scholarly journals Literary Embodiment on the Levels of Comprehension in the “Balak”

2021 ◽  
Vol 3 (10) ◽  
pp. 22-37
Author(s):  
Kiven Meco Luzano
Keyword(s):  
Reading Comprehension ◽  
Reader Response ◽  
Group Discussion ◽  
Teaching Reading ◽  
Student Interactions ◽  
Teaching Tools ◽  
Reading Abilities ◽  
Teaching Learning ◽  
Reader Response Criticism ◽  
Different Levels

This study claimed that the local poem, known as “Balak” contained aspects that could be used in teaching reading and in assessing the reading comprehension level of students. This study used a descriptive-interpretive type of research. It is anchored on Reader-Response Criticism facilitated through focus-group discussion, and duly validated through investigator triangulation. Ten collected local poems (“Balak”) were analyzed using Barrett’s five levels of comprehension: literal, reorganization, inference, evaluation, and appreciation. It was found out that the ten “Balak” could be used as a tool for reading and assessing reading comprehension because it contained embodiments of the different levels of reading comprehension. Each “Balak” comprised contents fitted to the level and experience of the learners as manifested in how they connected and related with the ideas, emotions as well as situations portrayed in the text. It was also found out that in terms of reading comprehension level, the respondents were proficient in the literal level, beginning level in both the reorganization and inference levels, developing in the evaluation level, and proficient in the appreciation level. The ten “Balak” contained embodiments on the levels of reading comprehension which could be used as teaching tools in reading, more activities in the reorganization and inferential levels were to be emphasized.           Based on the findings of the study, the following recommendations were formulated. Teachers should apply contextualization and localization in the teaching-learning process. They should also be aware that local literary pieces were good sources to develop students' reading abilities. It could be used as springboards for teaching strategies, reading comprehension assessment, and activities that encourage discussions and stimulate imaginative responses leading to well-rounded and interesting student interactions.

scholarly journals TEACHING READING NARRATIVE TEXT USING THINK PAIR SHARE (TPS) TECHNIQUE IN CLASS VIII SMPN 03 CIMAHI

2020 ◽  
Vol 3 (1) ◽  
pp. 73
Author(s):  
Witri Yuniarti ◽  
Yulianti Yulianti ◽  
Isry Laila Syathroh
Keyword(s):  
Reading Comprehension ◽  
Quantitative Method ◽  
Narrative Text ◽  
Teaching Reading ◽  
Reading Abilities ◽  
Field Note ◽  
Class Viii ◽  
The Mean

Reading is something important and necessary for students because the achievement of their study depends on the greater part of their ability to read. The aims of the researchers is to investigate the application of Think Pair Share (TPS) technique to improve students reading comprehension. The population were 140 students of class VIII in SMPN 03 Cimahi. The researchers used quantitative method. The instrument that the researchers used are observation, field note, pretest and posttest. The result of this study proved that the Think Pair Share (TPS) technique is effective to be used in learning reading narrative text. The result showed that statistic calculation the mean scores of pretest is 63.43 and the mean scores of posttest is 83.57. So it can be concluded that after students learned reading narrative text using Think Pair Share (TPS) technique, their reading abilities are improved.                                                      

scholarly journals The EFFECTIVENESS OF SMALL GROUP DISCUSSION IN TEACHING READING COMPREHENSION OF NARRATIVE TEXT AT X GRADE IN SMAN 1 WOLOWAE

2021 ◽  
Vol 4 (1) ◽  
pp. 11-18
Author(s):  
Theofilus Usu ◽  
Adi Adi
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Small Group ◽  
Group Discussion ◽  
Narrative Text ◽  
Small Group Discussion ◽  
Teaching Reading ◽  
Tenth Grade ◽  
Post Test ◽  
The Mean

The present study aims at exams the effectiveness of small group discusssion in teaching reading comprehension of narrative text of the tenth -grade students of SMA NEGERI 1 WOLOWAE. Teaching reading comprehension is recommended in Senior High School because reading comprehension is very important. In competence based on curriculum, students are understanding to comprehending the conten of the text. The research is carried out through quantitative research with an experimental method because the researcher gives treatment in teaching writing. In conducting the research, the researcher uses one group pre-test-post-test design. The researcher gave pre-test before treatment and post-test after treatment to get the data. In this research, the researcher took twenty students as a sample. The result of the study shows that the score of pre-test was 61 while the mean score of post-test was 81.5 and the mean score of differentiate was 20.5. On the other side, it was found that the result of t-score is bigger than t-table (9,71 > 2,11) at the significant level of 0,05. Therefore, based on the hypothesis testing, we can conclude that the Alternative Hypothesis (Ha) is accepted while the Null Hypothesis (Ho) is rejected. Based on the result, it can be concluded that the using small group discussion as a method is effective to increase students reading comprehension of the students’ of Senior High School, especially for the tenth grade of SMA NEGERI 1 WOLOWAE. Based on this findings, it is suggested, that the teacher should try to apply an interesting method.

