scholarly journals TEACHING READING USING TALKING STICK

2019 ◽  
Vol 2 (1) ◽  
pp. 40
Author(s):  
Siti Khodijah ◽  
Labibah Labibah
Keyword(s):  
Reading Ability ◽  
English Language ◽  
Human Interaction ◽  
Teaching Reading ◽  
English Reading ◽  
Significant Difference ◽  
Tenth Grade ◽  
Sample Test ◽  
Reading Activity ◽  
Academic Year

Language is the most important aspect in human interaction. People communicate and interact with other using the language. In global community, English has become an international language that is used by many people around the world. Reading is one of English language skills and it is one of the ways to learn English. Reading activity should get more attention. It is because there are many students who get some difficulties in understanding a text. In this research inform the using of talking stick in teaching reading. The objective of this research was to find out whether there was any significant difference in improvement the reading ability of recount text of the tenth grade students of SMK Rosma Karawang in academic year 2018/2019 by using talking stick method. The method used was quantitative method. In this research the writer used pre-experimental design of one group pretest and posttest. The data were analyzed by using paired sample test and processed by using SPSS 23 for windows. The results of the research showed there was significant increase of student’s reading ability.Keywords: Teaching, Reading, Talking Stick

scholarly journals The Effectiveness of Jigsaw Learning Model in Teaching Reading Comprehension on Narrative Text

2019 ◽  
Vol 10 (2) ◽  
pp. 258
Author(s):  
Adib Ahmada
Keyword(s):  
Reading Comprehension ◽  
Learning Model ◽  
Narrative Text ◽  
Learning Method ◽  
Teaching Reading ◽  
Interactive Approach ◽  
Significant Difference ◽  
Before And After ◽  
Tenth Grade ◽  
Academic Year

Abstract Reading is considered as an important aspect for students because of its valuable benefit in developing knowledge. There are approaches of teaching reading such as top-down, bottom up, and interactive approach. Some studies was conducted in applying interactive strategy such as Jigsaw learning method. For the purpose of teaching narrative text, the researcher try to observe and analyze the effectivenes of Jigsaw learning method by using an experimental research. The study was conducted on the tenth grade students in SMA Darussalam in the academic year 2018/2019. The writer used testing instrument, pre-test and posttest. The result of the data analysis are as follows: (1) the student’s reading comprehension before being taught by using jigsaw learning model is fair, (2) the student’s reading comprehension after being taught by using jigsaw learning model is good, (3) there is significant difference of the reading comprehension for the students before and after being taught by using jigsaw learning model. So, the writer conclude that, teaching reading comprehension using jigsaw learning model is effective in increasing students’ reading comprehension on narrative text.

scholarly journals The Effectiveness of Problem Based Learning (PBL) Method in Teaching Reading

2018 ◽  
pp. 17
Author(s):  
Ahmad Zuhri Rosyidi
Keyword(s):  
Null Hypothesis ◽  
Reading Ability ◽  
Alternative Hypothesis ◽  
Problem Based Learning ◽  
Teaching Reading ◽  
Tenth Graders ◽  
Significant Difference ◽  
Tenth Grade ◽  
Post Test ◽  
Reading Text

This pre-experimental research aimed to find out the effectiveness of problem based learning in teaching narrative type of reading text at the tenth grade of public senior high school (SMAN) 1 Sukamulia, East Lombok. The sample of this research consisted of 30 students taken through purposive sampling. A pre-test and a post-test were used to collect the data on the reading ability of the students, and observation list was employed to gather the data on how problem based learning involves the students in the learning process. The collected data were then analyzed using descriptive statistic and paired-sample t-test to answer the hypothesis. The result of data analysis revealed that there was a significant difference between the pre-test and the post-test scores, t(df=29) = 5.203 at p = 0.000, meaning that the null hypothesis is rejected (Ho) and alternative hypothesis is accepted (Ha).It means that there was a significant effect of problem based learning method in teaching critical reading for the tenth graders of SMAN 1 Sukamulia.

