scholarly journals The Correlation Between Student’s Reading Habit in English and Students’ Reading Comprehension Ability

2019 ◽  
Vol 1 (1) ◽  
pp. 14-21
Author(s):  
Merry Andriani ◽  
Ariyanti Ariyanti ◽  
Arbain Arbain
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Reading Test ◽  
English Department ◽  
Reading Habit ◽  
Comprehension Ability ◽  
Linearity Test ◽  
Reading Comprehension Ability

Reading comprehension can be influenced by reading habit. This research is intended to identify the students’ ability in reading English. The main objective of this research is to recognize whether there is significant correlation between student’s reading habit in English and students’ reading comprehension ability identified through the use of students’ habit questionnaire and reading test with the text was took from passage in TOEFL test.  These subjects who are involved at this research are second semester of English Department in Widya Gama Mahakam Samarinda University. This research used quantitative research method. The research design of this study is correlational study. Reading test and questionnaire were used as the instruments; it was used to find out students reading comprehension (variable Y) and students reading habit (variable X) in order to get the data. Moreover, this research used simple random sampling technique. Population of this research was the second semester of English Department in Widya Gama Mahakam Samarinda. The researcher took 38 students as the sample. In this study the researcher computed the normality test to measure the data have a normal distribution and linearity test to measure the data is linear. The data was analyzed using product moment correlation coefficient by SPSS version 22. The result of this research is 0.657. From the result of this research is 0.657 was higher than the significant degree 0.05 at Sig. (2-tailed). It can be concluded the Null hypothesis (Ho) is rejected and the Alternative hypothesis (Ha) is accepted.

scholarly journals STUDENTS’ CONSTRAINTS IN READING DESCRIPTIVE TEXT AT MTs USWATUN HASANAH

2021 ◽  
Vol 4 (2) ◽  
pp. 216
Author(s):  
Novia Wulansari ◽  
Sri Supiah Cahyati
Keyword(s):  
Reading Comprehension ◽  
Descriptive Analysis ◽  
Reading Test ◽  
Standard Score ◽  
Comprehension Ability ◽  
Group A ◽  
Text Reading ◽  
Group B ◽  
Text Reading Comprehension ◽  
Reading Comprehension Ability

The aim of the research was to investigate the constraints and ability in Reading comprehension. This research was qualitative research. The subjects were 20 students of Class VII A of MTs Uswatun Hasanah, and they were divided into two groups based on their score. The students getting score above the standard score were grouped in group A; and those getting score under the standard score were in group B. To gain the data, the study employed the Reading test and as the instruments. The data were analyzed by using descriptive analysis. The finding revealed that there was only one student getting high score (above the standard score), while 19 students got low score (under the standard score). Furthermore, the Reading comprehension ability between the students of group A and B was not significantly different and their constraints were relatively similar.Keywords: constraints, descriptive text, reading comprehension

KEMAMPUAN MEMBACA PEMAHAMAN SISWA KELAS V SEMESTER GENAP SD NEGERI 1 GULAK GALIK TELUK BETUNG UTARA BANDAR LAMPUNG TAHUN PELAJARAN 2018/2019

2021 ◽  
Vol 2 ◽  
Author(s):  
Anita Sari
Keyword(s):  
Reading Comprehension ◽  
Qualitative Method ◽  
Sampling Technique ◽  
Fifth Grade ◽  
Average Score ◽  
Fifth Grade Students ◽  
Comprehension Ability ◽  
Essay Test ◽  
Academic Year ◽  
Reading Comprehension Ability

This study discusses the problem of reading comprehension of students of SD Negeri 1 Teluk Betung Galik North Bandar Lampung 2018/2019 academic year. The ability to read comprehension in this study includes: (a) disclosure of the contents of the reading, themes, and facts; (b) the ability to retell; and (c) the ability to draw reading conclusions. This study aims to find out and describe how the level of reading comprehension of students. To achieve the objectives of the study, the authors used a descriptive qualitative method, while the data collection techniques were essay test techniques. The population in this study amounted to 30 students and the study sample was set at 30 people. The sampling technique used is the total sampling technique. Analyzing the data in this study is to use a percentage. Reading comprehension ability in fifth grade students in even semester SD Negeri 1 Teluk Betung Galik North Bandar Lampung 2018/2019 academic year obtained an average score of 69.99 this value is included in the criteria enough. Based on the aspects of the assessment, the value of reading comprehension in the aspects of the disclosure of reading content, themes, and facts is in the sufficient category with an average score of 61.66. The ability to read comprehension in the aspect of retelling ability is in a sufficient category with an average score of 66.66. The ability to read comprehension in the aspect of the ability to draw reading conclusions is in a good category with an average score of 83.33.  

