scholarly journals Affective Learning Strategies Used to Improve Students' English Reading Comprehension by College Students

2018 ◽  
Author(s):  
Afdaleni AFDALENI
Keyword(s):  
College Students ◽  
Reading Comprehension ◽  
Learning Strategies ◽  
Affective Learning ◽  
English Reading ◽  
English Reading Comprehension

scholarly journals UPAYA PENINGKATAN HASIL BELAJAR BAHASA INGGRIS MELALUI PENERAPAN STRATEGI PEMAHAMAN BACAAN DIRECTED READING TINKING ACTIVITY (DRTA)

2019 ◽  
Vol 11 (2) ◽  
pp. 111
Author(s):  
Efi Padrita ◽  
Harun Sitompul ◽  
R Mursid
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
Reading Ability ◽  
Observation Data ◽  
Student Activity ◽  
English Reading ◽  
English Reading Comprehension ◽  
Directed Reading

Abstrak: Tujuan penelitian ini yaitu mengetahui: (1) keaktifan siswa selama proses pembelajaran pemahaman bacaan bahasa inggris dengan menggunakan strategi pembelajaran DRTA (DRTA); (2 peningkatan kemampuan pemahaman bacaan bahasa inggris dengan menerapkan strategi pembelajaran DRTA. Hasil penelitian menunjukkan bahwa: pembelajaran bahasa inggris diterapkan dengan strategi pembelajaran DRTA dan telah berhasil meningkatkan keaktifan siswa dalam belajar. Hal ini diketahui berdasarkan data observasi yang menunjukkan peningkatan keaktifan siswa selama siklus tindakan langsung. Pada siklus pertama terdapat 66,66 % siswa yang aktif selama proses pembelajaran berlangsung. Selanjutnya jumlah ini meningkat pada siklus kedua menjadi 91,66 % siswa yang aktif di kelas. Pembelajaran bahasa inggris dengan menerapkan strategi pemahaman bacaan DRTA dapat meningkatkan kemampuan memahami bacaan pada siswa. Berdasarkan pre test sebelum tindakan terdapat 36,11% siswa memiliki kemampuan memahami bacaan ≥ 70. Setelah dilaksanakan tindakan maka terjadi peningkatan yaitu pada siklus pertama terdapat 61,11 % siswa yang memperoleh nilai ≥ 70. Namun karena persentase tersebut belum memenuhi indikator keberhasilan tindakan maka dilakukan siklus kedua. Setelah siklus kedua dilaksanakan maka terjadi peningkatan kemampuan memahami bacaan siswa menjadi 86, 11% siswa yang memperoleh nilai ≥ 70. Kata Kunci: bahasa inggris, strategi pemahaman bacaan directed reading tinking activity  Abstract: The purpose of this study is to know: (1) the activeness of students during the learning process of English reading comprehension using DRTA learning strategies (DRTA); (2 improvement in English reading comprehension ability by applying DRTA learning strategies. The results of the study show that: English language learning is applied with DRTA learning strategies and has succeeded in increasing student activity in learning. This is known based on observation data which shows increased student activity during the action cycle Directly, in the first cycle there were 66.66% of students active during the learning process, then this number increased in the second cycle to 91.66% of students who were active in the class. Learning English by applying DRTA reading comprehension strategies could improve reading comprehension skills. Based on the pre-test before the action there were 36.11% of students had a reading ability of ≥70. After the action was taken, an increase occurred in the first cycle, there were 61.11% of students who got a score of ≥70. However, because the percentage was not meet the indicators of success of the action then the second cycle is carried out. After the second cycle was carried out, there was an increase in the ability to understand student reading to 86, 11% of students who received a value of ≥ 70. Keywords: english, reading comprehension strategy directed reading tinking activity

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 Influence of Road Traffic Noise on English Reading Comprehension of Chinese College Students Majoring in English

2020 ◽  
Vol 15 (14) ◽  
pp. 109
Author(s):  
Wei Ding
Keyword(s):  
College Students ◽  
Reading Comprehension ◽  
Language Learning ◽  
Road Traffic ◽  
Traffic Noise ◽  
Road Traffic Noise ◽  
Chinese College Students ◽  
The Road ◽  
English Reading ◽  
English Reading Comprehension

Noise has a negative impact on language learning. But first and second lan-guages are affected differently by noise. To clarify the effects of road traffic noise on second language learning, this study explores deep into how road traffic noise, the main noise on university campuses, affects the English reading comprehension of Chinese college students majoring in English. The subjects were asked to finish English reading comprehension tests of three difficulty levels (easy, medium and hard) under road traffic noises of three sound pressure levels (SPLs), namely, 30 dBA, 50 dBA and 70 dBA. The score, time consumption and number of interruptions of each subject were recorded, and subjected to one-way analysis of variance (one-way ANOVA). In addition, the subjects were asked to evaluate the impacts of road traffic noises on their comprehension. The results show that: the scores of English reading comprehension gradually decreased with the growing of the SPL of road traffic noise, but the decrease is only significant for easy questions; the time consumption of reading comprehension was not greatly affected by the SPL of road traffic noise; the subjects were interrupted more frequently by road traffic noises of 50 dBA and 70 dBA than road traffic noise of 30 dBA, but the difference is only significant for hard test; according to the self-evaluation of the English majors, interruption is the main problem brought by road traffic noise, which is replaced by distraction at the SPL of 70 dBA. Overall, the road traffic noise can disturb the English reading comprehension of Chinese college students majoring in English, and the disturbance is relat-ed to the difficulty of the text. The higher the SPL of the road traffic noise, the readers are more anxious and more frequently disturbed in reading, and the lower the score of English comprehension. In addition, attention should be paid to the disturbance of 30 dBA road traffic noise on second language learners.

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.

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