scholarly journals THE RELATION BETWEEN STUDENTS’ ANXIETY AND READING COMPREHENSION

2018 ◽  
Vol 1 (4) ◽  
pp. 406
Author(s):  
Dewi Wahyuning Astuti ◽  
Nadia Fairuz Haris
Keyword(s):  
Reading Comprehension ◽  
High School Students ◽  
Foreign Language ◽  
Learning Activity ◽  
School Students ◽  
Foreign Language Reading ◽  
Reading Anxiety ◽  
Preventive Activity ◽  
Result Show ◽  
Senior High School Students

This study aims to analyze the relation of Students’ anxiety and reading comprehension  among senior high school students in Klari Karawang, West Java Province, Indonesia. Participants of this study were thirty students of twelve grade at  SMAN 1 Klari Karawang The study was conducted with a quantitative approach and performed in Klari, Karawang. Based on the findings, the result show there is no significant correlation in Students’ anxiety because in the data show the significant is 0,051 more than 0,05 (> 0,05). The result also show there is no significant correlation in Reading comprehension because in the data show the significant is 0,051 more than 0,05 (> 0,05). Based on the data obtained from thirty participants showed that treat anxiety is 10% , state anxiety is 17%  and situation specific anxiety is 73%.  Measurement of reading  anxiety was done by using Foreign Language Reading Anxiety Scale (FLRAS). Moreover, the researcher give a suggestion for teacher to make a preventive activity, for example to avoid students’ anxiety in reading comprehension, the teacher can provide comfort environment in learning activity, it will help to decrease students’ level of anxiety and it is necessary to motivate student to increase their desire to read more English text and understand the context.

scholarly journals Reading Comprehension Strategies Effectiveness in Completing Test of English as a Foreign Language

2020 ◽  
Vol 55 (6) ◽  
Author(s):  
Masrupi ◽  
Jhon Fahamzah ◽  
Nurhaeda Gailea ◽  
Ahmad Baihaki ◽  
Mustofa Usman
Keyword(s):  
Reading Comprehension ◽  
High School Students ◽  
Foreign Language ◽  
P Value ◽  
School Students ◽  
Foreign Language Reading ◽  
Post Test ◽  
The Mean ◽  
Paired T Test ◽  
Senior High School Students

In this experimental study, Senior high school students take the Test of English as a Foreign Language reading comprehension test using test-taking strategies. One test group takes the Test of English as a Foreign Language as a Computer-Based Test (CBT), and the control group takes the Test of English as a Foreign Language as a Paper-Based Test (PBT). Each class consists of 80 senior high school students divided into 2 groups: 40 male and 40 female, respectively. The experiment was conducted during one semester. The statistical analysis used Factorial Design (2x2) using factors of Sex (Male, Female) and Test (CBT, PBT). For multiple comparison analysis, the Tukey’s method was used. To compare the statistics of the students’ pre-test and post-test scores, the paired t-test was used. From the results of analysis using factorial design, it was found that: The mean Test of English as a Foreign Language reading comprehension scores of males and females was significantly different (p-value < 0.0001); the female mean was higher than the male mean; there was no significant difference between the mean scores of CBT and PBT testing; and there was no interaction between sex and test type. From the analysis results of pre-test and post-test scores using the paired t-test, the difference was very significant (p-value < 0.0001). These results indicate that the Test of English as a Foreign Language reading comprehension scores of students in in both groups (experimental and control), are increased.

scholarly journals Foreign Language Reading Anxiety Among Indonesian EFL Senior High School Students

2017 ◽  
Vol 1 (1) ◽  
pp. 19 ◽  
Author(s):  
Azhari Muhlis
Keyword(s):  
High School ◽  
High School Students ◽  
Foreign Language ◽  
Senior High School ◽  
Personal Factors ◽  
School Students ◽  
Foreign Language Reading ◽  
Reading Anxiety ◽  
Text Features ◽  
Potential Factors

