scholarly journals Classroom Situation in Reading Classes of the Foundation English Course (FEC) at International Islamic University Chittagong (IIUC): An Empirical Study

IIUC Studies ◽  
2012 ◽  
Vol 6 ◽  
pp. 7-34
Author(s):  
Mohammad Riaz Mahmud
Keyword(s):  
Empirical Study ◽  
Reading Skill ◽  
Teaching Reading ◽  
Classroom Situation

The article aims at depicting the present scenario of teaching reading skill to the students of Foundation English Course (FEC) through an empirical study. Two questionnaires have been used for collecting data from learners and teachers to point out the weak areas of ineffective teaching and to identify the shortcomings in teaching reading skill. Collected data have been analyzed under eight points and recommendations have been made separately under those points to overcome the weak areas of ineffective teaching.DOI: http://dx.doi.org/10.3329/iiucs.v6i0.12246IIUC Studies Vol.6 2010: 7-34

scholarly journals Teach Reading

2021 ◽  
Author(s):  
Ernan Santiesteban Naranjo ◽  
Kenia María Velázquez Avila ◽  
Niurka Góngora Mena
Keyword(s):  
Reading Instruction ◽  
Reading Skill ◽  
Reading Process ◽  
Participatory Methods ◽  
Teaching Reading ◽  
Reading Competence ◽  
The Third ◽  
Definition Of ◽  
Teaching Learning

Teach reading is a book that is composed by six chapters. The fist, is devoted for the definition of text and its taxonomy. It concludes with the requirements for choosing a didactic text. The second, is dedicated for the definition, analysis and classification of reading. The third is devoted to associated disorders related to the reading process. The fourth, contrasts the traditionalist reading instruction against dynamic-participatory didactic for the teaching-learning process of reading, where it is emphasized on reading participatory methods and techniques. The fifth, is attentive to the generalized reading skill, invariant skill and reading competence. Finally, the sixth is committed to dynamic-participatory didactic strategy for teaching reading,

scholarly journals Utilizing Cooperative Learning in Islamic College Students’ Classroom

2016 ◽  
Vol 3 (2) ◽  
pp. 123-139
Author(s):  
Abdul Gafur Marzuki
Keyword(s):  
College Students ◽  
Action Research ◽  
Cooperative Learning ◽  
English Education ◽  
Reading Skill ◽  
Teaching Reading ◽  
Classroom Activities ◽  
Field Notes ◽  
The Subject ◽  
Minimum Criteria

ABSTRACT The research aims at utilizing cooperative learning in teaching reading skill for Islamic college students. The research was classroom action research which was conducted in two cycles where each cycle consisted of planning, implementation, observation and reflection. The subject were taken from PAI 5 which contained 30 students. The data of this research were obtained from the test, observation checklist, and field notes. The findings of research showed that cooperative learning was effective in developing students’ reading skill. The findings revealed that there were nineteen students who achieved the minimum criteria of achievement in cycle 1, which percentage was 63.3%. In cycle 2, it was found that there were twenty five students who achieved the minimum criteria of achievement, which percentage increased to 83.3%. Both of the classical and individual achievements have met the criteria of success. Besides, students were active in joining classroom activities and completing their classroom tasks. Therefore, it can be concluded that the cooperative learning was effective to develop the students’ reading skill. ABSTRAK Penelitian ini bertujuan untuk memanfaatkan pembelajaran kooperatif dalam pembelajaran keterampilan membaca mahasiswa di perguruan tinggi Islam. Penelitian ini merupakan penelitian tindakan kelas yang dilakukan dalam dua siklus dimana setiap siklus terdiri dari perencanaan, pelaksanaan, observasi dan refleksi. Subjek penelitian diambil dari kelas PAI 5 yang terdiri dari 30 mahasiswa. Data penelitian ini diperoleh dari hasil tes, lembar observasi, dan catatan lapangan. Temuan penelitian menunjukkan bahwa pembelajaran kooperatif efektif dalam mengembangkan keterampilan membaca mahasiswa. Temuan menunjukkan bahwa ada sembilan belas mahasiswa yang mencapai kriteria pencapaian minimal pada siklus 1, dengan persentase 63,3%. Pada siklus 2, ditemukan bahwa ada dua puluh lima mahasiswa yang mencapai kriteria pencapaian minimum dengan persentase 83,3%. Persentase klasik dan individual telah memenuhi kriteria keberhasilan. Selain itu, mahasiswa aktif mengikuti kegiatan kelas dan menyelesaikan tugas kelas mereka. Oleh karena itu, dapat disimpulkan bahwa pembelajaran kooperatif efektif untuk mengembangkan keterampilan membaca mahasiswa. How to Cite: Marzuki, A., G. (2016). Utilizing Cooperative Learning in Islamic College Students’ Classroom. IJEE (Indonesian Journal of English Education), 3(2), 123-139 doi:10.15408/ijee.v3i2.5528. Permalink/DOI: http://dx.doi.org/10.15408/ijee.v3i2.5528 

scholarly journals Comparative Study on Teaching Reading Using Know, Want, Learnt (KWL) and Direct Instruction Method (DIM)

