Improving Mathematical Communication Ability and Self Confidence of Junior High School Students Through Learning Transactional Reading Strategy

Abstract

This study is a quasi experiment that aims to determine whether the
achievement and improvement of students' mathematical communication
skills and confidence of students who get the Learning Transactional
Reading Strategy is better than the ordinary study reviewed overall and
KAM categories. Alternative approach applied is Learning Transactional
Reading Strategy. The research method used is quasi experimental method
with the population of junior high school students in Bandung. While the
sample is taken from class VII as much as two classes are randomly
selected from 9 classes. Before doing the research the first test of
prerequisite or Early Mathematical Ability (KAM) is done. At the
beginning and end of the learning the two experimental and control classes
were given a test and attitude questionnaire. The data collection in this
research is in the form of test which contains 6 description questions for
mathematical communication ability and 30 attitude questionnaires of
student's self confidence .
The score data of each capability was analyzed by descriptive and
inferential statistic using the difference test of two averages. Based on the
results of the study, both the results of data analysis and hypothesis testing,
the author concludes that the improvement of mathematical communication
skills of students who get the learning transactional reading strategy is
better than the improvement of students' communication skills learning
using ordinary learning reviewed overall and KAM category is medium.
While the self-confidence of students who get the learning transactional
reading strategy is better than the students' self-confidence who get
ordinary learning reviewed overall and categories of high, medium and low
KAM.