THE APPLICATION OF SS’GO TO IMPROVE READING COMPREHENSION OF NARRATIVE TEXT FOR ELEVENTH GRADE STUDENTS AT SMA KESATRIAN 1 SEMARANG IN ACADEMIC YEAR 2023/2024
Keywords:
Graphic organizers, SS'Go, Pemahaman Membaca
Abstract
ABSTRAK
Graphic organizer adalah alat komunikasi visual yang menggunakan simbol-simbol visual untuk mengekspresikan ide dan konsep serta menyampaikan makna. Urutan cerita adalah tentang mengidentifikasi bagian-bagian seperti awal, tengah, dan akhir dari sebuah cerita dan mampu menceritakan kembali kejadian-kejadian dari teks yang diberikan sesuai dengan urutan kejadiannya. Penelitian ini merupakan penelitian kuantitatif dengan menggunakan desain penelitian kuasi eksperimen. Populasi penelitian ini adalah seluruh siswa kelas XI di SMA Kesatrian 1 Semarang. Partisipan dalam penelitian ini berjumlah 212 siswa. Peneliti hanya meneliti 2 kelas, yang terdiri dari 34 siswa. Data yang dikumpulkan dari Reading Pre-test dan Post-test dan kuesioner tertutup. Penggunaan metode SS''go telah diselidiki untuk melihat apakah metode ini berguna untuk meningkatkan kemampuan membaca pemahaman teks naratif pada siswa. pre-test kelas eksperimen menunjukkan M 17,50 dengan Sum of Ranks 595,00. Kelas kontrol memiliki skor pre-test (M25,84 dan Sum of Ranks 878,50). kelas kontrol memiliki skor rata-rata dalam satu bulan sebesar 17,50 dengan Sum of Ranks 595,00, skor rata-rata di kelas eksperimen dengan jumlah 51,50 dengan Sum of Ranks 1.751,00. Nilai Sig (2-tailed) sebesar 0,000 selain itu pada kriteria taraf signifikan 5% menunjukkan bahwa nilai tersebut lebih kecil dari 5% (0,000 0,05).
Kata kunci: Graphic organizers, SS'Go, Pemahaman Membaca
References
BIBLIOGRAPHY
Ahmad, M., & Khasawneh, S. (2021). The Use of Reading Speed Strategy in Promoting Reading Comprehension among EFL Students with Learning Disabilities. 6(2), 225–235.
Albufalasa, M. (2019). The Impact of Implementing Graphic Organizers on Improving EFL Students’ Reading Comprehension of Narrative Texts and Motivation. International Journal of Applied Linguistics and English Literature, 8(4), 120. https://doi.org/10.7575/aiac.ijalel.v.8n.4p.120
Anggraeni, A. D., & Pentury, H. J. (2018). Using Graphic Organizer as a Media in Students’ Writing Project. Scope : Journal of English Language Teaching, 2(02), 105. https://doi.org/10.30998/scope.v2i02.2307
Aprianto, D., & Syarifaturrahman, W. K. (2020). ESL LEARNERS’ PERCEPTION ON THE USE OF THE GRAPHIC ORGANIZERS (GOs) AS CLASS PRESENTATION STRATEGIES. Exposure : Jurnal Pendidikan Bahasa Inggris, 9(1), 143–157. https://doi.org/10.26618/exposure.v9i1.3494
Ayiz, A. (2018). The Effectiveness of Graphic Organizers and Gist Strategies on Students with Different Reading Habits in Reading Comprehension. English Education Journal, 8(1), 10–17.
Barashid, M. (2020). Investigating the Critical Reading Skills for Saudi EFL Learners through Graphic Organizers Instructional Program. Frontiers in Education Technology, 3(4), p30. https://doi.org/10.22158/fet.v3n4p30
Baturaja, U., Sulistyo, B., Baturaja, U., Agustiani, M., Baturaja, U., Ulya, E. N., & Baturaja, U. (n.d.). STUDENT S ’ PE RCEPTIONS ON THE USE OF INTERNET AS LEARNING MEDIA IN READING. 111–120.
