scholarly journals The Implementation of Kit Built Concept Mapping to Help Non-English Department Students Improve their Reading Skills

2019 ◽  
Vol 8 (2) ◽  
pp. 15-25
Author(s):  
Atiqah Nurul Asri ◽  
Banni Satria Andoko
Keyword(s):  
Concept Mapping ◽  
Reading Skills ◽  
Reading Skill ◽  
Average Score ◽  
English Department ◽  
Motivation To Read ◽  
English Departments ◽  
Written Texts ◽  
Significant Difference ◽  
Low Performance

Reading skill is important especially for non-English departments students like those of Information Technology Department at State Polytechnic of Malang. However, based on the observation and the results of the tests, the students showed low performance and motivation in reading English written texts even though the texts were on IT related subjects. Therefore, the students were introduced to Kit-Built Concept Mapping to help them overcome the problems. This study is Classroom Action Research (CAR) to analyze the implementation of the method to help the students improve their reading skills as well as motivation to read. There were some procedures they had to follow and some tests to do in this study. This study was said to be successful and stopped when the students’ scores met the criteria of success previously determined, namely more than 50% of them had the average score more than 66 or B in accordance with the State Polytechnic of Malang Academic Handbook. After the first and second cycles, the average scores obtained showed an improvement both in the first and second cycles. Hence, after the two average scores were analyzed by the paired t-test it was found that there was no significant difference between them. Accordingly, it can be said that this method was not fully successful in improving the students' reading skills even though from the questionnaire and interview showed the students’ interests and motivation to read English written texts more than before.

scholarly journals The Effect of Using Prezi on Al Zaytoonah University Students’ Performance in French Language Reading Skills

2018 ◽  
Vol 12 (1) ◽  
pp. 128
Author(s):  
Samer Al-Hammouri
Keyword(s):  
Public Schools ◽  
Reading Skills ◽  
Reading Skill ◽  
Achievement Test ◽  
French Language ◽  
Control Group ◽  
Control Groups ◽  
Significant Difference ◽  
Post Test ◽  
Experimental Group

The purpose of this study is to investigate the effect of using Prezi on Al Zaytoonah students’ performance in French Language reading skill. To achieve the purpose of the study, a pre/post-test was constructed to measure students’ performance in French language reading skill. The sample of the study comprised 128 students from Al Zaytoonah University and was distributed into two sections, which were selected purposefully. The sample of the study was distributed into two groups (one experimental and one control groups). The experimental group’s students were taught the reading skill using Prezi while the control groups’ students were taught using the traditional way. The sample of the study was 64 students in the experimental group and 64 students in the control group. Those groups were distributed into two purposefully selected sections in public schools in Amman. The results of the study showed a variance in the means of the achievement test according to group, it also showed that there were statistically significant differences on the achievement test due to the Strategy variable. There were statistically significant differences between using Prezi Strategy and the Current Strategy in favor of the Prezi Strategy, and there was no statistically significant difference in the students’ achievement due to gender. There was no statistically significant difference due to the interaction between gender and group. The researchers recommend that researchers focus on new teaching strategies and conduct more studies related this topic. They also recommend that other researchers conduct studies and focus on the role play strategy.

scholarly journals Reading Skill Result Of Grade Ii Students By Using Tgt Model At Indonesian Language Lesson

2021 ◽  
Vol 1 (2) ◽  
pp. 18-24
Author(s):  
Sri Wahyuni ◽  
Udjang Pairin M. Basir ◽  
Emy Yunita Rahma Pratiwi
Keyword(s):  
Elementary School ◽  
Reading Skills ◽  
Reading Skill ◽  
Learning System ◽  
Average Score ◽  
Team Games ◽  
Descriptive Research ◽  
Post Test ◽  
Grade Ii ◽  
Academic Year

