scholarly journals EXPLORING EFL TEACHERS’ STRATEGIES IN TEACHING READING COMPREHENSION: A CASE OF THE SCHOOLS AT LIMITED RESOURCES AREAS

2021 ◽  
Author(s):  
balqis husain ◽  
Yana Nadila Nyimo
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Junior High School ◽  
Mean Value ◽  
Limited Resources ◽  
Teaching Reading ◽  
Second Stage ◽  
Efl Teachers ◽  
Strongly Agree ◽  
Data Collection Procedure

This study aims to examine teachers' strategies in understanding reading. This study was carried out in the EFL class in the limited resources areas; the researcher investigated the teacher strategy for variations to help the students to grasp reading comprehension materials. Qualitative analysis was formulated for this research. Forty nine respondents from 11 schools represented at the Secondary School and High School in Pulau Morotai. The researcher tested the teachers who had been formed in questionnaire tests in this test. The questioner consisted of 25 items, in which the teachers had to select one of the possible alternatives. This is test' advantage was to know the dominant techniques the English teacher used in classroom of reading comprehension. Response criteria were shared with respondents using a Likert scale questionnaire. There are five answers, which range from strongly agree to disagree strongly. In this data collection procedure, all of the items were inserted in the google-form. Then the researcher shared the link of the questionnaire for all English teachers of Junior High School and Senior High School at Morotai Timur and Morotai Selatan. The link was shared through social media such as Whatsapp platform, and respondents’ answer were calculated by SPSS 17 for windows. The researcher found that only 49 respondents volunteered to complete this form. Teachers' methods in understanding teaching lectures were presented at three phases: pre-reading phases, reading phases, and post-reading phases. The Post reading phase was favored for much less than the pre reading and while-reading phase. The data showed that the while-reading stage was the lowest among the other stages; this was evidenced by its mean value of 4.51. The second stage was the pre-reading stage, with a mean score of 28.55, and the highest mean score on the post-reading stage was 28.67.

scholarly journals The Implementation of Note-Taking Pairs Technique in Teaching Reading Comprehension

2018 ◽  
Vol 2 (1) ◽  
pp. 216
Author(s):  
Aisyah Aisyah ◽  
Ani Wahyu Anisa
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Junior High School ◽  
Junior High ◽  
Sampling Technique ◽  
Significant Degree ◽  
Teaching Reading ◽  
Note Taking ◽  
Quasi Experimental ◽  
And Control

The aims of this research are to find out whether the implementation of NoteTaking Pairs technique effective in teaching reading comprehension at junior high school. The method used in the research is quantitative method and the design is quasi experimental design. The sampling technique used in this research was random sampling. Two classes were taken as the subject namely experimental and control class. The data of test got from both experimental and control class was analyzed by T test formula. The result of calculation showed that t was 6.58, and t  with df  75 in account table the significant degree of 5% is 1.992. It means that t  is higher than t (6.58 > account table 1.992). The average of post-test in the experimental class was 81, while the KKM of English subject is 75. It can be concluded that Note-Taking Pairs Technique is effective in teaching reading comprehension at junior high school.

scholarly journals A MODEL FOR TEACHING READING COMPREHENSION AT JUNIOR HIGH SCHOOLS

2007 ◽  
Vol 1 (1) ◽  
pp. 21
Author(s):  
Ermita Ermita
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Junior High School ◽  
Junior High ◽  
Language Teachers ◽  
Teaching Reading ◽  
Reading Comprehension Strategies ◽  
Good Reading ◽  
Cognitive Mode ◽  
Literal Comprehension

This article reveals an alternative model for teaching reading comprehension at junior high school. This model is a combination of ‘interactive mdel’ and ‘cognitive mode’. The discussion covers two levels of  reading comprehension: the lowest level (literal comprehension) and the highest level (evaluation and appreciation). There are four trainings given dealing  with these levels; (1) literal comprehension training, (2) inferential comprehension training, (3) evaluation training, and (4) appreciation training. The last coverage of this article is about the advantages of proposed model. This model is designed and hopefully will be useful for language teachers who are training or planning to train learners to have good reading comprehension strategies, particularly at junior high school . 

scholarly journals Teaching Reading Comprehension by Using Computer-Based Reading: An Experimental Study in Indonesian English Language Teaching

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Asmi Rusmanayanti ◽  
M. Laili Hanafi
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Junior High School ◽  
Junior High ◽  
Average Score ◽  
Control Group ◽  
Teaching Reading ◽  
Post Test ◽  
Computer Based ◽  
Experimental Group

This study was conducted to know whether there is a differencein students’ achievement in reading comprehension through the use of computer-based reading method at the eighth-grade students of Junior High School 13 Banjarmasin, Indonesia. The design used is a quasi-experimental with purposive sampling technique. Sixty students of Junior High School 13 Banjarmasin were used as the samples. 8-E was chosen as the experimental group and was taught by using computer-based reading in three meetings, while 8-F was chosen as the control group and was taught without using computer-based reading in three meetings. Three instruments were used to gather the data, they are documentation, observation, and tests. The results showed that both groups gained change in their achievements. From the calculation result, the experimental group got the average score of 53.33 in pre-test and 63.33 in post-test. The control group got average score 47 in pre-test and 49.5 in post-test. After conducting a t-test, it was revealed that the calculated t-value was greater than t-table (3.597 > 2.00) at the significance level 0.05. Thus, there are different achievement between the experimental group and the control group. Therefore, it can be concluded that the proper use of computer-based reading can upgrade students’ reading comprehension ability. It is suggested to teachers to consider the use computer-based reading as the method of teaching reading comprehension.

