scholarly journals Do Simplified Text Can Improve Students’ Reading Comprehension in Narrative Text?: A Classroom Action Research Perspective

2021 ◽  
Vol 1 (3) ◽  
pp. 125-129
Author(s):  
Suwondo Suwondo ◽  
Syaifullah Syaifullah
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Total Population ◽  
Reading Skill ◽  
Narrative Text ◽  
Average Score ◽  
Research Perspective ◽  
Preliminary Study ◽  
Second Year ◽  
Classroom Action Research

This research was based on the researcher's preliminary study which found that the students could not comprehend the meaning of texts in their textbook.   This Classroom Action Research (CAR) aims to improve the students’ reading comprehension in narrative text through simplified text at grade VIII of SMP Budhi Luhur Pekanbaru. The research was administered to the second year students of SMP Budhi Luhur Pekanbaru. The total population was 34 students. After analyzing the data, the researcher found a significant effect of simplified text toward reading at the second-year SMP Budhi Luhur Pekanbaru students, where the average score from the based score was 58. It increased to 66 at the end of the cycle I. Finally, the average score of cycle II was 75. So it can be concluded that simplified text can increase the students' reading skill at grade VIII SMP Budhi Luhur Pekanbaru 

scholarly journals THINK PAIR SHARE (TPS) TECHNIQUE FOR IMPROVING STUDENTS READING COMPREHENSION OF NARATIVE TEXT IN THE SEVENTH GRADE STUDENTS OF SMPN 3 KLARI KARAWANG

2019 ◽  
Vol 2 (6) ◽  
pp. 830
Author(s):  
Anisa Yulianti ◽  
Hesti Arum Lestari ◽  
Yana Yana
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Total Population ◽  
Reading Skill ◽  
Average Score ◽  
Seventh Grade ◽  
Reading Score ◽  
Classroom Action Research ◽  
Academic Year

This research used Classroom Action Research. Think Pair Share can be trusted to help students comprehend reading skill. The population of the research were the students of SMPN 3 Klari Karawang in Academic years 2017-2018. The total population of the students in this academic year are 280 students. The number of sample were 30 students. The data was gathered from the test and observation. After being implementated of Think Pair Share activities in every cycle, the students’ reading score were getting better. We can see from the result of students’ average score Cycle I 63.47 and Cycle II 79.67. In conclusion, the Technique of Think Pair Share can improve learners’ reading comprehension.

scholarly journals IMPROVING THE STUDENTS READING COMPREHENSION IN NARRATIVE TEXT THROUGH PATTERNED PARTNER READING

2015 ◽  
Vol 4 (2) ◽  
pp. 140
Author(s):  
Ardiana Ardiana
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Reading Skill ◽  
Reading Strategy ◽  
Narrative Text ◽  
Percentage Improvement ◽  
Research Findings ◽  
The Mean ◽  
Partner Reading ◽  
Classroom Action Research

This research aimed to find the use of Patterned Partner Reading strategy improve the students reading comprehension at the SMP Muhammadiyah Limbung. The researcher used A Classroom Action Research (CAR). The researcher had conducted two cycles, where each cycle consisted of four meetings. This classroom action research was one at SMP Muhammadiyah Limbung. As subject in this research was the second class with students’ number as about 30 students consist of 7 man and 23 women. The instruments were observation sheet and test sheet. The research findings indicated that the application of patterned partner reading strategy was effective and significant in improving the students’ reading skill especially students’ reading comprehension. It was proved that the mean score of D-Test was 60.8, Cycle I 75.5 and after conducted Cycle II improved to 93 And based of mean score of students’ reading comprehension during two cycle researcher found percentage improvement that is from D-Test to Cycle I is 24.17% and from Cycle I to Cycle II is 23.17 and D-Test to Cycle II 52.96%. It means that there was the improvement of students’ reading comprehension on learning process.

scholarly journals USING FRIENDLINESS, LANGUAGE, INTEREST, AND PRIOR KNOWLEDGE (FLIP) STRATEGY TO IMPROVE STUDENTS’ READING COMPREHENSION IN NARRATIVE TEXT

ELT-Lectura ◽  
2018 ◽  
Vol 5 (2) ◽  
Author(s):  
M. Fadhly Abbas ◽  
Desi Memberti
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Prior Knowledge ◽  
Learning Process ◽  
Narrative Text ◽  
Average Score ◽  
Generic Structure ◽  
Field Note ◽  
Classroom Action Research ◽  
Test Result

