scholarly journals An Informational Text Reading Instruction Model to Improve Undergraduate Students’ Reading Skill, Creativity and Criticism

2021 ◽  
Author(s):  
Lalu Thohir ◽  
Lalu Ali Wardana ◽  
Lalu Nurtaat ◽  
Lalu Jaswadi Putera
Keyword(s):  
Reading Instruction ◽  
Undergraduate Students ◽  
Reading Skill ◽  
Informational Text ◽  
Text Reading ◽  
Instruction Model

scholarly journals EMPHASIZING TEXT STRUCTURE STRATEGY INSTRUCTION TO SCAFFOLD 11TH GRADE STUDENTS’ READING COMPREHENSION

2021 ◽  
Vol 9 (4) ◽  
pp. 411
Author(s):  
Ni Made Andreiya Eliata ◽  
Fauzi Miftakh
Keyword(s):  
Reading Instruction ◽  
English Language ◽  
Strategy Instruction ◽  
Informational Text ◽  
Text Structure ◽  
Regular School ◽  
Language Competency ◽  
Text Reading ◽  
Data Collection Technique ◽  
11Th Grade

Reading and comprehending an English informational text, always becomes a burdensome activity for Indonesian students. This problem arises not only because of students’ low English language competency, but also insufficient application of traditional reading instruction that teachers teach in regular school. Therefore, this present study has aim to investigate the implementation of Text Structure Strategy as reading instruction to scaffold students’ informational text reading. Due to the COVID-19 outbreak, the learning process of text structure instruction in this study were conducted in the online learning situation. Researchers employed a qualitative case study design with observation as data collection technique. This study involved 33 participants of 11th-grade students on a class in SMA Negeri 1 Cibitung, West Java, Indonesia. Based on Braun and Clarke’s thematic analysis, the result describes that Text Structure Strategy instruction can scaffold learners informational text reading in two main activities, namely introducing the concept of Text Structure Strategy and teaching explicit instruction activity, precisely in modeling and guiding practice.

scholarly journals Teach Reading

2021 ◽  
Author(s):  
Ernan Santiesteban Naranjo ◽  
Kenia María Velázquez Avila ◽  
Niurka Góngora Mena
Keyword(s):  
Reading Instruction ◽  
Reading Skill ◽  
Reading Process ◽  
Participatory Methods ◽  
Teaching Reading ◽  
Reading Competence ◽  
The Third ◽  
Definition Of ◽  
Teaching Learning

Teach reading is a book that is composed by six chapters. The fist, is devoted for the definition of text and its taxonomy. It concludes with the requirements for choosing a didactic text. The second, is dedicated for the definition, analysis and classification of reading. The third is devoted to associated disorders related to the reading process. The fourth, contrasts the traditionalist reading instruction against dynamic-participatory didactic for the teaching-learning process of reading, where it is emphasized on reading participatory methods and techniques. The fifth, is attentive to the generalized reading skill, invariant skill and reading competence. Finally, the sixth is committed to dynamic-participatory didactic strategy for teaching reading,

scholarly journals PENERAPAN METODE DIRECTED READING ACTIVITY (DRA) DALAM MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS MAHASISWA PADA MATAKULIAH KOMUNIKASI PEMERINTAHAN DI PRODI ILMU PEMERINTAHAN UIN STS JAMBI

2020 ◽  
Vol 3 (1) ◽  
Author(s):  
Suryawahyuni Latief ◽  
YULFI ALFIKRI NOER
Keyword(s):  
Critical Thinking ◽  
Action Research ◽  
Undergraduate Students ◽  
Undergraduate Student ◽  
Major Purpose ◽  
Government Communication ◽  
Text Reading ◽  
The Subject ◽  
Two Stages ◽  
Reading Activity

The major purpose of this study is to improve the critical thinking of undergraduate student in a government communication field, UIN STS Jambi. The subject of this study was undergraduate students in semester VA in academic 2018/2019. The instruments used in this study was the last report of student results, observation paper, and a text reading with a title "hoax, de vide et impera millenial" with three questions: Q1 What does the topic about?, Q2 How do you manage the phenomenon? And Q3 How do you think about the text’s contents?. This study employs action research with two stages from October to December 2018. The result indicates that DRA methods is able to improve the critical thinking of undergraduates students.

