scholarly journals The Impact of PQ4R Strategy Use on EFL Students' English Reading Comprehension

EDULANGUE ◽  
2018 ◽  
Vol 1 (2) ◽  
pp. 24-35
Author(s):  
Nurul - Lailatul Khusniyah
Keyword(s):  
Reading Comprehension ◽  
T Test ◽  
Study Program ◽  
English Reading ◽  
Significant Difference ◽  
Comprehension Ability ◽  
Efl Students ◽  
English Reading Comprehension ◽  
The Impact ◽  
Reading Comprehension Ability

The aim of this study is to examine the effect of PQ4R strategy on reading learning at English Study Program Universitas Islam Negeri Mataram. The research was used action research method. The sampling was taken by 34 students. The validity of data used credibility, transferability, dependability, and conformability. Reading comprehension ability achievement questions prepared by the researcher. It was used as the data collecting tool. These questions were implemented to both groups before the experiment. Independent sample t-test was used for data analysis. The result of the study that t-test result is t-stat (5.38) > t-table (1.99). It means that there is a significant difference was found in reading comprehension learning

scholarly journals Improving English Reading Comprehension Ability through Survey, Questions, Read, Record, Recite, Review Strategy (SQ4R)

2017 ◽  
Vol 10 (12) ◽  
pp. 202 ◽  
Author(s):  
Nurul Lailatul Khusniyah ◽  
Yumna Rasyid ◽  
Ninuk Lustyantie
Keyword(s):  
Reading Comprehension ◽  
T Test ◽  
English Reading ◽  
Survey Questions ◽  
Significant Difference ◽  
Before And After ◽  
Comprehension Ability ◽  
English Reading Comprehension ◽  
Reading Comprehension Ability ◽  
Test Result

The aim of this study is to examine the effect of the survey, questions, read, record, recite, review (SQ4R) strategy of the reading comprehension ability students of 2nd semester. The research study was used action research method. The sampling was taken by 34 students. The validity of data used credibility, transferability, dependability, and conformability. Reading comprehension ability achievement questions prepared by the researcher. It was used as the data collecting tool. These questions were implemented to both groups before the experiment. Independent sample t-test was used for data analysis. The result of the study that t-test result is t-stat (11.3)> t-table (1.997). It means that there is a significant difference was found in English reading comprehension ability in favour of the students who studied reading comprehension before and after the use of the SQ4R strategy.

scholarly journals DEVELOPING ESP READING COMPREHENSION INSTRUCTIONAL MATERIALS THROUGH SCHEMA THEORY APPROACH AT PAI STUDY PROGRAM OF TARBIYAH FACULTY OF IAIN BENGKULU

2017 ◽  
Vol 1 ◽  
pp. 491
Author(s):  
Syamsul Rizal
Keyword(s):  
Reading Comprehension ◽  
Instructional Materials ◽  
Control Group ◽  
Theory Approach ◽  
Study Program ◽  
English Reading ◽  
Significant Difference ◽  
Comprehension Ability ◽  
English Reading Comprehension ◽  
Reading Comprehension Ability

The fact that the English reading comprehension ability of the students of Islamic Religious Education of Tarbiyah Faculty of IAIN Bengkulu is still low. One of the causes of the problem is the ineffectiveness of the English teaching materials that have been used. Therefore, the purpose of this study is to produce ESP English reading comprehension instructional materials based on Islamic Educational Studies (IES) in accordance with the characteristics of Islamic Education Study Program students of Tarbiyah Faculty. The procedure in developing this instructional materials was adapted from Borg and Gall's research and development model. The research method used to investigate the effectiveness of the product is quasi-experimental method.  The developed instructional material prototype was validated by material and media experts and also by English lecturers. According to experts of material and media, the product is very good with the percentage of ideality of 76% and 73.3%. According to the English lecturers’ validations are also categorized in good category with 77.5% percentage and the students' responses from the aspect of material, presentation and language assessment are classified as positive (good) category. There is a significant difference of reading comprehension achievement between experimental and control group students. It means that the students’ reading comprehension ability in the experimental group is higher than that of in the control group. It indicates that the product of this research is effective in improving the students’ English reading comprehension achievement.

