scholarly journals THE RELATIONS OF STUDENTS ABILITY TO READ THROUGHT THE GOOD READING METHOD WITH THEIR ABILITY TO ANSWER THE MULTIPLECHOICE QUESTIONS

Edulib ◽  
2017 ◽  
Vol 6 (2) ◽  
Author(s):  
Prijana ◽  
Sukaesih
Keyword(s):  
Reading Ability ◽  
Reading Skills ◽  
Test Methods ◽  
Control Group ◽  
Academic Values ◽  
Student Reading ◽  
Reading Text ◽  
Good Reading ◽  
And Control ◽  
Experimental Group

 Abstrak. Nilai akademik sering dikaitkan dengan upaya belajar. Upaya belajar sering dikaitkan dengan aktivitas baca. Seseorang dikatakan belajar, maka dipastikan membaca. Tujuan membaca adalah sama, yakni memahami teks, yang berbeda adalah kemampuan memahami teks. Mahasiswa memiliki cara membaca teks yang berbeda-beda, dan hasilnya juga berbeda-beda. Rekayasa baca penting dilakukan untuk memperoleh hasil optimal, yakni melalui metode baca good reading. Tujuan penelitian: menguji metode baca good reading yang dikaitkan dengan kemampuan menjawab soal multiplechoice. Metode penelitian: kelompok eksperimen (N=34) dan kelompok kontrol (N=40). Hasil penelitian: Jika α = 0.10 ; dk = 4 maka kemampuan menjawab soal multiplechoice memiliki hubungan signifikan dengan kemampuan membaca, melalui metode baca good reading. Kesimpulan: dengan derajat kepercayaan 90% metode baca good reading dapat membantu secara optimal kemampuan baca mahasiswa. Kata kunci: Kebiasaan baca, Kemampuan baca, Metode baca good reading, Teks Ilmu pengetahuan.  Abstract. Academic values often associated with learning efforts. Efforts to learn is often associated with the activity of reading. Someone said to learn, then certainly reading. The purpose of reading is the same, namely to understand the text, that is different is the ability to understand the text. Students have to read different texts, and the results are also different. Read engineering is important to obtain optimum results, through the method of reading good reading. Objective: to test methods of reading good reading that is associated with the ability to answer the questions multiplechoice. Methods: experimental group (N = 34) and control group (N = 40). Result: If α = 0:10; dk = 4. The ability to answer questions multiplechoice has a significant relationship with the ability to read, through the method of reading good reading. Conclusion: with a 90% confidence level, the method of reading good reading, can help optimally student reading skills. Keywords: The habit of reading, reading ability, Method 'good reading', Text Science. 

scholarly journals Explicit Grammar Instruction Enhance Students’ Reading Ability on Cognitive Aspect

2018 ◽  
Vol 8 (1) ◽  
pp. 19
Author(s):  
Yudha Aprizani ◽  
Neneng Islamiah ◽  
Faoyan Agus Furyanto
Keyword(s):  
Cognitive Ability ◽  
Reading Ability ◽  
Reading Skills ◽  
Explicit Instruction ◽  
T Test ◽  
Control Group ◽  
Grammar Instruction ◽  
Validity And Reliability ◽  
And Control ◽  
Experimental Group

This research aimed to find out the result of comparison between experimental and control group whether explicit instruction has influence in enhancing student’s cognition in language grammar on reading skills at MTS Al Muddakir Banjarmasin. The number of participants taken by researcher are 20 students either experimental and control group. The collecting of data used by researcher is to apply an essay test and reading texts. Researchers build up the test of instrument validity and reliability before the instruments are tested in experimental group. Then, researcher did independent sample t-test untuk find out the mean score of cognitive ability of students in language grammar on reading skills. The result of finding gained by research stated that sig (2-tailed) 0.000 is less than 0.05. it meant that there is difference of influencing cognitive ability of students in language grammar on reading skills but in independent sample t-test, the result is 0.164 > 0,05. It can be concluded that it meant that there is no difference of mean score of cognitive ability of students on experimental group but for the influence of explicit instruction that resulted in paired sample t-test, there is difference of influencing the result of cognitive ability of students in reading skills.

scholarly journals THE EFFECT OF COMIC STRIPS AS AN ENGLISH TEACHING MEDIA TOWARD STUDENTS’ READING ABILITY IN DESCRIPTIVE TEXT

2021 ◽  
Vol 4 (3) ◽  
Author(s):  
Arino Susanto
Keyword(s):  
Null Hypothesis ◽  
Reading Ability ◽  
Alternative Hypothesis ◽  
Control Group ◽  
Comic Strip ◽  
Comic Strips ◽  
Paired Sample ◽  
Quasi Experimental ◽  
And Control ◽  
Experimental Group

