scholarly journals The Effect of GIR on Motivation, Vocabulary Mastery, and Reading Comprehension Ability

2020 ◽  
Vol 2 (1) ◽  
pp. 30-46
Author(s):  
Rochana Purba Nurfauzi ◽  
Joko Priyana
Keyword(s):  
Reading Comprehension ◽  
Conventional Technique ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
Extensive Reading ◽  
Dependent Variables ◽  
Comprehension Ability ◽  
The Difference ◽  
The One ◽  
Reading Comprehension Ability

This research aims to: (1) describe the effect of GIR as a part of extensive reading; (2) compare the effectiveness between GIR and conventional learning; and (3) compare the effectiveness between GIR variation 1 and 2 on motivation, vocabulary knowledge and reading comprehension ability. The data were analyzed using: (1) the one sample t-test to investigate the effect of GIR; (2) the Helmert Contrast to investigate the difference in the effectiveness of GIR as well as the conventional technique; (3) the post-hoc test involving the Tukey to analyze which was more effective between GIR and conventional technique in students’ motivation, vocabulary knowledge and reading comprehension ability. The results of the study show that: (1) GIR has a significant effect on all dependent variables; (2) GIR is more effective than the control group in improving all dependent variables, except GIR variation 1 in reading comprehension ability has equal effect with conventional technique; (3) there is no difference in the effectiveness of GIR variation 1 and 2 in terms of improving students’ motivation, vocabulary knowledge, and reading comprehension skills.  Key words: GIR, extensive reading, motivation, vocabulary knowledge, reading comprehension ability

scholarly journals Improving Student’s Reading Comprehension Ability Using Jigsaw 1 Technique

1970 ◽  
Vol 2 (2) ◽  
pp. 13-33
Author(s):  
Caroline V Katemba & Samuel
Keyword(s):  
Reading Comprehension ◽  
Junior High School ◽  
Conventional Technique ◽  
Control Group ◽  
Significant Difference ◽  
Comprehension Ability ◽  
Post Test ◽  
Experimental Group ◽  
Reading Comprehension Ability ◽  
Test Treatment

This research is entitled “Effectiveness of Utilizing Jigsaw 1 towards Improving Students’ Reading Comprehension Ability. Experimental design was used in this study. The participants of this study were two classes of grade 8 of  junior high school in Parongpong Bandung , Indonesia ; each class consisted of 32 participants in grade 8A as the experimental group and 33 participants in grade 8B as the control group. The Experimental group was taught using Jigsaw 1 Technique and the control group was taught using conventional technique.  This study intended to seek answer on the question; Is there any significant difference on the effect of reading comprehension between those students who are using jigsaw-1 and those who are taught through conventional method. This research was divided into three steps: giving a pre-test, treatment (Jigsaw 1 Technique) and the last giving post-test. Data analysis shows that, there is a significant difference in the reading comprehension ability between those who were taught using Jigsaw 1 technique and those who were taught using conventional technique.   Keywords: Jigsaw 1, Reading Comprehension

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 Do Different Instruction Modalities Matter? Exploring the Influence of Concept Mapping and Translation Strategies Instruction on the Reading Comprehension Ability of Adult EFL Learners

2017 ◽  
Vol 8 (4) ◽  
pp. 761
Author(s):  
Mehran Davaribina ◽  
Shahram Esfandiari Asl
Keyword(s):  
Reading Comprehension ◽  
Concept Mapping ◽  
Strategy Instruction ◽  
Analysis Of Covariance ◽  
Strategy Training ◽  
Control Group ◽  
Efl Learners ◽  
Translation Strategy ◽  
Comprehension Ability ◽  
Reading Comprehension Ability

The present study was an attempt to compare the effect of concept mapping strategy instruction and translation strategy instruction on the reading comprehension ability of the Iranian EFL learners. To do so, 90 EFL learners at the intermediate level studying in a language institute in Ardabil, north Iran were randomly assigned into three equal groups (concept map, translation and control).  Having taken a reading pretest, the participants in experimental groups were instructed using mentioned strategies whereas the control group learners were taught the same content with no strategies integrated. Results of analysis of covariance (ANCOVA) revealed that the participants in the experimental groups significantly outperformed the participants in the control group, suggesting that the application of concept mapping and translation strategy training can generate more positive effect on the reading comprehension ability of the learners. Also, the findings of the study indicated that the concept mapping group outperformed the translation strategy group on the reading posttest. Pedagogical implications and suggestions of the study will be discussed.

scholarly journals Effect of Elaborative Text Modification on Pre-intermediate Male and Female EFL Learners’ Reading Comprehension

