scholarly journals Informative intervention programs to reading comprehension: Development and implementation

2017 ◽  
Vol 34 (3) ◽  
pp. 411-422
Author(s):  
Vera Lúcia Orlandi CUNHA ◽  
Simone Aparecida CAPELLINI
Keyword(s):  
Elementary School ◽  
Reading Comprehension ◽  
Intervention Programs ◽  
Superior Performance ◽  
Expository Texts ◽  
Narrative Texts ◽  
School Students ◽  
Significant Difference ◽  
Before And After ◽  
Comprehension Development

Abstract The objective of this study was to develop two intervention programs to promote reading comprehension, one for narrative texts and one for expository texts, to be used by 3rd-5th grade elementary school teachers in the classroom. The applicability of the programs was verified. A total of 143 elementary school students in 3rd, 4th, and 5th grades participated in this study. The students were evaluated before and after the administration of the intervention programs. There were significant differences in the answers of inferential questions about the macrostructure of the narrative texts in the three groups of students evaluated. A significant difference was also observed in the expository texts for the group of 5th graders, indicating superior performance of the students submitted to the programs. The strategies of the informative programs were more effective in improving students’ reading performance on the narrative texts than on the expository texts. Therefore, the strategies used should be reviewed in future studies.

scholarly journals The Effect of the Promotion of Clean and Healthy Lifestyle in Ujong Tanjung Elementary School Through the SAL (Snake and Ladder) Media

2021 ◽  
Vol 8 (1) ◽  
pp. 41
Author(s):  
Susy Sriwahyuni ◽  
Zakiyuddin Zakiyuddin ◽  
Muhammad Reza Firdaus
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Healthy Lifestyle ◽  
Wilcoxon Test ◽  
School Age Children ◽  
School Students ◽  
Healthy Life ◽  
Significant Difference ◽  
Before And After ◽  
Life Behavior

School age children are groups that is prone to experiencing health problems due to low knowledge of clean and healthy life behavior. To increase their knowledge, an attractive promotional media namely snake and ladder is needed so that the delivery of material is easily accepted by them. The purpose of this method is as a stimulus medium so that elementary school students can easily understand on how to improve clean and healthy life behavior. The research method was quasi-experimental with One-Group Pretest-Posttest Design. The population were 85 elementary school students of Ujong Tanjung in IV, V and VI grade who had been given an understanding of CHLB. The sample consisted of 30 people who would be given a pre-test and post-test who were previously given snake and ladder media intervention. The results showed there was a significant improvement on student’s knowledge after they got intervention with snake and ladder media where during the pre-test the respondents who had good knowledge were 11 people (36.7%) but after being given the intervention, it was increase into 22 people (73.3%). On the other hand, respondents with poor knowledge category on pre-test were 19 people (63.3%), after being given the intervention, it was decrease into 8 people (26.7%). Based on the results of Wilcoxon test, it was found Pvalue = 0,000 < α =0.05, it is indicated there is a significant difference on respondents’ knowledge about clean and healthy life behavior (CHLB) before and after given the intervention through Snake and Ladder (SAL) media. The conclusion is there is the difference in the level of respondents’ knowledge on CHLB (Clean and Healthy Living Behavior) before and after the intervention through Snake and Ladder (SAL) media.

scholarly journals PENGARUH PENERAPAN METODE VAKT (VISUAL, AUDITORY, KINESTHETIC, TACTILE) TERHADAP PENINGKATAN KEMAMPUAN MEMBACA PERMULAAN PADA SISWA KELAS I SEKOLAH DASAR

2019 ◽  
Vol 2 (1) ◽  
pp. 61-78
Author(s):  
Sandi Maspika ◽  
Wahyu Kurniawan
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Reading Ability ◽  
Reading Skills ◽  
First Grade ◽  
School Students ◽  
Significant Difference ◽  
Before And After ◽  
Good Reading ◽  
The Subject