This study aims to investigate foreign language reading anxiety among Indonesian EFL Senior High School students. Thirty two students of grade eleven in a senior high school in Bandung were involved as the participants. This study employed a survey research design. The primary data source was collected by two types of questionnaires and the secondary data source was gained by interview. The findings revealed that most of the students perceived anxiety in medium level (71,9%). The study found that there were two major potential factors of foreign language reading anxiety namely text features and personal factors. Under the concept of text features, there are three sources of foreign language reading anxiety including unknown vocabulary, unfamiliar topic, and unfamiliar culture. Unknown vocabulary was considered as the most potential factor of reading anxiety under the aspect of text features (49%). On the other hand, under the concept of personal factors, there are two sources of foreign language reading anxiety including afraid of making errors, and worry about reading effects. Afraid of making error was nominated as the highest potential factor of reading anxiety under the aspect of personal factors (39%). Implication to the study and recommendations for further research were considered. Keywords: Foreign language reading anxiety, potential factors of foreign language reading anxiety

scholarly journals Listening, Grammar and Reading Comprehension Skills of the Test of English as a Foreign Language: A Correlational Study

Humaniora ◽  
2017 ◽  
Vol 8 (1) ◽  
pp. 11
Author(s):  
Jimmy Sapoetra
Keyword(s):  
Reading Comprehension ◽  
High School Students ◽  
Foreign Language ◽  
Reading Skills ◽  
Language Skills ◽  
School Students ◽  
Comprehension Skills ◽  
Independent Variable ◽  
Reading Comprehension Skills ◽  
Senior High School Students

The article aimed to investigate whether there was a correlation among the language skills and components. The researcher took two language skills and one language component to be part of the research: listening, reading comprehension skills, and grammar mastery. In the research, there were several questions regarding the three variables of listening, reading, and grammar which were focusing on the correlation among the variables. The independent variable was grammar mastery (X) while the independent variables were listening comprehension (Y1) and reading comprehension (Y2). The data collection was taken from the population of Grade X Budi Luhur Senior High School students, Tangerang, with 40 students served as a sample. The research was conducted using the quantitative method with the help of statistical calculation of Pearson Product Moment Correlation to prove whether there was a significant correlation among the three variables. As a result, it is proven that there is no significant correlation between grammar mastery and both listening and reading skills while there is a quite strong correlation between listening and reading skills of the students.

scholarly journals TEACHING READING COMPREHENSION BY USING EXPERIENCE-TEXT-RELATIONSHIP METHOD TO SENIOR HIGH SCHOOL STUDENTS

2020 ◽  
Vol 18 (2) ◽  
pp. 147
Author(s):  
Yuliana Mara Yuliantini ◽  
Aunurrahman Aunurrahman ◽  
Ageung Darajat
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Teaching And Learning ◽  
Senior High School ◽  
Reading Test ◽  
Test Results ◽  
School Students ◽  
Field Notes ◽  
Senior High School Students

