scholarly journals EFL Reading Comprehension Assessment: Some Grassroots’ Voices

2018 ◽  
Vol 2 (3) ◽  
pp. 315-324
Author(s):  
Lilik Ulfiati
Keyword(s):  
Reading Comprehension ◽  
Small Scale ◽  
Reading Practices ◽  
Comprehension Skills ◽  
Efl Teachers ◽  
Teachers And Students ◽  
Efl Students ◽  
Reading Comprehension Skills ◽  
Academic Year

This small scale case study analyses one of the most debated parts in the field of teaching English as a Foreign Language (EFL); and that is, the teachers and students’ perceptions and beliefs of EFL reading comprehension assessment at a major university in Indonesia. The research study involved, randomly selected five EFL teachers and ninety-six EFL students between the period of January and May in Academic Year 2017/2018. Twenty-item Likert scale questionnaires were distributed to the students. Moreover, semi-structured interviewed was done to collect the data from the teachers. Data analysis using descriptive qualitative methods indicate that EFL students need detailed elaboration of their reading practices in answering comprehension questions. Informing their reading results or scores only does not help them very much to practice the reading comprehension skills needed to comprehend the texts. Furthermore, the data indicate that EFL teachers encounter obstacles when they monitor various reading tasks and activities are benefit the students. They tended to assess the students’ reading comprehension based on the final correct answers achieved at the end of exercises.

scholarly journals STORY TRHOUGH APPLYING OF THINK PAIR SHARE LEARNING MODEL

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Reza Fachrudin Zuhdi ◽  
Rukayah Rukayah ◽  
Kuswadi Kuswadi
Keyword(s):  
Reading Comprehension ◽  
Learning Model ◽  
Analysis Model ◽  
Comprehension Skill ◽  
Interactive Analysis ◽  
Analysis Technique ◽  
Comprehension Skills ◽  
Teachers And Students ◽  
Reading Comprehension Skills ◽  
Academic Year

<em>The purpose of this study’s to improve children's story reading comprehension skills by applying the think pair share learning model. CAR takes place in two cycles, each cycle consists of 2 meetings and 4 stages. The subjects of this study are classroom teachers and students of grade V SD Negeri Karangasem 4 No.204 Surakarta 2017/2018 academic year. Data analysis technique used is interactive analysis model from Miles&amp;Hubberman. Technique of validity test in this research use triangulation technique and triangulation of source. The conclusion of this research that is model of think pair share can impove reading comprehension skill of child story</em><em>. </em>

The Effect of Using PORPE Strategy on Improving Iraqi EFL Students’ Reading Comprehension Skills

2018 ◽  
Vol 1 (32) ◽  
pp. 743-774
Author(s):  
Qassim Hammadi Dawood
Keyword(s):  
Reading Comprehension ◽  
College Of Education ◽  
Control Group ◽  
Experimental Instruction ◽  
Comprehension Skills ◽  
Efl Students ◽  
Efl College Students ◽  
Reading Comprehension Skills ◽  
Academic Year ◽  
Experimental Group

         The present study aims at finding out the effect of using PORPE Strategy on improving EFL college students’ reading comprehension skills. To attain the aim of the study, an experiment has been conducted on a sample of (60) EFL students at the Department of English, College of Education, University of Wasit during the academic year 2016-2017. The sample has been distributed into two groups with (30) students in each, a control group taught according to the conventional techniques and an experimental one taught by using the proposed strategy. The two groups have been equalized according to age, levels of parents' education and pre –test scores.           At the end of the experimental instruction period, an achievement test has been administered to both groups. The findings of this test reveal that the results of the experimental group are significantly superior to the results of the control group.           Pedagogical recommendations and suggestions for further research are presented in the light of the results at the end of the study.

scholarly journals Pengaruh Strategi Directed Reading Thinking Activity (DRTA) Berbantuan Media Flip Chart Terhadap Keterampilan Membaca Pemahaman

2019 ◽  
Vol 3 (2) ◽  
pp. 158
Author(s):  
Putu Novika Adi Karakaita Putri ◽  
Ni Wayan Arini ◽  
Md. Sumantri
Keyword(s):  
Reading Comprehension ◽  
Statistical Analysis ◽  
Primary Schools ◽  
Learning Strategy ◽  
Control Group ◽  
Flip Chart ◽  
Comprehension Skills ◽  
Directed Reading ◽  
Reading Comprehension Skills ◽  
Academic Year

This study aimed to determine the significant effect of reading comprehension skills between groups of students who are taught by using learning strategies of Directed Reading Thinking Activity (DRTA) with flip chart and group of students who are not learned by using learning strategy of Directed Reading Thinking Activity (DRTA) with flip charts on on fifth graders of Tejakula district primary schools  cluster IV academic year 2017/2018. This research is quasi experiment, with non-equivalent research design post-test only control group design. The sample of the study was 41 students, consisting of  21 students of grade V SD N 3 Bondalem as experimental group and 20 students of grade V SD N 4 Bondalem as the control group. Sample selection using random sampling technique. Skill reading comprehension data is collected with multiple choice test instruments. Data analysis used descriptive statistical analysis and inferential statistical analysis (t-test). The results showed that thitung> ttable (tcv = 16,559 > tobs = 2,042). Based on the results of this study, it can be concluded that there is a significant difference of reading comprehension skills of students who are taught by using learning strategy of Directed Reading Thinking Activity (DRTA) with  flip chart and students who are not learned by using learning strategy of Directed Reading Thinking Activity (DRTA) chart on on fifth graders of Tejakula district primary schools  cluster IV academic year 2017/2018.

