@misc{eprints4699,
           month = {Oktober},
           title = {IMPLEMENTING THE EXCLUSIVE LEARNING MODEL IN TEACHING READING COMPREHENSION AT THE FIRST GRADE OF SMA NEGERI 2 METRO},
          author = {1013042047 Kartika Wulandari},
         address = {UNILA},
       publisher = {FKIP},
            year = {2014},
             url = {http://digilib.unila.ac.id/4699/},
        abstract = {Tujuan penelitian ini adalah untuk menemukan apakah ada perbedaan yang  signifikan pada aspek prestasi membaca siswa setelah diajarkan dengan menggunakan model pembelajaran EXCLUSIVE. Penelitian ini adalah kuantitatif berdasarkan desain control group pretest-posttest. Sampel dipilih secara acak dengan menggunakan lotere, yaitu kelas X PMS1 sebagai kelas eksperimen dan X PMS3 sebagai kelas kontrol. Data diperoleh dengan mengadakan tryout, pretest, treatment, dan posttest. Hasil penelitian menunjukkan bahwa level signifikan adalah 0,05 dan hipotesa dibuktikan jika {\ensuremath{\alpha}}{\ensuremath{<}}p. Hal itu dapat dilihat dari hasil t-test yang menunjukkan sig. (2-tailed)  adalah ,001. Ini dapat diperkirakan bahwa H1 diterima dan H0 ditolak karena 0,001 {\ensuremath{<}} 0,05. Jadi kita dapat menyimpulkan bahwa ada peningkatan signifikan dari prestasi siswa setelah mereka diajarkan dengan menggunakan model pembelajaran EXCLUSIVE.

The aims of this study are to find out whether there is a significant difference in students? reading comprehension aspects after being taught by EXCLUSIVE learning model. This research was quantitative based on the control group pretest-posttest design. The samples which were chosen randomly by using the lottery, that were X PMS1 as experimental class and X PMS3 as control class. The data were gained by administering tryout, pretest, treatments, and posttest. The result of the research showed that the significance level is in 0.05 and the hypothesis is approved if {\ensuremath{\alpha}}{\ensuremath{<}}p. It can be seen that t-test result showed sig. (2-tailed) is .001. It can be inferred that H1 is accepted and H0 is rejected since 0.001 {\ensuremath{<}} 0.05. So we can conclude that there is a significant increase of students? achievement after they are taught by using the EXCLUSIVE learning model. 

Keywords: comprehension, exclusive learning model, reading aspect}
}