The Correlation Between Perceptions on the Use of Online Digital Interactive Media and Reading Comprehension Ability

2021 ◽  
Vol 10 (4) ◽  
pp. 292-319
Author(s):  
Patuan Raja ◽  
Ag Bambang Setiyadi ◽  
Fajar Riyantika
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
Teaching And Learning ◽  
Interactive Media ◽  
Digital Learning ◽  
British Council ◽  
Comprehension Test ◽  
Comprehension Ability ◽  
The Media ◽  
Reading Comprehension Ability

The use of online interactive media in English teaching and learning has been significantly increasing since past few years. The media got more popular after distant or online learning was encouraged during the COVID-19 pandemic. The emergence of digital learning management systems such as Edmodo, Google Classroom, and Moddle further intensified the implementation of not only education-based platforms such as British Council and Quizziz, but also popularized non-education media such as YouTube, Instagram, and Twitter which were intentionally designed for entertainment. This research is designed to foster students’ perceptions on the use of online digital interactive media and correlate the perceptions with their reading comprehension ability. A total of 41 students from different middle and high schools, who lived in various orphanages, participated in this research. Close-ended Likert-scale questionnaire was distributed to obtain the data of students’ perceptions while reading comprehension test was adapted from British Council and implemented to see the correlation between the students’ perception and their reading comprehension ability. The finding shows that more than 75% of the students believed that online digital interactive media were very crucial and helpful in language learning process. Moreover, the mean score of the reading comprehension test indicated positive correlation between students’ perceptions and their reading comprehension ability. This study implies foster students’ perceptions in the use of online interactive media highly correlate with their reading comprehension performance.

scholarly journals Applying Sight Translation as a Means to Enhance Reading Ability of Iranian EFL Students

2016 ◽  
Vol 9 (3) ◽  
pp. 153
Author(s):  
Moslem Fatollahi
Keyword(s):  
Reading Comprehension ◽  
Reading Instruction ◽  
Reading Ability ◽  
Teaching And Learning ◽  
Control Group ◽  
Comprehension Ability ◽  
Quasi Experimental ◽  
Efl Students ◽  
Iranian Context ◽  
Reading Comprehension Ability

<p>Sight translation is the oral translation of a written text and is a mixture of translation and interpreting. Sight translation is a widely-used activity in translation training programs. Yet, this mode of translation has rarely been applied as a reading instruction technique in Iranian EFL instruction context in spite of the growing interest in using sight translation in language teaching and learning. This study aims at investigating the effect of sight translation on the reading comprehension ability of Iranian undergraduate EFL students. This is a quasi-experimental study involving treatment. To this end, four reading comprehension classes involving 70 learners were divided into two groups, with the experimental one receiving reading instruction with sight translation exercises and the control group receiving reading instruction without sight translation exercises. The posttest results revealed that the experimental group performing sight translation exercises in classroom outperformed the control group who had not engaged in sight translation. This study has implications for ELT instructors and learners in an Iranian context as they can use sight translation exercises as an effective technique for improving the reading comprehension ability of their learners.</p>

scholarly journals The Effect of Flipped Model of Instruction on EFL Learners’ Reading Comprehension: Learners’ Attitudes in Focus

2017 ◽  
Vol 8 (1) ◽  
pp. 95 ◽  
Author(s):  
Mehrnoosh Karimi ◽  
Raouf Hamzavi
Keyword(s):  
Reading Comprehension ◽  
Control Group ◽  
Efl Learners ◽  
Comprehension Test ◽  
Comprehension Ability ◽  
Efl Students ◽  
Students Attitudes ◽  
Age Range ◽  
Experimental Group ◽  
Reading Comprehension Ability

The present study aimed at investigating the effect of flipped model of instruction on EFL learners’ reading comprehension ability. Moreover, this study aimed at identifying EFL students’ attitudes toward flipped model of instruction. To this end, 60 EFL learners studying at an accredited private language institute in Isfahan were first conveniently sampled and were homogenized through a sample of PET. 50 EFL learners within age range of 19 to 25 were selected for the study and equally assigned into two groups-experimental and group. A researcher-made reading comprehension test was given to the participants as the pretest of the study. The experimental group received flipped model of instruction, whereas the control group received traditional model of instruction. At the end of the study, the researcher-made reading comprehension test was administered to the two groups of the study as their posttest. Moreover, in order to identify the EFL students’ attitude towards the flipped model of instruction, the participants were asked to complete a questionnaire on flipped model of instruction developed primarily by Elfatah and Ahmed (2016). The results of ANCOVA revealed that flipped model of instruction had a significant positive effect on the reading comprehension ability of EFL students. Moreover, the results of frequency analyses indicated that EFL students in the experimental group had positive attitude towards attitude flipped model of instruction and agreed that it was helpful to them in many ways. The results and implications of the study are discussed in more detail in the paper. 

scholarly journals The Relationships of Reading Comprehension Ability with the Ability to Understand The Questions of Mathematical Word Problems

2017 ◽  
Vol 8 (4-1) ◽  
pp. 145-151
Author(s):  
M.S. Auzar
Keyword(s):  
Elementary School ◽  
Reading Comprehension ◽  
Word Problems ◽  
Reading Ability ◽  
Average Score ◽  
Comprehension Test ◽  
Comprehension Ability ◽  
Mathematical Word Problems ◽  
Reading Comprehension Ability

