IMPROVING GRAMMAR, VOCABULARY, AND READING COMPREHENSION SKILLS THROUGH COGNITIVE ACADEMIC LANGUAGE LEARNING APPROACH

2017 ◽  
Vol VIII (1) ◽  
pp. 190-195
Author(s):  
Dr. Antonieta S. Palasan ◽  
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
Academic Language ◽  
Learning Approach ◽  
Comprehension Skills ◽  
Reading Comprehension Skills

PENINGKATAN KETERAMPILAN MEMBACA PEMAHAMAN BERBASIS PENDEKATAN ACCELERATED LEARNING DI KELAS V SD NEGERI 011 AIR EMAS KECAMATAN SINGINGI

2019 ◽  
Vol 3 (3) ◽  
pp. 652
Author(s):  
Tati Nurhayati
Keyword(s):  
Reading Comprehension ◽  
Reading Skills ◽  
Accelerated Learning ◽  
Learning Approach ◽  
Class V ◽  
Comprehension Skills ◽  
Adequate Understanding ◽  
Value Range ◽  
Reading Activity ◽  
Reading Comprehension Skills

Reading comprehension is a reading activity that aims to obtain adequate understanding and interpretation of the meanings contained in written symbols. the reading process is divided into three stages, such as pre-reading, reading, and post-reading. But the reality is that many of the students still experience difficulties in reading comprehension learning. Therefore, researchers applied an Accelerated Learning approach to improve students' reading comprehension skills. The results showed, the assessment of the process of reading students' skills for each assessment indicator was in the value range of 78.35% to 87.35% which was included in the good and very good category. While the results of the assessment of the overall reading skills process were 82.32% with a very good category. Based on the results of the study it can be concluded that learning based on the accelerated learning approach can enhance reading comprehension skills of students in class V of the Primary school of 011 Air Emas, Singingi District.

scholarly journals The importance of Metacognitive Strategies to Enhance Reading Comprehension Skills of Learners: A Self-directed Learning Approach

2014 ◽  
Vol 2 (3) ◽  
pp. 191-195
Author(s):  
Shabnum Iftikhar
Keyword(s):  
Reading Comprehension ◽  
Literature Review ◽  
Metacognitive Strategies ◽  
Learning Approach ◽  
Self Directed Learning ◽  
Comprehension Skills ◽  
Depth Study ◽  
Directed Learning ◽  
And Performance ◽  
Reading Comprehension Skills

This article “The importance of Metacognitive Strategies to Enhance Reading Comprehension Skills of Learners: A Self-directed Learning Approach” deals with an in-depth study and implementation of Metacognitive strategies. This study investigates as to what extent the teaching of metacognition is feasible in the classroom and how students could get the maximum from applying metacognitive strategies and styles. This research aims at emphasizing the use of metacognitive strategies as a useful resource to enhance reading comprehension of students. The purpose of the literature review in this study is to more elaborate this topic to get the profound insights into the actual framework of metacognition so that implementations could be made as much as possible. Furthermore, to explore literature review is an authentic source to know as how much research has been conducted so far. It will be identified also that what is missing that needs to be addressed. The themes that would be explored in the review of literature are as following: Theoretical Framework, Motivation and Performance, Metacognitive strategies, Metacognitive instruction; and Empirical evidence of teaching metacognition.

scholarly journals Enhancing Reading Skills for Saudi Secondary School Students through Mobile Assisted Language Learning (MALL): An Experimental Study

2019 ◽  
Vol 9 (1) ◽  
pp. 437 ◽  
Author(s):  
Muhammed Salim Keezhatta ◽  
Abdulfattah Omar
Keyword(s):  
Experimental Study ◽  
Reading Comprehension ◽  
Secondary School ◽  
Language Learning ◽  
Reading Skills ◽  
Mobile Assisted Language Learning ◽  
Comprehension Skills ◽  
Efl Students ◽  
Reading Comprehension Skills ◽  
Experimental Group

This study addresses the issue of integrating mobile-assisted language learning (MALL) systems into L2 reading instruction in the Saudi secondary schools in order to improve the reading comprehension skills of struggling EFL students. The focus is to find out whether students’ language performance is accelerated by using MALL together with teacher instruction versus conventional instruction alone. In order to assess the effectiveness of MALL systems and activities in improving reading comprehension skills in EFL contexts, an experimental study was carried out where 120 participants of grade ten students in four public secondary school of Riyadh District in Saudi Arabia were randomly divided into two groups: experiment and control. Reading skills of the participants’ were measured by pre-test and post-test by a panel of three national experts. The comparison between the experimental group and the control group pinpoint that MALL materials and systems improve reading comprehension skill among EFL students. The findings indicate clearly that there was a significant difference between MALL users and nonusers in favour of the experimental group (p < .05). It can be then generalized that MALL systems and applications in general provide a motivating learning environment for teaching reading which has its positive implications on improving the reading skills of students.

