scholarly journals THE EFFECT OF MULTICULTURAL APPROACH ON READING AND WRITING FOR ELEMENTARY STUDENT

2021 ◽  
Vol 2 (1) ◽  
pp. 40-50
Author(s):  
Nashrullah Nashrullah
Keyword(s):  
Reading Comprehension ◽  
Intercultural Competence ◽  
Teaching Method ◽  
Writing Skills ◽  
Cultural Knowledge ◽  
Elementary Student ◽  
Multiple Perspectives ◽  
School Students ◽  
Reading And Writing ◽  
Better Than

This study aimed at investigating the effect of multicultural approach on reading comprehension and writing   skills of grade V elementary school students in the South of Borneo. This is a quasi experimental research with nonequivalent-groups pretest and postest design. The participants experimental class was student of class VB MI Al-hamid Banjarmasin (n=38) and control class was students of class VA MI Al-Hamid Banjarmasin (n=36).   Using reading comprehension and narrative writing test scores of students, multicultural approach questionnaire, and teaching assignment. This study reveals that multicultural approach affects reading comprehension and writing achievement and also becomes the best predictor of their experience and cultural knowledge, such as develops multiple perspectives, cultural counsciousness, increases intercultural competence, combats racism, sexiesm, prejudice, discrimination, and develops social action skills. Furthermore, multicultural approach has a significant effect and better than conventional teaching on students’ reading comprehension skills, and on writing skills are also better than convensional approach of teaching.  As conclusion, multicultural approach can be considered as a teaching method in improving students’ reading comprehension and writing skills, from producing main idea and topik sentence, also writing non fiction text based on multicultural knowledge, awareness, skills and action. The research findings imply that teachers need to change their teaching model into multicultural approach and identify multicultural material to encourage students to do and bring up reading and writing activities related to tolerance.

PENGARUH CONTEXTUAL TEACHING AND LEARNING (CTL) TERHADAP PEMAHAMAN MEMBACA SISWA

2012 ◽  
Vol 18 (1) ◽  
pp. 30
Author(s):  
Anni Holila Pulungan
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Junior High School ◽  
Teaching And Learning ◽  
Junior High ◽  
School Students ◽  
Lecture Method ◽  
Contextual Teaching ◽  
Better Than

The study deals with the Contextual Teaching and Learning of the students’ reading comprehension at junior high school. Contextual Teaching and Learning is a new alternative for every teachers to relate the materials to the real world. The aims of the research are to analyze the effect of non and CTL method of the students’ reading comprehension.  The research method is an experimental method. The data analysis is taken from the two classess. Then, they divided into two  groups, the control and experimental group. The major findings of the study shows that the effect of Contextual Teaching and Learning on the students’ reading comprehension is better than the non CTL method-lecture method for the junior high school students.

scholarly journals Effectiveness of the reflection-based reciprocal teaching approach for reading comprehension achievement in upper secondary school in Myanmar

2021 ◽  
Author(s):  
Tun Zaw Oo ◽  
Andrea Magyar ◽  
Anita Habók
Keyword(s):  
Reading Comprehension ◽  
Secondary School ◽  
Classroom Environment ◽  
Teaching Method ◽  
Reciprocal Teaching ◽  
Control Group ◽  
Upper Secondary School ◽  
School Students ◽  
Upper Secondary ◽  
Experimental Group

AbstractThis study investigates the effectiveness of the reflection-based reciprocal teaching (RBRT) approach for Myanmar upper secondary school students’ reading comprehension in English. In the RBRT approach, the main frame is based on the reflective teaching model for reading comprehension (Oo and Habók in Int Electron J Elementary Educ 13(1):127–138, 2020), in which the reciprocal teaching method (involving questioning, clarifying, summarizing, and predicting) was applied. This study used cluster randomized trials. Two groups participated in the research: the experimental group, who were taught with the RBRT approach, and the control group, who were taught with traditional methods. Results showed that the RBRT approach has a strong effect on students’ English reading comprehension achievement. The experimental group increased its achievement on the posttest significantly, and the students’ results showed high effect size. It was also found that teachers’ reflection on the instructional context had a considerable impact on raising students’ reading comprehension achievement. The RBRT approach can be successfully applied in the classroom environment to develop students’ reading comprehension in English in Myanmar.