This research was done due to the lack of students' reading ability in descriptive text in MTsS Yati Kamang. This research was classified as a quasi-experimental research. To experiment class the researcher choose VII.II class and VII.I is experiment class. The researcher uses test to measure students’ reading ability. Afterwards, the researcher proved that the Comic strip as a media was able to increase students' reading ability in descriptive text. Experiment class and control class there are 38 students. There were 19 students as the respondents in experimental group and 19 students as the respondents in control group. The experimental class was taught by using Comic strips as media in teaching and the control group was taught only by using Picture. The result of paired sample t-test showed that the tobtained (6,591) was higher than ttable(2,326) with the level significant 0,01. The null hypothesis was rejected and the alternative hypothesis was accepted. It means there is a significant effect of using Comic strips toward students’ reading ability in descriptive text at the seventh grade of MTsS Yati Kamang.

scholarly journals The Impact of Divergent and Convergent Tasks on Iraqi EFL Students Reading Comprehension Success

2021 ◽  
Vol 1 (1) ◽  
pp. 35-39
Author(s):  
Sabeeha Hamza Dehham ◽  
Nadia Majeed Hussein
Keyword(s):  
Reading Skills ◽  
Experimental Approach ◽  
Statistical Significance ◽  
Control Group ◽  
Efl Students ◽  
Preparatory Stage ◽  
The Mean ◽  
And Control ◽  
The Impact ◽  
Experimental Group

This research attempted to explore the effects of divergent and convergent tasks on the successful reading of EFL students at the preparatory stage. To verify the analysis, the null hypothesis was established that states "There are no differences of statistical significance at the level of (0,05) among the mean of scores of the experimental group who study according to divergent and convergent task technique and the mean of the scores of the control group who study according to the regular method".  The experimental approach is used by designing two equivalent experimental groups of 32 students studying the technique proposed, and an 8-week (2019-2020) control group of 32 students, three classes each week using the Google Classroom Platform and Telegram. The present study utilized the platform Google Classroom (GC) and Telegram as an educational platform to assist students during their course learning process. The writing skills test was administered after checking with the experts. The results show that there are statistical differences at level (0,05) between the average of the experimental and control groups' reading skills and those of the experimental group. This difference is because the experimental group uses divergent and convergent tasks.

scholarly journals Do Multiple Intelligences Improve EFL Students’ Critical Reading Skills?

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Alaeddin Khaled Alqatanani
Keyword(s):  
Multiple Intelligences ◽  
Reading Ability ◽  
Reading Skills ◽  
Teaching Method ◽  
Potential Effect ◽  
Control Group ◽  
Critical Reading ◽  
Quasi Experimental ◽  
Efl Students ◽  
Experimental Group

This study examines the potential effect of a program based on multiple intelligences on improving the Jordanian tenth grade English as a Foreign Language (EFL) students’ critical reading skills in English. The researcher claims that multiple intelligences strategies have the potential to provide a suitable resource to empower the quality of TEFL in Jordan. The study follows a quasi- experimental design in which an experimental group and a control group were purposefully chosen from AzZarqa First Directorate of Education (Jordan). In the experimental group, 30 students were taught by multiple intelligences strategies and 29 students of control group were taught by the conventional teaching method as outlined in the teacher’s book. A pre-post achievement test was utilized. The findings reveal statistically significant differences at (α ≤ 0.05) between the two mean scores of experimental and control groups in the post- test in favor of experimental group. The study recommends to examine the effect of using multiple intelligences on EFL students’ achievement in other language skills and sub skills. A number of implications are put forth to enhance the students’ critical reading ability.

scholarly journals TEACHING READING THROUGH SHARED READING STRATEGY

2017 ◽  
Vol 2 (2) ◽  
pp. 78-84
Author(s):  
Armilia Riza
Keyword(s):  
Reading Ability ◽  
Reading Strategy ◽  
Shared Reading ◽  
Control Group ◽  
Teaching Reading ◽  
Control Groups ◽  
The Poor ◽  
West Sumatra ◽  
And Control ◽  
Experimental Group

This study was aimed at looking at the effect of using Shared Reading Strategy toward reading ability of students of SMP N 1 IV Jurai Pesisir Selatan, West Sumatra. This study is based on the fact the poor ability of students to understand the monologue text. This study used pretest-posttest design given to the experimental and control groups. The results showed that the experimental group posttest result was higher than the control group. It showed that the Shared Reading Strategy gave significant effect toward students’ reading ability at SMP N 1 IV Jurai. This statement is supported by the results of t test with significant value of 2.26.

scholarly journals The Effect of Extensive Reading on Students Reading Comprehension

2020 ◽  
Vol 12 (1) ◽  
pp. 58-64
Author(s):  
Dadan Hidayat ◽  
Titi Dewi Rohati
Keyword(s):  
Reading Comprehension ◽  
The Other ◽  
Reading Process ◽  
Control Group ◽  
Extensive Reading ◽  
Student Reading ◽  
Post Test ◽  
Class Room ◽  
And Control ◽  
Experimental Group

