The Effectiveness of Islamic Characters by Approaching Constructivism in Reading Understanding Ability

2020 ◽  
Vol 4 (2) ◽  
pp. 1-17
Author(s):  
Abdul Razak
Keyword(s):  
Reading Comprehension ◽  
Secondary School ◽  
Secondary School Student ◽  
Seventh Grade ◽  
Teaching Materials ◽  
Learning To Read ◽  
Test Instrument ◽  
Comprehension Ability ◽  
Post Test ◽  
Reading Comprehension Ability

The purpose of the study of the effectiveness of Islamic character teaching materials with constructivism approach in learning to read comprehension to describe the profile and feasibility of Islamic character teaching materials with constructivism approach in learning to read comprehension ability in seventh grade of secondary school student, the category of pretes and post-test reading comprehension of seventh grade students of Darul Hikmah Pekanbaru, and the effectiveness of the application of Islamic teaching materials with constructivism approach in reading comprehension ability in seventh grade of secondary school student. This study was carried out because of the lack of reading material teaching character of Islamic constructivism approach in reading comprehension ability in seventh grade of secondary school student. This study uses an experimental method that uses 2 treatment groups without a control class. To collect the reading comprehension data the test instrument was used while the data on the feasibility of teaching materials was used a non-test instrument. Analysis of the profile data and the feasibility of teaching materials using thematic analysis and data analysis of reading ability and effectiveness of teaching materials using parametric inferential statistical analysis namely one sample t test and paired sample t test. The conclution of this research are profiles of Islamic teaching materials with constructivism approach are given a provocative title. It contains 35 pages of A4 size, size 11, time new romance, automatic spacing. The subject matter is arranged systematically following the Needham phase in the constructivism approach. Instructional materials with Islamic character with constructivism approach are feasible. The pretest reading comprehension ability is a low category. But the post-test reading comprehension ability is a high category that originates from learning made from Islamic character with constructivism approach. Islamic character teaching material based on constructivism approach is declared effective for reading comprehension ability.

scholarly journals Effects of Interaction on Reading Comprehension in the Secondary School Classrooms: An Action Research

2020 ◽  
pp. 13-20
Author(s):  
Md. Nasim Fardose Sajib ◽  
Nurun Nahar
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Secondary School ◽  
Student Interaction ◽  
Control Group ◽  
Comprehension Ability ◽  
Post Test ◽  
Efl Classrooms ◽  
Pair Work

This study investigates the EFL classrooms to identify the role of interaction in reading comprehension classes. Student-student interaction through the form of pair-work was introduced while the pre-test and post-test measured its effect. Adequate classes were observed to identify the level of the control group students. This study tried to find out the role of interaction in facilitating students’ reading comprehension. It had found that when the students got the opportunity to interact through pair-work, they became their source of input. And it was evident that after the introduction of interaction, their comprehension ability enhanced as they correctly answered more questions in the post-test than in the pre-test. Based on the results, the study also recommends the introduction of interaction to enhance students’ skill in listening, speaking, and writing.

On the Relationship between Creative Problem Solving Skill and EFL Reading Comprehension Ability

2017 ◽  
Vol 7 (3) ◽  
pp. 234 ◽  
Author(s):  
Maghsoud Danesh ◽  
Nava Nourdad
Keyword(s):  
Reading Comprehension ◽  
Problem Solving ◽  
Secondary School ◽  
Secondary School Students ◽  
Creative Problem Solving ◽  
School Students ◽  
Comprehension Ability ◽  
Creative Problem ◽  
The Relationship ◽  
Reading Comprehension Ability

The present study investigated the relationship between Creative Problem Solving (CPS) skill of Iranian secondary school students and their reading comprehension ability. The sample of participants included 70 second grade students randomly selected among secondary school students. The Torrance Test of Creative Thinking was used to measure CPS. Also, a valid and reliable teacher-made reading comprehension test was applied to asses reading comprehension ability of the participants. The results indicated that there was a positively significant correlation between reading comprehension ability and CPS skill. Among the sub-components of CPS, elaboration and originality revealed positively significant correlation with reading comprehension. Furthermore, the findings suggested a dire need of accommodating creativity and CPS techniques and activities in EFL materials, text book. Teaching creativity is highly recommended as a prerequisite for every kind of learning including foreign language learning.