scholarly journals Investigating the Trends of Teaching Reading Comprehension Skills at Primary Schools

2021 ◽  
Author(s):  
Fisseha Motuma
Keyword(s):  
Reading Comprehension ◽  
Focus Group ◽  
Primary School ◽  
Focus Group Discussion ◽  
Primary Schools ◽  
Group Discussion ◽  
Sampling Technique ◽  
English Teachers ◽  
Comprehension Strategies ◽  
Teaching Reading

This study explored lived academic experiences of primary school teachers in teaching reading. It attempted to find out whether primary school English teachers were aware of different thinking and comprehension strategies like cognitive, metacognitive and comprehension strategies: predicting, visualizing, making connections and summarizing. Purposive sampling technique was employed to specify the participants. To collect the required data, focus group discussion and classroom observation were used. Seven experienced primary school English teachers were involved in the study: two of the teachers participated in the classroom observations, whereas the five teachers participated in the Focus Group Discussion. The data collected through FGD were audio-recorded and later transcribed for analysis. The data were analyzed based on grounded theory using open, selective and substantiate coding. The results of the analysis indicated teachers gave little attention to thinking or thought-based teaching of reading comprehension. The teaching focused on textual comprehension instead of research-proved thinking strategies.

scholarly journals THE USE OF LISTEN READ DISCUSS STRATEGY AND READING MOTIVATION TOWARD THE STUDENTS' READING COMPREHENSION

ELT-Lectura ◽  
2017 ◽  
Vol 4 (2) ◽  
Author(s):  
Robby Ibrahim
Keyword(s):  
Reading Comprehension ◽  
Small Group ◽  
Experimental Research ◽  
Teaching Strategy ◽  
Group Discussion ◽  
Reading Motivation ◽  
Small Group Discussion ◽  
Second Grade ◽  
Teaching Reading ◽  
Quasi Experimental

In teaching reading, teaching strategy and reading motivation influences students’ reading comprehension. Strategy which was used in this quasi experimental research is Listen Read Discuss. It can be used as a variation of teaching strategy in teaching reading comprehension of descriptive text. The purpose of this research was to find out the effect of using Listen Read Discuss and students’ reading motivation on students’ reading comprehension of descriptive text. This research was an experimental research with factorial design two by two. It was conducted at SMK Muhammadiyah 2 Pekanbaru. Population of this research was second grade students with the total population was 137. The sample was taken by cluster random sampling; the total number of sample was 52 (26 students in II.1 class and 26 students in II.2 class). The results of this research are, first, the students who were taught by using Listen Read Discuss had better result on reading comprehension of descriptive text than the students who were taught by using small group discussion. Second, the students with higher reading motivation who were taught by Listen Read Discuss had better reading comprehension of descriptive text than those who are taught by using small group discussion. Third, students with lower reading motivation who are taught by Listen Read Discuss had better reading comprehension of descriptive text than those who are taught by using small group discussion. Fourth, there was no interaction between both techniques and students’ reading motivation on students’ reading comprehension of descriptive text. In conclusion, Listen Read Discuss can be used as a teaching strategy in teaching reading comprehension of descriptive text at SMK Muhammadiyah 2 Pekanbaru. For further researcher, they are suggested to do more research dealing with this strategy on other skills and others kinds of text.

scholarly journals USING CONCEPT MAPPING TECHNIQUE TO IMPROVE STUDENTS’ READING COMPREHENSION AT THE FIRST GRADE OF SMA NEGERI 7 AMBON

JURNAL TAHURI ◽  
2021 ◽  
Vol 18 (2) ◽  
pp. 1-13
Author(s):  
Stella Rose Que
Keyword(s):  
Reading Comprehension ◽  
Concept Mapping ◽  
Learning Process ◽  
Group Discussion ◽  
First Grade ◽  
Complex Interaction ◽  
Mapping Technique ◽  
English Teacher ◽  
Teaching Learning ◽  
Reading Activity