This research was based on the students’ problem in reading comprehension of narrative text, especially in generic structure, purpose, language features and vocabulary. The purpose of this research was to improve reading comprehension in narrative text. The design of this research was Classroom Action Research (CAR). This research consisted of five meetings in one cycle. This research conducted on March 2018. Based on the test result, it was found that the average score of cycle was 80, 09. Furthermore, the data about factors that influence the students’ improvement in reading comprehension in narrative text were obtained by interview, observation checklist, and field note. The factors were interested of media, students’ enjoy and fun during learning process and this strategy was easily to comprehend. In conclusion, the use of FLIP strategy can improve students reading comprehension in narrative text.

scholarly journals Improving the Students’ Reading Comprehension by Using Think Talk Write (TTW)

LETS ◽  
2019 ◽  
Vol 1 (1) ◽  
pp. 25-43
Author(s):  
Yuliana Rosita ◽  
Karman
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
First Grade ◽  
Research Problem ◽  
Average Score ◽  
Mastery Criterion ◽  
Student Test ◽  
Classroom Action Research

This research was designed to improve the students` reading comprehension through Think Talk Write at the first-grade students of SMKN 1 Lasusua. The research problem was “The reading comprehension of the first- grade students of SMKN 1 Lasusua is low”. The design of this research was collaborative Classroom Action Research (CAR).In this research, there were two cycles. The first cycle was not success because the result of the students’ test did not fulfill the KKM, so there was the next cycle. The second cycle was success because the result of the student test achieved the KKM mandatory by the school. In addition, this research must get score of 70 to fulfill the Minimum Mastery Criterion – Kriteria Ketuntasan Minimal (KKM). It could be seen in the average score, it was 68.6 in the first cycle, and there were only 17 students from 35 students got greater score than or equal 70. This score increased to be 74.77 in the second cycle, there were 26 from 35 students got score greater than or equal 70. It means that this research was successful. Based on the findings, the conclusion is Think Talk Write strategy could improve the students` comprehension in reading at the first-grade students of SMKN 1 Lasusua.

scholarly journals IMPROVING STUDENTS’ READING COMPREHENSION SKILL USING HERRINGBONE TECHNIQUE AT MTS AL-FATAH BADAS

INFERENSI ◽  
2015 ◽  
Vol 9 (2) ◽  
pp. 397
Author(s):  
Ary Setya Budhi Ningrum ◽  
Ika Widyawati
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Narrative Text ◽  
Individual Development ◽  
Average Score ◽  
Comprehension Skill ◽  
Comprehension Score ◽  
Good Score ◽  
The Individual ◽  
Important Activity

Reading is a factor of great importance in the individual development and the most important activity at school. In MTs Al-Fatah, however, the students’ reading comprehension score was still low. To overcome the problem, the herringbone technique was implemented to improve the students’ reading comprehension in narrative text. Classroom Action Research (CAR) was carried out in this study. This research consists of two cycles. Each cycle consists of two meetings. In cycle 1, the students’ score in reading comprehension has not reached the criteria of success yet. There were only 66,7% (8 out of 24 students) who passed the criteria of success. So, the researchers revised the plan and continued to the next cycle. In cycle 2, the average score of students was improving. All of students get good score and none get poor score. To sum up, the herringbone technique applied for the eighth grade of MTs al-Fatah Badas was qualified to be able to improve the students’ achievement in reading narrative text

scholarly journals Improving the Eight Graders’ Reading Comprehension Comprehension through Jigsaw Technique at SMP 1 PSKD

2018 ◽  
Vol 3 (2) ◽  
pp. 85
Author(s):  
Adelina Fransiska
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Eighth Graders ◽  
Average Score ◽  
Post Test ◽  
The Subject ◽  
Classroom Action Research ◽  
Jigsaw Technique

AbstractThe main objective of this research is to improve the eighth graders’ reading comprehension through Jigsaw technique at SMP 1 PSKD. This research is a classroom action research in two cycles. The research was done on April 12th, 2016 until May 24th, 2016. The subject of the research was the students of VIII class at SMP 1 PSKD. There were 27 students (13 males and 14 females). The instruments of the test are pre-test and post-test. The non instruments test are observation sheets, interview, and researcher’s diary notes. The improvement of the eighth graders’ reading comprehension scores can be seen from the result of the pre-test and post-test. The average score of the students in the pre-test was 49.03 points and in cycle 1 the average score of the students was 65.78 points. So the increase between the two tests was 16.75 or 34.16%. In the cycle 2, the average of students’ score was 75.85 points. The result of the posttest 1 was 65.78 points, so the increase from post-test 1 in cycle 1 to post-test 2 in cycle 2 was 10.07 points or 15.75%. The improvement from pre-test to post-test 2 was 54.70%. In addition to the score increase, jigsaw technique can improve the students’ enthusiasm in learning reading comprehension. It can be seen from the result of the interview. The participants were interested in learning reading comprehension through jigsaw technique because jigsaw technique helped them in comprehending the text. This research was also supported by the result of researcher’s diary notes. The researcher’s diary notes shows that there were a positive changed from cycle 1 to cycle 2. Based on the results of the research, it can be concluded that jigsaw technique could improve the eighth graders’ reading comprehension at SMP 1 PSKD.   Keywords: jigsaw technique, reading comprehension

scholarly journals STUDENTS’ READING BASED-MAIN IDEAS ON PASSAGES AT THE SECONDARY EDUCATION

