scholarly journals IDENTIFYING READING COMPREHENSION QUESTIONS OF NATIONAL EXAMINATION FOR SENIOR HIGH SCHOOL STUDENTS

2020 ◽  
Vol 8 (1) ◽  
pp. 83
Author(s):  
Nurul Hayati Daeli ◽  
Yenni Julia Ningsih Hutapea ◽  
Fitri Dian Ningsih Gea ◽  
Indah Lestari ◽  
Erikson Saragih
Keyword(s):  
Reading Comprehension ◽  
High School Students ◽  
Language Processing ◽  
School Students ◽  
Dominant Type ◽  
National Examination ◽  
Multiple Choice Items ◽  
Book Evaluation ◽  
Senior High School Students ◽  
Literal Comprehension

Reading is the complex cognitive process of decoding symbols to derive meaning. It is a form of language processing. Success in this process is measured as reading comprehension. The aim of the researcher is to identify the types of question reading comprehension of the national examination of the textbook. The form of this research is descriptive by analyzing the reading question in the Sonar Eksplorasi USBN/UNBK’s book 2019. Indicators data are grouped based on qualitative. To maintain the results of research carried out to collect data using descriptive qualitative. Then the data can be seen means out of reading comprehension questions into five types, namely question of literal comprehension, a question involving reorganization or reinterpretation, the question of inference, the question of evaluation and question of personal responses. The question of literal comprehension gets 5 data (5,05%). The next types are the question involving reorganization or reinterpretation it gets 6 data (6, 06%). The question of inference gets 5 data (5,05%). The question of evaluation gets 4 data (4, 04%). The last type is the question of personal responses which gets 10 (10, 10%).  Data obtained through book evaluation text by looking at the form and level of questions.  Based on this result, it can be concluded that the dominant type of used test is multiple-choice items in testing the reading comprehension.

LEXICAL AMBIGUITY IN READING ANALYTICAL EXPOSITION TEXTS FOR SENIOR HIGH SCHOOL STUDENTS

2017 ◽  
Vol 6 (4) ◽  
Author(s):  
Putri Sembiring And Sortha Silitonga
Keyword(s):  
High School ◽  
High School Students ◽  
Qualitative Method ◽  
Lexical Ambiguity ◽  
School Students ◽  
Dominant Type ◽  
Ambiguous Words ◽  
Reading Materials ◽  
English Textbooks ◽  
Senior High School Students

The objectives of this study were to find out the types of lexical ambiguity and the most dominant type of lexical ambiguity used in analytical exposition texts in English Today 2 and Advanced Learning English 2 textbooks. This study was conducted by using descriptive qualitative method. The research was mainly focused on the four types of lexical ambiguity proposed by Saeed, such as homonymy, polysemy, synonymy and antonymy. In carrying out this study, the data were taken from analytical exposition texts in reading materials and exercise material from the two English textbooks which contained of ambiguous words. The result of the study indicated the numbers of lexical ambiguity were 46 words within homonymy (34,8%), polysemy (28,2%), synonymy (19,6%), and antonymy (17,4%).

scholarly journals TEACHING READING COMPREHENSION BY USING EXPERIENCE-TEXT-RELATIONSHIP METHOD TO SENIOR HIGH SCHOOL STUDENTS

2020 ◽  
Vol 18 (2) ◽  
pp. 147
Author(s):  
Yuliana Mara Yuliantini ◽  
Aunurrahman Aunurrahman ◽  
Ageung Darajat
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Teaching And Learning ◽  
Senior High School ◽  
Reading Test ◽  
Test Results ◽  
School Students ◽  
Field Notes ◽  
Senior High School Students

