Academic Characteristics of Self-Identified Illiterates

The purpose was a descriptive account of the academic characteristics of 35 adults (22 men and 13 women) who perceived themselves as needing help in reading. Ages of participants ranged from 16 through 60 years. All had completed Grade 6, mean of Grade 11. Sixteen were functionally illiterate, that is, read below Grade 5. Twenty-seven were unemployed. The most common deficiencies found were in phonics, comprehension, and perception. All aspects of phonics, but especially the sounds of the short vowels, were a problem. Difficulties in perception were evident in reversals of letters and words, miscalling letters, and adding and omitting letters. Comprehension, the calling of words without knowing their meaning, was a major problem. Some individuals found it necessary to read aloud to understand. Others read so slowly they lost the meaning of a paragraph before they had finished it. Difficulty in remembering was perceived by some subjects as a factor in their lack of reading skill. It is hoped that by identifying these specific deficiencies in reading skills greater emphasis could be placed on them, and illiteracy could be prevented or at least reduced.

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Tingkat Kemampuan Membaca Bahasa Inggris Mahasiswa Semester 2 Jurusan Administrasi Niaga Politeknik Negeri Jakarta

Epigram ◽

10.32722/epi.v17i1.3368 ◽

2020 ◽

Vol 17 (1) ◽

pp. 85-94

Author(s):

Supriatnoko Supriatnoko ◽

Anwar Mustofa

Keyword(s):

High School ◽

Reading Skills ◽

High School Graduates ◽

Reading Aloud ◽

Reading Skill ◽

Business Administration ◽

Read Aloud ◽

Research Subjects ◽

Study Program ◽

Written Test

This study aims to obtain fact about the level of reading skills of high school graduates who continue their studies at State Polytechnic of Jakarta level one, in terms of reading skills aloud and understanding the content of their reading shown by the use of word types and in arranging sentences that are correct in grammar. The benefit of this research is to improve the reading skills of learning techniques that lead to comprehensive competencies for specific skills that shape the integrity of the reading skill competencies, namely the ability to read aloud and the comprehension of reading contents. This research uses a qualitative approach. The class sample is assigned 4 classes, namely 2 classes from D-3 Business Administration Study Program, 1 class from D-4 Applied Business Administration Study Program, and 1 class from MICE Study Program, determined based on purposive sampling method. Research subjects were students who were registered in the sample class. Data were collected using written test techniques including material to understand reading content consisting of introduction to types of words, composing sentences to answer questions and reading test aloud. The collected data is then discussed and analyzed, measured based on predetermined scores and indicators. From the data discussed and analyzed, it can be found that the average reading aloud test result is 65.6 and the average test comprehends the reading content of 75.1. Based on indicators of reading aloud test, it can be concluded that the level of reading skill reached by the senior high school graduates, are substandard, inaccurate, and unclear. Based on the indicators understanding the contents of the reading, it can be concluded that the level of skill in understanding the content of reading achieved are the correct answer but found grammatical errors.

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THE READABILITY ON GET ALONG WITH ENGLISH TEXTBOOK FOR VOATIONAL SCHOOL OF ELEVENTH GRADE STUDENTS AT YAPIM SIMPANG KAWAT

10.24114/reg.v6i4.7553 ◽

2017 ◽

Vol 6 (4) ◽

Author(s):

Djuwi Adiba And Anni Holila Pulungan,

Keyword(s):

Vocational School ◽

Readability Score ◽

Grade 5 ◽

Descriptive Method ◽

Grade 11 ◽

Grade 8

The objective of this study aimed to find out the textbook that is readable for vocational school of eleventh grade students at YAPIM. It also used descriptive method to analyze and describe the readability based on SMOG and the New Dale-Chall formula. The data are the sentences in the six texts taken from the textbook published by Erlangga. The findings shows that the readability score based on SMOG formula looks like: text 1 got 134.43 in grade 15, text 2 got 89.98 in grade 12, text 3 got 25.88 in grade 8, text 4 got 85.89 in grade 12, text 5 got 15.75 in grade 7, and text 6 got 53.31 in grade 10. The average of the score was 67.54. Meanwhile, the readability score based on the New Dale-Chall formula looks like: text 1 got 8.0525 in grade 11-12, text 2 got 7.6315 in grade 9-10, text 3 got 5.0865 in grade 5-6, text 4 got 8.9655 in grade 11-12, text 5 got 5.5505 in grade 5-6, text 6 got 6.7285 in grade 7-8. The average of the score was 7. It shows that based on the average of the score from those formulas, the textbook is readable for the eleventh grade students.