2018 ◽  
Vol 6 (2) ◽  
pp. 169
Author(s):  
Gabriela Puspita Nagri ◽  
Ngadiso Ngadiso ◽  
Teguh Sarosa
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Reading Skill ◽  
Reading Test ◽  
Control Group ◽  
Teaching Reading ◽  
School Students ◽  
Significant Difference ◽  
The Mean ◽  
Experimental Group

<p>The aims of this research are to find out: (1) whether there is a significant difference in reading skill between the students taught by using KWL method and those taught by using DIM; and (2) whether KWL method is more effective than DIM to teach reading. This experimental study used 22 students for the experimental group and 22 students for the control group. The data were collected by using reading test and then analyzed by using t-test formula. The computation of the data shows that the t-observation (t<sub>o</sub>) is 1.988, which is higher than the t-table <sub>(42,</sub> <sub>0.05)</sub>: 1.960. Therefore, it can be concluded that there is a significant difference in reading skill between the students taught by using KWL method and those taught by using DIM. The mean of the group of students taught by using KWL method is 75.14, while the mean of the group of students taught  by using DIM is 69.13. Therefore, it can be concluded that KWL method is more effective to teach reading than DIM for junior high school students.</p>

scholarly journals The Effectiveness of Using PQ4R Method on Teaching Reading Viewed From Students’ Intelligent Quotient (IQ)

2018 ◽  
Vol 6 (2) ◽  
pp. 129
Author(s):  
Khumaira Khumaira ◽  
Ngadiso, Ngadiso, ◽  
Sujoko Sujoko
Keyword(s):  
Direct Instruction ◽  
Teaching Methods ◽  
Research Method ◽  
Reading Skill ◽  
Control Group ◽  
Teaching Reading ◽  
High Intelligence ◽  
Multifactor Analysis ◽  
Experimental Group ◽  
Intelligent Quotient

<p>The aim of this research is to find out whether: (1) PQ4R Method is more effective than Direct Instruction Method to teach reading; (2) students who have high intelligence have better reading skill than those who have low intelligence; and (3) there is an interaction effect between teaching methods and students’ intelligence in teaching reading. The research method used in this study is an experimental method. This research took 24 students for the experimental group and 24 students for the control group. The research instrument used to collect the data in this study is test. The data were analyzed by using multifactor analysis of variance 2x2 and Tuckey test. The computation of the data shows that: (1) PQ4R is more effective than Direct Instruction to teach reading; (2) the students who have high intelligence have better reading skill than those who have low intelligence; and (3) there is an interaction between teaching methods and students’ intelligence in teaching reading.</p>

scholarly journals A Comparative Study Between Team Game Tournament and Direct Instruction Method in Teaching Reading

2018 ◽  
Vol 6 (2) ◽  
pp. 191
Author(s):  
Ahunberdi Tashliyev ◽  
Ngadiso Ngadiso ◽  
Endang Setyaningsih
Keyword(s):  
Comparative Study ◽  
Experimental Method ◽  
Direct Instruction ◽  
Research Method ◽  
Reading Skill ◽  
Control Group ◽  
Teaching Reading ◽  
Significant Difference ◽  
Team Game ◽  
Experimental Group

<p><em>The aim of this research is to find out: (1) whether there is a significant difference in reading skill between the students taught using Team Game Tournament and the students taught using Direct Instruction Method; and (2) which group of students has better reading skill, the group taught using Team Game Tournament or the group taught using Direct Instruction Method. The research method used in this study is an experimental method. This research used 20 students for the experimental group and 20 students for the control group. The research instruments used to collect the data in this study is test. The data were analyzed by using t-test formula. The computation of the data shows that: (1) there is a significant difference in reading skill between the students taught using Team Game Tournament and the students taught using Direct Instruction; and (2) Team Game Tournament is more effective than Direct Instruction Method to teach reading.</em></p>

scholarly journals SPEED READING TO IMPROVE STUDENT’S READING SKILL

2017 ◽  
Vol 2 (2) ◽  
pp. 86-100
Author(s):  
Rita Mahriza
Keyword(s):  
Reading Skill ◽  
Average Score ◽  
Teaching Reading ◽  
Test Analysis ◽  
Speed Reading ◽  
Speed Test ◽  
T Score ◽  
Post Test ◽  
And Control ◽  
Better Than