Castles, A., Rastle, K., & Nation, K. (2018). Corrigendum : Ending the Reading Wars : Reading Acquisition From Novice to Expert Ending the Reading Wars : Reading Acquisition From Novice to Expert. https://doi.org/10.1177/1529100618772271
Chong, S. L. (2017). Many languages, whither literacy? Understanding the ontology of reading in linguistically-diverse contexts. 3L: Language, Linguistics, Literature, 23(2), 1–13. https://doi.org/10.17576/3L-2017-2302-01
Dewi, A. A. M. I., Marhaeni, A. A. I. N., & Suwastini, N. K. A. (2018). The Effect of Graphic Organizer upon Reading Comprehension of the Twelfth Grade Students of SMAN 1 Sukawati in Academic Year 2015/2016. Lingua Scientia, 23(1), 64. https://doi.org/10.23887/ls.v23i1.16069
Dorin, D., Arne, D., Laura, L., Petra, V., & Lervåg, M. M. (2021). the development of reading comprehension of early readers : evidence from an orthographically transparent language. Reading and Writing, 34(6), 1491–1512. https://doi.org/10.1007/s11145-020-10107-4
Eduser, J., María Salazar-Rodríguez, A., Nacional, U., & Marcos, S. (2020). Universidad César Vallejo, Perú Faculty of Education and Languages. Journal EDUSER, 7(2), 110–118.
Engin, M. (2019). Research in English and Education (READ). 23(4), 1–16.
Euphemia, O. I. and, & James, Y. (2021). International Journal of Education Humanities and Social Science EFFECTS OF GRAPHIC ORGANIZER ON EXPOSITORY TEACHING STRATEGY. 4(02), 147–154.
Fatimah, A. S., Santiana, S., & Saputra, Y. (2019). Digital Comic: an Innovation of Using Toondoo As Media Technology for Teaching English Short Story. English Review: Journal of English Education, 7(2), 101. https://doi.org/10.25134/erjee.v7i2.1526
Febriana, M., & Panuntun, I. A. (2021). The Authenticity of Reading Activities Using Brown’s Model in 12th Grade English Textbook. JELLE : Journal Of English Literature, Linguistics, and Education, 2(2), 34–40. https://doi.org/10.31941/jele.v2i2.1706
Gustina, & Syarif, H. (2021). Using Graphic Organizers to Improve Students’ Reading Comprehension at Grade XI of SMAN 3 Lubuk Basung. Proceedings of the Ninth International Conference on Language and Arts (ICLA 2020), 539(Icla 2020), 83–88. https://doi.org/10.2991/assehr.k.210325.016
Hasibuan, A., Pricilia, G. M., Hasibuan, D., Tumanggor, A., Asahan, U., Informatika, T., Menulis, K., Recount, T., & Education, J. (2022). THE EFFECT OF USING GRAPHIC ORGANIZERS TECHNIQUE ON STUDENTS ’ WRITING RECOUNT TEXT ABILITY. 10(2), 586–589.
Hikmah, D., & Jadid, U. N. (2019). MEDIA FOR LANGUAGE TEACHING AND LEARNING IN DIGITAL. 01(02), 84–89.
Kansizoglu, H. B. (2017). The effect of graphic organizers on language teaching and learning areas: A meta-analysis study. Egitim ve Bilim, 42(191), 139–164. https://doi.org/10.15390/EB.2017.6777
Kurniaman, O., Oktari, C., & Pahrurazi, P. (2020). The Implementation of Teaching Materials Reading Graphic Organizers in Elementary Schools. Lensa: Kajian Kebahasaan, Kesusastraan, Dan Budaya, 9(2), 105. https://doi.org/10.26714/lensa.9.2.2019.105-119
Kurniaman, O., & Zufriady, Z. (2019). The Effectiveness of Teaching Materials for Graphic Organizers in Reading in Elementary School Students. Journal of Educational Sciences, 3(1), 48. https://doi.org/10.31258/jes.3.1.p.48-62
Kurokami, H. (2018). Development and Effectiveness of Digital Graphic Organizers. 12(1), 57–64.
Laora, K., Y, Y. G. S., & Regina, R. (2019). Improving Students’ Reading Comprehension of Narrative Text Through Cooperative Story Mapping Technique. International Journal of Learning and Instruction (IJLI), 1(1), 12. https://doi.org/10.26418/ijli.v1i1.33398
Listen-read-discuss, T. H. E. E. O. F., Organizer, G., Technique, C., Teach, T. O., Comprehension, R., & Descriptive, O. F. (2019). Journal of English Language Teaching COMBINATION TECHNIQUE TO TEACH READING COMPREHENSION OF DESCRIPTIVE. 6(1), 47–53.
