scholarly journals Animated Video in Teaching Reading Comprehension Viewed from the Students’ Reading Interest

2021 ◽  
Vol 1 (2) ◽  
pp. 88-98
Author(s):  
Ani Sartika Sari
Keyword(s):  
Reading Comprehension ◽  
Sampling Technique ◽  
Teaching Reading ◽  
Formula One ◽  
Research Findings ◽  
Kolmogorov Smirnov ◽  
Multifactor Analysis ◽  
Reading Interest ◽  
One Way Anova ◽  
Cluster Random Sampling

The purposes of this study are to find out whether (1) animated video is effective in teaching reading comprehension, (2) students with high reading interest have better reading comprehension achievement than those with low reading interest, and (3) there is an interaction between the teaching media and the students’ reading interest in teaching reading comprehension. This study is experimental research. The population of this study is the students of MTs Negeri Prambanan. Two classes were taken as the sample, and the sampling technique used was cluster random sampling. This study applied tests and a questionnaire in collecting the data and Kolmogorov-Smirnov formula, One Way ANOVA, and multifactor analysis of variance in analyzing the data. Based on the result of data analysis, the research findings are: (1) animated video is effective in teaching reading comprehension of the students in MTs Negeri Prambanan (Fobtain = 7.60, Sig. Value 0,05); (2) the students in MTs Negeri Prambanan with high reading interest have better reading comprehension achievement than those with low reading interest (Fobtain = 9.19, Sig. Value 0,05); (3) there is an interaction between the teaching media and the students’ reading interest in teaching reading comprehension of the students in MTs Negeri Prambanan (Fobtain = 6.15, Sig. Value 0,05). Based on these research findings, it can be concluded that animated video is effective in teaching reading comprehension of the students of MTs Negeri Prambanan. It brings improvement to the students’ reading comprehension achievement.

scholarly journals THE EFFECT OF USING INFOGRAPHICS AND STUDENTS’ READING INTEREST ON THEIR READING COMPREHENSION AT SMAN 16 PEKANBARU

2021 ◽  
Vol 2 (2) ◽  
pp. 122
Author(s):  
Dian Eka Hertavira
Keyword(s):  
Reading Comprehension ◽  
Random Sampling ◽  
Teaching Strategy ◽  
Sampling Technique ◽  
Total Sample ◽  
Significant Difference ◽  
And Control ◽  
Reading Interest ◽  
Cluster Random Sampling ◽  
Research Show

This research was done by applying experimental research and the design used was factorial design 2x2. The aims of this research were (1) to find out whether there is any different effect of students’ reading comprehension between an experimental and control class. (2) To find out the different on students’ reading comprehension between students who have high reading interest in an experimental class and a control class. (3) To find out the different on students’ reading comprehension between students who have low reading interest in an experimental class and a control class. (4) To find out whether there is any interaction between teaching strategies and reading interest on students’ reading comprehension. The samples were two classes of eleventh grade students of Social 1 and Social 2 of SMAN 16 Pekanbaru. The writer took the sample as cluster random sampling technique. The total sample was 60 students. The forms of the test were reading comprehension test and questionnaire. Finally, the results of the research show that: first, there was the significant score (sig.) 0.02 < 0.05 in students’ reading comprehension. It means that there is significant difference on students’ reading comprehension between an experimental class and control class. Second, there was no significant difference on students’ reading comprehension between students who have high reading interest in an experimental and control class. The sig value was 0.841 > 0.05. Third, there was significant difference on students’ reading comprehension between students who have low reading interest in an experimental and control class. The sig value was 0.03 > 0.05. Last, the sig value was 0.045 < 0.05. It means that there was an interaction between teaching strategy and reading interest on students’ reading comprehension at SMAN 16 Pekanbaru.Key words: Infographics, Reading Interest, Reading Comprehension

scholarly journals The Effectiveness of ECOLA Technique to Improve Reading Comprehension in Relation to Motivation and Self-Efficacy

2020 ◽  
Vol 15 (01) ◽  
pp. 61
Author(s):  
Haerazi Haerazi ◽  
Lalu Ari Irawan
Keyword(s):  
Reading Comprehension ◽  
Self Efficacy ◽  
Significant Interaction ◽  
Reading Test ◽  
Teaching Reading ◽  
Group Design ◽  
Quasi Experimental ◽  
Multifactor Analysis ◽  
The Difference ◽  
Cluster Random Sampling

