scholarly journals Language Experience Approach in Teaching Reading Comprehension to the Engineering Students

2020 ◽  
Author(s):  
Zulkifli ◽  
Nian Masna Evawati ◽  
Koryati
Keyword(s):  
Reading Comprehension ◽  
Engineering Students ◽  
Teaching Reading ◽  
Language Experience ◽  
Language Experience Approach

scholarly journals IMPROVING STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION THROUGH THE APPLICATION OF LANGUAGE EXPERIENCE APPROACH

2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Eka Surya Fitriani And Yunita Agnes Sianipar
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Key Words ◽  
Second Grade ◽  
Language Experience ◽  
Second Grade Students ◽  
Language Experience Approach

This paper discusses improving students’ achievement in reading comprehension through the application of language experience approach. This paper will answer the question “Does the application of Language Experience Approach improve the students’ achievement in reading comprehension?” The objective of the study is aimed at finding out whether the application of Language Experience Approach improves the students’ achievement in reading comprehension. The sample of the research was the second grade students of SMA Panca Budi Medan, class XI – 2 science which consisted of 39 students, 19 boys and 20 girls. The technique of collecting data was by using three tests with two cycles in action research. The result showed that the application of language experience approach improved the students’ achievement in reading comprehension.   Key Words: Reading Comprehension, Language Experience Approach

scholarly journals The Efficacy of Using Language Experience Approach in Teaching Reading Fluency to Indonesian EFL Students

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Masruddin
Keyword(s):  
Reading Fluency ◽  
English Education ◽  
Significance Test ◽  
Teaching Reading ◽  
Language Experience ◽  
Study Program ◽  
Post Test ◽  
Efl Students ◽  
Language Experience Approach ◽  
Basic Ability

This research was aimed at finding out the efficacy of language experience approach (LEA) in teaching reading fluency to Indonesian EFL students. This research was conducted at the fifth semester of English education study program of IAIN Palopo, an Indonesian University. The total number of samples was 20 students. This research used a pre-experimental method with pre-test and post-test design. The pre-test was given to find out the basic ability of the students in reading fluency and the post-test given to find out the students’ improvement in reading fluency after giving the treatment through, Language Experience Approach (LEA). The findings showed that LEA approach is effective in teaching reading fluency of Indonesian EFL students. It is supported by the result of significance test through SPSS 20 program that the P was 0.00. . Therefore, it is recommended to use Language Experience Approach (LEA) in developing reading fluency of Indonesian EFL students.

INVESTIGATING TEACHERS’ TEACHING METHODS USED IN READING CLASSROM

2019 ◽  
Vol 13 (2) ◽  
pp. 62
Author(s):  
Enni Erawati Saragih ◽  
Umia Ulfa Zalya
Keyword(s):  
Qualitative Research ◽  
Teaching Methods ◽  
Research Method ◽  
Teaching Method ◽  
Direct Method ◽  
Student Response ◽  
Teaching Reading ◽  
Language Experience ◽  
Qualitative Research Method ◽  
Language Experience Approach

To achieve better knowledge, students are expected to be able to read some books in a week. But nowadays, reading no longer becomes student’s habit. It seems because teachers teaching method is still need to be modified in order to get students attention and interest. This research aims to find out the methods used by the teacher in teaching reading and student response on the method. The research adopted descriptive-qualitative research method and in collecting the data observation and interview were used as the instruments of the research. After doing the research, the data found that there are two kinds of method are used by the teacher while he/she teaches reading classroom, namely; direct method and language experience approach (LEA). Meanwhile, the student response toward teacher reading method shown that most of students like teachers reading method, only few students dislike about teachers teaching methods.

The language experience approach to story problems

1977 ◽  
Vol 25 (1) ◽  
pp. 28
Author(s):  
James E. Davidson
Keyword(s):  
Reading Comprehension ◽  
Problem Situation ◽  
Story Problems ◽  
Language Experience ◽  
Approach To Teaching ◽  
Short Circuits ◽  
Language Experience Approach

Children fail at solving story (verbal) problems for many reasons. Some of the reasons are low reading comprehension, lack of experience with the problem situation, unfamiliarity with the language of the situation, and irrelevancy of the problem, to name a few. The “language-experience” approach to teaching children to solve story problems is one method that short circuits these reasons for failure. When this approach is used, children are given the experience of writing their own problems in their own language and using their own previous experiences. The children, therefore, are familiar with the problem situation, know the language of the problem, have no trouble reading the problem, and can relate to the information in the problem.

