The Effects of Book-reading Activities on the Reading Comprehension of Children in Multicultural Families

2009 ◽  
Vol 18 (3) ◽  
pp. 213-229
Author(s):  
조미정 ◽  
Eun-Hee Jeong
Keyword(s):  
Reading Comprehension ◽  
Book Reading ◽  
Reading Activities

scholarly journals Optimalisasi Budaya Literasi Melalui Perpustakaan Sekolah Di Masa Pandemi

2021 ◽  
Vol 6 (1) ◽  
pp. 84-96
Author(s):  
Widy Astuty
Keyword(s):  
School Environment ◽  
School Library ◽  
School Libraries ◽  
Book Reading ◽  
Data Presentation ◽  
Analysis Technique ◽  
Teachers And Students ◽  
Education Personnel ◽  
Reading Activities ◽  
Collection Methods

This research is the extent to which efforts to optimize literacy culture through school libraries during the Covid-19 pandemic carried out by SD N 1 Pageraji Korwilcam Dindik Cilongok, Banyumas district. Data collection methods used in this study include: interviews, observation, and documentation. The data analysis technique is reduction, data presentation, and drawing conclusions. Programs in an effort to cultivate a literacy culture are compiled periodically, the daily program that has been implemented is by holding non-lesson book reading activities before learning begins, by sharing literacy corners throughout the school environment. The weekly program includes posting pictures / stories of activities on social media and making scheduled visits to the school library. Monthly program by making observation forms to assess students' progress in literacy. Semester program implemented by giving awards to teachers and students. These programs are implemented with a pattern of cooperation from all elements, namely the principal, teachers, education personnel, which will make the school library utilization program implemented properly.

scholarly journals ACTUATING READING COMPREHENSION THROUGH GENRE-BASED DIRECTED READING THINKING ACTIVITIES (G-BDRTA) VIEWED FROM CRITICAL THINKING SKILLS

2020 ◽  
Vol 8 (4) ◽  
pp. 402
Author(s):  
Ahmad Hanan ◽  
Muhammad Muhlisin ◽  
Taufik Suadiyatno
Keyword(s):  
Reading Comprehension ◽  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Equivalent Control ◽  
Directed Reading ◽  
Reading Activities ◽  
Student Team

The significance of reading comprehension for learners’ English mastery makes English teachers need to help learners to activate their background knowledge related to texts being read and promote the use of reading techniques. In this study, researchers applied the genre-based directed reading thinking activities (G-BDRTA). Genres here are oriented to provide learners with various text types for reading activities. Consequently, this study was aimed at actuating learners’ reading comprehension through genre-based directed reading thinking activities (G-BDRTA) viewed from critical thinking skills. This study was classified as an experimental study using non-equivalent control group design. This study was conducted at SMAN 1 Lingsar. There were 62 learners involved in this study. The learners were divided into two groups and each group embraces 31 learners. One group becomes an experimental group which is subjected to the G-BDRTA strategy and the other group is subjected to the control group treated using student-team-learning (STL) strategy. To find out the data, researchers used a reading test and critical thinking test as research instruments. Then, the data were analyzed using Two-Way-ANOVA. Based on the data analysis, there is a significant effect of G-BDRTA strategy on students’ reading comprehension viewed from critical thinking skills.

scholarly journals TEACHER TEACHING STYLES IN INTRODUCING CONCEPT MAPPING STRATEGY IN READING COMPREHENSION ACTIVITY AT SENIOR HIGH SCHOOLS IN MEUREUDU, ACEH

2019 ◽  
Vol 6 (2) ◽  
pp. 130
Author(s):  
Khairiah Syahabuddin ◽  
Rahmat Yusny ◽  
Nia Zahara
Keyword(s):  
Reading Comprehension ◽  
High Schools ◽  
Concept Mapping ◽  
Learning Experience ◽  
Teaching Style ◽  
Teaching Styles ◽  
English Classes ◽  
Mapping Strategy ◽  
Reading Activity ◽  
Reading Activities

The objective of this study is to learn how English teachers’ teaching style at Senior High Schools (SMAs) in Meureudu in introducing concept mapping strategy in delivering reading comprehension lesson. In teaching Reading Comprehension, different teaching styles gives different students learning experience and output, and using concept mapping, students are stimulated to have better control over their comprehension. This study was conducted at SMA 1 Meureudu and SMA 2 Meureudu, a town located 123 kms from Banda Aceh, Indonesia. Very often, English classes in schools located far from the main cities in Aceh suffer from lack interesting activity The study was using qualitative approach through class activity observations and interviews. Concept mapping activities facilitated by the teachers at SMA 1 Meureudu used digital projector and paper handouts as the media for the group activities. The teacher of SMA 2 Meureudu used only handout paper as a medium and by pairing the students. The findings of this study showed that the teaching styles in delivering reading activity using the concept mapping activity used by the teachers in both schools differ in the way how the teacher assign student to work on the task. The students were found to be more fully engaged in the reading activity with concept mapping compared to any past reading activities using translating line-by-line and answering questions. Assigning group reading task also help boost the students motivation and collaborative responsibility to learn.

scholarly journals The Effect of Pre-reading Activities on Male ESL Upper-Intermediate Students’ Comprehension in a Post Basic Education School in Oman?