Abstract This research described the relationships of reading comprehension ability with the ability to understand the questions of mathematical word problems. Some 40 students of Elementary School 155 Tampan Pekanbaru were taken as the sample of the research. The data were gathered using a reading comprehension test and a test of understanding questions of mathematical word problems. The results showed that the average score of reading comprehension is 5.83 and the average score of understanding the questions of mathematical word problems is 4.13. The relationships between the two variables were r = 0.31. This score indicates that there are no strong or significant are relationships between reading comprehension with the ability to understand questions of mathematical word problems. So, the hypothesis stating that when a reading ability is high, the ability to understand questions of mathematical word problems will also be high is rejected.

scholarly journals MEDIA KOMIK CERITA BABAD JAMPANG UNTUK MENINGKATKAN KEMAMPUAN MEMBACA PEMAHAMAN CERITA BABAD

LOKABASA ◽  
2018 ◽  
Vol 9 (2) ◽  
pp. 153
Author(s):  
Neneng Juwita Sari
Keyword(s):  
Reading Comprehension ◽  
Experimental Design ◽  
Experimental Method ◽  
Processing Data ◽  
Before And After ◽  
Comprehension Ability ◽  
The Media ◽  
Reading Comprehension Ability

Penelitian ini dilatarbelakangi oleh kurangnya kemampuan membaca pemahaman siswa terhadap teks cerita babad. Adapun tujuan dari penelitian ini untuk mendeskripsikan tentang (1) mengukur kemampuan siswa di kelas eksperimen, sebelum dan setelah menggunakan media komik, (2) mengukur kemampuan siswa di kelas kontrol, sebelum dan setelah yang tidak menggunakan media komik, dan (3) mengukur perbandingan antara kemampuan membaca pemahaman siswa yang menggunakan media komik dan siswa yang tidak menggunakan media komik.. Penelitian ini menggunakan pendekatan kuantitatif dengan metode eksperimen murni (True Experimental Design). Hasil dari penelitian ini yaitu; 1) data yang didapat dari penelitian ini setelah uji sifat data, memiliki distribusi tidak normal (P<0,05) dan homogen (P>0,05), 2) hasil uji hipotesis menggunakan uji-z menujukan bahwa kemampuan siswa di kelas kontrol P=0,000 (P<0,05=signifikan) dan kemampuan siswa di kelas eksperimen P=0,000 (P<0,05=signifikan), 3) uji hipotesis menunjukan bahwa adanya perbedaan yang signifikan antara kemampuan siswa yang menggunakan media komik dan siswa yang tidak menggunakan media komik, artinya bahwa Ho ditolak dan Ha diterima P<0,05. Jadi dapat disimpulkan bahwa media komik efektif dalam meningkatkan kemampuan membaca pemahaman cerita babad. AbstractThis research was motivated by the lack of  ability to students in understanding babad storiest. The purpose of this study is to describe about (1) measure the asibility of students in the experimental class, before and after using comic media, (2) measure the asibility of students in the control class, before and after not using comic media, and (3)compare the students ability in reading comprehension between using the media and students who don’t use comic media. This study uses a quantitative with approach with pure experimental method (treu experimntal design). The reult of this study are; 1) after processing data, this research has an abnoral distribution (P < 0,05), and homogeneous (P < 0,05), 2) The results of hypothesis using the z-test shows that the ability of students in the control class P = 0,000 (P < 0,05 = significant), and the ability of students of in the experimental class P = 0,000 (P < 0,05 = signficant), 3) The hypotehesis, showing that the signifiacant difference between the ability of students who use media of comics and students who do not use the media comics, means that Ho is rejected and Ha is accepted P < 0,05. So it can be concluded that comic media is effective  to improve reading comprehension ability of babad stories.

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.

Examining Mindset and Grit in Concurrent and Future Reading Comprehension: A Twin Study

2020 ◽  
Author(s):  
Kimberly M. Martinez ◽  
LaTasha R Holden ◽  
Sara Ann Hart ◽  
Jeanette Taylor
Keyword(s):  
Reading Comprehension ◽  
Reading Ability ◽  
Preliminary Test ◽  
Cognitive Factors ◽  
Potential Intervention ◽  
Comprehension Ability ◽  
Twin Method ◽  
Positive Correlations ◽  
Ability Measure ◽  
Reading Comprehension Ability

Non-cognitive factors have gained attention in recent years as potential intervention targets for academic achievement improvement in students. Two notable facets, intelligence mindset and grit, have been of particular interest. Both have been shown to consistently improve educational outcomes, although little work has focused on reading ability. We used a correlational and twin method design to preliminary test if mindset and grit could be potential intervention targets to increase reading ability. As such, we examined the relation between both grit and mindset on current, future, and change in reading comprehension ability in a twin sample. We used data from 422 twin pairs (171 monozygotic pairs, 251 dizygotic pairs) drawn from the Florida Twin Project on Reading, Behavior and Environment (Taylor et al., 2019). Twins were on average 13 years old when the questionnaire and first reading ability measure were collected, and on average 15 years old when the second reading ability measure was collected. Weak and moderate positive correlations were found between both mindset and grit with each reading ability score and neither were significantly related to change in reading ability. Twin modeling suggested little to no common genetic or environmental influences between mindset and grit to reading ability. In total, our results do not lend support to the notion of mindset or grit being a mechanism of change for reading ability.

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