scholarly journals JIGSAW II: An Effective Strategy to Develop Reading Comprehension Among School Children

2020 ◽  
Vol 9 (S1-Dec2020) ◽  
pp. 30-33
Author(s):  
Sindhu Thamban
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Teaching Method ◽  
Group Discussion ◽  
School Students ◽  
Team Members ◽  
Learning Techniques ◽  
Wide Range ◽  
Significant Difference

The Jigsaw II, one form of Cooperative learning techniques is an efficient strategy to use in a language classroom. The basic activities include 1) Reading with team members 2) Expert group discussion 3) Team members report 4) Test 5) Team recognition. The jigsaw II strategy is easyto implement and works well with a wide range of students.Previous researches related to Jigsaw II shows that it is more powerful and effective and appropriate in situations where learning is from text based materials. Reviews related to the strategy shows that no researches have been carried out to develop the reading comprehension of the high school students, particularly in the Indian context. Hence through this paper an attempt has been made by the researcher to check the effectiveness of Jigsaw II in developing the reading comprehension of High school students.The study statistically revealed that there is significant difference in the reading comprehension achievement of the students who were taught by using the traditional method and to those taught by using the Jigsaw II strategy. In accordance with the qualitative and quantitative findings attained it was found that Jigsaw II was found to be more effective than the traditional teaching method in developing the reading comprehension of high school students.

scholarly journals Reading and writing comprehension in the mother tongue in the Romanian national assessment – objectives, tests, results

2020 ◽  
Vol 9 ◽  
pp. 20-31
Author(s):  
Biborka Szanto
Keyword(s):  
Mother Tongue ◽  
Writing Skills ◽  
Mathematical Literacy ◽  
School Students ◽  
National Assessment ◽  
Reading And Writing ◽  
School Year ◽  
Basic Competencies ◽  
Hungarian Language ◽  
Learning Language

In Romania the basic competencies (reading and writing in the student’s mother tongue and in Romanian language in the case of students studying in minority schools, mathematical literacy) of students at the end of the 2nd and 4th grade of primary education are assessed starting with the school year 2013/2014. The paper analyses the tests of the national assessment designed and applied for measuring reading and writing skills in the mother tongue (in Hungarian language). The paper concludes that the tests are not carefully designed in order the measure the most important skills and abilities at the end of the 2nd and 4th grade. The study analyses the achievement in reading and writing of 2nd and 4th grade students’ attending schools teaching in Hungarian. The analysis fills a gap, because the detailed qualitative analyses of the results of elementary school students whose learning language is Hungarian, is missing from the reports presenting the results of the national assessment. Based on the analyses of the objectives, tests and results of the national assessment for reading and writing in Hungarian, the paper formulates the questions that arise regarding the necessity of this measurement.

KEEFEKTIFAN METODE BILINGUAL INTENSIF UNTUK KEMAMPUAN MEMBACA DAN MENULIS PADA PENDIDIKAN KEAKSARAAN MASYARAKAT SAMIN BLORA

2011 ◽  
Vol 6 (1) ◽  
pp. 54-62
Author(s):  
Melati Indri Hapsari ◽  
Sanoto Hadi
Keyword(s):  
Hypothesis Testing ◽  
Preliminary Analysis ◽  
Writing Skills ◽  
Literacy Education ◽  
Research Subjects ◽  
Reading And Writing ◽  
Two Stages ◽  
Experimental Group ◽  
Better Than

This research aimed to know if in Samin community reading and writing skills of literacy education participants taught with intensive bilingual method are better than those taught with SAS method. The research conducted in Tanduran Village Blora Regency in 2010, involved 40 research subjects comprising 20 subjects for experimental group with intensive bilingual method and 20 subjects with SAS method for controlling group. The data obtained were analyzed in two stages i.e. in the preliminary analysis and in hypothesis testing. The result of the research indicates, the reading and writing skills of literacy education participants in Samin community taught with intensive bilingual method are better than those taught wit SAS method.