The background of this research is the ability of students' reading skill carried out at Jarak III Elementary School of Wonosalam Jombang, which is less than perfect in learning. It is due to the limited knowledge of teachers in carrying out the learning system by using many kinds of learning models. Meanwhile, the learning model the teachers apply is only the lecturing and assignments model. Besides, its limitations is the lack of the existing media. This research is a qualitative research. It consists of several aspects of treatment and observations aimed at improving the eading skills through the Team Games Tournament (TGT) model for grade II at Jarak III Elementary School of Wonosalam Jombang. This research was conducted at Jarak III Elementary School of Wonosalam Jombang, which involved 17 students consisting of 8 boys and 9 girls who were registered in the 2018/2019 academic year. This study used a descriptive research design. The results showed that the first pre-test got 70.2% of the average results that did not meet the minimum completeness criteria (KKM). After the learning was carried out using the Team Games Tournament (TGT) model, the post test average score of students increased to 85.8%. This average has shown that it meets the minimum completeness criteria (KKM). Thus it can be concluded that learning reading skills with the Team Games Tournament (TGT) model can improve students' reading skills in grade II of Jarak III Elementary School of Wonosalam Jombang.

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%).

scholarly journals A STUDY ON THE READING SKILLS OF EFL UNIVERSITY STUDENTS

2015 ◽  
Vol 20 (1) ◽  
pp. 37
Author(s):  
Flora Debora Floris ◽  
Marsha Divina
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Reading Skills ◽  
Private University ◽  
Reading Skill ◽  
English Department ◽  
Reading Tests ◽  
Level Of Difficulty

The present study attempts to investigate kinds of reading skills that EFL (English as a Foreign Language) University students have difficulty with. For this purpose, two reading tests which covered seventeen kinds of reading skills were developed and administered to ten students of batch 2003 studying at an English Department of a private university in Surabaya, Indonesia. The analysis showed that each reading skill had different level of difficulty for the respondents.

scholarly journals VOLITIONAL STRATEGIES THROUGH METACOGNITIVE DEVELOPMENT IN FOSTERING READING MOTIVATION

2017 ◽  
Vol 7 (2) ◽  
pp. 36
Author(s):  
Vismaia S. Damaianti
Keyword(s):  
Junior High School ◽  
Reading Skills ◽  
Reading Motivation ◽  
Reading Skill ◽  
Self Monitoring ◽  
Motivation To Read ◽  
Metacognitive Development ◽  
Academic Achievements ◽  
Quasi Experimental ◽  
Volitional Strategies

Student’s reading skill is deemed vitally important to attain high academic achievements. The results of the previous studies, however, show that Indonesian students' reading skill is still unsatisfying due to their low motivation. The purpose of this study is to address this problem of students’ motivation by examining the effectiveness of a volitional strategy through metacognitive development to students of Islamic Junior High School [Madrasah Tsanawiyah] in Indonesia. A quasi-experimental method with a factorial design is used in this research. Indicators for increasing students’ reading motivation come from Cambria and Guthrie (2010). Measures of increased motivation to read with the volitional strategy were done through metacognitive development which is based on self-monitoring and awareness of reading skills mastery. This study concludes that the volitional strategy through metacognitive development is proved effective in increasing students’ motivation for reading, students with both low and high reading skills. This has implications for the efforts to foster motivation for reading by intensively using the strategy for Madrasah Tsanawiyah education contexts.

scholarly journals PACA (Predicting And Confirming Activity) Reading Strategies to Promote Students’ Teaching Strategy in TEFL 1 Class

2018 ◽  
Vol 18 (1) ◽  
pp. 42
Author(s):  
Ririn Ambarini ◽  
Listyaning Sumardiyani ◽  
Subur Laksmono Wardoyo
Keyword(s):  
Teaching Strategies ◽  
Reading Strategies ◽  
Test Score ◽  
Teaching Strategy ◽  
T Test ◽  
Average Score ◽  
Control Group ◽  
English Department ◽  
Significant Difference ◽  
Post Test