Effects of an Informational Text Reading Comprehension Intervention for Fifth-Grade Students

2017 ◽  
Vol 40 (2) ◽  
pp. 68-80
Author(s):  
Kristen D. Ritchey ◽  
Kimberly Palombo ◽  
Rebecca D. Silverman ◽  
Deborah L. Speece
Keyword(s):  
Reading Comprehension ◽  
Informational Text ◽  
Fifth Grade ◽  
Fifth Grade Students ◽  
Text Reading ◽  
Text Reading Comprehension ◽  
Comprehension Intervention

scholarly journals L2 Expository Text Reading Instruction: A Graphic Organiser-Based Methodology

2021 ◽  
Vol 9 (3) ◽  
pp. p1
Author(s):  
Michael Sharpe
Keyword(s):  
Treatment Group ◽  
Reading Instruction ◽  
Text Comprehension ◽  
Expository Text ◽  
Control Group ◽  
Mixed Method Research ◽  
Text Reading ◽  
Survey Responses ◽  
Reading Context ◽  
Relative Gains

A mixed method research design was employed to investigate the effects of using graphic organizers (GOs) to facilitate expository text comprehension in a college EFL reading context. Participants were two intact groups (n = 21, n = 31) of 1st year Japanese engineering undergraduates. Over a six-week study period, treatment group practiced using teacher-generated mapping templates when reading. Control group completed text-based comprehension questions. Treatment effects were examined by pre-and post-testing, to examine if using GOs transferred into quantitative improvements in learner comprehension. Treatment group also completed a survey on the efficacy of GO-based reading in improving reading confidence, understanding of rhetorical structure/organization, motivation and interest. Results showed there was high variability in both group’s scores on both tests. Although control group scored significantly higher on both (p < .05) tests, relative gains in the treatment group were significantly higher in non-parametric analysis. Survey responses indicated that using GOs had a positive effect in several areas.

scholarly journals PENERAPAN MODEL KOOPERATIF DRTA DALAM MEMBACA PEMAHAMAN TEKS EKSPLANASI

2018 ◽  
Vol 15 (1) ◽  
pp. 63
Author(s):  
Nantje Harijatiwidjaja
Keyword(s):  
Language Skills ◽  
Reading Skill ◽  
Seventh Grade ◽  
School Year ◽  
Comprehension Ability ◽  
Good Reading ◽  
Text Reading ◽  
Written Test ◽  
The Right ◽  
Reading Comprehension Ability

Reading is one of language skills. To gain a good reading skill needs the right method.The problem of this research was improving Seventh Grade Students of SMP TerbukaFirdaus Bandung skill in comprehending explanation text by using Directed ReadingThinking Activity (DRTA) Cooperative Method. It aims at improving students’ skill incomprehending explanation text reading by using DRTA Cooperative Method. In thisresearch, the approaches used were quantitative and qualitative with classroom actionresearch as the research method. The population was 21 seventh grade students, firstsemester of 2016/2017 school year. The instrument for collecting data were done throughobservation and written test. The observation was conducted to collect data about thepreparation and application of DRTA Cooperative Method, while written test wasused to discover the ability of students in understanding explanation text. The result ofthis research was that the application of DRTA Cooperative Method can improve thestudents’ reading comprehension ability of explanation text in seventh grade classroomof SMP Terbuka Firdaus, Bandung. AbstrakMembaca merupakan salah satu keterampilan berbahasa. Untuk memperoleh kemampuanmembaca yang baik, diperlukan suatu metode yang tepat. Masalah penelitian ini adalahpeningkatan kemampuan siswa kelas VII SMP Terbuka Firdaus, Bandung dalam membacapemahaman teks ekplanasi melalui model kooperatif Directed Reading Thinking-Activity(DRTA). Tujuan yang diharapkan adalah meningkatkan kemampuan siswa dalam membacapemahaman teks ekplanasi melalui model kooperatif DRTA. Dalam penelitian ini digunakanpendekatan kuantitatif dan kualitatif dengan metode penelitian tindakan kelas. Populasiberjumlah 21 orang siswa kelas VII, Semester 1, Tahun Pelajaran 2016/2017. Instrumenpengumpulan data melalui observasi dan tes tertulis. Observasi dilakukan untuk memperoleh data tentang persiapan dan pelaksanaan penggunaan metode kooperatif DRTA, sedangkan tes tertulis digunakan untuk mengetahui kemampuan siswa dalam memahami wacana eksplanasi. Hasil penelitian ini adalah penerapan model kooperatif DRTA dapat meningkatkan kemampuan membaca pemahaman teks eksplanasi di kelas VII SMP Terbuka Firdaus, Bandung.

READING FOR ACADEMIC PURPOSE

2019 ◽  
pp. 83-85
Author(s):  
Umetalieva Aigul
Keyword(s):  
Language Learning ◽  
Key Words ◽  
Reading Instruction ◽  
Reading Teachers ◽  
Learning Tasks ◽  
Academic Settings ◽  
Text Reading ◽  
Important Means ◽  
Reading Curricula ◽  
Listening And Speaking

Abstract: The central concepts underlying academic reding and their implications for instruction are outlined as well as the development of reading curricula including the analyses and choosing material and text. Reading teachers need to design content based courses by building coherent and effective reading curricula. So teachers need to set ex- pectations for their students and assist them in achieving them by means of principled and purposeful reading instruction. In academic settings reading instruction is consid- ered to be the important means for learning information and access to explanations. It is also used to carry out language-learning tasks usually with writing activities, though listening and speaking activities may be linked to reading as well. Key words: multiple purpose, to synthesize, integrated skills, bilingual.

Sign in / Sign up

Export Citation Format

Share Document