Reading is complex interaction between the reader and text. Actually reading is not a simple one, because in this skill, students do not only read a text but also try to understand the message or information about the text they learn. In reading process students must know what they get from a passage. This study was conducted to determine students’ improvement in reading comprehension by using concept mapping Technique. The result shows that this technique can be used to improve students reading comprehension of SMA Negeri 7 Ambon especially class X is successful. Although there were some problems which raised during teaching learning process but collaboration between English teacher and the writer help this study going smoothly. Through the technique the students can organize and identify information deeply in the text before they come to reading activity. Besides, this technique has good influenced in group discussion where the students can share their ideas and work actively to fill concept mapping sheet. The students also show positive responses toward Concept Mapping technique in the teaching learning process so the result in the class is more lively and enjoyable

EXPLORING THE USE OF COLLABORATIVE STRATEGIC IN READING CLASSROOM

JURNAL BASIS ◽  
2020 ◽  
Vol 7 (1) ◽  
pp. 217
Author(s):  
Mila Arizah ◽  
Lora Claudia
Keyword(s):  
Reading Comprehension ◽  
Test Score ◽  
Teaching Reading ◽  
Test Cycle ◽  
Strategic Reading ◽  
Comprehension Ability ◽  
Collaborative Strategic Reading ◽  
Post Test ◽  
Teaching Learning ◽  
Reading Comprehension Ability

The study was concerned to investigate the students’ reading comprehension students of SMA Negeri 3 OKU which was taught by using Collaborative Strategic Reading. The objectives of this study was to find out the students’ reading comprehension to the eleventh grade students of SMA Negeri 3 OKU which was taught by using Collaborative Strategic Reading. The population of this study was the whole of the eleventh grade students of SMA Negeri 3 OKU. The total number of the population was 258 students; and 30 students were taken as the sample through purposive sampling. The pre-test and post-test and observation were used as the techniques for collecting the data. The researcher concluded Based on the data analysis in chapter IV, the researcher found the students’ pre test score and post-test cycle I was improved from 60,89  to 72.94. Then the students’ post-test cycle I score and post-test cycle II was improved from 72,94 to 79.74. The researcher can be concluded that Collaborative Strategic Reading worked effectively and efficiently in helping the student’s reading comprehension at the eleventh grade students of SMA Negeri 3 OKU 2018/2019 and this learning has applied successfully and able to increased students’ ability in reading comprehension. The students were more active and participated in the teaching-learning process of reading comprehension. Therefore, Collaborative Strategic Reading can be alternative strategy for teacher in teaching reading which can improve their reading comprehension ability.

scholarly journals THE EFFECTIVENESS OF PARAGRAPH SHRINKING TECHNIQUE IN TEACHING READING TO JUNIOR HIGH SCHOOL

2021 ◽  
Vol 1 (02) ◽  
pp. 14-22
Author(s):  
Imam Sagita
Keyword(s):  
Reading Comprehension ◽  
Junior High School ◽  
Main Idea ◽  
Critical Value ◽  
Average Score ◽  
Control Group ◽  
Teaching Reading ◽  
Teaching Learning ◽  
Academic Year ◽  
Experimental Group

ABSTRACT   The main problem of this research was focused on the effective teaching reading comprehension by using paragraph shrinking technique to eight grade students at SMP Negeri 1 Bumi Agung. The objective of this thesis is to know the effectiveness of teaching reading comprehension by using paragraph shrinking technique to eight grade students at SMP Negeri 1 Bumi Agung. In writing this research, the researcher used experimental method. The researcher used two groups of students namely control group students at SMP Negeri 1 Bumi Agung in academic year 2013/2014 with total students were 108 from three classes. The form three classes the researcher took two classes as sample. It was 36 students of VII.A as experimental group and it was 36 students of VII.B as control group which chosen by using cluster random sampling. The data obtained from the test analyzed by using SPSS 19 paired sample t-test. Based on the study, the students in the experimental group who used paragraph shrinking have higher achievement in finding the main idea than the students in control group who did not use paragraph shrinking method.  Learning reading thorough paragraph shrinking encourages students to learn more about main idea. It could be seen from their enthusiasm during the teaching learning process. Based on the calculation above, the researcher got the average score in control group was 58.83 and experimental group was 73.34. The standard error of control group was 1.43 and experimental group was 1.78. Meanwhile, its critical value at 5% (1.99) significant with df = 68 was 6.363, t-obtained 1.99 was higher than t-table as a critical value. In other words, Ho was rejected and Ha was accepted, it means that paragraph shrinking was significantly effective in teaching reading. Based on the finding discussed above, it could be concluded that it was significantly effective to applied paragraph shrinking method in teaching reading.  

scholarly journals THE TEACHING ANALYSIS OF READING COMPREHENSION: A CASE OF THE EIGHT GRADE STUDENTS OF SMP PGRI 01 SEMARANG

