scholarly journals Differences between Oral and Written Discourse and the Acquisition of Reading Proficiency

1982 ◽  
Vol 14 (2) ◽  
pp. 111-125 ◽  
Author(s):  
Donald J. Leu
Keyword(s):  
Reading Comprehension ◽  
Oral Reading ◽  
Interference Effect ◽  
Reading Proficiency ◽  
Second Grade ◽  
Written Discourse ◽  
Reading Error ◽  
Written Text ◽  
Young Readers ◽  
Second Grade Students

Examines discourse conflicts between the structure of written text and the oral expectations of young readers. Twenty-eight second grade students read and retold two stories: one with oral and one with written discourse structures. ANOVA results suggest that written discourse stories were more difficult to comprehend. In addition, an interaction appeared between familiarity with written discourse structures and comprehension of the two story versions. As familiarity with written discourse structures increased, the interference effect on reading comprehension decreased. Oral reading error results paralleled these findings, suggesting that expectations based on a knowledge of oral discourse structures may, in some cases, actually interfere with the reading comprehension of young readers.

scholarly journals The Use of Schematic-activation Strategy in Teaching Young EFL Learners Reading Comprehension

2019 ◽  
Vol 6 (1) ◽  
pp. 20
Author(s):  
Etika Ariyani ◽  
Etika Ariyani
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
T Test ◽  
Second Grade ◽  
Teaching Reading ◽  
Second Grade Students ◽  
Before And After ◽  
Schema Activation ◽  
Post Test ◽  
Quasi Experimental

Reading is one of the important skills that the students have to master. However, many students have difficulties in comprehending the reading text. To solve this condition, the researcher used schema activation strategy to help students understand reading comprehension. The purpose of this research was to investigate whether the use of schema activation strategy is effective or not in teaching reading comprehension at the second-grade students of MTs Tarbiyatul Mustafid in academic year 2017/2018. This study was quasi-experimental design using two classes were VIII B class was taken as an experimental class, and VII-A was taken as control class. The population of this research involved 60 students from the second grade in MTs Tarbiyatul Mustafid Batu Simpang. By using purposive sampling, the researcher took the students as a sample. In collecting the data, this study used pre-test, treatment, and post-test as the data collection procedure then followed by analyzing the data by using the t-test formula. Then the result of statistical analysis of t-test in this research was 2.85. It was higher than critical values for t- table in the degree of freedom (df) of 58 is 2.021(0.05%) and 2.704(0.01%). The researcher concludes that mean score before and after teaching by using schema activation strategy has a difference. It means the alternative hypothesis (ha) was accepted. The use of schema activation strategy in teaching reading comprehension at the second-grade students of MTs Tarbiyatul Mustafid Batu Rimpang is effective.

scholarly journals IMPROVING STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION THROUGH THE APPLICATION OF LANGUAGE EXPERIENCE APPROACH

2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Eka Surya Fitriani And Yunita Agnes Sianipar
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Key Words ◽  
Second Grade ◽  
Language Experience ◽  
Second Grade Students ◽  
Language Experience Approach

This paper discusses improving students’ achievement in reading comprehension through the application of language experience approach. This paper will answer the question “Does the application of Language Experience Approach improve the students’ achievement in reading comprehension?” The objective of the study is aimed at finding out whether the application of Language Experience Approach improves the students’ achievement in reading comprehension. The sample of the research was the second grade students of SMA Panca Budi Medan, class XI – 2 science which consisted of 39 students, 19 boys and 20 girls. The technique of collecting data was by using three tests with two cycles in action research. The result showed that the application of language experience approach improved the students’ achievement in reading comprehension.   Key Words: Reading Comprehension, Language Experience Approach

scholarly journals THE USE OF TEAM GAME TOURNAMENT TO IMPROVE STUDENTS’ ELT CLASSROOM INTERACTION AND READING COMPREHENSION IN RELATION TO SELF-EFFICACY

2019 ◽  
Vol 6 (2) ◽  
pp. 84
Author(s):  
H. Ruslan Abdul Gani
Keyword(s):  
Reading Comprehension ◽  
Self Efficacy ◽  
Classroom Interaction ◽  
Data Gathering ◽  
Reading Test ◽  
Second Grade ◽  
Second Grade Students ◽  
Eighth Grade Students ◽  
Team Game ◽  
The Subject

This research is aimed to find out the implementation of Team Game Tournament to improve students’ classroom interaction and reading comprehension viewed from self-efficacy. The subject of this study was 30 students at second grade students of SMPN 5 Kopang. Which consists of 14 males and 16 females. This study was classroom action research (CAR) with two cycles, each cycle consists of four steps: planning, acting, observing and reflecting. The first cycle was focused on the students’ classroom interaction. Meanwhile, the second cycle was oriented to solve the students’ improvement of reading comprehension. The data gathering used reading test, observation sheet, and questionnaires and analyzed by using quantitative and qualitative approach. The result of the questionnaire showed the students score in the first cycle was 16.86 or 56% and the second cycle showed the students' score was 27.10 or 90.3% indicating the target of 75 of the minimum criterion has been achieved, it means that the action was stopped in the cycle 2. In other words, the students’ classroom interaction and reading comprehension in relation to self-efficacy was improved by implementing team game tournament (TGT) for the eighth-grade students of SMPN 5 Kopang.

scholarly journals THE EFFECT OF RUNNING DICTATION TECHNIQUE TOWARDS STUDENTS’ READING COMPREHENSION AT THE SECONDGRADE STUDENTS OF SMPN 4 BATUKLIANG UTARAIN ACADEMIC YEAR 2017/2018

