scholarly journals TEACHING READING COMPREHENSION DESCRIPTIVE TEXT BY USING PRE-QUESTIONING TECHNIQUE TO THE THIRD SEMESTER OF ENGLISH EDUCATION DEPARTMENT AT UNIVERSITAS ISLAM LAMONGAN

JURNAL ELINK ◽  
2018 ◽  
Vol 5 (2) ◽  
pp. 108
Author(s):  
Riya Risqi Setyaningrum
Keyword(s):  
Reading Comprehension ◽  
English Education ◽  
Teaching Reading ◽  
Education Department ◽  
First Semester ◽  
Lack Of Information ◽  
Comprehension Ability ◽  
Post Test ◽  
Teaching Learning ◽  
Interest And Motivation

One of the important skills that should be mastered in foreign language is reading. In teaching reading activity in the classroom, sometimes students get difficulty in comprehending the text. They could not comprehend the text well that is caused by some factor. One of the factors is lack of information. Pre-questioning is one of the techniques in teaching reading which can give an interaction between the teacher and the students to read the text. The purpose of pre-questioning is to build students’ interest and motivation. This study was conducted by the implementation of pre-questioning technique to teach reading comprehension descriptive text. The population was the students’ of English Education Department at Universitas Islam Lamongan. The sample was the students of first semester. The class consisted of 30 students. Pre-questioning technique used some tests; each test was different items of questions. The data was taken by observation checklist and tests. The measure of the students’ achievement was stated by Harris (1969:134). The data have got from the result of pre-test, formative test1, formative test 2 and post-test. It found that post-test is higher than pre-test and formative test. The percentages were added from pre-test 56.67% to post-test 80%. In conclusion, pre-questioning gives the contribution towards students’ reading comprehension ability. After conducting the study, the researcher suggests that in teaching reading, the English teacher should build a favorable atmosphere at times of teaching-learning process conducted, because a conductive condition in teaching would become one way to carry out the material to be taught and improve the students’ interest and motivation in learning English, especially in reading skill. Key words: Reading Comprehension, Teaching Reading, Pre-Questioning Technique, Descriptive Text

EXPLORING THE USE OF COLLABORATIVE STRATEGIC IN READING CLASSROOM

JURNAL BASIS ◽  
2020 ◽  
Vol 7 (1) ◽  
pp. 217
Author(s):  
Mila Arizah ◽  
Lora Claudia
Keyword(s):  
Reading Comprehension ◽  
Test Score ◽  
Teaching Reading ◽  
Test Cycle ◽  
Strategic Reading ◽  
Comprehension Ability ◽  
Collaborative Strategic Reading ◽  
Post Test ◽  
Teaching Learning ◽  
Reading Comprehension Ability

The study was concerned to investigate the students’ reading comprehension students of SMA Negeri 3 OKU which was taught by using Collaborative Strategic Reading. The objectives of this study was to find out the students’ reading comprehension to the eleventh grade students of SMA Negeri 3 OKU which was taught by using Collaborative Strategic Reading. The population of this study was the whole of the eleventh grade students of SMA Negeri 3 OKU. The total number of the population was 258 students; and 30 students were taken as the sample through purposive sampling. The pre-test and post-test and observation were used as the techniques for collecting the data. The researcher concluded Based on the data analysis in chapter IV, the researcher found the students’ pre test score and post-test cycle I was improved from 60,89  to 72.94. Then the students’ post-test cycle I score and post-test cycle II was improved from 72,94 to 79.74. The researcher can be concluded that Collaborative Strategic Reading worked effectively and efficiently in helping the student’s reading comprehension at the eleventh grade students of SMA Negeri 3 OKU 2018/2019 and this learning has applied successfully and able to increased students’ ability in reading comprehension. The students were more active and participated in the teaching-learning process of reading comprehension. Therefore, Collaborative Strategic Reading can be alternative strategy for teacher in teaching reading which can improve their reading comprehension ability.

scholarly journals The Role of Inquiry Based Learning to Improve Reading Comprehension of EFL Students

