scholarly journals TEACHING THE LESS-SKILLED COMPREHENDERS BY USING “THE FAB FOUR”

2020 ◽  
Vol 1 (2) ◽  
pp. 67
Author(s):  
Fenty Andriani
Keyword(s):  
Reading Comprehension ◽  
Comprehension Strategies ◽  
English Department ◽  
Group Discussions ◽  
State Institute ◽  
Skilled Readers ◽  
Islamic Studies ◽  
The Third ◽  
Reading Text

This study investigates how the “Fab Four” strategy implemented to teach the less-skilled readers in State Institute of Islamic Studies of Ponorogo.  The design of this study is qualitative. Twenty-seven English department students of the third semester are the subjects of the study. The Fab Four strategy is applied by having the lecturer model four comprehension strategies (summarizing, questioning, predicting, and clarifying) through guided group discussions. Using this strategy, improvements have been noted in students reading comprehension. The result of this study indicates that the “Fab Four” is a great strategy to teach the less-skilled comprehenders as they are trained to determine important ideas from a reading text while discussing vocabulary, developing ideas and questions, and summarizing information.

scholarly journals BUZZ GROUP-BASED STRATEGY IN EFL READING CLASSROOM

2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Juang Kurniawan Syahruzah
Keyword(s):  
Reading Comprehension ◽  
Teacher Training ◽  
First Year ◽  
English Department ◽  
Female Teacher ◽  
Standard Measurement ◽  
Post Test ◽  
Reading Text ◽  
Teacher Training Students

The intention of this study is to describe the effectiveness of buzz group in EFL reading classroom of English Department students of PGRI University. The comprehension analysis is intended by comparing the answer of EFL reading classroom students in reading exercises. In order to sequence the reading comprehension of the EFL reading classroom the pre-test and post-test of reading exercises are measured. The experiment of reading comprehension includes the recruitment of 40 students of EFL reading classroom, the training, and exercising of reading text in reading exercises. These students are all first-year female teacher training students at PBI-UPY and aged between 17 and 23. The measurement is compare with pre-test and post-test of reading exercises. Standard measurement is comparison of students answer in pre-test and post-test of reading exercises.

scholarly journals Affinity Group In EFL Classroom

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Juang Kurniawan Syahruzah
Keyword(s):  
Reading Comprehension ◽  
Preliminary Data ◽  
English Department ◽  
Standard Score ◽  
Standard Measurement ◽  
Group Strategy ◽  
Affinity Group ◽  
Post Test ◽  
Reading Text ◽  
Second Year

The purpose of this research is to know the effect of affinity group in EFL reading classroom of English Department students in University of PGRI Yogyakarta. In measuring the reading comprehension of students the pre-test and post-test are done. The experiment of reading comprehension is done by recruiting of 19 students of EFL reading classroom and do the training and exercising of reading text in reading class. These students are all second-year at PBI-UPY and aged between 17 and 20. Standard measurement is comparison of students answer in pre-test and post-test of reading exercises. The result of this research is students who passed the standard score improved from 25% in the preliminary data to 71% at the end of the research. It means that affinity group strategy improves students’ reading comprehension that is influenced by student’s factors and lecturer factors.

scholarly journals Enhancing Islamic Students’ Reading Comprehension through Predict Organize Search Summarize Evaluate Strategy

AL-TA LIM ◽  
2017 ◽  
Vol 24 (1) ◽  
pp. 1-8
Author(s):  
Darmayenti Darmayenti ◽  
Martin Kustati
Keyword(s):  
Reading Comprehension ◽  
Sampling Technique ◽  
First Year ◽  
Reading Tests ◽  
State Institute ◽  
First Year Students ◽  
Islamic Studies ◽  
Significant Difference ◽  
Post Test ◽  
Academic Year

This paper is a report of an experimental research project conducted in a reading comprehension course for first-year students of the Adab Faculty of the State Institute for Islamic Studies Imam Bonjol Padang, West Sumatera, Indonesia, during the academic year 2015/2016. The “Predict Organize Search Summarize Evaluate” (POSSE) is one strategy that can enhance students’ comprehension in reading. Two classes of Arabic and History students chosen through cluster random sampling technique were used as the sample of the research. Reading tests were used to collect the data which was given to both of classes on pre-test and post-test. The result of the research showed that the implementation of Predict Organize Search Summarize Evaluate strategy gave a significant difference in term of the students-learning outcome between the students who were taught through POSSE strategy and by traditional one. The finding of the study showed that teaching reading by using POSSE strategy gave significant effect towards students’ reading comprehension. This strategy could improve the students’ reading component on finding topic. It can be concluded that using POSSE Strategy has improved Indonesian students’ reading comprehension. It is also recommended for English lecturers use POSSE strategy as one of teaching strategies for reading comprehension.

scholarly journals THE USE OF LITERACY-INSTRUCTIONAL CATEGORY TO IMPROVE STUDENTS’ READING COMPREHENSION

2016 ◽  
Vol 5 (1) ◽  
pp. 149
Author(s):  
Setiarini Setiarini
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
English Department ◽  
Writing Improvement ◽  
The Third ◽  
Research Problems ◽  
Classroom Action Research ◽  
Score Result ◽  
Reading Activities

This investigation examined the use of Literacy-Instructional Category on students’ reading comprehension. Particularly, there are two objectives of the study. The first is to explore the students’ writing improvement when they engaged in the first cycle of reading activities by employing literacy instructional categories. The second is to explore the students’ reading comprehension by using instructional categories. Thirty students from English Department of IAIN Salatiga participated in the study and they were in the third semester. A classroom action research was employed to answer the research problems. Three cycles were done to complete this action research. Based on the score result gathered from the cycles, the students’ reading comprehension improved. The student’s scores were not more than sixty because they did not understand intensively rereading activities in cycle one. But students’ score increased in cy- cle two and cycle three. In cycle three, rereading activities followed transformed practice (critical framing) lead the better improvement in their reading comprehension.