2017 ◽  
Vol 8 (2) ◽  
pp. 337
Author(s):  
Shahram Esfandiari Asl ◽  
Asgar Mahmoudi
Keyword(s):  
Reading Comprehension ◽  
Placement Test ◽  
Control Group ◽  
Control Groups ◽  
Male And Female ◽  
Efl Learners ◽  
Significant Difference ◽  
Comprehension Ability ◽  
Experimental Group ◽  
Reading Comprehension Ability

The current study was carried out to investigate whether elaborative text modification improves reading comprehension ability of pre-intermediate male and female EFL learners. To do this, 60 pre-intermediate learners were chosen based on their performance on a standard version of Longman's New Opportunities Placement Test. The participants also received a piloted version of a researcher-made reading comprehension test as the pretest to ascertain their homogeneity. The participants were then divided into two equal groups to represent the experimental and the control groups. Each group was further subdivided into male and female groups. Five reading passages in two formats (unmodified and elaborated) were administered to the participants in five weeks which was followed by a posttest. The experimental group received the elaborated texts, while the control group received the unmodified baseline texts. The results of a Two-way ANOVA indicated no significant effect for gender but there was a significant difference between the experimental and the control groups' reading comprehension. Findings of the study suggest that elaborative text modification can be a worthy option in EFL reading classes.

scholarly journals The Effect of Reflective Reading on Reading Comprehension of Iranian EFL Learners

2017 ◽  
Vol 6 (6) ◽  
pp. 267
Author(s):  
Nava Nourdad ◽  
Rasoul Asghari
Keyword(s):  
Reading Comprehension ◽  
Language Proficiency ◽  
Study Groups ◽  
Language Teachers ◽  
Control Group ◽  
Efl Learners ◽  
Survival Skill ◽  
Comprehension Ability ◽  
Almost All ◽  
Reading Comprehension Ability

Reading comprehension as a survival skill in EFL context is included in almost all language proficiency and achievement tests. However, it seems that traditional approaches to reading comprehension instruction have not been successful at satisfying the learners’ need. Considering the advantages of reflective reading, it appeared as a probable solution to reading problem of EFL learners. Therefore, this experimental study aimed at investigating the effect of reflective reading on reading comprehension of Iranian EFL learners. To this end 49 male and female participants were selected through convenient sampling and were randomly assigned to two control and experimental groups. An English proficiency test was given to the sample to make sure about the homogeneity of the participants and equality of proficiency levels of the two groups. Later reading comprehension ability of the study groups was measured. As the ten-session treatment began the experimental group experienced reflective reading, while the control group followed conventional method of reading and answering comprehension check questions. After the treatment period, the groups’ reading comprehension ability was assessed once more. Independent samples t-tests were run to analyze the gathered data. It was found that reflective reading has positive effect on reading comprehension of Iranian EFL learners. Pedagogical implications of this finding for language teachers, learners, material developers, policy makers and researchers are discussed. 

scholarly journals A Comparative Study Between TPS (Think-Pair-Share) And Jigsaw Techniques to Enhance Students’ Reading Comprehension Ability

1970 ◽  
Vol 4 (1) ◽  
pp. 10-22
Author(s):  
Glory Destiny Biantice Marpaung ◽  
Nelson Balisar Pandjaitan
Keyword(s):  
Reading Comprehension ◽  
Quantitative Research ◽  
Teaching Method ◽  
Reading Pedagogy ◽  
Significant Difference ◽  
Before And After ◽  
Comprehension Ability ◽  
The Difference ◽  
New Interpretation ◽  
Reading Comprehension Ability

The purpose of this study is to find out the enhancement of students' reading comprehension between those who were taught using TPS (Think-Pair-Share) technique and those who are taught using the Jigsaw technique. The study discussed the recent developments in reading pedagogy. This study used a quantitative research method and comparative design by measuring the achievement of pre-test and post-test. The result of this study shows that p.value (sig) = 0.187 > α (0.05). Therefore, it is concluded that there is no significant difference in the student's reading comprehension ability. Even the difference is not significant, based on the mean score of the classes before and after being taught using those techniques, this study indicates that the use of Think-Pair-Share and Jigsaw can enhance students’ reading comprehension ability. The study also provides a new interpretation of existing sources on teaching method and offers new insights of teaching reading method by emphasizing collaborative learning. Keywords: TPS (Think-Pair-Share) and Jigsaw

scholarly journals Using Online Short Stories to Improve the Reading Comprehension Ability