This research investigated the effect of extensive reading on students reading comprehension. The writer used the quantitative as the researched method and the writer used the queasy experiment as the research design. For collecting the data the writer gave the test for experimental and control group. For experimental group the writer used the extensive reading method as the reading class room and the other method for the control group. After the post- test gave to both classes, the writer analyzed it by using SPPS 20 program to found out the improvement on student reading comprehension after extensive reading implied on reading classroom. Based on the finding and discussion. It can be concluded that hypothesis was accepted. It meant that there was effect on extensive reading on student reading comprehension. Based on the resulted of this research. The writer suggested the teacher to used extensive reading on reading process to improved student reading comprehension.

scholarly journals EFFECTIVENESS OF CONSTRUCTIVIST INSTRUCTIONAL DESIGN TO ENHANCE READING ABILITY AMONG UPPER PRIMARY STUDENTS

2020 ◽  
pp. 1-2
Author(s):  
Gayathri Srithar ◽  
S. Ravivarman
Keyword(s):  
Instructional Design ◽  
Sample Size ◽  
Reading Ability ◽  
Primary Students ◽  
Control Group ◽  
And Control ◽  
Experimental Group

The present study aims to improve the reading ability among upper primary students through constructivist instructional design. The investigator has constituted an experimental and control group to identify the effectiveness of constructivist instructional design to improve the reading ability among upper primary students. The sample size of the study was fifty students in the experimental group and fifty students in the control group respectively. The study result reveals that constructivist instructional design significantly improves the reading ability among upper primary students. The present study recommends that the teacher can frequently adopt the constructivist instructional design to improve the reading ability among upper primary students and recommends that the upper primary students utilize the constructivist instructional design to improve their reading ability.

scholarly journals The Effect of Collaborative Reading on Iraqi EFL Intermediate School Pupils' Reading Comprehension

2018 ◽  
Vol 224 (1) ◽  
pp. 53-66
Author(s):  
Assist. Inst. Rana Salem Obeed
Keyword(s):  
Reading Comprehension ◽  
Control Group ◽  
Intermediate School ◽  
Significant Difference ◽  
Collaborative Reading ◽  
Student Reading ◽  
Post Test ◽  
And Control ◽  
Positive Effect ◽  
Experimental Group

The present study aims at investigating the effect of Collaborative Reading on Iraqi EFL Intermediate School Pupils' Reading Comprehension. To fulfill the purposes of this study, (60) second -class  pupils are randomly chosen to be the sample of the present study. They are divided into experimental (30 ) and control group(30 ). During the experiment, the experimental group is taught reading collaboratively, while, the control group is taught conventionally. After conducting the post test, the findings indicate that there is significant difference in reading comprehension between the performance of the experimental and control groups the post – test. In other words, collaborative reading is found to have a positive effect on student' reading comprehension. On the basis of the results obtained, a set of recommendations is put forward.

Effect of Colored Rhythmic Notation on Music-Reading Skills of Elementary Students

1996 ◽  
Vol 44 (1) ◽  
pp. 15-25 ◽  
Author(s):  
George L. Rogers
Keyword(s):  
Reading Skills ◽  
Group Differences ◽  
Second Grade ◽  
Control Group ◽  
General Music ◽  
Rhythm Reading ◽  
Second Grade Students ◽  
And Control ◽  
Experimental Group ◽  
Control Group Group

The researcher attempted to determine whether instruction using colored rhythmic notation affected first- and second-grade students' rhythm-reading skills. As a regular part of general music classes, 64 experimental-group students participated in reading, clapping, and vocalizing rhythms notated in color. Seventy control subjects participated in identical activities in which rhythms were notated without color. Subjects were tested individually using both colored and uncolored notation. Results after the 23-week treatment period revealed that the experimental group scored slightly higher when reading both colored and uncolored notation than did the control group. Group differences on the colored-notation task were statistically significant ( p < .05). Experimental and control-group means did not differ significantly ( p > .05) when reading uncolored notation. Comparison between the scores of each group on the task similar to the training mode (color-trained students reading colored notation versus control students reading uncolored notation) also showed the experimental mean to be slightly but significantly ( p < .05) higher. A positive affective influence was noted in that 78% of all students favored the colored-notation task as the exercise they liked performing the most.

Effectiveness of Visual Perceptual Training on Reading Skills of Non-Readers, an Experimental Study

1974 ◽  
Vol 38 (3_suppl) ◽  
pp. 1147-1153 ◽  
Author(s):  
Elaine Bieger
Keyword(s):  
Experimental Study ◽  
Reading Achievement ◽  
Visual Perception ◽  
Reading Skills ◽  
Control Group ◽  
Remedial Instruction ◽  
Control Groups ◽  
Perceptual Training ◽  
And Control ◽  
Experimental Group

48 second and third grade non-readers who were estimated to have visual perceptual deficiences were randomly placed in experimental and control groups. The experimental group received perceptual training plus remedial instruction. The control group received only remedial instruction. After 7 mo., the low perceivers given visual training improved significantly in visual perception, but improvements were not reflected in improved reading achievement. Controls gained 8 mo. in reading achievement versus 6 mo. for experimentals, indicating that visual perceptual training did not influence the achievement of reading skills for this group.

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