scholarly journals Effect of Student Teams Achievement Division and Think-Pair-Share on Students' Achievement in Reading Comprehension

2019 ◽  
Vol 8 ◽  
pp. 218-237
Author(s):  
Eucharia Okwudilichukwu Ugwu
Keyword(s):  
Reading Comprehension ◽  
Cooperative Learning ◽  
Learning Strategies ◽  
English Language ◽  
Teaching Method ◽  
Language Teachers ◽  
Analysis Of Covariance ◽  
Control Group ◽  
School Students ◽  
Student Teams

AbstractThe study investigated the effect of two cooperative learning strategies, Student Teams-Achievement Divisions (STAD) and Think-Pair-Share (TPS) on senior secondary school students’ achievement in reading comprehension in Vandeikya Local Government Area, Benue State, Nigeria. A total of 78 students (43 males and 35 females), drawn from three secondary schools participated in the study. Experimental and control conditions were randomly assigned to the three intact classes: EG1 (STAD), EG2 (TPS) and CG (Control Group). The instrument used was Reading Comprehension Achievement Test (r=0.784). Data were analyzed using Mean, Standard Deviation and Analysis of Covariance (ANCOVA). The results show higher achievement gains for students in the EG1 and EG2 over those of the CG, but not across gender. The findings support the existing evidence on the efficacy of cooperative learning over the traditional teaching method. English language teachers will therefore find the two techniques useful in teaching reading comprehension.   Keywords: cooperative learning, Student Teams-Achievement Divisions, Think-Pair-Share, academic achievement, reading comprehension      

scholarly journals ONLINE BOOK OF LETTERS OF LITERACY IN THE TIMES OF COVID

ASJ. ◽  
2021 ◽  
Vol 2 (55) ◽  
pp. 33-36
Author(s):  
M. Belda-Torrijos ◽  
M. García-Blay ◽  
R. Galstyan Sargsyan
Keyword(s):  
Writing Skills ◽  
Social Reality ◽  
School Teachers ◽  
School Students ◽  
Reading And Writing ◽  
Teaching Role ◽  
Education Needs ◽  
The Times ◽  
Online Book ◽  
Communicative Actions

Learning in a pandemic is a challenge in which education needs to rethink and offer various alternatives that adapt to the situation in which we live. At CEU Cardenal Herrera University, we understand this new teaching role and prepare our students to create synchronous and asynchronous communicative actions and strategies that respond to the isolation of their future students. Literacy is one of the most serious problems and one of the most serious problems for pre-school teachers. It is even more difficult if the student is not physically present in the classroom. From this social reality follows the importance of creating interactive materials for future teachers that enable pre-school students to work with different phonemes, and are necessary prerequisites for acquiring reading and writing skills.

scholarly journals KONTRIBUSI KURIKULUM PESANTREN DALAM MENINGKATKAN KEMAMPUAN MEMBACA DAN MENULIS AL-QUR’AN

QATHRUNÂ ◽  
2019 ◽  
Vol 6 (1) ◽  
pp. 115
Author(s):  
Muthmainnah Muthmainnah
Keyword(s):  
Curriculum Design ◽  
Teaching Method ◽  
Writing Skills ◽  
Boarding School ◽  
School Curriculum ◽  
Reading And Writing ◽  
Curriculum Model ◽  
Qualitative Descriptive ◽  
Improving Writing ◽  
Sociological Approaches

