scholarly journals THE EFFECT OF SUBTITLED ANIMATED CARTOON VIDEOS ON STUDENTS’ READING COMPREHENSION (A Quasi Experimental Study at The Sixth Grade Students of SDIT Al- Hasanah Kota Bengkulu)

2018 ◽  
Vol 1 (2) ◽  
pp. 20-29
Author(s):  
Gustian Pelani
Keyword(s):  
Experimental Study ◽  
Reading Comprehension ◽  
Sixth Grade ◽  
Animated Cartoon ◽  
Significant Difference ◽  
Sixth Grade Students ◽  
Quasi Experimental ◽  
Academic Year

Thisstudyaims toinvestigatewhetheror nottheuseofsubtitledanimated cartoonvideosaffectstudents’ reading comprehension and to findoutinwhat performanceof reading comprehension aspectstheexperimentaland controlclassdiffer. ThepopulationincludedallthesixthgradestudentsofSDITAlHasanahKotaBengkulu in  academic  year  2015/2016,  which  consisted  of  77  students.  The  sampleswere  52 studentsthatwere taken fromtwo classes.Theexperimentalclass receiveda treatmentby usinganimatedcartoonvideoswithbimodalsubtitles, while thecontrolclasswas taught byusinganimatedcartoonvideoswithoutsubtitles.A pre-testwasgiven tobothclasses beforetreatment.Thedata wereanalyzedbyusingSPSS16for t-testformula.Theresults show that, firstly, therewasa statistically significantdifferencebetween thegroups in readingcomprehension scores.Therefore, itwasconcluded thattheuse ofsubtitled animated cartoon videoscould improvestudents’ reading comprehension. Secondly, for reading  comprehension  aspects,  the  experimental  class  and  the  control  class  were different inthe literalperformanceaspect.However,intheinferenceperformance,it showed  no  significant  difference.  Based  on  the  results,  it  wasrecommended  to  use subtitled animatedcartoonvideosastheteaching aidinteachingreadingcomprehension

scholarly journals EFFECTIVENESS OF LITERATURE CIRCLES ON STUDENTS’ READING COMPREHENSION

2016 ◽  
Vol 1 (3) ◽  
pp. 179 ◽  
Author(s):  
Dini Irawati
Keyword(s):  
Experimental Study ◽  
Reading Comprehension ◽  
Experimental Research ◽  
Literature Circles ◽  
Control Group ◽  
English Department ◽  
Intensive English ◽  
First Semester ◽  
Quasi Experimental ◽  
Academic Year

This study reports an experimental study to see the effect of literatures circles to improve reading comprehension of English department students of  State Islamic Institute (IAIN) of Samarinda. A quasi experimental research using nonrandomized control group pretest-posttest design was conducted to see effectiveness of literature circles on students’ reading comprehension. A number of 24 students were taken as sample from the first semester students joining in an intensive English course program in  academic year 2011/2012. Using independent t-test, the analysis of the posttest means the finding yielded a t-value of 3.11. The t-value (3.11) is higher than the critical table 1.678 at p=.05 and df=44 (one-tailed).  The result evidently shows that literature circles contribute a significant effect to improve students’ reading comprehension.   

scholarly journals The Effectiveness Material Based Stories in Improving Students Reading Comprehension

2020 ◽  
Vol 2 (1) ◽  
pp. 40-46
Author(s):  
Hasan Hasan ◽  
Ismail Ismail
Keyword(s):  
Reading Comprehension ◽  
Real Data ◽  
T Test ◽  
Control Group ◽  
Significant Difference ◽  
Before And After ◽  
Quasi Experimental ◽  
Method Class ◽  
And Control ◽  
Academic Year

This research was intended to explain the students reading comprehension through material based stories at the eighth grade of SMP Negeri 1 Maiwa Kabupaten Enrekang in the 2017/2018 academic year. This research used a quasi-experimental method class. It had conducted into two groups namely the experimental group and control group. The Sample in this research were 44 students. The researcher took real data from class to know the students reading comprehension. The instrument of this research was pre-test-posttest with multiple choice, T/F and read test. From these findings, there was a significant effect on the students reading comprehension through material based stories. The data was analyzed by using a t-test and the result showed that the t-test value 4.629 was higher than the t-table value 2.021. It meant that there was a significant difference between students’ reading achievement before and after the treatment through the stories. It concluded that material based stories can be used in improving the reading comprehension of the students.

