scholarly journals BUZZ GROUP-BASED STRATEGY IN EFL READING CLASSROOM

2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Juang Kurniawan Syahruzah
Keyword(s):  
Reading Comprehension ◽  
Teacher Training ◽  
First Year ◽  
English Department ◽  
Female Teacher ◽  
Standard Measurement ◽  
Post Test ◽  
Reading Text ◽  
Teacher Training Students

The intention of this study is to describe the effectiveness of buzz group in EFL reading classroom of English Department students of PGRI University. The comprehension analysis is intended by comparing the answer of EFL reading classroom students in reading exercises. In order to sequence the reading comprehension of the EFL reading classroom the pre-test and post-test of reading exercises are measured. The experiment of reading comprehension includes the recruitment of 40 students of EFL reading classroom, the training, and exercising of reading text in reading exercises. These students are all first-year female teacher training students at PBI-UPY and aged between 17 and 23. The measurement is compare with pre-test and post-test of reading exercises. Standard measurement is comparison of students answer in pre-test and post-test of reading exercises.

scholarly journals PEER LEARNING-BASED STRATEGY IN EFL READING CLASSROOM

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
Juang Kurniawan Syahruzah
Keyword(s):  
Reading Comprehension ◽  
Learning Strategy ◽  
Peer Learning ◽  
First Year ◽  
English Department ◽  
Female Teacher ◽  
Standard Score ◽  
Post Test ◽  
Reading Text ◽  
Teacher Training Students

The intention of this study is to describe the effectiveness of peer learning in EFL reading classroom of English Department students of PGRI University. The comprehension analysis is intended by comparing the answer of EFL reading classroom students in reading exercises. In order to sequence the reading comprehension of the EFL reading classroom the pre-test and post-test of reading exercises are measured. The experiment of reading comprehension includes the recruitment of 40 students of EFL reading classroom, the training, and exercising of reading text in reading exercises. These students are all first-year female teacher training students at PBI-UPY and aged between 17 and 23. The measurement is compare with pre-test and post-test of reading exercises. Standard measurement is comparison of students answer in pre-test and post-test of reading exercises. The result of this research the students who passed the standard score improved from 37% in the preliminary data to 77% at the end of the research. It means that peer learning strategy improves students’ reading comprehension that was influenced by student’s factors (attention, interest and participation) and lecturer factors (choosing the material and managing classroom). Keywords: peer learning based, EFL, non-native reading comprehension

scholarly journals Affinity Group In EFL Classroom

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Juang Kurniawan Syahruzah
Keyword(s):  
Reading Comprehension ◽  
Preliminary Data ◽  
English Department ◽  
Standard Score ◽  
Standard Measurement ◽  
Group Strategy ◽  
Affinity Group ◽  
Post Test ◽  
Reading Text ◽  
Second Year

The purpose of this research is to know the effect of affinity group in EFL reading classroom of English Department students in University of PGRI Yogyakarta. In measuring the reading comprehension of students the pre-test and post-test are done. The experiment of reading comprehension is done by recruiting of 19 students of EFL reading classroom and do the training and exercising of reading text in reading class. These students are all second-year at PBI-UPY and aged between 17 and 20. Standard measurement is comparison of students answer in pre-test and post-test of reading exercises. The result of this research is students who passed the standard score improved from 25% in the preliminary data to 71% at the end of the research. It means that affinity group strategy improves students’ reading comprehension that is influenced by student’s factors and lecturer factors.

scholarly journals Evaluating Students’ Achievement Test in Reading for Interpretation

2018 ◽  
Vol 2 (2) ◽  
pp. 269
Author(s):  
Aisyah Aisyah
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Achievement Test ◽  
First Year ◽  
English Department ◽  
First Year Students ◽  
The Subject

Reading is one of the important subjects in learning foreign language. Based on the curriculum 2014 in English Department, reading has some series. In order to get satisfying result of students in reading comprehension, the lecturer should know about the students’ achievement in comprehending the text. By knowing students’ achievement in reading for interpretation, the lecturer will know what they will do for the next and what should the lecturer give more attention to. This research is aimed to know the students’ achievement in comprehending the text. The subject of this research is the first year students of English department.This research is expected to give contribution for some aspects. For the students, it is expected to give information and feedback to the students about their competence in reading. For the teacher, this research is expected to give information for the lecturer about the students’ error in comprehending the text.

scholarly journals TEACHING THE LESS-SKILLED COMPREHENDERS BY USING “THE FAB FOUR”

2020 ◽  
Vol 1 (2) ◽  
pp. 67
Author(s):  
Fenty Andriani
Keyword(s):  
Reading Comprehension ◽  
Comprehension Strategies ◽  
English Department ◽  
Group Discussions ◽  
State Institute ◽  
Skilled Readers ◽  
Islamic Studies ◽  
The Third ◽  
Reading Text

