scholarly journals INTELLIGENCE QUOTIENT (IQ) AS A PREDICTOR OF READING COMPREHENSION AND WRITING ACHIEVEMENT OF EFL LEARNERS

2017 ◽  
Vol 4 (1) ◽  
pp. 53-79
Author(s):  
Ary Setya B. Ningrum ◽  
Rohmat Agung Wibowo
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Correlation Coefficient ◽  
Intelligence Quotient ◽  
Significant Contribution ◽  
Writing Achievement ◽  
Efl Learners ◽  
Writing Test ◽  
Iq Test ◽  
Intelligent Quotient

This study aimed at investigating Intelligent Quotient (IQ) as a predictor of reading comprehension and writing achievement as well as to correlate the students’ reading comprehension with their writing achievement. The participant of the study were 32 senior high school Indonesian students. There are three instruments used in this study, those are IQ test, reading comprehension test, and writing test. Upon obtaining the whole data needed, Pearson Product Moment formula was employed to determine the correlation of IQ with reading comprehension and writing achievement as well as reading comprehension with writing achievement. The result of this study revealed that IQ made significant contribution in predicting reading comprehension (23.42%) and writing achievement (16.08%). In addition, the correlation coefficient of reading comprehension and writing achievement shows that they are moderately correlated (r=.587), meaning that reading comprehension contributes as many as 34.45% to writing achievement. Keywords: Intelligence Quotient (IQ), reading, writing

scholarly journals The Effect Of Summarization On Intermediate EFL Learners Reading Comprehension And Their Performance On Display, Referential And Inferential Questions

2010 ◽  
Vol 7 (9) ◽  
Author(s):  
Zargham Ghabanchi ◽  
Fateme Haji Mirza
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Learning Strategy ◽  
Control Group ◽  
Generative Learning ◽  
School Students ◽  
Efl Learners ◽  
Experimental Group

This study examined the effect of summarization as a generative learning strategy of the readers' performance on reading comprehension, in general, and reading comprehension display, referential and inferential questions in particular. The subjects in this study were 61 high school students. They were assigned to two groups - control and experimental – each given the same texts taught by one of the researchers during ten sessions. In the control group, learners automatically used their own self-preferred strategies; but the experimental group was taught how to summarize the paragraphs. Then all were post-tested on their achievement of the instructed texts. The results revealed that the use of summarization did not have a significant effect on the readers' performance on display and inferential questions. As for the referential questions, however, the results demonstrated a significant effect for the use of summarization.

Decoding Skills vs. Reading Fluency in Korean High School EFL Learners’ Reading Comprehension

2014 ◽  
Vol 69 (4) ◽  
pp. 123-143
Author(s):  
강유선 ◽  
Boram Moon ◽  
Yeoeun Park ◽  
허윤지
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Reading Fluency ◽  
Decoding Skills ◽  
Efl Learners

The Effect of Contextual Visual Aids on High School Students' Reading Comprehension

2016 ◽  
Vol 6 (9) ◽  
pp. 1827
Author(s):  
Nahid Majidi ◽  
Nader Assadi Aydinlu
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Control Group ◽  
Homogeneity Test ◽  
Visual Aids ◽  
School Students ◽  
Efl Learners ◽  
Quasi Experimental ◽  
Iranian High School Students

The present study was an attempt to investigate the effect of contextual visual aids on Iranian high school students’ reading comprehension. To do so, a thorough review of the related literature was done and a quasi-experimental study was designed in which the participants were 96 female EFL learners at the intermediate level. These participants were chosen out of 140 learners through a homogeneity test. The selected participants were assigned to four groups; three experimental groups (pre-thematic, thematic and post-thematic) and one control group. The participants went through the procedure of pretest, treatment, and posttest. The data was collected by means of three tests: a PET test, a pretest and a posttest of reading comprehension. A one-way ANOVA was run to probe the research questions posed in this study. The findings revealed that contextual visual aids had a statistically significant effect on Iranian high school students' reading comprehension. The study findings also revealed that among the Contextual Visual Aids, pre-thematic aids had the highest effect on high school students’ reading comprehension. This was followed by thematic visual aids which had a moderate effect on this process. However, the post-thematic visual aids had slightly significant effect on high school students' reading comprehension.

scholarly journals Correlation between Achievement Motivation and Reading Comprehension Ability through Science Literacy to High School Students

2018 ◽  
Vol 2 (2) ◽  
pp. 115
Author(s):  
Sri Wahyuni ◽  
Mieke Miarsyah ◽  
Adisyahputra Adisyahputra
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Correlation Coefficient ◽  
Achievement Motivation ◽  
Science Literacy ◽  
School Students ◽  
Comprehension Ability ◽  
Literacy Ability ◽  
Reading Comprehension Ability

<p>The research is to know the relationship between achievement motivation (X1), and reading comprehension ability (X2) with science literacy ability of high school students (Y). The data is all students of class X SMA Negeri 9 Jakarta. Based on data analysis can be known coefficient correlation between X1 with Y is 0,326 correlation coefficient between X2 with Y is 0,392 and correlation coefficient between X2and X1with Y is  0,601. The motivation of pace, and the ability to read the students understanding contribute 36,1% to the literacy ability of high school students.</p><p> </p><p><strong>Keywords: </strong>Achievement motivation, critical thinking, reading comprehension, science literacy</p>

scholarly journals The Correlation between Self-esteem and Reading Comprehension Achievement of the Eleventh Grade Students of SMA NEGERI 5 Palembang

