scholarly journals Improving Students’ Reading Comprehension by Using Reciprocal Teaching Strategy

2019 ◽  
Vol 6 (1) ◽  
pp. 26-32
Author(s):  
Maspufah Maspufah
Keyword(s):  
Reading Comprehension ◽  
Reading Ability ◽  
Teaching Strategy ◽  
Reciprocal Teaching ◽  
Reading Tests ◽  
Comprehension Ability ◽  
Field Notes ◽  
Teaching Learning ◽  
Teacher's Knowledge ◽  
Academic Year

Reading occupies large portion in teaching-learning activities, especially for English department students. It is reasonable since all their learning materials are in English. However, their ability in reading comprehension is low. Therefore, it is necessary to conduct a research to solve this problem. The purpose of this research was to find out whether Reciprocal Teaching strategy can solve and improve the students’ reading comprehension. Moreover, this research was also to find out what factors influence the improvement of the students’ reading comprehension. This research is action research. The participants of the research were the third semester students of 2018-2019 academic year which consisted of 13 students. The instruments used to collect the data were from observation checklists, field notes, interviews, and reading tests. After analyzing the data, it was found that reciprocal teaching strategy was able to improve the students’ reading comprehension ability. It could be seen from the improvement of their mean score in reading comprehension at the end of the cycle 1. The factors that influenced the improvement of their reading ability involved materials, teacher’s knowledge, students’ interaction, and assessment activities. To sum up, the implementation of reciprocal teaching strategy was able to provide positive results on their reading comprehension.

scholarly journals Implementing Reciprocal Teaching Strategy to Improve Students’ Reading Comprehension of Narrative Text at Grade XI Science One of SMA Handayani Pekanbaru

2018 ◽  
Vol 9 (1) ◽  
pp. 76-85
Author(s):  
Ardiya Ardiya
Keyword(s):  
Reading Comprehension ◽  
Teaching Strategy ◽  
Narrative Text ◽  
Reciprocal Teaching ◽  
Reading Tests ◽  
Reading Materials ◽  
Field Notes ◽  
Qualitative Technique ◽  
Draw Conclusion ◽  
Materials Used

The purposes of this research are to find out whether Reciprocal teaching strategy can improvestudents’ comprehension of narrative text and to find out what factors that influence theimprovement of students’ reading comprehension of narrative text by implementing Reciprocalteaching strategy. The research was a classroom action research which was conducted in twocycles consisting of eight meetings. The research was done from March 17th to April 11th, 2012.There were thirty eight students of Grade XI Science One of SMA Handayani Pekanbaru, andone collaborator treated as participants of this research. The data of the research were takenfrom reading tests, observation, field notes and interviews. The data were analyzed byquantitative and qualitative technique. The study revealed that the implementing of four stepsof Reciprocal teaching (predicting, questioning, clarifying and summarizing) can help thestudents in comprehending the narrative text. Students’ score increased after they applied fourways and they were able to master all indicators of reading comprehension of narrative textconsisting of theme, orientation, complication, and resolution as well as draw conclusion. Thefactors that influenced the change of students’ reading comprehension of narrative text were theparticipation of students, classroom setting and reading materials used in the process of thisresearch. The researcher concludes that Reciprocal teaching can better improve students’reading comprehension of narrative text at the Grade XI Science one of SMA HandayaniPekanbaru.

scholarly journals IMPLEMENTING RECIPROCAL TEACHING METHOD IN IMPROVE THE STUDENTS’ READING COMPREHENSION ABILITY

2020 ◽  
Vol 6 (1) ◽  
pp. 96
Author(s):  
Syaiful Islam
Keyword(s):  
Reading Comprehension ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Lesson Plan ◽  
Reciprocal Teaching ◽  
Average Score ◽  
Comprehension Ability ◽  
And Performance ◽  
Teaching Learning ◽  
Academic Year

