scholarly journals Concept Mapping as a Reading Comprehension Tool

2020 ◽  
Vol 2 (5) ◽  
pp. 21-29
Author(s):  
Nicomedes S. Lumontad ◽  
Rex Argate ◽  
Ulysses B. Aparece
Keyword(s):  
Reading Comprehension ◽  
Concept Mapping ◽  
Concept Maps ◽  
Control Group ◽  
Research Subjects ◽  
Statistical Tool ◽  
Comprehension Skills ◽  
College Of Technology ◽  
Quasi Experimental ◽  
Reading Comprehension Skills

The main intent of this study was to find-out the effectiveness of the use of concept mapping in improving the reading comprehension skills of students, at Asian College of Technology. Based on the findings, a reading enhancement plan was proposed. The study utilized the Quasi-Experimental Method, with reading comprehension questions and concept maps. The research subjects were the forty education students. They were divided into two groups. One group served as the experimental group while the other group served as the control group. The researchers made reading comprehension questions on the three reading texts and concept maps to the two groups of respondents. Appropriate statistical tool was used to analyze the data collected and gathered. Concept mapping is proven to be helpful in improving the reading comprehension skills of the students. Through concept mapping, the students’ analytical, structural, and creative skills would be gradually enhanced making them better readers. A syllabus enrichment was proposed to utilize concept mapping as one of the essential teaching and reading strategies in developing the students’ reading comprehension skills.

scholarly journals The Effectiveness of The Cooperative Integrated Reading and Composition (CIRC) and Preview Question Read Reflect Recite Review (PQ4R) on Reading Comphrehension Skill

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Asih Wahyuningsih ◽  
Mivtha Citraningrum
Keyword(s):  
Reading Comprehension ◽  
Reading Skills ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Control Group ◽  
Study Program ◽  
Significance Level ◽  
Comprehension Skills ◽  
Quasi Experimental ◽  
Reading Comprehension Skills

This research aims to describe the effectiveness of the CIRC and PQ4R models on the reading comprehension skills of the fifth semester students of the PGSD study program. This study uses quasi-experimental design with pretest-posttest nonequivalent group design. This study used two experimental groups and one control group. The population of this study was the fifth semester students of PGSD Study Program. Sampling is done using a simple random sampling technique. To determine the effectiveness of learning CIRC and PQ4R, the data were analyzed using t-test and anava. The results of this study indicate that CIRC learning is effective in learning reading skills understanding of the fifth semester of PGSD Study Program with a significant level of 0.006 <0.05. PQ4R learning is effective in learning reading comprehension skills in students in the fifth grade of elementary school with a significant level showing 0,000 <0,05. The difference in CIRC and PQ4R learning is effective in reading skills. The fifth semester students of PGSD study program with a significance level of 0,000 <0,05. CIRC learning model, PQ4R, reading comprehension

scholarly journals Investigating Metacognitive Think-Aloud Strategy in Improving Saudi EFL Learners' Reading Comprehension and Attitudes

2020 ◽  
Vol 13 (9) ◽  
pp. 50 ◽  
Author(s):  
Abdulaziz Ali Al-Qahtani
Keyword(s):  
Reading Comprehension ◽  
Attitude Scale ◽  
Control Group ◽  
Think Aloud ◽  
Control Group Design ◽  
Efl Learners ◽  
Comprehension Skills ◽  
Quasi Experimental ◽  
Reading Comprehension Skills ◽  
Experimental Group

The current study&#39;s objective examines the effectiveness of using a Think-Aloud strategy in improving Saudi EFL learners&#39; reading comprehension and attitudes towards learning. A quantitative study with a quasi-experimental design was implemented through applying two different instruments: Reading Comprehension Skills Test and Attitude Scale towards learning EFL. The study adopts a pre-post control group design where forty students were randomly assigned to either a control or an experimental group. Students of the experimental group were instructed by using metacognitive Think-Aloud strategy, whereas, the control group received traditional treatment such as skimming and scanning techniques. The findings of the study showed that the attitudes and reading comprehension skills of the experimental group improved significantly as opposed to the control group. The study gives more insight into the importance of applying a Think-Aloud strategy in teaching reading comprehension inside EFL educational context. The study also suggests recommendations for EFL teachers to increase the efficiency of applying this strategy through their teaching procedures.

scholarly journals A shift in cloze procedure usage: A new tool for activating ZPD