ABSTRACTReading is the basic capabilities that must be mastered in order to understand the knowledge. In reality, not all children have a good reading skills. To overcome this problem researcher choosed VAKT method. Researcher believed toward VAKT method effective to improve literacy ability on early elementary school students. This study aimed to determine how the influence of  VAKT methods to improve reading ability at the beginning of first grade elementary school students. The subject on this study was the first grade elementary school students. The subject on this study consist of 5 students. Experimental design used in this study is quasi experiment. The data analysed by nonparametric (Wilcoxon). The results showed that VAKT method effective to improve reading skills at the beginning of the first grade students of elementary school. The result showed that (z = -2.023, p= 0,043 (p <0.050). This study concluded that there was a significant difference between the ability to read at the beginning of the first grade students of elementary school before and after treatment. The reading ability at the beginning of the first grade students after the treatment is better than before the treatment. Key words: Implementation VAKT Method, Early Reading Ability

scholarly journals Construction and validation of an instrument to assess the reading comprehension of students from the third to the fifth grades of elementary school

CoDAS ◽  
2014 ◽  
Vol 26 (1) ◽  
pp. 28-37 ◽  
Author(s):  
Vera Lúcia Orlandi Cunha ◽  
Simone Aparecida Capellini
Keyword(s):  
Elementary School ◽  
Reading Comprehension ◽  
Internal Consistency ◽  
Multiple Choice ◽  
Expository Texts ◽  
Multiple Choice Questions ◽  
Cronbach’S Alpha ◽  
Narrative Texts ◽  
Cronbach's Alpha ◽  
The Third

Purpose: In this study, we aimed at building and validating an instrument to assess reading comprehension, with the purpose of characterizing the reading profile and detecting comprehension difficulties among students from the third to the fifth grades of elementary school. Methods: Participants were 378 students, divided into three groups. Their comprehension of micro- and macrostructural literal and inferential propositions that composed two expository texts and two narrative texts were assessed by means of multiple-choice questions. Results: The data analyzed statistically yielded Cronbach's alpha values showing internal consistency in the four texts applied to the three groups. Conclusion: It was possible to verify that the students had fewer errors as the school years progressed and that each type of text posed a particular difficulty to the students.

scholarly journals COGNITIVE RECONSTRUCTION TO REDUCE ANXIETY IN GRADE VI ELEMENTARY SCHOOLS

2020 ◽  
Vol 8 (1) ◽  
pp. 29
Author(s):  
Inggit Kartika Sari
Keyword(s):  
Elementary School ◽  
Group Therapy ◽  
Rating Scale ◽  
Wilcoxon Test ◽  
School Students ◽  
Analysis Technique ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
Quantitative Results

Abstract. This study aims to determine the effect of group therapy with cognitive reconstruction techniques to reduce anxiety in grade VI elementary school students. The subjects in this study were grade VI students, male or female sex, and experiencing anxiety. Data collection methods in this study are through observation, interviews, Discussion Group Forums (FGD), and pre-test and post-test using the Hamilton Anxiety Rating Scale (HARS). The data analysis technique used a non-parametric test with the Wilcoxon test. The results showed that there was a decrease in anxiety both qualitatively and quantitatively. Qualitative results indicate that participants can think positively, bolder, more confident, and try to do something happily, while the quantitative results show the value of Z = -2,371 with a significance of p = 0.018 (p <0. 05) on the HARS anxiety scale which means there was a significant difference between the anxiety experienced by participants before and after attending group therapy. Based on the results of the research that has been done it can be concluded that group therapy with cognitive reconstruction techniques can reduce anxiety levels in grade VI elementary school students.Keywords: anxiety, cognitive reconstruction, class VI students, group therapy

scholarly journals 4-D Model : Teaching Materials To Reading Comprehension With DRTA Strategy For Elementary School Students

2021 ◽  
Vol 5 (2) ◽  
pp. 672-682
Author(s):  
Otang Kurniaman ◽  
Eddy Noviana ◽  
Guslinda Guslinda ◽  
Zufriady Zufriady
Keyword(s):  
Elementary School ◽  
Reading Comprehension ◽  
Elementary School Students ◽  
Average Difference ◽  
Teaching Materials ◽  
School Students ◽  
Significant Difference ◽  
Quasi Experimental ◽  
D Model ◽  
Difference Test

Reading is a skill that must be mastered by elementary school students because it can increase a person's reasoning for that a teacher must be a bridge in transferring knowledge by using teaching materials with DRTA strategies. Research method 4-D development with 4 stages define, design, develop, and disseminate. Teaching materials that have been validated by experts and practitioners with validation results of content eligibility with an average of 88.3 are very valid, linguistic aspects with an average of 91.6 are very valid, presentation aspects with an average of 90 are very valid, and aspe graphic of 87.5 is very valid.. After the validated teaching materials were tested in the class using a quasi-experimental method to obtain an increase in experimental class reading comprehension 18.75% higher than the increase in the control class with a 12.5% increase in class. To test whether there is a significant difference in the gain value tested by using normality and homogeneity tests, after the results are obtained, it is re-tested using the average difference test with the results of t_counts = 0.26 and t_table= 2.00 so that it can be concluded that the ability to read comprehension does not exist significant difference.

