scholarly journals Strategi Peningkatan Keterampilan Menyimak Berekuivalensi TOEFL Bagi Siswa SMA/Sederajat

2018 ◽  
Vol 2 (1) ◽  
pp. 121
Author(s):  
Tri Agustini Solihati ◽  
Asep Rizki Mukti ◽  
Rudi Permadi
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Foreign Language ◽  
Listening Comprehension ◽  
Skills Training ◽  
Written Expression ◽  
School Students ◽  
Post Test ◽  
Listening Strategies

ABSTRAK     TOEFL (Test of English as a Foreign Language) merupakan tes yang dilakukan untuk mengukur sejauh mana kemampuan bahasa Inggris seseorang. Tes ini terdiri dari empat jenis kegiatan, yaitu listening comprehension (menyimak), structure and written expression (tata bahasa), reading comprehension (membaca), dan writing (menulis). Pengenalan strategi menyimak diperlukan oleh siswa SMA/sederajat untuk meningkatkan pemahaman mereka mengenai cara mengerjakan soal menyimak dengan lebih praktis. Namun siswa SMA di Desa Linggaraja ini belum tahu dan belum pernah memperoleh pelatihan semacam ini di sekolah mereka masing-masing. Oleh karena itu, dalam kegiatan pengabdian masyarakat yang dilaksanaan oleh Prodi Pendidikan Bahasa Inggris Universitas Perjuangan, siswa tersebut diberikan pengenalan sekaligus pelatihan strategi peningkatan keterampilan menyimak berekuivalensi TOEFL. Sehingga sudah barang tentu, materi yang dipaparkan secara khusus membahas strategi menaklukan soal-soal menyimak pada tes TOEFL. Pelatihan ini diselenggarakan di Desa Linggaraja Kecamatan Sukaraja Kabupaten Tasikmalaya yang termasuk wilayah 3T (terluar, terdepan, dan terpencil). Pelatihan ini diikuti oleh 20 siswa SMA, warga Desa Linggaraja. Pelatihan dilaksanakan selama 14 pertemuan inti, yang terdiri dari kegiatan pre-test, 12 strategi menyimak, dan post-test. Pre-test dan post-test ini dilakukan hanya untuk mengetahui sejauh mana mereka memperoleh manfaat dari kegiatan yang sudah dilakukan. Kata Kunci : Menyimak,TOEFL Siswa ABSTRACT                TOEFL (Test of English as a Foreign Language) is a test conducted to measure the extent of person's English skills. This test consists of four types of activities, they are listening comprehension, structure and written expression,, reading comprehension, and writing. The introduction of listening strategies is required for high school students/equivalents to improve their understanding of how to conductlistening questions more practically. However, the high school students in Linggaraja Village have not known yet and they have never received this kind of training in their school. Therefore, in the community service activities conducted by English Education Department of Perjuangan University, the students are given introduction as well as TOEFL competency skills enhancement skills training. So, of course, the material presented specifically deliver the strategy of conquering the listening questions on the TOEFL test. The training was held in Linggaraja Village, Sukaraja District, Tasikmalaya Regency, which included (outer, outer, and remote) areas. The training was attended by 20 high school students, villagers of Linggaraja. Training was conducted during 14 core meetings, consisting of pre-test, 12 listening strategies, and post-test. Pre-test and post-test were done only to find out how far they get benefit from the activities. Keywords : Listening, Students’ TOEFL

scholarly journals THE USE OF THINK-ALOUD STRATEGY TO IMPROVE STUDENTS READING COMPREHENSION: A STUDY OF SENIOR HIGH SCHOOL STUDENTS dalam Prosiding Konferensi Linguistik Tahunan Atma Jaya 15

2021 ◽  
Author(s):  
ekauliyantiputri
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Test Scores ◽  
Senior High School ◽  
Control Group ◽  
Research Approach ◽  
Think Aloud ◽  
School Students ◽  
Post Test

The study aims at investigating the use of think-aloud strategy on eleventh grade students in senior high school. The students are randomly assign to two groups: students in experimental group use think-aloud strategy as their reading strategies in narrative and informative English texts; whereas, students in the control group use regular reading intruction. It is expected that eleventh grade studens in senior high school who apply think-aloud strategy show better reading comprehension than students who do not apply the same strategy. The total of sample in this study are 20 students in the second semester. The study uses experimental as the research approach. The researcher employs pre-test , post test. The tests are made based on a chart that explains the types of comprehension questions developed by Day and Park (2005) which is related to the effort in improving the student’ reading comprehension. The researcher finds that there is a significant relationship between the use of think aloud and overall reading comprehension, inference, prediction, evaluation and personal response comprehension. In addition, the result of the analysis of the pre and post-test scores shows that there is a significant improvement in the students post-test scores in comparison with pre-test scores.

scholarly journals The Effects of Study Skills Training on Qualitative Academic Achievement among Students

