scholarly journals IMPROVING THE STUDENT READING COMPREHENSION THORUGH QUANTUM TEACHING TECHNIQUE AT SECOND SEMESTER ISLAMIC STATE INSTITUTE

2020 ◽  
Vol 2 (2) ◽  
pp. 162-172
Author(s):  
Heri Syahrizal Maron
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Research Design ◽  
Observation Data ◽  
Islamic State ◽  
State Institute ◽  
Teaching Technique ◽  
Student Reading ◽  
Low Levels ◽  
Very High

This research attempted to improve students reading comprehension by applying the quantum teaching technique. This research employed a classroom action research design, and it was carried out in two cycles. The data of study were student’s reading comprehensionn which were collected by means of a reading comprehension test. The student’s reading comprehension were categorized into five categories, namely: very high, high, moderate, low and very low levels of comprehension. The student’s participation was obtained through class observations during the reading classes. The observation data were calculated and categorized high, moderate, and low categories. The results show that the use of quantum teaching technique could increase the student’s reading comprehension. Students who fell into very high and high reading categories increased from 17 students (cycle one) to 21 (cycle two); the number of students who belonged to moderate and low categories also slightly decreased from 14 in cycle one to 12 in cycle two. There was two students who were in the very low reading comprehension category in cycle one, but none was in cycle two. Furthermore, the use of quantum teaching technique has also encouraged students to participate actively during the reading classes. The average level of the student’s participation in the reading class process was moderate. In short, the use of quantum teaching technique in reading classes could improve not only the students reading comprehension but also their participate in reading class activity.

scholarly journals Improving the Students’ Reading Comprehension Achievement by Using Mapping Technique at Ilmu Al-Qur’an and Tafsir (IAT1) IAIN Jember

JET ADI BUANA ◽  
2018 ◽  
Vol 3 (1) ◽  
pp. 41-53
Author(s):  
Ahmad Ridho Rojabi
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Research Design ◽  
Mapping Technique ◽  
Teaching Technique ◽  
Classroom Action Research ◽  
Main Ideas ◽  
Compare And Contrast

This research was aimed at improving the ability of the students of IAT-1 in reading comprehension achievement by implementing mapping technique. To achieve the purpose, the classroom action research design was employed by following four stages: planning, implementing, observing, and reflecting. This research was implemented in two cycles, in which both the first cycle and the second cycle were carried out in two meetings. Mapping as a teaching technique can help students visualize the basic shape of material, the main ideas and details about a topic, and how the topic, main ideas, and details are related each other in some sort of illustration (boxes, circles, connecting lines, diagram). The characteristics of mapping are; hierarchy, diagram, compare and contrast, timeline, processes or cycles. The result of the research revealed that mapping technique improved the students‟ reading comprehension achievement of IAT-1 IAIN Jember.

scholarly journals IMPROVING READING SKILL BY USING BUZZ GROUP FOR ISLAMIC STUDENTS IN ISLAMIC STATE INSTITUTE PONTIANAK

At-Turats ◽  
2020 ◽  
Vol 14 (1) ◽  
pp. 64-79
Author(s):  
VIBRY ANDINA NURHIDAYAH
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Word Meaning ◽  
Main Idea ◽  
Islamic State ◽  
Reading Improvement ◽  
State Institute ◽  
Generic Structure ◽  
The Mean ◽  
Language Characteristics

A B S T R A C T The study reveal the reading improvement by using Buzz groups technique. This study used action research. This research finding that buzz groups technique can improve students’ reading comprehension. The improvement can be identified from students’ reading comprehension achievement in finding word meaning, finding detailed information, identifying the referent, identifying the main idea, identiying implied information, identifying the language characteristics of the text including identifying the generic structure of the text and identifying communicative purpose of text. The result score of pre-test is 60.2, the mean score of post-test 1 is 75.4, and the mean score of post-tes 2 is 83. . Key Words: Reading comprehension, buzz groups, CAR (Classroom Action Research)

scholarly journals IMPROVING STUDENTS’ READING COMPREHENSION THROUGH COOPERATIVE INTEGRATED AND READING COMPOSITION ON NARRATIVE TEXT