2018 ◽  
Vol 1 (1) ◽  
pp. 13-20
Author(s):  
' Ermawati
Keyword(s):  
Reading Comprehension ◽  
English Education ◽  
Reading Proficiency ◽  
Sampling Technique ◽  
Education Department ◽  
Inquiry Based Learning ◽  
Post Test ◽  
Quasi Experimental ◽  
Efl Students

Approaches in reading have widely emerged to fulfill the needs of learners to comprehend a text and to change their reading habit which is one of them is Inquiry Based Learning (IBL). Thus, this study aims to identify the role of Inquiry Based Learning to improve reading comprehension. The design of this study was mixed method with QUAN-qual model. The quantitative method used quasi-experimental design with control and experimental group including pre-test and post-test. It used purposive sampling technique to determine the samples who involved 40 students; 19 students in control class and 21 students in experimental class. This study was conducted at third semester students of English Education Department of STKIP Muhammadiyah Sidrap. The data were gained through test and non-test (questionnaire and interview). Then, the data were analyzed through SPSS 22. The significant findings of the recent study was the roles of IBL; developing students’ reading proficiency, engaging the students with complex texts, practicing students’ all levels of comprehension as they take a part in IBL phases,activating students prior knowledge, aligning inquiry process to students’ reading comprehension, providing students to work with team and enhancing students’ learning process. Finally, this study could be implemented practically and pedagogically in the study of IBL.

scholarly journals ISLAMIC MAGAZINE ARTICLES TO ENHANCE STUDENTS’ READING SKILL AND BUILD THEIR CHARACTER VALUES

2016 ◽  
Vol 9 (1) ◽  
pp. 66
Author(s):  
Munir Munir ◽  
Rudi Hartono
Keyword(s):  
Reading Comprehension ◽  
English Education ◽  
Reading Performance ◽  
Teaching Reading ◽  
Sources Of Information ◽  
Education Department ◽  
Authentic Materials ◽  
Research Findings ◽  
Real Language ◽  
Magazine Articles

<p>This present study examined the use of Islamic magazine articles as authentic materials in teaching reading comprehension for the students of English Education Department of IAIN Batusangkar, Indonesia. This idea is based on the belief that students can be motivated and challenged to read if the selected materials pertain to their prior knowledge and experiences. In addition to this, using Islamic magazine articles as essential sources of information can positively expose students to real language. This study used qualitative research. This research was conducted to the third semester students. Observation and interview were used to collect data from 58 students who learned reading comprehension in the classroom. The research findings showed that the use of Islamic magazine articles empirically enhanced the students’ reading performance and built their character values. Based on these findings it is recommended that lecturers of reading comprehension subject should be able to exploit up-to-date articles to be used as lesson materials in teaching reading comprehension at the English education department in order to avoid boredom in reading texts. </p>

scholarly journals SCAFFOLDED READING EXPERIENCE (SRE) IN TEACHING READING COMPREHENSION

2019 ◽  
Vol 2 (1) ◽  
pp. 60-74
Author(s):  
Herawati Unmura
Keyword(s):  
Reading Comprehension ◽  
Average Score ◽  
Control Group ◽  
Teaching Reading ◽  
Significance Level ◽  
First Semester ◽  
Reading Experience ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group

The scaffolded reading experience framework consists of a set of prereading, during-reading, and post-reading activities to use with any genre of text, including fiction and nonfiction. The aim of this study was the effectiveness of scaffolded reading experience in teaching reading comprehension to the students of Musi Rawas University? The method used in this research was quasi-experimental method. The population of this study was all of the students of Musi Rawas University. The sample of this study was students of accounting study progrom in first semester taken through convenience non random sampling. The data were collected through a written test. It was pre-test and post test. The data analyzed through t-test formula. From this study it was found that the students’ pre-test average score in the experimental group was 55 and in the control group was 53.91. Meanwhile the students’ post-test average score in the experimental group was 80 and the students’ average score in the control group was 75. In addition of t-obtained were 2.049 where the value of t-table was 1.684 at df 74 in significance level of 0.05 and with one-tailed testing. Since the value of t-obtained was higher than the critical value of the t-table (2.049>1.684), it can be concluded that, teaching reading comprehension by using scaffolded reading experience (SRE) to the students of Musi Rawas University was effective.

