The Effect of Transformational Simplification on the Reading Comprehension of Selected High School Students

1972 ◽  
Vol 5 (4) ◽  
pp. 273-281 ◽  
Author(s):  
Ronald V. Evans
Keyword(s):  
Reading Comprehension ◽  
High School Students ◽  
Multiple Choice ◽  
Reading Test ◽  
Sentence Length ◽  
Choice Test ◽  
Multiple Choice Questions ◽  
School Students ◽  
Subordinate Clauses ◽  
12Th Grade

Transformational-generative grammar theory has prompted several studies on the reading comprehension of variously transformed sentences. The results have shown that verbal noun phrases, noun and relative clauses, subordinate clauses, as well as the number of modifiers embedded on any noun headword, all combine to complicate reading comprehension. This study compared two identical groups of 12th grade students, reading two versions of five prose selections. One version had simplified all of the previously mentioned structures, maintaining a twelve-word average sentence length. The other version was taken as used in The Davis Reading Test. Both groups were tested by multiple-choice questions from the reading test and by cloze-tests. The results showed a significant achievement on the multiple choice test and on three of five cloze tests for the simplified-version readers.

scholarly journals TEACHING READING COMPREHENSION BY USING EXPERIENCE-TEXT-RELATIONSHIP METHOD TO SENIOR HIGH SCHOOL STUDENTS

2020 ◽  
Vol 18 (2) ◽  
pp. 147
Author(s):  
Yuliana Mara Yuliantini ◽  
Aunurrahman Aunurrahman ◽  
Ageung Darajat
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Teaching And Learning ◽  
Senior High School ◽  
Reading Test ◽  
Test Results ◽  
School Students ◽  
Field Notes ◽  
Senior High School Students

<p><strong>Abstract</strong></p><p>This research aimed to improve reading comprehension of public senior high school students by using Experience-Text-Relationship method. The research was done in two cycles and involved 31 eleventh-grade students of a public senior high school in SimpangDua, Ketapang in the Academic Year of 2018/2019. The researcher used observation field notes and reading tests to collect data of the study. A collaborator was involved during the observations and practices to build trustworthy of the study. The data from the observation field notes were analyzed qualitatively and the data from the reading test results were analyzed by using descriptive statistics. The analysis of the observation field notes shows that the students became active and polite, had high enthusiasm in the teaching and learning processes. The analysis of the reading test results also reveals that the students had improved their reading comprehension. In conclusion, Experience-Text-Relationship method can improve the students’ reading comprehension.</p><p> </p><p><strong><em>Abstrak</em></strong></p><p><em>Penelitian bertujuan untuk meningkatkan pemahaman membaca siswa SMA negeri menggunakan metode Experience-Text-Relationship. Penelitian ini menggunakan dua siklus dan melibatkan 31 siswa kelas sebelas siswa di salah satu SMA negeri di SimpangDua, Kabupaten Ketapang pada Tahun Akademik 2018/2019. Peneliti menggunakan catatan lapangan observasi dan tes membaca untuk mengumpulkan data penelitian. Seorang kolaborator dilibatkan selama pengamatan dan praktik untuk membangun penelitian yang dapat dipercaya. Data dari catatan lapangan observasi dianalisis secara kualitatif dan data dari hasil tes membaca dianalisis dengan menggunakan statistik deskriptif. Analisis catatan observasi lapangan menunjukkan bahwa siswa menjadi aktif dan sopan, memiliki antusiasme yang tinggi dalam proses belajar-mengajar. Analisis hasil tes membaca juga mengungkapkan bahwa terjadi peningkatan pemahaman membaca siswa. Kesimpulannya, metode </em>Experience-Text-Relationship <em>dapat</em><em> membantu meningkatkan pemahaman membaca siswa.</em></p>

scholarly journals Applying Pedagogical Usability for Designing a Mobile Learning Application that Support Reading Comprehension

Proceedings ◽  
2019 ◽  
Vol 31 (1) ◽  
pp. 6
Author(s):  
Gustavo Zurita ◽  
Nelson Baloian ◽  
Sergio Peñafiel ◽  
Oscar Jerez
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Mobile Learning ◽  
Likert Scale ◽  
Added Value ◽  
School Students ◽  
12Th Grade ◽  
Comprehension Ability ◽  
Reading Comprehension Ability