The purpose of this study is to describe and analyze the contribution of the pesantren curriculum in improving the quality of students' reading and writing skills at the Mardhatillah al-Mumtazah and Daar el-Ulum Saketi Pandeglang Islamic Boarding School. This research is a type of qualitative descriptive research, and through educational and sociological approaches. The research location was conducted in two Islamic boarding schools, namely Mardhatillah al-Mumtazah and Daar el-Ulum, Saketi district. Results and discussion, namely the curriculum design of the Mardhatillah al-Mumtazah Islamic Boarding School in improving the ability to read al-Qurán is by applying the Tahsin model and adjusting it to the objectives expected by the boarding school to improve reading and writing skills. Meanwhile, the pesantren curriculum model in improving writing skills is the Imla 'model with the imla method of copying and listening to readings. The Daar el-Ulum pesantren curriculum model in improving reading skills is the Tahsin model. Meanwhile, the Daar el-Ulum Islamic boarding school curriculum model in improving writing skills is the Imla 'model, with the imla writing method moving, copying and listening to readings or sentences from a media. In this case there is a slight difference in the method and subject matter. As for the implementation of the pesantren curriculum in improving the ability to read and write al-Qurán at the Mardhatillah al-Mumtazah Islamic Boarding School, namely privately or individually, classically and in groups. By using predetermined teaching methods and predetermined material and evaluation. Whereas in the Daar el-Ulum Islamic Boarding School the implementation is the same as the Mardhatillah al-Mumtzah Islamic boarding school individually or privately, classical or in groups, with the teaching method that has been adjusted.

scholarly journals The role of phonological awareness in reading comprehension

Revista CEFAC ◽  
2017 ◽  
Vol 19 (5) ◽  
pp. 590-600 ◽  
Author(s):  
Maria Silvia Cárnio ◽  
Jéssica Sales Vosgrau ◽  
Aparecido José Couto Soares
Keyword(s):  
Elementary School ◽  
Reading Comprehension ◽  
Public Schools ◽  
Phonological Awareness ◽  
Standardized Tests ◽  
Elementary School Students ◽  
School Students ◽  
Reading And Writing ◽  
Informed Consent Form

ABSTRACT Purpose: to characterize the performance of 4th grade-Elementary School students with and without signs of reading and writing disorders as for phonological awareness and reading comprehension, and also verify possible correlations between them. Methods: 60 children enrolled in the 4th grade of Elementary School from two public schools, whose parents signed the Informed Consent Form, participated in the present study. They were selected and organized in groups, with and without signs of reading and writing disorders. All students were individually assessed regarding their phonological awareness and reading comprehension of sentences and texts through standardized tests. The data underwent statistical analysis. Results: those with signs of reading and writing disorders showed the lowest performance in the reading comprehension of sentences and texts. A correlation was found between phonological awareness and reading comprehension of sentences and texts in both groups. Conclusion: students with no signs of reading and writing disorders had a higher performance in the skills assessed. The correlation found between phonological awareness and reading comprehension of sentences and texts shows not only the importance of metaphonological skills for a proficient reading, but also for a comprehensive one.

scholarly journals The C-BIM Model in Improving Reading, Writing, and Critical Thinking Skills: Outcome and Perception

2021 ◽  
Vol 5 (2) ◽  
pp. 152-167
Author(s):  
Haerazi Haerazi ◽  
Sadaf Dehghani ◽  
Umi Rachmawati ◽  
Dedi Irwansyah
Keyword(s):  
Critical Thinking ◽  
Junior High School ◽  
Intercultural Competence ◽  
Cultural Awareness ◽  
Writing Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Instructional Materials ◽  
Teaching Materials ◽  
Reading And Writing

This study investigates the culture-based instructional materials (C-BIM) model to improve students’ reading and writing skills viewed from critical thinking skills at the junior-high-school in Indonesia. This study is a mixed-method employing the explanatory sequential design. The data are in the form of quantitative and qualitative data. The quantitative data are collected first and followed by the quantitative one. The research instruments are in the form of reading and writing tests, questionnaires, and interview sheets. The test is used to see the students’ reading and writing achievements. Meanwhile, the questionnaire is utilized to determine the students’ and teachers’ intercultural awareness and perception of incorporating cultures in teaching materials. The data of reading-writing achievement are analyzed using descriptive and inferential statistics. Thus, the data of students’ and teachers’ cultural awareness and perception are gained by applying qualitative steps: analysis, reduction, coding, interpretation, and conclusion. Based on the result of the research, this study indicates that the C-BIM model significantly affects students’ reading and writing skills. Also, it has an interaction between teaching materials and critical thinking skills. Researchers elaborate on those in the discussion part of this article regarding the students' intercultural competence and perception.

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