scholarly journals Using Extensive Reading to Develop Non-major Students’ Reading Skill at Hochiminh City University of Food Industry in Vietnam

2021 ◽  
Vol 3 (6) ◽  
pp. 42-48
Author(s):  
Nguyen Thi Kim Anh
Keyword(s):  
Reading Comprehension ◽  
Reading Ability ◽  
Food Industry ◽  
Research Question ◽  
Reading Skill ◽  
Reading Program ◽  
Reading Test ◽  
Extensive Reading ◽  
Significant Difference ◽  
Research Questions

The purpose of this paper was to investigate the benefits extensive reading can bring to non-major students and lectures at Hochiminh City University of Food Industry (HUFI). The study addressed a main research question and two sub-research questions related to extensive reading: How does extensive reading develop students’ reading comprehension and improve vocabulary at Hochiminh City University of Food Industry? Two sub-research questions: To what extent could extensive reading help to enhance students’ reading skill? The participants of this study were non-major students at HUFI in Vietnam. The research instruments used in this study to collect data were three main instruments, namely Reading Tests (including Pre-Reading Test and Post-Reading Test), Questionnaire, and Interview. The result of data analysis revealed a significant difference. The findings suggested that innovating lectures’ teaching methods by extensive reading could help students improve their reading ability, particularly their reading comprehension and vocabulary, by engaging them in a systematic extensive reading program.

scholarly journals Improving Students’ Reading in Narrative Text by using Extensive Reading at the Tenth Grade Students of Madrasah Aliyah Al-Fajar in Pekanbaru

2018 ◽  
Vol 9 (1) ◽  
pp. 65-75
Author(s):  
Yeni Afriyeni
Keyword(s):  
Reading Comprehension ◽  
Reading Ability ◽  
Reading Program ◽  
Reading Test ◽  
Extensive Reading ◽  
Reading Tests ◽  
Reading Technique ◽  
Significant Difference ◽  
Tenth Grade ◽  
Research Questions

Extensive reading was defined such as an approach to the teaching and learninglanguage in which learners read large amount of books and lots of other materials thatare appropriate to learners’ linguistic competence (Day & Bamford, 1998). Thepurposes of this paper were to investigate how the extensive reading can develop thereading ability, especially vocabulary acquisition and reading comprehension at Tenthgrade students of Madrasah Aliyah Al-Fajar in Pekanbaru. The second purpose of thisstudy delved into the extensive reading can enhance their reading motivation as well asthe learners’ attitudes toward the extensive reading. The study addressed a mainresearch question and two sub-research questions which relate to the extensive reading:To what extent can Extensive reading technique improve the students’ reading narrativetext at second semester at Tenth grade students of Madrasah Aliyah Al-Fajar inPekanbaru. What are the factors that influence the changes of the students’ readingnarrative text at second semester at Tenth grade students of Madrasah Aliyah Al-Fajarin Pekanbaru. The participants of this study were 12 students at Tenth grade students ofMadrasah Aliyah Al-Fajar in Pekanbaru. The research instruments used in this study tocollect data were three main instruments namely Reading Tests (including Pre-ReadingTest and Post-Reading Test), Questionnaire, and Interview. The result of data analysisrevealed the significant difference. The findings suggested that teacher should helpstudents to improve their reading ability, particularly reading comprehension andvocabulary learning by engaging them in a systematic extensive reading program.

scholarly journals Creating a Lip-reading Training Program and Examining its Effect on Speech Recognition in Men Aged 18-25 With Normal Hearing

2020 ◽  
Vol 23 (3) ◽  
pp. 348-359
Author(s):  
Seyede Faezeh Fazelian ◽  
◽  
Ali Mohammadzadeh ◽  
Homa Zarinkub ◽  
Alireza Akbarzadeh Baghban ◽  
...  
Keyword(s):  
Hearing Loss ◽  
Reading Ability ◽  
Reading Program ◽  
Repeated Measurements ◽  
Reading Test ◽  
Visual Signals ◽  
Facial Movements ◽  
Significant Difference ◽  
Lip Reading ◽  
Reading Test Scores