scholarly journals TEACHING READING USING JUMBLED SENTENCES

2018 ◽  
Vol 1 (4) ◽  
pp. 466
Author(s):  
Ria Sakia ◽  
Ulsy Kulsum Marantika
Keyword(s):  
Quantitative Method ◽  
Language Skills ◽  
Teaching Reading ◽  
Paired Sample ◽  
New Information ◽  
Result Show ◽  
Tenth Grade ◽  
Sample Test ◽  
Reading Activities ◽  
Academic Year

Reading is important to getting information and the new experiences. Reading is one of the language skills because reading is an important factor that can affect one's activities to get new information and knowledge from reading activities. In this study inform the using of jumbled sentences in teaching reading. The objective of this study is to see and determine differences in student mastery in reading that use mixed sentences in class 2. The participant of this study is 29 students in tenth grade of SMK Rosma Karawang academic year 2018-2019. The method which it was applied in the quantitative method in this research. In this study, the writer applied a pre-experimental design from one group of pretest and posttest. Data analyzed in this research by paired sample test significantly p <0,05 then data analyzed and processed by a writer by using statistics data calculation of formula T-test by using SPSS v. 23 for windows.The result show there a statistically significant increase in students' reading ability.Keywords:        Teaching, Reading, Jumbled Sentences

scholarly journals THE USE OF PHONICS INSTRUCTION TO ENHANCE STUDENTS’ READING ABILITY: A CASE STUDY OF GRADE 3 STUDENTS AT NAM YUEN SCHOOL, NAM YUEN DISTRICT, UBON RATCHATHANI PROVINCE

2016 ◽  
Vol 4 (10) ◽  
pp. 65-71
Author(s):  
Jidanan Thaen-nga ◽  
Wutti Leenam
Keyword(s):  
Oral Reading ◽  
Reading Ability ◽  
Phonics Instruction ◽  
English Reading ◽  
Significant Difference ◽  
Main Effect ◽  
The Mean ◽  
Grade 3 ◽  
Academic Year

The purpose of this research was to study English reading ability after being taught through the phonics instruction. The target group was 30 Grade 3 students enrolled in English course in the second semester of academic year 2015 at Nam Yuen School, Nam Yuen District, UbonRatchathani Province. The experimental instrument was 5 lesson plans using phonics instruction. The instruments were the tests used before starting and after finishing each lesson. The data obtained were analyzed using mean, percentage and standard deviation. The findings revealed a statistically significant main effect (P <.001) indicating that there was a significant difference between the mean scores of the pretest and the posttest which means that the students increased their oral reading ability after being taught through phonics.

TEACHING READING COMPREHENSION OF NARRATIVE TEXT TO THE TENTH GRADE STUDENTS

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Emi Br Bukit ◽  
Berlin Sibarani ◽  
Rika Rika
Keyword(s):  
Qualitative Research ◽  
Reading Comprehension ◽  
Data Analysis ◽  
Narrative Text ◽  
Teaching Reading ◽  
Qualitative Research Design ◽  
Analysis Technique ◽  
Tenth Grade ◽  
The Subject ◽  
Academic Year

This study aims at describing how the teachers teach reading comprehension of narrative text to the tenth grade students in Sibolangit and revealing the underlying reasons of why do they do that way. This study was conducted by using qualitative research design. The subject of this study were two english teachers who taught at tenth grade students of two SMA in Sibolangit they are : SMA Negeri  1 Sibolangit  and SMA RK Deli Murni Bandar Baru in academic year 2016/ 2017. The data were analyzed by using Miles and Huberman data analysis technique. The  technique of collecting the data was recorded from the classroom process in teaching reading comprehension of narrative text. The findings of the study show that most of teachers’ ways are not yet focusing on teaching reading comprehension but rather focusing teaching the knowledge of genre. The underlying reason of the teachers’ ways in teaching reading comprehension did not facilitate reading comprehension. It was due to the misperception of the concept of teaching reading comprehension.  Keywords : Teaching,Reading Comprehension,Narrative Text.

scholarly journals The Effect of Self-Questioning Strategy in the Reading Skill Development in the English language for students of the tenth grade in Jordan