The pedagogical usability is an important characteristic of applications that support learning as it relates to the added value students perceive while using it for learning. A good pedagogical usability means that an application has more chances to be accepted and used by the students thus raising the possibilities that students actually will learn with it. However important, this concept tends to be neglected by many authors. In this work we show how this concept can be applied to evaluate an application by presenting a real example of an application that has been re-designed to improve its usability, thus showing how pedagogical usability can be operationalized to be applied in general. The application shown in this work is called RedCoMulApp (Reading Collaborative Multiple-option Application) and its goal is to raise the reading comprehension ability of 12th grade high school students. In order to capture the pedagogical usability, we used 12 metrics to design a questionnaire with 26 questions to be answered with a 5-point Likert-scale, plus two open-ended questions to capture aspects that were positively valued, and those that should be improved. The results for the pedagogical usability allow us to validate that the design of the application was perceived by the students as pedagogically useful to learning about reading comprehension.

scholarly journals Reading Strategy’s Failure to Deliver toward Reading Comprehension

2019 ◽  
Vol 4 (8) ◽  
pp. 1034
Author(s):  
A. Gusti Efendy ◽  
Gunadi Harry Sulistyo
Keyword(s):  
Reading Comprehension ◽  
High School Students ◽  
Statistical Analysis ◽  
Research Method ◽  
Reading Strategy ◽  
Reading Test ◽  
Simple Linear Regression ◽  
School Students ◽  
The Relationship ◽  
Senior High School Students

<p class="Abstrak"><strong>Abstract:</strong> The aim of study is investigating the relationship between Support Reading Strategy and reading comprehension. Consequently, the research method to deploy was simple linear regression. Meanwhile, because the population target of the study was all public senior high school students in the municipal area of Malang, East Java, Indonesia, the sample consisted of 301 students from three different schools. Inferring from parametric statistical analysis involving data obtained by conducting Survey of Reading Strategy (SORS) and reading test, the finding indicates that Support Reading Strategy fails to be in good favor toward students’ reading comprehension.</p><strong>Abstrak:</strong> Penelitian ini bermaksud mengungkap hubungan antara <em>Support Reading Strategy</em> dan kemampuan memahami bacaan. Untuk itu, peneliti menggunakan metode penelitian regresi linear sederhana. Sementara itu, karena target populasi adalah seluruh siswa SMA negeri di Kota Malang, Jawa Timur, Indonesia, sampel penelitian berjumlah 301 siswa dari tiga sekolah yang berbeda. Berangkat dari analisis statistik parametrik yang mengolah data dari <em>Survey of Reading Strategy</em> (SORS) dan uji kemampuan membaca, temuan penelitian menunjukkan bahwa<em> Support Reading Strategy</em> tidak mampu membuktikan korelasi positif yang signifikan terhadap kemampuan siswa dalam memahami bacaan.

scholarly journals Perception on Multiple Choice Questions: Its Challenges and Implication Among Grade 12 Senior High Students of Mindanao State University-Sulu

2021 ◽  
Vol 2 (1) ◽  
pp. 123-131
Author(s):  
Salha U. Amil
Keyword(s):  
High School Students ◽  
Time Pressure ◽  
Assessment Tool ◽  
Multiple Choice ◽  
Survey Method ◽  
State University ◽  
Test Format ◽  
Multiple Choice Questions ◽  
School Students ◽  
The Subject

This study investigated the perception on Multiple Choice Questions: Its challenges and implications among Grade 12 Senior High Students of Mindanao State University-Sulu. Descriptive survey method was used in this study. Random sampling was used to select 100 students, 50 from GAS strand and 50 from STEM strand Grade 12 Senior high school students. The researcher prepared a survey questionnaire to obtain the necessary data. Mean was used to analyze the perceived challenges and implication while an independent T-test sample was used to test the hypotheses at alpha level of 0.05.The following were the highlight of the study: Multiple Choice Questions is a test format only used as an assessment tool during their Quarterly Examinations and it was revealed that MCQ is challenging foremost due to the need to answer critically under time pressure. Consequently, they need to manage their time in order to answer every subject. The challenge of MCQ also lies in the difficulty of the subject Also, the result revealed the implications of MCQ tends to urge students to answer each subject at limited time pressure students that they experience test anxiety. Meanwhile, there is a need to look into the level of difficulty of the subject matter which requires student rigorous preparation before exam. More so, MCQ develop student’s analysis on problem solving which provides them a real time experience of taking major exams and develop time management in studying and strategies in answering as it encourages them to answer with persistence and resilience. The study recommended that the school administration should encourage the applicability of this test format to other colleges in the institution that require licensure examination, Setting programs and intervention for the improvements of this endeavour  and Creating more research studies.