2020 ◽  
Vol 9 (3) ◽  
pp. 646-656
Author(s):  
Parviz Ajideh ◽  
Ali Akbar Ansarin ◽  
Sorayya Mozaffarzadeh
Keyword(s):  
Reading Comprehension ◽  
Reading Skills ◽  
Control Group ◽  
Teaching Reading ◽  
Proximal Development ◽  
Proficiency Levels ◽  
Comprehension Skills ◽  
Cloze Procedure ◽  
Quasi Experimental ◽  
Reading Comprehension Skills

Of significant challenges encountered in the field of Foreign Language Acquisition (FLA) is finding efficient procedures to make learning more promising, and at the same time-independent. Along with these attempts, the present study tries to make a shift in the usage of the cloze procedure traditionally used for testing reading comprehension. Our aim was to find out whether using a cloze procedure prior to teaching reading comprehension skills prompts EFL students Zone of Proximal Development (ZPD) in learning reading comprehension skills across proficiency levels. To that end, applying quasi-experimental design, 380 B.S. students majoring in engineering were selected based on intact classes and randomly divided into control and experimental groups while their proficiency levels determined through their scores on the Cambridge Quick Placement Test. Then, the participants in the experimental group (N=190) received the prepared cloze procedure, whereas those in the control group received the same procedure for teaching reading skills except the cloze before instruction. Both groups received pre-test, post-test, and delayed post-tests. The obtained data were analyzed by SPSS using independent samples t-test to understand the differences between the groups. The results from the tests revealed that using instructional cloze procedure before teaching reading skills has significant effects on participants’ ZPD in all proficiency levels and can broaden their learning. The finding of the present study implies that instead of adhering to the traditional teaching principles and instruments, instructors can use innovative procedures and manipulate traditional methods and tools to facilitate and lengthen learning processes.

scholarly journals Expository Text Structure: A Strategic Visual Representation in Enhancing the Reading Comprehension Skills of the Learners

2021 ◽  
pp. 104-114
Author(s):  
Patricia Mae Oteda ◽  
Argelle Kay Fabellon ◽  
Cathy Mae Dabi Toquero
Keyword(s):  
Reading Comprehension ◽  
Expository Text ◽  
Visual Representation ◽  
Text Structure ◽  
Control Group ◽  
Basic Part ◽  
Comprehension Skills ◽  
Post Test ◽  
Quasi Experimental ◽  
Reading Comprehension Skills

Expository Text Structure strategy addresses the informational structure of the text that provides students with a feasible way to analyze through a visual representation of the text which creates an understanding of the basic part of the expository text. This study was carried out through a quasi-experimental design or two group pre-test post-test designs to determine the effectiveness of the Expository Text Structure strategy on the reading comprehension of the students. The researchers developed a reading comprehension test to gather data and were analyzed using percentage rate, frequency count, percentage mean, and t-test for independent samples. Results revealed an increase in the result of the experimental group than the control group after the application of the intervention. Therefore, there was a difference in the reading comprehension level of the pupils in both groups. The change between pre-test and post-test scores of both groups was significantly different. Hence, the study concluded that the Expository Text Structure strategy was significantly effective in enhancing the reading comprehension skills of the students. This offers pedagogical implications such that the Expository Text strategy can be applied to increase the comprehension of the students.

scholarly journals The Effectiveness of PQ4R Strategy on the Development of Reading Comprehension Skills of the English Language Course among Second Intermediate Grade Students (Female Students): فاعلية استراتيجية (PQ4R) في تنمية مهارات الاستيعاب القرائي في مقرر اللغة الانجليزية لدى طالبات الصف الثاني متوسط في مدينة جدة

2021 ◽  
Vol 5 (8) ◽  
Author(s):  
Wazeera Farajallah Al sulami, Maysoon Abdelazeez Dakhiel
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
Control Group ◽  
Intermediate Grade ◽  
Study Results ◽  
Comprehension Skills ◽  
Quasi Experimental ◽  
Independent Variable ◽  
And Control ◽  
Reading Comprehension Skills

The current study aimed at investigating the effectiveness of PQ4R Strategy in developing reading comprehension skills of the English Language Course among second intermediate grade students. The study adopted a quasi-experimental design employing two groups (experimental and control). The design included an independent variable (PQ4R Strategy) and a dependent variable (reading comprehension skills). The sample of the study consisted of 2nd Intermediate Grade Students from schools in Al kamel (N=47). The students were divided into two groups experimental and control. The experimental group (N=23) was taught the reading comprehension texts of the super Goal 3 book through PQ4R Strategy. The control group (N=24) was taught the same texts through the traditional method. To achieve the goal of the research, a guide was prepared for the teacher to implement the strategy and reading comprehension test designed by the researcher. Results revealed that PQ4R Strategy had a positive effect on the students' reading comprehension. In light of the study results, the researcher recommended the following: using PQ4R Strategy for developing reading comprehension skills of English language students’.