EXPLORING THE USE OF COLLABORATIVE STRATEGIC IN READING CLASSROOM

JURNAL BASIS ◽  
2020 ◽  
Vol 7 (1) ◽  
pp. 217
Author(s):  
Mila Arizah ◽  
Lora Claudia
Keyword(s):  
Reading Comprehension ◽  
Test Score ◽  
Teaching Reading ◽  
Test Cycle ◽  
Strategic Reading ◽  
Comprehension Ability ◽  
Collaborative Strategic Reading ◽  
Post Test ◽  
Teaching Learning ◽  
Reading Comprehension Ability

The study was concerned to investigate the students’ reading comprehension students of SMA Negeri 3 OKU which was taught by using Collaborative Strategic Reading. The objectives of this study was to find out the students’ reading comprehension to the eleventh grade students of SMA Negeri 3 OKU which was taught by using Collaborative Strategic Reading. The population of this study was the whole of the eleventh grade students of SMA Negeri 3 OKU. The total number of the population was 258 students; and 30 students were taken as the sample through purposive sampling. The pre-test and post-test and observation were used as the techniques for collecting the data. The researcher concluded Based on the data analysis in chapter IV, the researcher found the students’ pre test score and post-test cycle I was improved from 60,89  to 72.94. Then the students’ post-test cycle I score and post-test cycle II was improved from 72,94 to 79.74. The researcher can be concluded that Collaborative Strategic Reading worked effectively and efficiently in helping the student’s reading comprehension at the eleventh grade students of SMA Negeri 3 OKU 2018/2019 and this learning has applied successfully and able to increased students’ ability in reading comprehension. The students were more active and participated in the teaching-learning process of reading comprehension. Therefore, Collaborative Strategic Reading can be alternative strategy for teacher in teaching reading which can improve their reading comprehension ability.

scholarly journals Improving Student’s Reading Comprehension Ability Using Jigsaw 1 Technique

1970 ◽  
Vol 2 (2) ◽  
pp. 13-33
Author(s):  
Caroline V Katemba & Samuel
Keyword(s):  
Reading Comprehension ◽  
Junior High School ◽  
Conventional Technique ◽  
Control Group ◽  
Significant Difference ◽  
Comprehension Ability ◽  
Post Test ◽  
Experimental Group ◽  
Reading Comprehension Ability ◽  
Test Treatment

This research is entitled “Effectiveness of Utilizing Jigsaw 1 towards Improving Students’ Reading Comprehension Ability. Experimental design was used in this study. The participants of this study were two classes of grade 8 of  junior high school in Parongpong Bandung , Indonesia ; each class consisted of 32 participants in grade 8A as the experimental group and 33 participants in grade 8B as the control group. The Experimental group was taught using Jigsaw 1 Technique and the control group was taught using conventional technique.  This study intended to seek answer on the question; Is there any significant difference on the effect of reading comprehension between those students who are using jigsaw-1 and those who are taught through conventional method. This research was divided into three steps: giving a pre-test, treatment (Jigsaw 1 Technique) and the last giving post-test. Data analysis shows that, there is a significant difference in the reading comprehension ability between those who were taught using Jigsaw 1 technique and those who were taught using conventional technique.   Keywords: Jigsaw 1, Reading Comprehension

SYMMETRICAL SCAFFOLDING STRATEGY ON STUDENTS’ READING COMPREHENSION ABILITY IN NARRATIVE TEXT

Lingua ◽  
2018 ◽  
Vol 1 (02) ◽  
pp. 21-30
Author(s):  
Sri Lestari ◽  
Azizah Azizah
Keyword(s):  
Reading Comprehension ◽  
Narrative Text ◽  
Control Group ◽  
Control Group Design ◽  
Comprehension Ability ◽  
Post Test ◽  
Scaffolding Strategy ◽  
Difficulty Index ◽  
Academic Year ◽  
Reading Comprehension Ability

