scholarly journals Reading Attitude and Its Influence on Students’ Reading Comprehension

2019 ◽  
Vol 6 (1) ◽  
pp. 193-204
Author(s):  
Semi Sukarni
Keyword(s):  
Reading Comprehension ◽  
Significant Influence ◽  
Reading Skills ◽  
English Education ◽  
Reading Test ◽  
Reading Attitude ◽  
Attitude Questionnaire ◽  
Scale Type ◽  
The Mean ◽  
R Value

This paper investigated the level of the students’ reading attitude and examined its influence on their reading comprehension in undergradute program of English Education Muhammadiyah Purworejo University. Sixty two students participated in the study. Two types of instruments were used to collect the data, namely reading attitude questionnaire and reading test. The questionnaire is  in Likert-scale type with five responses in term of agreement with the score starts from 5 – 1. The reading test consists of 40 of multiple-choice type items assessing the students reading skills. Descriptive and inferensial statistics were used to analyze the data, including testing the linearity as the assumption of one set data. For doing the analyses, SPSS version 22 was used. The finding showed that the students’ reading attitude was high as the mean was 78.66 while, the reading comprehension is sufficient as the mean was 64.02. Reading attitude  had significant correlation toward reading comprehension as the r-value was 0.568. In addition, reading attitude  had positive and significant influence on students’ reading comprehension as the R-square= 0.322 with sig. 0.000. Reading attitude  influenced reading comprehension as much as 32.2%, while 67.8% was influenced by other  factors.

THE USE OF E-BOOK TO IMPROVE READING COMPREHENSION AMONG YEAR 4 PUPILS

2018 ◽  
Vol 3 (1) ◽  
pp. 23-32
Author(s):  
Yee Bee Choo ◽  
Nurul Syazana Zainuddin
Keyword(s):  
Reading Comprehension ◽  
Primary Schools ◽  
Reading Skills ◽  
Reflective Journal ◽  
Research Participants ◽  
Teaching Of Reading ◽  
Post Test ◽  
The Mean ◽  
Level Of Understanding ◽  
Level Of Motivation

This is an Action Research of using the Story Jumper as an E-book to improve the reading comprehension among Year 4 pupils in one of the primary schools in Malaysia. The participants involved were twenty pupils consisting of seven males and thirteen females. Three data collection methods employed were pre-test and post-test, pupils’ work and teacher’s reflective journal. The findings showed that the use of E-book had increased the level of understanding in reading comprehension among the research participants. The mean for the pre-test and post-test had increased from 45.83 to 93.33. The pupils’ work indicated positive improvements in terms of their level of understanding and responses in reading. It was also found from the reflective journal that the research participants had participated actively in the learning process and their level of motivation was also increased. The implication is to use E-book in the teaching of reading skills among the primary school learners.

scholarly journals Students’Ability in Reading Comperhension of the Scond Grade at SMP 13 Berau 2018/2019

2018 ◽  
Vol 9 (1) ◽  
Author(s):  
Sarlina Sarlina ◽  
Nurbianta Nurbianta
Keyword(s):  
Reading Comprehension ◽  
Junior High School ◽  
Problem Formulation ◽  
Reading Skill ◽  
Reading Test ◽  
School Year ◽  
Quasi Experimental ◽  
The Subject ◽  
The Mean ◽  
Five Phases

The problem formulation of this research are: What is the students’ ability in reading comprehension . Design of this research was quasi experimental research, by conducted Pretest-treatments-posttest procedures. While the subject is 27 students of junior high school in the school year 2017/2018. The object the researchis the student’ ability in reading comprehension. To collect the data, the writer uses some tecniques suchas test and document. Data processing in this research is divided into five phases: validity, reability, Scoring the test, ranking  and mean,median and mode then all the data are analyzed quantitavely The result finding of this research was the mean score students' reading test is 77.41, the value of median is 65, and the value of mode is 80.The performance on posttest show that the students’ ability in reading comprehension is outgrowth, the students obtained positive progress in learning reading skill.

scholarly journals THE CORRELATION BETWEEN STUDENTS READING ATTITUDE AND THEIR READING COMPREHENSION ACHIEVEMENT

2017 ◽  
Vol 1 (2) ◽  
pp. 75
Author(s):  
Indah Windra Dwie Agustiani
Keyword(s):  
Regression Analysis ◽  
Reading Comprehension ◽  
Significant Relationship ◽  
English Education ◽  
Small Contribution ◽  
Reading Attitude ◽  
Study Program ◽  
Correlation And Regression Analysis ◽  
Comprehension Test ◽  
Education Study

This study was aimed at finding out (1)) whether or not there was a significant correlation between students reading attitude and their reading comprehension,. The data were collected by distributing questionnaire sheets and testing a reading comprehension test for 170 students. Pearson Product Moment Coefficients Correlation and Regression Analysis were used to find out whether or not there was a significant relationship between students reading attitude toward reading comprehension achievement of the fourth semester students of English education study program of FKIP Universitas Muhammadiyah Palembang as well as their contribution. The findings of the study showed that, students reading attitude only had a very small contribution to their reading comprehension achievement.

