scholarly journals Effectiveness of the Modified “Alpabasa”: A Game-Based Program in Teaching Reading among the Grades 3 and 4 Non-Readers

2020 ◽  
Vol 3 (2) ◽  
pp. p37
Author(s):  
John Kit S. Masigan, PhD
Keyword(s):  
Reading Skills ◽  
Fourth Graders ◽  
Reading Program ◽  
Reading Level ◽  
Teaching Reading ◽  
Basic Reading Skills ◽  
Twelfth Grade ◽  
Post Test ◽  
Quasi Experimental ◽  
Grade 3

The National Association of Educational Progress (NAEP) report shows that 39 percent of fourth graders fall below a basic reading level; by twelfth grade that figure is still 23 percent. Accordingly, early intervention initiatives should impact those figures in the future to eliminate the segment of students who have significant difficulty acquiring basic reading skills, generally estimated at 20 percent. In response, Filipino innovators founded “Alpabasa”, a game-based program in teaching reading that aims to effectively teach kinder and elementary school children how to read in 18 days. The study made use of the quasi-experimental method, specifically, the pre-post test design to investigate the effectiveness of the modified “Alpabasa”: A game-based program in teaching reading among 60 grade 3 and 4 non-readers of St. Paul University Philippines by incorporating costumes, music, movement, games, theatrical presentations and supplemental activities in learning. Findings show that the exposure of non-readers to the Modified Alpabasa Reading Program resulted in better performance of the students in reading. Through action songs and movement-based activities, pupils are geared to play with language as learning situations are made concrete and realistic; thus, making reading more meaningful, interesting and engaging.

scholarly journals Language for Resilience: Semantic Mapping and Syrian Refugees

2020 ◽  
Vol 7 (1) ◽  
pp. 56
Author(s):  
Hana Al-Badou ◽  
Dina Al-Jamal ◽  
Imad Sa’di
Keyword(s):  
Reading Skills ◽  
Semantic Mapping ◽  
Syrian Refugees ◽  
Teaching Reading ◽  
The North ◽  
Mapping Strategy ◽  
English Reading ◽  
Eighth Grade Students ◽  
Post Test ◽  
Quasi Experimental

The aim of this study is help refugees to move forward by the means of having control on their English languagelearning. To this end, semantic mapping was used in teaching reading skills for Eighth grade students at Alzaatari camp for Syrian refugees at the north of Jordan. The researcher used quasi experimental design entailing a pre-post-test and a questionnaire to examine the effect of improving the English reading skills for the participants of the study who were 50. The results of the study showed that semantic mapping strategy improved students' reading skills significantly and thereby improved their resilience by helping themselves to move forward. 

scholarly journals The Effectiveness of Reading Aloud Strategy in Concerning Students' Reading Skills

2021 ◽  
Vol 8 (1) ◽  
pp. 11
Author(s):  
Nurlaily Sofyan ◽  
Jusmin HJ Wahid ◽  
Nirwan H Idris
Keyword(s):  
Standard Deviation ◽  
Experimental Design ◽  
Test Score ◽  
Reading Skills ◽  
Reading Aloud ◽  
Reading Test ◽  
Teaching Reading ◽  
Teachers And Students ◽  
Post Test ◽  
Quasi Experimental

Reading Aloud strategy used in the teaching reading skills, which means the teachers and students pronounced the word loudly in front of the class to get the information. The strategy is rewarding for students to understand the reading texts. Then, the researchers used a reading test as an instrument to know the students' competence in reading skills. This research used Quasi-Experimental Design.  The result was proved that the score in the experimental class was 61 with a standard deviation was 8.20 and the post-test score was 69.1 with a standard deviation was 8.22 then the score of pre-test in the control class was 56.5 with a standard deviation was 8.53 and post-test was 60.40 with standard deviation was 9. 68. The results achieved from both tests were different. Next, the t-test score both in class was 0, 00. It means that the hypothesis is accepted, it concluded that the implementation of the reading aloud strategy can improve students' reading skills competence.