scholarly journals Teaching Reading by Using Inquiry Based Learning Approach to The First Semester of English Education Program

2017 ◽  
Vol 1 (1) ◽  
pp. 71-81
Author(s):  
Syaprizal Syaprizal
Keyword(s):  
Education Program ◽  
Null Hypothesis ◽  
English Education ◽  
Alternative Hypothesis ◽  
T Test ◽  
Learning Approach ◽  
Teaching Reading ◽  
Inquiry Based Learning ◽  
First Semester ◽  
Post Test

The problem of this study was is it significantly effective to use Inquiry Based Learning Approach in Teaching Reading for the first Semester of English Education Program. Therefore, the objective of this study was to find out whether or not it was significantly effective to use Inquiry Based Learning in teaching reading to first semester of English Education Program . In this study, the writer proposed two hypotheses. They were null hypothesis Ho and alternative hypothesis Ha. The method applied was pre experimental with one group pre test posttest design. The population of this study was all of first semester of English Education Program  which consisted of 45 students. The sample was taken through cluster random sampling. Which consisted of 20 students. The data were collected by means of test consisting 20 items of multiple choices. The data obtained were analyzed through three techniques 1 Individual Score,  and 2 Matched t test. The results of this study shows that  the students mean  score in the pre-test was 60.13 and those in the  post-test was 75.25. The result of matched t test was 5.25, which was higher than t table value 1.725 of 20 with 95 percent significant level for one tailed test. Therefore, the null hypothesis Ho was rejected and the alternative hypothesis Ha was accepted. It means that it was significantly effective to use Based Learning Approach in teaching reading to first semester of English Education Program . Keyword: Teaching Reading, Using Inquiry Based Learning Approach.

scholarly journals Analysis of The Implementation of Numbered Head Together Strategy In Improving Students’ Reading Comprehension at English Education Department Ganesha University of Education

2017 ◽  
Vol 1 (1) ◽  
pp. 49
Author(s):  
Putu Adi Krisna Juniarta
Keyword(s):  
Reading Comprehension ◽  
English Education ◽  
Positive Response ◽  
Action Observation ◽  
Education Department ◽  
Post Test ◽  
Planning Action

This study aimed at improving the students’ achievement in reading comprehension by using Numbered Head Together Strategy (NHT). The subjects of the study were the students of II B class of English Eduation Department, Undiksha. The study was designed in the form of a classroom action research.Each cycle involved planning, action, observation, and reflection. The data were collected by using tests, diary, and questionnaires. The result of the data showed that the students’ achievement in reading comprehension improved along with the implementation of the NHT strategy. It was shown by the student’s mean score in the tests. In the pre-test the students’ mean score was 53.12 (sufficient). It increased up to 75.15 (very good) in post-test I and it increased to 85.50 (excellent) in post-test II. The result of the questionnaires also indicated that the students gave positive response toward the implementation of the NHT Strategy. 

scholarly journals An Analysis of Students’ Reading Comprehension at an Islamic Institute in Jambi

2021 ◽  
Vol 6 (2) ◽  
pp. 325-333
Author(s):  
Toni Indrayadi
Keyword(s):  
Reading Comprehension ◽  
Standard Deviation ◽  
Research Methodology ◽  
English Education ◽  
Main Idea ◽  
Descriptive Statistics ◽  
Education Department ◽  
First Semester ◽  
General Data ◽  
The Mean

This study examines each reading comprehension indicator and reading comprehension in general. Forty-five first-semester students of the English Education Department at Public Islamic Institute Jambi, Indonesia, which comprised of twenty-one males and twenty-four females voluntarily participated in this study. They were purposively selected as the sample of the research. This study used six indicators of reading comprehension and reading comprehension in general data. The descriptive quantitative approach was employed in this study as the research methodology. The descriptive statistic of SPSS 23 was applied to analyze the mean and standard deviation of six reading comprehension and reading comprehension in general. The criteria referenced interpretation and norm-referenced interpretation investigated interval of six reading comprehension and reading comprehension in general. The result of descriptive statistics and criteria referenced interpretation, and norm-referenced interpretation analysis showed five reading comprehension indicators in terms of author purpose, topic details, reference, and vocabulary in context in moderate criteria, except the main idea in which in high criteria. The reading comprehension was in moderate criteria similar to five reading comprehension indicators. Therefore, English lecturers hope to select an appropriate strategy and be well prepared to teach reading.