scholarly journals Penerapan Strategi Pembelajaran Preview Question Read Reflect Recite Review Untuk Meningkatkan Keterampilan Membaca Pemahaman Teks Eksplanasi

2019 ◽  
Vol 2 (2) ◽  
pp. 6
Author(s):  
Susi Alawiyah
Keyword(s):  
Reading Comprehension ◽  
Learning Strategies ◽  
Research Design ◽  
Learning Strategy ◽  
Control Group ◽  
Average Increase ◽  
Comprehension Skills ◽  
Explanatory Text ◽  
Reading Comprehension Skills ◽  
Experimental Group

Abstract:  This study aims to determine the effect of implementing the PQ4R learning strategy on reading comprehension skills of explanatory text. This research was conducted at SMK N 5 Tangerang Regency. The population in this study were all students of SMK N 5 Tangerang Regency. The sample of this study were students of grade 12 TBSM 1 and grade 12 TBSM 2. The approach used in this study was a quantitative approach. This research design uses a control group pretest-posttest design so it requires a control group and an experimental group. The results of this study indicate that the average increase in the application of the PQ4R learning strategy is 25.71 while the average increase in the conventional learning strategy is 15.87. This means that the application of the PQ4R strategy can improve students' reading comprehension skills of explanatory text more effectively when compared to conventional learning strategies at SMK N 5 Tangerang Regency.Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh penerapan strategi pembelajaran PQ4R terhadap keterampilan membaca pemahaman teks ekplanasi. Penelitian ini dilakukan di SMKN 5 Kabupaten Tangerang. Populasi dalam penelitian ini adalah seluruh Siswa SMKN 5 Kabupaten Tangerang. Sampel penelitian ini adalah siswa kelas 12 TBSM 1 dan kelas 12 TBSM 2. Pendekatan yang digunakan dalam penelitian ini adalah pendekatan kuantitatif. Desain penelitian ini menggunakan desain control group pretest-postest design sehingga memerlukan kelompok kontrol dan kelompok eksperimen. Hasil dari penelitian ini menunjukkan bahwa kenaikan rata-rata penerapan strategi pembelajaran PQ4R adalah 25.71 sedangkan kenaikan rata-rata strategi pembelajaran konvensional sebesar 15.87. Artinya penerapan strategi PQ4R dapat meningkatkan keterampilan membaca pemahaman teks eksplanasi peserta didik lebih efektif jika dibandingkan dengan strategi pembelajaran konvensional di SMK N 5 Kabupaten Tangerang.

scholarly journals The effect of a strategy based on multiple intelligences in developing reading comprehension skills in Arabic language for ninth grade students: أثر استراتيجية قائمة على الذكاءات المتعددة في تنمية مهارات الاستيعاب القرائي في مبحث اللغة العربية لدى طلاب الصّف التّاسع الأساسي

2021 ◽  
Vol 5 (45) ◽  
pp. 28-15
Author(s):  
Mohammad Mahmud Hwaishil ALzeidaneen Mohammad Mahmud Hwaishil ALzeidaneen
Keyword(s):  
Reading Comprehension ◽  
Multiple Intelligences ◽  
Arabic Language ◽  
Ninth Grade ◽  
Control Group ◽  
Significant Difference ◽  
Comprehension Skills ◽  
Ninth Grade Students ◽  
Reading Comprehension Skills ◽  
Experimental Group

The study aimed to investigate the effect of a strategy based on multiple intelligences in developing reading comprehension skills in Arabic language for ninth grade students compared to the usual method. The sample of the study, which was chosen randomly, consisted of (75) students divided into two groups, an experimental group totaling (38) students, and a control group totaling (37) students from the ninth grade students from Abdullah II School for Excellence in the Directorate of Education in Aqaba Governorate for the academic year 2020/ 2021. To achieve the goal of the study, the researcher designed the study tools, which are: a list of reading comprehension skills, the educational program, and a test of reading comprehension skills. The results showed a statistically significant difference at the level (α = 0.05) between the two groups in favor of the experimental group that was studied using the multiple intelligences strategy. The study recommended employing a strategy based on multiple intelligences in teaching reading to primary school students.

scholarly journals Pengaruh Strategi Directed Reading Thinking Activity (DRTA) Berbantuan Media Flip Chart Terhadap Keterampilan Membaca Pemahaman