THE EFFECT OF TEST PREPARATION TOEFL READING TESTS

2018 ◽  
Vol 7 (2) ◽  
Author(s):  
A.Elvi W Simanjuntak
Keyword(s):  
Reading Comprehension ◽  
Test Preparation ◽  
Reading Test ◽  
Preparation Program ◽  
Reading Tests ◽  
Efl Learners ◽  
Comprehension Ability ◽  
Reading Comprehension Ability

AbstractThe main objective of this study was to see whether preparation influences the learners’ reading comprehension of TOEFL? Also as a subsidiary question, this study tried to find answer(s) to the following question: Does getting a high score imply enhancement in the reading comprehension ability? To this end, sixty EFL learners were selected to take part in a preparation program in which they were instructed different techniques and strategies to deal withthe reading section of TOEFL tests. Although the participants' scores enhanced in the post tests. Generally, findings showed that the preparation effect was more visible on performance of the TOEFL reading test. The TOEFL preparation group on the TOEFL reading test.Key words: TOEFL,test preparation,reading

scholarly journals THE IMPLICATION OF READING TECHNIQUE USE AND SELF-BELIEF TO READING COMPREHENSION IN UNIVERSITY

2021 ◽  
Vol 4 (1) ◽  
pp. 39-48
Author(s):  
Rini Listyowati ◽  
Arisandi Setiyawan
Keyword(s):  
College Students ◽  
Reading Comprehension ◽  
English Education ◽  
Alternative Hypothesis ◽  
Simple Random Sampling ◽  
Reading Test ◽  
Education Department ◽  
Reading Technique ◽  
The Subject ◽  
Problem Data

Abstract: The research’s purpose is to perceive the implication of reading technique use and self-belief  to reading comprehension. This research is conducted to answer the problem do reading technique and self-belief fundamentally implication to college students’ reading comprehension. The problem was answered using alternative hypothesis stating reading technique and self-belief significantly implicate to college students’ reading comprehension. The reasearch used quantitative and research design is correlation. The subject of the reserach was 240 population students of English Education Department of Universitas Islam Madura Pamekasan. The sample was 150 students after being counted by Sloven theory. The sample was taken using simple random sampling with lottery media. The data was taken using questionnaire for reading technique which consisted of 30 points questions to know the frequency of reading technique use, questiannaire for self-belief which consisted of 9 questions for regulated learning and the answers scored using Likert Scale, the reading comprehension test consisted 40 questions were picked up from Longman Pre TOEFL reading test. The data were analyzed using regression formula to answer the reserach problem. Data analysis was counted using SPSS version 11.0. The result showed that reading technique and self-belief fundamentally implicate to the college students’ reading comprehension. It was authenticated by table of regression showing that the value of F is 14.339 (p<0.01). It meant that the data reject nul hypothesis and receive alternative hypothesis. It is substantiated reading technique and self-belief fundamentally to reading comprehension of students university.

scholarly journals The Effect of Using Listen-Read-Discuss (LRD) Strategy on Improving Reading Comprehension of the Second Year Students of SMK Dar El Hikmah Pekanbaru

2021 ◽  
Vol 5 (3) ◽  
Author(s):  
Devi Lusiani
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
Sampling Technique ◽  
T Test ◽  
Reading Test ◽  
Test Design ◽  
Post Test ◽  
The Mean ◽  
Second Year ◽  
The Difference

