scholarly journals THE PREDICTION OF GRE READING COMPREHENSION ITEM DIFFICULTY FOR EXPOSITORY PROSE PASSAGES FOR EACH OF THREE ITEM TYPES: MAIN IDEAS, INFERENCES AND EXPLICIT STATEMENTS

1991 ◽  
Vol 1991 (2) ◽  
pp. i-53 ◽  
Author(s):  
Roy Freedle ◽  
Irene Kostin
Keyword(s):  
Reading Comprehension ◽  
Item Difficulty ◽  
Expository Prose ◽  
Main Ideas ◽  
Item Types

scholarly journals An Analysis of Students’ Reading Comprehension in Narrative Text at Second Grade At SMAN 1 Talamau

2019 ◽  
Vol 3 (1) ◽  
pp. 35-41
Author(s):  
Yessy Marzona ◽  
Muhammad Ikhsan
Keyword(s):  
Reading Comprehension ◽  
Teaching And Learning ◽  
General Structure ◽  
Narrative Text ◽  
Intermediate Level ◽  
Second Grade ◽  
Narrative Texts ◽  
Descriptive Research ◽  
Quantitative Descriptive ◽  
Main Ideas

This research was conducted based on the problems found during the teaching and learning process in class IX IPS 1 of SMAN 1 Talamau, specifically about students' understanding of narrative text. The problem found is that students cannot determine the main ideas and topics in narrative text, understand the meaning of words, understand implied information, and understand the general structure and features of language in narrative texts.This research is included in quantitative descriptive research. The population in this study were students of class IX SMAN 1 Talamau, amounting to 159 people, divided into 4 classes. While this sample is class X8 of SMAN 8 Padang. The instrument used was an objective test. Data from students' objective tests are analyzed based on indicators and then interpreted and become research findings.Based on the results of the study showed that students of class IX IPS 1 SMAN 1 Talamau: 1. The ability to write students in determining the main ideas and topics in the narrative text showed at the intermediate level of 14 people out of 23 students (60,875%). 2. The ability to understand the meaning of words in the narrative text shows at the intermediate level that is 15 people out of 23 students (65.22%). 3. The ability to understand the information implicit in the narrative text shows that at the intermediate level, there are 14 out of 23 students (60.87%). 4. The ability to understand the general structure and language features of narrative texts shows that at the intermediate level, there are 16 students out of 23 students (69.57).From the results of the above research, it can be concluded that students still experience many difficulties in understanding a text, especially in narrative texts in accordance with applicable rules. Furthermore, based on the results of this study teachers are expected to be able to provide better teaching techniques and students can do more exercises to improve students' reading comprehension abilities.

scholarly journals Reading for Meaning: What Influences Paragraph Understanding in Aphasia?

2018 ◽  
Vol 27 (1S) ◽  
pp. 423-437 ◽  
Author(s):  
Janet Webster ◽  
Julie Morris ◽  
David Howard ◽  
Maria Garraffa
Keyword(s):  
Reading Comprehension ◽  
Reading Time ◽  
Matched Control ◽  
Reading Speed ◽  
Reading Difficulties ◽  
Propositional Content ◽  
Reading Impairment ◽  
Main Ideas ◽  
Comprehension Accuracy

Purpose The current study investigated the effect of text variables including length, readability, propositional content, and type of information on the reading comprehension of people with aphasia. Method The performance of 75 people with aphasia was compared with 87 healthy, age-matched control participants. Reading comprehension was considered in terms of both accuracy in responding to questions tapping comprehension and reading time. Participants with aphasia (PWA) were divided into 2 groups (no reading impairment [PWA:NRI] and reading impairment [PWA:RI]) depending on whether their performance fell within the 5th percentile of control participants. Results As groups, both PWA:NRI and PWA:RI differed significantly from control participants in terms of reading time and comprehension accuracy. PWA:NRI and PWA:RI differed from each other in terms of accuracy but not reading time. There was no significant effect of readability or propositional density on comprehension accuracy or reading time for any of the groups. There was a significant effect of length on reading time but not on comprehension accuracy. All groups found main ideas easier than details, stated information easier than inferred, and had particular difficulty with questions that required integration of information across paragraphs (gist). Conclusions Both accuracy of comprehension and reading speed need to be considered when characterizing reading difficulties in people with aphasia.

scholarly journals Mix Freeze group based Cooperative Learning Approach for Improving the Students Reading Comprehension at the first grade students of SMAN 1 Bontomarannu