2020 ◽  
Vol 7 (1) ◽  
pp. 35-46
Author(s):  
Maya Anjela ◽  
Eryansyah Eryansyah ◽  
Lingga Agustina Suganda
Keyword(s):  
Reading Comprehension ◽  
Correlation Coefficient ◽  
Significant Contribution ◽  
Sampling Technique ◽  
Self Esteem ◽  
P Value ◽  
Simple Linear Regression ◽  
Multiple Choice Questions ◽  
Pearson Product Moment Correlation ◽  
Comprehension Tests

The objectives of this study were (1) to find out if there was a significant correlation between students’ self-esteem and their reading comprehension achievement, and (2) to find out whether or not there was a significant contribution of self-esteem to the achievement of students’ reading comprehension. The sample of this study was 118eleventh-grade students of SMA Negeri 5 Palembang. The sampling technique used was purposive sampling. In collecting the data, the researcher used two kinds of instruments, a self-esteem questionnaire and reading comprehension tests in a form of multiple-choice questions. The Pearson Product Moment Correlation Coefficient and Simple Linear Regression in SPSS version 21 were used to analyze the data. The result of Pearson Product Moment Correlation Coefficient showed that (1) there was a significant correlation between self-esteem and students’ reading comprehension achievement because p-value (0.000) was higher than (0.05), and (2) there was 47% contribution of self-esteem to students’ reading comprehension achievement.

HARGA DIRI REMAJA DAN POLA ASUH ORANGTUA SEBAGAI FAKTOR PROTEKTIF IDE BUNUH DIRI

2019 ◽  
Vol 9 (3) ◽  
pp. 301-310
Author(s):  
Nirmala Fajar Pertiwi ◽  
Ice Yulia Wardani
Keyword(s):  
High School ◽  
Suicidal Ideation ◽  
Protective Factors ◽  
Correlation Coefficient ◽  
Parenting Style ◽  
Random Sampling ◽  
Protective Factor ◽  
Nursing Intervention ◽  
Self Esteem ◽  
Emotional Instability

Remaja yang tidak mampu menghadapi tekanan akan membawanya pada ketidakstabilan emosional dan cenderung melakukan berbagai perilaku berbahaya hingga bunuh diri. Bunuh diri memiliki faktor protektif berupa harga diri tinggi karena dapat memberikan kualitas psikologis positif. Faktor protektif ide bunuh diri lainnya yaitu pola asuh yang seimbang antara dimensi penerimaan dan pengendalian atau disebut pola asuh otoritatif. Penelitian ini bertujuan untuk mengetahui hubungan harga diri dan pola asuh orangtua dengan ide bunuh diri pada remaja SMA. Desain penelitian ini menggunakan deskriptif korelatif dan pendekatan secara chross-sectional. Penelitian ini memiliki responden sejumlah 322 remaja di SMA yang dipilih dengan teknik proportional random sampling. Terdapat hubungan yang kuat dan arah negatifantara harga diri dengan ide bunuh diri dengan koefisien korelasi -0,876, yang berarti bahwa semakin rendah harga diri yang dimiliki remaja maka semakin tinggi ide bunuh diri. Terdapat hubungan dengan kekuatan sedangdan arah negatif antara pola asuh orangtua dengan ide bunuh diri dengan koefisien korelasi -0,365, artinya apabila pola asuh orangtua mengarah pada otoritatif maka ide bunuh diri akan semakin rendah, dan sebaliknya apabila pola asuh orangtua mengarah pada otoritarian maka ide bunuh diri akan semakin tinggi. Penelitian ini diharapkan dapat meningkatkan intervensi keperawatan jiwa dalammengidentifikasi ide bunuh diri pada remaja, serta meningkatkan wawasan remaja dan guru terkait faktor protektif ide bunuh diri.   Kata kunci: faktor proteksi, harga diri,ide bunuh diri,dan pola asuh orangtua   SELF-SELF-PRICE AND PARENT'S PATTERN AS SELF-KILLING IDEAS PROTECTIVE FACTORS   ABSTRACT Teenagers who do not cope well under pressure will lead them to emotional instability and tend to perform a variety of malicious behavior or commit to suicide. Suicidial Ideation has protective factor such as high self esteem, because it can provide positive psychological qualities.Other protective factor is parenting style that contain balance between the dimensions of acceptance and control, also called authoritative. This study aims to determine the relationship of self-esteem and parenting Stylewith Suicidial Ideation in high school adolescents. This study used descriptive correlative and cross-sectional approach. This study has a number of 322 respondents, that are high school adolescents selected by proportional random sampling technique. There is strong relationshipwith negative directionbetween self-esteem with suicidal ideationand the correlation coefficient is -0,876, which means that the if adolescent’s self-esteem is lower so suicidal ideation will be higher. There is moderate relationshipwith negative direction between parenting style with suicidal ideation and the correlation coefficient is -0,365, which means that if parenting style is authoritative so suicidal ideation will be lower, and if parenting style is authoritarian so suicidal ideation will be higher.This study can be used to improve nursing intervention in identify suicidal ideation, and also to improve teenager’s and teacher’s knowledge about protective factors of suicidal ideation.   Keywords: parenting style, protective factor,self-esteem and suicidal ideation

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