This research was designed to improve the students’ reading comprehension in English through the implementation of Reciprocal Teaching Method. The research employed a collaborative classroom action research design in which the researcher and the collaborative teacher worked together in preparing a suitable procedure of Reciprocal Teaching Method, designing the lesson plan, determining of the criteria of success, implementing the action, observing, and doing reflections. The subjects of this research were 40 students of Grade XI BHS 2 at MA. Nurul Jadid Problolinggo in the academic year 2019/2020. The data of this research were obtained through (1) observation sheet, to obtain information about teacher’s and the students’ activities and performance during the implementation of Reciprocal Teaching Method, (2) quiz, to identify whether the students had made progress in reading comprehension, and (3) questionnaire, to get information from the students whether the strategy applied could motivate the students to actively involve during the teaching and learning process. The result of the research showed that the Reciprocal Teaching Method in the teaching-learning of reading comprehension was effective in improving the students’ reading comprehension. The improvement was indicated by the increase of the students’ average score throughout the cycle of action that was 72.63 in the preliminary study; 79.88 in the test of Cycle 1. Besides, students were motivated and active in the class using the method in terms of learning to work together and to help each other in a group with different competence, which was showed by the result of their works.

scholarly journals Relationship between Fifth Grade Students’ Reading Interest and Reading Ability

2021 ◽  
Vol 4 (1) ◽  
pp. 80
Author(s):  
Siti Aisyah ◽  
Ratih Punamasari
Keyword(s):  
Reading Comprehension ◽  
Reading Ability ◽  
Fifth Grade ◽  
Research Approach ◽  
Fifth Grade Students ◽  
Comprehension Ability ◽  
Calculation Results ◽  
Reading Interest ◽  
Academic Year ◽  
Reading Comprehension Ability

The purpose of this study was to determine the relationship between reading interest and students' reading comprehension ability. Research approach using quantitative with correlational study method. The subjects of this study were students of class VA and VB at SD Negeri Karya Bhakti totaling 90 students. The sample was taken by 47 students, then this study was obtained using a five-scale questionnaire for the Reading Interest and Reading Comprehension Ability variables using tests. Therefore, from the data obtained, it was found that a moderate relationship between reading interest and reading comprehension ability was seen from the accumulated calculation results, which was 30% such as using the time to read books in the library, while 70% is influenced by other factors such as students who are motivated by the teacher to increase reading interest so that students can to read a comprehension and other factors are also influenced from outside of students, namely when doing tasks, students are guided and assisted by parents. . Based on the results of the research above, it can be concluded that there is a positive relationship between Reading Interest and Reading Comprehension Ability in class VA and VB students of SD Negeri Karya Bhakti Odd semester of the 2019/2020 academic year.

scholarly journals Employing Graphic Organizers through Team-Pair-Solo Strategy to Improve Reading Comprehension of Eighth Graders at SMPN 9 Kubung

AL-TA LIM ◽  
2016 ◽  
Vol 23 (1) ◽  
pp. 37-51
Author(s):  
Lina Satriyani ◽  
Arwijati Wahjudi Moerdibjon ◽  
Johannes Ananto Prayogo
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Learning Process ◽  
Graphic Organizers ◽  
Eighth Graders ◽  
Comprehension Ability ◽  
Field Notes ◽  
Teaching Learning ◽  
Giving Feedback ◽  
Reading Comprehension Ability

This research was conducted to improve the students’ reading comprehension by employing graphic organizers through Team-Pair-Solo strategy. Classroom Action Research which involved 32 eighth graders was employed in this study. The instruments were reading comprehension test, observation checklists, field notes and questionnaire. The steps done in employing the strategy were: (1) working in group in comprehending the text, (2) discussing the answer, (3) working in pairs,(4) creating their own graphic organizers, (5) swapping their work (6) giving feedback, (7) discussing the feedback (8) revising individually, (9) retelling the text by using their graphic organizers. The findings of this study showed that the strategy improved students’ ability; most of the students (87.5%) were actively involved and enthusiastic in teaching-learning process; and most of them (90%) gave positive perceptions toward the implementation of the strategy. These results indicated that the strategy was effective in improving students’ reading comprehension ability.