2021 ◽  
Vol 17 (3) ◽  
pp. 130
Author(s):  
Saeid Motevalli ◽  
Mohd Sahandri Ghani Hamzah ◽  
Samsilah Roslan ◽  
Siti Raba’ah Hamzah ◽  
Maryam Gholampour Garmjani
Keyword(s):  
High School ◽  
Academic Achievement ◽  
High School Students ◽  
Study Skills ◽  
Skills Training ◽  
Control Group ◽  
School Students ◽  
Post Test ◽  
Experimental Group

Abstract: The aim of the present study was to investigate the effectiveness of study skills training on the qualitative academic achievement of girl high school students. This study was conducted by using an experimental design with pretest, posttest, and follow-up with the control group. The participants were 32 students from girl high school students of Tehran which were selected by cluster random sampling from girl high schools and then randomly assigned into control and experimental groups (Each group consisted of 16 students). The instruments used were Dortaj Qualitative Academic Achievement Questionnaire and Motevalli Study Skills Training Module. The experimental group received 8 sessions of psycho-educational group therapy and the control group did not receive any training. Two-way repeated-measures ANOVA was utilized for the analysis of data. Results revealed that there was a significant increase in qualitative academic achievement between pretest with post-test and follow-up among the experimental group. Moreover, there was a significant increase in qualitative academic achievement between post-test and follow-up in the experimental group with the control group. Additionally, the results showed that there is a significant increase in self-efficacy, planning, and motivation and also a significant decrease in emotional effects and lack of outcome control. In conclusion, the results of this study indicated that on the basis of deficit theory using learning and study skills training can lead to enhance student's skills to improve qualitative academic achievement. Further studies are required to examine whether exposing students to study skills training programs can lead them to enhance their qualitative academic achievement.   Keyword: Motivation Study Skills Training, Planning, Qualitative Academic Achievement, Self-efficacy.

scholarly journals Reading Comprehension Strategies Effectiveness in Completing Test of English as a Foreign Language

2020 ◽  
Vol 55 (6) ◽  
Author(s):  
Masrupi ◽  
Jhon Fahamzah ◽  
Nurhaeda Gailea ◽  
Ahmad Baihaki ◽  
Mustofa Usman
Keyword(s):  
Reading Comprehension ◽  
High School Students ◽  
Foreign Language ◽  
P Value ◽  
School Students ◽  
Foreign Language Reading ◽  
Post Test ◽  
The Mean ◽  
Paired T Test ◽  
Senior High School Students

In this experimental study, Senior high school students take the Test of English as a Foreign Language reading comprehension test using test-taking strategies. One test group takes the Test of English as a Foreign Language as a Computer-Based Test (CBT), and the control group takes the Test of English as a Foreign Language as a Paper-Based Test (PBT). Each class consists of 80 senior high school students divided into 2 groups: 40 male and 40 female, respectively. The experiment was conducted during one semester. The statistical analysis used Factorial Design (2x2) using factors of Sex (Male, Female) and Test (CBT, PBT). For multiple comparison analysis, the Tukey’s method was used. To compare the statistics of the students’ pre-test and post-test scores, the paired t-test was used. From the results of analysis using factorial design, it was found that: The mean Test of English as a Foreign Language reading comprehension scores of males and females was significantly different (p-value < 0.0001); the female mean was higher than the male mean; there was no significant difference between the mean scores of CBT and PBT testing; and there was no interaction between sex and test type. From the analysis results of pre-test and post-test scores using the paired t-test, the difference was very significant (p-value < 0.0001). These results indicate that the Test of English as a Foreign Language reading comprehension scores of students in in both groups (experimental and control), are increased.

scholarly journals Mind Mapping-Enhanced Reading Comprehension to Indonesia Islamic Junior High School Students: An Action Research

2021 ◽  
Vol 8 (1) ◽  
pp. 24-31
Author(s):  
Dewi Nopita ◽  
Satria Agust ◽  
Yuni Indriani
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Action Research ◽  
Junior High School ◽  
Teaching And Learning ◽  
Junior High ◽  
School Students ◽  
Mind Mapping ◽  
Post Test

This classroom action research was conducted in a State Islamic Junior High School in Tanjung Pinang at the 8th grade in academic year 2020-2021. The purpose of the research was to describe how mind mapping can improve students’ reading comprehension of descriptive texts. The participants of the research consisted of 27 students. To gather the research data, the researchers used observation and test. The test was administered three times (pre-test, post-test 1, and post-test 2). Then, the data got from the observation were analyzed qualitatively while those from test were analyzed quantitatively. The result of pre-test was 9 students (33,3%) scored ≥70. In the post-test first cycle, the score of 16 students (59,25%) was ≥70, and in the post-test cycle II, 20 students (74,1%) scored ≥70. The results of the tests showed that the number of students who got score ≥70 improved. Meanwhile, the result of the observation showed that the use of mind mapping was successful in improving students’ reading comprehension. The students became more interested and more motivated to learn. It showed that ≥70% of the students participated actively in the teaching and learning process. Therefore, it is recommended for teachers to use this technique to upgrade students’ learning achievement.

