scholarly journals The Influnce of KWL Strategy Use in Teaching Reading for EFL Learners in Class Room

2019 ◽  
Vol 8 (1) ◽  
pp. 1
Author(s):  
Endang Haryanto
Keyword(s):  
School Context ◽  
Reading Skill ◽  
Strategy Use ◽  
Teaching Reading ◽  
Appropriate Use ◽  
Skill Levels ◽  
Efl Learners ◽  
Second Year ◽  
Class Room ◽  
And Control

Reading is a process to to get both the information and knowledge from written sources or text. To make it easiers there are some applicable strategies. Based  on some related literatures, KWL can be implemented in teaching reading for EFL learners in class room with varied   reading skill levels. Hence this strategy assumed is appropriate use in Indonesian school context. This reasearch is intended to investigate how effective the strategy in helping leraners to enhanch their ability in reading. The samples of this study were the second year students of SMAN 07 South Bengkulu in 2019. The research design use is experimental study with expemental and control class. From the result of the study the data showed that the students taught with KWL achieved better reading comprehension than those were not taught with the strategy.

The Impact of Teaching Critical Thinking Skills on Reading Comprehension of Iranian Intermediate EFL Learners

2016 ◽  
Vol 6 (9) ◽  
pp. 1869 ◽  
Author(s):  
Lotfollah Karimi ◽  
Farshad Veisi
Keyword(s):  
Reading Comprehension ◽  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Teaching Reading ◽  
Efl Learners ◽  
Post Test ◽  
And Control ◽  
The Impact

the purpose of the present study was to investigate the impact of teaching critical thinking skills on reading comprehension of Iranian intermediate EFL learners. A sample of 50 students from Arshia Language Institute in Ilam, Iran participated in this study. They were both male and female students who were selected among 80 students based on their performances on PET. The participants were randomly divided into experimental and control groups. First, the two groups were exposed to the pre-test of reading comprehension in order to evaluate their knowledge on reading before the treatment. Based on scores obtained from the Pre-test, no significance differences were observed between two groups. After that the treatment was started and the experimental group was exposed to teaching critical thinking skills. Meanwhile, traditional methods of teaching reading comprehension were used for teaching reading comprehension to the control group. Finally, post-test of reading comprehension was delivered to both groups at the end of treatment to check possible differences.  To analyze the collected data, ANCOVA was run using SPSS Software Version 16. The results showed that teaching critical thinking skills positively affect reading comprehension of intermediate EFL learners, but the interaction of gender and teaching critical thinking was not significant.

scholarly journals SPEED READING TO IMPROVE STUDENT’S READING SKILL

2017 ◽  
Vol 2 (2) ◽  
pp. 86-100
Author(s):  
Rita Mahriza
Keyword(s):  
Reading Skill ◽  
Average Score ◽  
Teaching Reading ◽  
Test Analysis ◽  
Speed Reading ◽  
Speed Test ◽  
T Score ◽  
Post Test ◽  
And Control ◽  
Better Than

This study is to find out whether speed reading improves student’s reading skill of the eleventh grade students at SMA Negeri 2 Langsa. The population of this research is the entire eleventh grade students at SMAN 2 Langsa. This study used quazy experiment. Test in the form of multiple choices through speed reading was used as instrument of this study. It is found that the result of pre-test and post-test in both experimental and control class is different. In experiment class, the average score of multiple choices test is higher than thatof control class. Based on t-test analysis, it was found that the t score(2,02)> ttable(2,71). It can be concluded that tscore is higher than ttable, thus hypothesis is accepted. Meanwhile, in control class, the students’ average score of speed test was 135 WPM and improves at least 1832 WPM in experiment class. The students’ reading skill of SMAN 2 Langsa in speed test is good. 1 students in experiment class secured A and no student obtained the same grade in control class. 9 students in experiment class got B while only 5 students from control class obtained the same score. It shows that experiment class performs better than that of control class. Thus, teaching reading skill by using speed reading at SMAN 2 Langsa is successfull and proves that speed reading improves students’ reading skill.

scholarly journals PENGARUH MODEL PEMBELAJARAN MULTILITERASI TERHADAP KEMAMPUAN MEMBACA SISWA SEKOLAH DASAR

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Febrina Dafit
Keyword(s):  
Elementary Students ◽  
Multiple Choice ◽  
Reading Skill ◽  
Objective Test ◽  
Control Group ◽  
Teaching Reading ◽  
Equivalent Control ◽  
Research Questions ◽  
And Control ◽  
Quasi Experiment