This study was aimed at finding out whether; (1) the use of the Extending Concept through Language Activities (ECOLA) technique is more effective than brainstorming technique in teaching reading comprehension; (2) there is any difference of reading comprehension achievement of students taught by using ECOLA technique; and (3) there is an interaction between ECOLA technique, motivation, and self-efficacy towards students' reading comprehension. This study is a quasi-experimental research with a nonequivalent group design. Two classes were taken as the sample by using cluster random sampling. One class, as an experimental class, was taught by using the ECOLA technique. Another class, as a control class, was taught by employing the brainstorming technique. To attain the data, instruments in the form of a reading test and the questionnaires were employed. Afterwards, the data were analyzed by using Multifactor Analysis of Variance (Two Way ANOVA). The finding of this study showed that; (1) the ECOLA technique was more effective than the brainstorming technique in teaching reading comprehension; (2) there was the difference of reading achievement of students taught using the ECOLA technique viewed from the motivation and self-efficacy and it was indicated by the value of sig. (0.001) and (0.004); and (3) there was the interaction between ECOLA technique and self-efficacy towards students’ reading comprehension but there was no interaction between the technique and motivation. In addition, there was no significant interaction between the technique, motivation, and self-efficacy because it was indicated by the value of sig (0.302) was higher than significant level 0.05. To improve students’ reading comprehension, the ECOLA technique is recommended and the attention of moderate variables is encouraged.

The Effect of Teaching Strategies and Learning Styles on the Students’ Achievement

2014 ◽  
Vol 11 (2) ◽  
Author(s):  
Teguh Satria Amin ◽  
Eddi Setia ◽  
Lince Sihombing
Keyword(s):  
Reading Comprehension ◽  
Learning Styles ◽  
Learning Style ◽  
Teaching Strategies ◽  
Sampling Technique ◽  
Reflective Learning ◽  
Direct Reading ◽  
Group 2 ◽  
Experimental Group ◽  
Cluster Random Sampling

This research investigates 1) students’ achievement in reading comprehension taught by using Direct Reading Thinking Activity (DR-TA) strategy is higher than taught by using Know, What to Learn, and Learned (KWL) strategy, 2) students’ achievement in reading comprehension with impulsive learning style is higher than students’ achievement in reading comprehension with reflective learning style, and (3) there is  interaction between teaching strategies and learning styles on the students’ achievement. Two classes containing of 70 students were chosen as sample by apllying cluster random sampling technique. The experimental group 1 was treated by using DR-TA and the experimental group 2 was treated by using KWL. The students’ achievement was measured by using test. The questionnaire was conducted to find out the students’ learning style. The data were analyzed by applying two-ways analysis of variance. The findings show that (1) the students’ achievement in reading comprehension taught by using DR-TA higher than using KWL; (2) students’ achievement in reading comprehension with impulsive learning style is lower than that with reflective learning style; (3) there is interaction between teaching strategies and learning styles on the students’ achievement in reading comprehension. The analysis revealed that the teaching strategies significantly affected the students’ reading achievement.   Keywords: DR-TA, KWL, Impulsive Learning Style, Reflective Learning Style, Reading Comprehension

scholarly journals THE EFFECTIVENESS OF PEER FEEDBACK TECHNIQUE TO TEACH WRITING VIEWED FROM STUDENTS’ CREATIVITY

2017 ◽  
Vol 3 (1) ◽  
Author(s):  
Andianto -
Keyword(s):  
Random Sampling ◽  
Peer Feedback ◽  
Teacher Feedback ◽  
Teaching Techniques ◽  
Writing Ability ◽  
Teaching Technique ◽  
Tenth Grade ◽  
Research Findings ◽  
Multifactor Analysis ◽  
Cluster Random Sampling