scholarly journals Pengaruh Pendidikan Pedoman Gizi Seimbang dengan Menggunakan Puzzle terhadap Pengetahuan Siswa SD Swasta Al Fitriah Medan

2021 ◽  
Vol 21 (2) ◽  
pp. 593
Author(s):  
Emi Inayah Sari Siregar ◽  
Tinah Tinah
Keyword(s):  
Elementary School ◽  
Nutrition Education ◽  
T Test ◽  
Average Score ◽  
School Students ◽  
Fifth Grade Students ◽  
Nutrition Guidelines ◽  
A Value ◽  
Significant Difference ◽  
Before And After

This research aims to determine the education effect of balanced nutrition guidelines using puzzle on Al Fitriah Private Elementary School Students, Medan. The type of research used is quasi experiment. The study was conducted on 45 students using a questionnaire before and after the intervention. The statistical test used is a paired t-test. The results showed an average score of respondents knowledge before being given nutrition education by 10.96 and increasing after being given nutrition education using puzzle media to 16.84. The results of the analysis using paired sample t test obtained a value of p = 0,000 where p <0.005. So it can be concluded that there is a significant difference in the variable knowledge of fifth grade students of Al Fitriah Medan Private Elementary School before and after being given nutrition education using puzzle media.

scholarly journals Teaching Reading Narrative Texts through Inking Your Thinking Strategy

ELT-Lectura ◽  
2019 ◽  
Vol 6 (2) ◽  
pp. 102-113
Author(s):  
Masagus sulaiman ◽  
Siti Hadiyati Rohmana ◽  
Indawan Syahri
Keyword(s):  
Reading Comprehension ◽  
High School Students ◽  
T Test ◽  
Teaching Reading ◽  
Narrative Texts ◽  
School Students ◽  
Significant Difference ◽  
Tenth Grade ◽  
Quasi Experimental ◽  
The Difference

Abstract: The facts and phenomenon that most of senior high school students still encounter or face problems in understanding and answering the questions in reading texts led the researchers to conduct this quasi-experimental research, in line with teaching reading narrative through Inking Your Thinking strategy. This research is aimed at figuring out whether or not there is any significant difference in the tenth grade students’ reading comprehension achievements at SMA Negeri 2 Prabumulih among those who are taught by using Inking Your Thinking strategy and those who are not. To collect the data and to meet the objectives, the researchers used two kinds of tests (i.e. pretest and posttest) which were given to 62 students. To analyze the data, the researchers used T-test. The results of the difference analyses on experimental and control groups by using independent sample t-test showed that t-obtained was 4.839 greater than t-table which was 1.671 at the significant level p<0.05 in two tailed testing with df=60. It means that there was significant difference in students’ reading comprehension achievements among those who are taught by using Inking Your Thinking strategy and those who are not. In conclusion, Inking Your Thinking strategy can improve students’ reading comprehension achievements.   Keywords: inking your thinking strategy, reading comprehension, narrative text

Increasing Secondary Students’ Comprehension Through Explicit Attention to Narrative Text Structure

2021 ◽  
pp. 004005992110255
Author(s):  
Whitney Sommers Butler ◽  
Casey Hord ◽  
Susan Watts-Taffe
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
High School Students ◽  
Reading Instruction ◽  
Secondary Students ◽  
Text Structure ◽  
Literacy Skills ◽  
Students With Learning Disabilities ◽  
Narrative Texts ◽  
School Students

In spite of the prevailing assumption that formal reading instruction is no longer needed once adolescents reach high school, students at the secondary level still benefit from explicit reading instruction to continue developing advanced literacy skills enabling them to access complex narrative texts. This article argues for the importance of teachers to scrutinize the texts they plan to teach to determine what instruction and supports are needed to promote reading comprehension for students with learning disabilities. Specifically, this article examines how nonlinear text structures can challenge adolescent reading comprehension and illustrates explicit text structure instruction with three exemplar texts which use unconventional narrative patterns. The article emphasizes the importance of considering the qualitative features of texts to inform instruction to support reading comprehension for students with learning disabilities.

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