scholarly journals The Effectiveness of Using Infographics as an Aid for Reading Comprehension

2020 ◽  
Vol 6 (3) ◽  
pp. 226-229
Author(s):  
Revathy Manickam ◽  
Azlina Abdul Aziz
Keyword(s):  
Reading Comprehension ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Reading Materials ◽  
Post Test ◽  
Good Reading ◽  
The Mean ◽  
Primary School Pupils ◽  
Reading Session

Reading comprehension is one of the most vital skills that is needed in acquiring a language. However, the Malaysian pupils seem to have not master the skill and this have resulted in pupils lacking a good reading skill especially when it comes to English language. Therefore, it is important for the pupils to have a support system which would enable them to make better connection with their reading materials. Thus, the purpose of this study is to determine the effectiveness of using infographics to enhance reading comprehension among the primary school pupils with average and weak English language proficiency. The data of this research was collected through tests before the intervention and after the intervention. The data were collected from the test and was analysed. The finding of this research shows that there is a significant improvement of the mean score from the pre-test to the post-test. As this research has proven that the use of infographics was effective in enhancing reading comprehension among the pupils, it will benefit the teachers to use the intervention to help the pupils to comprehend the text better and also to will enable the pupils to experience fun their reading session.

Postpassage Questions: Task and Reader Effects on Comprehension and Metacomprehension Processes

1987 ◽  
Vol 19 (3) ◽  
pp. 261-283 ◽  
Author(s):  
Beth Davey
Keyword(s):  
Reading Comprehension ◽  
Language Proficiency ◽  
Reading Ability ◽  
Significant Interaction ◽  
English Language ◽  
English Language Proficiency ◽  
Constructed Response ◽  
Deaf Readers ◽  
Disabled Readers ◽  
Task Conditions

This investigation explored the effects of question task conditions on reading comprehension and metacomprehension for subjects differing in reading ability and English language proficiency. Proficient readers, disabled readers, and deaf readers read expository passages and completed selected-response and constructed-response question tasks under both lookback and no-lookback conditions. In addition, subjects rated their perceived comprehension adequacy both after reading each passage and after responding to the questions. Several significant interaction effects were found for both demonstrated and perceived comprehension performance, most notably with lookback tasks. However, overlaps between comprehension and metacomprehension processes were not comparable across reader groups. Implications are drawn for further research concerning interactions of individual differences with reading comprehension tasks.

Retest Reliability of the Woodcock Language Proficiency Battery

1995 ◽  
Vol 81 (3_suppl) ◽  
pp. 1147-1152 ◽  
Author(s):  
Douglas Farnill ◽  
Susan C. Hayes
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Developmental Period ◽  
Medical Studies ◽  
Retest Reliability ◽  
Incremental Gain ◽  
The Mean ◽  
Test Retest Reliability ◽  
Reliability Coefficients

The Woodcock Language Proficiency Battery: English Form was administered to 152 of the 478 students beginning medical studies at an Australian university in 1990 and 1991. Two years after admission 147 of the students were available for retest. Test-retest reliability coefficients ranged from .70 to .85 for the 8 subtests, .83 to .91 for the three cluster scores, and the coefficient for the Broad Language Cluster score was .95. The sample had deliberately over-represented students low in English language proficiency but the reliability coefficients were only slightly reduced when this bias was corrected by forming a representative sample of 72 students. The mean incremental gain on the Broad Language Cluster of 1.8 was statistically significant and corresponded closely to the 2.0 predicted from the test norms for a 2-year developmental period. These results support previous reports of the excellent psychometric properties of this instrument.

scholarly journals LEARNING PRESENT FORMS AS RESPONSE TO COVID-19 FOR STUDENTS IN DAARUL MUTI’AH, KAMPUNG CIPUTAT, CILEDUG

2022 ◽  
Vol 3 (2) ◽  
pp. 161-168
Author(s):  
Woro Endah Sitoresmi ◽  
Velma Alicia
Keyword(s):  
Language Proficiency ◽  
Learning Process ◽  
English Language ◽  
Boarding School ◽  
English Language Proficiency ◽  
Present Perfect ◽  
Post Test ◽  
Present Tense ◽  
In The Beginning ◽  
Giving Feedback