Background and Aim: Lip reading is extraction of speech data from the activity of the lower part of face, particularly jaws, lips, tongue, and teeth that is a natural skill in people with hearing loss. The main purpose of lip reading is to increase the independence of people with hearing loss. Looking at the speakers facial movements significantly increase the ability to understand the spoken words, particularly in the environments where noise is present. In fact this reflects the important role of visual signals. In current study we consider the effects of education on lip reading ability by planning and instructing a lip reading program in male subjects. Methods & Materials: Sara lip reading test 1 and 2 were used for the assessment of lip reading skills and for studying the effects of lip reading training on recognition of speech. This intervention as a semi-experimental study, was conducted on 27 male students, selected by available sampling. For data analysis, statistical analysis of variance with repeated measurements and Mcnemar was used. Ethical Considerations: This research with the code IR.SBMU.REC.1394.144 has been approved by the ethics committee of Shahid Beheshti University of Medical Sciences. Results: There were significant differences between Sara lip reading test 1 scores in 2 positions (P=0.000).Lip reading test scores also showed significant differences in Sara lip reading test 2 in 2 positions (P=0.000). Also between the scores of Consonant-vowel, consonant-vowel syllables, in the position before teaching lip-reading and then ,was significant difference (P<0.05). Conclusion: The findings of this study showed that instructing lip reading has a positive effect on lip-reading ability in people. 

scholarly journals Implementing a Literary Text Extensive Reading Program through Learning Logs

2020 ◽  
Author(s):  
Elih Yanto ◽  
Hilmansyah Saefullah ◽  
Deny Kwary
Keyword(s):  
Reading Ability ◽  
English Education ◽  
Meaning Making ◽  
English Literature ◽  
Research Question ◽  
Literary Text ◽  
Reading Program ◽  
Literary Texts ◽  
Extensive Reading ◽  
Learning Logs

This article reports the findings of action research on the implementation of extensive reading to literary text (henceforth ER) with learning logs (henceforth LL). The research question was: In what ways do the students engage in comprehending literary texts through ER with learning logs? And what are students’ reactions to these activities? The research was conducted in the English Language Education Study Program English Education Department of a state university in Indonesia in which twenty six students voluntarily participated in this study. The data of the research were collected from students’ reflective journals and semi-structured interviews. The empirical findings show that the students engaged actively and autonomously in the literary text identifying, word defining, class presentation, vocabulary enforcement and reflection through literary text extensive reading (ER) program with learning logs (LL). The findings also reveal that through the use of scaffolding by teachers and peer support, the students were engaged in the discovery of English literature vocabulary by documenting unfamiliar or interesting words from their English literature reading texts. The students also enjoyed exploring the different meanings of vocabulary using electronic dictionaries and corpus software. Furthermore, the findings show that they had enhanced awareness of word classes, word orders, and word meanings. The research suggests that the use of learning logs has managed to engage the students in reading literary texts as meaning making and learning autonomy that expand their reading ability and lexico-grammatical repertoires.

scholarly journals Students’Ability in Reading Comperhension of the Scond Grade at SMP 13 Berau 2018/2019

2018 ◽  
Vol 9 (1) ◽  
Author(s):  
Sarlina Sarlina ◽  
Nurbianta Nurbianta
Keyword(s):  
Reading Comprehension ◽  
Junior High School ◽  
Problem Formulation ◽  
Reading Skill ◽  
Reading Test ◽  
School Year ◽  
Quasi Experimental ◽  
The Subject ◽  
The Mean ◽  
Five Phases

The problem formulation of this research are: What is the students’ ability in reading comprehension . Design of this research was quasi experimental research, by conducted Pretest-treatments-posttest procedures. While the subject is 27 students of junior high school in the school year 2017/2018. The object the researchis the student’ ability in reading comprehension. To collect the data, the writer uses some tecniques suchas test and document. Data processing in this research is divided into five phases: validity, reability, Scoring the test, ranking  and mean,median and mode then all the data are analyzed quantitavely The result finding of this research was the mean score students' reading test is 77.41, the value of median is 65, and the value of mode is 80.The performance on posttest show that the students’ ability in reading comprehension is outgrowth, the students obtained positive progress in learning reading skill.

scholarly journals Texts with Various Levels of Hardness, Reading Comprehension and Reading Motivation: I+1 Versus I-1

2019 ◽  
Vol 8 (1) ◽  
pp. 60-77 ◽  
Author(s):  
Ehsan Namaziandost ◽  
Fariba Rahimi Esfahani ◽  
Mehdi Nasri
Keyword(s):  
Reading Comprehension ◽  
Reading Motivation ◽  
Vital Role ◽  
Current Level ◽  
Difficulty Level ◽  
Extensive Reading ◽  
Efl Learners ◽  
Significant Difference ◽  
Comprehensible Input ◽  
Post Test