ABSTRACTThis research was aimed to find out the significant effect of using Listen-Read-Discuss (LRD) strategy on improving reading comprehension of the second year students of SMK Dar El Hikmah Pekanbaru. This research is Pre-experimental with one group Pre-test Post-test design. The population of this research was the second year students of SMK Dar El Hikmah Pekanbaru, then taking all of the population as the sample by using total sampling technique. This research used a reading test that consisting of 40 items in the form of multiple-choice in pre-test and post-test. The pre-test mean score was 60.15; the mean score of post-test was 74.97. To determine the difference between pre-test and post-test, this research used t-test formula. After analyzing the data, it was found that the t-test score was 8.782 which means it was higher than t-table (2034). From the result of data analysis, it can be concluded that the Alternative Hypothesis (Ha) of this research was accepted. This means that there was a significant effect of using Listen-Read-Discuss (LRD) strategy on improving reading comprehension of the second year students of SMK Dar El Hikmah Pekanbaru. Based on the findings of the research, it is recommended that Listen-Read-Discuss (LRD) strategy is effective on improving the students’ reading comprehension, particularly in narrative text. 

scholarly journals Comparative Study: Enhancing Students’ Reading Comprehension Ability through Ing Ngarsa Sung Tuladha and Student Teams Achievement Division (STAD) Learning Models

1970 ◽  
Vol 4 (1) ◽  
pp. 1-9
Author(s):  
Ezra Novianty Pandiangan
Keyword(s):  
Reading Comprehension ◽  
Cooperative Learning ◽  
Comparative Study ◽  
Reading Test ◽  
Learning Models ◽  
Student Teams ◽  
Significant Difference ◽  
Comprehension Ability ◽  
Reading Comprehension Ability

Cooperative learning is considered to be effective to enhance students’ English skills. This study utilizes two learning models under cooperative learning: Ing Ngarsa Sung Tuladha and Student Teams Achievement Division (STAD). This study aims to find out whether there is a significant difference between those two learning models in enhancing students’ reading comprehension ability. The instrument of this study is the reading test which was piloted before distributing it to the actual respondents. The results of this study show that after comparing the two learning models, there is a significant difference in students' reading comprehension ability. Additionally, in this study, the author seeks respondents' response towards both learning models and it is found that the respondents' response falls under really like category; which means, they really like the two learnings models to be utilized in the classroom to enhance their reading comprehension ability. Keywords: Reading Comprehension Ability, Ing Ngarsa Sung Tuladha, STAD, Cooperative Learning models.

scholarly journals The assessment of Indonesian EFL students' reading comprehension ability using Reading Evaluation and Decoding System (READS)

2021 ◽  
Vol 2 ◽  
pp. 240
Author(s):  
Indah Fajar Wahyuni
Keyword(s):  
Reading Comprehension ◽  
Alternative Assessment ◽  
Assessment System ◽  
English Department ◽  
Reading Material ◽  
Comprehension Ability ◽  
Efl Students ◽  
Academic Warning ◽  
Academic Year ◽  
Reading Comprehension Ability

This study focused on reading comprehension ability of the English Department students in answering READS, MCQ questions. READS is an alternative standardized assessment system that is capable of measuring reading comprehension ability. This is a descriptive study based on Barrett's Taxonomy levels, such as literal comprehension, reorganization, and inferential comprehension. This study consisted of 122 students of the English Department academic year 2015 through 2018 at one of the private universities in Yogyakarta, Indonesia. This study analysis utilized the three Barrett's taxonomy scales to identify whether the students were at meet the standard, below standard, above standard or at academic warning. Finding of the research indicated that 27.8 % students categorized into academic warning (Band 2 and 3), 46.7% students categorized into below standard (Band 4) and 25.5% students categorized into meet standard (Band 5). Consequently, READS as an alternative assessment will guide the teachers to design specific reading material based on students' needs.

scholarly journals THE EFFECT OF DIRECTED READING THINKING ACTIVITY (DRTA) LEARNING STRATEGY AND READING INTEREST FOR READING COMPREHENSION ABILITY

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Arini Itsna Annida ◽  
St. Y. Slamet ◽  
Retno Winarni
Keyword(s):  
Reading Comprehension ◽  
Learning Strategy ◽  
Sampling Technique ◽  
Test Technique ◽  
Significance Level ◽  
Comprehension Ability ◽  
Quasi Experimental ◽  
Directed Reading ◽  
Reading Interest ◽  
Reading Comprehension Ability

