scholarly journals Common techniques in teaching of reading

2020 ◽  
Vol 3 (1) ◽  
pp. 65-68
Author(s):  
Dildora Jabborova ◽  
Miravaz Mirsadullayev
Keyword(s):  
Reading Comprehension ◽  
Prior Knowledge ◽  
Teaching Reading ◽  
Teaching Of Reading ◽  
The World ◽  
Reading Activities

Reading is an activation of the prior knowledge that we already have in our mind. When we read any text, we use our knowledge of the world to understand the text. A typical reading class involves the reading of a passage followed by comprehension questions, vocabulary exercises, and grammatical exercises. In this article, we will discuss common techniques in teaching reading in relation to the reading class activities: pre-reading activities, during/whilst reading activities, and post-reading activities that teachers use in teaching reading comprehension lessons.

TEACHING READING COMPREHENSION BY USING DIRECTED ACTIVITIES RELATED TO TEXT (DRTA) FOR THE STUDENTS

Jurnal KATA ◽  
2017 ◽  
Vol 1 (2) ◽  
pp. 153
Author(s):  
Niza Syaveny
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Teaching Method ◽  
Main Idea ◽  
Teaching Reading ◽  
Foreign Language Reading ◽  
Teaching Of Reading ◽  
Expert Theory ◽  
Reading Activities ◽  
Source Of Information

<p><em>Membaca merupakan keterampilan yang harus dikuasai oleh siswa dalam belajar bahasa Inggris sebagai bahasa asing. Membaca tidak hanya melihat atau membaca apa yang tertulis namun juga memahami isi bacaan sehingga pembaca memperoleh ilmu serta informasi dari bacaan tersebut. Beberapa komponen membaca yang dikemukakan oleh para ahli, seperti pemahaman ide pokok, ide pendukung, kosakata, serta tata bahasa, membuat guru harus cermat dalam mengaplikasikan metode dalam mengajar bahasa Inggris khususnya membaca. Directed Activities related to Text (DART) merupakan metode mengajar yang dapat diaplikasikan dalam kegiatan membaca. Metode ini diaplikasikan melalui aktivitas rekonstruksi dan analisis. Tujuan penulisan artikel ini adalah mendeskripsikan cara pengajaran membaca melalui metode DART. Penulisan merujuk kepada kajian kepustakaan yang mendukung teori DART dalam pengajaran membaca. Dengan adanya informasi mengenai DART yang didukung oleh teori para ahli, dapat dijadikan sumber informasi tentang metode pengajaran bahasa Inggris khususnya membaca yang dapat diterapkan oleh guru di sekolah menengah.</em></p><p><em><br /></em></p><p>Reading is a skill that must be mastered by students in learning English as a foreign language. Reading not only see or read what is written but also understand the contents of the reading therefore the readers get the knowledge and information from the text. Some reading components are suggested by experts, such as understanding the main idea, supporting ideas, vocabulary, and grammar, it makes the teachers must be careful in applying methods in teaching English, especially reading. Directed Activities related to Text (DART) is a teaching method that can be applied in reading activities. This method is applied through reconstruction and analysis activities. The purpose of writing this article is to describe how teaching of reading through the DART method. The article support by a literature review  of DART theory in teaching reading. The information about of DART supported by expert theory, it can be used as a source of information about English teaching methods especially reading that can be applied by teachers in high school.</p><p><em><br /></em></p>

scholarly journals ANTICIPATION GUIDE : A STRATEGY OF TEACHING READING COMPREHENSION

2017 ◽  
Vol 6 (2) ◽  
pp. 79
Author(s):  
Andri Defrioka
Keyword(s):  
Reading Comprehension ◽  
High Schools ◽  
Prior Knowledge ◽  
Alternative Model ◽  
Teaching Reading ◽  
Comprehension Strategy ◽  
Key Concepts

This paper reveals an alternative model for teaching reading comprehension at senior high schools. An anticipation guide is a comprehension strategy that is used before reading to activate  students' prior knowledge and build curiosity about a new topic. Before reading, students listen to or read several statements about key concepts presented in the text; they're often structured as a series of statements with which the students can choose to agree or disagree. Anticipation guides stimulate students' interest in a topic and set a purpose for reading.

scholarly journals MICHAEL PHILIP WEST AS A FOUNDER OF TEACHING READING METHODOLOGY

2020 ◽  
pp. 186-190
Author(s):  
Dilnoza Saimnazarova Abdune`matovna
Keyword(s):  
Reading Comprehension ◽  
Key Words ◽  
Direct Method ◽  
Foreign Languages ◽  
Translation Method ◽  
Teaching Methodology ◽  
Teaching Reading ◽  
Leading Role ◽  
The World