This study is to find out whether speed reading improves student’s reading skill of the eleventh grade students at SMA Negeri 2 Langsa. The population of this research is the entire eleventh grade students at SMAN 2 Langsa. This study used quazy experiment. Test in the form of multiple choices through speed reading was used as instrument of this study. It is found that the result of pre-test and post-test in both experimental and control class is different. In experiment class, the average score of multiple choices test is higher than thatof control class. Based on t-test analysis, it was found that the t score(2,02)> ttable(2,71). It can be concluded that tscore is higher than ttable, thus hypothesis is accepted. Meanwhile, in control class, the students’ average score of speed test was 135 WPM and improves at least 1832 WPM in experiment class. The students’ reading skill of SMAN 2 Langsa in speed test is good. 1 students in experiment class secured A and no student obtained the same grade in control class. 9 students in experiment class got B while only 5 students from control class obtained the same score. It shows that experiment class performs better than that of control class. Thus, teaching reading skill by using speed reading at SMAN 2 Langsa is successfull and proves that speed reading improves students’ reading skill.

scholarly journals Revisiting PQ4R and CSR for Teaching Reading Skills for Adolescents

2019 ◽  
Vol 4 (2) ◽  
pp. 239
Author(s):  
Ryan Oktarini ◽  
Sugirin Sugirin
Keyword(s):  
Reading Skills ◽  
Skill Development ◽  
Reading Skill ◽  
Conventional Technique ◽  
Control Group ◽  
Teaching Reading ◽  
Effective Technique ◽  
Strategic Reading ◽  
Collaborative Strategic Reading ◽  
Reading Skill Development

<p><em>The developing technonolgy brings the teenagers to the world interaction without boundary. Teenagers, or adolescents, are demanded to be able to master English. Thus, teaching and learning reading skills has become one essential factor to help them to master English. </em><em>The aims of this research are to find out the effectiveness of PQ4R and Collaborative Strategic Reading on students’ reading skill development</em><em> for adolescents</em><em>; (2) to find out the most effective technique for teaching reading skill</em><em> for adolescents</em><em>. This study was a quasi-experimental research with two experimental groups</em><em> and one control group</em><em>. </em><em>The</em><em> </em><em>three variables </em><em>used were</em><em> PQ4R, Collaborative Strategic Reading (CSR), and Conventional techniques. The </em><em>sample</em><em> of this study were grade </em><em>X Science 1, X Social 1 and X Social 2</em><em> who had homogenous reading level who were selected by using Cluster Random Sampling. </em><em>The </em><em>quantitative data were collected by using pretest and posttest to assess the reading comprehension. The result indicated that there was a difference in the students’ reading achievement given different treatment. Students taught using PQ4R had an improvement from 61.75 to 71.63 while students taught using CSR had improvement from 63.32 to 75.50. Students taught using conventional technique also indicated improvement from 62.5 to 68.38. The most effective technique was CSR compared to PQ4R and Conventional techniques. The improvement of students’ reading skill development reach </em><em>15</em><em>.</em><em>9% </em><em>while the improvement using PQ4R was </em><em>19</em><em>.</em><em>25%</em><em> </em><em>9</em><em> and using conventional technique was 9.</em><em>28%</em><em>. Therefore, it can be concluded that CSR was the most effective technique </em><em>for teaching reading skills for adolescents </em><em>compared to PQ4R and </em><em>conventional techniques</em><em></em><em></em></p><em></em>

scholarly journals The Effectiveness of Using Picture to Improve Students' Reading Skill at seventh-Grade Student of SMP Negeri 8 Seluma

2019 ◽  
Vol 2 (1) ◽  
pp. 72
Author(s):  
Yuneva Yuneva ◽  
Misna Misna ◽  
Elva Utami
Keyword(s):  
Empirical Data ◽  
Quantitative Method ◽  
First Grade ◽  
Reading Skill ◽  
T Test ◽  
Teaching Reading ◽  
Statistical Calculation ◽  
Grade Student ◽  
Seventh Grade ◽  
Seventh Grade Student