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Brain-Behavior Dynamics Between The Left Fusiform and Reading

10.21203/rs.3.rs-173097/v1 ◽

2021 ◽

Author(s):

Caroline Beelen ◽

Jan Wouters ◽

Pol Ghesquière ◽

Maaike Vandermosten

Keyword(s):

Reading Skills ◽

Word Reading ◽

Brain Plasticity ◽

Early Stage ◽

Fusiform Gyrus ◽

Advanced Stage ◽

Behavior Dynamics ◽

Grade 5 ◽

Bidirectional Relations ◽

Mri Study

Abstract The visual word form area (VWFA) plays a significant role in the development of reading skills. However, the developmental course and anatomical properties of the VWFA have only limitedly been investigated. The aim of the current longitudinal MRI study was to investigate dynamic, bidirectional relations between reading and the structure of the left fusiform gyrus at the early-to-advanced reading stage. More specifically, by means of bivariate correlations and a cross-lagged panel model (CLPM), the interrelations between the size of the left fusiform gyrus and reading skills (a composite score of a word and pseudo-word reading task) were studied in a longitudinal cohort of 43 Flemish children (29M, 14F) with variable reading skills in grade 2 (the early stage of reading) and grade 5 (the advanced stage of reading) of primary school. Results revealed that better reading skills at grade 2 lead to a larger size of the left fusiform gyrus at grade 5, whereas there are no directional effects between the size of the left fusiform gyrus at grade 2 and reading skills at grade 5. Hence, according to our results there is behavior-driven brain plasticity and no brain-driven reading change between the early and advanced stage of reading. Together with pre-reading brain studies showing predictive relations to later reading scores, our results suggest that the direction of brain-behavioral influences changes throughout the course of reading development.

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The Effect of Using Prezi on Al Zaytoonah University Students’ Performance in French Language Reading Skills

International Education Studies ◽

10.5539/ies.v12n1p128 ◽

2018 ◽

Vol 12 (1) ◽

pp. 128

Author(s):

Samer Al-Hammouri

Keyword(s):

Public Schools ◽

Reading Skills ◽

Reading Skill ◽

Achievement Test ◽

French Language ◽

Control Group ◽

Control Groups ◽

Significant Difference ◽

Post Test ◽

Experimental Group

The purpose of this study is to investigate the effect of using Prezi on Al Zaytoonah students’ performance in French Language reading skill. To achieve the purpose of the study, a pre/post-test was constructed to measure students’ performance in French language reading skill. The sample of the study comprised 128 students from Al Zaytoonah University and was distributed into two sections, which were selected purposefully. The sample of the study was distributed into two groups (one experimental and one control groups). The experimental group’s students were taught the reading skill using Prezi while the control groups’ students were taught using the traditional way. The sample of the study was 64 students in the experimental group and 64 students in the control group. Those groups were distributed into two purposefully selected sections in public schools in Amman. The results of the study showed a variance in the means of the achievement test according to group, it also showed that there were statistically significant differences on the achievement test due to the Strategy variable. There were statistically significant differences between using Prezi Strategy and the Current Strategy in favor of the Prezi Strategy, and there was no statistically significant difference in the students’ achievement due to gender. There was no statistically significant difference due to the interaction between gender and group. The researchers recommend that researchers focus on new teaching strategies and conduct more studies related this topic. They also recommend that other researchers conduct studies and focus on the role play strategy.

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استراتيجية مهارة القراءة في نظرية ستيفين

IZDIHAR ◽

10.22219/izdihar.v1i1.6566 ◽

2018 ◽

Vol 1 (1) ◽

Author(s):

Zulli Umri Siregar

Keyword(s):

Reading Skills ◽

Reading Skill ◽

Language Skill ◽

Good Reading ◽

The Individual ◽

Readable Text

Reading is a language skill through the interpretation of written symbols into comprehensible readable meanings in that the skill appears in the reader's interaction with the readable text, its understanding, criticism, taste, and use in solving the problems encountered by the reader and its use in the behavior it produces during reading or after completion. To achieve this result, a strategy is needed for each individual and differs from one another. In order to upgrade the ability of this skill in the least time and effort, Stephen's theory (STIFIn) provided an effective method of learning according to the most prominent intelligence engine that will help the individual more effective and efficient. By learning how to learn about this theory, you will also know the strategy of good reading skill that achieves the goal of this reading, and the researcher will search for how Stephen's strategies of reading skills, especially for the sense of the relaxed and diastolic feeling.

