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 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 The Effect of Multipass Strategy on Students’ Reading Comprehension at Senior High School Level

2018 ◽  
Vol 5 (1) ◽  
pp. 20-32
Author(s):  
AHMAD JAILANI
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Teaching Strategy ◽  
Senior High School ◽  
School Level ◽  
High School Level ◽  
Post Test ◽  
Quasi Experimental ◽  
The Subject ◽  
Second Year

Being able to read in English is very important. Success in reading is the most necessary because it is a basic tool of education. Based on the syllabus of Islamic Senior high School Hidayatul Mubtadiin (MAHM), it is hoped that students should comprehend monolog texts in narrative, spoof and hortatory exposition forms well. After doing preliminary observation at MAHM, some of the students of the second year still had low ability in their reading comprehension. The dominant factors influencing their low reading comprehension are the lack of vocabulary and teaching strategy of reading comprehension. From the two of dominant factors, the researcher is interested to investigate about teaching reading comprehension. Thus, the researcher conducted a research on the effect of Multipass strategy on Reading comprehension. This research investigates students’ reading comprehension taught by using multipass strategy at MAHM Siak Sri Inderapura. The design of this study was Quasi-experimental research by post-test only. The subject of this research was the second year students of MAHM. The total population was 42 students, and the sample was 42 students. Data were collected by using a test. Then, the data were analyzed by using t-test formula. It was found that there was a significant effect of using multi pass strategy on students’ reading comprehension at MAHM.

scholarly journals Keefektifan Pemakaian Modul dalam Pembelajaran Reading Comprehension pada Persiapan Tes TOEIC di IKIP Budi Utomo Malang

2016 ◽  
Vol 22 (1) ◽  
pp. 8-12
Author(s):  
Maya Rizki Amalyasari
Keyword(s):  
Reading Comprehension ◽  
Work Environment ◽  
Reading Skill ◽  
International Communication ◽  
Standard Score ◽  
English Grammar ◽  
Comprehension Skill ◽  
Listening Skill ◽  
Post Test ◽  
Grammar Knowledge

In International work environment, TOEIC test (Test of English for International Communication) is one of the factors or qualifications dealing with International communication. The result of TOEIC test becomes the reference on how far someone has the ability in mastering English both in Reading Skill and Listening Skill. Whenever someone is able to reach the standard score of TOEIC test, it can be said that he or she is able to communicate both written and orally. Moreover, he or she is able to communicate in English as well. In this research, the researcher focused on the ability of the lecturers of IKIP Budi Utomo Malang in mastering English, especially Reading Comprehension in TOEIC test. Focus on Reading Comprehension Skill was chosen since many lecturers of IKIP Budi Utomo Malang did not reach the standard score of TOEIC test, thus, they did not pass the TOEIC test. Dealing with mastering of Reading Comprehension skill, the researcher implemented Module which contains of Reading Comprehension knowledge and English Grammar knowledge. This Module was then implemented to help the lecturers of IKIP Budi Utomo Malang to understand those materials easily. In this research, the researcher implemented pre-experimental research by giving pre-test and post-test to the lecturers of IKIP Budi Utomo Malang. This pre-test was used to know exactly the ability of the lecturers in mastering Reading Comprehension before they had been given treatment. Then, the post test was used to measure the effectiveness of the implementation of Module in giving understanding and raising lecturers’ understanding of Reading Comprehension skill. The implementation of Module was able to raise the lecturers’ understanding of Reading Comprehension in TOEIC test, thus, they could reach the standard score in TOEIC test.

