scholarly journals The Effect of Extensive Reading on Students Reading Comprehension

2020 ◽  
Vol 12 (1) ◽  
pp. 58-64
Author(s):  
Dadan Hidayat ◽  
Titi Dewi Rohati
Keyword(s):  
Reading Comprehension ◽  
The Other ◽  
Reading Process ◽  
Control Group ◽  
Extensive Reading ◽  
Student Reading ◽  
Post Test ◽  
Class Room ◽  
And Control ◽  
Experimental Group

This research investigated the effect of extensive reading on students reading comprehension. The writer used the quantitative as the researched method and the writer used the queasy experiment as the research design. For collecting the data the writer gave the test for experimental and control group. For experimental group the writer used the extensive reading method as the reading class room and the other method for the control group. After the post- test gave to both classes, the writer analyzed it by using SPPS 20 program to found out the improvement on student reading comprehension after extensive reading implied on reading classroom. Based on the finding and discussion. It can be concluded that hypothesis was accepted. It meant that there was effect on extensive reading on student reading comprehension. Based on the resulted of this research. The writer suggested the teacher to used extensive reading on reading process to improved student reading comprehension.

scholarly journals The Effect of Collaborative Reading on Iraqi EFL Intermediate School Pupils' Reading Comprehension

2018 ◽  
Vol 224 (1) ◽  
pp. 53-66
Author(s):  
Assist. Inst. Rana Salem Obeed
Keyword(s):  
Reading Comprehension ◽  
Control Group ◽  
Intermediate School ◽  
Significant Difference ◽  
Collaborative Reading ◽  
Student Reading ◽  
Post Test ◽  
And Control ◽  
Positive Effect ◽  
Experimental Group

The present study aims at investigating the effect of Collaborative Reading on Iraqi EFL Intermediate School Pupils' Reading Comprehension. To fulfill the purposes of this study, (60) second -class  pupils are randomly chosen to be the sample of the present study. They are divided into experimental (30 ) and control group(30 ). During the experiment, the experimental group is taught reading collaboratively, while, the control group is taught conventionally. After conducting the post test, the findings indicate that there is significant difference in reading comprehension between the performance of the experimental and control groups the post – test. In other words, collaborative reading is found to have a positive effect on student' reading comprehension. On the basis of the results obtained, a set of recommendations is put forward.

scholarly journals The Effect of Speed Reading on Students’ Reading Comprehension

2019 ◽  
Vol 2 (1) ◽  
pp. 12-22
Author(s):  
Dadan Hidayat
Keyword(s):  
Reading Comprehension ◽  
Research Design ◽  
Research Finding ◽  
Research Method ◽  
The Other ◽  
Control Group ◽  
Teaching Reading ◽  
Speed Reading ◽  
Post Test ◽  
And Control

This research investigated the effect of speed reading on students’ reading comprehension. The writer used quantitative as the research method and used the quasi experiment as a research design. The writer used experimental class to imply the speed reading method and control group for the other technique in teaching reading. For collecting the data the writer gave the pre – test for experimental and control group, then administrated the treatment for experiment class , finally the researcher administrated the post – test to find out the improvement of speed reading method for the student . Based on the writer interpretation it is concluded that hypothesis is accepted.it is suggested that the teacher should imply the speed reading method in teaching reading because research finding proved that speed reading gave more improvement in reading comprehension that the other technique in teaching reading and the speed reading method was more interesting than conventional method.

scholarly journals TEACHING READING COMPREHENSIN OF SPOOF TEXT BY USING JIGSAW LEARNING MODEL TO THE ELEVENTH GRADE STUDENTS AT SMA NEGERI 13 PALEMBANG

2019 ◽  
Vol 3 (1) ◽  
pp. 335
Author(s):  
Sri Yuliani
Keyword(s):  
Reading Comprehension ◽  
Learning Model ◽  
T Test ◽  
Control Group ◽  
Teaching Reading ◽  
Significant Difference ◽  
Post Test ◽  
Written Test ◽  
And Control ◽  
Experimental Group

The objective of the study is to find out whether it is effective or not using jigsaw learning model in teaching reading comprehension of  spoof text to the eleventh grade students at SMA Negeri 13 Palembang. In this study, the researcher used experimental method. The population of this study is all the eleventh grade students at SMA Negeri 13 Palembang with the total numbers of students was 392. Therefore, the sample of the study is 72 students consist two classes,namely: 36 students for control group and 36 students for experimental group. The sample was taken by using non purposisve random sampling method. The data collected by using written test consist of 30 questions and the type of questions is multiple choice.  The result of the test was analyzed by using t-test which were pair sample t-test and independent sample t-test was known as: mean of post test in expermental group was 72.22 higher than past test mean score of control group was 58.64. Furthermore, the result of t-obtained was 6.132 and t-table was 2.030, it shows that t-obtained was higher than t-table. From the explanation above, there were significant difference between the experimental group that have been taught by using jigsaw learning model and control group that was not taught using treatment. It means that, Ho was rejected and Ha was accepted. It was concluded that it was effective of using jigsaw learning model to teach reading comprehension of spoof text to the eleventh grade students at SMA Negeri 13 Palembang.