<p><strong>Abstract</strong></p><p>This research aimed to improve reading comprehension of public senior high school students by using Experience-Text-Relationship method. The research was done in two cycles and involved 31 eleventh-grade students of a public senior high school in SimpangDua, Ketapang in the Academic Year of 2018/2019. The researcher used observation field notes and reading tests to collect data of the study. A collaborator was involved during the observations and practices to build trustworthy of the study. The data from the observation field notes were analyzed qualitatively and the data from the reading test results were analyzed by using descriptive statistics. The analysis of the observation field notes shows that the students became active and polite, had high enthusiasm in the teaching and learning processes. The analysis of the reading test results also reveals that the students had improved their reading comprehension. In conclusion, Experience-Text-Relationship method can improve the students’ reading comprehension.</p><p> </p><p><strong><em>Abstrak</em></strong></p><p><em>Penelitian bertujuan untuk meningkatkan pemahaman membaca siswa SMA negeri menggunakan metode Experience-Text-Relationship. Penelitian ini menggunakan dua siklus dan melibatkan 31 siswa kelas sebelas siswa di salah satu SMA negeri di SimpangDua, Kabupaten Ketapang pada Tahun Akademik 2018/2019. Peneliti menggunakan catatan lapangan observasi dan tes membaca untuk mengumpulkan data penelitian. Seorang kolaborator dilibatkan selama pengamatan dan praktik untuk membangun penelitian yang dapat dipercaya. Data dari catatan lapangan observasi dianalisis secara kualitatif dan data dari hasil tes membaca dianalisis dengan menggunakan statistik deskriptif. Analisis catatan observasi lapangan menunjukkan bahwa siswa menjadi aktif dan sopan, memiliki antusiasme yang tinggi dalam proses belajar-mengajar. Analisis hasil tes membaca juga mengungkapkan bahwa terjadi peningkatan pemahaman membaca siswa. Kesimpulannya, metode </em>Experience-Text-Relationship <em>dapat</em><em> membantu meningkatkan pemahaman membaca siswa.</em></p>

scholarly journals Reading Strategy’s Failure to Deliver toward Reading Comprehension

2019 ◽  
Vol 4 (8) ◽  
pp. 1034
Author(s):  
A. Gusti Efendy ◽  
Gunadi Harry Sulistyo
Keyword(s):  
Reading Comprehension ◽  
High School Students ◽  
Statistical Analysis ◽  
Research Method ◽  
Reading Strategy ◽  
Reading Test ◽  
Simple Linear Regression ◽  
School Students ◽  
The Relationship ◽  
Senior High School Students

<p class="Abstrak"><strong>Abstract:</strong> The aim of study is investigating the relationship between Support Reading Strategy and reading comprehension. Consequently, the research method to deploy was simple linear regression. Meanwhile, because the population target of the study was all public senior high school students in the municipal area of Malang, East Java, Indonesia, the sample consisted of 301 students from three different schools. Inferring from parametric statistical analysis involving data obtained by conducting Survey of Reading Strategy (SORS) and reading test, the finding indicates that Support Reading Strategy fails to be in good favor toward students’ reading comprehension.</p><strong>Abstrak:</strong> Penelitian ini bermaksud mengungkap hubungan antara <em>Support Reading Strategy</em> dan kemampuan memahami bacaan. Untuk itu, peneliti menggunakan metode penelitian regresi linear sederhana. Sementara itu, karena target populasi adalah seluruh siswa SMA negeri di Kota Malang, Jawa Timur, Indonesia, sampel penelitian berjumlah 301 siswa dari tiga sekolah yang berbeda. Berangkat dari analisis statistik parametrik yang mengolah data dari <em>Survey of Reading Strategy</em> (SORS) dan uji kemampuan membaca, temuan penelitian menunjukkan bahwa<em> Support Reading Strategy</em> tidak mampu membuktikan korelasi positif yang signifikan terhadap kemampuan siswa dalam memahami bacaan.

scholarly journals Improving Senior High School Students’ Reading Comprehension through Reading Strategies Derived from Genre Based Approach

2012 ◽  
Vol 10 (2) ◽  
Author(s):  
Fitrawati Fitrawati
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Key Words ◽  
Reading Strategies ◽  
Senior High School ◽  
School Students ◽  
Senior High School Students