scholarly journals IMPROVING STUDENTS’ READING COMPREHENSION BY USING INQUIRY CHART STRATEGY TO THE NINTH GRADE STUDENTS OF SMP SWASTA KATOLIK BUDI MURNI 2 MEDAN

2020 ◽  
pp. 158-190
Author(s):  
Rahul Sitinjak ◽  
Karisma E Tarigan ◽  
Anna Stasya Prima Sari
Keyword(s):  
Reading Comprehension ◽  
Total Percentage ◽  
Post Test ◽  
Field Notes ◽  
Ninth Grade Students ◽  
Strongly Agree ◽  
Teaching Learning ◽  
Academic Year ◽  
Improvement Score ◽  
Better Than

The aim of this study is to find that Inquiry Chart Strategy works effectively on improving students’ reading comprehension and to know the students’ responses after being taught by using Inquiry Chart Strategy. In order to achieve the objectives of the study, a classroom action research was designed and carried out in this study. The participants of this study are 25 students of class IX-4 of SMP Swasta Budi Murni 2 Medan in the academic year 2018/2019. Test, observation sheet and field notes were used as the instruments for collecting data. The result of the study showed significant improvement of the students’ skill in reading. It is proven by the students’ mean score of each test: pre test is 50 with 12%, formative test is 73,92 with 72%, and post test is 87,6 with 92%. And then the percentage of the students’ improvement score from pre-test to post-test was 75.2%. And the total percentage of strongly agree was 55.2%. In addition, the analysis result of the observation sheet and field notes showed that Inquiry Chart Strategy changed the students’ learning behaviour became better than before. They were more enthusiastic during the learning teaching process in each cycle. Based on the result of those study instruments, it can be concluded that using Inquiry Chart Strategy gives the improvement to the students’ reading comprehension. This strategy is suggested to English teacher to apply it in teaching learning reading in order to improve students’ reading comprehension. The writer also suggests to other writers to explore other studies on Inquiry Chart Strategy to improve the students’ reading comprehension and try to apply this technique in different language skills.

The Effect of Teaching Strategies and Curiosity on Students’ Achievement in Reading Comprehension

2015 ◽  
Vol 11 (2) ◽  
Author(s):  
Sri Astuti ◽  
Lince Sihombing ◽  
Berlin Sibarani
Keyword(s):  
Reading Comprehension ◽  
Experimental Research ◽  
Teaching Strategies ◽  
Significant Interaction ◽  
Learning Strategy ◽  
Teaching Strategy ◽  
Problem Based Learning ◽  
Reciprocal Teaching ◽  
Tukey Test ◽  
Academic Year

The objectives of this study are to investigate whether: (1) students’ achievement in reading comprehension taught by using Problem-Based Learning stretegy is higher than students’ achievement in reading comprehension by using Reciprocal Teaching strategy, (2) reading comprehension achievement of high curiosity students is higher than reading comprehension achievement of low curiosity students, and (3) there is significant interaction between teaching stretegies and students’ curiosity on students’ reading comprehension achievement. An experimental research with factorial design 2x2 was used in this research. There were 120 students from 2012/2013 Academic Year of SMA BUDI AGUNG Medan as sample of this research. The result reveals that (1) students’ achievement in reading comprehension taught by using Problem-Based Learning stategy is higher than that of taught by using Reciprocal Teaching strategy, (2) reading comprehension achievement of high curiosity is higher than reading comprehension achievement of low curiosity, (3) there is signnificance interaction between teaching strategies and curiosity on students’ achievement in reading comprehension. After the Tukey test was applied, it showed that students have high curiosity got higher result if they were taught by using Problem-Based Learning strategy, and students have low curiosity got higher result if they taught by using Reciprocal Teaching strategy. Keywords: Reading comprehension, Problem-Based Learning, Reciprocal Teaching                     Curiosity

scholarly journals Using PQRST Strategy and Powtoon Media To Improve Students’ Reading Engagement