<p><em>This research is intended to find the different of reading comprehension ability of student that teached by teaching Directed Reading Thinking Activity </em>(DRTA)<em> learning strategy within Know-Want to Know-Learned </em>(KWL)<em> learning strategy, the different of reading comprehension ability of student that have the high reading interest and low reading interest, and the interaction between learning strategy and studied reading interest on the reading comprehension ability. This study was a quasi experimental research methode design by </em>2×2 <em>factorial design. Population of the research are all student at fifth grade of elem</em><em>entary school in </em>Laweyan<em> district </em>Surakarta<em> in the academic year of 2017/2018. Samples were taken by cluster random sampling technique. The selected sample are Pajang 1 elementary s</em><em>chool and Karangasem 1 elementary School. The data collecting uses test and non test technique. This research used two ways anava data analysis technique and used Scheffe method as a further testing after two ways anova with 5% of significance level. The result of research shows that a different of reading comprehension ability of student that teached by Directed Reading Thinking </em>(DRTA)<em> learning strategy within Know-Want to Know-Learned </em>(KWL)<em> learning strategy, there was a different of reading comprehension ability of student that have the high reading interest and low reading interest, and there was an interaction between learning strategy and reading interest on the reading comprehension ability</em><em>.</em></p>

THE EFFECT OF USING COLLABORATIVE STRATEGIC READING (CSR) ON STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION ON HORTATORY EXPOSITION TEXT

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Rut Emi Febriyani Simamora ◽  
Lince Sihombing ◽  
Johannes Jefria Gultom
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
Sampling Technique ◽  
T Test ◽  
Control Group ◽  
Strategic Reading ◽  
Collaborative Strategic Reading ◽  
Post Test ◽  
Csr Strategy ◽  
Experimental Group

This study is aimed at finding out the effect of Collaborative Strategic Reading (CSR) on students’ achievement in reading comprehension on hortatory exposition text. Experimental design was applied in this research. The population was the 2014/2015 second year students (grade XI) of SMA Swasta YAPIM Medan. There were two paralel classes that consisted of 34 students. The total number of the population were 68 students. The total number of the sample were 68 students. The researcher selected the sample by using total sampling technique. The sample was divided into two groups, experimental group and control group. The experimental group was taught by using Collaborative Strategic Reading (CSR) strategy while the control group was taught without using Collaborative Strategic Reading (CSR) strategy. The data were taken by administering the pre-test and post-test to both control and experimental groups. These data were analyzed by using t-test. The result of computing the t-test obviously showed that t-observed (5.61) is higher than t-table (1.99) with the degree of freedom (df= 66) at the level significance 0.05. It means that the alternative hypothesis stating that there is a significant effect of Collaborative Strategic Reading (CSR) on students’ achievement in reading comprehension on hortatory exposition text is accepted. Keywords : Collaborative Strategic Reading, Reading Comprehension

Examining Mindset and Grit in Concurrent and Future Reading Comprehension: A Twin Study

2020 ◽  
Author(s):  
Kimberly M. Martinez ◽  
LaTasha R Holden ◽  
Sara Ann Hart ◽  
Jeanette Taylor
Keyword(s):  
Reading Comprehension ◽  
Reading Ability ◽  
Preliminary Test ◽  
Cognitive Factors ◽  
Potential Intervention ◽  
Comprehension Ability ◽  
Twin Method ◽  
Positive Correlations ◽  
Ability Measure ◽  
Reading Comprehension Ability

Non-cognitive factors have gained attention in recent years as potential intervention targets for academic achievement improvement in students. Two notable facets, intelligence mindset and grit, have been of particular interest. Both have been shown to consistently improve educational outcomes, although little work has focused on reading ability. We used a correlational and twin method design to preliminary test if mindset and grit could be potential intervention targets to increase reading ability. As such, we examined the relation between both grit and mindset on current, future, and change in reading comprehension ability in a twin sample. We used data from 422 twin pairs (171 monozygotic pairs, 251 dizygotic pairs) drawn from the Florida Twin Project on Reading, Behavior and Environment (Taylor et al., 2019). Twins were on average 13 years old when the questionnaire and first reading ability measure were collected, and on average 15 years old when the second reading ability measure was collected. Weak and moderate positive correlations were found between both mindset and grit with each reading ability score and neither were significantly related to change in reading ability. Twin modeling suggested little to no common genetic or environmental influences between mindset and grit to reading ability. In total, our results do not lend support to the notion of mindset or grit being a mechanism of change for reading ability.

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