The Impact of Repeated Reading Strategy on Improving Reading Comprehension and Vocabulary Development in English language among Sixth Grade Students in Jordan: أثر استراتيجية القراءة المتكررة في تحسين الفهم القرائي وتنمية المفردات باللغة الإنجليزية لدى طالبات الصف السادس الأساسي في الأردن

2020 ◽  
Vol 4 (45) ◽  
Author(s):  
Rula Mohammad Mahmoud Hmeidan
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
Repeated Reading ◽  
Sixth Grade ◽  
Reading Strategy ◽  
Significant Difference ◽  
Sixth Grade Students ◽  
The Impact ◽  
Essay Test ◽  
Experimental Group

This study aims to find out the impact of the repeated reading strategy on improving reading comprehension and development vocabulary in the English language of the sixth-grade students in Jordan. The study was applied to 60 students of the sixth-grade students in Wadi Al-Seer secondary girl's school. On section consisting of 30 students was classified as an experimental group, whereas another section consisting of 30 students was classified as a control group. The experimental group was taught a short story by using the repeated strategy. To measure the effect this story on improving reading comprehension and development vocabulary the researcher used two tools: they are reading comprehension test, which is an essay test consisting of 10 questions and vocabulary test, which also is an essay test consisting of 10 questions. After conducting the study and conducting the appropriate statistical analyses, the results of the study revealed that there is a statistically significant difference at the (α = 0.05) between the two means for the performance of the participants in reading comprehension and vocabulary. This result is ascribed to the teaching strategy and to the group members who received teaching the story by adopting the repeated reading strategy.

scholarly journals The Effectiveness of Using CIRC and CTL in Teaching and Learning Reading Comprehension

2019 ◽  
Vol 1 (1) ◽  
pp. 81-94
Author(s):  
Dian Ismawati ◽  
Sugirin Sugirin
Keyword(s):  
Reading Comprehension ◽  
Teaching And Learning ◽  
Conventional Technique ◽  
Effective Technique ◽  
Significance Level ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Independent Variable ◽  
The Difference ◽  
Academic Year

Teaching reading in secondary level is aimed at teaching for comprehension. Comprehension occurs when the reader extracts and integrates various information from the text and combines it with what is already known. Reading comprehension is an intentional, active, interactive process that occurs before, during and after a person reads a particular piece of writing. When a person reads a text, he engages in a complex array of cognitive processes. In the teaching and learning process in SMP Negeri 1 Pecangaan, the teachers still dominate the activities. It emphasis on reading the text and then answers the questions based on the text and discussion to determine the correct answer. This is known as “Baca-Soal-Diskusi” technique (BSD). Concerned about the technique, the researcher thinks that the technique is not good enough. It can be seen that the students’ ability in understanding the text is not satisfactory enough. This research was aimed at describing(1) the difference of effectiveness between CIRC, CTLand conventional techniques and (2) which one is the most effective technique – CIRC, CTL, or conventional – in teaching and learning reading comprehension of grade VIII students of SMPN 1 Pecangaan.. This quasi experimental research used pretest posttest nonequivalent group design with teaching techniques as the independent variable and students’ reading comprehension as the dependent variable. The population of the research was the students of grade VIII of SMPN 1 Pecangaan in the academic year 2013/2014 with three classes were randomly chosen as the research sample. The data were gathered through pretest and posttest of students’ reading comprehension which were analyzed using Ancova continued by Scheffe test with the significance level of 0.05. The research results show that (1) There is a significant difference in the reading comprehension of the students taught using CIRC, that of those taught using the CTL, and that of those taught using the conventional technique with F = 3.68 and p = 0.03 (2) CIRC is the most effective technique among them with the sequence of effectiveness is CIRC followed by CTL and conventional technique. Keywords: CIRC technique, CTL technique, reading comprehension