scholarly journals Penggunaan Metode Cooperative Integrated Reading And Composition (CIRC) Untuk Meningkatkan Keterampilan Membaca Pemahaman Bahasa Arab Siswi Kelas VIII Aisyah Semester Genap Di SMP Quran Darul Fattah Bandar Lampung Tahun Pelajaran 2019/2020

An Naba ◽  
2021 ◽  
Vol 4 (2) ◽  
pp. 82-93
Author(s):  
Sutikno ◽  
Doni Sastrawan ◽  
Adam Sugiarto ◽  
Diah Asih
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Foreign Language ◽  
Junior High School ◽  
Junior High ◽  
Mother Tongue ◽  
Study Results ◽  
Comprehension Skills ◽  
Reading Comprehension Skills ◽  
Academic Year

The Use of Cooperative Integrated Reading and Composition (CIRC) Method to Enhance Arabic Reading Comprehension Skills for Students of VIII Aisyah Class in Even Semester at Darul Fattah Quran Junior High School of Bandar Lampung in the 2019/2020 Academic Year   ABSTRACT Regarding the development of education that continues to change and for the sake of developing education quality, one of the elements that must be considered in the educational curriculum is a foreign language. In Indonesia, Arabic is a foreign language; in keeping with the need, the Arabic language is taught more seriously alongside knowledge teaching. Nevertheless, learning a foreign language (Arabic) is not as easy as learning the mother tongue. Some obstructions must be coped with, such as ashwat science, grammar, and vocabulary. In addition, difficulties also come from students or teachers themselves, learning methods, materials, and teaching facilities. Therefore, the author examines students' reading comprehension skills with the research title “The Use of Cooperative Integrated Reading and Composition (CIRC) Method to Enhance Arabic Reading Comprehension Skills for Students of VIII Aisyah Class in Even Semester at Darul Fattah Quran Junior High School of Bandar Lampung in the 2019/2020 Academic Year” The type of research employed was Classroom Action Research (CAR). This research was carried out at Darul Fattah Quran Junior High School, Bandar Lampung, in Arabic class VIII subjects in the even semester of the 2019/2020 academic year. The study results revealed that using the Cooperative Integrated Reading and Composition (CIRC) method could enhance students' Arabic reading comprehension skills as evidenced by the mean value obtained in the first cycle of 76.82, categorized as adequate. However, it experienced a slight decrease of 0.30 points, equivalent to 0.39% in the second cycle, to 76.52 categorized as adequate. After that, cycle III underwent a relatively good increase of 4.95 points or equivalent to 6.47% to 81.47, with a sufficient category.   Keywords: CIRC, Reading Comprehension Skill

scholarly journals The More, the Better? Effects of Multiple Modalities on EFL Listening and Reading Comprehension

STEM Journal ◽  
2021 ◽  
Vol 22 (3) ◽  
pp. 29-45
Author(s):  
Na-Young Kim
Keyword(s):  
Reading Comprehension ◽  
Fairy Tales ◽  
Listening Skills ◽  
Experimental Conditions ◽  
Significant Group ◽  
Significance Level ◽  
Modality Effects ◽  
Comprehension Skills ◽  
Efl Students ◽  
Reading Comprehension Skills

This study explores the effectiveness of multimedia modalities by comparing the effects of the use of different modality modes on EFL comprehension. The experiment was conducted during the 2020 academic year. The participants were 186 college EFL students who were selected from six intact classes at a university in Korea. They were divided into six groups at random and received the treatment depending on their experimental conditions: text-only (TO), audio-only (AO), text-picture (TP), audio-picture (AP), text-audio (TA), and text-audio-picture (TAP). For five weeks, all participants read, listened to, or both read and listened to the fairy tales with or without pictures in class. To test the modality effects, the TOEIC-based listening and reading pre- and post-tests were carried out. The whole data collected were analyzed with SPSS version 20 software. The study found that using different modalities in classes plays a beneficial role in increasing comprehension skills. TP, AP, and TA groups improved their listening skills while TO, TP, and TA groups increased their reading skills at a significance level of .05. Statistically significant group differences were also found based on experimental conditions in both listening and reading comprehension skills. Pedagogical implications and suggestions are discussed at the end.

scholarly journals KONTRIBUSI KETERAMPILAN MEMBACA PEMAHAMAN TERHADAP KETERAMPILAN MENULIS TEKS DESKRIPSI SISWA KELAS VII SMP NEGERI 7 PADANG

