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

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.