2020 ◽  
Vol 3 (2) ◽  
pp. 217
Author(s):  
Matheus Ferry Renaldo ◽  
Lia Nurani Nurani
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Research Design ◽  
Qualitative Data ◽  
Narrative Text ◽  
Mastery Criterion ◽  
Composition Method ◽  
Tenth Grade ◽  
Post Test ◽  
The Mean

This study is revealed based on the observation on the tenth grade of SMKN 3 Cimahi.  The subjects of this study consisted of 34 students. The purpose of this study was to improve the students’ reading comprehension using Cooperative Integrated and Reading Composition Method. The research design was Classroom Action Research (CAR) which following Arikunto model. It is used to obtain the results of qualitative data using two cycles described through planning, implementing, observation, and reflection on each cycle. The result of the study showed that there was a development on the students’ reading comprehension. It could be seen from the result of the test. The Minimum Mastery Criterion (KKM) of English lesson was 70 (seventy).  The students mean score in the first test was 50,  in the first post test the mean score was 65, and in the second post test the mean score was 85. In addition there were 3 students (8.8%) who passed KKM on pre test. In the first pretest there were 9 students (29.41%) who passed KKM. In the second pretest there were 31 students (91.18%) who passed KKM. Then, from the result of observation and interview it showed the positive responses from the students. The students can be more active and improve their ideas. The researchers conclude that Cooperative Integrated and Reading Composition method could improve students’ reading comprehension. Keywords:  Reading Comprehension, Cooperative Integrated and Reading Composition, Narrative Text, CAR

scholarly journals THE EFFECT OF TEACHING TECHNIQUES AND INTEREST ON STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION

2018 ◽  
Vol 14 (1) ◽  
Author(s):  
Busri Busri ◽  
Berlin Sibarani ◽  
Anni Holila Pulungan
Keyword(s):  
Reading Comprehension ◽  
Standard Deviation ◽  
Factorial Design ◽  
Research Design ◽  
Experimental Research ◽  
Expository Text ◽  
Teaching Techniques ◽  
Inferential Statistic ◽  
Teaching Technique ◽  
Level Of Significance

The objectives of this study were to find out whether students’ achievement in reading comprehension taught by TELLS technique was significantly higher than PSOT. (2) whether the students’ achievement in reading comprehension with high interest was higher than with low interest, and (3) If there was interaction between teaching techniques and interest on students’ achievement in reading comprehension. This study established the different effect of teaching techniques on students’ interest which was required by the hypothesis and applying experimental research design by using Factorial Design 2x2. Descriptive statistic was used to describe the data such as mean, median, mode, standard deviation, and variance. While inferential statistic used to test the research hypotheses by applying two ways ANOVA with the level of significance 0.05. The results reveals that (1) students’ achievement in reading expository text taught by using TELLS was higer than PSOT technique, with Fob = 17.902 > Ftab = 3.11, (2) students’ achievement in reading expository text on hight interest was higher than that low interest, with Fobs = 38.988 > Ftab = 3.11, (3) there was interaction between teaching technique and interest on students’ achievement in reading comprehension with Fobs = 5.962 > Ftab = 3.11.Keywords:Teaching Techniques, Interest, Reading Comprehension

scholarly journals EFFECTIVENESS OF SUMMARIZING IN TEACHING READING COMPREHENSION FOR EFL STUDENTS

2018 ◽  
Vol 3 (1) ◽  
pp. 33-50
Author(s):  
Dwi Astuti Wahyu Nurhayati ◽  
Maylia Wilda Fitriana
Keyword(s):  
Reading Comprehension ◽  
Research Design ◽  
Experimental Research ◽  
Test Design ◽  
Teaching Reading ◽  
Alternative Teaching ◽  
Teaching Technique ◽  
Post Test ◽  
Written Form ◽  
Efl Students

