scholarly journals AN ANALYSIS ON THE ENGLISH TEACHERS STRATEGIES IN TEACHING READING COMPREHENSION AT THE SECOND GRADE OF JUNIOR HIGH SCHOOL 1 OF WONOMULYO

2017 ◽  
Vol 3 (2) ◽  
pp. 150-158 ◽  
Author(s):  
Nurmadia Sarjan ◽  
◽  
Hj. Mardiana ◽  
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Junior High School ◽  
Junior High ◽  
English Teachers ◽  
Second Grade ◽  
Teaching Reading

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 THE INFLUENCE OF READING HABITSAND READING STRATEGIES ON STUDENTS’ READING COMPREHENSION ATJUNIOR HIGH SCHOOL 1 IN THE DISTRICT OFBENAI-KUANSING

2021 ◽  
Vol 2 (2) ◽  
pp. 153
Author(s):  
Nurmania Fitri
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Significant Influence ◽  
Junior High School ◽  
Reading Strategies ◽  
Junior High ◽  
Second Grade ◽  
Reading Habit ◽  
Reading Habits ◽  
Student Reading

The purpose of this study was to the influence reading habits and reading strategies on students reading comprehension at junior high school 1 in the district Benai-Kuansing.There were three questions contained in this study.Firstly,Is there any significant  influence of reading habit on students’ reading comprehension in junior high school 1  Benai.Secondly, Is there any significant  influence of reading strategies on students’ reading comprehension in junior high school 1  Benai.Thirdly, Is there any significant  influence of reading habit and reading strategies on students’ reading comprehension in junior high school 1  Benai.This study used quantitative explanatory research. The subjects in this study are 70 students of the second grade students. Data collection techniques in this study used questionnaires and tests. The questionnaires in this study related to students' reading habits and students' reading strategies, while the tests related to student reading comprehension. The data obtained were analyzed using descriptive statistics, classic assumption tests, multiple regression tests and hypothesis testing.The results of this study indicate that, student reading habits (X1) have significant results of 0,685. Student reading strategies (X2) have significant results of 0.379. And student reading comprehension (Y) has a significance result of 0.818. Therefore, the researcher concludes that there is a positive and significant contribution of student reading habits and student reading strategies on student reading comprehension. Keywords:Reading Habit, Reading Strategies, Reading Comprehension. 

scholarly journals A MODEL FOR TEACHING READING COMPREHENSION AT JUNIOR HIGH SCHOOLS

2007 ◽  
Vol 1 (1) ◽  
pp. 21
Author(s):  
Ermita Ermita
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Junior High School ◽  
Junior High ◽  
Language Teachers ◽  
Teaching Reading ◽  
Reading Comprehension Strategies ◽  
Good Reading ◽  
Cognitive Mode ◽  
Literal Comprehension

This article reveals an alternative model for teaching reading comprehension at junior high school. This model is a combination of ‘interactive mdel’ and ‘cognitive mode’. The discussion covers two levels of  reading comprehension: the lowest level (literal comprehension) and the highest level (evaluation and appreciation). There are four trainings given dealing  with these levels; (1) literal comprehension training, (2) inferential comprehension training, (3) evaluation training, and (4) appreciation training. The last coverage of this article is about the advantages of proposed model. This model is designed and hopefully will be useful for language teachers who are training or planning to train learners to have good reading comprehension strategies, particularly at junior high school . 

scholarly journals TEACHERS’ STRATEGIES IN TEACHING READING COMPREHENSION

2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Gendis Nadira Dwiningtiyas ◽  
Dedi Sofyan ◽  
Hilda Puspita
Keyword(s):  
Reading Comprehension ◽  
Junior High School ◽  
Teaching And Learning ◽  
Reading Aloud ◽  
English Teachers ◽  
Second Grade ◽  
Specific Information ◽  
Teaching Reading ◽  
Asking Questions ◽  
Three Stages

This research aimed to figure out the strategies used by the English teachers in teaching reading and how they applied the strategies. This research was designed as descriptive qualitative research. The research was conducted at Junior High School 09 Bengkulu City. Participants of the research were two English teachers who teach in second grade of that school. Each English teacher had eigh meetings that observed by the researcher. The instruments of the research were strategies checklist and interview. The instruments were used to figure out the strategies used and how the English teachers applied the strategies in teaching reading comprehension. The result of the data were analyzed and broken down into three stages; they were Data Reduction, Data Display, and Drawing Conclusion or Interpretation. The result showed that the teacher one used several strategies in teaching reading comprehension. The strategies were brainstorming, reading aloud, and asking for specific information. While the teacher two used nine strategies. They were encouraging the use of dictionaries, reading aloud, reread for checking comprehension, evaluating comprehension in particular tasks, and asking questions for specific information. Both teachers applied and combined the strategies divided into three stages of teaching reading comprehension. The stages were pre-reading stage, while reading stage, and post reading stage. The strategies applied were very effective in teaching reading comprehension in that school. It was proven by the students’ motivation, students’ attention, and teachers’ ease in teaching and learning process. Keywords: Reading Comprehension and Teachers’ Strategies.