Penelitian ini bertujuan untuk melihat penerapan strategi-stategi membaca berdasarkan Genre Based Approach guna menigkatkan pencapaian nilai membaca siswa. penulis melaksanakan penelitian tindakan kelas dengan menerapkan strategi membaca berdasarkan konsep Genre Based Approach yang terdiri dari empat langkah yaitu building context of the text, modeling the text, joint construct of the text, dan independent construction of the text. Strategi-strategi membaca berdasarkan genre based approach diterapkan melalui tiga fase membaca yaitu, pre-reading phase, whilst reading phase, dan post reading phase. Hasil penelitian menunjukkan bahwa penerapan strategi membaca bisa memperbaiki proses belajar dan mengajar membaca. Simpulan ini bisa dilihat dari hasil tes membaca siswa yang menunjukkan peningkatan dari 12, 5% di siklus 1 ke 70, 8% di siklus 2 dan terakhir di siklus 3 menjadi 83, 3%. Penulis juga melakukan pengamatan dengan menggunakan (contreng) checklist terhadap strategi pengajaran dan keaktifan siswa. Hasil pengamatan menunjukkan hampir semua siswa suka strategi pengajaran guru dan sebagian besar dari siswa sudah aktif. Hasil angket menunjukkan 90% dari siswa tertarik dengan cara pengajaran guru dan 88% dari siswa  tersebut aktif dalam belajar. Data tersebut juga diperkuat oleh informasi dari wawancara yang direkam terhadap 15 siswa pada tiap siklusnya. Berdasarkan hasil wawancara diketahui bahwa sebagian besar siswa mengatakan mereka tertarik dengan cara guru mengajar dan termotivasi membaca teks berbahasa Inggris Key words: Students’ Reading Comprehension, Genre based approach, Reading Strategies Derived from Genre Based Approach

scholarly journals Development and Validation of Learning Resource Materials in Upgrading Comprehension Skills of Senior High School Students

2021 ◽  
Vol 2 (2) ◽  
pp. 153-161
Author(s):  
Reinel Lazaro Morelos
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Instructional Materials ◽  
School Students ◽  
Esl Teachers ◽  
Learning Resource ◽  
Comprehension Skills ◽  
Reading Comprehension Skills ◽  
Senior High School Students

This study sought to develop and evaluate learning resource material in upgrading reading comprehension skills of Grade 11 to meet the pressing need of Doňa Candelaria Meneses Duque National High School. The researcher utilized the descriptive survey method which uses questionnaires as the primary tools in gathering desired data information. There were two sets of questionnaire which were used in the study. The first questionnaire is the Reading Diagnostic Test while the second research instrument is the evaluation tool for the developed learning resource materials. The subjects of this study are in two groups: one hundred twenty three (123) randomly selected Grade 11 senior high school students at Doña Candelaria Meneses Duque National High School (DCMDNHS) at Bulakan, Bulacan during the school year 2017-2018; and five ESL teachers, who evaluated the resource materials. The data collected were encoded and entered into the matrix using the computer software of Microsoft Excel with the following statistical procedures: frequency distribution, percentage score, mean, total mean and standard deviation. Based on the results of the diagnostic test, the researcher developed the learning resource materials, and these were validated by five ESL teachers using a 5- point Likert Scale in terms of the following criteria: objectives, contents, vocabulary, usefulness and presentation. Generally, after the evaluation, the overall mean gained of the instructional materials is 4.72, interpreted as “Excellent”. This computed overall mean attests and suggests that the developed learning resource materials in reading are acceptable. The study recommends that the language teachers need to provide the students the means towards maximum growth in accordance with their reading ability. The teachers must help students acquire basic comprehension skills and strategies in sequential reading program designed to reinforce the skills and appreciation of previous skills acquired and to develop new skills that are needed. Likewise, it is also suggested that the administrators should conduct or sponsor programs and inservice trainings to ensure the necessary updated innovations on the preparation and development of instructional materials, particularly in reading comprehension skills. Further, future researchers should conduct a research-driven strategy that can improve the reading comprehension skills of the students.

scholarly journals The Illocutionary Acts Of Written Conversation In Eleventh Grade Senior High School Students’ Textbook : Modul Pengayaan Bahasa Dan Sastra Inggris Peminatan Semester 2

2021 ◽  
Vol 1 (12) ◽  
Author(s):  
Yafet Seftyan Nugroho
Keyword(s):  
High School ◽  
Qualitative Research ◽  
High School Students ◽  
Research Methods ◽  
Human Communication ◽  
School Students ◽  
Dominant Type ◽  
Illocutionary Acts ◽  
Illocutionary Act ◽  
Senior High School Students