scholarly journals APPLYING MURDER TECHNIQUE TO IMPROVE STUDENTS’ READING COMPREHENSION OF THE SEVENTH GRADE STUDENTS OF SMP SANTO THOMAS 1 MEDAN IN THE ACADEMIC YEAR OF 2020/2021

2021 ◽  
pp. 162-174
Author(s):  
Siska Ria Pandiangan ◽  
Anna Stasya Prima Sari Sinaga ◽  
Fiber Yun A. Ginting
Keyword(s):  
Reading Comprehension ◽  
Data Analysis ◽  
Junior High School ◽  
Qualitative Data ◽  
Alternative Technique ◽  
Teaching Reading ◽  
Seventh Grade ◽  
The Subject ◽  
Strongly Agree ◽  
Academic Year

The aim of this study is to find whetever Murder technique works effectively on improving students’ reading comprehension and to describe the students’ responses towards the application of Murder technique in the learning teaching processes of reading comprehension. The subject of the study in the seventh grade students of SMP Santo Thomas 1 Medan in the Academic Year of 2020/2021 consisting 32 students of class VII-A. This study  was conducted by applying Classroom Action Research (henceforth CAR). The result of the test showed that the students’  mean  score in pre-test is 55,00  with 16% of students got ≥ 70, in formative test is 68,13 with 38% of students got score ≥ 70, and 83,13 in post test  with 100% of students got score ≥ 70. The qualitative data analysis showed that the students’ responses after being taught by using Murder Technique are very good. The percentage students who strongly agree is 26 (81%), agree is 27 (84%), there is no students choose strongly disagree and disagree. It is suggested that the English teachers use Murder Technique as an alternative technique in teaching reading to the students in Junior High School in order to improve their students’ reading comprehension.

scholarly journals THE IMPLEMENTATION OF COOPERATIVE LEARNING THINK PAIR SHARE STRATEGY IN TEACHING READING COMPREHENSION AT JUNIOR HIGH SCHOOL

2018 ◽  
Vol 4 (2) ◽  
pp. 155-161
Author(s):  
Maulizan Z. A. ◽  
M. Nur Hakim
Keyword(s):  
High School ◽  
Qualitative Research ◽  
Reading Comprehension ◽  
Cooperative Learning ◽  
Junior High School ◽  
Learning Experience ◽  
Qualitative Approach ◽  
Student Response ◽  
Survey Method ◽  
Teaching Reading

This study aimed to know the implementation of Cooperative learning Think Pair Share Strategy and students' response to teaching reading comprehension at SMP Negeri 1 Bandar Baru. This study used survey method with a qualitative approach. A qualitative research sample was not taken at random but instead, have to follow certain criteria. The Implementation of Think Pair Share strategy was in accordance with theory suggested by experts in cooperative learning, namely; 1) phase (Think) that leads students to think; 2) phase (pair) that leads students to work together and interact with each other; and 3) phase (share) Here students gain meaningful learning experience, they are accustomed to speaking in front of people, so the students who previously shy being personally brave and confident. Student response was very positive towards learning, students were active, enjoy and focus on learning. Cooperative learning arranges as an effort to increase student participation, facilitating students with experience, leadership attitudes and make decisions in groups that helpful for the students' lives outside of school.

scholarly journals STAD AS A STRATEGY OF TEACHING READING COMPREHENSION IN JUNIOR HIGH SCHOOL

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Fitri Ferina
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Junior High School ◽  
Junior High ◽  
Research Result ◽  
Control Group ◽  
Teaching Reading ◽  
Lecture Method ◽  
Significant Difference ◽  
Experimental Group

This research investigated whether there was a significant difference on students’ achievement in reading comprehension taught using STAD and lecture method. The sample was the eighth-graders of SMPN 3 Banjarmasin. A quasi-experimental design was employed in this research. The experimental group was taught using STAD while control group was taught using lecture method. A reading comprehension test as the instrument of collecting data was administered for both groups. Based on the research result using t-test, it was found that the t value was higher than t-table (2.39315 > 2.00) which means that there is a significant difference of achievement between the experimental group and control group. From these findings it can be interpreted that the use of STAD is more effective than lecture method in teaching reading comprehension for junior high school students. It is suggested for English teachers in Junior High School to use STAD in teaching reading since it is useful in improving students’ reading comprehension achievement.Keywords: reading comprehension, STAD

scholarly journals TEACHING READING COMPREHENSION THROUGH DIRECT METHOD TO THE EIGHTH GRADE STUDENTS OF THE STATE JUNIOR HIGH SCHOOL 44 OF PALEMBANG

JURNAL SMART ◽  
2020 ◽  
Vol 6 (2) ◽  
pp. 98-107
Author(s):  
Sri Yuliani
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Junior High School ◽  
Junior High ◽  
Direct Method ◽  
The State ◽  
Eighth Grade ◽  
Control Group ◽  
Teaching Reading ◽  
Eighth Grade Students

The objective of this research was to find out whether it is effective to teach reading comprehension through the direct method to the eighth-grade students. This is a quasi-experimental study. The population of this study was eighth-grade students of the State Junior High School 44 of Palembang. In collecting the data, the researcher gave the test. The result of the research, it found that the students’ score in experimental group and control group were 4.46,2 which value of t-obtained was higher than t-table. In other words, teaching reading comprehension through the direct method was effective.

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