TEACHING READING BY UTILIZING HOT POTATOES SOFTWARE TOWARD STUDENTS’ READING COMPREHENSION OF DESCRIPTIVE TEXT

2018 ◽  
Vol 5 (1) ◽  
pp. 26
Author(s):  
Abdullah Farih
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
T Test ◽  
Control Group ◽  
Teaching Reading ◽  
Post Test ◽  
Quasi Experimental ◽  
Independent Variable ◽  
Level Of Significance ◽  
And Control

The objective of this study is to measure whether there is or not significant effect of teaching reading by utilizing Hot Potatoes software toward students’ reading comprehension of descriptive text. The variables used were the teaching treatment of Hot Potatoes Software as the independent variable and the students’ reading comprehension of Descriptive Text as dependent variable. Then, the research designed was Quasi-experimental design and the presentation of data used was quantitative. The data were obtained from the eleventh grade, of which 28 students were taken as sample. The students are divided into two groups; experiment group consisted of 12 students and control group consists of 16 students. To get the data, the pre-test and post-test were applied and then analyzed using t-test formula. The researcher had concluded that there is Significant effect of Hot Potatoes Software toward the students’ reading comprehension achievement. The result showed that mean of students’ post-test was increased. It is proved by the t-test (8.54) which is higher than t-table (2.05) at level of significance 5%. It means that the alternative hypothesis was accepted and it proved that Hot Potatoes Software had significant effect toward students’ reading comprehension of Descriptive Text

scholarly journals The Use of Schematic-activation Strategy in Teaching Young EFL Learners Reading Comprehension

2019 ◽  
Vol 6 (1) ◽  
pp. 20
Author(s):  
Etika Ariyani ◽  
Etika Ariyani
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
T Test ◽  
Second Grade ◽  
Teaching Reading ◽  
Second Grade Students ◽  
Before And After ◽  
Schema Activation ◽  
Post Test ◽  
Quasi Experimental

Reading is one of the important skills that the students have to master. However, many students have difficulties in comprehending the reading text. To solve this condition, the researcher used schema activation strategy to help students understand reading comprehension. The purpose of this research was to investigate whether the use of schema activation strategy is effective or not in teaching reading comprehension at the second-grade students of MTs Tarbiyatul Mustafid in academic year 2017/2018. This study was quasi-experimental design using two classes were VIII B class was taken as an experimental class, and VII-A was taken as control class. The population of this research involved 60 students from the second grade in MTs Tarbiyatul Mustafid Batu Simpang. By using purposive sampling, the researcher took the students as a sample. In collecting the data, this study used pre-test, treatment, and post-test as the data collection procedure then followed by analyzing the data by using the t-test formula. Then the result of statistical analysis of t-test in this research was 2.85. It was higher than critical values for t- table in the degree of freedom (df) of 58 is 2.021(0.05%) and 2.704(0.01%). The researcher concludes that mean score before and after teaching by using schema activation strategy has a difference. It means the alternative hypothesis (ha) was accepted. The use of schema activation strategy in teaching reading comprehension at the second-grade students of MTs Tarbiyatul Mustafid Batu Rimpang is effective.

scholarly journals SCAFFOLDED READING EXPERIENCE (SRE) IN TEACHING READING COMPREHENSION

2019 ◽  
Vol 2 (1) ◽  
pp. 60-74
Author(s):  
Herawati Unmura
Keyword(s):  
Reading Comprehension ◽  
Average Score ◽  
Control Group ◽  
Teaching Reading ◽  
Significance Level ◽  
First Semester ◽  
Reading Experience ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group

The scaffolded reading experience framework consists of a set of prereading, during-reading, and post-reading activities to use with any genre of text, including fiction and nonfiction. The aim of this study was the effectiveness of scaffolded reading experience in teaching reading comprehension to the students of Musi Rawas University? The method used in this research was quasi-experimental method. The population of this study was all of the students of Musi Rawas University. The sample of this study was students of accounting study progrom in first semester taken through convenience non random sampling. The data were collected through a written test. It was pre-test and post test. The data analyzed through t-test formula. From this study it was found that the students’ pre-test average score in the experimental group was 55 and in the control group was 53.91. Meanwhile the students’ post-test average score in the experimental group was 80 and the students’ average score in the control group was 75. In addition of t-obtained were 2.049 where the value of t-table was 1.684 at df 74 in significance level of 0.05 and with one-tailed testing. Since the value of t-obtained was higher than the critical value of the t-table (2.049>1.684), it can be concluded that, teaching reading comprehension by using scaffolded reading experience (SRE) to the students of Musi Rawas University was effective.