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Predictors of Teachers’ Reading Skills in a Rural School District in Northeastern Mindanao Philippines

IAMURE International Journal of Multidisciplinary Research ◽

10.7718/iamure.v2i1.53 ◽

2012 ◽

Vol 2 (1) ◽

Author(s):

Loveleah B. Albarillo

Keyword(s):

School District ◽

Rural Areas ◽

Reading Skills ◽

Reading Skill ◽

Rural School ◽

The Philippines ◽

Rural Teachers ◽

Rural School District ◽

Standardized Reading Test

Reading is a problem for teachers in the Philippines. It becomes even more acute for teachers in rural areas. In Surigao del Sur (Northeastern Mindanao—Philippines), the problem is especially worrisome. I designed a study that determines the predictors of the reading skills of teachers in a rural school district. To analyze the data, I used the frequency weighted mean, Pearson Moment-Product Correlation Coefficient, and regression analysis. I also used a standardized reading test as the reading instrument. On top of that, I asked the teachers to build a personal profile with socio-demographic and pedagogical variables. I gathered the data through a questionnaire. The results confirm in Surigao del Sur what is known to be the state of reading habits of teachers in the Philippines. The quality of reading skills is low or poor. The teachers are not able to teach competently in language and reading. They have higher order skills in scanning and points of view. They have average levels of vocabulary. They use study aids infrequently. They have low levels of reading comprehension. Age is the most important predictor of reading skill. It tends to decline as teachers grow older. They read less the longer they stay in the service. It is specifically noticeable among teachers who do not exert the effort to deepen their professional studies. Teachers 40 and above need a special reading intervention. To prevent a decline in reading skill, all rural teachers ought to do graduate-level work. Keywords - socio-demographic variables, pedagogical variables, reading skills of teachers

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THE EFFECTS VOCABULARY MASTERY AND THE READING SKILL TOWARDS STUDENTS WRITING ABILITY IN NARRATIVE TEXT

INFERENCE: Journal of English Language Teaching ◽

10.30998/inference.v4i1.6076 ◽

2021 ◽

Vol 4 (1) ◽

pp. 76

Author(s):

Maryamah Maryamah

Keyword(s):

High Schools ◽

Reading Skills ◽

Junior High ◽

Reading Skill ◽

Narrative Text ◽

Junior High Schools ◽

Narrative Writing ◽

Writing Ability ◽

Research Findings

Abstract: The aims of the research are to 1) The effects of vocabulary mastery and reading skills on students' writing ability in the narrative text at Private Junior High Schools in Rangkasbitung. 2) The effect of vocabulary mastery towards students writing ability in the narrative text at Private Junior High Schools in Rangkasbitung. 3) The research findings are: 1) There are any significant effects of vocabulary mastery and reading skill jointly towards students writing ability in the narrative text at Private Junior High Schools in Rangkasbitung. That is proved by sig. value = 0.000 < 0.05. and F0 = 25.833. 2) There is a significant effect of the vocabulary mastery towards students writing ability in the narrative text at Private Junior High Schools in Rangkasbitung. That is proved by sig – 0.000 < 0.05 and to = 4.948. 3) That is proved by sig. value = 0.000 < 0.05. and t0 = 4.948. 3) Keywords: Vocabulary mastery, reading skill, narrative writing text.

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Revisiting PQ4R and CSR for Teaching Reading Skills for Adolescents

Journal of English Language Teaching and Linguistics ◽

10.21462/jeltl.v4i2.294 ◽

2019 ◽

Vol 4 (2) ◽

pp. 239

Author(s):

Ryan Oktarini ◽

Sugirin Sugirin

Keyword(s):