The objectives of the research are to examine whether: (1) Peer Feedback Technique is more effective than Teacher Feedback Technique to teach writing for the tenth grade students of SMA Muhammadiyah 1 Metro; (2) the students having high creativity have better writing ability than those having low creativity for the tenth grade students of SMA Muhammadiyah 1 Metro; and (3) there is an interaction between teaching techniques and students’ creativity to teach writing for the tenth grade students of SMA Muhammadiyah 1 Metro. The method applied in this research was an experimental study. It was conducted at the tenth grade students of SMA Muhammadiyah 1 Metro. It consists of six classes. The Samples were two classes of six classes chosen by using cluster random sampling. Each class was divided into two groups (the students having high and low students’ creativity). The data were analyzed by using Multifactor Analysis of Variance (ANOVA) test of 2 x 2 and Tuckey test. Based on the data analysis, there are some research findings that can be drawn. They are (1) Peer Feedback Technique is more effective than Teacher Feedback Technique to teach writing for the tenth grade students of SMA Muhammadiyah 1 Metro; (2) the students having high creativity have better writing ability than those having low creativity; (3) there is an interaction between teaching techniques and students’ creativity to teach writing in which Peer Feedback Technique is more appropriate to teach writing for students having high creativity and Teacher Feedback Technique is more appropriate to teach writing for students having low creativity. In short, the effect of teaching technique depends on students’ creativity.

scholarly journals The Implementation of Note-Taking Pairs Technique in Teaching Reading Comprehension

2018 ◽  
Vol 2 (1) ◽  
pp. 216
Author(s):  
Aisyah Aisyah ◽  
Ani Wahyu Anisa
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Junior High School ◽  
Junior High ◽  
Sampling Technique ◽  
Significant Degree ◽  
Teaching Reading ◽  
Note Taking ◽  
Quasi Experimental ◽  
And Control

The aims of this research are to find out whether the implementation of NoteTaking Pairs technique effective in teaching reading comprehension at junior high school. The method used in the research is quantitative method and the design is quasi experimental design. The sampling technique used in this research was random sampling. Two classes were taken as the subject namely experimental and control class. The data of test got from both experimental and control class was analyzed by T test formula. The result of calculation showed that t was 6.58, and t  with df  75 in account table the significant degree of 5% is 1.992. It means that t  is higher than t (6.58 > account table 1.992). The average of post-test in the experimental class was 81, while the KKM of English subject is 75. It can be concluded that Note-Taking Pairs Technique is effective in teaching reading comprehension at junior high school.

scholarly journals ISLAMIC MAGAZINE ARTICLES TO ENHANCE STUDENTS’ READING SKILL AND BUILD THEIR CHARACTER VALUES

2016 ◽  
Vol 9 (1) ◽  
pp. 66
Author(s):  
Munir Munir ◽  
Rudi Hartono
Keyword(s):  
Reading Comprehension ◽  
English Education ◽  
Reading Performance ◽  
Teaching Reading ◽  
Sources Of Information ◽  
Education Department ◽  
Authentic Materials ◽  
Research Findings ◽  
Real Language ◽  
Magazine Articles

<p>This present study examined the use of Islamic magazine articles as authentic materials in teaching reading comprehension for the students of English Education Department of IAIN Batusangkar, Indonesia. This idea is based on the belief that students can be motivated and challenged to read if the selected materials pertain to their prior knowledge and experiences. In addition to this, using Islamic magazine articles as essential sources of information can positively expose students to real language. This study used qualitative research. This research was conducted to the third semester students. Observation and interview were used to collect data from 58 students who learned reading comprehension in the classroom. The research findings showed that the use of Islamic magazine articles empirically enhanced the students’ reading performance and built their character values. Based on these findings it is recommended that lecturers of reading comprehension subject should be able to exploit up-to-date articles to be used as lesson materials in teaching reading comprehension at the English education department in order to avoid boredom in reading texts. </p>

scholarly journals The Effectiveness of Multimedia Learning in Enhancing Reading Comprehension Among Indigenous Pupils

2020 ◽  
Author(s):  
Mohamad Subaidi bin Abdul Samat ◽  
Azlina Abdul Aziz
Keyword(s):  
Reading Comprehension ◽  
Thematic Analysis ◽  
Industrial Revolution ◽  
Multimedia Learning ◽  
Sampling Technique ◽  
Structured Interview ◽  
The Other ◽  
Teaching Reading ◽  
Fourth Industrial Revolution ◽  
Approach To Teaching