2018 ◽  
Vol 11 (2) ◽  
pp. 168
Author(s):  
Muhammad Lukman Syafii
Keyword(s):  
Short Stories ◽  
Reading Comprehension ◽  
Reading Ability ◽  
Eighth Graders ◽  
The Internet ◽  
Extensive Reading ◽  
Narrative Texts ◽  
Comprehension Ability ◽  
Many Sources ◽  
Reading Comprehension Ability

Abstract Reading materials can be obtained from many sources, like storybooks, magazines, and the Internet. Online Short Stories is one of the Internet resources with images and sound and quizzes. This study was aimed at benefiting these readily used materials to improve the eighth graders’ reading comprehension of narrative texts. The Online Short Stories are combined with five worksheets that consist of guiding questions on comprehension, namely: Self Monitoring Card, Key Concept, Story Map, Reading Journal, and Reading Log which are used for intensive and extensive reading activity. This study implemented classroom action research design and had taken 34 eighth graders of MTs Al-Islam Joresan Mlarak Ponorogo as the subjects 2017/2018 academic year. Based on the results of the students’ tests as well as their on-going assessments, it is found out that the students’ reading comprehension was gradually improving. It means that there was a positive effect of using Online Short Stories towards the students’ reading ability. The result shows that the combination of materials and worksheets that were implemented in both cooperative and individual learning had facilitated the students in improving their reading comprehension ability, as well as their social skills. Therefore, it is very important to implement this strategy to order to improve the students’ reading comprehension. Keywords: Online Short Stories, Improvement, Reading Comprehension Ability

scholarly journals The Effect of Pre-reading Activities on the Comprehension of L2 Texts by Iranian Pre-intermediate EFL Learners

2019 ◽  
Vol 9 (3) ◽  
pp. 14
Author(s):  
Roghayeh Rasouli ◽  
Akhtar Zohouri Vaghei ◽  
Majid Pourmohammadi
Keyword(s):  
Reading Comprehension ◽  
Reliability Index ◽  
Population Based ◽  
Control Group ◽  
Efl Learners ◽  
Comprehension Ability ◽  
New Treatment ◽  
Reading Activities ◽  
Experimental Group ◽  
Reading Comprehension Ability

This present study investigated the effects of pre-reading activities on the reading comprehension ability of Iranian pre-intermediate level EFL learners. To this end, 40 female EFL learners with the age of 14 to 18 who were studying at Soroush English Institute in Rasht, Iran were selected from a larger population based on their performance on a Quick Placement Test. Then the participants were randomly assigned to one experimental and one control group. A pretest piloted before with the reliability index of .86 was administered to both groups. Next, the experimental group received 10 sessions treatment that was vocabulary pre-teaching. Meanwhile, the control group received its usual classroom teaching. Then, a posttest with the reliability index of .88 was administered to both groups. The result of this study revealed that experimental group who received the new treatment achieved higher proficiency in reading comprehension than the control group. Therefore, the result of this study confirmed that pre-reading activities and vocabulary pre-teaching can statistically improve the participants’ reading comprehension ability.

scholarly journals The effects of vocabulary pre-teaching and pre-questioning on intermediate Iranian EFL learners’ reading comprehension ability

2018 ◽  
Vol 8 (3) ◽  
pp. 94-103
Author(s):  
Somayyeh Mousavian ◽  
Hossein Siahpoosh
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Schema Theory ◽  
Reading Strategy ◽  
Control Group ◽  
Efl Learners ◽  
Comprehension Ability ◽  
Efl Students ◽  
Experimental Group ◽  
Reading Comprehension Ability

Reading comprehension is a key issue in learning English as a foreign language, and it is critical that teachers utilize pre-reading strategies in reading classes in order to help students enhance their comprehension. The present study investigated the effectiveness of two pre-reading strategies of pre-questioning and vocabulary pre-teaching on EFL students’ performance in reading comprehension. A group of 60 students participated in this study. An experimental design was used, with 20 students being assigned to the first experimental group that received one pre-reading strategy (vocabulary pre-teaching), while the second experimental group which also consisted 20 students received another pre-reading strategy (pre-questioning) and the remaining 20 students received the traditional method. Students in the groups were asked first to perform the pre-reading strategy, read a passage, and then answer comprehension questions. Results indicated that there were statistically significant differences between the groups. The experimental groups got better results than the control group. Comparison of the two experimental groups, moreover, showed that the vocabulary pre-teaching group outperformed the pre-questioning group.   Key words: EFL teaching, Pre-reading strategies, Pre-questioning, Reading comprehension, Schema theory, Vocabulary pre-teaching

Sign in / Sign up

Export Citation Format

Share Document