2020 ◽  
Vol 3 (2) ◽  
pp. 69-81
Author(s):  
Yogo Gandjarwati
Keyword(s):  
Reading Comprehension ◽  
Reading Ability ◽  
Reading Skills ◽  
Main Idea ◽  
Reading Skill ◽  
Average Score ◽  
Efl Students ◽  
Second Year ◽  
Score Result ◽  
Main Ideas

Reading comprehension is crucial skill for both English as a Second Language (ELS) and English as a Foreign Language (EFL) students. To develop the students’ reading  ability, the use of main idea of paragraphs in comprehending the passage  becomes an alternative solution to be used in teaching. This study is categorized as a Classroom Action Research (CAR). It was applied in use of main idea of paragraphs in comprehending the passage to improve the students’ reading skills. The population of the study is 36 students at the second year students of SMAN 1 Kauman. The instruments of the study consisted of reading test and questionnaries. Based on the research finding  that the students’ reading skill and their motivation were still low, as it was indicated in pre-study, the score result was under KKM or the average score is 65 ,55. Therefore, the researcher tried to apply  the use of reading based main ideas on coomprehending  passages to improve the reading skill. The writer found in the first cycle the average score is 77,00. The next cycle done by the writer repaired the strategy in teaching   reading through main idea of paragraphs. It was proved that the students’ score average is 80,22. They passed and got the better score than previous result.  It’s concluded that the use of main idea of paragraphs in comprehending the passage was able to improve the students’ reading skill. The students’ interest in reading comprehension through main idea of paragraphs is also good. It has shown  the result of questionnaire (83,33%).

ECLECTIC METHOD: AN ALTERNATIVE TO SUPPORT GRAMMAR MASTERY TO TWELVE GRADERS

2018 ◽  
Vol 5 (1) ◽  
pp. 48
Author(s):  
Kiswati Kiswati
Keyword(s):  
Action Research ◽  
Research Finding ◽  
The Other ◽  
Average Score ◽  
Teaching English ◽  
Twelfth Graders ◽  
Field Notes ◽  
Preliminary Study ◽  
Classroom Action Research ◽  
Grammar Tests

This research is aimed to know the use of Eclectic Method towards students grammar mastery. Due to the low grammar score and less motivation of the students to learn grammar as one of the material that should be mastered by the students integratedly with the other material. The research was a two-cycle classroom action research conducted to twelfth graders of social department at MAN 5 Jombang. This study used grammar tests, observation sheet and field notes as the instruments. The research finding proved that eclectic method was effective to be conducted in teaching English, mainly in grammar class. The data showed that the grammar score was improved significantly from the average score of 55.87 in preliminary study to become 76.65 in cycle 1 and 88.19 in cycle 2. The participation of the students during the cycle was also improved from cycle to cycle.

scholarly journals IMPROVING THE STUDENTS’ READING COMPREHENSION USING TIERED TASKS STRATEGY

2013 ◽  
Vol 2 (1) ◽  
pp. 76
Author(s):  
Ratu Yulianti Natsir ◽  
Asrawiah Asrawiah
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Narrative Text ◽  
Classroom Action Research

This research aimed to explain the students’ achievement in literal reading comprehension using Tiered Tasks Strategy, as well as to explain the students’ achievement in interpretative reading comprehension using Tiered Tasks Strategy. This research used Classroom Action Research and applied to cycles in the application, they are cycle 1 and 2 with 4 meetings in every cycle. The improvement of students’ ability to write narrative text using Tiered Tasks Strategy had an effective effect. The researcher found that before the application of tiered tasks strategy the students’ score is 52.53(fair) but after using the method the students’ score in cycle I is 62.14 and in the cycle, II become 77.18. So, the improvement of the students’ score of d-test to cycle I is 18.93% whereas the development of the students’ ability of d-test to cycle II is 47.80% and the improvement from cycle I to cycle II is 24.22%.Keywords: Reading, Tiered, Strategy

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