Considering the vital role of comprehensible input, this study attempted to compare the effects of input with various difficulty levels on Iranian EFL learners’ reading comprehension and reading motivation. To fulfil this objective, 54 Iranian pre-intermediate EFL learners were selected from two intact classes (n = 27 each). The selected participants were randomly assigned to two equal groups, namely “i+1” (n=27) and “i-1” group (n=27). Then, the groups were pretested by a researcher-made reading comprehension test. After carrying out the pre-test, the treatment (i.e., extensive reading at different levels of difficulty) was practiced on the both groups. The participants in “i+1” group received reading passages beyond the current level, on the other hand, the “i-1” group received those reading passages which were below their current level. After the instruction ended, a modified version of pre-test was conducted as posttest to determine the impacts of the treatment on the students’ reading comprehension. The obtained results indicated that there was a significant difference between the post-tests of “i+1” and “i-1” groups. The findings showed that the “i+1” group significantly outperformed the “i-1” group (p < .05) on the post-test. Moreover, the findings indicated that “i+1” group’s motivation increased after the treatment. The implications of the study suggest that interactive type of input is beneficial to develop students’ language skills. Keywords: Comprehensible Input; Extensive reading; Foreign language reading motivation; Input; Reading comprehension; Text difficulty level

scholarly journals THE EFFECT OF HERRINGBONE TECHNIQUE ON THE STUDENTS’ ABILITY IN READING COMPREHENSION ON RECOUNT TEXT

2020 ◽  
Vol 3 (2) ◽  
pp. 91-100
Author(s):  
Sam Roberto Andre Hasian Lumbantobing ◽  
Hilman Pardede ◽  
Herman Herman
Keyword(s):  
Reading Comprehension ◽  
Reading Ability ◽  
Test Score ◽  
Alternative Hypothesis ◽  
Average Score ◽  
Control Group ◽  
Significant Difference ◽  
Tenth Grade ◽  
Post Test ◽  
Experimental Group

This research is a study of improving students’ ability in reading comprehension. The aim was to find out whether the use of Herringbone technique would bring a significant difference in teaching reading comprehension through Recount text, compared with the result before the students being treated. The study was conducted in the tenth grade students of SMA N 4 Pematangsiantar. The research method used was the experimental design, where the Experimental group was the PMIA 3 class, and the PMIA 2 class as the control class. Both of the classes had 34 students in each of it. The data were obtained through pre-test, treatment and post test. The pre-test was held to know the students’ basic ability or score before treatment was given. Meanwhile, the post test was held to know the students’ achievement and significant effect after the students were taught using Herringbone technique. Finding of the research showed that both groups had a significant improvement in their reading ability after being treated and passed the KKM. The Control group, which the pre-test score was 60, made an improvement shown in their post-test score in amount of 70,44. The experimental group, the group which the researcher treated the Herringbone technique to them, had a higher improvement than the control group. The average score of pre-test in this group was about 54,41 where then being improved up to 78,97. The score of t-test (3,981) was higher than t-table (1,668) at the level of significance 5% for two tailed test, so Null Hypothesis is rejected and Alternative Hypothesis is accepted.

scholarly journals Designing Big Story Book Project (BSBP) in Teaching Reading Comprehension

2017 ◽  
Vol 4 (1) ◽  
pp. 61-67
Author(s):  
Aswin Abbas
Keyword(s):  
Reading Comprehension ◽  
Experimental Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Reading Test ◽  
The Other ◽  
Teaching Reading ◽  
Significant Difference ◽  
Post Test ◽  
Test Treatment

This research aimed find out the effectiveness of using big story book project (BSBP) in teaching reading comprehension and to know the advantages and the disadvantages of using BSBP in teaching reading comprehension. The researcher applied pre-experimental research design and consists of pre-test, treatment and post-test in order to find whether the big story book project (BSBP) effective in teaching reading comprehension. The instruments used in this research were reading test and questionnaire. The result from this research shows that using big story book project (BSBP) in teaching reading comprehension is effective. It is proved by the result that there is significant difference between the result of the students’ mean score in the pre-test and the post-test. In the pre-test, the students’ mean score is (43.79) and in the post-test is (80.37). Furthermore, it is proved by the probability value is smaller than α (0.00 < 0.05). On the other word, BSBP has advantages to the students if applied in teaching and learning process, especially in reading subject.

The effect of degrees of bilingualism on metacognitive linguistic skills

2018 ◽  
Vol 23 (5) ◽  
pp. 1064-1086
Author(s):  
Salim Abu Rabia
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Reading Strategies ◽  
Positive Impact ◽  
Research Question ◽  
Significant Variable ◽  
Comprehension Task ◽  
Significant Difference ◽  
Linguistic Skills ◽  
Metacognitive Reading Strategies