Background: Language is method of human communication. It is used as means to communicate with other people. Research purposes: to find out the types of illocutionary act in Textbook : Modul Pengayaan Bahasa dan Sastra Inggris Peminatan Semester 2,  to identify dominant kinds of illocutionary act in Textbook : Modul Pengayaan Bahasa dan Sastra Inggris Peminatan Semester 2. Research methods: This reseacrh was designed as descriptive qualitative research. The technique of data collecting there are 3 steps. First, the researcher researcher tries to identify the data or the dialogues from the written conversation which are related to the statements of the problems according textbook. Second, the researcher analyzed and classified the types of illocutionary act and the dominant kinds of illocutionary act. Third, the researcher identified the illocutionary act found in Textbook : Modul Pengayaan Bahasa dan Sastra Inggris Peminatan Semester 2 based on types of illocutionary acts. Research results: The total number of types of the data found were 292, there were 34 utterance of declaration, 92 utterances of representative, 48 utterances of expressive, 95 utterances of directives, and 26 utterances of commisive. The dominant type of illocutionary was found is directives with 95 utterences Conclusion: Those were declarative, representative, expressive, directive, and commisive. To be more specific, there are 40 utterances of declarative, 85 utterances of representative, 53 utterances of expressive, 87 utterances of directive, and 26 utterances of commisive.

scholarly journals THE EFFECT OF PANEL DISCUSSION ON THE STUDENTS’ READING COMPREHENSION

2018 ◽  
Vol 6 (4) ◽  
Author(s):  
Syukri Iskandar ◽  
Sumarsih Sumarsih
Keyword(s):  
Reading Comprehension ◽  
High School Students ◽  
Panel Discussion ◽  
Sampling Technique ◽  
Control Group ◽  
Cluster Sampling ◽  
Validity And Reliability ◽  
School Students ◽  
Test Items ◽  
National Examination

This study deals with the second year senior high school students’ in reading comprehension. The objective of the study was the investigation of the effect of Panel Discussion on the students’ in reading comprehension. The study was designed in experimental research. The population of this study was the 2015/2016 grade X students of SMA Swasta Dharmawangsa Medan. The total number of population of the study was 415 students which consist of 12 classes. The sample of the research was 60 students. The technique used for obtaining the sample was the cluster sampling technique. The sample classes were divided into two groups, namely the experimental group that was taught by applying Panel Discussion Technique, and the control group that was taught by applying classical Technique. The instrument for collecting data used objective test. The data were taken by administering the pre-test and post-test to both of experimental and control groups. The test was taken and selected from the National Examination test items that were related to the kind of narrative text. So, the validity and reliability of the test items were considered valid and reliable. The data were statistically analyzed by using t-test formula at the level of significance α (0.05) = 1.669 with the degree of freedom (df) = 65. It was found that the t-observed was higher than t-table (t-observed = 4.93 > t-table = 1.669; α = 0.05). It means that Panel Discussion Technique significantly affect the students’ achievement in reading comprehension.  Keywords: Reading Comprehension, Cluster Sampling, Panel      Discussion. 

scholarly journals The Implementation of CSR on EFL Students’ Reading Class in Different Group Sizes

2021 ◽  
Vol 5 (10) ◽  
pp. 1453
Author(s):  
Ita Moraliawati ◽  
Johannes Ananto Prayogo ◽  
Gunadi Harry Sulistyo
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Senior High School ◽  
Expository Texts ◽  
School Students ◽  
Efl Students ◽  
Senior High School Students

<p><strong>Abstract:</strong> This study addresses senior high school students’ reading comprehension on expository texts and its relation with the group sizes assigned to the students. It involves 133 eleventh grade students of SMAN Model Terpadu Bojonegoro. Quantive data were analyzed descriptively. The findings show that CSR affect the students’ reading comprehension significantly. Yet, it fails to reveal the effect of group sizes arrangement on the strategies applied towards the students reading comprehension. Consequently, the use of CSR in reading class can not be related to the group sizes assigned to the students. </p><strong>Abstrak:</strong><em> </em>Penelitian ini bertujuan untuk mengungkap penguasaan pemahaman bacaan siswa SMA dan hubungannya dengan ukuran kelompok yang ditetapkan pada siswa. Penelitian ini melibatkan 133 siswa kelas XI SMAN Model Terpadu Bojonegoro. Data kuantitatif dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa penggunaan CSR memberikan pengaruh yang signifikan pada pemahaman bacaan siswa. Namun, penelitian ini gagal menunjukkan pengaruh ukuran pengaturan kelompok dalam strategi yang diterapkan terhadap pemahaman bacaan siswa. Karena itu, penggunaan CSR dalam pembelajaran membaca tidak bisa dihubungkan dengan ukuran kelompok yang ditugaskan kepada siswa.