This research is based on the study which is attempted to examine the use of PACA reading strategies to promote students’ teaching strategies in TEFL 1 class. The objectives of this study are (1) To find out the students’ teaching strategies in TEFL I class before using PACA reading strategies, (2) To find out the significant difference between the students who use PACA reading strategies and those who do not use PACA reading strategies in their capability of teaching strategies in TEFL I class. The population of this study is the fifth semester students of English Department in PGRI University of Semarang. There are six classes of TEFL I class  in English Department and two classes are taken as the sample of the study. The classes are 5G and 5H. They are divided into the experimental class (5G) and the control group (5H). The result of the study shows that the students in the experimental class which were taught by using the technique of PACA Reading strategies to promote their teaching strategies had better achievement than the students in the control group which were taught without using the technique of PACA reading strategies. The average score of the pre-test of the experimental class was 76.72 and the control class was 72.85. The average score of the experimental class was 81.98 and the control class was 72.85. The pre-test and the post-test score then were calculated to get the t-test to know whether there was significant difference between the experimental class and the control class. The t-test was 0.47 and the t-table was 0.213. Then the t-test and t-table were compared. The data shows that the t-test was higher than the t-table. It means that there was significant difference between the experimental class and the control class.

scholarly journals The Effectiveness of Using Big Book Media on Early Reading Skills in 5-6 Years Old

2021 ◽  
Vol 7 (2) ◽  
pp. 157-166
Author(s):  
Winda Oktaviana ◽  
Jhoni Warmansyah ◽  
Winda Trimelia Utami
Keyword(s):  
Reading Skills ◽  
Small Sample Size ◽  
Early Reading ◽  
Sampling Technique ◽  
Small Sample ◽  
T Test ◽  
Average Score ◽  
Control Group ◽  
Early Reading Skills ◽  
Significant Difference

Purpose – This study aims to determine the effectiveness of using Big Book media on early reading skills in children aged 5-6 years old.Design/methods/approach – This study used a quantitative approach which was carried out in an experimental method with a pre-post-test design. The sampling technique uses a simple random technique with 30 children. Data collection technique is by means of tests. The analysis technique for testing the hypothesis uses the difference test (t-test).Findings – The results showed that children in the experimental group who used Big Book media had a higher average score when compared to children in the control group who used magazine media. Based on the t-test calculation, findings indicate that there was a significant difference between the two groups. Thus, it can be concluded that the Big Book media is effective on early reading skills in children aged 5-6 years old.Research implications/limitations – This study was limited to one location, Mutiara Al-Madani Kindergarten, Jambi Indonesia, and with a small sample size, so the generalizability of the findings was also limited. It is necessary for future researchers to conduct studies with a wider scope and a more diverse population.Practical implications – The use of Big Book media can be an alternative learning media that can attract children's interests and can actively involve children in gaining rich literacy experiences in improving early reading skills.Originality/value – This study contributes to understanding of teacher's reference material in using learning media for early reading skills in children aged 5-6 years old. Paper type Research paper

scholarly journals Development of Materials Are Based on Character Values to Improve Intensive Reading Skill Students for Class III in Elementary School

2018 ◽  
Vol 5 (2) ◽  
pp. 118 ◽  
Author(s):  
Cicilia Clara Devi Anggraini ◽  
Tri Murwaningsih ◽  
Retno Winarni
Keyword(s):  
Student Learning ◽  
Fairy Tales ◽  
Fairy Tale ◽  
Reading Skills ◽  
Reading Skill ◽  
Control Group ◽  
Teaching Materials ◽  
Significant Difference ◽  
Intensive Reading ◽  
Experimental Group