This program is designed for the students who study in Islamic Boarding School Daarul Muti’ah, Kampung Ciputat, Tajur, Ciledug in understanding the grammar materials; present forms (present tense, present continuous, present perfect)  as a response to learning process during the pandemic COVID-19 because English is one of subjects in the school which needs extra understanding particularly grammar. This program is conducted approximately 1.5 month which started in the beginning of June 2021 until mid of July 2021. The program tries to reveal; 1) the process of learning present forms which is conducted as the response to pandemic COVID-19 for the students who study in Daarul Muti’ah Kampung Ciputat, Tajur, Ciledug and 2) the process of learning present forms can help the students who study in Daarul Muti’ah Kampung Ciputat, Tajur, Ciledug to increase their English language proficiency. The method of the program is offline by giving workshop and giving feedback to the students. Pre-test is conducted before the program by giving the students some questions related to Present forms. Also, the post-test is conducted to know their ability to measure and understand the Present forms concept after having this program.

scholarly journals Effectiveness of a Clinically Relevant Educational Program for Improving Medical Communication and Clinical Skills of International Medical Graduates

2010 ◽  
Vol 1 (2) ◽  
pp. e70-e80 ◽  
Author(s):  
David Watt ◽  
Claudio Violato ◽  
Deidre Lake ◽  
Lubna Baig
Keyword(s):  
Language Proficiency ◽  
Educational Program ◽  
English Language ◽  
Clinical Skills ◽  
English Language Proficiency ◽  
Test Design ◽  
International Medical Graduates ◽  
Medical Communication ◽  
Medical Graduates ◽  
Post Test

Background:  To assess the efficacy of a 16 week, intensive, full-time medical communication and clinical skills educational program – Medical Communication Assessment Project (M-CAP) – at the Universities of Calgary and Alberta for improving medical communication, clinical skills and professionalism of international medical graduates (IMGs).  There is an 8 week didactic course (language instructors, standardized clinical case scenarios) and an 8 week supervised clinical placement.Method:  In Study 1, 39 IMGs (mean age = 35.6) participated in the M-CAP program and were assessed in English language proficiency in a pre- post-test design and on an in training evaluation report (ITER) by practicum physicians.  In Study 2, there were 235 IMGs (mean age = 39.2).  In addition to the pre- post-test design, there was a comparison group analysis on OSCE data employing multivariate analysis of variance (MANOVA).  Pre- post-test data were also collected on ITERs during the practicum as was IMG reported program efficacy data.Results:  The findings show that the participants in the M-CAP program have 1) very large gains in language proficiency (listening and speaking, reading and writing; p < .001), and 2) high ratings on scales from the practicum physicians.  The between group analyses showed that M-CAP participants outperformed the non M-CAP participants on clinical skills and professionalism (p < .05).  The IMGs gave very positive ratings to the M-CAP program.Conclusions:  IMGs who participated in a clinically relevant educational program improved their English language proficiency, clinical skills and professionalism for medical practice in a host country.

The Influence of Content Familiarity, Gender Difference and Proficiency Level on Reading Comprehension Performance: A Study on Malaysian Undergraduate Students in UPM

2018 ◽  
Vol 4 (1) ◽  
Author(s):  
Waseem Alkelani ◽  
Hadina Habil
Keyword(s):  
Gender Differences ◽  
Reading Comprehension ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
The Other ◽  
Independent Variables ◽  
Proficiency Level ◽  
Content Familiarity ◽  
Malaysian Students

Much research has been done on the influence of several variables individually on Reading comprehension, but the influence of these variables as a whole was not given much attention. The aim of this study was to investigate the relationship between reading comprehension as a dependent variable and three independent variables namely: gender differences, English language proficiency level and content familiarity. An additional goal was to examine the interrelation between the three independent variables. The participants were 127 male and female Malaysian students attending English language proficiency classes at the English language department in University Putra Malaysia (UPM). The study employed a quantitative approach and the data was collected through a questionnaire which was of three main parts: two reading passages (one is content-familiar and the other one is content- unfamiliar texts) and a written interview. All participants were asked to answer the whole survey and then they were classified on the basis of their proficiency level and gender. The major findings revealed that there was a direct relation between content familiarity and reading comprehension while there was an indirect relation between each of gender differences and English language proficiency level on one side and reading comprehension on the other side.