scholarly journals The Effect of Using Online Reading Resources toward Students' Reading Comprehension in Extensive Reading Class

2017 ◽  
Vol 4 (2) ◽  
pp. 37-47
Author(s):  
Estika Satriani
Keyword(s):  
Reading Comprehension ◽  
Teaching And Learning ◽  
Alternative Hypothesis ◽  
Control Group ◽  
Online Reading ◽  
Extensive Reading ◽  
Study Program ◽  
Post Test ◽  
The Mean ◽  
Experimental Group

The students at the Second Semester of English Study Program of FKIP-UIR  Pekanbaru have problem in reading comprehension. The aim of this research is to find out whether Online Reading Resources has significant effect towards students’ reading comprehension in extensive reading class. The design of the research was experimental research which focused on quantitative approach. The participants of the research were the second semester students of English Study Program of FKIP-UIR Pekanbaru. There are two classes as the samples of this research; experimental group and control group. Each of the group consisted of 31 students. The instruments of this research was reading test. Experimental group was provided with pre-test, treatment, and post-test. Meanwhile control group only given pre-test, and post-test. The finding showed that the mean score in pre- test was 57.25 and post test was 78.07, the improvement was 20.8 for experimental group. Meanwhile for control group in pre-test, the students got the mean score 58.07, and in post-test got 64.67, improvement was 6.61. It could be stated that there is significant effect of online reading resources after getting treatment. In calculation of analysis tt (t table) on the level of significant 5% found 0.361, and to was 7.1. It could be seen a comparison was 7.1>0.361or (to>tt). It means that the null hypothesis is rejected and alternative hypothesis is accepted. It can be stated there is a significant effect of students’ reading comprehension in extensive reading class after using online reading resource in teaching and learning reading at the second semester of English Study program FKIP-UIR Pekanbaru.

THE EFFECT OF SQ3R METHOD ON THE STUDENTS’ ABILITY IN READING COMPREHENSION

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Annisa Hutasuhut And Elia Masa Gintings
Keyword(s):  
Reading Comprehension ◽  
Experimental Research ◽  
Research Method ◽  
T Test ◽  
Control Group ◽  
Multiple Choice Tests ◽  
Choice Tests ◽  
Post Test ◽  
And Control ◽  
Experimental Group

The aim of this study is to discover the effect of applying SQ3R method in reading comprehension. Experimental research design is used as the research method. This research took place at MTS AMIN DARUSSALAM MEDAN. There were 2 classes chosen as the sample with 32 students in each class. The classes were divided into two groups namely experimental and control group. The experimental group taught by using SQ3R method and the control group was taught by using conventional method. The instrument used to collect the data was a set of multiple choice tests, which divided as pre test and post test. The result of the research was analyzed by using t-test formula. The result showed that t-test was higher than t-table ( 3,93> 2,00 ) at the level of significant 0,05 with degree of freedom (df) 60. It means that hypothesis alternative (Ha) is accepted which shows that SQ3R method significantly improves the student’s reading comprehension.

The Effect of a Suggested Program Based on Interactional Metadiscourse Markers on Developing EFL Majors’ Reading Comprehension and the Reader-friendliness of Their Writing

2016 ◽  
Vol 7 (2) ◽  
pp. 273 ◽  
Author(s):  
Osama Hassanein Sayed Hassanein
Keyword(s):  
Reading Comprehension ◽  
College Of Education ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Writing Test ◽  
Explicit Teaching ◽  
Post Test ◽  
And Control ◽  
Experimental Group

This study attempted to investigate the effect of using a suggested program of interactional metadiscourse markers on EFL majors’ reading comprehension and on their reader-friendly writing. The study used a pre-test/post-test experimental and control group design. An experimental group and a control group were exposed to pre-post means of getting data (a pre-post reading comprehension test and pre-post writing test). Thirty four EFL majors at the College of Education and Arts, Northern Borders University, participated in this study. A 10-week program of interactional metadiscourse markers was developed and given to experimental group students. Results revealed a significant improvement in the reading comprehension of the experimental group students and in their reader-friendly writing. Based on these findings, it was recommended that explicit teaching of metadiscourse markers should be integrated into EFL majors’ curricula.

The metacognitive awareness listening questionnaire as a metacognitive-raising tool: Does it work?

2015 ◽  
Vol 5 (1) ◽  
pp. 101 ◽  
Author(s):  
Rahman Sahragrard ◽  
Ali Kushki ◽  
M. Miri ◽  
Farzad Mahmooudi
Keyword(s):  
University Students ◽  
Repeated Exposure ◽  
Metacognitive Awareness ◽  
The Other ◽  
Control Group ◽  
Efl Learners ◽  
Other Hand ◽  
Post Test ◽  
And Control ◽  
Experimental Group