Purpose and research question: The present study investigated whether there was any significant difference between balanced bilinguals, dominant bilinguals, limited bilinguals and monolinguals in the application of metacognitive linguistic skills while doing a reading comprehension task in the additional (English) language. Namely, how do different degrees of bilingualism affect metacognitive linguistic skills? Methodology: The present study examined three domains of metacognitive reading process (planning, monitoring and evaluating), as well as the overall use of metacognitive reading strategies. Four groups of participants (30 seventh grade students in each group) completed a Metacognitive Reading Strategies Questionnaire, aimed at measuring their metacognitive awareness in each domain after fulfilling a reading comprehension task in English. Data analysis: A multivariate analysis of variance (MANOVA) was used in order to test the differences within groups and between groups. Findings and conclusions: Level of metacognitive reading awareness was affected by the degree of bilingualism. There was a positive influence of balanced (reading and writing skills in the second language) and imbalanced (oral skills in the second language) degrees of bilingualism on metacognitive linguistic abilities. A balanced degree of bilingualism exerted the greatest influence on most of the metacognitive reading domains (planning, monitoring and the total use of metacognitive strategies). Significance: A significant advantage of balanced bilinguals over all other groups was revealed. Level of metacognitive reading awareness was affected by the degree of bilingualism. Thus, bilingual education should be taken seriously due to its positive effect on all aspects of thinking and learning. Results provided additional support to the notion that bilingualism had a positive impact on the metacognitive linguistic skills. Moreover, the balance between the languages appeared to be a significant variable. Thus, balanced bilinguals, who possessed the highest competence in the second language, showed the best performance in the domains of planning, monitoring and overall use of metacognitive reading strategies. Limited bilinguals, on the contrary, demonstrated the lowest scores in the mentioned domains. The findings also revealed the absence of any considerable difference between the groups in the domain of evaluating.

scholarly journals The Effect of PQRST and SGD Methods on Students’ Reading Comprehension at Dehasen University

2018 ◽  
Vol 1 (2) ◽  
pp. 86-98
Author(s):  
Mariska Febrianti
Keyword(s):  
Reading Comprehension ◽  
Small Group ◽  
Group Discussion ◽  
General Information ◽  
Reading Test ◽  
Small Group Discussion ◽  
Significant Difference ◽  
Post Test ◽  
Reading To Learn ◽  
Very High

This research aims to compare the effectiveness of two methods, PQRST (Preview, Question, Read, State and Test) and SGD (Small Group Discussion). It was carried out at the second semester students of Penjaskesrek Department, Dehasen University. The design was a quasi-experiment. The sample consisted of two classes; one was taught by the PQRST method and another by the SGD method. The instrument was a reading test, which was tried-out; the reliability was 0.917 (very high). The result was as follows: at the pretest, there was no significant difference between both group on all aspects and at the post test, there were no significant difference between both groups on general comprehension, reading to learn from the text, and reading to integrate information. However, SGD was found to be more effective on finding general information while PQRST was found to be more effective on reading to skim and finding simple information.

scholarly journals The Impact of Incidental and Intentional L2 Vocabulary Learning on Depths and Breadth Dimensions of Vocabulary Knowledge

2017 ◽  
Vol 7 (1) ◽  
pp. 50
Author(s):  
Seyyed Rasool Mirghasempoor Ahmadi
Keyword(s):  
Learning Style ◽  
Undergraduate Students ◽  
Reading Ability ◽  
English Language ◽  
Vocabulary Learning ◽  
Reading Program ◽  
Vocabulary Knowledge ◽  
Significant Difference ◽  
Different Dimensions ◽  
The Impact

Through the introduction of different dimensions of vocabulary knowledge, various studies attempted to examinenumerous effective factors on these dimensions. The present study aimed to show the effects of different vocabularylearning styles through extensive and intensive reading programs on depth and breadth aspects of vocabularyknowledge. To achieve this goal, 45 sophomore undergraduate students of English language teaching and translationin Payam-e-Noor University participated in this study. Initially, in order to homogenize the learners based on theirlevel of language proficiency, MEPT was administered. Then, by measuring the mean and standard deviation ofparticipants’ scores, the number of participants reduced to 35. The ultimate subjects’ scores on the readingcomprehension items of MEPT show that they are all at the intermediate level of reading ability. Participantsdivided into three experimental groups randomly: two groups were in the extensive reading program with differentform-focused and meaning-focused tasks as incidental vocabulary learning style. And the third group was in theintensive reading program as intentional vocabulary learning style. Participants in these experimental groups readlong stories or passages per week with ten goal-oriented words. After 8 weeks, Word Associates Test (WAT) andVocabulary Knowledge Scale (VKS) were administered to measure the acquired knowledge of new words and also,determining the effects of various learning styles on different dimensions of vocabulary knowledge. The results ofPaired-samples and Independent T-tests revealed that both incidental and intentional groups developed in the periodbetween the pre- and post-test, but, there was a significant difference between the effects of incidental vocabularylearning in the form of ER program and intentional vocabulary learning in the form of IR program. Moreover, therewas a significant difference between the effects of the form-focused and meaning-focused task.

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