IMPROVING STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION THROUGH PREVIEW, QUESTION, READ, REFLECT, RECITE, AND REVIEW (PQ4R)

2014 ◽  
Vol 3 (1) ◽  
Author(s):  
Mediana Manalu
Keyword(s):  
Reading Comprehension ◽  
High School Students ◽  
Junior High School ◽  
Quantitative Data ◽  
Junior High School Students ◽  
Narrative Text ◽  
Reading Test ◽  
School Students ◽  
The Mean ◽  
Second Year

This study concerned on improving students’ achievement in readaing comprehension narrative text through preview, question, read, reflect, recite, and review (PQ4R)  technique. This study was limited on the second year junior high school students’ achievement in reading comprehension after teaching by applying preview,question, read, reflect, recite, and review ( PQ4R).The objective of this study was to find out the improvement of students, achievement on reading comprehension through PQ4R technique.The subject of the study was VIII-1 students of SMP N 4 Pagaran. The numbers of the students were 35. The techniques for data analysis were quantitative dataand qualitative data.In analyzing the quantitative data, the mean of the students’ score for the test I cycle I was  53.62, the mean score of test II in cycle II was 73.28, the mean of test III in cycle II was 75.65. The conclusion is that PQ4R can improve the students’ achievement in reading comprehension narrative text. Keywords: Reading, Reading Test, Classroom Action Research.

Glucose as the sole metabolic fuel: a study on the possible influence of teachers' knowledge on the establishment of a misconception among Brazilian high school students

2008 ◽  
Vol 32 (3) ◽  
pp. 225-230 ◽  
Author(s):  
Maurício Roberto Motta Pinto da Luz
Keyword(s):  
High School ◽  
High School Students ◽  
Undergraduate Students ◽  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test ◽  
School Students ◽  
Biology Teachers ◽  
Atp Production ◽  
Metabolic Fuel

In the present work, I investigated the origin of the misconception that glucose is the sole metabolic fuel previously described among Brazilian high school students. The results of a multiple-choice test composed of 24 questions about a broad range of biology subjects were analyzed. The test was part of a contest and was answered by a sample composed of undergraduate students as well as biologists and practicing biology teachers. The majority of the responders had difficulties in recognizing the existence of gluconeogenesis and the possibility of ATP production using other fuels other than carbohydrates. Biology teachers and biologists seemed to either lack the knowledge or present the misconception regarding energy-yielding metabolism found among students. I argue that in both cases, biology teachers are likely to teach metabolism-related subjects in a manner that may contribute to the appearance of the misconception among high school students.

Some Inter-Relationships of Readability, Cloze and Multiple Choice Scores on a Reading Comprehension Test

1978 ◽  
Vol 10 (4) ◽  
pp. 417-436 ◽  
Author(s):  
Eileen B. Entin ◽  
George R. Klare
Keyword(s):  
College Students ◽  
Reading Comprehension ◽  
Standard Form ◽  
Multiple Choice ◽  
Choice Test ◽  
Regression Equations ◽  
Multiple Choice Questions ◽  
Comprehension Test ◽  
The Mean ◽  
Cloze Test

Seven passages of a published reading comprehension test were administered to college students to compare the regular multiple chioce test scores with scores on two forms of a cloze test, standard blank and dash (dashed-line) blank, and with readability formula values. The mean on the dash form was significantly higher than on the standard form and subjects' scores on both were significantly related to their scores on the multiple choice test. Regression equations were derived to predict multiple choice scores from cloze scores. At the passage level, mean scores on (both) cloze forms correlated with readability values, but multiple choice means were correlated with neither. In a supplementary study college students answered the multiple choice questions without reading the passages, in order to determine prior knowledge on each passage. When the multiple choice scores were corrected for this, they correlated positively with scores on both forms of the cloze test and with readability values.

scholarly journals Identifikasi Kemampuan Berpikir Kritis Siswa dengan Menggunakan Five-Tier Multiple Choice pada Materi Hidrolisis Garam

2020 ◽  
Vol 8 (2) ◽  
pp. 74
Author(s):  
Pratiwi Hassan ◽  
Lukman Abdul Rauf Laliyo ◽  
Deasy Natalia Botutihe ◽  
Romario Abdullah
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Thinking ◽  
Multiple Choice ◽  
Total Sample ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Choice Test ◽  
School Students ◽  
Quantitative Descriptive

This study aims to determine the critical thinking skills of high school students on salt hydrolysis. This research is quantitative descriptive. The population used in this study were all class XI IPA SMA in Gorontalo with a total sample of 64 respondents. Collecting data using a five-level multiple choice test instrument on salt hydrolysis material with an instrument validity value of 100%. The data analysis technique used in this research is descriptive quantitative. The results obtained the percentage of indicators of critical thinking skills, namely the focus criteria or Q1 level an average of 77.60%, the Reason criteria or Q2 level of 23.95%, the inference criteria or Q3 level of 8.85%, at Situation criteria or the Q4 level of 4.34% and the Clarity criteria or the Q5 level of 3.12%. Based on the results of the study it can be concluded that the ability of high school students to think critically on salt hydrolysis is 51.56% of students are in the very low category, 46.87% of students are in the low category and 1.56% of students are in the moderate category.

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