Paper versus Screen: Impact on Reading Comprehension and Speed

2019 ◽  
Vol 3 (2) ◽  
Author(s):  
Ely Shuhadah Tajuddin ◽  
Fitri Suraya Mohamad
Keyword(s):  
Experimental Study ◽  
Reading Comprehension ◽  
Undergraduate Students ◽  
Reading Speed ◽  
Public University ◽  
General Interest ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Paper Format

Choosing the appropriate reading format is important for students to achieve effective reading. This quasi-experimental study investigates the effects of paper versus screen on reading comprehension and speed among undergraduate students who are currently enrolled in a public university in Sarawak. The general objective of this study is to investigate the formats for effective reading and comprehension among undergraduates. Instruments that have been used in this study were a set of questionnaires, a set of general interest articles, corresponding comprehension questions, and an online timer.  Findings revealed that students tended to have better reading comprehension when reading on the screen. Conversely, students were able to read faster using the paper format. Data also revealed that there is significant difference between paper and screen formats for both reading comprehension and reading speed.

A Comparison of Four Adolescent Language Tests

1987 ◽  
Vol 18 (3) ◽  
pp. 250-266 ◽  
Author(s):  
R. Jane Lieberman ◽  
Ann Marie C. Heffron ◽  
Stephanie J. West ◽  
Edward C. Hutchinson ◽  
Thomas W. Swem
Keyword(s):  
Test Performance ◽  
Sixth Grade ◽  
Significant Discrepancy ◽  
Language Impaired ◽  
Language Functions ◽  
Language Tests ◽  
Significant Difference ◽  
Sixth Grade Students ◽  
Overall Performance ◽  
Selection Of

Four recently developed adolescent language tests, the Fullerton Test for Adolescents (FLTA), the Test of Adolescent Language (TOAL), the Clinical Evaluation of Language Functions (CELF), and the Screening Test of Adolescent Language (STAL), were compared to determine: (a) whether they measured the same language skills (content) in the same way (procedures); and (b) whether students performed similarly on each of the tests. First, respective manuals were reviewed to compare selection of subtest content areas and subtest procedures. Then, each of the tests was administered according to standardized procedures to 30 unselected sixth-grade students. Despite apparent differences in test content and procedures, there was no significant difference in students' performance on three of the four tests, and correlations among test performance were moderate to high. A comparison of the pass/fail rates for overall performance on the tests, however, revealed a significant discrepancy between the proportions of students identified in need of further evaluation on the STAL (20%) and the proportion diagnosed as language impaired on the three diagnostic tests (60-73%). Clinical implications are discussed.

THE EFFECTIVENESS OF USING COOPERATIVE SCRIPT METHOD TO IMPROVE STUDENTS’ READING COMPREHENSION ON RECOUNT TEXT OF 8th GRADE STUDENTS OF SMP N KEWAPANTE, MAUMERE IN ACADEMIC YEAR 2017/ 2018

2018 ◽  
Vol 2 (2) ◽  
pp. 210-220
Author(s):  
Wendelinus Oscar Janggo ◽  
Yuliana Wisnawati Nona Nungsi
Keyword(s):  
Reading Comprehension ◽  
Data Analysis ◽  
Experimental Research ◽  
Qualitative Data ◽  
Qualitative Data Analysis ◽  
Quantitative Data Analysis ◽  
8Th Grade ◽  
Eighth Grade Students ◽  
Quasi Experimental ◽  
Academic Year