<p><strong>Abstract</strong></p><p>This research aimed to improve reading comprehension of public senior high school students by using Experience-Text-Relationship method. The research was done in two cycles and involved 31 eleventh-grade students of a public senior high school in SimpangDua, Ketapang in the Academic Year of 2018/2019. The researcher used observation field notes and reading tests to collect data of the study. A collaborator was involved during the observations and practices to build trustworthy of the study. The data from the observation field notes were analyzed qualitatively and the data from the reading test results were analyzed by using descriptive statistics. The analysis of the observation field notes shows that the students became active and polite, had high enthusiasm in the teaching and learning processes. The analysis of the reading test results also reveals that the students had improved their reading comprehension. In conclusion, Experience-Text-Relationship method can improve the students’ reading comprehension.</p><p> </p><p><strong><em>Abstrak</em></strong></p><p><em>Penelitian bertujuan untuk meningkatkan pemahaman membaca siswa SMA negeri menggunakan metode Experience-Text-Relationship. Penelitian ini menggunakan dua siklus dan melibatkan 31 siswa kelas sebelas siswa di salah satu SMA negeri di SimpangDua, Kabupaten Ketapang pada Tahun Akademik 2018/2019. Peneliti menggunakan catatan lapangan observasi dan tes membaca untuk mengumpulkan data penelitian. Seorang kolaborator dilibatkan selama pengamatan dan praktik untuk membangun penelitian yang dapat dipercaya. Data dari catatan lapangan observasi dianalisis secara kualitatif dan data dari hasil tes membaca dianalisis dengan menggunakan statistik deskriptif. Analisis catatan observasi lapangan menunjukkan bahwa siswa menjadi aktif dan sopan, memiliki antusiasme yang tinggi dalam proses belajar-mengajar. Analisis hasil tes membaca juga mengungkapkan bahwa terjadi peningkatan pemahaman membaca siswa. Kesimpulannya, metode </em>Experience-Text-Relationship <em>dapat</em><em> membantu meningkatkan pemahaman membaca siswa.</em></p>

scholarly journals Meningkatkan Kognitif Siswa SMAN I Jambi Melalui Modul Berbasis E-Book Kvisoft Flipbook Maker

2019 ◽  
Vol 1 (1) ◽  
pp. 59
Author(s):  
Mulyadi Rusli ◽  
Louis Antonius
Keyword(s):  
High School ◽  
High School Students ◽  
Cognitive Learning ◽  
Learning Outcome ◽  
Senior High School ◽  
School Students ◽  
Result Show ◽  
Learning Interest ◽  
Senior High School Students

This research was aimed to: produce module based on e-book using Kvisoft Flipbook Maker application that proper to increase learning interest and cognitive learning outcome, know the increasing interest of senior high school students which use learning media module based on e-book using Kvisoft Flipbook Maker application, and know the increasing of cognitive learning outcome of senior high school students which use learning media module based on e-book using Kvisoft Flipbook Maker application.  The result show that: the module based on e-book using Kvisoft Flipbook Maker application is proper to increase learning interest and cognitive learning outcome of senior high school students seen from very good and good results category of practitioner appraisal and student’s response, the increasing of student’s learning interest which use module based on e-book using Kvisoft Flipbook Maker application by low category standard gain, and the increasing of student’s cognitive learning outcome which use module based on e-book using Kvisoft Flipbook Maker application by medium category standard gain

scholarly journals Reading Strategy’s Failure to Deliver toward Reading Comprehension

2019 ◽  
Vol 4 (8) ◽  
pp. 1034
Author(s):  
A. Gusti Efendy ◽  
Gunadi Harry Sulistyo
Keyword(s):  
Reading Comprehension ◽  
High School Students ◽  
Statistical Analysis ◽  
Research Method ◽  
Reading Strategy ◽  
Reading Test ◽  
Simple Linear Regression ◽  
School Students ◽  
The Relationship ◽  
Senior High School Students

<p class="Abstrak"><strong>Abstract:</strong> The aim of study is investigating the relationship between Support Reading Strategy and reading comprehension. Consequently, the research method to deploy was simple linear regression. Meanwhile, because the population target of the study was all public senior high school students in the municipal area of Malang, East Java, Indonesia, the sample consisted of 301 students from three different schools. Inferring from parametric statistical analysis involving data obtained by conducting Survey of Reading Strategy (SORS) and reading test, the finding indicates that Support Reading Strategy fails to be in good favor toward students’ reading comprehension.</p><strong>Abstrak:</strong> Penelitian ini bermaksud mengungkap hubungan antara <em>Support Reading Strategy</em> dan kemampuan memahami bacaan. Untuk itu, peneliti menggunakan metode penelitian regresi linear sederhana. Sementara itu, karena target populasi adalah seluruh siswa SMA negeri di Kota Malang, Jawa Timur, Indonesia, sampel penelitian berjumlah 301 siswa dari tiga sekolah yang berbeda. Berangkat dari analisis statistik parametrik yang mengolah data dari <em>Survey of Reading Strategy</em> (SORS) dan uji kemampuan membaca, temuan penelitian menunjukkan bahwa<em> Support Reading Strategy</em> tidak mampu membuktikan korelasi positif yang signifikan terhadap kemampuan siswa dalam memahami bacaan.