scholarly journals Blended Learning Multimedia Development to Support English Training at Bina Nusantara University

2013 ◽  
Vol 7 (2) ◽  
pp. 92
Author(s):  
Melania Wiannastiti
Keyword(s):  
Blended Learning ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Development Programs ◽  
Knowledge And Skills ◽  
Multimedia Development ◽  
Post Test ◽  
Present Tense ◽  
English Training

In 2011, Bina Nusantara University put developing its people as the first priority, including developing English language proficiency. This development programs had been carried out since then. Some types of English trainings were given for the lecturers and staffs for some certain of times. Since the time provided for the trainings was limited, it was needed to support their language development by providing an autonomous learning through a website multimedia. This article aims to first describe the steps and result of the multimedia and second to find out whether the designed multimedia was useful for learners to develop their English. The multimedia focused on learning tenses which were needed in their field of work. The process was started by designing the objectives and the level of the target learners’ English proficiency. The process was continued by designing pre-test, the material, and the post test of each tense. To find out whether the designed multimedia was useful to develop the learners English the multimedia on simple present tense was tested to random respondents. By the end of applying this multimedia, a questionnaire was given to the respondents. The result was then analyzed qualitatively. The result shows that the multimedia on simple present tense is easy to follow and useful to develop their knowledge and skills in English.

scholarly journals NUMBERED-HEAD TOGETHER IN TEACHING READING NARRATIVE

2019 ◽  
Vol 2 (5) ◽  
pp. 700
Author(s):  
Anisa Ramadhanty ◽  
Yayan Ruyani ◽  
Trisnendri Syahrizal
Keyword(s):  
Reading Comprehension ◽  
Experimental Design ◽  
Research Method ◽  
Reading Skill ◽  
Narrative Text ◽  
Teaching Reading ◽  
Post Test ◽  
Good Reading ◽  
Three Stages ◽  
The Mean

Reading comprehension is needed by students in order to have a good reading skill. In this journal, the researchers are trying to examine the implementation of NHT technique in improving students’ reading comprehension of narrative text. Quantitative used as the research method with pre-experimental research design. There are three stages in conducting pre-experimental design. First, students are given pre-test to measure their knowledge. Second, students are given the treatment and last, students are given posttest after using NHT technique. In conducting the data, the researchers spend seven times consisted of pretest, posttest, and five times treatments. As the result, the mean score of pre-test is 43.58. After implementing NHT technique in every meeting, reading comprehension of students had been getting better, it can be seen in average of the mean score of post-test became 62.45. It can be concluded that NHT technique can improve students’ reading comprehension.Keywords:  Numbered-head together, Students’ reading comprehension

scholarly journals Utilizing Sulawesi Folktales Into The Teaching Of Reading Comprehension

2018 ◽  
Vol 1 (1) ◽  
pp. 37-41
Author(s):  
Rahmawati Upa ◽  
Heryanto Mangalik
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
Language Education ◽  
English Language Education ◽  
Study Program ◽  
Teaching Of Reading ◽  
Efl Teachers ◽  
Post Test ◽  
The Mean ◽  
Test Treatment

Utilizing local wisdom into the teaching process has been a national agenda in Indonesia Curriculum today but it commonly pay less attention by the teacher including EFL teachers. Meanwhile Indonesia is well known for its diversity of local wisdom. Local wisdom in this case included folktales. This research was done in order to find out whether or not the utilization of Sulawesi folktales into the teaching of reading comprehension is effective. This research applied quantitative method obtained through pre-test – treatment – post-test. The subjects of this research were the fourth semester students of English Language Education Study Program of Universitas Cokroaminoto Palopo. After having data analysis, then the researcher come to the conclusion that the utilization of Sulawesi folktales into the teaching of reading comprehension  is effective to improve the students’ reading comprehension. It is proofed through the mean score of the pretest (5.05) and the mean score of the posttest (7.30). The standard deviation of pretest is 1.27 and the posttest is 0.97, while t-test is 0.001, (α) = 0.05.

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