This study investigates how the “Fab Four” strategy implemented to teach the less-skilled readers in State Institute of Islamic Studies of Ponorogo.  The design of this study is qualitative. Twenty-seven English department students of the third semester are the subjects of the study. The Fab Four strategy is applied by having the lecturer model four comprehension strategies (summarizing, questioning, predicting, and clarifying) through guided group discussions. Using this strategy, improvements have been noted in students reading comprehension. The result of this study indicates that the “Fab Four” is a great strategy to teach the less-skilled comprehenders as they are trained to determine important ideas from a reading text while discussing vocabulary, developing ideas and questions, and summarizing information.

scholarly journals The Use of Cloze Test To Test Reading Comprehension of Non-English Department Students

2021 ◽  
Vol 8 (1) ◽  
pp. 74
Author(s):  
Sri Sukarni
Keyword(s):  
Reading Comprehension ◽  
Sampling Technique ◽  
Statistical Technique ◽  
T Test ◽  
English Department ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
The Mean ◽  
Cloze Test

This research aimed to describe the result of the non-English department students’ reading comprehension tested by using cloze test and the effect of using cloze test on non-English department students’ achievement on reading comprehension. This research is classified into pre-experimental research that used one group pre-test and post-test design.  The population of this research is the non-English department students in the academic Year 2020/2021 with a total number of 107 students. The researcher used non-probability sampling type purposive sampling technique and there were 44 students taken as samples. The test is the instrument in this research. Data are taken from the result of pre-test and post-test then analyzed by using statistical technique. The analysis is used to find the significant difference in the students’ reading comprehension ability before and after the use of cloze test. In this research, the researcher used paired sample t-test through SPSS 17.0 to analyze the data. Based on data analysis, the mean score of the pre-test was 46.86 categorized as poor whereas the mean score of the post-test was 65.61 categorized as average to good. The mean score of the pre-test 46.86 smaller than 65.61 mean scores of the post-test. It meant that there was a difference mean score of students’ reading comprehension between the pre-test and post-test. This finding showed there was a different score before and after giving treatment. The result of paired samples t-test analysis showed the significance value Sig. (2-tailed) < alpha (0.000 < 0.05). Therefore, the alternative hypotheses which stated that there is an effect of using cloze test on improving non-English department students’ reading comprehension is accepted. It is concluded that there was an effect of cloze test on improving non-English department students’ reading comprehension.

scholarly journals Reading Comprehension and Metacognitive Strategies in First Year Engineering University Students in Pakistan

2018 ◽  
Vol 8 (6) ◽  
pp. 78
Author(s):  
Mansoor Ahmed Channa ◽  
Abdul Malik Abassi ◽  
Stephen John ◽  
Jam Khan Mohammad ◽  
Masood A. Memon ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Classroom Practice ◽  
Engineering Students ◽  
Metacognitive Strategies ◽  
First Year ◽  
Reading Practice ◽  
Focus Group Interviews ◽  
Reading Text ◽  
Group Interviews ◽  
Main Ideas

The paper investigates the use of metacognitive strategies by first year engineering students at the time of classroom practice on reading text. The study was conducted in four engineering departments of a university in Pakistan. Data was collected through focus group interviews of first year engineering students. The researchers developed interview questions which were validated by two experts at university Malaysia Sarawak. Students were divided into 8 groups and each group had 5 informants.  The data was recorded in audio-tape and organized gathered data through NVivo version 8 for interpretation of the results. The most important themes were generated through data analysis including thinking through images of the texts, selecting the main ideas, selecting the topic sentences, scanning of the texts, summarizing of the texts, and Questioning. The study contributed theoretically by giving the most promising results which showed that more than half of these groups used metacognitive strategies in classroom reading practice while less than half of groups did not use strategies and remained poor in reading comprehension. This study proposed to develop reading comprehension courses and syllabus based on reading strategies for engineering students. 

scholarly journals The Role of Humour in Teaching: Teacher Training Students’ Image of Teacher and Views on Teaching

2020 ◽  
Vol 12 (2) ◽  
pp. 84-98
Author(s):  
Erzsébet Szentes ◽  
Zsófia-Irén Horváth ◽  
Katalin Harangus
Keyword(s):  
Teacher Training ◽  
Teacher Candidates ◽  
First Year ◽  
Left Behind ◽  
First Year Teacher ◽  
Institutional Learning ◽  
Main Determinants ◽  
The Relationship ◽  
Teacher Training Students

AbstractA common question in teacher training is what trace is left behind by (many years of) institutional learning, that is, what kind of teacher and teaching image a teacher candidate starts his or her preparation with. The main determinants of becoming a teacher are the experiences gained as a student. The source of their approach and views is personal school experience, which can influence their professional development. In our study, we will discuss how future teachers think about the relationship between humour and school, humour and education. In the initial phase of our study, we asked first-year teacher training students about good and bad teachers in order to gain an insight into their views on teachers’ personality and work. After this, we used metaphor analysis to investigate teacher characteristics/qualities that approached the concept of teacher to novel, humorous-playful images. In this phase of our study, we focused on what effective communication tools they have for dealing with tensions and conflicts and the role of humour and playfulness. Not only research (Tisljár 2011; Lazarus, Role, and Genga 2011) but also everyday experience proves that there are a lot of practices in humour that can be learnt and that can shape personality, logic, and memory. The personality of the teacher cannot be formed, or it is very difficult to form, so teacher training has the potential to assist teacher candidates in acquiring skills that help them develop students’ cognitive and affective abilities in a fun way.