scholarly journals Morphosyntactic influence of spanish on english as a foreign language in high school students

2021 ◽  
Vol 2 (5) ◽  
pp. 7599-7615
Author(s):  
Willian Patricio García Padilla ◽  
Yola Indaura Chica Cárdenas
Keyword(s):  
High School ◽  
High School Students ◽  
Foreign Language ◽  
Word Order ◽  
Mother Tongue ◽  
Public High School ◽  
School Teachers ◽  
School Students ◽  
English Writing ◽  
Post Test

When learning a foreign language, the mother tongue (L1) influences the learning process either to enhance or to hinder it. The purpose of this study was to ascertain the most common errors high school students make due to the Spanish morphosyntactic interference when developing the English writing skill, to determine the factors that caused those errors and to propose some suggestions to overcome them. The participants of the study were 32 students of an Ecuadorian public high school. A quantitative and qualitative study was carried out; data collection instruments included a pre and a post-test as well as a questionnaire for students and teachers. Four morphosyntactic errors were identified: word order, negation, pluralization, and subject omission.  After the intervention, it was determined that to overcome these errors, school teachers should focus on practicing more writing activities with their students in class and on motivating learners to do English tasks at home. 

The Effectiveness of Cooperative Integrated Reading and Composition (CIRC) Technique on Students’ Reading Comprehension

2019 ◽  
Author(s):  
Dodi Widia Nanda
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
Ministry Of Education ◽  
School Students ◽  
Post Test ◽  
Quasi Experimental

Reading comprehension has been considered as a major issue in the Indonesian EFL context including in the junior high schools. Whereas in fact, Indonesian junior high school students have been asked by the Indonesian Ministry of Education and Culture to understand various English texts effectively. Therefore, in an attempt to comply with the required criteria above, this paper proposes a possible solution to cope with Indonesian students’ reading comprehension issue. In this sense, CIRC proposed as a possible technique to enhance Indonesian junior high school students’ reading comprehension. Specifically, this research attempts to measure the effectiveness of CIRC technique on students’ reading comprehension at grade seven of a junior school located in West Sumatera, Indonesia namely the MTsN Koto Baru Junior High School. Accordingly, the study employed a quasi-experimental design, comparing students’ pre-test and post-test scores to measure the effectiveness of CIRC towards students’ reading comprehension. The different result between the pre-test and post-test tested using the paired sample t-test. It was found that students’ scores on pre-test (before treatment) was lower than post-test (after treatment). Thus, it can be inferred that CIRC was effective to increase students’ reading comprehension.

scholarly journals THE USE OF THINK-ALOUD STRATEGY TO IMPROVE STUDENTS READING COMPREHENSION: A STUDY OF SENIOR HIGH SCHOOL STUDENTS

2020 ◽  
Author(s):  
ekauliyantiputri
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Test Scores ◽  
Senior High School ◽  
Control Group ◽  
Research Approach ◽  
Think Aloud ◽  
School Students ◽  
Post Test

The study aims at investigating the use of think-aloud strategy on eleventh grade students in senior high school. The students are randomly assign to two groups: students in experimental group use think-aloud strategy as their reading strategies in narrative and informative English texts; whereas, students in the control group use regular reading intruction. It is expected that eleventh grade studens in senior high school who apply think-aloud strategy show better reading comprehension than students who do not apply the same strategy. The total of sample in this study are 20 students in the second semester. The study uses experimental as the research approach. The researcher employs pre-test , post test. The tests are made based on a chart that explains the types of comprehension questions developed by Day and Park (2005) which is related to the effort in improving the student’ reading comprehension. The researcher finds that there is a significant relationship between the use of think aloud and overall reading comprehension, inference, prediction, evaluation and personal response comprehension. In addition, the result of the analysis of the pre and post-test scores shows that there is a significant improvement in the students post-test scores in comparison with pre-test scores

scholarly journals The Effect of Teaching Summarization Strategies on Reading Comprehension of Science and Humanities Iranian High school Students

2017 ◽  
Vol 2 (1) ◽  
pp. 41
Author(s):  
Azam Sadat Pourhosseini Maybodi ◽  
Ashraf Haji Maibodi
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
School Students ◽  
English As Foreign Language ◽  
Paired Samples ◽  
Post Test ◽  
Science Group ◽  
Spss Software ◽  
Comprehension Tests

This study investigated the effect of teaching summarization strategies on the reading comprehension of English as Foreign Language (EFL) high school students. To this end, 80 high-school students from science and humanities sections were divided to two groups of 40 each. Two reading comprehension tests were developed and administered as pre-test and post-test. The obtained data that was analyzed using SPSS software showed that EFL learners in both groups showed significantly more improvement in their reading comprehension from the pre-test to the post-test. However, the numerical findings obtained from the paired samples t-test showed that students in the science group outperformed those who were in the humanity group and their scores seemed to be more statistically significant. The major pedagogical implication of this study is that summarization strategy can help to improve the reading comprehension of EFL high school students in Iran.

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