2019 ◽  
Vol 3 (20) ◽  
Author(s):  
Hanan Salam Hassan Alhayawat
Keyword(s):  
English Language ◽  
Skill Development ◽  
Reading Skill ◽  
The Self ◽  
Analysis Of Covariance ◽  
Significant Difference ◽  
Tenth Grade ◽  
Quasi Experimental ◽  
Reading Skill Development ◽  
Experimental Group

The purpose of this study was inquiring the effect of Self-Questioning Strategy in the Reading Skill Development in the English language for students of the tenth grade in Jordan.                                                                         To achieve goals of this study, a test has been developed to observe the Development of reading skill. The researcher adopted a quasi-experimental approach in which the experimental group consisting of (30) students was taught in accordance with Self-Questioning Strategy. At the same time, the controlled group consisting of (30 students) was taught in the traditional way. The tests and the motive measuring was applied prior and post- teaching on both groups. The Analysis of Covariance results (ANCOVA) indicated a significant difference at (α≤0.05) between the two groups, which is attributed to the Self-Questioning Strategy, in developing the reading skill, of Learning English language Course for the experimental group. The results also indicated variation in the performance of (the experimental group) students in the Self-Questioning Strategy in the Reading Skill Development (in developing the Academic achievement. The study recommended introducing the Self-Questioning Strategy in the teaching of English language Course, and conducting other similar studies in different educational stages.    

scholarly journals USING JUMBLED LETTERS TO IMPROVE STUDENTS VOCABULARY MASTERY

2019 ◽  
Vol 1 (2) ◽  
pp. 55-61
Author(s):  
Sri Wahyuni ◽  
Ali Wira Rahman
Keyword(s):  
Total Sample ◽  
Crossword Puzzle ◽  
Significant Difference ◽  
Before And After ◽  
Tenth Grade ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control ◽  
Listening And Speaking ◽  
Academic Year

Vocabulary considered one of the important things to learn for students, the vocabulary is basic thing that students must be mastered in foreign language lessons, especially in English. Without vocabulary students will have difficulty in mastering skills in English such as writing, reading, listening and speaking.  Therefore, it is very important to find out the solution to enhance students’ vocabulary. The objective of the research is to find out whether or not using Jumbled letters can improve the students vocabulary of the tenth grade students in MAN 2 Barru and to find out whether or not using Crossword puzzle can improve the students vocabulary of the tenth grade students in MAN 2 Barru. This research applied quasi-experimental group design with two groups experimental and control class. The population of this research was the tenth grade students of MAN 2 Barru in academic year 2018/2019. The Total sample of the research was taken by using clustering random sampling which consisted of 141 students. From two classes taken from the population of the tenth grade students of MAN 2 Barru, X MIA 1 as the experimental class consisted 29 students and X MIA 3 as the control class that consisted 29 students. The result of the data analysis showed that there was a significant difference of students’ vocabulary before and after teaching vocabulary through jumbled word letters. The value of t-test pre-test 2.09 was higher than t-table 2.000, and the value of post-test 4.62 was higher than t-table 2.000, at the level significance a =0.05 and degree of freedom (df) = 56. It can be concluded that jumbled word letters can enhance the vocabulary of the tenth grade students’ of MAN 2 Barru

scholarly journals THE EFFECT OF HERRINGBONE TECHNIQUE ON THE STUDENTS’ ABILITY IN READING COMPREHENSION ON RECOUNT TEXT

2020 ◽  
Vol 3 (2) ◽  
pp. 91-100
Author(s):  
Sam Roberto Andre Hasian Lumbantobing ◽  
Hilman Pardede ◽  
Herman Herman
Keyword(s):  
Reading Comprehension ◽  
Reading Ability ◽  
Test Score ◽  
Alternative Hypothesis ◽  
Average Score ◽  
Control Group ◽  
Significant Difference ◽  
Tenth Grade ◽  
Post Test ◽  
Experimental Group