Manu, M., Torppa, M., & Eklund, K. (2021). Kindergarten pre ‑ reading skills predict Grade 9 reading comprehension ( PISA Reading ) but fail to explain gender difference. Reading and Writing, 34(3), 753–771. https://doi.org/10.1007/s11145-020-10090-w
Mehar, R. (n.d.). Effect of Graphic Organizer Model on Achievement and Effect of Graphic Organizer Model on Achievement and Retention in Geography. 1979, 523–533.
Meliyani deta, Egar Ngasbun, K. A. P. (2021). The Use of Drta Strategy To Improve Reading Comprehension Ability of. 1, 1–309.
Miftah, R., Asep, D., Orlando, R., Syarif, U., & Jakarta, H. (2016). Kemampuan Representasi Matematis Siswa. 72–89.
Mohaidat, M. M. T. (2018). The Impact of Electronic Mind Maps on Students’ Reading Comprehension. English Language Teaching, 11(4), 32. https://doi.org/10.5539/elt.v11n4p32
Nakiboglu, C. (2017). Use of Graphic Organizers in Secondary Chemistry. International Conference on Research in Education and Science, 7, 72–75.
Nasheeda, A., Abdullah, H. B., Krauss, S. E., & Ahmed, N. B. (2019). Transforming Transcripts Into Stories: A Multimethod Approach to Narrative Analysis. International Journal of Qualitative Methods, 18, 1–9. https://doi.org/10.1177/1609406919856797
Nurah Alfares. (2019). EFL Teachers’ Perceptions of Using Graphic Organizers in the Language Classroom. Advances in Social Sciences Research Journal, 6(2). https://doi.org/10.14738/assrj.62.6045
Nurlaili, R. (2020). The Use of Story Sequences Pictures to Teach Recount Text in 10th Grade of Senior High School. File:///C:/Users/VERA/Downloads/ASKEP_AGREGAT_ANAK_and_REMAJA_PRINT.Docx, 21(1), 1–9.
Praveen Sam, D., & Rajan, P. (2013). Using graphic organizers to improve reading comprehension skills for the middle school ESL students. English Language Teaching, 6(2), 155–170. https://doi.org/10.5539/elt.v6n2p155
Qi, W., & Jiang, Y. (2021). Use of a graphic organiser as a pedagogical instrument for the sustainable development of efl learners’ english reading comprehension. Sustainability (Switzerland), 13(24). https://doi.org/10.3390/su132413748
Quinteros, D. (2020). Universidad Técnica de Ambato Universidad Técnica de Ambato. In Repositorio Institucional de la Universidad Técnica de Ambato. https://repositorio.uta.edu.ec/jspui/handle/123456789/12640
Rahayu Siregar, S., & Tapanuli Selatan, B. (2021). ENGLISH EDUCATION English Journal for Teaching and Learning Authentic Material Media to Enhance Students’ Reading Descriptive Text. 09(01), 100–110.
Rizk, A., & Youssef, L. (2020). Using Graphic Organizers ( GOs ) for Developing EFL Critical Reading Skills among First Year Secondary Stage Students Introduction : 111, 269–315.
Sakdidah, S., Egar, N., & Sodiq, J. (2023). Phrasal Verbs in Written Narrative Texts of Eleventh Grade of Sman 1 Pati. Wawasan Pendidikan, 3(1), 40–50. https://doi.org/10.26877/wp.v3i1.10325
Samad, I. U. bustami usman;iskandar abdul. (2019). Using Herringbone Graphic Organizer Strategy. ENGLISH EDUCATION JOURNAL (EEJ, 260–275.
Saputri, Y. A., Rizal, S., & Afriani, Z. L. (2021). An Analysis on English Teacher Strategies in Teaching Reading Comprehension. Jadila: Journal of Development and Innovation in Language and Literature Education, 1(3), 353–361. https://doi.org/10.52690/jadila.v1i3.125
Sovacool, B. K., Axsen, J., & Sorrell, S. (2018). Promoting novelty, rigor, and style in energy social science: Towards codes of practice for appropriate methods and research design. Energy Research and Social Science, 45(July 2018), 12–42. https://doi.org/10.1016/j.erss.2018.07.007
Sudarmawan, IPY1, Tantra, DK2, Marhaeni, A. (2014). the Effect of Graphic Organizers and Text Types on the Students’ Reading Competency At Sman 8 Denpasar. Sage Journal, 3(1), 1–10. https://www.academia.edu/4879643/ _
Tang, S., Asrifan, A., Chen, Y., Haedar, H., & Agussalim, M. (2019). the Humor Story in Teaching Reading Comprehension. Journal of Advanced English Studies, 2(2), 77–87.