2021 ◽  
Vol 8 (1) ◽  
pp. 1-12
Author(s):  
Pratidina Parameswari ◽  
Ikhsanudin Ikhsanudin ◽  
Zainal Arifin
Keyword(s):  
Reading Comprehension ◽  
Data Collection ◽  
Learning Process ◽  
Teaching And Learning ◽  
Classroom Research ◽  
Reading Engagement ◽  
Reading Tests ◽  
Field Notes ◽  
The Subject ◽  
Academic Year

The main objective of this research was to find out the improvement of students’ engagement in reading comprehension of descriptive text using PQRST Strategy and PowToon media to the seventh grade students of SMP Negeri 3 Sungai Raya in academic year 2019/2020. This classroom research was conducted in three cycles. The subject of this research was 32 students in class VII E. The researcher used observation checklist, field notes and reading tests as tools of data collection. The improvement of students’ engagement improvement could be seen was reflected byfrom their students’ performance in the teaching and learning process. The students became more enthusiastic in following participating in the lesson because they worked in group with their friends. The teacher gave a PQRST learning log to each groups as a guide during the stage of PQRST strategy shown in PowToon media. Preview, the students guess the topic by read the title and the pictures. Question, the students made questions based on they were interested in Preview stage. Read, the students read the whole text while looking for the answers of their own questions, they also wrote the difficult words found. State, the teacher and the students discussed about the contents of the text and the difficult words. The students have also take turn presented the results of their group’s work with their own words. Last in Test the teacher gave the students multiple choice to make sure they understood the text clearly. Those activities make students more active during the class, so their reading engagement was improved.

THE USE OF DIARY WRITING TO IMPROVE STUDENTS RECOUNT TEXT

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Uray Ryan Hermawan ◽  
Clarry Sada ◽  
Yanti Sri Rezeki
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Teaching Writing ◽  
Chronological Order ◽  
Tenth Grade ◽  
Diary Writing ◽  
Research Findings ◽  
Field Notes ◽  
Teaching Learning ◽  
Academic Year

The research was aimed to investigate the use of diary writing to overcome students’ problem in writing recount texts. The problems include writing a recount text in chronological order, writing correct verb changes and developing ideas. Classroom action research was conducted by applying diary as the technique to help students overcome their problem. There were two cycles conducted in this research. The data were taken from the students’ individual score, observation checklist, and field notes. The result showed that teaching writing through diary writing improved students’ writing recount text. Referring to the research findings, the data showed that diary writing improved students’ recount text, as seen in their score. These in terms of score, students’ improved from 71.96 to 76.03 and improving the motivation to the students which makes them eager to write also makes the teaching learning process better. In conclusions, students’ writing recount text of the tenth grade students of class IPS 1 of SMAN 4 Sungai Raya in academic year 2018/2019 improved by using diary.

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.

scholarly journals Applying Sight Translation as a Means to Enhance Reading Ability of Iranian EFL Students

2016 ◽  
Vol 9 (3) ◽  
pp. 153
Author(s):  
Moslem Fatollahi
Keyword(s):  
Reading Comprehension ◽  
Reading Instruction ◽  
Reading Ability ◽  
Teaching And Learning ◽  
Control Group ◽  
Comprehension Ability ◽  
Quasi Experimental ◽  
Efl Students ◽  
Iranian Context ◽  
Reading Comprehension Ability

<p>Sight translation is the oral translation of a written text and is a mixture of translation and interpreting. Sight translation is a widely-used activity in translation training programs. Yet, this mode of translation has rarely been applied as a reading instruction technique in Iranian EFL instruction context in spite of the growing interest in using sight translation in language teaching and learning. This study aims at investigating the effect of sight translation on the reading comprehension ability of Iranian undergraduate EFL students. This is a quasi-experimental study involving treatment. To this end, four reading comprehension classes involving 70 learners were divided into two groups, with the experimental one receiving reading instruction with sight translation exercises and the control group receiving reading instruction without sight translation exercises. The posttest results revealed that the experimental group performing sight translation exercises in classroom outperformed the control group who had not engaged in sight translation. This study has implications for ELT instructors and learners in an Iranian context as they can use sight translation exercises as an effective technique for improving the reading comprehension ability of their learners.</p>

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