2018 ◽  
Vol 5 (2) ◽  
Author(s):  
Sujariati Sujariati
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Cooperative Learning ◽  
Diagnostic Test ◽  
First Grade ◽  
Learning Approach ◽  
Research Findings ◽  
The Subject ◽  
The Mean ◽  
Main Ideas

This research aimed to explain the improvement of the students’ reading comprehension in terms of Literal Reading of the text dealing with main ideas and sequence of details and Creative Reading of the text dealing withcharacterization and conclusion. The researcher used a classroom action research (CAR) which was conducted in two cycles in which every cycle consisted of four meetings. The location of this research was taken at the first grade students of SMAN 1 Bontomarannu  with a number of the subject were 35 students. The research findings indicated that the application of SMAN 1 Bontomarannu, This strategy was improving the students’ reading comprehension in terms ofLiteral reading  and Creative reading of the text. It was proved by the mean score of cycle I was 60.7. It was classified as fair then improved to be 73.36. It was classified as good in cycle II. They are higher than the mean score of diagnostic test namely 50.7 that classified as poor. Therefore there was the improvement of the students’ reading comprehension in terms of Literal Reading of the text dealing with main ideas and sequence of details and Creative Reading of the text dealing withcharacterization and conclusion.

scholarly journals PENGEMBANGAN MEDIA KOMIK MATERI MEMBACA PEMAHAMAN UNTUK MENENTUKAN GAGASAN POKOK

2020 ◽  
Vol 9 (2) ◽  
pp. 90-96
Author(s):  
Endah Titik Harjanti
Keyword(s):  
Reading Comprehension ◽  
Reading Skills ◽  
T Test ◽  
Research Development ◽  
School Students ◽  
Paired Sample ◽  
Average Percentage ◽  
Average Value ◽  
Main Ideas ◽  
Bahasa Indonesia

Abstrak Penelitian ini dilatar belakangi oleh rendahnya keterampilan membaca siswa yang disebabkan kurangnya media pembelajaran Bahasa Indonesia. Penelitian pengembangan ini bertujuan untuk menghasilkan produk media komik serta mengetahui kelayakan dan keefektifan produk tersebut. Penelitian ini menggunakan metode Research and Developement menurut Sugiyono. Penelitian ini melibatkan 36 siswa kelas IV sekolah dasar. Teknik analisis data menggunakan statistik deskriptif, uji Paired Sample T-Test, dan uji N-Gain. Pengembangan media komik memperoleh penilaian ahli media sebesar 98,52% dan oleh ahli materi sebesar 90%. Rata-rata nilai siswa di kelas sebelum (pretest) menggunakan media komik adalah 53,61 dan rata-rata nilai sesudah (posttest) menggunakan media komik adalah 77,78. Persentase rata-rata nilai hasil belajar siswa secara klasikal mengalami peningkatan sebesar 66,67%. Media komik efektif digunakan pada mata pelajaran Bahasa Indonesia materi membaca pemahaman untuk menentukan gagasan pokok dilihat dari hasil uji Paired Sample T-Test dengan thitung 11,59 dan ttabel 1,69. Data penghitungan N-Gain sebesar 0,54 dilihat dari selisih hasil pretest dan posttest dengan kriteria sedang. Dari hasil penelitian dapat disimpulkan bahwa media komik layak dan efektif digunakan dalam mata pelajaran bahasa Indonesia materi membaca pemahaman untuk menentukan gagasan pokok serta bermanfaat meningkatkan keterampilan membaca siswa.   Abstract This research is motivated by the low reading skills of students due to the lack of Indonesian language learning media. This research development aims to produce comic media products and to determine the appropriateness and the effectiveness of these products. This research uses research development method according to the Sugiyono state. This research involved 36 grade IV elementary school students. This data analysis used descriptive statistics techniques, Paired Sample T-Test, and N-Gain test. The development of comic media obtained an assessment of media experts by 98.52% and by material experts by 90%. The average value of students in the class before (pretest) using comic media is 53.61 and the average value after (posttest) using comic media was 77.78. The average percentage of student’s learning outcomes increased by 66.67%. Comic media is effectively used in Indonesian subject matter in reading comprehension to determine the main ideas as seen from the results of the Paired Sample T-Test 11.59 of tcount and 1.69 ttable. The N-Gain calculation data was 0.54 seen from the difference between the pretest and posttest results with medium criteria. From the results of the study it can be concluded that the comic media is appropriate and effective to be used in Indonesian subjects reading comprehension material to determine the main ideas and useful for improved student’s reading skills.

