Yayan Sudrajat, Ni Wayan Ayu Permata Sari, Maman Paturahman, Yulia Agustin

Pengaruh keterampilan membaca dan menulis terhadap kemampuan berpidato siswa Sekolah Menengah Atas swasta Jakarta Timur

Introduction

Pengaruh keterampilan membaca dan menulis terhadap kemampuan berpidato siswa sekolah menengah atas swasta jakarta timur. Teliti dampak keterampilan membaca dan menulis pada kemampuan berpidato siswa SMA swasta Jakarta Timur. Menggunakan metode deskriptif dan korelasional.

Abstract

The purpose of this study was to determine the effect of reading and writing on students' speech abilities. This research was conducted at East Jakarta Private Senior High School. The time of the research was carried out from September to December 2022. The method used in this study was descriptive (expost facto), namely the procedure for solving problems that are currently happening by describing or describing the facts in the field as they really are. The analysis technique used is correlational. These findings indicate that the variable data on reading skills varies quite a bit. The normality test results obtained with the SPSS 17.0 for Windows process variable reading skills (X1) on students' speech abilities (Y) can be seen in the graph or figure 5.4 that the data (dots) spread around the diagonal line and the distri-bution follows the diagonal line which means that regression is feasible to use to predict the reading skill variable (X1) based on the input of the speech ability variable (Y).

Review

This study addresses a pertinent educational topic: the influence of fundamental literacy skills on students' oral communication abilities. Investigating the relationship between reading and writing skills and speech ability is crucial for understanding holistic student development, particularly within the specific context of private Senior High Schools in East Jakarta. The research's objective to determine this "effect" is clearly stated, setting a straightforward aim for the investigation into these important educational components. However, the methodological description presents some points for clarification. While an ex-post facto design is suitable for examining relationships between existing variables, the additional label of "descriptive" can be ambiguous when the aim is to ascertain an "effect," which implies a more analytical approach than mere description. The abstract states that correlational analysis was used, which aligns with the research objective. Yet, the reported finding regarding normality testing and its implication – that "regression is feasible to use to predict the reading skill variable (X1) based on the input of the speech ability variable (Y)" – is unusual. Typically, in such studies, speech ability (Y) would be predicted by reading skills (X1) and writing skills (X2), rather than the reverse. This phrasing suggests a potential misinterpretation of the regression model's application or an unarticulated specific reason for this prediction direction. The abstract offers only a preliminary insight into the study's findings, mainly detailing data variability and normality test outcomes for one variable. A significant omission is the absence of the core statistical results, such as correlation coefficients or regression parameters, which would directly address the stated purpose of determining the "effect" of reading and writing on speech abilities. For future abstracts and the full paper, it would be beneficial to clearly articulate the main findings regarding the direction and strength of the observed relationships for both independent variables. Addressing the identified ambiguity in the prediction direction and presenting the key quantitative results would significantly enhance the clarity and impact of this study's contribution.

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