Penelitian ini dilatarbelakangi oleh kemampuan siswa SD yang masih kurang dalam memahami bacaan secara kritis dan kreatif pada pembelajaran membaca. Penelitian ini bertujuan mengetahui dan mendeskripsikan pengaruh model pembelajaran multiliterasi terhadap kemampuan membaca siswa SD. Metode yang digunakan dalam penulisan ini adalah eksperimen kuasi dengan desain non-equivalent control group pretest posttest. Data yang dikumpulkan untuk menjawab pertanyaan penelitian yaitu data hasil pretest dan posttest kemampuan membaca dari siswa kelas eksperimen dan kelas kontrol. Teknik pemberian tes yaitu tes obyektif pendekatan pilihan ganda (multiple choice) dan essai. Perlakukan (treatment) yang diberikan adalah model pembelajaran multiliterasi pada kelas eksperimen, sedangkan kelas kontrol tidak belajar dengan model pembelajaran multiliterasi. Hasil skor rata-rata posttest kelas eksperimen adalah 18,76, sedangkan skor rata-rata posttest siswa kelas kontrol adalah 16,04. Dari hasil penulisan tersebut menunjukkan bahwa model pembelajaran multiliterasi memberikan pengaruh pada kemampuan membaca siswa SD. Kata kunci: Pembelajaran multiliterasi, kemampuan membaca  THE EFFECT OF TEACHING MULTILITERACY MODEL IN READING SKILL OF ELEMENTARY STUDENTS Abstract This study is backed by the lack of competence of elementary students in terms of comprehending a text critically and creatively in teaching reading. The method used in the study  is quasi-experiment for which its design is non-equivalent control group pretest posttest.  The collected data that answer the research questions is derived from pretest and posttest of reading skill shown both students from the experiment and control class. The  technique of test is objective test approaches, multiple choice and essay for reading skill. Teaching multiliteracy model as the treatment in this research is applied for the experiment class but the control class is not. The everage score of posttest in reading skill for the students in the experiment class showed 18,76 and the students in the control class showed 16,04. The result of study points out that teaching multiliteracy model gives an effect for the students in reading skill. Keywords: learning multiliteracy model, reading skill

scholarly journals TEACHING READING BY USING WFR (WARMING-UP FOR READING) TO INCREASE READING SKILL

2019 ◽  
Vol 1 (1) ◽  
pp. 32
Author(s):  
Afifah Linda Sari ◽  
Radityo Tri Nugroho
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Main Idea ◽  
Reading Skill ◽  
Teaching Reading ◽  
Significant Difference ◽  
Before And After ◽  
Research Procedure ◽  
Second Year ◽  
Teaching Learning

Abstract: This research is aimed at describing the implementation of teaching reading by using WFR, to describe the problems of using WFR in teaching reading and to know the students’ response of the implementation of WFR. The result of this study is intended to give contribution to the teaching and learning English. The research was done to the second year students of SMP N 5 Banjarbaru. As the sample, the researcher took 40 students of IIA class. The data were collected through observation, interview and test. After collecting the data and analyzing them and describing the result of them by action research procedure, the researcher described the result of the research. The WFR was conducted in four meetings. It is appropriate in teaching reading and helps the students increasing/developing their reading skill. There are some problems faced by the students in teaching learning process: in which most of students have difficulties in arranging the sentence correctly, the students have difficulties in translating the word from English into Indonesian and Indonesian into English, the students do not understand the instruction of the worksheet, and the students have difficulties in finding the main idea of the text. During the teaching learning process from the first meeting until fourth meeting the response of the students is good. They were enthusiastic in every meeting. Evidently, the result of the hypothesis testing showed that the t- observation is always greater than the t-table; in degree of freedom N - 1 = 39 and level of significance 0,05. It means that there is a significant difference of the students’ achievement before and after the implementation of WFR. The conclusion is the teaching reading using WFR to the second year students of SMP N 5 Banjarbaru yields a good result. WFR is appropriate method in increasing the students reading skills and helpful in teaching-learning process. 

scholarly journals THE TEXT-BASED CHARACTER IN TEACHING READING COMPREHENSION AT THE TENTH GRADE STUDENTS

2021 ◽  
Author(s):  
Like Raskova Octaberlina ◽  
Andi Asrifan
Keyword(s):  
Alternative Hypothesis ◽  
Reading Skill ◽  
T Test ◽  
Control Group ◽  
Teaching Reading ◽  
Significant Difference ◽  
Good Classification ◽  
The Mean ◽  
And Control ◽  
Experimental Group

