scholarly journals A STUDY OF ENGLISH READING COMPREHENSION USING CONTENT-BASED INSTRUCTION APPROACH

2017 ◽  
Vol 5 (1) ◽  
pp. 368-375
Author(s):  
Panida Khruawan ◽  
Nutprapha K. Dennis
Keyword(s):  
Reading Comprehension ◽  
Critical Level ◽  
Simple Random Sampling ◽  
Arithmetic Mean ◽  
English Reading ◽  
Post Test ◽  
Research Findings ◽  
English Reading Comprehension ◽  
Based Instruction ◽  
Instruction Approach

The purposes of this study were to investigate students’ achievement in reading comprehension taught by Content-Based Instruction (CBI) Approach and to study the attitude of students through the approach. The samples of this study were fifty of grade ten students who enrolled English course at Khowangwittayakhom School, Yasothorn. The samples were selected by a simple random sampling. The instrument used in this study consisted of ten content-based instruction lesson plans, reading pre-test and post-test, and questionnaire. The data were analyzed statistically in the form of t-test, arithmetic mean and standard deviation. The research findings as the effectiveness of English reading after using Content-Based Instruction Approach in teaching was significantly higher than before teaching at critical level 0.05 and the students’ attitude toward using Content-Based Instruction Approach was at a good level.

scholarly journals Analysis of Students' English Reading Comprehension through KWL (Know-Want-Learn) Learning Strategies

2018 ◽  
Vol 2 (3) ◽  
pp. 238-247
Author(s):  
Eva Yuni Rahmawati
Keyword(s):  
Reading Comprehension ◽  
Learning Strategies ◽  
Simple Random Sampling ◽  
Descriptive Research ◽  
Research Survey ◽  
English Reading ◽  
Text Reading ◽  
The Subject ◽  
English Reading Comprehension ◽  
Text Reading Comprehension

This research aims to know the reading comprehension of students through KWL learning strategies. The research is descriptive research survey. The subject of research is the student of Mathematics Education Program who learned English. A sample of this research used sampling Simple Random Sampling (n = 40). Data collection is done by carrying out a test of reading using the test, after the students being treated by KWL learning strategies. Analysis of research data using descriptive statistical techniques. The results showed that on the item reserved text reading comprehension there is 75% of the students who were able to resolve the matter at this stage determine the topic, 62.5% of the students were only able to resolve the matter at this stage determine the word citation and 67.5% of students were able to determine at the conclusion of the recitation and 50% specify detail information. It can be concluded that the KWL strategy is able to improve students reading comprehension. Key Words: Know-Want-Learn Learning Strategies, Reading Comprehension, English.

scholarly journals Self-Regulated Learning by Thai University Students in an EFL Extensive Reading Program

MANUSYA ◽  
2008 ◽  
Vol 11 (2) ◽  
pp. 104-124 ◽  
Author(s):  
Chitchon Pratontep ◽  
Apasara Chinwonno
Keyword(s):  
Reading Comprehension ◽  
Learning Strategies ◽  
Reading Program ◽  
Extensive Reading ◽  
Self Regulated Learning ◽  
English Reading ◽  
Regulated Learning ◽  
Post Test ◽  
English Reading Comprehension ◽  
And Performance

This study aims to investigate students’ self-regulated learning strategies and English reading comprehension in an ER program. There were 38 students participating in the study. The students were divided into upper and lower level groups according to their English reading comprehension pre-test mean scores. After 10 weeks of ER, findings show that there were significant differences between the students' English reading comprehension pre- and post-test mean scores, especially for the lower level group. Findings from the self-regulated learning interview schedule indicate that students reported frequently using metacognitive and performance regulation strategies. In addition, from the students' verbal protocols of reading, they reported using self-regulated learning strategies in the performance or volitional control phase more often than in the forethought or selfreflection phases. Pedagogical implications are presented and discussed.

scholarly journals THE USE OF COOPERATIVE LEARNING TO IMPROVE STUDENTS' ABILITY IN READING COMPREHENSION IN MTS NURUL BAROKAH 2017

2017 ◽  
Vol 5 (1) ◽  
Author(s):  
Ai Munawaroh
Keyword(s):  
Reading Comprehension ◽  
Cooperative Learning ◽  
Secondary School ◽  
Qualitative Data ◽  
Classroom Observation ◽  
Test Design ◽  
Teaching Reading ◽  
English Reading ◽  
Post Test ◽  
English Reading Comprehension