scholarly journals Improving Senior High School Students’ Reading Comprehension through Reading Strategies Derived from Genre Based Approach

2012 ◽  
Vol 10 (2) ◽  
Author(s):  
Fitrawati Fitrawati
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Key Words ◽  
Reading Strategies ◽  
Senior High School ◽  
School Students ◽  
Senior High School Students

Penelitian ini bertujuan untuk melihat penerapan strategi-stategi membaca berdasarkan Genre Based Approach guna menigkatkan pencapaian nilai membaca siswa. penulis melaksanakan penelitian tindakan kelas dengan menerapkan strategi membaca berdasarkan konsep Genre Based Approach yang terdiri dari empat langkah yaitu building context of the text, modeling the text, joint construct of the text, dan independent construction of the text. Strategi-strategi membaca berdasarkan genre based approach diterapkan melalui tiga fase membaca yaitu, pre-reading phase, whilst reading phase, dan post reading phase. Hasil penelitian menunjukkan bahwa penerapan strategi membaca bisa memperbaiki proses belajar dan mengajar membaca. Simpulan ini bisa dilihat dari hasil tes membaca siswa yang menunjukkan peningkatan dari 12, 5% di siklus 1 ke 70, 8% di siklus 2 dan terakhir di siklus 3 menjadi 83, 3%. Penulis juga melakukan pengamatan dengan menggunakan (contreng) checklist terhadap strategi pengajaran dan keaktifan siswa. Hasil pengamatan menunjukkan hampir semua siswa suka strategi pengajaran guru dan sebagian besar dari siswa sudah aktif. Hasil angket menunjukkan 90% dari siswa tertarik dengan cara pengajaran guru dan 88% dari siswa  tersebut aktif dalam belajar. Data tersebut juga diperkuat oleh informasi dari wawancara yang direkam terhadap 15 siswa pada tiap siklusnya. Berdasarkan hasil wawancara diketahui bahwa sebagian besar siswa mengatakan mereka tertarik dengan cara guru mengajar dan termotivasi membaca teks berbahasa Inggris Key words: Students’ Reading Comprehension, Genre based approach, Reading Strategies Derived from Genre Based Approach

Roles of mental translation in first and foreign language reading

2010 ◽  
Vol 15 (4) ◽  
pp. 373-387 ◽  
Author(s):  
Jia-ling Charlene Yau
Keyword(s):  
Reading Comprehension ◽  
High School Students ◽  
Foreign Language ◽  
Cultural Theory ◽  
Theoretical Frameworks ◽  
School Students ◽  
Qualitative Approaches ◽  
Teachers And Students ◽  
Mental Translation ◽  
Chinese And English

This study integrates both quantitative and qualitative approaches to examine the roles that mental translation plays in reading classical Chinese and English as a foreign language among Taiwanese high school students. Gadamer’s theory of hermeneutic experience and the Vygotskian social-cultural theory provide the theoretical frameworks for this study. The quantitative data consist of reading comprehension tests and translation surveys, while the qualitative data are composed of think-aloud protocols and interviews with the participating students and their teachers. At least two prominent findings emerge from the data analyses: (1) mental translation appears to have positive and significant associations with reading comprehension across two languages; (2) ambivalent perceptions of and attitudes toward the employment of mental translation for reading classical literary Chinese and English are discerned. The findings support Gadamer’s contention that humans learn to translate as they are learning a language. The views and ideas expressed by the participating teachers and students uncover a sociocultural dimension of reading, as proposed by Vygotsky.

Sign in / Sign up

Export Citation Format

Share Document