scholarly journals THE EFFECTS OF CULTURAL BASED TEXT TYPES IN READING COMPREHENSION

2021 ◽  
Vol 6 (1) ◽  
pp. 1-23
Author(s):  
Indhira Thirunavukarasu ◽  
Raja Nor Safinas Raja Harun
Keyword(s):  
Reading Comprehension ◽  
Case Study Research ◽  
Narrative Texts ◽  
Text Format ◽  
Assessment Scores ◽  
Comprehension Test ◽  
Text Types ◽  
Cultural Schemata ◽  
Written Form ◽  
Cultural Texts

Background and Purpose: This research aims to investigate the effects of Malay, Chinese and Indian cultural based text types on reading comprehension.   Methodology: An exploratory case study research design was employed to explore the use of cultural schemata in reading comprehension of three types of cultural text format: narrative, descriptive and info graphic. The purposive sampling method was used to select participants based on their ethnicities, English proficiency level, and their scores in prior knowledge assessment and retelling assessment.   A total of 15 students, between 11- 12 years old, were selected. The retelling technique in written form, a comprehension test and an interview protocol were used as instruments to gather data in this research and they were analysed both quantitatively and qualitatively.   Findings: The overall findings have shown that the comprehension test scores showed better performance in info graphic texts. However, the retelling assessment scores showed better performance in retelling narrative texts. The participants’ main reason for text incomprehensibility was due to the unfamiliar cultural content regardless of the types of text format . Contributions: This study aids teachers in their pedagogical decisions when selecting and adapting cultural texts for reading comprehension   Keywords: Comprehension test, cultural schemata, reading comprehension, retelling assessment, text types. Cite as: Thirunavukarasu, I., & Raja Harun, R. N. S. (2021). The effects of cultural based text types in reading comprehension. Journal of Nusantara Studies, 6(1), 1-23. http://dx.doi.org/10.24200/jonus.vol6iss1pp1-23

scholarly journals STUDENT’S READING COMPREHENSION OF DIFFERENT GENRES IN SMP NEGERI 2 PANCURBATU

2021 ◽  
Vol 29 (2) ◽  
pp. 250
Author(s):  
Puan Suri Mira Annisa ◽  
Bahagia Saragih
Keyword(s):  
Reading Comprehension ◽  
Data Analysis ◽  
Qualitative Method ◽  
Narrative Texts ◽  
Comprehension Test ◽  
Procedure Text ◽  
The Subject ◽  
Better Than ◽  
Descriptive Qualitative ◽  
Literal Comprehension

The purposes of the study were to (1) find out the level of students reading comprehension of different genres and (2) to describe students reading comprehension of different genres of text. The subject of   the research was the eight grade students in SMP Negeri 2 Pacurbatu. The research was conducted by using descriptive qualitative method. The data were collected by using reading comprehension test and interview. Then The data were analyzed by identifying the result of test first, describing the result and the last was explaining the result. Based on the result of the data analysis, it was found that the students were good at both literal and inferrential. Literal comprehension was 75.95% better than inferrential  comprehension 72,68 %. Furthermore, students reading comprehension of narrative texts was the dominant genre with 75.00% which belonged to good category and followed by recount text with 72.98%, procedure text with 73.79% and the last was descriptive text with 69.75% which the only genre belonged to fair category

Increasing Secondary Students’ Comprehension Through Explicit Attention to Narrative Text Structure

2021 ◽  
pp. 004005992110255
Author(s):  
Whitney Sommers Butler ◽  
Casey Hord ◽  
Susan Watts-Taffe
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
High School Students ◽  
Reading Instruction ◽  
Secondary Students ◽  
Text Structure ◽  
Literacy Skills ◽  
Students With Learning Disabilities ◽  
Narrative Texts ◽  
School Students

In spite of the prevailing assumption that formal reading instruction is no longer needed once adolescents reach high school, students at the secondary level still benefit from explicit reading instruction to continue developing advanced literacy skills enabling them to access complex narrative texts. This article argues for the importance of teachers to scrutinize the texts they plan to teach to determine what instruction and supports are needed to promote reading comprehension for students with learning disabilities. Specifically, this article examines how nonlinear text structures can challenge adolescent reading comprehension and illustrates explicit text structure instruction with three exemplar texts which use unconventional narrative patterns. The article emphasizes the importance of considering the qualitative features of texts to inform instruction to support reading comprehension for students with learning disabilities.

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