scholarly journals Improving Students’ Reading Comprehension Through Listen-Read-Discuss (LRD) Strategy

2021 ◽  
Vol 8 (3) ◽  
pp. 322
Author(s):  
Tawali Tawali
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Qualitative Approach ◽  
Reading Test ◽  
Post Test ◽  
The Mean ◽  
Classroom Action Research ◽  
Passing Grade

This research aimed at finding out whether Listen-Read-Discuss (LRD) strategy improves students’ reading comprehension or not. The research was a classroom action research. The data collected through quantitative and qualitative approach. Quantitative data was gained from the result of pre-test and post-test from reading test. Meanwhile, qualitative data was gained from the result of observation sheets toward students’ and teachers’ activity. The instruments used by the researcher were test and observation sheet. The finding of the research showed that the strategy Listen-Read-Discuss improve the students’ reading comprehension in descriptive text. The improvement can be seen from the mean score of students from pre-test, post-test one, and post-test two. The mean score of pre-tests was 64.46 (50%), there were eight students who passed the minimum passing grade, in the post-test one, 75.35 (67%), twelve students passed the minimum passing grade and in the post-test two, 82.14 (89%), twenty-five students passed the minimum passing grade (KKM).

IMPROVING STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION THROUGH PREVIEW, QUESTION, READ, REFLECT, RECITE, AND REVIEW (PQ4R)

2014 ◽  
Vol 3 (1) ◽  
Author(s):  
Mediana Manalu
Keyword(s):  
Reading Comprehension ◽  
High School Students ◽  
Junior High School ◽  
Quantitative Data ◽  
Junior High School Students ◽  
Narrative Text ◽  
Reading Test ◽  
School Students ◽  
The Mean ◽  
Second Year

This study concerned on improving students’ achievement in readaing comprehension narrative text through preview, question, read, reflect, recite, and review (PQ4R)  technique. This study was limited on the second year junior high school students’ achievement in reading comprehension after teaching by applying preview,question, read, reflect, recite, and review ( PQ4R).The objective of this study was to find out the improvement of students, achievement on reading comprehension through PQ4R technique.The subject of the study was VIII-1 students of SMP N 4 Pagaran. The numbers of the students were 35. The techniques for data analysis were quantitative dataand qualitative data.In analyzing the quantitative data, the mean of the students’ score for the test I cycle I was  53.62, the mean score of test II in cycle II was 73.28, the mean of test III in cycle II was 75.65. The conclusion is that PQ4R can improve the students’ achievement in reading comprehension narrative text. Keywords: Reading, Reading Test, Classroom Action Research.

IMPROVING STUDENTS’ READING COMPREHENSION IN DESCRIPTIVE TEXT BY APPLYING PREDICTION STRATEGY

2013 ◽  
Vol 2 (4) ◽  
Author(s):  
Hastati Perangin-angin And Meisuri
Keyword(s):  
Reading Comprehension ◽  
Qualitative Data ◽  
Reading Test ◽  
Choice Test ◽  
Multiple Choice Test ◽  
The Subject ◽  
The Mean ◽  
Reading Test Scores ◽  
Orientation Test ◽  
Prediction Strategy

This study attempted to improve students’ reading comprehension indescriptive text by applying prediction strategy. This study was conducted byusing classroom action research. The subject of this research was class X-1 SMANegeri 1 Kisaran which consisted of 34 students. The research was conducted intwo cycles and every cycle consisted of three meetings. The instruments forcollecting data were taken from quantitative data and qualitative data. Thequantitative data were taken from the reading test (multiple choice test consistedof 25 questions). The qualitative data were taken from diary notes, observationsheet and interview sheet. Based on reading test scores, students’ score keptimproving in every test. In the orientation test the mean was 53.41, in the cycle Itest the mean was 67.52 and in the cycle II test the mean was 83.52. Based ondiary notes, observation sheet and interview sheet, it was found that teachinglearning process run well. Students were active, enthusiastic, and interested inreading. The result of the research showed that prediction strategy significantlyimproved students’ reading comprehension in descriptive text.

IMPROVING STUDENTS’ READING COMPREHENSION ON RECOUNT TEXT THROUGH QUESTION ANSWER RELATIONSHIP STRATEGY (QAR)

2020 ◽  
Vol 1 (2) ◽  
Author(s):  
Nurul Puteri Utami ◽  
Regina Regina ◽  
Eni Rosnija
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Reading Test ◽  
Generic Structure ◽  
Field Note ◽  
The Mean ◽  
Classroom Action Research