  & This  problem highlighted in this study is  the low  of reading comprehension of the students at MTsN Pucanglaban Tulungagung that is caused by (1) the students’ difficulties to understand about meaning in the text; (2) the students’difficulties to read and spell it correctly whether in spoken form or written form.; (3) the lack of vocabulary. The research design in this study was pre-experimental research with one group pre-test post-test design. This design involves only one group by using pre-test and post-test as the instrument. The sample was VIIIA class which consists of 34 students. The result showed that the students’ mean score in teaching reading comprehension before they are taught using summary technique was 84.37. While the students’ mean score after they are taught using summary technique was 90.43. By comparing significant level in t table at 0.05, it is known that t count is bigger than t table.  Summary technique can be used as an alternative teaching technique to teach reading comprehension to the students at JHS level. 

scholarly journals Exploiting SQ4R Cooperative Learning Method to Enhance EFL Students’ Reading Comprehension

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Ahmad Ridho Rojabi
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Cooperative Learning ◽  
Research Design ◽  
Learning Method ◽  
Study Program ◽  
Survey Question ◽  
Efl Students ◽  
Classroom Action Research

This study was aimed at enhancing the ability of the thirty-six EFL students of the English Study Program at IAIN Jember in reading comprehension by exploiting the SQ4R method. To achieve the purpose, a collaborative classroom action research design was employed by following four stages: planning, implementing, observing, and reflecting. This study was implemented in two cycles, in which both the first cycle and the second cycle were carried out in two meetings. This method consists of five stages; survey, question, read, reflect, recite, and review. The steps of surveying and questioning were implemented in pre-reading, the steps of reading and reflecting were implemented in whilst-reading, while the steps of recite and review were implemented in post-reading. Overall, the study has revealed that the SQ4R method enhanced students’ reading comprehension as well as students’ participation in the classroom. Keywords: SQ4R, reading comprehension, classroom action research

scholarly journals USING TEAM PAIR SOLO TO IMPROVE STUDENTS’ READING COMPREHENSION TOWARD THE ELEVENTH GRADE OF IIS-4 SMAN 4

2019 ◽  
Vol 1 (1) ◽  
pp. 34
Author(s):  
Lely Setyawati
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Research Design ◽  
Reading Skill ◽  
English Teachers ◽  
Self Esteem ◽  
Previous Method ◽  
Comprehension Test ◽  
English Class ◽  
Field Notes

This research aimed to apply Team Pair Solo technique to improve students’ reading problemof XI IIS-4 of SMAN 4 Kediri. This research design was a Classroom Action Research. The researcher used several instruments; such as observation checklist, field notes, and reading comprehension test. The finding showed that by using Team Pair Solo technique can improve students’ comprehension in than when they were taught by using previous method. The improvement of students’ reading comprehension was due to the use of Team Pair Solo as the technique in teaching reading.It showed that by using Team Pair Solo, students’ motivation and accommodate students to be well prepared to the reading passage by discussing in team, pair with other student, and finally they have great self-esteem to stand by their self in reading class. It was suggested to all English teachers to apply this technique as one of the methods to increase students’ motivation in English class and also could be used to increase students’ reading skill.

scholarly journals IMPROVING STUDENTS’ READING COMPREHENSION THROUGH SUMMARIZING STRATEGY AT JUNIOR HIGH SCHOOL

2015 ◽  
Vol 6 (1) ◽  
Author(s):  
Herfyna Asty
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Action Research ◽  
Junior High School ◽  
Average Score ◽  
Positive Perception ◽  
Teaching Technique ◽  
Class 1 ◽  
Reading Text ◽  
Comprehension Tests