scholarly journals A Comparative Study between the Use of Role Play and Discussion Method in Teaching Speaking Ability

2020 ◽  
Vol 9 (2) ◽  
pp. 227-241
Author(s):  
Syafrizal Syafrizal ◽  
John Pahamzah
Keyword(s):  
Role Play ◽  
Control Group ◽  
Twelfth Grade ◽  
Post Test ◽  
Quasi Experimental ◽  
Speaking Skill ◽  
Teaching Learning ◽  
And Control ◽  
Experimental Group ◽  
Method Show

The study aims to investigate if role play and discussion methods can improve students’ speaking skills significantly. The researcher also attempts to investigate whether role play or discussion method that better enhancing the students’ speaking performance after the teaching-learning process conducted. To achieve these aims, the quasi-experimental research design is employed. The data were gathered from 60 students of twelfth grade in one of the vocational high schools in Pandeglang, Banten. Students from two classes were taken randomly and divided into experimental and control groups. Some instruments like pre-test - post-test were employed to collect the data. At the end of the study, many advantages were found to improve the students’ speaking skill including vocabulary, grammar, and pronunciation aspect. Both groups indicated to experience improvement, but the experimental group showed more advanced enhancement indicated by their achieving to reach the ‘good’ category in speaking. While none of the students from the control group could get that. Conclusively, students taught by the discussion method show more improvement with 19.93 as their mean score. While students by role-play method have 13.73 as their mean score. It is significantly different from both methods indicated by the significance value score of 0.14 which is less than 0.05. Hence, the discussion method is more effective than the role-play method in improving students’ speaking ability. For that reason, it is recommended for teachers to use discussion method to improve students’ speaking comprehension.

scholarly journals Reading Profiles in Adolescents with Fragile X Syndrome and Down Syndrome

2017 ◽  
Vol 33 (3) ◽  
pp. 660
Author(s):  
Anibal Puente ◽  
Jesús M. Alvarado ◽  
Virginia Jiménez ◽  
Lourdes Martínez
Keyword(s):  
Down Syndrome ◽  
Fragile X Syndrome ◽  
Reading Skills ◽  
Fragile X ◽  
Reading Performance ◽  
Reading Level ◽  
Reading Tests ◽  
Verbal Skills ◽  
Mental Age ◽  
Basic Reading Skills

<p>Fragile X Syndrome (FXS) and Down Syndrome (DS) read better than expected for their mental age. We have measured three basic reading skills (word recognition, phonological awareness, and reading comprehension), and two standard intellectual and verbal measures: the McCarthy Scales of Children’s Abilities and Peabody Picture Vocabulary Tests. The tests were applied to 16 adolescents classified as FXS (<em>M</em> = 14.74 years old, <em>SD</em> = 4.03) and 16 adolescents classified as DS (<em>M</em> = 15.59 years old, <em>SD</em> = 2.35). For comparison purposes, the reading tests were also applied to a typical develop group of 70 children aged between 4.8 and 7.0 years (<em>M</em> = 6.11, <em>SD</em> = 0.71).  Children with DS and FXS exhibited verbal skills superior to their cognitive development, especially in the FXS group. In reading performance, FXS showed a reading level corresponding to 5/6 their age, and for SD 6/7 of the equivalent reading age, however, both groups exhibited a similar reading performance in the three reading skills measured, when nonverbal mental age was controlled.</p>

Teaching early reading skills to adult offenders with intellectual disability using computer-delivered instruction

2017 ◽  
Vol 8 (3) ◽  
pp. 122-131
Author(s):  
David V. O’Sullivan ◽  
Corinna F. Grindle ◽  
J. Carl Hughes
Keyword(s):  
Reading Skills ◽  
Adult Population ◽  
Early Reading ◽  
Self Concept ◽  
Single Subject ◽  
Treatment As Usual ◽  
Content Type ◽  
Early Reading Skills ◽  
Basic Reading Skills ◽  
Post Test