The objective of this article was to find out whether or not using Text-based Character in Teaching Reading Comprehension.In this research, the researcher applied quasi experimental method using two groups namely an experimental and a control group. The population was the first-year students of SMA Negeri 4 Sidenreng Rappang in academic year 2019/2020. The total population is about 60 students. The sample of this research is selected by using cluster sampling techniques which is divided into two groups namely an experimental group and control one. The instrument was intended to measure the students’ achievement of language skill particularly reading skill. The model of reading test is a objective test. Based on the reseach result, the researcher found that the mean score of pretest of experimental group was 72.67, it was classified into good classification and the mean score of students ’pretest of control group was 69.63, it was classified into good classification. After doing treatments, the result shows that the mean scores of both experimental and control group were different. The mean score of posttest for experimental group was 82.43 which was classified into very good classification and the mean score of control group was 76.53 which was classified into good classification. In other hand, the researcher found that the T-table is higher than t-test (α) (1.659<2.021). It means that there is significant difference in pretest of control and experimental group, while in posttest of experimental and control group, the researcher find that the T-test is higher than alpha and previous score in pre-test (α) (3.089>2.021).The degree of freedom is 58.It means that there is significant difference in posttest. It indicates that the alternative hypothesis (H1) was accepted and the null hypothesis (H0) was rejected. It can be concluded that the use of Text-based Character improves students' reading skill.

scholarly journals Self-Access Centre in Teaching Reading and Vocabulary to EFL Learners

2021 ◽  
Vol 4 (1) ◽  
pp. 34-46
Author(s):  
Iin Indasari ◽  
Nurhaedah Gailea
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Qualitative Data ◽  
Reading Skill ◽  
Teaching Reading ◽  
Efl Learners ◽  
Qualitative And Quantitative ◽  
Tenth Grade ◽  
Post Test ◽  
The Mean

This research is aimed to improve students’ reading skill and vocabulary mastery through self-access centre at tenth grade students of SMAN 5 Kota Serang. This research was conducted for three months. This study tries to answer the main questions (1) how is students’ learning process of reading and vocabulary through self-access centre? (2) how is students’ learning achievement of reading and vocabulary through self-access centre? The method used in this research was a classroom action research. The action research was conducted in two cycles. Each cycle was consisted of four steps; planning, implementing, observing, and reflecting. The data were collected through qualitative and quantitative techniques. The qualitative data were collected by analysing the observation. The quantitative data were obtained from the students score in pre-test and post-test. The study showed that there was improvement on students’ reading comprehension and vocabulary mastery. The mean scores are 53.64 for reading pre-test and 64.92 for vocabulary pre-test. The results of post-test in cycle I show 65.12 for reading post-test and 72.96 for vocabulary. In cycle II, students get 70.88 for reading post-test and 76.36 for vocabulary post-test. The result specifies that self-access centre is successful in improving students reading comprehension and vocabulary mastery.

scholarly journals The Effect of Guide Reading and Summary Procedure (GRASP) toward the Second year Students’ Reading Comprehensions at SMA Negeri 02 Tapung Hilir

Curricula ◽  
2018 ◽  
Vol 3 (1) ◽  
Author(s):  
Candra Kirana
Keyword(s):  
Test Score ◽  
Degree Of Freedom ◽  
Cluster Sampling ◽  
Teaching Reading ◽  
Post Test ◽  
The Mean ◽  
Second Year ◽  
Data Collection Technique ◽  
And Control ◽  
Summary Procedure

<p><em>Guide reading and Summary Procedure (GRASP) is an innovation classroom procedure for teaching reading strategy, enable students to understand what they are reading and compose summaries of their reading. Type of this research is an experimental research with using quantitative data. It involved two class; they were experimental and control class. This research was conducted of the second year’s student at SMA Negeri 02 Tapung Hilir. The population of this research was conducted the second year’s students by using cluster sampling that consists of 52 person. The data collection technique has done by using questionnaires. The result of this research, it was found that the mean of the student’s pre-test score that consists of 55.23, while the mean of the students’ post-test score that consists of 76.15. So, there was increase point about 20.92 % from pre-test to post-test. And the other side t_obs was 3.31 and t_table was on the level of significant 1% with degree of freedom (df) = 50 was 2,66 and on the level significant 5% with degree of freedom (df) = 50 was 2,00. It means that by using Guide Reading and Summary Procedure (GRAPS) strategy gave positive improvement to the students’ reading comprehension.</em></p>

scholarly journals PENGARUH MODEL PEMBELAJARAN MULTILITERASI TERHADAP KEMAMPUAN MEMBACA SISWA SEKOLAH DASAR

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Febrina Dafit
Keyword(s):  
Elementary Students ◽  
Multiple Choice ◽  
Reading Skill ◽  
Objective Test ◽  
Control Group ◽  
Teaching Reading ◽  
Equivalent Control ◽  
Research Questions ◽  
And Control ◽  
Quasi Experiment