Teaching, E. L., Vol, E., & Pontianak, I. P. (2021). A SYSTEMATIC REVIEW OF GRAPHIC ORGANIZERS METHOD IN READING. 2(2), 31–41.
Zhang, X. (2022). The Magic of Time Puzzle in Non-Linear Narrative—A Analysis of the Narrative Technique in “Story of Your Life.” Academic Journal of Humanities & Social Sciences, 5(14), 45–49. https://doi.org/10.25236/ajhss.2022.051409
Ahmad, M., & Khasawneh, S. (2021). The Use of Reading Speed Strategy in Promoting Reading Comprehension among EFL Students with Learning Disabilities. 6(2), 225–235.
Albufalasa, M. (2019). The Impact of Implementing Graphic Organizers on Improving EFL Students’ Reading Comprehension of Narrative Texts and Motivation. International Journal of Applied Linguistics and English Literature, 8(4), 120. https://doi.org/10.7575/aiac.ijalel.v.8n.4p.120
Anggraeni, A. D., & Pentury, H. J. (2018). Using Graphic Organizer as a Media in Students’ Writing Project. Scope : Journal of English Language Teaching, 2(02), 105. https://doi.org/10.30998/scope.v2i02.2307
Aprianto, D., & Syarifaturrahman, W. K. (2020). ESL LEARNERS’ PERCEPTION ON THE USE OF THE GRAPHIC ORGANIZERS (GOs) AS CLASS PRESENTATION STRATEGIES. Exposure : Jurnal Pendidikan Bahasa Inggris, 9(1), 143–157. https://doi.org/10.26618/exposure.v9i1.3494
Ayiz, A. (2018). The Effectiveness of Graphic Organizers and Gist Strategies on Students with Different Reading Habits in Reading Comprehension. English Education Journal, 8(1), 10–17.
Barashid, M. (2020). Investigating the Critical Reading Skills for Saudi EFL Learners through Graphic Organizers Instructional Program. Frontiers in Education Technology, 3(4), p30. https://doi.org/10.22158/fet.v3n4p30
Baturaja, U., Sulistyo, B., Baturaja, U., Agustiani, M., Baturaja, U., Ulya, E. N., & Baturaja, U. (n.d.). STUDENT S ’ PE RCEPTIONS ON THE USE OF INTERNET AS LEARNING MEDIA IN READING. 111–120.
Castles, A., Rastle, K., & Nation, K. (2018). Corrigendum : Ending the Reading Wars : Reading Acquisition From Novice to Expert Ending the Reading Wars : Reading Acquisition From Novice to Expert. https://doi.org/10.1177/1529100618772271
Chong, S. L. (2017). Many languages, whither literacy? Understanding the ontology of reading in linguistically-diverse contexts. 3L: Language, Linguistics, Literature, 23(2), 1–13. https://doi.org/10.17576/3L-2017-2302-01
Dewi, A. A. M. I., Marhaeni, A. A. I. N., & Suwastini, N. K. A. (2018). The Effect of Graphic Organizer upon Reading Comprehension of the Twelfth Grade Students of SMAN 1 Sukawati in Academic Year 2015/2016. Lingua Scientia, 23(1), 64. https://doi.org/10.23887/ls.v23i1.16069
Dorin, D., Arne, D., Laura, L., Petra, V., & Lervåg, M. M. (2021). the development of reading comprehension of early readers : evidence from an orthographically transparent language. Reading and Writing, 34(6), 1491–1512. https://doi.org/10.1007/s11145-020-10107-4
Eduser, J., María Salazar-Rodríguez, A., Nacional, U., & Marcos, S. (2020). Universidad César Vallejo, Perú Faculty of Education and Languages. Journal EDUSER, 7(2), 110–118.
Engin, M. (2019). Research in English and Education (READ). 23(4), 1–16.
Euphemia, O. I. and, & James, Y. (2021). International Journal of Education Humanities and Social Science EFFECTS OF GRAPHIC ORGANIZER ON EXPOSITORY TEACHING STRATEGY. 4(02), 147–154.