Reading Skills ◽

Skill Development ◽

Reading Skill ◽

Conventional Technique ◽

Control Group ◽

Teaching Reading ◽

Effective Technique ◽

Strategic Reading ◽

Collaborative Strategic Reading ◽

Reading Skill Development

The developing technonolgy brings the teenagers to the world interaction without boundary. Teenagers, or adolescents, are demanded to be able to master English. Thus, teaching and learning reading skills has become one essential factor to help them to master English. The aims of this research are to find out the effectiveness of PQ4R and Collaborative Strategic Reading on students’ reading skill development for adolescents; (2) to find out the most effective technique for teaching reading skill for adolescents. This study was a quasi-experimental research with two experimental groups and one control group. The three variables used were PQ4R, Collaborative Strategic Reading (CSR), and Conventional techniques. The sample of this study were grade X Science 1, X Social 1 and X Social 2 who had homogenous reading level who were selected by using Cluster Random Sampling. The quantitative data were collected by using pretest and posttest to assess the reading comprehension. The result indicated that there was a difference in the students’ reading achievement given different treatment. Students taught using PQ4R had an improvement from 61.75 to 71.63 while students taught using CSR had improvement from 63.32 to 75.50. Students taught using conventional technique also indicated improvement from 62.5 to 68.38. The most effective technique was CSR compared to PQ4R and Conventional techniques. The improvement of students’ reading skill development reach 15.9% while the improvement using PQ4R was 19.25% 9 and using conventional technique was 9.28%. Therefore, it can be concluded that CSR was the most effective technique for teaching reading skills for adolescents compared to PQ4R and conventional techniques

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Reading Skill Result Of Grade Ii Students By Using Tgt Model At Indonesian Language Lesson

IJPSE : Indonesian Journal of Primary Science Education ◽

10.33752/ijpse.v1i2.1281 ◽

2021 ◽

Vol 1 (2) ◽

pp. 18-24

Author(s):

Sri Wahyuni ◽

Udjang Pairin M. Basir ◽

Emy Yunita Rahma Pratiwi

Keyword(s):

Elementary School ◽

Reading Skills ◽

Reading Skill ◽

Learning System ◽

Average Score ◽

Team Games ◽

Descriptive Research ◽

Post Test ◽

Grade Ii ◽

Academic Year

The background of this research is the ability of students' reading skill carried out at Jarak III Elementary School of Wonosalam Jombang, which is less than perfect in learning. It is due to the limited knowledge of teachers in carrying out the learning system by using many kinds of learning models. Meanwhile, the learning model the teachers apply is only the lecturing and assignments model. Besides, its limitations is the lack of the existing media. This research is a qualitative research. It consists of several aspects of treatment and observations aimed at improving the eading skills through the Team Games Tournament (TGT) model for grade II at Jarak III Elementary School of Wonosalam Jombang. This research was conducted at Jarak III Elementary School of Wonosalam Jombang, which involved 17 students consisting of 8 boys and 9 girls who were registered in the 2018/2019 academic year. This study used a descriptive research design. The results showed that the first pre-test got 70.2% of the average results that did not meet the minimum completeness criteria (KKM). After the learning was carried out using the Team Games Tournament (TGT) model, the post test average score of students increased to 85.8%. This average has shown that it meets the minimum completeness criteria (KKM). Thus it can be concluded that learning reading skills with the Team Games Tournament (TGT) model can improve students' reading skills in grade II of Jarak III Elementary School of Wonosalam Jombang.

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Maharah al-Qiraati wa Ta'limuha wa Muasyiratuha

International Journal of Arabic Language Teaching ◽

10.32332/ijalt.v1i01.1596 ◽

2019 ◽

Vol 1 (01) ◽

pp. 42

Author(s):

Penny Respati Yurisa

Keyword(s):

Reading Skills ◽

General Characteristic ◽

Reading Skill ◽

Reading Education ◽

Teaching Reading ◽

Library Research ◽

Teaching Of Reading ◽

Complex Process ◽

New Ideas ◽

The Subject

Reading is a verbal linguistic skill, which includes the identification and understanding of printed symbols, and it is a complex process similar to all processes, requiring understanding, linking, and conclusion by communicating with readers. This article has four goals; to find the goals of reading education, to explain the two types of reading, to determine the assessment of reading skill, and to find the steps of teaching reading skills. This article used library research, the data in the form of literature and analysed without using statistical techniques. First, one of the goals of reading education is the ability of students to find new ideas and knowledge. Second, that there are two types of reading. The first type is silent reading, and the second type is aloud reading. Third, assessment of reading skill in a general characteristic consists of two aspects, namely pronunciation and comprehension. Fourth, the teaching of reading skills has the following steps: Providing readable texts for students to read in secret or in public, appropriate for the available study times. Dialog about the content of the read. When the teacher wanted to explain the rules, the teacher does the shortest explanation, because the focus in teaching reading is to provide read texts, and read them secretly or publicly. The teacher provides an explanation of difficult vocabulary, or problem terms in students. At the end of the meeting, the teacher gives assignments about the content of the reading, such as summarizing the material, assigning the subject, or other assignments.

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