scholarly journals The Use of Mind Mapping Technique to Improve the EFL Students’ Reading Comprehension Ability of Darussalam Polytechnic

2021 ◽  
Vol 4 (2) ◽  
pp. 52
Author(s):  
M. Bambang Purwanto ◽  
Marsinah Marsinah
Keyword(s):  
Reading Comprehension ◽  
Mapping Technique ◽  
Mind Mapping ◽  
Comprehension Ability ◽  
Efl Students ◽  
Reading Comprehension Ability

scholarly journals Applying Sight Translation as a Means to Enhance Reading Ability of Iranian EFL Students

2016 ◽  
Vol 9 (3) ◽  
pp. 153
Author(s):  
Moslem Fatollahi
Keyword(s):  
Reading Comprehension ◽  
Reading Instruction ◽  
Reading Ability ◽  
Teaching And Learning ◽  
Control Group ◽  
Comprehension Ability ◽  
Quasi Experimental ◽  
Efl Students ◽  
Iranian Context ◽  
Reading Comprehension Ability

<p>Sight translation is the oral translation of a written text and is a mixture of translation and interpreting. Sight translation is a widely-used activity in translation training programs. Yet, this mode of translation has rarely been applied as a reading instruction technique in Iranian EFL instruction context in spite of the growing interest in using sight translation in language teaching and learning. This study aims at investigating the effect of sight translation on the reading comprehension ability of Iranian undergraduate EFL students. This is a quasi-experimental study involving treatment. To this end, four reading comprehension classes involving 70 learners were divided into two groups, with the experimental one receiving reading instruction with sight translation exercises and the control group receiving reading instruction without sight translation exercises. The posttest results revealed that the experimental group performing sight translation exercises in classroom outperformed the control group who had not engaged in sight translation. This study has implications for ELT instructors and learners in an Iranian context as they can use sight translation exercises as an effective technique for improving the reading comprehension ability of their learners.</p>

scholarly journals The effects of vocabulary pre-teaching and pre-questioning on intermediate Iranian EFL learners’ reading comprehension ability

2018 ◽  
Vol 8 (3) ◽  
pp. 94-103
Author(s):  
Somayyeh Mousavian ◽  
Hossein Siahpoosh
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Schema Theory ◽  
Reading Strategy ◽  
Control Group ◽  
Efl Learners ◽  
Comprehension Ability ◽  
Efl Students ◽  
Experimental Group ◽  
Reading Comprehension Ability

Reading comprehension is a key issue in learning English as a foreign language, and it is critical that teachers utilize pre-reading strategies in reading classes in order to help students enhance their comprehension. The present study investigated the effectiveness of two pre-reading strategies of pre-questioning and vocabulary pre-teaching on EFL students’ performance in reading comprehension. A group of 60 students participated in this study. An experimental design was used, with 20 students being assigned to the first experimental group that received one pre-reading strategy (vocabulary pre-teaching), while the second experimental group which also consisted 20 students received another pre-reading strategy (pre-questioning) and the remaining 20 students received the traditional method. Students in the groups were asked first to perform the pre-reading strategy, read a passage, and then answer comprehension questions. Results indicated that there were statistically significant differences between the groups. The experimental groups got better results than the control group. Comparison of the two experimental groups, moreover, showed that the vocabulary pre-teaching group outperformed the pre-questioning group.   Key words: EFL teaching, Pre-reading strategies, Pre-questioning, Reading comprehension, Schema theory, Vocabulary pre-teaching

scholarly journals The Impact of PQ4R Strategy Use on EFL Students' English Reading Comprehension

EDULANGUE ◽  
2018 ◽  
Vol 1 (2) ◽  
pp. 24-35
Author(s):  
Nurul - Lailatul Khusniyah
Keyword(s):  
Reading Comprehension ◽  
T Test ◽  
Study Program ◽  
English Reading ◽  
Significant Difference ◽  
Comprehension Ability ◽  
Efl Students ◽  
English Reading Comprehension ◽  
The Impact ◽  
Reading Comprehension Ability

The aim of this study is to examine the effect of PQ4R strategy on reading learning at English Study Program Universitas Islam Negeri Mataram. The research was used action research method. The sampling was taken by 34 students. The validity of data used credibility, transferability, dependability, and conformability. Reading comprehension ability achievement questions prepared by the researcher. It was used as the data collecting tool. These questions were implemented to both groups before the experiment. Independent sample t-test was used for data analysis. The result of the study that t-test result is t-stat (5.38) > t-table (1.99). It means that there is a significant difference was found in reading comprehension learning

scholarly journals The Effect of Flipped Model of Instruction on EFL Learners’ Reading Comprehension: Learners’ Attitudes in Focus