Purpose The purpose of this paper is to evaluate the feasibility, and effectiveness, of using Headsprout Early Reading (HER), an online computer program, to teach basic reading skills to adult offenders with mild intellectual disabilities (IDs) in a secure hospital. Design/methodology/approach A single subject pre-post-test design replicated across two participants was used. Two standardized literacy tests were completed at baseline, half way through the intervention, and at the end of the intervention period. A measure of reading self-concept was also completed. An additional component to this research design was the inclusion of two “treatment as usual” (TAU) control participants who did not complete the program. Findings Results are positive in terms of the feasibility of running the program, improved reading skills, and self-concept scores for both “intervention” participants compared to the “TAU” participants. Originality/value HER was originally developed for typically developing children, and has been found to be effective for children with IDs and developmental disabilities. This is the first study to evaluate this program with an adult population.

scholarly journals TEACHING READING COMPREHENSION THROUGH TASK BASED LANGUAGE TEACHING

2020 ◽  
Vol 5 (2) ◽  
pp. 83
Author(s):  
Kamba Janna Mufabar ◽  
Hilaluddin Hanafi ◽  
Aderlaepe Aderlaepe
Keyword(s):  
Reading Comprehension ◽  
Junior High School ◽  
Language Teaching ◽  
Reading Motivation ◽  
Reading Test ◽  
Control Group ◽  
Teaching Reading ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group

This study attempted to find out: (1) Whether the Task Based Language Teaching (TBLT) affects students’ reading comprehension or not, (2) The application of task based language teaching towards students’ reading motivation. This study employed quasi experimental design to scrutinize the applicability of TBLT which involving 2nd grade students of Junior High School 7 Kendari registered in academic year 2019/2020. To this end, 62 participants (including an experimental group and a control class ones) were selected through purposive sampling from among 180 students. Task Based Language Teaching was applied in teaching reading comprehension in experimental group while in control group ones was applied conventional. Both groups were taught the same topic. The test was administered before treatment (pre-test) to examine the students’ previous reading comprehension and it was then compared with their post-test to examine their reading comprehension after being taught using TBLT. Reading test and questionnaire as the instruments of this study. The data from reading test was used to figure out the students’ reading comprehension by using t-test while the data from questionnaire was to figure out the students’ reading motivation. All collected data were computed and analysed by using SPSS 24. The results of reading comprehension test revealed that TBLT significantly effects students’ reading comprehension. Moreover, the result of questionnaire displayed that the students became more motivated to read through Task Based Language Teaching (TBLT).   Keywords: Reading Comprehension, Task Based Language Teaching.

scholarly journals Collaborative Learning as A Strategy to Improve the English Reading Comprehension of Indonesian Learners in The Agribusiness Department at Muhammadiyah University of Parepare

2021 ◽  
Vol 3 (2) ◽  
pp. 78-84
Author(s):  
Ammang Latifa
Keyword(s):  
Reading Comprehension ◽  
Collaborative Learning ◽  
Learning Strategies ◽  
Reading Ability ◽  
Learning Strategy ◽  
Control Group ◽  
Teaching Reading ◽  
Post Test ◽  
Quasi Experimental ◽  
Test Result

This research sheds some light on collaborative learning to increase the agribusiness students' reading ability at the Muhammadiyah University of Parepare. It tries to find answers to two questions. First, to what extent does the collaborative learning strategy improve the students reading comprehension in the ESP course at UMPAR? Second, what are the students' perceptions of collaborative learning strategies in teaching reading comprehension at UMPAR? To answer these questions, the researcher adopted a Quasi-Experimental design by using the experimental and control group. The data were collected through a reading test and a questionnaire. The research findings indicated that using a collaborative learning strategy improved the students' reading comprehension at agribusiness students at UMPAR. The t-test result of the Pre-test was -1.25 and 2.50 in the Post-test. The Post-test result was more significant than the t-table (2.50>2.023). It indicated that H0 was rejected and H1 was accepted. The results of the study also revealed that a collaborative learning strategy improves the students' ability in teaching Reading Comprehension.

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