The development of education is growing, and the technology-infused lesson is a powerful tool to attract pupils' attention, especially in reading. This approach can be seen as an adaptive movement to equip the learning process and the fourth industrial revolution. Nowadays, the demand of the technology-infused lesson is increasing as it is proven to help pupils learn the language better. Hence, this study explores multimedia learning as an approach to teaching reading comprehension. Besides, this study aims to answer two questions, which are the effectiveness of multimedia learning in helping indigenous pupils learn comprehension and which elements of media are effective in enhancing reading comprehension among indigenous pupils in Malaysia. Two instruments used to collect the data from 20 indigenous pupils in one primary school located in Kluang, Malaysia, and an action research design was used to achieve the purpose. The respondents were chosen through the judgment sampling technique. SPSS was used to analyse the data collected from the test, and thematic analysis was employed to analyse the semi-structured interview. The result shows that the implementation of multimedia learning in teaching reading comprehension is useful as the combination of multiple elements of media scaffolded the process of understanding. On the other hand, audio is the least effective in helping pupils comprehend the information.

scholarly journals Investigating the Trends of Teaching Reading Comprehension Skills at Primary Schools

2021 ◽  
Author(s):  
Fisseha Motuma
Keyword(s):  
Reading Comprehension ◽  
Focus Group ◽  
Primary School ◽  
Focus Group Discussion ◽  
Primary Schools ◽  
Group Discussion ◽  
Sampling Technique ◽  
English Teachers ◽  
Comprehension Strategies ◽  
Teaching Reading

This study explored lived academic experiences of primary school teachers in teaching reading. It attempted to find out whether primary school English teachers were aware of different thinking and comprehension strategies like cognitive, metacognitive and comprehension strategies: predicting, visualizing, making connections and summarizing. Purposive sampling technique was employed to specify the participants. To collect the required data, focus group discussion and classroom observation were used. Seven experienced primary school English teachers were involved in the study: two of the teachers participated in the classroom observations, whereas the five teachers participated in the Focus Group Discussion. The data collected through FGD were audio-recorded and later transcribed for analysis. The data were analyzed based on grounded theory using open, selective and substantiate coding. The results of the analysis indicated teachers gave little attention to thinking or thought-based teaching of reading comprehension. The teaching focused on textual comprehension instead of research-proved thinking strategies.

scholarly journals Children’s text comprehension

2021 ◽  
Author(s):  
Jane Oakhill
Keyword(s):  
Reading Comprehension ◽  
Text Comprehension ◽  
Comprehension Strategies ◽  
Teaching Reading ◽  
Reading Comprehension Strategies ◽  
Good Reading ◽  
Research Findings

Abstract This paper first considers what is meant by good reading comprehension and makes a distinction between the product of reading comprehension and the processes that are required to attain that product. It goes on to consider how less-skilled comprehenders can be identified and provides a summary of the research into how less-skilled and skilled comprehenders differ in terms of the skills and processes that they apply during text comprehension. Finally, the implications of these research findings for instruction are considered, and generalizable research-based recommendations for teaching reading comprehension strategies are considered.

scholarly journals The Effect of REAP Strategy on Reading Comprehension

2018 ◽  
Vol 42 ◽  
pp. 00014
Author(s):  
Andarini Permata Cahyaningtyas ◽  
Ali Mustadi
Keyword(s):  
Reading Comprehension ◽  
Elementary Students ◽  
Sampling Technique ◽  
T Test ◽  
Fifth Grade ◽  
Control Group ◽  
Control Group Design ◽  
Fifth Grade Students ◽  
Quasi Experimental ◽  
Cluster Random Sampling

The purposes of this study are to find out the effect of REAP strategy on reading comprehension of the fifth grade elementary students of third cluster of Kotagede Yogyakarta. The research method in this study was quasi-experimental with Pretest-Posttest Control Group Design. The population was all of fifth grade elementary students of third cluster of Kotagede Yogyakarta. The sample was fifth grade students of SD Baluwarti, SD Kotagede 1, and SD Kotagede 5 Yogyakarta that were establised by cluster random sampling technique. The data were collected using tests. The validity of the instrument was measured in terms of content and construct validity. The reliability of the instrument was stated good with the score of Cronbach’s Alpha = 0,734. The data of this study were analized by independent sample t-test and Manova with Hotteling’s Trace formula. The result showed that REAP strategy gave a positive and significant effect on reading comprehension that is proved by the score of t-test = 4,914 and 3,286 with sig = 0,000 and 0,002. Based on the result, it can be concluded that REAP strategy gives positive and significant effect on reading comprehension of the fifth grade elementary students of third cluster of Kotagede Yogyakarta.

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