2020 ◽  
Vol 8 (3) ◽  
pp. 210
Author(s):  
Khairun Nisa ◽  
Nursaid Nursaid
Keyword(s):  
Reading Comprehension ◽  
Reading Skills ◽  
Comprehension Skill ◽  
Skill Test ◽  
Comprehension Skills ◽  
Writing Skill ◽  
Objective Tests ◽  
And Performance ◽  
Reading Comprehension Skills ◽  
Academic Year

ABSTRACTThis study revealed the contribution of reading comprehension skills toward writing skill related to the description texts of that made by grade VII students of SMP Negeri 7 Padang. The purpose of this study was categorized into three-part. First, to describe the writing skills of the description text of grade VII students of SMP Negeri 7 Padang. Second, to describe the reading skills of students in grade VII of SMP Negeri 7 Padang.. Third, to describe the contribution of reading comprehension skill to the writing skill of the description texts of grade VII students of SMP Negeri 7 Padang. This type of study was quantitative with descriptive methods. The design used in this study was the contribution design. The population of this study was students of class VII SMP Negeri 7 Padang in the 2018/2019 academic year about 251 students. The sample in this study was determined by proportional random sampling 15% of the population that was 40 students. The data of this study were in the form of scores on reading comprehension skill test scores and scores on writing description text skill. The data were obtained through two types of tests namely objective tests to measure the comprehension of reading skill and performance tests to measure description text writing skill. There were three results of this study. First, the description writing skill of grade VII students of SMP Negeri 7 Padang was in good qualifications (B) with an average of 76.80. Second, reading comprehension skill of grade VII students of SMP Negeri 7 Padang was in good qualifications (B) with an average of 82.50. Third, there was a contribution to reading comprehension text skill on the ability to write description texts of grade VII students of SMP Negeri 7 Padang with percentage 42, 51%. Kata kunci: Kontribusi, Keterampilan, Membaca Pemahaman, Menulis, Teks Deskripsi

scholarly journals Second Language Writing and Assessment: Voices from Within the Saudi EFL Context

2017 ◽  
Vol 10 (6) ◽  
pp. 174 ◽  
Author(s):  
Rana Obeid
Keyword(s):  
Second Language ◽  
Writing Assessment ◽  
Second Language Writing ◽  
Research Study ◽  
Future Research ◽  
Small Scale ◽  
Efl Teachers ◽  
Teachers And Students ◽  
Language Writing ◽  
Efl Students

This small scale, quantitatively based, research study aimed at exploring one of the most debated areas in the field of Teaching English to Speakers of Other Languages (TESOL); and that is, the perceptions and attitudes of English as a Foreign Language (EFL) teachers as well as EFL learners at an English Language Institute (ELI) at a major university in the Western region of Saudi Arabia, King Abdulaziz University, towards second language writing assessment. The research study involved, randomly selected twenty-two EFL teachers and seventy-eight EFL students between the period of September 2016 and December 2016. Two, purposefully designed, twenty-item, Likert scale questionnaires were distributed amongst the teachers and students. One for the participating EFL teachers and one for the participating EFL students. Data analysis using descriptive statistical methods indicated several concerns which EFL teachers and students have with regards to the writing assessment in general and to the obstacles EFL teachers face when teaching and assessing writing. In addition, there was an indication of general resentments and strong feelings amongst the EFL students where the majority indicated that they are sometimes graded unfairly and writing assessment should take another, more holistic approach rather a narrow one. The study makes recommendations for future research.

scholarly journals Enhancing Reading Skills for Saudi Secondary School Students through Mobile Assisted Language Learning (MALL): An Experimental Study

2019 ◽  
Vol 9 (1) ◽  
pp. 437 ◽  
Author(s):  
Muhammed Salim Keezhatta ◽  
Abdulfattah Omar
Keyword(s):  
Experimental Study ◽  
Reading Comprehension ◽  
Secondary School ◽  
Language Learning ◽  
Reading Skills ◽  
Mobile Assisted Language Learning ◽  
Comprehension Skills ◽  
Efl Students ◽  
Reading Comprehension Skills ◽  
Experimental Group

This study addresses the issue of integrating mobile-assisted language learning (MALL) systems into L2 reading instruction in the Saudi secondary schools in order to improve the reading comprehension skills of struggling EFL students. The focus is to find out whether students&rsquo; language performance is accelerated by using MALL together with teacher instruction versus conventional instruction alone. In order to assess the effectiveness of MALL systems and activities in improving reading comprehension skills in EFL contexts, an experimental study was carried out where 120 participants of grade ten students in four public secondary school of Riyadh District in Saudi Arabia were randomly divided into two groups: experiment and control. Reading skills of the participants&rsquo; were measured by pre-test and post-test by a panel of three national experts. The comparison between the experimental group and the control group pinpoint that MALL materials and systems improve reading comprehension skill among EFL students. The findings indicate clearly that there was a significant difference between MALL users and nonusers in favour of the experimental group (p &lt; .05). It can be then generalized that MALL systems and applications in general provide a motivating learning environment for teaching reading which has its positive implications on improving the reading skills of students.

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