This research consists of two variables, namely the independent variable (Symmetrical Scaffolding Strategy) and the dependent variable (Students’ Reading Comprehension Ability in Narrative Text). The objective of this research is to find out whether or not there is significant effect of Symmetrical Scaffolding Strategy. This research was conducted on grade Eleven Students’ Reading Comprehension Ability in Narrative text at SMA Islam As-Syafi’iyah 02 Bekasi, in the academic year of 2017/2018. Research method applied in this research was quantitative quasi-experimental, and the research design was randomized post-test only control group design. To collect the data, the writer used one instrument in the form of objective test,  with number of questions are sixty for reading comprehension ability that have been tried out in grade eleven at SMA Patriot Bekasi. This research consists of two variables, namely the independent variable (Symmetrical Scaffolding Strategy) and the dependent variable (Students’ Reading Comprehension Ability in Narrative Text). The objective of this research is to find out whether or not there is significant effect of Symmetrical Scaffolding Strategy. This research was conducted on grade Eleven Students’ Reading Comprehension Ability in Narrative text at SMA Islam As-Syafi’iyah 02 Bekasi, in the academic year of 2017/2018. Research method applied in this research was quantitative quasi-experimental, and the research design was randomized post-test only control group design. To collect the data, the writer used one instrument in the form of objective test,  with number of questions are sixty for reading comprehension ability that have been tried out in grade eleven at SMA Patriot Bekasi. The scores obtained from the try out class were used to analyze the validity, reliability, discrimination power and difficulty index of each question item in the only one instrument. The population of this research was grade eleven students that consist of 147 students were seating in 5 classes. The number of samples was 60 students, 30 students were in control class, and 30 students were in experimental class that taken through cluster random sampling. Symmetrical Scaffolding Strategy employed in experimental class and conventional strategy used in control class, then followed by the post-test in each classes. The analysis using SPSS namely one way anova formula produced Significance (Sig.) value of  0.000, it means that HA (sig. value < 0.05) was accepted and H0 (sig. value > 0.05) was rejected.  Finally the research’s result is there is significant effect of Symmetrical Scaffolding Strategy on Grade Eleven Student’s Reading Comprehension Ability in Narrative Text at SMA Islam As-Syafi’yah 02, Bekasi, in the Academic Year of 2017/2018. scrimination power and difficulty index of each question item in the only one instrument. The population of this research was grade eleven students that consist of 147 students were seating in 5 classes. The number of samples was 60 students, 30 students were in control class, and 30 students were in experimental class that taken through cluster random sampling. Symmetrical Scaffolding Strategy employed in experimental class and conventional strategy used in control class, then followed by the post-test in each classes. The analysis using SPSS namely one way anova formula produced Significance (Sig.) value of  0.000, it means that HA (sig. value < 0.05) was accepted and H0 (sig. value > 0.05) was rejected.  Finally the research’s result is there is significant effect of Symmetrical Scaffolding Strategy on Grade Eleven Student’s Reading Comprehension Ability in Narrative Text at SMA Islam As-Syafi’yah 02, Bekasi, in the Academic Year of 2017/2018.

scholarly journals Improving ESP Students' Reading Comprehension Proficiency by Using Scanning Techniques

2021 ◽  
Vol 11 (3) ◽  
Author(s):  
Dr. Edhah Numan Khazaal ◽  
Dr. Edhah Numan Khazaal
Keyword(s):  
Reading Comprehension ◽  
T Test ◽  
Control Group ◽  
Traditional Methods ◽  
Scanning Technique ◽  
Comprehension Ability ◽  
Post Test ◽  
The Mean ◽  
Experimental Group ◽  
Reading Comprehension Ability

The present study aimed to reveal if the use of scanning techniques can improve ESP students' reading comprehension proficiency. A sample of 20 ESP students was chosen randomly and divided into two groups, their ages ranged between 20 and 21 years old. The control group was taught through traditional methods of reading comprehension and the experimental group was taught through the scanning technique. Both groups were administered a reading comprehension test and questionnaire to find out if they were aware of using scanning techniques in the learning of enumerating texts. Data was analyzed by using a t-test on the scanning technique. The researcher uses pre-test and post-test. The collected data were analyzed by using the T-test formula. The result of data analysis showed that the mean score in the post-test for the experimental group is higher than the mean score in the controlled group. The pre-test and post-test comparison showed that the participants achieved a higher level of reading comprehension proficiency following the instructions. The findings of the study indicated that the reading scanning technique was more effective in improving the reading comprehension ability of ESP students than traditional methods of reading comprehension.

scholarly journals Fostering Fifth Graders’ Reading Comprehension through the use of Intensive Reading in Physical Science

2011 ◽  
Vol 13 (1) ◽  
pp. 35
Author(s):  
Alethia Paola Bogoya González
Keyword(s):  
Reading Comprehension ◽  
Quantitative Methods ◽  
Content Area ◽  
Reading Tests ◽  
Qualitative And Quantitative Methods ◽  
Comprehension Ability ◽  
Post Test ◽  
Understanding Of Science ◽  
Intensive Reading ◽  
Reading Comprehension Ability

Reading comprehension in a content area needs to be seen from both the content and language perspectives. This paper examines the use of intensive reading, a strategy taken from the language teaching field, to help students improve their reading comprehension ability and develop understanding of science concepts. The study was carried out in a fifth grade class at a private bilingual institution of Bogotá. Reading was analyzed using a mixed-method approach that utilizes both qualitative and quantitative methods. The first method was done through students’ interviews, artefacts, and a teacher’s journal, and the second by means of two reading tests, Cloze and CARI, Content Area Reading Inventory Test. The statistical analysis shows that students improved their reading comprehension ability as their scores for the post-test were higher than those of the pre-test; this increment is statistically significant as p ≤ .05 when applying a t-test. The qualitative analysis shows that structured reading practices lead to the development of students’ cognitive processes. Overall, the results indicate that reading in sciences hould be seen as dynamic process that incorporates learners’ strategies in order to develop conceptual understanding.