<p>The observations showed that there were five problems faced by the students in reading comprehension class : (1) students were lazy to read English texts; (2) students fount difficulty to understand the contents of reading text because the have limited vocabulary; (3) students did not  have enough time because they have busy to consult the dictionary for any difficult words they found on the reading text; (4) the students were extremely passive during the class; and (5) the teaching technique used by the teacher was not interesting to the students.</p><p>To solve the problems, a classroom action research of applying the summarizing strategy was conducted. The results showed that the application of the summarizing strategy to reading comprehension classes successfully improve students’ performance on reading comprehension tests. This success was confirmed by increasing average students score during cycle 1 to cycle 2. The average score during cycle 1 was 64.13, the average score during cycle 2 was 69.88, and that during cycle 3 was 72.38. Furthermore, students’ perceptions of the application of summarizing strategy to reading classes were also improving. These were supported by average percentages of positive perception of 40.5 in cycle 1, 73.9 in cycle 2, 84.6 in cycle 3.</p><p>Thus, it was concluded that the summarizing strategy id effective to improve students’ reading comprehension. In addition, the strategy also enhances students’ perceptions of the application of the strategy to reading classes.</p>

scholarly journals Improving the Students’ Ability in Reading Comprehension by Using Cooperative Integrated Reading Composition

2019 ◽  
Vol 2 (2) ◽  
pp. 247-253
Author(s):  
Rohdearni Wati Sipayung
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Research Design ◽  
Multiple Choice ◽  
First Grade ◽  
Post Test ◽  
Classroom Action Research ◽  
Improvement Score

This research objective is to find out the student’s ability in reading comprehension by using CIRC. The population was the first grade students of SMP Swasta Cinta Rakyat 1 Melanthon Siregar Pematangsiantar.The research design was used classroom action research. To collect the data, the researcher uses test that consist of pre test and post test that is formed of multiple choice. In analyzing the data the researcher uses theory from Harris, A. J (1984) and Arikunto, S (2007). Based on analyzing the data, the researcher found that mean score of the students in pre-test is 40,66 and mean score from post test is 73,33. From the score in pre test and post test, the researcher can seen the significant improvement score of the students. Based on the result of the research, the researcher can suggest that the CIRC method is the effective method to teach reading especially in reading comprehension a text.

scholarly journals THE IMPLEMENTATION OF PQ4R LEARNING METHOD TO IMPROVE THE STUDENTS’ READING COMPREHENSION OF THE 4th GRADE AT SD MUHAMMADIYAH 6 PEKANBARU

2020 ◽  
Vol 9 (2) ◽  
pp. 138
Author(s):  
Faraditha Dwi Ramayani ◽  
Lazim N ◽  
Zufriady Zufriady
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Fourth Grade ◽  
Learning Method ◽  
Average Grade ◽  
Comprehension Ability ◽  
Classroom Action Research ◽  
Second Category ◽  
Reading Comprehension Ability ◽  
Very High

The purpose of this research is to improve students reading comprehension at the fourth grade of SD Muhammadiyah 6 Pekanbaru. The type of this research was classroom action research, which was in two cycles. The result showed that there was an increasing students’ reading comprehension ability in each cycle. The average grade score of students reading comprehension before implementing PQ4R learning method was 68. After the implementation of PQ4R method at cycle I, the average grade score increased to 76 with a large increased of 12%. In the second cycle, the score increased to 84 with a large increased of 23%. In the cycle I, the teacher’s activities in the first meeting were 62.5% in moderate criteria. Then, in the second meeting, the percentage increased to 70.8% in moderate criteria. Then in the cycle II, the teacher’ activities in the first meeting the percentage became 83.3% in high criteria and in the second meeting increased to 87.5% in very high criteria. In the cycle I, the students’ activites in the first meeting were 58.3% in low criteria. In the second meeting, it increased to 66.7% in moderate criteria. In the cycle II, the students’ activities in the first meeting had the percentage becoming 79.2% in high criteria and then increased to 83.3% in high criteria on the second category. The result of the research proves that the application of PQ4R method can improve students’ reading comprehension ability.

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