This study aimed to find out empirical data, to see using picture strategy effective in improving students’ reading skill at seventh-grade student of SMP Negeri 8 Seluma. The sample of this study was 62 students taken from the first grade of SMP Negeri 8 Seluma, the students were 31 students of VII-A, as experiment class and 31 students from VII-B, as control class. The method which was used in this study was a quantitative method and the design used in this study was an experiment design. The data collected in this research were analyzed by using t-test. According to the result of statistical calculation, the obtained value of (t-observation) is 2.67 and the value of “tt” (t table) from the df (60) on the degree of significance of 5% is 2.01. Comparing to the with each value of the degree of significance, the writer finds 2.67 > 2.04. So too is higher than tt or to > tt. The finding of this study it can be concluded that using the picture in teaching reading skill is quite a success by using Picture. It is not only effective to lead students to feel more interesting and enjoy doing activity in the class but also it can give the students the opportunities to be active in teaching a Reading skill.

scholarly journals Maharah al-Qiraati wa Ta'limuha wa Muasyiratuha

2019 ◽  
Vol 1 (01) ◽  
pp. 42
Author(s):  
Penny Respati Yurisa
Keyword(s):  
Reading Skills ◽  
General Characteristic ◽  
Reading Skill ◽  
Reading Education ◽  
Teaching Reading ◽  
Library Research ◽  
Teaching Of Reading ◽  
Complex Process ◽  
New Ideas ◽  
The Subject

Reading is a verbal linguistic skill, which includes the identification and understanding of printed symbols, and it is a complex process similar to all processes, requiring understanding, linking, and conclusion by communicating with readers. This article has four goals; to find the goals of reading education, to explain the two types of reading, to determine the assessment of reading skill, and to find the steps of teaching reading skills. This article used library research, the data in the form of literature and analysed without using statistical techniques. First, one of the goals of reading education is the ability of students to find new ideas and knowledge. Second, that there are two types of reading. The first type is  silent reading, and the second type is aloud reading. Third, assessment of reading skill in a general characteristic consists of two aspects, namely pronunciation and comprehension. Fourth, the teaching of reading skills has the following steps: Providing readable texts for students to read in secret or in public, appropriate for the available study times. Dialog about the content of the read. When the teacher wanted to explain the rules, the teacher does the shortest explanation, because the focus in teaching reading is to provide read texts, and read them secretly or publicly. The teacher provides an explanation of difficult vocabulary, or problem terms in students. At the end of the meeting, the teacher gives assignments about the content of the reading, such as summarizing the material, assigning the subject, or other assignments.

scholarly journals TASK-BASED LANGUAGE TEACHING (TBLT) APPROACH: IMPLICATIONS ON READING COMPREHENSION

2020 ◽  
Vol 6 (1) ◽  
pp. 65
Author(s):  
Achmad Taqlidul Chair Fachruddin
Keyword(s):  
Reading Comprehension ◽  
Experimental Method ◽  
Language Comprehension ◽  
Reading Ability ◽  
Language Teaching ◽  
Teaching Reading ◽  
Classroom Situation ◽  
Reading Tests ◽  
Comprehension Skills ◽  
Quasi Experimental

Task-based language teaching (TBLT) has exceedingly been written in many research reports but research examining the impacts of TBLT on student’s reading comprehension remains limited. Recent studies indicate that TBLT is promoting real communication or the exchange of meanings rather than forms. The reading intention is to excerpt meaning from text by developing the literal, inferential and extrapolative comprehension of readers, and this depends upon both decoding and language comprehension skills. Recently there has been growing interest in developing students’ ability to read comprehensibly in a classroom situation. One way to develop students’ reading ability is by committing Task-Based Language Teaching in teaching reading. This article explores the impacts of TBLT on three levels of students’ reading comprehension, literal, inferential and extrapolative comprehension. This research employed the quasi-experimental method involving fifth-semester students of Sekolah Tinggi Ilmu Kesehatan Panakukang Makassar. The instruments were reading tests and questionnaires. The data from reading tests were used to figure out the effect of TBLT on students’ reading comprehension (literal, inferential, and extrapolative comprehension) by using a t-test while the data from questionnaires were to figure out the students’ motivation. The findings revealed that TBLT has an impact on students reading comprehension. Sequentially, the most evolving level of comprehension was inferential, extrapolative, literal comprehension. Moreover, the result of a questionnaire displayed that the students who were taught through TBLT became more motivated to read in the domain of reading efficacy, reading curiosity, and reading challenge motivation

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