Fatimah, A. S., Santiana, S., & Saputra, Y. (2019). Digital Comic: an Innovation of Using Toondoo As Media Technology for Teaching English Short Story. English Review: Journal of English Education, 7(2), 101. https://doi.org/10.25134/erjee.v7i2.1526
Febriana, M., & Panuntun, I. A. (2021). The Authenticity of Reading Activities Using Brown’s Model in 12th Grade English Textbook. JELLE : Journal Of English Literature, Linguistics, and Education, 2(2), 34–40. https://doi.org/10.31941/jele.v2i2.1706
Gustina, & Syarif, H. (2021). Using Graphic Organizers to Improve Students’ Reading Comprehension at Grade XI of SMAN 3 Lubuk Basung. Proceedings of the Ninth International Conference on Language and Arts (ICLA 2020), 539(Icla 2020), 83–88. https://doi.org/10.2991/assehr.k.210325.016
Hasibuan, A., Pricilia, G. M., Hasibuan, D., Tumanggor, A., Asahan, U., Informatika, T., Menulis, K., Recount, T., & Education, J. (2022). THE EFFECT OF USING GRAPHIC ORGANIZERS TECHNIQUE ON STUDENTS ’ WRITING RECOUNT TEXT ABILITY. 10(2), 586–589.
Hikmah, D., & Jadid, U. N. (2019). MEDIA FOR LANGUAGE TEACHING AND LEARNING IN DIGITAL. 01(02), 84–89.
Kansizoglu, H. B. (2017). The effect of graphic organizers on language teaching and learning areas: A meta-analysis study. Egitim ve Bilim, 42(191), 139–164. https://doi.org/10.15390/EB.2017.6777
Kurniaman, O., Oktari, C., & Pahrurazi, P. (2020). The Implementation of Teaching Materials Reading Graphic Organizers in Elementary Schools. Lensa: Kajian Kebahasaan, Kesusastraan, Dan Budaya, 9(2), 105. https://doi.org/10.26714/lensa.9.2.2019.105-119
Kurniaman, O., & Zufriady, Z. (2019). The Effectiveness of Teaching Materials for Graphic Organizers in Reading in Elementary School Students. Journal of Educational Sciences, 3(1), 48. https://doi.org/10.31258/jes.3.1.p.48-62
Kurokami, H. (2018). Development and Effectiveness of Digital Graphic Organizers. 12(1), 57–64.
Laora, K., Y, Y. G. S., & Regina, R. (2019). Improving Students’ Reading Comprehension of Narrative Text Through Cooperative Story Mapping Technique. International Journal of Learning and Instruction (IJLI), 1(1), 12. https://doi.org/10.26418/ijli.v1i1.33398
Listen-read-discuss, T. H. E. E. O. F., Organizer, G., Technique, C., Teach, T. O., Comprehension, R., & Descriptive, O. F. (2019). Journal of English Language Teaching COMBINATION TECHNIQUE TO TEACH READING COMPREHENSION OF DESCRIPTIVE. 6(1), 47–53.
Manu, M., Torppa, M., & Eklund, K. (2021). Kindergarten pre ‑ reading skills predict Grade 9 reading comprehension ( PISA Reading ) but fail to explain gender difference. Reading and Writing, 34(3), 753–771. https://doi.org/10.1007/s11145-020-10090-w
Mehar, R. (n.d.). Effect of Graphic Organizer Model on Achievement and Effect of Graphic Organizer Model on Achievement and Retention in Geography. 1979, 523–533.
Meliyani deta, Egar Ngasbun, K. A. P. (2021). The Use of Drta Strategy To Improve Reading Comprehension Ability of. 1, 1–309.
Miftah, R., Asep, D., Orlando, R., Syarif, U., & Jakarta, H. (2016). Kemampuan Representasi Matematis Siswa. 72–89.
Mohaidat, M. M. T. (2018). The Impact of Electronic Mind Maps on Students’ Reading Comprehension. English Language Teaching, 11(4), 32. https://doi.org/10.5539/elt.v11n4p32
Nakiboglu, C. (2017). Use of Graphic Organizers in Secondary Chemistry. International Conference on Research in Education and Science, 7, 72–75.