scholarly journals LECTURERS’ STRATEGIES USED IN TEACHING ENGLISH READING COMPREHENSION: A CASE AT A PRIVATE COLLEGE IN ACEH

2020 ◽  
Vol 8 (3) ◽  
pp. 20-30
Author(s):  
Riska Marlisa Aini ◽  
Asnawi Muslem ◽  
Bustami Usman
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
Learning Strategy ◽  
English Education ◽  
Positive Impact ◽  
Sampling Technique ◽  
Private College ◽  
Teaching Reading ◽  
Education Department ◽  
Banda Aceh

Purpose of the study: The objective of this study is to investigate lecturers’ strategies used in teaching reading comprehension course at English Education Department students of Bina Bangsa Getsempena, college Banda Aceh, Indonesia. In short, this study aimed to analyze the common strategies used by lecturers in teaching reading comprehension at a private college in Banda Aceh. Methodology: The current study used a qualitative approach to nature. The observation sheet with followed by using a camera to record was used as the instrument of the study. Two lecturers who taught reading comprehension subjects at the English Education Department of the college were selected as the subjects using a purposive sampling technique. The data collected were analyzed qualitatively through four major phases; coding, data reduction, data display, and conclusion. These teachers were also interviewed to investigate their problems faced while teaching reading comprehension. Main Findings: The study found that both lecturers who taught reading comprehension subjects used the same strategy. They used question & answer and cooperative learning or group discussion methods included; Cooperative Integrated Reading Composition (CIRC) and Think-Pair-Share technique. The study also reported that the students were more motivated in learning reading comprehension after being taught by using the strategies as compared with an individual strategy. Applications of this study: Through these strategies, students could share their idea and problems with their classmates. The lecturers also used media like projectors and pictures to help them in the teaching-learning process. These findings recommended that lecturers who taught reading comprehension should use interactive and cooperative strategies to enable students to learn more joyful and meaningful. Novelty/Originality of this study: The current findings give the positive impact of students’ learning atmosphere and improve their motivation in learning reading comprehension. Using a cooperative strategy encourages students to work cooperatively and motivate them in learning as compared to the individual learning strategy used. Therefore, the benefit and novelty of this finding are to strengthen and support the theory of language learning that engaging students work cooperatively improves students’ desire to learn English.

scholarly journals THE USE OF THINK, PAIR AND SHARE (TPS) STRATEGY IN TEACHING READING SKILL

2019 ◽  
Vol 7 (2) ◽  
Author(s):  
Yanpitherszon Liunokas
Keyword(s):  
Statistical Analysis ◽  
English Education ◽  
Reading Skill ◽  
Reading Test ◽  
Teaching Reading ◽  
Education Department ◽  
Significant Difference ◽  
Post Test ◽  
Level Of Significance

This research deals with the teaching reading through think pair share strategy (TPS) at the fourth semester students of English Education Department, Nusa Cendana University, Kupang, NTT. The population of this research is the Fourth Semester Students of English Education Department, Nusa Cendana University, Kupang, NTT.  Reading test was the instrument of this research. Based on the findings and discussion, the researcher concludes that the use of think pair share strategy parallel writing technique is effective in developing students’ vocabulary in writing at the Fourth Semester Students of English Education Department, Nusa Cendana University, Kupang, NTT.  It was proven by there was a significant difference between the students’ mean score of pretest and posttest. In pretest, the students’ mean score is 26 and the students’ score in posttest is 51. In addition, the result of statistical analysis for level of significance (p=0.05). The probability value was smaller than α (0.00<0.05). it indicated that there is significant differences between the result of pre-test and post-test after giving treatment in building students’ reading skill ng by applying think pair share strategy (TPS) to the fourth semester students of English Education Department, Nusa Cendana University, Kupang, NTT. 

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