2017 ◽  
Vol 4 (1) ◽  
Author(s):  
Yuli Anita ◽  
Dias Andris Susanto
Keyword(s):  
Reading Comprehension ◽  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Method ◽  
Teaching Reading ◽  
Team Games ◽  
Class Viii ◽  
The Subject ◽  
Teaching Learning ◽  
Academic Year

The objectives of the study are1) To know the teaching on reading comprehension at the eight grade of SMP PGRI 01 Semarang in academic year 2016/2017, 2) To know the problems faced by the teacher in teaching learning process of reading comprehension, and 3) To know the solutions of the problem faced in teaching learning process. This research uses qualitative method. The subject of this research was three teachers of class VIII A, VIII F, and VIII G. The instruments used in this research were observation sheet and interview, so the data use was collected through observation and interview. The result of the research showed that 1) the first teacher was first participant implementing reading stage in teaching and learning process. In first participant teaching, the researcher found the problem, it was the difficulty in implementing teaching reading. The solution first participant was make strategy to make student fun. 2) the second teacher was second participant. There was only one interaction, that was the teacher explained the materials then the students kept silent, or the students read something then the teachers listened to them. 3) the third teacher was third participant. The problem it was boredom, and the solution was making question and answer for them. Teachers concluded that reading comprehension is very effective but it can not to be the key in teaching and learning process. From the data which is obtained from documentation and observation inteaching English, the objectives of English teaching can be viewed from kinds of strategy and tecnique in teaching and learning process. Suggestion are 1) for teachers, it is better for them to use Team Games Tournament to teach the students in reading comprehension, 2) for students have to study harder and try to read English more and more, and 3) for the reader to be able to get more information and experiences in the purpose of developing and improving their knowledge, especially in reading comprehensio

scholarly journals Effect of Teachers and Students Relationships on the Academic Engagement of Students: A Qualitative Case Study

2020 ◽  
pp. 48-62
Author(s):  
Birhanu Moges Alemu ◽  
Dereje Adefris Woldetsadik
Keyword(s):  
Learning Community ◽  
Academic Engagement ◽  
Group Discussion ◽  
Working Environment ◽  
Research Approach ◽  
Student Interactions ◽  
Student Relationships ◽  
Teacher Student ◽  
Teaching Learning

This research examined the effect of teacher and student relationships on the academic engagement of students. The research approach used was the qualitative study employing the interpretive research paradigm which falls in the case study design. The subjects of the study were eight teachers and four students of Adama Science and Technology University. The study used purposive sampling. It employed qualitative data collection tools: interview guides, a focus group discussion guide and observation. The resulting analysis and interpretation provided a description of major themes that developed regarding strong teacher- student relationships, as well as, specific components to the interactions considered essential for the student’s learning environment. Identifying specific factors associated with teacher-student interactions could provide valuable information to an educational learning community. The findings of the study indicated that the factor that affects teachers’ motivational factors in student relationships were the work environment and students’ disciplinary problems. The results showed that the instructors are motivated to teach nevertheless the resources, environment, theories of motivation and goals set influence the quality of the teaching-learning process. The study concluded that these factors should be upheld. Consequently, it is recommended that higher education should improve the working environment and working conditions in the university.

scholarly journals Developing Students’ Participation in a Mixed-levels Reading Class via Cooperative Integrated Reading and Composition (CIRC)

2018 ◽  
Vol 7 (1) ◽  
pp. 1
Author(s):  
Endang Sulistianingsih
Keyword(s):  
Reading Comprehension ◽  
Reading Proficiency ◽  
Communication Studies ◽  
Teaching Reading ◽  
Efl Teacher ◽  
The Social ◽  
Group Responsibility ◽  
Teaching Instruction ◽  
Different Levels

Students, especially at the higher level need to bean efficient reader to comprehend somereading materials from varied sources associated with their studies. Teaching reading becomes not easy sincethe teacher has to face the problems on how to teach reading in a mixed-levelsreading class? How can all students become motivated more active in reading class? How to promote cooperation among students with divergent competency and motivation? To address such questions, this paper demonstrates how reading skill, participation, and cooperation can be developed through CIRC. The research was a case study where quantitative and qualitative were mixed. The participants of this research were students of communication studies at the Social and Political Science Faculty in higher education. Eighteen students participated in this research. The participant was took using saturation sampling. The data was collected through observation to determine students’ participation and reading comprehension test to measure the student’s reading comprehension level.CIRCwas used as teaching instruction during the intervention.  Through this method, learning reading can increase good interrelationship, individual and group responsibility, interpersonal and small group skills.  Therefore, a presence of cooperation is established, comprehension can be developed, and passive students become active while active students become active. This research is useful for EFL teacher who teaches in a big class where his/her studentshave different levels of reading proficiency.

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