scholarly journals Prose reading: The influence of text-reader factors

2019 ◽  
Vol 6 (2) ◽  
pp. 187-198
Author(s):  
Revathi Gopal ◽  
Che Ton Mahmud
Keyword(s):  
Reading Comprehension ◽  
Secondary School ◽  
Short Story ◽  
Text Comprehension ◽  
Text Organization ◽  
Depth Interview ◽  
Qualitative Research Methodology ◽  
Comprehension Ability ◽  
Interest And Motivation ◽  
Reading Comprehension Ability

This study highlights the importance of text-reader factors in prose reading. The study was carried out to identify the text-reader factors involved in enhancing reading comprehension. A qualitative research methodology was employed involving individual in-depth interview sessions with six average ability Form Two students from a secondary school. The interviews were conducted to gauge their views on the influence of text-reader factors in text comprehension. The interview questions centered on the literature textbook currently used in school and also the short story “Cheat” by Allan Baillie included in the book. Thematic analysis was carried out on the data collected. The findings show that text-reader factors affect text comprehension. The factors include pictures, font, the author, glossary, text organization, cover of the book and the length of the literary prose forms. The reader factors are related to the students’ life background, interest, and motivation in reading. The study implies that these text-reader factors must be met to ensure improved reading comprehension ability among students.

Improving Reading Comprehension Of The Students Of Economic Department At STIS Nuruddhalam Sumenep Through SQ3R Strategy

2019 ◽  
Vol 7 (1) ◽  
pp. 129-140
Author(s):  
Shokhikhatul Khasanah
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
First Semester ◽  
Comprehension Test ◽  
Comprehension Ability ◽  
Post Test ◽  
Field Notes ◽  
Classroom Action Research ◽  
Reading Comprehension Ability

This research was conducted to improve the reading comprehension ability of the students of Economic Department at STIS Nuruddhalam, Sumenep through SQ3R strategy. Due to the problem found that the reading comprehension ability of the students to comprehend the text was unsatisfactory. This research employed two –cycle’s classroom action research and implemented in the 20 students of the first semester of the Students of Economic Department STIS Nuruddhalam, Sumenep. The instruments to collect the data were observation sheet, field notes and the reading comprehension test. The result of this research dicated that SQ3R strategy improved the student's reading comprehension ability that can be seen from the student's score in post test through their gain compare with their score in pretest. In cycle I there were 10 out of the students (50%) achieved 10 points greater than their score in pretest. While in cycle II, there were 15 students out of 20 students (75%) achieved 10 points greater than their score in pretest. Besides, the implementation of the SQ3R strategy was successful in improving the students' participation.

scholarly journals The Use of Read, Cover, Remember, Retell (Rcrr) Strategy in Improving Students’ Reading Comprehension Ability

2019 ◽  
Vol 4 (2) ◽  
pp. 153-176
Author(s):  
Marlin Steffi Marpaung ◽  
Risnawaty Sinaga
Keyword(s):  
Reading Comprehension ◽  
Quantitative Research ◽  
Language Learner ◽  
Conventional Group ◽  
Second Language Learner ◽  
Significant Difference ◽  
Comprehension Ability ◽  
Post Test ◽  
Experimental Group ◽  
Reading Comprehension Ability

Reading is one of the important skills in English needed by the second language learner. The purpose of this study is to find out is there a significant difference on students’ reading comprehension through Read, Cover, Remember and Retell (RCRR) strategy. The population were VII grade students of SMPN 10 Cimahi. They were divided into two groups, the experimental and conventional group. The experimental group was taught using RCRR strategy while the conventional group was taught using conventional method. This study used quantitative research method and experimental design by using pre-test and post-test. The study was designed to find out the answer of the following questions: Are the students have same level of ability before the treatment? Is there a significant difference on students’ achievement in reading comprehension between the experimental and conventional group? What is the students’ response toward Read, Cover, Remember and Retell (RCRR) strategy?. The instrument used for this study is reading comprehension test and a questionnaire. The result of this study showed that there was a significant difference on students’ achievement in reading comprehension with mean score of pre-test was 40.27 and mean score of post-test was 73.47. The result of the questionnaire toward the students’ responses was 68% positive. It indicated that students had a positive response toward the RCRR strategy. Furthermore, the suggestion for the English teachers, it is recommended to use RCRR strategy to teach reading comprehension in their classes because it can improve the students’ reading comprehension ability.

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