scholarly journals Reading Strategies in Persian and English Languages and Their Influence on English Reading Comprehension Ability

2016 ◽  
Vol 6 (7) ◽  
pp. 159
Author(s):  
M. Rahim Bohlooli Niri
Keyword(s):  
Reading Comprehension ◽  
Short Circuit ◽  
Schema Theory ◽  
English Reading ◽  
Comprehension Ability ◽  
English Reading Comprehension ◽  
The Impact ◽  
The Relationship ◽  
Problem Versus ◽  
Reading Comprehension Ability

<p>The purpose of the present study is to investigate the relationship between successful readers’ strategies in Persian and English languages, and the impact of instruction of such strategies on English reading comprehension ability. The present study relies on Casanave’s (1998) expanded view of schema theory, the strategy schema, Goodman’s (1971) language transfer or linguistic independent hypothesis and Clarke’s idea of short-circuit or language ceiling hypothesis in ESL or EFL. This study also aims at finding an answer to the question of reading problem versus language problem, first raised by Alderson (1984, pp. 1-27) and then followed by Carrell (1991, pp. 159-179).</p>

scholarly journals Do Oral and Literacy Skills in Native Ghanaian Akan Language Modulate English Reading Comprehension as Second Language? A Study in Selected Basic Schools in Ghana

2016 ◽  
Vol 2 (2) ◽  
pp. 1
Author(s):  
Stephen Ntim
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Literacy Skills ◽  
Target Language ◽  
School Students ◽  
English Only ◽  
English Reading ◽  
Significant Difference ◽  
English Reading Comprehension ◽  
The Impact

<p>This study investigated oral and literacy skills in native Ghanaian Akan language in mediating English reading comprehension of bilingual basic school students. Levene’s test for homogeneity of variance between groups on questions directly found in text showed variances were significantly different [F=49.070, p=0.00]. Bonferroni Post-hoc test comparing groups on questions requiring making multiple sentence meanings to be able to answer, data indicated a significant difference between mean scores of students who speak both English and Akan and students who speak English Only in favour of students who speak both English and Akan. Also, students who speak Akan Only performed significantly better than students who speak English Only with.no significant difference between mean scores of students who speak Akan Only and students who speak both English and Akan. This suggests the impact of native language in second language reading comprehension is enormous. When bilinguals are reading second language (and in this study English) they are likely to make use of previous knowledge, strategies and processes from the first language through cognitive/psycholinguistic factors as orthographic processing, phonological code and meaning activation among others and by so doing limiting the effect of cognitive load in the target language.</p>

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 Directed Reading-Thinking Activity (DR-TA) and the Traditional Approach Using Tales of Virtue based on His Majesty the King’s Teaching Concepts in Seventh Grade Students’ Reading Comprehension

2016 ◽  
Vol 9 (9) ◽  
pp. 18
Author(s):  
Rungruedee Chaemsai ◽  
Saowalak Rattanavich
Keyword(s):  
Reading Comprehension ◽  
Traditional Approach ◽  
Control Group ◽  
Ethical Awareness ◽  
English Reading ◽  
Significant Difference ◽  
English Reading Comprehension ◽  
Randomized Control ◽  
Directed Reading ◽  
Dependent Samples

<p>This study compares the English reading comprehension and ethical awareness of 7<sup>th</sup> grade students, when using either a directed reading-thinking activity (DR-TA), or a more traditional approach, involving tales of virtue based on His Majesty the King’s teaching concepts. A randomized control group pretest-posttest design was used for the study, and the data were analyzed using one-way MANOVA and t-tests for dependent samples. The results showed a significant difference in English reading comprehension, and ethical awareness of learning English reading, between both groups at .01 level. Students through the DR-TA method had significantly higher English reading comprehension, and increased ethical awareness, at the .01 level.</p>

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