This research is a study of improving students’ ability in reading comprehension. The aim was to find out whether the use of Herringbone technique would bring a significant difference in teaching reading comprehension through Recount text, compared with the result before the students being treated. The study was conducted in the tenth grade students of SMA N 4 Pematangsiantar. The research method used was the experimental design, where the Experimental group was the PMIA 3 class, and the PMIA 2 class as the control class. Both of the classes had 34 students in each of it. The data were obtained through pre-test, treatment and post test. The pre-test was held to know the students’ basic ability or score before treatment was given. Meanwhile, the post test was held to know the students’ achievement and significant effect after the students were taught using Herringbone technique. Finding of the research showed that both groups had a significant improvement in their reading ability after being treated and passed the KKM. The Control group, which the pre-test score was 60, made an improvement shown in their post-test score in amount of 70,44. The experimental group, the group which the researcher treated the Herringbone technique to them, had a higher improvement than the control group. The average score of pre-test in this group was about 54,41 where then being improved up to 78,97. The score of t-test (3,981) was higher than t-table (1,668) at the level of significance 5% for two tailed test, so Null Hypothesis is rejected and Alternative Hypothesis is accepted.

scholarly journals Effects of Bilingualism on Reading Fluency: An Analysis of Pausing Patterns of Iranian Learners of English as a Third Language

2021 ◽  
Vol 2021 ◽  
pp. 1-9
Author(s):  
Zahra Banitalebi ◽  
Ali Akbar Jabbari ◽  
Shouket Ahmad Tilwani ◽  
Mohammad Hasan Razmi
Keyword(s):  
Foreign Language ◽  
Reading Fluency ◽  
English Language ◽  
Oral Proficiency ◽  
Bilingual Learners ◽  
Male And Female ◽  
Efl Learners ◽  
Third Language ◽  
English Reading ◽  
Significant Difference

Fluency is one of the most important components of oral proficiency, which can be affected by a number of variables including frequency, duration, and place of pause phenomena. The present study aimed at investigating the effect of bilingualism on learning a foreign language from the angle of fluency and pausing patterns by comparing the pausing patterns of monolingual (Persian speakers) and bilingual (Iranian Turkish speakers; L1: Turkish and L2: Persian) EFL learners. To this end, a sample of 40 male and female advanced EFL learners were selected from Yazd University and several English-language institutes. An English reading passage test was used to measure students’ fluency in terms of their pausing patterns in prepared mode of speech. As learners started to read the passage, their speeches were recorded. The collected data were analyzed by Praat software. The statistical analyses revealed a significant difference between monolingual and bilingual learners in the frequency, duration, and placement of the pauses they had produced while they were reading the English passage. The results showed that bilingual learners outperformed monolingual participants, suggesting the superiority of bilinguals in their pausing patterns. The implications are discussed.

scholarly journals DIRECTED READING ACTIVITY (DRA) APPLICATION IN ENGLISH READING COMPREHENSION CLASSROOM

2021 ◽  
Vol 5 (1) ◽  
pp. 90-100
Author(s):  
Imam Munandar ◽  
Srimurni Srimurni
Keyword(s):  
Reading Comprehension ◽  
Quantitative Research ◽  
Experimental Approach ◽  
Instructional Support ◽  
Teaching Reading ◽  
Comprehension Skill ◽  
English Reading ◽  
English Reading Comprehension ◽  
Directed Reading ◽  
Reading Activity

This research manages to analyze the effectiveness of  DRA in enhancing students ‘skill in reading comprehension. The researchers carried out the research at SMP N 4 Takengon, in which they found that teachers faced some problems in teaching reading comprehension to students. To figure out the answer, the research applies quantitative research with experimental approach. After statistically obtaining and interpreting the data, the study concludes that Directed Reading Activity (DRA) method is able to increase students reading comprehension skill. This is because that Directed Reading Activity (DRA) is a teacher strategy in reading comprehension that emphasizes on instructional support before, during, and aftermath the reading. Meanwhile, the research found that this strategy is also able to increase and build stronger student vocabulary and reading skill. In conclusion, the DRA strategy is effective in improving students’ ability in reading comprehension, and also building their vocabulary.

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