2019 ◽  
Vol 3 (2) ◽  
pp. 158
Author(s):  
Putu Novika Adi Karakaita Putri ◽  
Ni Wayan Arini ◽  
Md. Sumantri
Keyword(s):  
Reading Comprehension ◽  
Statistical Analysis ◽  
Primary Schools ◽  
Learning Strategy ◽  
Control Group ◽  
Flip Chart ◽  
Comprehension Skills ◽  
Directed Reading ◽  
Reading Comprehension Skills ◽  
Academic Year

This study aimed to determine the significant effect of reading comprehension skills between groups of students who are taught by using learning strategies of Directed Reading Thinking Activity (DRTA) with flip chart and group of students who are not learned by using learning strategy of Directed Reading Thinking Activity (DRTA) with flip charts on on fifth graders of Tejakula district primary schools  cluster IV academic year 2017/2018. This research is quasi experiment, with non-equivalent research design post-test only control group design. The sample of the study was 41 students, consisting of  21 students of grade V SD N 3 Bondalem as experimental group and 20 students of grade V SD N 4 Bondalem as the control group. Sample selection using random sampling technique. Skill reading comprehension data is collected with multiple choice test instruments. Data analysis used descriptive statistical analysis and inferential statistical analysis (t-test). The results showed that thitung> ttable (tcv = 16,559 > tobs = 2,042). Based on the results of this study, it can be concluded that there is a significant difference of reading comprehension skills of students who are taught by using learning strategy of Directed Reading Thinking Activity (DRTA) with  flip chart and students who are not learned by using learning strategy of Directed Reading Thinking Activity (DRTA) chart on on fifth graders of Tejakula district primary schools  cluster IV academic year 2017/2018.

scholarly journals The Effect of KWL and SQ3R Strategies on Developing Reading Comprehension Skills Among Eighth Graders in Gaza

2021 ◽  
Vol 29 (4) ◽  
Keyword(s):  
Reading Comprehension ◽  
Eighth Graders ◽  
Average Score ◽  
Control Group ◽  
Study Results ◽  
Comprehension Skills ◽  
Post Test ◽  
Reading Comprehension Skills ◽  
Experimental Group ◽  
Total Average

The current study aimed at investigating the effect of KWL and SQ3R strategies on Palestinian eighth graders' reading comprehension skills. To achieve the study goals, the researcher adopted the experimental approach on a sample of (119) female students from Al-Kuwait Secondary School at Rafah governorate for the academic year 2019-2020. The participants were divided into three equivalent groups. The researcher used a pre and post reading comprehension test to achieve the aims of the study. Results revealed there are statistically significant differences at (α ≤ 0.01) in the total average score of the post-test between the first experimental group and the control group in favor of the first experimental group that learns by KWL strategy. Additionally, the study results showed that there are statistically significant differences at (α ≤ 0.01) in the total average score of the post-test between the second experimental group and the control group in favor of the second experimental group that learns by SQ3R strategy. Also, the study results revealed that there are statistically significant differences at (α ≤ 0.01) in the total average score of the post-test between the first and second experimental groups in favor of the first experimental group. In the light of these results, the researcher introduced some recommendations such as designing some training courses for teachers to encourage them to use these strategies.

scholarly journals The Effectiveness of Differentiated Teaching Strategy in Developing Reading Comprehension Skills of Fourth Grade Students in the United Arab Emirates

2022 ◽  
Vol 12 (1) ◽  
pp. 17-27
Author(s):  
Nisreen A. Ma’youf ◽  
Ibtehal M. Aburezeq
Keyword(s):  
Reading Comprehension ◽  
United Arab Emirates ◽  
Teaching Strategy ◽  
Control Group ◽  
Comprehension Skills ◽  
Fourth Grade Students ◽  
Post Test ◽  
Reading Comprehension Skills ◽  
Experimental Group ◽  
Differentiated Teaching

The aim of this study is to investigate the effectiveness of the differentiated teaching strategy in developing reading comprehension skills of fourth grade students in the United Arab Emirates. The study sample consisted of (49) male and female students, who were randomly distributed into an experimental group (23 students), and a control group (26 students). The experimental group was taught using the Differentiated Teaching strategy, and the control group was taught using the traditional method. To conduct the study and answer its questions, the researchers used the quasi-experimental approach and constructed a reading comprehension test. After the completion of the study, the post-test of reading comprehension skills was implemented; scores of the two groups were obtained; and the data were analyzed using the appropriate statistical methods. The results revealed that there were statistically significant differences in the post-test at the four levels (literal, deductive, critical, and creative) and reading skills in general between the scores of the two study groups in favor of the experimental group. This indicates that the Differentiated Teaching strategy had a positive impact on developing students' reading comprehension skills. In light of the results, a number of recommendations were drafted and presented.

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