Abstract This paper reports a study of using cooperative learning to improve Students’ ability in English reading comprehension of recount text. Because reading still becomes one of the problems which students face at school including Secondary School. Cooperative learning is one of the several methods which gives much opportunity for students in group with various abilities for comprehending of recount text. The aims of this study are to investigate use of cooperative learning and to find out the students' response of using cooperative learning for improving students' ability in English reading comprehension. This study applied mix method design by using triangulation by one group pre-test and post-test design. The quantitative data was obtained by students’ score in English reading pre-test and post-test of recount text. Meanwhile, the qualitative data were obtained from classroom observation and interview. The study was conducted at one of the Islamic Junior High Schools in Cianjur which involved 24 students in eighth grade. The findings showed the hypothesis testing proved that tcount ≥ ttable 14,29≥1.714. Therefore, the null hypothesis was rejected. It meant, the use of cooperative learning could improve students’ ability in English reading comprehension. Another finding also showed students’ responses were positive. They responded that cooperative learning is more enjoyable. Furthermore, it helps them in understanding recount text and also it could be applied as one of the teaching reading to be implemented in Secondary School. Key words: Reading, Reading Comprehension, Cooperative Learning and Recount Text 

scholarly journals Improving Students' Reading Comprehension through Student Team Achievement Division Technique

1970 ◽  
Vol 10 (2) ◽  
pp. 95
Author(s):  
N. Erna Marlia Susfenti
Keyword(s):  
Reading Comprehension ◽  
Reading Test ◽  
English Reading ◽  
Research Findings ◽  
English Reading Comprehension ◽  
Academic Year ◽  
Student Team

This research was aimed at investigating the process of improving students’ reading comprehension through Student Team Achievement Division Technique and examining the effect of its implementation toward students’ abilities in reading comprehension. This research was designed in 2 cycles at SMK Prawira Pandeglang Banten in the second semester of 2016/2017 academic year. The focus of this research was the improvement of students’ English reading comprehension, whereas the sub-focus was the process of improving students’ abilities in reading comprehension through the Implementation of Student Team Achievement Division Technique. The data was collected from observations and interviews. The students’ reading comprehension was assessed with multiple choices reading test. The research findings have shown that the implementation of Student Team Achievement Division Technique had improved students’ abilities in comprehend the text from 54.2% in the first cycle become 76.25% in the second cycle. Based on the results, it can be concluded that student team achievement division technique can improve reading comprehension of the students of class X SMK Prawira Pandenglang Banten. 

scholarly journals RETELLING STRATEGY TOWARDS STUDENTS’ ENGLISH READING COMPREHENSION AT SENIOR HIGH SCHOOLS

2020 ◽  
Vol 8 (4) ◽  
pp. 432
Author(s):  
Rudiawan Rudiawan ◽  
Jupri Jupri
Keyword(s):  
Reading Comprehension ◽  
Experimental Research ◽  
Positive Contribution ◽  
Teaching Reading ◽  
Teaching English ◽  
English Reading ◽  
Significant Difference ◽  
Independent Variable ◽  
English Reading Comprehension ◽  
Based Instruction

It was found that the majority of the students felt reluctant, nervous, and shy to read, especially when they were asked to read in front of their friends. The research objective is to find out how the use of the retelling-based instruction strategy can increase the students’ reading comprehension and find out the participants’ perceptions on the Retelling as a technique used to improve their reading comprehension. This research was experimental research that deals with utilizing the independent variable (the retelling technique) toward learners’ reading comprehension. Fifty-two students were involved in this study. The XI-A class was taken as the experimental class, and XI-B was treated as the control class. The research shows that it is significantly different in teaching English by using a retelling strategy to improve the students’ reading comprehension. The sig. (2-tailed) is 0.000 is lower than the significant level (0.05). Thus, the retelling strategy can improve the students’ reading comprehension in SMAN 1 Jonggat, Praya, Central Lombok. The t-test is higher than the t-table, 8.04 < 1.67. This also certainly concludes that there is a significant difference in teaching reading by using retelling strategy and not using retelling strategy. There is a positive contribution to the teaching of English reading comprehension by using retelling strategy in the SMAN 1 Jonngat, Praya, Central Lombok. All 25 students in the experimental class were happy and enjoyed reading by using the retelling strategy.

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