The article deals with the problems of reading texts in foreign languages (English texts) and the role of Michael Philip West`s investigations on reading issues. Scientific and practical considerations set forth in the teaching methodology of M.West have played a leading role in solving this problem throughout the world. The ideas of M. West were enriched with new methodological information about training in different countries. KEY WORDS: method, methodology, direct method, grammar translation method, receptive and (re)productive speech, text adaptation, active/passive vocabulary, types of reading, reading comprehension.

scholarly journals APPLYING KNOW – WANT – LEARN (KWL) STRATEGY ON TEACHING READING COMPREHENSION

2014 ◽  
Vol 2 (1) ◽  
Author(s):  
Brigitta Septarini Rahmasari ◽  
Rengganis Siwi Amumpuni
Keyword(s):  
Reading Comprehension ◽  
Prior Knowledge ◽  
Teaching Methods ◽  
Reading Skill ◽  
New Technique ◽  
Teaching Reading ◽  
A New Technique

<p>Over the last few decades, many instructors have been trying all kinds of teaching methods, but without benefit. Nevertheless, in the 1986, a new technique is appeared which called K-W-L technique. It is specified for reading comprehension passages because reading skill is not easy matter for students. Therefore, the K-W-L technique is a good one for thinking and experiences. The outcomes of present research appeared that K-W-L enables the students to activate their prior knowledge and operate their thinking.</p>

scholarly journals TEACHING READING COMPREHENSION IN LARGE MULTILINGUAL CLASSROOMS AT THE BASIC EDUCATION LEVEL IN NIGERIA: THE PRESENT SCENARIO

2018 ◽  
Vol 14 (1) ◽  
pp. 10
Author(s):  
Hanna Yusuf Onyi
Keyword(s):  
Reading Comprehension ◽  
Teacher Training ◽  
Problem Solving ◽  
Basic Education ◽  
Education Level ◽  
Colleges Of Education ◽  
Teaching Reading ◽  
Multilingual Classrooms ◽  
Teaching Of Reading ◽  
Training Institutions

This paper highlights some of the problems teachers face in teaching reading comprehension in large multilingual classrooms at the basic education level in Nigeria. The paper proposes some strategies that can be used for affective teaching of reading comprehension in large multilingual classrooms. The implication for teachers and the curriculum were highlighted. The paper concludes by suggesting that communicative activities such as role plays question and answer sessions, problem-solving tasks etc. should be incorporated into teachers' lesson plans and teaching. The curriculum for colleges of Education and other teacher training institutions need to be reviewed to provide teachers with the opportunities to competently teach through the medium of at least two languages.

scholarly journals Keefektifan strategi REAP dan request dalam pembelajaran membaca pemahaman siswa kelas VIII SMP

LingTera ◽  
2016 ◽  
Vol 3 (1) ◽  
pp. 99
Author(s):  
Sukma Sukma ◽  
Haryadi Haryadi
Keyword(s):  
Reading Comprehension ◽  
Random Sampling ◽  
Simple Random Sampling ◽  
Control Group ◽  
Teaching Reading ◽  
Control Group Design ◽  
Group Design ◽  
Scheffe Test ◽  
Teaching Of Reading ◽  
Traditional Strategy

