scores increased to 77.75 for reading comprehension and 112.30 for learning interest. The result was also supported by data of observation and interview to the students related to learning activity by using snowball throwing method. The results indicate that the Snowball Throwing Method effectively enhances both reading comprehension and student engagement. This method encourages active participation and collaborative learning, fostering a more interactive and stimulating classroom environment. The study concludes that the Snowball Throwing Method is a practical approach to address challenges in reading comprehension and learning interest among high school students.
Keywords:
Reading Comprehension Learning Interest Snowball Throwing Classroom Action ResearchReferences
Alderson, J. C. (2000). Assessing reading. Cambridge: Cambridge University Press.
Bonwell, C. & Eison, J. (1991). Active learning: creating excitement in the classroom. ERIC Publications.
Crewell, J. W. (2012). Educational research: planning, conducting, and evaluating quantitative and qualitative research (4th ed). Pearson Education.
Eyisi, D. (2016). The usefulness of qualitative and quantitative approaches and methods in researching problem-solving ability in science education curriculum. Journal of education and practice, 7(15), 91-100.
Guthrie, J. T. & Wigfield, A. (2000). Engagement and motivation in reading.
Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. educational psychologist, 41(2), 111–127. https://doi.org/10.1207/s15326985ep4102_4
Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational researcher, 33(7), 14-26. https://doi.org/10.3102/0013189X033007014
Johnson, D. W., & Johnson, R. T. (2009). An Educational Psychology Success Story: Social Interdependence Theory and Cooperative Learning. Educational Researcher, 38, 365-379. https://doi.org/10.3102/0013189X09339057
Kemmis, S., McTaggart, R., & Nixon, R. (2013). The action research planner: Doing critical participatory action research. Springer Science & Business Media.
Mufida, N. M. (2021). Improving student reading comprehension through cooperative learning (snowball throwing) at senior high school. Jurnal Pendidikan Indonesia, 2(9), 423481. https://doi.org/10.36418/japendi.v2i9.281
Putri, T. S. W., Gunayasa, I. B. K., & Affandi, L. H. (2022). Hubungan Kecerdasan Verbal Linguistik dengan Pemahaman Membaca Teks Narasi peserta Didik. Journal of Classroom Action Research JCAR 4(2) (2022). https://doi.org/10.29303/jcar.v4i2.1685
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://psycnet.apa.org/doi/10.1037/0003-066X.55.1.68
Simanjuntak, G.R.W., Silalahi, D.E., & Purba, R. (2024). The effect of snowball throwing method in reading comprehension of narrative text at grade ten of SMA Negeri 1 Siantar. Jurnal Ilmu Pendidikan dan Sosial (JIPSI). 2(4). https://doi.org/10.58540/jipsi.v2i4.459
Suhardi. (2022). Peningkatan Prestasi Belajar dengan Menerapkan Metode Cooperative Learning Model Make A Match dalam Pembelajaran Bahasa Inggris. Journal of Classroom Action Research JCAR 4(1) (2022). https://doi.org/10.29303/jcar.v4i1.1570
Zulfikar, M. A., Setiawan, H., & Safruddin. (2022). Hubungan Minat Belajar Siswa Dengan Prestasi Belajar Siswa Kelas V Segugus IV Sekabupaten Dompu. Journal of Classroom Action Research JCAR 4(2) (2022). https://doi.org/10.29303/jcar.v4i1.1742
Rakhimova, S. (2024). Enhancing Receptive Skills in Foreign Language Learning: The Interplay of Reading and Listening Comprehension. The American Journal of Social Science and Education Innovations, 6(08), 38-56. https://doi.org/10.37547/tajssei/Volume06Issue08-04
Li, Y., Wu, C., & Wang, J. (2024). Enhancing Early Childhood Education: Integrating Theory and Practice. Communications in Humanities Research, 32, 202-207. https://doi.org/10.54254/2753-7064/32/20240071
Hayati, N., Kasim, U., & Muslem, A. (2020). Using Interactive Approach In Enhancing Students’reading Comprehension. English Education Journal, 11(2), 231-250.
Lestari, W. I., Mawaddah, U., & Kareviati, E. (2019). The influence of discovery learning and snowball throwing method in improving writing skills of high school students. Project (Professional Journal Of English Education), 2(3), 332.
Iswati, H., & Ridha, D. C. (2023). Snowball Throwing Technique In Teaching Recount To Help Students’reading Comprehension In Junior High School. Wiralodra English Journal (WEJ), 7(2), 99-112. https://doi.org/10.31943/wej.v7i2.233
License
Copyright (c) 2025 Tukir Wianto, Masagus Firdaus, Mulyadi
This work is licensed under a Creative Commons Attribution 4.0 International License.
- Authors who publish with Journal of Classroom Action Research, agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Journal of Classroom Action Research.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