This research is entitled “The Effectiveness of Using Cooperative Script Method to Improve Students’ Reading Comprehension on Recount Text of 8th Grade Students of SMP N Kewapante, Maumere in Academic Year 2017/ 2018”. The objective of this research is to investigate and to find out whether the use of cooperative script method effective to improve students’ reading comprehension on recount text. The method of this research is experimental research especially quasi experimental research. In analyzing the data, the researcher combined both quantitative and qualitative data analysis. In qualitative data analysis, the researcher used interview technique in order to get information about students’ perceptions in reading, while in quantitative data analysis, the researcher used SPSS version 16. The result of the research showed that the implementation of Cooperative Script Method in experimental class was more effective to help the students in reading comprehension on recount text compared to the use of the conventional method in control class of the eighth grade students of SMP N Kewapante, Maumere. It is also found that cooperative script method positively contributed to improve students’ reading comprehension. Therefore ,the researcher  suggests the teachers to use cooperative script method in order to improve students reading comprehension Additionally, cooperative script method can also motivate students to be more active, relax and enthusiastic to comprehend reading texts.

scholarly journals Does Ramadan Fasting Affect Spirometric Data of Healthy Adolescents?

2019 ◽  
Vol 13 ◽  
pp. 117955651986228
Author(s):  
Selma Ben Fraj ◽  
Amira Miladi ◽  
Fatma Guezguez ◽  
Mohamed Ben Rejeb ◽  
Jihène Bouguila ◽  
...  
Keyword(s):  
Experimental Study ◽  
Vital Capacity ◽  
Forced Expiratory Volume ◽  
Healthy Male ◽  
Ramadan Fasting ◽  
Male Adolescents ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Expiratory Flow ◽  
Healthy Males

Purpose: Several studies raised the effects of Ramadan fasting on healthy adults spirometric data, but none was performed in children. The aim of this study was to compare the spirometric data of a group of faster adolescents (n = 26) with an age-matched non-faster one (n = 10). Methods: This comparative quasi-experimental study, including 36 healthy males aged 12 to 15 years, was conducted during the summer 2015 (Ramadan: June 18 to July 16). Three sessions (Before-Ramadan [Before-R], Mid-Ramadan [Mid-R], After-Ramadan [After-R]) were selected for spirometry measurements. Spirometry was performed around 5.5 to 3.5 h before sunset and the spirometric data were expressed as percentages of local spirometric norms. Results: The two groups of fasters and non-fasters had similar ages and weights (13.35 ± 0.79 vs 12.96 ± 0.45 years, 46.8 ± 9.2 vs 41.7 ± 12.6 kg, respectively). There was no effect of Ramadan fasting on forced vital capacity (FVC), forced expiratory volume in 1 s (FEV1), FEV1/FVC, peak expiratory flow, and maximal mid-expiratory flow. For example, during the Before-R, Mid-R, and After-R sessions, there was no significant difference between the fasters and non-fasters mean FVC (101 ± 11 vs 99 ± 14, 101 ± 12 vs 102 ± 14, 103 ± 11 vs 104 ± 13, respectively) or FEV1 (101 ± 13 vs 96 ± 16, 98 ± 11 vs 97 ± 16, 101 ± 10 vs 98 ± 16, respectively). Conclusions: Ramadan fasting had no interaction effect with the spirometric data of Tunisian healthy male adolescents.

scholarly journals Comprehending Narrative Text: The Effectiveness of Cooperative Integrated Reading and Composition (CIRC)

2018 ◽  
Vol 5 (2) ◽  
pp. 139-148
Author(s):  
Miftah Fariduddin ◽  
Firman Parlindungan
Keyword(s):  
Reading Comprehension ◽  
Narrative Text ◽  
Analysis Of Covariance ◽  
Test Design ◽  
Randomized Design ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental

The aim of this study was to investigate whether there was significant difference on the students’ reading comprehension of narrative text between those who were taught through Cooperative Integrated Reading and Composition (CIRC) method and those who were not. Forty-nine students were selected as the sample and quasi-experimental, non-randomized pre-test and post-test design were employed. The analysis of covariance showed that the students who were taught by using CIRC method statistically outperformed those who were not on their reading comprehension of narrative text, (F (1, 48) = 13.56, p < .05). This result implies that CIRC is an effective method to teach reading comprehension, particularly on narrative text. Since this study only focused on narrative text, future researchers might be interested to seek the effect of CIRC on other text genres. Similar study though may be conducted with a randomized design of larger population.

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