scholarly journals Reading Comprehension Strategies Effectiveness in Completing Test of English as a Foreign Language

2020 ◽  
Vol 55 (6) ◽  
Author(s):  
Masrupi ◽  
Jhon Fahamzah ◽  
Nurhaeda Gailea ◽  
Ahmad Baihaki ◽  
Mustofa Usman
Keyword(s):  
Reading Comprehension ◽  
High School Students ◽  
Foreign Language ◽  
P Value ◽  
School Students ◽  
Foreign Language Reading ◽  
Post Test ◽  
The Mean ◽  
Paired T Test ◽  
Senior High School Students

In this experimental study, Senior high school students take the Test of English as a Foreign Language reading comprehension test using test-taking strategies. One test group takes the Test of English as a Foreign Language as a Computer-Based Test (CBT), and the control group takes the Test of English as a Foreign Language as a Paper-Based Test (PBT). Each class consists of 80 senior high school students divided into 2 groups: 40 male and 40 female, respectively. The experiment was conducted during one semester. The statistical analysis used Factorial Design (2x2) using factors of Sex (Male, Female) and Test (CBT, PBT). For multiple comparison analysis, the Tukey’s method was used. To compare the statistics of the students’ pre-test and post-test scores, the paired t-test was used. From the results of analysis using factorial design, it was found that: The mean Test of English as a Foreign Language reading comprehension scores of males and females was significantly different (p-value < 0.0001); the female mean was higher than the male mean; there was no significant difference between the mean scores of CBT and PBT testing; and there was no interaction between sex and test type. From the analysis results of pre-test and post-test scores using the paired t-test, the difference was very significant (p-value < 0.0001). These results indicate that the Test of English as a Foreign Language reading comprehension scores of students in in both groups (experimental and control), are increased.

scholarly journals The Correlation Between Teaching-Learning Quality and Students` Motivation to Study in Yogyakarta`S Bimbel

2020 ◽  
Vol 8 (4) ◽  
pp. 527
Author(s):  
Ciptro Handrianto ◽  
Sabri Mohd Salleh ◽  
Jamilu Mustapha Chedi
Keyword(s):  
High School Students ◽  
Strong Relationship ◽  
School Students ◽  
National Examination ◽  
Service Centre ◽  
High Motivation ◽  
Teaching Learning ◽  
Better Than ◽  
Senior High School Students

After taking The National Examination Test, some senior high school students apply to Bimbel (Learning Service Centre) in Yogyakarta and leave Bimbel in their provinces instead. The purpose of this study was to examine the correlation between the teaching-learning quality of Yogyakarta`s Bimbel and students` motivation from outside Java Island for choosing Yogyakarta`s Bimbel to prepare pre-college study. The study used a quantitative method by using SPSS to analyze statistical descriptive and correlation data. There were 107 respondents from various provinces in Indonesia involved in this study. A study found that the majority of respondents agreed that the teaching-learning quality in Yogyakarta`s Bimbel helped them to enter the top-10 universities in Indonesia. Students have a high motivation to study in Yogyakarta`s Bimbel. There is a strong correlation between the teaching-learning quality of Yogyakarta`s Bimbel and students` motivation to study. The conclusions of this study are: (1) The majority of students agree that the teaching-learning quality of Yogyakarta`s Bimbel is better than their own province; (2) Students` motivation to study in Yogyakarta`s Bimbel is high; And (3) There is a strong relationship between teaching-learning quality and students` motivation to study in Yogyakarta`s Bimbel.Keywords: Teaching-Learning Quality, Students` Motivation, Yogyakarta`s Bimbel

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