Penelitian ini dilatarbelakangi oleh kemampuan siswa SD yang masih kurang dalam memahami bacaan secara kritis dan kreatif pada pembelajaran membaca. Penelitian ini bertujuan mengetahui dan mendeskripsikan pengaruh model pembelajaran multiliterasi terhadap kemampuan membaca siswa SD. Metode yang digunakan dalam penulisan ini adalah eksperimen kuasi dengan desain non-equivalent control group pretest posttest. Data yang dikumpulkan untuk menjawab pertanyaan penelitian yaitu data hasil pretest dan posttest kemampuan membaca dari siswa kelas eksperimen dan kelas kontrol. Teknik pemberian tes yaitu tes obyektif pendekatan pilihan ganda (multiple choice) dan essai. Perlakukan (treatment) yang diberikan adalah model pembelajaran multiliterasi pada kelas eksperimen, sedangkan kelas kontrol tidak belajar dengan model pembelajaran multiliterasi. Hasil skor rata-rata posttest kelas eksperimen adalah 18,76, sedangkan skor rata-rata posttest siswa kelas kontrol adalah 16,04. Dari hasil penulisan tersebut menunjukkan bahwa model pembelajaran multiliterasi memberikan pengaruh pada kemampuan membaca siswa SD. Kata kunci: Pembelajaran multiliterasi, kemampuan membaca  THE EFFECT OF TEACHING MULTILITERACY MODEL IN READING SKILL OF ELEMENTARY STUDENTS Abstract This study is backed by the lack of competence of elementary students in terms of comprehending a text critically and creatively in teaching reading. The method used in the study  is quasi-experiment for which its design is non-equivalent control group pretest posttest.  The collected data that answer the research questions is derived from pretest and posttest of reading skill shown both students from the experiment and control class. The  technique of test is objective test approaches, multiple choice and essay for reading skill. Teaching multiliteracy model as the treatment in this research is applied for the experiment class but the control class is not. The everage score of posttest in reading skill for the students in the experiment class showed 18,76 and the students in the control class showed 16,04. The result of study points out that teaching multiliteracy model gives an effect for the students in reading skill. Keywords: learning multiliteracy model, reading skill

Metacognitive Knowledge and Metacognitive Control of Writing Strategy between High- and Low-performing Chinese EFL Writers

2017 ◽  
Vol 7 (7) ◽  
pp. 523 ◽  
Author(s):  
Zehua Wang ◽  
Feifei Han
Keyword(s):  
Strategy Use ◽  
Metacognitive Knowledge ◽  
Low Achievers ◽  
High Achievers ◽  
Writing Strategies ◽  
Metacognitive Control ◽  
Efl Learners ◽  
Writing Strategy ◽  
And Control ◽  
Writing Task

This study investigated metacognitive knowledge and control of writing strategy in English among 65 Chinese EFL learners in two argumentative writing tasks. Metacognitive knowledge was measured using a questionnaire written in simple present tense. Metacognitive control required writers to respond to a questionnaire written in simple past tense immediately following completion of each writing task according to the actual strategy use in the writing tasks. Students were grouped into high- and low-performing EFL writers using one standard error above or below the Mean scores of the writing tasks. One-way ANOVA was conducted on the four kinds of writing strategies (i.e., planning, cognitive, monitor-control, and evaluating). We found that while there were no differences on any type of the writing strategies for metacognitive knowledge, the two groups differed in the actual writing strategy use on each occasion. For the more familiar and easier writing topic, high- and low-performing students differed only in cognitive writing strategies. For the less familiar and more challenging writing task, high-achievers adopted significantly more planning, cognitive, and evaluating strategies than low-achievers. This research supported for distinction between metacognitive knowledge and control in EFL writing.

scholarly journals The Effect Of The Direct Method On The Reading Comprehension Ability Of Second Year Students At Sltp Advent 4 Paal Dua, Manado

2017 ◽  
Vol 2 (1) ◽  
pp. 61-69
Author(s):  
Marlin Marpaung
Keyword(s):  
Reading Comprehension ◽  
Direct Method ◽  
Control Group ◽  
Teaching Reading ◽  
Lecture Method ◽  
Comprehension Ability ◽  
The Mean ◽  
Second Year ◽  
And Control ◽  
Reading Comprehension Ability

This study is to find out the reading comprehension ability of the students at SLTP Advent 4 Paal Dua Manado, when being taught using the Direct Method and the Lecture Method. The population of this study was seventy-six second year students at SLTP Advent 4 Paal Dua Manado, who were divided into two groups, the experimental and control group. The main problem of this study is to find out the effect of the Direct Method in teaching reading comprehension. The result showed that there was no difference in the reading comprehension ability of the students who are taught using Direct Method and students who are taught using Lecture Method. But there was slightly difference between the mean score of post-experimental and post-control. Therefore, the suggestion for English teachers is to teach the reading comprehension using the Direct Method because the Direct Method can improve students’ ability in reading comprehension. Key words: Reading comprehension, Direct Method.

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