Tujuan penelitian ini yaitu untuk mengidentifikasi perbedaan keefektifan antara penggunaan: (1) strategi REAP dengan strategi tradisional, (2) strategi Request dengan strategi tradisional, dan (3) strategi REAP dengan strategi Request dalam pembelajaran membaca pemahaman siswa Kelas VIII SMP Negeri 2 Herlang. Penelitian ini merupakan penelitian kuasi-eksperimen. Desain eksperimen yang digunakan adalah Randomized Pretest-Posttest Control Group Design. Populasi penelitian adalah seluruh siswa kelas VIII SMP Negeri 2 Herlang. Sampel penelitian ini adalah siswa kelas VIII.2, VIII.3, dan VIII.4 yang ditetapkan dengan menggunakan teknik simple random sampling. Data dianalisis dengan menggunakan Anava dilanjutkan uji Scheffe. Hasil penelitian menunjukkan bahwa ada perbedaan keefektifan dalam pembelajaran dengan strategi REAP, strategi Request, dan tradisional dengan F = 43,315 dan sig.(p)= 0,000 < 0,05. Hasil analisis uji Scheffe secara rinci menunjukan bahwa (1) strategi REAP lebih efektif dibandingkan dengan strategi tradisional, (2) strategi Request lebih efektif dibandingkan dengan strategi tradisional, dan (3) strategi REAP lebih efektif dibandingkan dengan strategi Request dalam pembelajaran membaca pemahaman dengan mean difference sebesar 4,96875 dan sig.(p)= 0,031 < 0,05. Berdasarkan uraian tersebut, dapat disimpulkan bahwa strategi REAP merupakan strategi yang paling efektif dibandingkan dengan strategi Request dan strategi tradisional dalam pembelajaran membaca pemahaman.Kata Kunci: keefektifan, strategi REAP, strategi Request, membaca pemahaman The effectiveness of REAP and request strategies in the teaching of reading comprehension to grade VIII students of SMPAbstractThe purposes of this study are to determine the effectiveness difference: (1) between the REAP strategy and traditional strategy, (2) between the Request strategy and traditional strategy, and (3) in the use of the REAP strategy and Request strategy in the teaching of reading comprehension to grade VIII students of SMP Negeri 2 Herlang. The research was quasi-experimental. The experimental design used was a randomized pretest-posttest control group design. The population was all of the grade VIII students of SMP Negeri 2 Herlang. The sample was students of class VIII.2, VIII.3, and VIII.4 established using the simple random sampling technique. The data were analyzed using the formula of Anava followed by Scheffe test. The result of the research shows that there are differences in teaching effectiveness using the REAP strategy, Request strategy, and traditional strategy with F = 43,315 and sig.(p)= 0,000 ≤ 0,05. The results of the analysis using the Scheffe test show that (1) the REAP strategy is more effective than traditional strategy, (2) the Request strategy is more effective than traditional strategy, (3) the REAP strategy is more effective than Request strategy in teaching reading comprehension, with the mean difference of 4,968 and sig.(p)= 0,031 < 0,05. Based on the above description, it can be concluded that the REAP strategy is the most effective strategy of the three strategies under study in teaching reading comprehension.Keywords: effectiveness, REAP strategy, Request strategy, reading comprehension

scholarly journals Using RAP Strategy to Teach Reading Comprehension in EFL Class

2021 ◽  
Vol 4 (1) ◽  
pp. 150
Author(s):  
I Kadek Agus Sudarmawan
Keyword(s):  
Reading Comprehension ◽  
Data Analysis ◽  
Reading Ability ◽  
Analysis Data ◽  
Teaching Reading ◽  
Literature Study ◽  
Collection Data ◽  
The Right ◽  
Main Ideas ◽  
Reading Activities

The reading ability of students in Indonesia is still low. The lack of students' reading comprehension is generally caused by ineffective strategies used by teachers in teaching reading. Students only do silent reading and are asked to answer questions from the text. This study aims to analyze the use of the RAP strategy to teach reading comprehension in EFL classes. This type of research is qualitative. This research is designed in the form of a literature study or literature study. Sources of data are taken from electronic books (e-books), research articles, and other relevant sources. The collected data is then analyzed through qualitative data analysis. Data analysis activities are carried out interactively, and the fourth stage is data collection, data reduction, data presentation, and inference/verification. The results of the study are that RAP strategies can help students to improve memory about the main ideas and details of specific texts, interactive reading strategies that offer many benefits for students in reading activities can help students in understanding texts as well as their reading comprehension, offering students opportunities to practice content, and can be done quickly by the teacher in the reading class. It can be concluded that the RAP strategy is the right strategy that teachers can use to teach reading in the classroom.

TEACHING READING BY UTILIZING HOT POTATOES SOFTWARE TOWARD STUDENTS’ READING COMPREHENSION OF DESCRIPTIVE TEXT

2018 ◽  
Vol 5 (1) ◽  
pp. 26
Author(s):  
Abdullah Farih
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
T Test ◽  
Control Group ◽  
Teaching Reading ◽  
Post Test ◽  
Quasi Experimental ◽  
Independent Variable ◽  
Level Of Significance ◽  
And Control

The objective of this study is to measure whether there is or not significant effect of teaching reading by utilizing Hot Potatoes software toward students’ reading comprehension of descriptive text. The variables used were the teaching treatment of Hot Potatoes Software as the independent variable and the students’ reading comprehension of Descriptive Text as dependent variable. Then, the research designed was Quasi-experimental design and the presentation of data used was quantitative. The data were obtained from the eleventh grade, of which 28 students were taken as sample. The students are divided into two groups; experiment group consisted of 12 students and control group consists of 16 students. To get the data, the pre-test and post-test were applied and then analyzed using t-test formula. The researcher had concluded that there is Significant effect of Hot Potatoes Software toward the students’ reading comprehension achievement. The result showed that mean of students’ post-test was increased. It is proved by the t-test (8.54) which is higher than t-table (2.05) at level of significance 5%. It means that the alternative hypothesis was accepted and it proved that Hot Potatoes Software had significant effect toward students’ reading comprehension of Descriptive Text

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