scholarly journals STUDENTS’ PERCEPTIONS ON THE USE OF INTERNET AS LEARNING MEDIA IN READING CLASSROOM

JURNAL BASIS ◽  
2020 ◽  
Vol 7 (1) ◽  
pp. 111
Author(s):  
Nurhasanah Nurhasanah ◽  
Bambang Sulistyo ◽  
Merie Agustiani ◽  
Eviyatin Nisa Ulya
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
English Education ◽  
The Internet ◽  
English Learning ◽  
Study Program ◽  
Comprehension Skill ◽  
Comprehension Skills ◽  
Use Of Internet ◽  
Reading Comprehension Skills

This study investigated students’ perception of using the internet as learning media in reading comprehension skills. This study uses descriptive statistics. The objective of the research was to find out the students’ perception of using the internet as learning media in the reading comprehension skill of the English Education Study Program at Baturaja University. The population of this research was 79 students of English Study Program. The researcher only took 54 students as the sample by applying purposive sampling. The data was collected through the questionnaire that consisted of 20 statements. Then the researcher used five points of Likert scale for analyzing the data. The result of this research there agreed (4.03) students had a positive perception of using the internet as learning media in reading comprehension skills. It means that the internet is a facility to improve his proficiency in language skills. So the use internet for English learning makes language learning an easier process by being fun, interactive, and interesting.

scholarly journals The Effect of Using Flipped Class on Teaching Reading Comprehension at Cihan University

2021 ◽  
Vol 5 (1) ◽  
pp. 101-105
Author(s):  
Marjan R. Abbasian ◽  
Israa B. Azeez
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
Elementary Level ◽  
Main Question ◽  
Teaching Reading ◽  
Reading Abilities ◽  
Comprehension Skills ◽  
Reading Comprehension Skills ◽  
Traditional Class ◽  
Positive Results

Reading comprehension is one of the important skills of language learning. It is believed that teaching with flipped class is more effective and comes out with more positive outcomes than the traditional class teaching. Thus, this study aims to explore the effect of flipped class on improving reading comprehension skills for Kurdish and Arabic EFL at Cihan University-Erbil. The main question of this study is to figure out whether implementing flipped class on EFL will improve their reading comprehension skills? Will it develop the students reading abilities including both levels ‘elementary and intermediate’? In addition, to which level of students is more applicable? According the mentioned questions, it is presupposed that flipped class has more positive results in teaching reading Comprehension skills than the tradition class. This is due to the fact that the student will have access to online facilities and internet to gain further information about the topic before the class. Thus, it is assumed that it will improve Kurdish and Arabic EFL reading comprehension skills including both levels ‘Elementary and intermediate’. However, it is presumed that the flipped class will have a greater impact on intermediate level than on Elementary level.

scholarly journals The Effect of Pranayamic Breathing as a Positive Psychology Exercise on Foreign Language Learning Anxiety and Test Anxiety Among Language Learners at Tertiary Level

2021 ◽  
Vol 12 ◽  
Author(s):  
Murselin Tasan ◽  
Enisa Mede ◽  
Karim Sadeghi
Keyword(s):  
Reading Comprehension ◽  
Positive Psychology ◽  
Foreign Language ◽  
Language Learning ◽  
Test Anxiety ◽  
Language Learners ◽  
English Language ◽  
Learning Anxiety ◽  
Comprehension Skills ◽  
Reading Comprehension Skills

This study investigated the impact of pranayamic breathing (PB) as a positive psychology exercise on mitigating foreign language anxiety (FLLA) and test anxiety (TA) of undergraduate English students studying at a Turkish university. Additionally, the study examined the effects of PB on academic achievement in listening and reading comprehension skills of the participants as well as exploring learners’ and their instructor’s perceptions of using PB techniques in their classrooms. The sample consisted of 140 sophomore English language learners. Two intact classes, each comprising 70 participants, were selected as the experimental and the control group using convenience sampling. Two basic PB techniques, Nadi Shodhana Pranayama and Bhramari Pranayama, were implemented to the experimental group on a weekly basis for a total of 7 weeks. In this mixed-method study, the quantitative data were gathered using English Language Learning Anxiety Scale, Foreign Language Test Anxiety Scale, and listening and reading achievement pre- and post-tests, while the qualitative data were collected using semi-structured interviews, and the teacher’s reflective journal. The findings revealed that the implementation of positive psychology technique of pranayama breathing mitigated the FLLA and TA levels significantly and also improved listening and reading comprehension skills of the participants to a considerable extent. The findings also demonstrated that both the students and their instructor perceived PB implementation as a useful and a practical medium in alleviating the anxious feelings, promoting the general class atmosphere and regulating daily habits despite the implementational challenges shared by the instructor.

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