TEACHING READING BY UTILIZING HOT POTATOES SOFTWARE TOWARD STUDENTS’ READING COMPREHENSION OF DESCRIPTIVE TEXT

2018 ◽  
Vol 5 (1) ◽  
pp. 26
Author(s):  
Abdullah Farih
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
T Test ◽  
Control Group ◽  
Teaching Reading ◽  
Post Test ◽  
Quasi Experimental ◽  
Independent Variable ◽  
Level Of Significance ◽  
And Control

The objective of this study is to measure whether there is or not significant effect of teaching reading by utilizing Hot Potatoes software toward students’ reading comprehension of descriptive text. The variables used were the teaching treatment of Hot Potatoes Software as the independent variable and the students’ reading comprehension of Descriptive Text as dependent variable. Then, the research designed was Quasi-experimental design and the presentation of data used was quantitative. The data were obtained from the eleventh grade, of which 28 students were taken as sample. The students are divided into two groups; experiment group consisted of 12 students and control group consists of 16 students. To get the data, the pre-test and post-test were applied and then analyzed using t-test formula. The researcher had concluded that there is Significant effect of Hot Potatoes Software toward the students’ reading comprehension achievement. The result showed that mean of students’ post-test was increased. It is proved by the t-test (8.54) which is higher than t-table (2.05) at level of significance 5%. It means that the alternative hypothesis was accepted and it proved that Hot Potatoes Software had significant effect toward students’ reading comprehension of Descriptive Text

TEACHING READING COMPREHENSION OF NARRATIVE TEXT TO THE TENTH GRADE STUDENTS

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Emi Br Bukit ◽  
Berlin Sibarani ◽  
Rika Rika
Keyword(s):  
Qualitative Research ◽  
Reading Comprehension ◽  
Data Analysis ◽  
Narrative Text ◽  
Teaching Reading ◽  
Qualitative Research Design ◽  
Analysis Technique ◽  
Tenth Grade ◽  
The Subject ◽  
Academic Year

This study aims at describing how the teachers teach reading comprehension of narrative text to the tenth grade students in Sibolangit and revealing the underlying reasons of why do they do that way. This study was conducted by using qualitative research design. The subject of this study were two english teachers who taught at tenth grade students of two SMA in Sibolangit they are : SMA Negeri  1 Sibolangit  and SMA RK Deli Murni Bandar Baru in academic year 2016/ 2017. The data were analyzed by using Miles and Huberman data analysis technique. The  technique of collecting the data was recorded from the classroom process in teaching reading comprehension of narrative text. The findings of the study show that most of teachers’ ways are not yet focusing on teaching reading comprehension but rather focusing teaching the knowledge of genre. The underlying reason of the teachers’ ways in teaching reading comprehension did not facilitate reading comprehension. It was due to the misperception of the concept of teaching reading comprehension.  Keywords : Teaching,Reading Comprehension,Narrative Text.

IMPROVING STUDENTS’ ACHIEVEMENT IN READING NARRATIVE TEXT BY USING RECIPROCAL TEACHING METHOD

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Ruth Adelina Sianturi ◽  
Sumarsih Sumarsih
Keyword(s):  
Reading Comprehension ◽  
Teaching Method ◽  
Narrative Text ◽  
Reciprocal Teaching ◽  
Teaching Reading ◽  
Multiple Choice Tests ◽  
Choice Tests ◽  
Tenth Grade ◽  
The Subject ◽  
The Mean

This study deals with the improving students’ achievement in reading narrative text by using reciprocal teaching. The research of this study was conducted by using action research. The subject of this study was the tenth grade students SMA Negeri 6 Medan. One class was taken as the subject, namely the students from X-5. There were 49 students, consisting of 22 male and 27 female. This research was done in two cycles; there was three meetings in cycle I and three meetings in cycle II. The instruments for collecting data were reading narrative text (25 items of multiple choice tests) teacher make test as quantitative data and interview sheet, observation sheet and diary notes as qualitative data. In analyzing the data, the mean of the students’ score for the treatment I was 61.79, for the treatment II was 72.24 and treatment III was 81.71. The data showed that the students’ score was rising in every treatment. The conclusion is that the use of reciprocal teaching method can improve students’ reading comprehension in narrative text. It suggested to English teacher to apply reciprocal teaching method in teaching reading comprehension. Key words: reading, narrative text, reciprocal teaching.

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