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 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.

scholarly journals IMPLEMENTING DIRECT METHOD BY USING GAMES TO IMPROVE EFL STUDENTS' READING COMPREHENSION

2020 ◽  
Vol 7 (1) ◽  
pp. 16-20
Author(s):  
Putri Dini Meutia ◽  
A. Halim Majid ◽  
Sufiah Nafisah
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Reading Skills ◽  
Direct Method ◽  
Reading Skill ◽  
Critical Value ◽  
T Score ◽  
Post Test ◽  
Efl Students ◽  
Second Year

Reading skill is one of the aspects of the foreign language which need to be master by the students. Thus it needed an appropriate method to improve the students' reading skills, especially reading comprehension. Therefore, the researchers conducted the study by using the Direct Method to improve reading comprehension. The purpose of this study was to find out whether the Direct Method by using games can improve the students' reading comprehension. The sample was taken from the second-year students of MAN Sibreh consisted of 25 students. The experiment was conducted in four meetings. In collecting the data, this study used pre-test and post-test as the research instruments. The pre-test was given in the first meeting while the post-test was given in the last meeting. After analyzing the data, the obtained t-score is 3,92. It indicates that there are significant differences between pre-test and post-test. Moreover, the critical value of t for the degree of freedom was 2,06 at the level significance of 5% (0,05). Thus, the t-score (3,92) is higher than the t-table (2,06). Therefore, the hypothesis is accepted.

scholarly journals The constructivist approach (coap) to enhance students comprehension in reading procedure text for students of Universitas Muhammadiyah Sidenreng Rappang

2021 ◽  
Vol 2 ◽  
pp. 246
Author(s):  
Hardianti Hardianti ◽  
Jamaluddin Ahmad ◽  
Syam Hermansyah
Keyword(s):  
Reading Comprehension ◽  
P Value ◽  
Cluster Sampling ◽  
First Year ◽  
Constructivist Approach ◽  
Post Test ◽  
Procedure Text ◽  
The Mean ◽  
Second Year ◽  
Level Of Significance

This research aimed to investigate the constructivist approach to enhance students reading comprehension at UMS Rappang. This research employed the pre-experimental method with one group pre-test and post-test design. The population was the second-year students of UMS Rappang in 2018-2019 academic years. The population included 66 students consisting of three classes; one class (I.2) was taken as a sample by using cluster sampling, as many as 22 students. The instrument used in this research was reading test. The result of this research showed that the pre-test got the mean score of 44.50, while the post-test 64.18. It showed that the p-value (0.000) was lower than the level of significance (alpha (α) = 0.05). It means that H1 was accepted. The research concluded that teaching reading comprehension by using a constructivist approach enhances students’ reading comprehension at the First year of UMS Rappang.

scholarly journals Impact of Using Parallel Text Strategy on Teaching Reading to Intermediate II Level Students

2021 ◽  
Vol 3 (1) ◽  
pp. 95-108
Author(s):  
Andira Abdallah
Keyword(s):  
Reading Comprehension ◽  
Undergraduate Students ◽  
Reading Skills ◽  
Sentence Structure ◽  
Significant Difference ◽  
Post Test ◽  
Reading Text ◽  
Parallel Text ◽  
The Impact ◽  
Experimental Group

The purpose of this study is to examine the impact of parallel reading text (English and Arabic) on English as a Foreign language (EFL) Intermediate II level students’ at Birzeit University in terms of reading comprehension, vocabulary retention, and sentence structure awareness. The sample for this study is 38 undergraduate students of the aforementioned level in two class sections during the fall semester of 2019-2020. One reading text from the course textbook was selected for this experimental study. The controlled group was instructed with an English only reading text while the experimental group used a parallel text of the same reading passage. A pretest on the reading text was used as an instrument to measure the reading skills of vocabulary, reading comprehension, and sentence structure prior to teaching the text for both sections. Six weeks later, a post-test was administered to both groups to assess the impact of parallel reading text in comparison to monolingual English text on students’ reading skills. Results of the post-test showed an increase in the average scores of both groups. There was a noticeable increase of the average scores in the vocabulary section and sentence structure awareness of the post-test among students of the experimental group compared to the average scores of their peers in the controlled group. Nevertheless, the results did not reveal a significant difference between using the two techniques in regard to reading comprehension and sentence structure awareness.

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