scholarly journals TEST TAKING STRATEGY ON STUDENTS’ READING TEST

2020 ◽  
Vol 4 (1) ◽  
pp. 39
Author(s):  
Muhammad Farhan Rafi ◽  
Aang Fatikhul Islam
Keyword(s):  
Reading Comprehension ◽  
Cognitive Strategies ◽  
Principal Component ◽  
Reading Test ◽  
Comprehension Strategies ◽  
English Department ◽  
Test Taking ◽  
Comprehension Test ◽  
Good Score ◽  
Test Taking Strategy

Understanding the meaning of any passage is the aim of reading comprehension. This is one of objectives in Reading 2 class English Department at STKIP PGRI Jombang. To achieve a good score on this subject, students must take a test, they have the answers right in performing reading comprehension test, students could make use of test taking strategy. The research describe what test taking strategy used by students of STKIP PGRI Jombang in performing reading comprehension test are. This study was with Principal Component Analysis (PCA), and descriptive. This research consisted of 95 correspondent of the third-semester students of English Department STKIP PGRI Jombang. It uses questionnaire and test as its instrument. The research found there were 7 factors from 28 strategy items accounted for 69.1% cumulative of the variance. They are Option-Selecting Strategies, Question-Rereading Strategies, Option Comprehension Strategies, Answer-Checking Strategies, Option Consideration Strategies, Cognitive Strategies and Clues-Finding Strategies.

scholarly journals THE IMPACT OF VIDEO- MAKING ACTIVITIES ON STUDENTS’ GRAMMAR MASTERY

2017 ◽  
Vol 6 (1) ◽  
Author(s):  
Nida Mufidah
Keyword(s):  
Experimental Study ◽  
Conventional Method ◽  
English Department ◽  
State Institute ◽  
Islamic Studies ◽  
Use Of Technology ◽  
The Impact

ABSTRACTThe teaching of grammar is frequently uninteresting so most of students are reluctant to learn this subject. Inviting them to learn the grammar by incorporating the use of technology may become a new way to attract their attention. In the present research, the writer conducted a research to compare the impact of grammar instructions on two classes, which used two different techniques to teach grammar: conventional method and video-making activities (VMA). There were 51 students of English Department at State Institute for Islamic Studies who participated in the research. The data were collected by using a test to measure their grammar mastery and a questionnaire to understand their respond toward the method. The result showed that the students who were taught by using the VMA had no better grammar mastery compared to those who were taught using the conventional method. However, the result of questionnaire yielded that most of the students agreed that the VMA was fun and interesting. This activity, according to them, also promoted creativity and technology literacy.Keywords: Video-Making Activities (VMA), Experimental Study, Grammar Mastery,

scholarly journals QAR : A Reading Strategy To Enhance Non-English Department Students Reading Skill

2017 ◽  
Vol 5 (1) ◽  
Author(s):  
Tri Wahyuni ◽  
Nurlailalatulaqromi Nurlailalatulaqromi ◽  
Tiara Retno Haryani
Keyword(s):  
Reading Comprehension ◽  
Learning Process ◽  
Teaching Strategy ◽  
Reading Skill ◽  
Reading Strategy ◽  
English Department ◽  
Teaching Reading ◽  
Reading Materials ◽  
Reading Text ◽  
Teaching Learning

Question Answer Relationship (QAR) strategy is a teaching strategy in teaching reading comprehension. By applying the strategy, teacher can assist the students to comprehend a reading text easier though they have a limit vocabulary. This strategy allows students to comprehend the text by relating the questions and the answers that can be classified into two big categories, in the text” and “in my head. At the end of the teaching learning process, students are supposed to be creative in comprehending a text using the QAR strategy. By implementing the strategy, the students are expected to extend the reading materials and continue to read more written materialsKeywords: Question Answer Relationship (QAR), Reading Skill

scholarly journals STUDENTS’ DIFFICULTIES IN TRANSLATING ENGLISH TEXT

2019 ◽  
Vol 4 (1) ◽  
pp. 88-99
Author(s):  
Arono Arono ◽  
Nadrah Nadrah
Keyword(s):  
Quantitative Method ◽  
English Text ◽  
English Department ◽  
State Institute ◽  
Lexical Meaning ◽  
Department Of State ◽  
Software Application ◽  
Islamic Studies ◽  
Textual Meaning ◽  
Types Of Error

Nowdays, there are many translation problems although software application to assist translation are available. The objectives of this research were to identify types of error in translation, students’ difficulties in translating text, and factors which influence students’ error in translating in English department of State Institute for Islamic Studies Bengkulu. This research  used descriptive quantitative method. The results of this research showed that students’ difficulties in translating English text, were elliptical errors (67.29%), idioms (87.5%), and textual meaning (73.54).  The difficulties of students in translating were  lack of vocabulary (87,50%), difficult translating Islamic texts (75,00%), literary works (66,66%), and grammatical issues (62,50%). Then, the factors affected students’ error in translation were ignorance of ellipsis; unable to identify ellipsis, idiom, and lexical meaning; lack of strategy in translating ellipsis,  idiom, and lexical meaning; translating words per word; most students lack a strong background on the content of the text. It was concluded that the students got three types of error in transalation, four points difficulties in translation, and six factors which influence the students’ error in translation.Keywords: Translation, difficulties, and English text

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