Nasheeda, A., Abdullah, H. B., Krauss, S. E., & Ahmed, N. B. (2019). Transforming Transcripts Into Stories: A Multimethod Approach to Narrative Analysis. International Journal of Qualitative Methods, 18, 1–9. https://doi.org/10.1177/1609406919856797
Nurah Alfares. (2019). EFL Teachers’ Perceptions of Using Graphic Organizers in the Language Classroom. Advances in Social Sciences Research Journal, 6(2). https://doi.org/10.14738/assrj.62.6045
Nurlaili, R. (2020). The Use of Story Sequences Pictures to Teach Recount Text in 10th Grade of Senior High School. File:///C:/Users/VERA/Downloads/ASKEP_AGREGAT_ANAK_and_REMAJA_PRINT.Docx, 21(1), 1–9.
Praveen Sam, D., & Rajan, P. (2013). Using graphic organizers to improve reading comprehension skills for the middle school ESL students. English Language Teaching, 6(2), 155–170. https://doi.org/10.5539/elt.v6n2p155
Qi, W., & Jiang, Y. (2021). Use of a graphic organiser as a pedagogical instrument for the sustainable development of efl learners’ english reading comprehension. Sustainability (Switzerland), 13(24). https://doi.org/10.3390/su132413748
Quinteros, D. (2020). Universidad Técnica de Ambato Universidad Técnica de Ambato. In Repositorio Institucional de la Universidad Técnica de Ambato. https://repositorio.uta.edu.ec/jspui/handle/123456789/12640
Rahayu Siregar, S., & Tapanuli Selatan, B. (2021). ENGLISH EDUCATION English Journal for Teaching and Learning Authentic Material Media to Enhance Students’ Reading Descriptive Text. 09(01), 100–110.
Rizk, A., & Youssef, L. (2020). Using Graphic Organizers ( GOs ) for Developing EFL Critical Reading Skills among First Year Secondary Stage Students Introduction : 111, 269–315.
Sakdidah, S., Egar, N., & Sodiq, J. (2023). Phrasal Verbs in Written Narrative Texts of Eleventh Grade of Sman 1 Pati. Wawasan Pendidikan, 3(1), 40–50. https://doi.org/10.26877/wp.v3i1.10325
Samad, I. U. bustami usman;iskandar abdul. (2019). Using Herringbone Graphic Organizer Strategy. ENGLISH EDUCATION JOURNAL (EEJ, 260–275.
Saputri, Y. A., Rizal, S., & Afriani, Z. L. (2021). An Analysis on English Teacher Strategies in Teaching Reading Comprehension. Jadila: Journal of Development and Innovation in Language and Literature Education, 1(3), 353–361. https://doi.org/10.52690/jadila.v1i3.125
Sovacool, B. K., Axsen, J., & Sorrell, S. (2018). Promoting novelty, rigor, and style in energy social science: Towards codes of practice for appropriate methods and research design. Energy Research and Social Science, 45(July 2018), 12–42. https://doi.org/10.1016/j.erss.2018.07.007
Sudarmawan, IPY1, Tantra, DK2, Marhaeni, A. (2014). the Effect of Graphic Organizers and Text Types on the Students’ Reading Competency At Sman 8 Denpasar. Sage Journal, 3(1), 1–10. https://www.academia.edu/4879643/ _
Tang, S., Asrifan, A., Chen, Y., Haedar, H., & Agussalim, M. (2019). the Humor Story in Teaching Reading Comprehension. Journal of Advanced English Studies, 2(2), 77–87.
Teaching, E. L., Vol, E., & Pontianak, I. P. (2021). A SYSTEMATIC REVIEW OF GRAPHIC ORGANIZERS METHOD IN READING. 2(2), 31–41.
Zhang, X. (2022). The Magic of Time Puzzle in Non-Linear Narrative—A Analysis of the Narrative Technique in “Story of Your Life.” Academic Journal of Humanities & Social Sciences, 5(14), 45–49. https://doi.org/10.25236/ajhss.2022.051409
Published
2023-09-17
How to Cite
Fitroh Ainur Rizqi, Ngasbun Egar, & Arso Setyaji. (2023). THE APPLICATION OF SS’GO TO IMPROVE READING COMPREHENSION OF NARRATIVE TEXT FOR ELEVENTH GRADE STUDENTS AT SMA KESATRIAN 1 SEMARANG IN ACADEMIC YEAR 2023/2024. Didaktik : Jurnal Ilmiah PGSD STKIP Subang, 9(04), 1513 - 1525. https://doi.org/10.36989/didaktik.v9i04.1727
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