scholarly journals Enhancing Islamic Students’ Reading Comprehension through Predict Organize Search Summarize Evaluate Strategy

AL-TA LIM ◽  
2017 ◽  
Vol 24 (1) ◽  
pp. 1-8
Author(s):  
Darmayenti Darmayenti ◽  
Martin Kustati
Keyword(s):  
Reading Comprehension ◽  
Sampling Technique ◽  
First Year ◽  
Reading Tests ◽  
State Institute ◽  
First Year Students ◽  
Islamic Studies ◽  
Significant Difference ◽  
Post Test ◽  
Academic Year

This paper is a report of an experimental research project conducted in a reading comprehension course for first-year students of the Adab Faculty of the State Institute for Islamic Studies Imam Bonjol Padang, West Sumatera, Indonesia, during the academic year 2015/2016. The “Predict Organize Search Summarize Evaluate” (POSSE) is one strategy that can enhance students’ comprehension in reading. Two classes of Arabic and History students chosen through cluster random sampling technique were used as the sample of the research. Reading tests were used to collect the data which was given to both of classes on pre-test and post-test. The result of the research showed that the implementation of Predict Organize Search Summarize Evaluate strategy gave a significant difference in term of the students-learning outcome between the students who were taught through POSSE strategy and by traditional one. The finding of the study showed that teaching reading by using POSSE strategy gave significant effect towards students’ reading comprehension. This strategy could improve the students’ reading component on finding topic. It can be concluded that using POSSE Strategy has improved Indonesian students’ reading comprehension. It is also recommended for English lecturers use POSSE strategy as one of teaching strategies for reading comprehension.

scholarly journals Improving Students’ Achievement in Reading Comprehension Through Learning Together Method

2012 ◽  
Vol 1 (1) ◽  
Author(s):  
Sundari Ulfa
Keyword(s):  
Reading Comprehension ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Reading Test ◽  
First Year ◽  
Teaching Reading ◽  
Post Test ◽  
The Subject ◽  
The Mean ◽  
Learning Together

ABSTRACT This study focuses on improving students’ achievement in reading comprehension by applying the Learning Together Method. This research was conducted with an action research design. The subject of this study was the first year  IPA students at SMA Nur Azizi Tanjung Morawa. The total  number of students was 32 students. This research was performed in two cycles and every cycle consisted of three meetings. The quatitative data was collected through a reading test and the qualitative data through diary notes, observation sheets, and interview. The reading test showed that the score of the students improved continuously from pre test through post test 1 and post test 2. The mean of the students’ score in pre test was 60,5. In post test 1, the mean increased to 69,4 and in post test 2, the score rose to 83. The diary notes, observation sheets, and interview indicated that the students were eager and more active during teaching and learning process in the second cycle than in the first cycle. It was found that teaching reading through the Learning Together Method improved students’ achievement. It is suggested that English teachers apply this method as one alternative in teaching reading comprehension.   Key Words: Learning Together Method, Reading Comprehension, Students’ Achievement.

scholarly journals The Implementation of Jigsaw Technique with Musical Background in Comprehending Reading Text

2021 ◽  
Vol 20 (1) ◽  
pp. 117
Author(s):  
Ammang Latifa ◽  
Rafi’ah Nur ◽  
Muhammad Faried Wadjedy
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Senior High School ◽  
T Test ◽  
Background Music ◽  
Musical Background ◽  
Post Test ◽  
Reading Text ◽  
The Impact ◽  
Jigsaw Technique

This research studies the impact of the implementation of the Jigsaw technique with a musical background to comprehend reading at Senior high school in Sidrap, Indonesia. This research uses a quasi-experimental method to answer the question, "is the use of Jigsaw with a musical background as a technique able to improve the reading comprehension of senior high students at senior high school? This research also uses a random sampling technique to select the sample in the experimental and control class.  The data is analyzed by using descriptive statistics. The result of the calculation of students' scores from the post-test indicates that there is a significant improvement in students' comprehension achievement before and after learning reading by using the Jigsaw technique with background music. The result of this research finally shows that the use of the Jigsaw technique with background music improves the reading comprehension of the eleventh-grade students of senior high school in Sidrap, Indonesia. It is proved by the students' comprehension in the reading text that was 42.3 in their pre-test, but increasing in the post-test by mean score was 63.35. It means that the alternative hypothesis is accepted, which the t-test value is more significant than the t-table value. In the post-test, the t-test value is 11.92, while the t-table value is 2.042. Based on the result of data analysis, the writer concludes that using the Jigsaw technique with background music is useful to improve the reading comprehension of the student in reading text.

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