scholarly journals The Effects of Teaching A Story-Based Program via The Discussion Method on Improving English Majors' Reading Comprehension Skills and Their Attitudes Towards Learning English

2011 ◽  
Vol 30 (30) ◽  
pp. 1-28
Author(s):  
Mohamed Abdel Wahid Ali Darwish
Keyword(s):  
Reading Comprehension ◽  
Comprehension Skills ◽  
English Majors ◽  
Reading Comprehension Skills ◽  
Learning English ◽  
Attitudes Towards Learning

scholarly journals The Effect of Using Wikis on the Students’ Reading Comprehension in Learning English

2021 ◽  
Vol 2 (1) ◽  
pp. 57-64
Author(s):  
Morteza Bakhtiarvand
Keyword(s):  
Reading Comprehension ◽  
Proficiency Test ◽  
Analysis Of Covariance ◽  
Difficulty Level ◽  
Semantic Meaning ◽  
Comprehension Skills ◽  
Post Test ◽  
The Impact ◽  
Reading Comprehension Skills ◽  
Learning English

The aim of this study was to evaluate the impact of the use of wikis on the ability to understand semantic meaning of English. At the beginning of the study, a reading comprehension proficiency test was administered for two groups of students in order to determine the level of reading comprehension skills. Then the pre-test were given to the students of both control and experimental groups. After the pre-test, students in both groups for 6 weeks and every week for two hours were trained for learning English reading comprehension proficiency skills. The difference is that students in the control group were trained in traditional way and the students in experimental group were trained by using wikis. At the end of four weeks, the post test was administered for students in both groups. Four standard tools were used for data collection in this study. At first reading comprehension proficiency test was given to two groups in order to determine the level of reading comprehension skills. The second tool was a test that was used as pre-test, post-test and delayed post-test. The third instrument was reading comprehension texts that were selected from different sites of Wiki (e.g., Wikipedia, Wiki Facebook, wiki, wiki Dick, Wiki News) in both form of offline and online will be available to students. The fourth instrument was Systematic Functional Grammar (SFG) scale for difficulty level of texts (Shokrpour, 2004). The descriptive statistics indicators such as frequency, mean and standard deviation of scores and in the inferential part in order to examining the hypothesis, one-way analysis of covariance (ANCOVA) was used. The results showed that the use of wikis increase the ability to understand the semantic meaning of words

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.

Problems in English Communicating Skills for Learners of English

2018 ◽  
Vol 9 (07) ◽  
pp. 20484-20491
Author(s):  
Dr. Ishag Adam Hassan Ahmed
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
Communicative Competence ◽  
Daily Practice ◽  
Small Component ◽  
Curriculum Review ◽  
Comprehension Skills ◽  
Definition Of ◽  
The University ◽  
Reading Comprehension Skills

This paper is devoted to presenting the methods in English communicating skills for Learners of English in general and the problems specific to University of Bahri. English language major’s graduates then; it discusses the notion of communicative competence, and defines strategic competence. It also briefly deals with the various definitions of communication strategies and taxonomies of conversation strategies. Also, I give brief definition of the word conversation, that is the act of talking together or exchange ideas, opinions, skills, and information. As accustomed, speaking is natural and automatic but communication is an art which must be learned and practiced. Also the aim of this paper is to present you with suitable suggestions about how you can solve problems while reading English? In order to comply with this objective: we considered two variables. The first one is that within our daily practice at the university we have students with different abilities while reading English. Therefore, we need to help them increase the ability in reading comprehension. However, we don’t have enough teachers and needed resources to supply them with the help they need. The second variable is related to the fact that at University there are different centers where the students’ skills can improve and their reading comprehension skills deficiencies could be overcome by getting help from the teachers. This study is small component of a larger curriculum review exercise. The findings of study in general suggest that both students and English language lecturers were in agreement that Sudanese students had a problem in writing and speaking English and due to that the conversational problems are raised.      Finally, the paper concludes by representing the pedagogical implications of conversation strategies.

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