The present study aimed at exploring the influence of a repeated exposure to the Metacognitive Awareness Listening Questionnaire (MALQ) on EFL learners’ level of metacognitive awareness. Participants of the study were forty intermediate university students who were randomly assigned to experimental (n=20) and control (n=20) groups. The experimental group completed MALQ in odd sessions (seven sessions in total) across a semester. The control group, on the other hand, completed it in the first and last sessions of the course as pre-test and post-test, respectively. Results of the study showed that the questionnaire benefited the experimental group in a statistically significant way. Also, findings of the study revealed that less-skilled participants of the experimental groups benefited from the treatment more in comparison to their more-skilled counterparts in the experimental group. Keywords: MALQ, metacognitive instruction, metacognitive awareness

scholarly journals The Effectiveness of TTW (Think-Talk-Write) Strategy in Teaching Writing Descriptive Text

2018 ◽  
Vol 2 (2) ◽  
pp. 300 ◽  
Author(s):  
Ratna Prasasti Suminar ◽  
Giska Putri
Keyword(s):  
Teaching Writing ◽  
Reading Process ◽  
Second Grade ◽  
Control Group ◽  
Writing Test ◽  
Second Grade Students ◽  
Post Test ◽  
Teaching Learning ◽  
And Control ◽  
Experimental Group

This research entitled “The Effectiveness of TTW (Think-Talk-Write) Strategy in Teaching Writing Descriptive Text. TTW (Think-Talk-Write) strategy is one of strategy in teaching learning process, TTW (Think-Talk-Write) strategy one of cooperative learning. Think-Talk-Write (TTW) Strategy is starting from involvement of students in thinking or dialogue with it self after reading process. Then talk and share ideas (sharing) with friend before writing. One group consist of 4-6 students, in this group of students requested making notes, explaining, listening and sharing ideas with friends and express them through writing. The problem of the research is “To find out the effectiveness TTW (ThinkTalk-Write) strategy in teaching writing descriptive text?” The population in the research is the second grade students of UNSWAGATI CIREBON. The writer takes two classes of the second grade students as the sample from this research which were divided into two groups; experimental group (7AB) and control group (7CD). The instruments of collecting data are tests; pre-test and post-test. To analyze of data, the writer used a quasiexperimental design. The writer gave writing test to gather the data. There were pre-test and post-test. The formula that was used analyze the data was t-test. It was used to determine whether there was significance difference between students’ score in experimental group and control group.

scholarly journals Improving Students’ Reading Comprehension Text through Concept-Oriented Reading Instruction (CORI)

2021 ◽  
Vol 1 (1) ◽  
pp. 30-38
Author(s):  
Dody Sugiarto ◽  
Indrawati Indrawati ◽  
Rica Meygita
Keyword(s):  
Reading Comprehension ◽  
Reading Instruction ◽  
Sampling Technique ◽  
T Test ◽  
Control Group ◽  
Paired Sample ◽  
Significant Difference ◽  
Post Test ◽  
And Control ◽  
Experimental Group

The aim of this research is to know the implementation of Concept-Oriented Reading Instruction (CORI) in improving students’ reading comprehension of analytical exposition text and to find out whether there is a significant difference between students who were taught by using CORI and those who were not. This research used quantitative approach with experimental research which was conducted at an Islamic High School in Kemuja, Bangka Belitung Province. The researcher used purposive sampling technique and two classes were taken as the sample. The result of the test was analyzed by using statistical analysis of paired sample t-test and independent sample t-test. The result showed that the students who learned by using CORI got higher score than those who did not. It could be seen from the result of independent sample t-test of students’ post-test between experimental group and control group, the t-obtained in equal variences assumed was 2.385, and the significant (2-tailed) was 0.023. Since t-obtained was higher than t-table (2.385 > 2.036) and the significant (2-tailed) was lower than computation with level significant (0.023  < 0.05). Based on the fact above, it could be concluded that CORI significantly improved the students’ reading comprehension.

scholarly journals Informational Texts Comprehension with Collaborative Strategic Reading Model

2021 ◽  
Vol 9 (4) ◽  
pp. 445-459
Author(s):  
Muhammed Serhat Semercioglu ◽  
Kaya Tuncer Çağlayan ◽  
Kasım Kıroğlu
Keyword(s):  
Reading Comprehension ◽  
Moment Equation ◽  
Control Group ◽  
Main Theme ◽  
Strategic Reading ◽  
Significant Difference ◽  
Collaborative Strategic Reading ◽  
Post Test ◽  
And Control ◽  
Experimental Group

The main purpose of this study is to examine the effect of teaching through the “Collaborative Strategic Reading (CSR) Model” on the reading comprehension skills at primary fourth grade. As a consequence, it was concluded in the study that the pre-test means were close to each other in the experimental and control group and that the experimental group had a higher mean than the control group in the post-test mean scores. Moreover, no significant difference was obtained between the experimental and control groups regarding the pre-tests. Still, a significant difference was obtained in favour of the experimental group for the post-tests. On the other hand, whereas it was determined that there was no significant difference between the experimental and control group for the pre-tests of Reading Comprehension and Main Theme Determination scales, there was a significant difference in favour of the experimental group for the post-tests and gain levels. It was also concluded that the value p which corresponded to Z=0,58 in the Pearson Product-Moment equation was 0.082 (p>0,05), and considering that the result was not significant, the pre-test/ post-test prediction level was not significant, and the power degree of the correlation between them did not present a significant difference.

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