scholarly journals Teaching Reading Comprehension by Using Computer-Based Reading: An Experimental Study in Indonesian English Language Teaching

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Asmi Rusmanayanti ◽  
M. Laili Hanafi
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Junior High School ◽  
Junior High ◽  
Average Score ◽  
Control Group ◽  
Teaching Reading ◽  
Post Test ◽  
Computer Based ◽  
Experimental Group

This study was conducted to know whether there is a differencein students’ achievement in reading comprehension through the use of computer-based reading method at the eighth-grade students of Junior High School 13 Banjarmasin, Indonesia. The design used is a quasi-experimental with purposive sampling technique. Sixty students of Junior High School 13 Banjarmasin were used as the samples. 8-E was chosen as the experimental group and was taught by using computer-based reading in three meetings, while 8-F was chosen as the control group and was taught without using computer-based reading in three meetings. Three instruments were used to gather the data, they are documentation, observation, and tests. The results showed that both groups gained change in their achievements. From the calculation result, the experimental group got the average score of 53.33 in pre-test and 63.33 in post-test. The control group got average score 47 in pre-test and 49.5 in post-test. After conducting a t-test, it was revealed that the calculated t-value was greater than t-table (3.597 > 2.00) at the significance level 0.05. Thus, there are different achievement between the experimental group and the control group. Therefore, it can be concluded that the proper use of computer-based reading can upgrade students’ reading comprehension ability. It is suggested to teachers to consider the use computer-based reading as the method of teaching reading comprehension.

scholarly journals STAD AS A STRATEGY OF TEACHING READING COMPREHENSION IN JUNIOR HIGH SCHOOL

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Fitri Ferina
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Junior High School ◽  
Junior High ◽  
Research Result ◽  
Control Group ◽  
Teaching Reading ◽  
Lecture Method ◽  
Significant Difference ◽  
Experimental Group

This research investigated whether there was a significant difference on students’ achievement in reading comprehension taught using STAD and lecture method. The sample was the eighth-graders of SMPN 3 Banjarmasin. A quasi-experimental design was employed in this research. The experimental group was taught using STAD while control group was taught using lecture method. A reading comprehension test as the instrument of collecting data was administered for both groups. Based on the research result using t-test, it was found that the t value was higher than t-table (2.39315 > 2.00) which means that there is a significant difference of achievement between the experimental group and control group. From these findings it can be interpreted that the use of STAD is more effective than lecture method in teaching reading comprehension for junior high school students. It is suggested for English teachers in Junior High School to use STAD in teaching reading since it is useful in improving students’ reading comprehension achievement.Keywords: reading comprehension, STAD

scholarly journals TEACHING READING COMPREHENSION THROUGH DIRECT METHOD TO THE EIGHTH GRADE STUDENTS OF THE STATE JUNIOR HIGH SCHOOL 44 OF PALEMBANG

JURNAL SMART ◽  
2020 ◽  
Vol 6 (2) ◽  
pp. 98-107
Author(s):  
Sri Yuliani
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Junior High School ◽  
Junior High ◽  
Direct Method ◽  
The State ◽  
Eighth Grade ◽  
Control Group ◽  
Teaching Reading ◽  
Eighth Grade Students

The objective of this research was to find out whether it is effective to teach reading comprehension through the direct method to the eighth-grade students. This is a quasi-experimental study. The population of this study was eighth-grade students of the State Junior High School 44 of Palembang. In collecting the data, the researcher gave the test. The result of the research, it found that the students’ score in experimental group and control group were 4.46,2 which value of t-obtained was higher than t-table. In other words, teaching reading comprehension through the direct method was effective.

The Buzz Group Technique For Teaching Reading Comprehension Of Recount Text Of The Eight Grade Students Of Junior High School

2021 ◽  
Vol 9 ◽  
Author(s):  
Ananda Sintani
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Junior High School ◽  
Reading Ability ◽  
Quantitative Methods ◽  
Junior High ◽  
Teaching Reading ◽  
Test Results ◽  
Post Test ◽  
Group Technique

The purpose of this study was to solve the problems that existed in grade 8 smpn 2 Buduran namely students' reading comprehension. By using group buzz techniques to improve reading comprehension through recount text. This research uses quantitative methods, through several tests consisting of try outs, pre-tests and post-tests. Some tests are carried out in some time. Before using the group buzz technique students are given a pre-test test. The result of the pre-test was 75. After the pre-test, the use of group buzz technique was applied to the students and then the students worked on the post-test. The result of the post test is 87.42 It can be concluded that the post-test results are greater than the pre-test. This shows that the group buzz technique can improve students' reading ability in recount text material.

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