2020 ◽  
Vol 5 (6) ◽  
Author(s):  
Ni Made Pegy Natasia Putri ◽  
Muhammad Muhlisin
Keyword(s):  
Reading Comprehension ◽  
T Test ◽  
Choice Test ◽  
Second Grade ◽  
Control Group ◽  
Control Group Design ◽  
Population Sampling ◽  
Second Grade Students ◽  
Quasi Experimental ◽  
Academic Year

This research is aimed at finding out whether or not Running Dictation technique effective towards students’ reading comprehension at the second grade students of SMPN 4 Batukliang Utara in academic year 2018/2019. The research was quasi experimental design with non-equivalent control group design. The instrument used was multiple choice test (narrative text) which consisted of 25 questions and to collect the data used for pre-test and post-test. The population of the study was the second grade students of SMP Negeri 4 Batukliang Utara, which consisted of two classes with the total number of the students were 40 students. The researcher taken the sample by using total population sampling technique.The data was analysis using statistical formula of t-test. The statistical of the data gathered has been already counted. In this term, the result of the value, it is needed consult t-table by using N-1 as the degree freedom (df). The df is N-1 = 20-1= 19, having known the value of df, the researcher needed to cheeked up the t-table of df19. Theresearcher found that the value t-table was 2.093 for confidence level of 0.05 (95%) and the value t-test was 2.168. t-test was higher than t-table (2.168 > 2.093). In which t-test value was significant. Therefore, it can be concluded that Running Dictation technique is effective towards students’ reading comprehension at the second grade students of SMPN 4 Batukliang Utara in academic year 2018/2019.

scholarly journals THE INTERPLAY OF ANXIETY, LEARNING STRATEGIES AND STUDENTS’ READING COMPREHENSION

2020 ◽  
Vol 6 (1) ◽  
pp. 52
Author(s):  
Multazam Abubakar
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
Learning Strategies ◽  
Junior High School ◽  
Classroom Environment ◽  
Second Grade ◽  
Correlational Research ◽  
Second Grade Students ◽  
Teachers And Students ◽  
High Level

Anxiety is one of factors under affective domain which influences the successfulness of language learning. The aims of this study were to identify the level of anxiety experienced by the students while studying and to investigate the extent to which the students’ anxiety contributes to their reading performance. The research was carried out in the second grade students of a junior high school. The design of this study was correlational research.  The data were collected using three instruments: Foreign Language Reading Anxiety Scale (FLRAS), Young Learners’ Language Strategy with Survey questionnaire and reading test. The data were analyzed with questionnaire frequency test and regression analysis. The result indicated that the students’ anxiety level was 65.633 which indicated that they experienced high level of anxiety. To test the effect of learning strategies to as intervening variable in the relationship between anxiety as independent variable and students’ reading comprehension as dependent variable, past analysis was used. Regression coefficient of direct effect, that is the correlation between anxiety and learning strategies, was 0.190; while indirect effect, that is the correlation between anxiety on reading comprehension through learning strategies, was -0.069. The result implied that that learning strategies do not mediate the correlation between anxiety and reading comprehension. Therefore, the anxiety does not affect learning strategies to improve students’ reading comprehension. The findings of this study might be used as input to teachers and students in an effort to create effective classroom environment.

scholarly journals THE INFLUENCE OF VISUALIZATION STRATEGY ON READING COMPREHENSION ABILITY

2019 ◽  
Vol 8 (2) ◽  
Author(s):  
Musdizal Musdizal
Keyword(s):  
Reading Comprehension ◽  
Standard Deviation ◽  
T Test ◽  
Second Grade ◽  
Second Grade Students ◽  
Comprehension Ability ◽  
Quasi Experimental ◽  
The Mean ◽  
Visualization Strategy ◽  
And Control

The objective of thisresearch was to know the effect of using Visualization Strategy in teaching recount text on reading comprehensionability at the second grade students of SMPN 4 Kerinci. Then, the type of the researchwas quasi experimental research. Besides, the population of the research was the second grade students of SMPN 4 Kerinci, it was 75 students. Moreover, the sample of this research consisted of 50 students from two classes. There were experiment class and control class. The analysis of data used t-test. The result of the research showedthat there was significance effect of using Visualization strategy toward students’ reading comprehension of recount text. It could be seen of hypothesis was gotten the mean of control class was 60 and the standard deviation was 102 while the experimental class was 67,8 and standard deviation was 118,16. And after doing t-test, it was found that tobserve = 2,6> ttable = 1,68. It can be summarized that there was the significant effect of using visualization strategy in the students’ reading comprehension achievement of recount text. 

scholarly journals IMPROVING THE STUDENTS READING COMPREHENSION THROUGH MIX FREEZE GROUP STRATEGY

2015 ◽  
Vol 4 (1) ◽  
pp. 118
Author(s):  
Muhammad Astrianto Setiadi
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Diagnostic Test ◽  
Second Grade ◽  
Specific Information ◽  
Second Grade Students ◽  
Research Findings ◽  
The Subject ◽  
The Mean ◽  
Main Ideas

This research aimed to explain the improvement of the students’ reading comprehension in terms of Specific Information of the text dealing with main ideas and sequence of details and Creative Reading of the text dealing with characterization and conclusion. To explain the improvement, 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 from the second-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) Strategy was significant in improving the students’ reading comprehension in terms of Specific Information and Creative reading of the text. It was proved by the mean score of the cycle I was 60.69. It was classified as fair then improved to be 73.38. 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 Specific Information of the text dealing with main ideas and sequence of details and Creative Reading of the text dealing with characterization and conclusion.

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