2016 ◽  
Vol 4 (2) ◽  
pp. 148
Author(s):  
Jamel Eddine Al Akremi
Keyword(s):  
Reading Comprehension ◽  
Basic Education ◽  
Negative Attitude ◽  
Control Group ◽  
Intermediate Students ◽  
Education School ◽  
Comprehension Ability ◽  
Reading Activities ◽  
The Impact ◽  
Comprehension Tests

The study aimed at investigating the impact of pre-reading activities on male ESL upper-intermediate students’ comprehension in a post-basic education school in Oman. To this end, two reading comprehension tests and two questionnaires were administered to two groups of participants. One group served as control and the other served as experimental. Control group were assigned a reading comprehension test with follow up questions to answer. However, experimental participants were introduced to 10 minute-pre-reading activities prior to starting the test. The findings drawn from the comprehension tests revealed that experimental participants outperformed control participants. Data drawn from questionnaires showed that control group had a negative attitude to reading a text without pre-reading activities. However, experimental group had a positive attitude to reading a text after being introduced to the pre-reading activities. Although the study has shown empirically how effective the schema-based pre-reading activities were in maximizing ESL leaners’ comprehension ability, it had its limitations. It was restricted in setting and gender. It involved only two post-basic state schools. It was also restricted to male students. Second, it was limited to only two sample groups. Nevertheless, the findings of this study have confirmed preceding research on the effectiveness of the pre-reading activities and how they facilitate L2 learners’ comprehension ability of the target text. Therefore, it might be paramount for teachers and syllabus designers to incorporate pre-reading activities, which are in different forms and types, to the reading texts students read

FOSTERING AUTONOMOUS LEARNERS OF VOCABULARY ACQUISITION USING CONTENT-BASED ICT METHODS

2018 ◽  
Vol 6 (1) ◽  
pp. 36-43 ◽  
Author(s):  
Mariko Matsubara ◽  
Haruyo Yoshida
Keyword(s):  
Reading Comprehension ◽  
Vocabulary Acquisition ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
First Year ◽  
New Words ◽  
Effective Pedagogy ◽  
Vocabulary Building ◽  
Effective Use ◽  
Reading Activities

Purpose: This paper investigated that (1) the effective use of content-based ICT methods of vocabulary acquisition through reading activities, and (2) the encouragement of learner's vocabulary building up autonomous learning. A considerable number of studies have been conducted on vocabulary acquisition in the EFL field in Japan,and researchers advocate vocabulary knowledge is the most important factor contributing to reading comprehension, yet, a firm effective pedagogy has not been established. In fact, university students encounter difficulties in reading comprehension because of their deficiencies in vocabulary knowledge during English reading class. Methodology: The free applications, Quizlet and Kahoot!, were adopted to incorporate language-focused learning while adding some gamification aspects to aid in vocabulary acquisition. The experiment was conducted in a Japanese undergraduate first-year reading class over an 11-week period. Quizlet was used for vocabulary learning prior to the reading class. Students were given multiple-choice vocabulary Cloze tests of new words from the textbook using Kahoot!, a free game-based educational platform. Main Findings: The results of this study indicated that content-based vocabulary instruction using ICT is effective and improves learner’s academic performance in vocabulary acquisition. Moreover, questionnaires were thoroughly reviewed and uncovered that students felt they developed more autonomy and this enhanced their motivation for vocabulary learning. Implications: In view of this study, ICT methods closely related to reading contexts and a variety of applications for vocabulary acquisition and improvement of reading performance should be introduced in EFL classrooms. Originality: This study was conducted in a Japanese undergraduate first-year reading class by author researcher.

scholarly journals Pre-Reading Activities and Iranian EFL Learner’s Performance in Reading Comprehension

2013 ◽  
Vol 1 (1) ◽  
pp. 147
Author(s):  
Massoud Rahimpour ◽  
Mohaddeseh Hodaei ◽  
Davoud Amini
Keyword(s):  
Reading Comprehension ◽  
Language Learners ◽  
Proficiency Level ◽  
Written Form ◽  
Reading Activity ◽  
Age Range ◽  
Reading Activities ◽  
The Impact ◽  
Positive Effect ◽  
Experimental Group

The present study is an attempt to investigate the impact of two different types of pre-reading activities<br />of 1: glossary of unknown vocabulary items and 2:content related support on EFL learners’<br />performance on reading comprehension across low proficiency (LP) and high proficiency (HP) levels.<br />80 language learners with an age range of 18-28(male and female) participated in this study. Each<br />level consisted of two experimental groups. One experimental group received glossary of unknown<br />vocabulary items while the other group received content related support (in written form) with the aim<br />of activating prior knowledge before administering reading comprehension questions. The results of the<br />statistical analysis of the data revealed that two types of pre-reading activity and proficiency level shad<br />positive effect on the learners’ reading comprehension. The study suggests that appropriate and<br />relevant pre-task activities should be employed at different proficiency levels to facilitate and improve<br />the learners’ reading comprehension.

scholarly journals Assessing the relationship between Vocabulary Level Test (VLT) and reading comprehension

2017 ◽  
Vol 4 (2) ◽  
pp. 157
Author(s):  
Alpino Susanto
Keyword(s):  
Reading Comprehension ◽  
Undergraduate Students ◽  
Vocabulary Knowledge ◽  
Teaching Process ◽  
English Teaching ◽  
Word Level ◽  
Reading Activities ◽  
The Relationship

It has been considered crucial about how vocabulary knowledge in relation with reading comprehension. This research was conducted to explore the link of Indonesian students Vocabulary Level Test (VLT) performance and their reading textbook on reading subject. Through this pilot research, it can describe the implications profile in English teaching process especially in reading. Furthermore it can give more information in how to measure the reading textbook reference for reading subject or other similar subject that involve reading activities. There were 30 undergraduate students in Universitas Putera Batam that participated in the VLT. Their English textbook (Mosaic 1) was profiled to measure the lexical vocabulary level. The results indicated that only 1% of the participants had mastered the 2000-word level which means the vocabulary textbook-level is still far from students vocabulary knowledge. From the level of comparison theoretically they would have difficulties to comprehend the reading textbook, and some additional activities would be recommended, before, during and after the reading subject. 

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