2017 ◽  
Vol 8 (1) ◽  
pp. 95 ◽  
Author(s):  
Mehrnoosh Karimi ◽  
Raouf Hamzavi
Keyword(s):  
Reading Comprehension ◽  
Control Group ◽  
Efl Learners ◽  
Comprehension Test ◽  
Comprehension Ability ◽  
Efl Students ◽  
Students Attitudes ◽  
Age Range ◽  
Experimental Group ◽  
Reading Comprehension Ability

The present study aimed at investigating the effect of flipped model of instruction on EFL learners’ reading comprehension ability. Moreover, this study aimed at identifying EFL students’ attitudes toward flipped model of instruction. To this end, 60 EFL learners studying at an accredited private language institute in Isfahan were first conveniently sampled and were homogenized through a sample of PET. 50 EFL learners within age range of 19 to 25 were selected for the study and equally assigned into two groups-experimental and group. A researcher-made reading comprehension test was given to the participants as the pretest of the study. The experimental group received flipped model of instruction, whereas the control group received traditional model of instruction. At the end of the study, the researcher-made reading comprehension test was administered to the two groups of the study as their posttest. Moreover, in order to identify the EFL students’ attitude towards the flipped model of instruction, the participants were asked to complete a questionnaire on flipped model of instruction developed primarily by Elfatah and Ahmed (2016). The results of ANCOVA revealed that flipped model of instruction had a significant positive effect on the reading comprehension ability of EFL students. Moreover, the results of frequency analyses indicated that EFL students in the experimental group had positive attitude towards attitude flipped model of instruction and agreed that it was helpful to them in many ways. The results and implications of the study are discussed in more detail in the paper. 

scholarly journals PENERAPAN MODEL PEMBELAJARAN MIND MAPPING DALAM MENINGKATKAN KEMAMPUAN MEMBACA PEMAHAMAN SISWA (Penelitian Tindakan Kelas Pada Siswa Kelas IV Semester 2 SDN Bunisari Kecamatan Jatinunggal Kabupaten Sumedang Tahun Pelajaran 2018/2019)

2019 ◽  
Author(s):  
Awaliyah Dahlani
Keyword(s):  
Reading Comprehension ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Mind Mapping ◽  
Mapping Model ◽  
Comprehension Skills ◽  
Comprehension Ability ◽  
The Mind ◽  
Reading Comprehension Ability

This sudy was motivated by the low ability of students to understand a text, so it needs an alternative in designing an effective model. One model that was considered effective in increasing students’ ability to understand a text was the Mind Mapping model. This model was able to help students to remember important information in reading quickly and creatively. This study was focused on efforts to improve students’ reading comprehension skills through the application of Mind Mapping model. The purpose of this study was to describe the improvement in students’ reading comprehension ability as a result of applying Mind Mapping model. The research method used was classroom action research using Kemmis and Mc.Taggart model. The instrument used were observation paper and test paper. As the subject of this study were students of grade 4 SDN Bunisari consisted of 25 students. Based on the results of data analysis it was known that the application of mind mapping model can improve students’ ability to undertstand a text. From the the first (pre test) data, student learning outcomes reached 48% included in the less category. After the fisrt cycle, student learning outcomes increased to 76% included in the good category. After making improvements in the second cycle, student learning outcomes increased to 88%. This shows that the reading comprehension ability of students increases after the implementation of the Mind Mapping model. Therefore the Mind Mapping model can be used as an alternative in learning reading comprehension.

scholarly journals The assessment of Indonesian EFL students' reading comprehension ability using Reading Evaluation and Decoding System (READS)

2021 ◽  
Vol 2 ◽  
pp. 240
Author(s):  
Indah Fajar Wahyuni
Keyword(s):  
Reading Comprehension ◽  
Alternative Assessment ◽  
Assessment System ◽  
English Department ◽  
Reading Material ◽  
Comprehension Ability ◽  
Efl Students ◽  
Academic Warning ◽  
Academic Year ◽  
Reading Comprehension Ability

This study focused on reading comprehension ability of the English Department students in answering READS, MCQ questions. READS is an alternative standardized assessment system that is capable of measuring reading comprehension ability. This is a descriptive study based on Barrett's Taxonomy levels, such as literal comprehension, reorganization, and inferential comprehension. This study consisted of 122 students of the English Department academic year 2015 through 2018 at one of the private universities in Yogyakarta, Indonesia. This study analysis utilized the three Barrett's taxonomy scales to identify whether the students were at meet the standard, below standard, above standard or at academic warning. Finding of the research indicated that 27.8 % students categorized into academic warning (Band 2 and 3), 46.7% students categorized into below standard (Band 4) and 25.5% students categorized into meet standard (Band 5). Consequently, READS as an alternative assessment will guide the teachers to design specific reading material based on students' needs.

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