scholarly journals Item Types: Their Effect on the Sensitivity of Multiple-Choice Cloze Tests

2018 ◽  
Vol 11 (11) ◽  
pp. 98
Author(s):  
Abby Deng-Huei Lee
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Reading Ability ◽  
Multiple Choice ◽  
Vocational College ◽  
Research Results ◽  
Different Types ◽  
Efl Students ◽  
Item Types ◽  
Comprehension Tests

To evaluate the sensitivity of multiple-choice cloze (MCC) tests that use different types of items—syntactic, semantic, and connective—to assess reading ability, 170 English as a foreign language (EFL) students in a vocational college in Taiwan were recruited. The students were divided into two groups (level A and level B) based on their scores on 4 classroom reading comprehension tests. Both groups then took 9 MCC tests that included a total of 50 cloze questions. Connective items were most sensitive for assessing reading ability. Research results and pedagogical applications are discussed.

scholarly journals The Use of Infographics to Enhance Reading Comprehension Skills among Learners

2019 ◽  
Vol 21 (2) ◽  
pp. 230-242
Author(s):  
Lorena Andrea López Cupita ◽  
Laura Milena Puerta Franco
Keyword(s):  
Reading Comprehension ◽  
Reading Skills ◽  
Visual Aids ◽  
Pedagogical Intervention ◽  
Student Opinions ◽  
Academic Texts ◽  
English Classes ◽  
English Reading ◽  
New Strategy ◽  
Main Ideas

This article describes a pedagogical intervention carried out at a public university in Colombia. A total of 26 psychology students, aged between 19 and 26 years old, taking English classes for academic purposes, and in their fourth semester, participated in this study. This intervention was implemented for an academic semester and aimed to help learners develop their English reading skills—from literal to critical comprehension of short academic texts— through the use of infographics, which are visual tools that combine texts and graphs to help users communicate information. Teachers used students’ infographics to assess their understanding of short academic texts in English, and they interviewed students to learn their opinions on the intervention. Further, teachers implemented a colour-coding technique in interview transcripts to show relevant patterns in the student opinions. This data analysis indicated that the students clearly understood the ideas from the texts because they were able to go beyond reading to dynamise information in the infographics while using the visual aids as mediators in expressing their ideas. In conclusion, the infographics were beneficial in developing the students’ reading skills. They presented an opportunity for the students to paraphrase main ideas from the texts and represent their understanding of the readings. In addition, this pedagogical intervention was useful for teachers because it enabled them to explore reading comprehension using a new strategy that might be helpful in English classes.

scholarly journals STUDENTS’ READING BASED-MAIN IDEAS ON PASSAGES AT THE SECONDARY EDUCATION

2020 ◽  
Vol 3 (2) ◽  
pp. 69-81
Author(s):  
Yogo Gandjarwati
Keyword(s):  
Reading Comprehension ◽  
Reading Ability ◽  
Reading Skills ◽  
Main Idea ◽  
Reading Skill ◽  
Average Score ◽  
Efl Students ◽  
Second Year ◽  
Score Result ◽  
Main Ideas

Reading comprehension is crucial skill for both English as a Second Language (ELS) and English as a Foreign Language (EFL) students. To develop the students’ reading  ability, the use of main idea of paragraphs in comprehending the passage  becomes an alternative solution to be used in teaching. This study is categorized as a Classroom Action Research (CAR). It was applied in use of main idea of paragraphs in comprehending the passage to improve the students’ reading skills. The population of the study is 36 students at the second year students of SMAN 1 Kauman. The instruments of the study consisted of reading test and questionnaries. Based on the research finding  that the students’ reading skill and their motivation were still low, as it was indicated in pre-study, the score result was under KKM or the average score is 65 ,55. Therefore, the researcher tried to apply  the use of reading based main ideas on coomprehending  passages to improve the reading skill. The writer found in the first cycle the average score is 77,00. The next cycle done by the writer repaired the strategy in teaching   reading through main idea of paragraphs. It was proved that the students’ score average is 80,22. They passed and got the better score than previous result.  It’s concluded that the use of main idea of paragraphs in comprehending the passage was able to improve the students’ reading skill. The students’ interest in reading comprehension through main idea of paragraphs is also good. It has shown  the result of questionnaire (83,33%).

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