This research aims to develop learning material is insight of a fairy tale that containing character values for grade 3 students through a handbook, consisting of teacher books and student books that can improve students’ intensive reading skills. This fairy tale material involves learning fairy tales with character-oriented insights and guided by using the correct intensive reading skill steps and easy to learn, understand, and understood by the students. This instructional material is equipped with competency map to be achieved by the students, description of student learning materials, student learning activities, exercise questions, reflection, and assessment used to measure students ‘competence to the students’ intensive reading skill. Research method in this development is using Borg and Gall technique. Expert validation results show content-oriented teaching materials to improve students’ intensive reading skills that are valid and highly viable to use. Students’ responses to the understanding of character values are increasing. Teaching materials based on character values to enhance intensive reading skills can improve the intensive reading skill of students’ fairy tales. The results of this study indicate that there is a significant difference between post test of experimental group and control group. Mean experimental group postest 83.6 and average control group postestscore of 78, both groups had a difference of 5.6, indicating a significant increase in increment. So it can be said that the experimental group of learning by using old teaching materials plus storytelling materials with character values insight to improve intensive reading skills more effectively improve student learning outcomes.

Effect of Concept Mapping as an Innovative Teaching Method on Senior School Students’ Interest in Chemistry

2019 ◽  
pp. 66-74
Author(s):  
Offor E. N.
Keyword(s):  
Concept Mapping ◽  
Teaching Method ◽  
Mapping Method ◽  
Control Group ◽  
School Students ◽  
Innovative Teaching ◽  
Chemistry Students ◽  
Lecture Method ◽  
Significant Difference ◽  
Innovative Teaching Method

The study was designed to explore the effect of concept mapping as an innovative teaching method on senior school students‟ interest in chemistry. The pre -test post- test quasi experimental design was adopted for the study. The population for the study comprised 1425 senior secondary two (SS2) chemistry students in Agbani Education Zone. A total of 189 SS2 chemistry students were drawn from three secondary schools selected in the zone through purposive sampling method. Two research questions and two hypotheses guided the study. In each of the schools used for the study, all the chemistry students in their intact classes were used. The experimental group was taught using concept mapping while the control group was taught using the lecture method of teaching. The treatment lasted for six weeks. The instrument for data collection was Chemistry Interest Scale (CIS). The CIS was validated by three experts. Before the treatment commenced, a pre- interest scale was administered and a reliability coefficient of 0.72 was established using Cronbach Alpha. The data collected was analyzed using analysis of co variance (ANCOVA). The result of the data analysis showed that there is a significant difference between the mean interest scores of students taught chemistry with concept mapping and those taught with lecture method. The study concludes by recommending that concept mapping method of teaching should be adopted in teaching of chemistry as this has helped to stimulate interest in chemistry which will help to enhance their achievement.

scholarly journals The Effect of Loneliness on Death Anxiety in the Elderly During the COVID-19 Pandemic

2021 ◽  
pp. 003022282110105
Author(s):  
Türkan Akyol Guner ◽  
Zeynep Erdogan ◽  
Isa Demir
Keyword(s):  
Death Anxiety ◽  
The Elderly ◽  
Average Score ◽  
City Center ◽  
Cross Sectional ◽  
North West ◽  
Significant Difference ◽  
Scale Scores ◽  
Education Status ◽  
At Home

The aim of the study is to determine the effect on death anxiety of loneliness in the elderly during the COVID-19 pandemic. The population of this study that is descriptive and cross-sectional type consist of 354 elderly who meet the inclusion criteria from three different associations operating for charitable purposes in a city center located in north-west Turkey. The average score of Loneliness Scale of Elderly (LSE) of the elderly was determined as 11.39 ± 5.31, and the average score of Death Anxiety Scale (DAS) of the elderly was determined as 8.54 ± 4.82. According to these results, it was found that the elderly experienced acceptable levels of loneliness and moderate death anxiety. A statistically significant difference was found in the LSE and DAS scores of the elderly according to their age, marital status, education status, chronic illness status and living at home with relatives. In addition, during the COVID-19 epidemic, the scale scores of the elderly who have increased worries, who have a hobby at home, and who communicate with their relatives via social media/mobile phones were found to be statistically significant (p < 0.05).

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