This research aims to improve students reading comprehension on recounttext by using Question Answer Relationship (QAR) strategy. This researchis a classroom action research which was conducted in three cycles. Theparticipants of this research consist of the teacher and the students in classX IIS 3 of SMAN 1 Sungai Raya. The researcher collected the data ofstudents improvement in reading comprehension by observing the datathrough reading test, observation checklist, field note and self-assessmentforms. The result showed that students problems in comprehending recounttext had been solved by using QAR strategy. Right There and Think andSearch question improved students understanding of generic structure andlanguage features of recount text. The mean score of students readingcomprehension enhanced in each cycle. In the first cycle, the students meanscore was 57.2, it increased to 68.8 in the second cycle, and 82 in the thirdcycle. In other words, Question Answer Relationship (QAR) strategyimproved students reading comprehension of recount text.

scholarly journals THE CORRELATION BETWEEN READING STRATEGIES AND READING COMPREHENSION ACHIEVEMENT OF THE SIXTH SEMESTER IN ENGLISH EDUCATION STUDY PROGRAM OF BENGKULU UNIVERSITY

2019 ◽  
Vol 3 (2) ◽  
pp. 122
Author(s):  
Nur Olivia Siregar ◽  
Rudi Afriazi ◽  
Arasuli Arasuli
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
English Education ◽  
Correlation Method ◽  
Reading Test ◽  
Weak Correlation ◽  
Study Program ◽  
Quantitative Correlation ◽  
Education Study ◽  
The Subject

This research is aimed at identifying student’s reading strategies used and students’s reading comprehension achievement. The research would like to find out whether or not there is any significant correlation between reading strategies and reading comprehension achievement at the sixth-semester students of English Education Study Program at Universitas BengkuluAcademic Year 2018/2019. The research was designed as a quantitative correlation method, the subject were 78 students and the instrument used for collecting the data were reading strategies questionnaire and reading test. The collected data were analyzed by SPSS 23. The result of this research revealed that there is a significant correlation between reading strategies and reading comprehension achievement because the correlation coefficient is 0.033 which is very weak correlation category. It seems that most of the students were not familiar to the strategies in reading comprehension therefore more understanding of strategies is needed until a reading comprehension problem is solved.Keywords: Correlation, Reading Strategies, Reading comprehension Achievement

scholarly journals Improving Students’ Achievement in Reading Comprehension Through Learning Together Method

2012 ◽  
Vol 1 (1) ◽  
Author(s):  
Sundari Ulfa
Keyword(s):  
Reading Comprehension ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Reading Test ◽  
First Year ◽  
Teaching Reading ◽  
Post Test ◽  
The Subject ◽  
The Mean ◽  
Learning Together

ABSTRACT This study focuses on improving students’ achievement in reading comprehension by applying the Learning Together Method. This research was conducted with an action research design. The subject of this study was the first year  IPA students at SMA Nur Azizi Tanjung Morawa. The total  number of students was 32 students. This research was performed in two cycles and every cycle consisted of three meetings. The quatitative data was collected through a reading test and the qualitative data through diary notes, observation sheets, and interview. The reading test showed that the score of the students improved continuously from pre test through post test 1 and post test 2. The mean of the students’ score in pre test was 60,5. In post test 1, the mean increased to 69,4 and in post test 2, the score rose to 83. The diary notes, observation sheets, and interview indicated that the students were eager and more active during teaching and learning process in the second cycle than in the first cycle. It was found that teaching reading through the Learning Together Method improved students’ achievement. It is suggested that English teachers apply this method as one alternative in teaching reading comprehension.   Key Words: Learning Together Method, Reading Comprehension, Students’ Achievement.

scholarly journals The Influence of Using Group Work and Reading Attitude Towards Reading Comprehension Achievement

ETTLI ◽  
2020 ◽  
Vol 1 (1) ◽  
pp. 27-43
Author(s):  
Sunaryo
Keyword(s):  
Reading Comprehension ◽  
Significant Influence ◽  
Group Work ◽  
Positive Attitude ◽  
Negative Attitude ◽  
Reading Attitude ◽  
Significant Interaction Effect ◽  
Conventional Teaching ◽  
Teaching Technique ◽  
Work Technique

This study was to investigate the influence of using group work and reading attitude towards the eleventh grade students’ reading comprehension achievement on narrative text. The population of this study was the eleventh grade students at Senior High School Puspita Air Kumbang. The sample was 60 students taken by using cluster random sampling. In carrying out of the research, the writer used an experimental method; factorial design. The writer distributed pretest, posttest, and attitude questionnaire in collecting the data. Then, in analyzing the data the writer used t-test and two-way ANOVA. The result of this study analysis indicated that; first, there was  significant influence of group work technique towards the eleventh grade students’ reading comprehension achievement between  those who had positive attitude and those who had negative attitude. Second, there was significant influence of conventional teaching  technique towards the eleventh grade students’ reading comprehension achievement between  those who have positive attitude and those who have negative attitude. Third, there was significant influence of group work technique and conventional teaching technique towards the eleventh grade students’ reading comprehension achievement  between  those who have positive attitude and those who have negative attitude. Forth, there is significant interaction effect of group work technique and reading attitude towards the eleventh grade students’ reading comprehension achievement  between  those who have positive attitude and those who have negative attitude.

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