scholarly journals THE USE OF MIND MAPPING TO TEACH READING COMPREHENSION

2020 ◽  
Vol 8 (2) ◽  
pp. 162
Author(s):  
Sopian Saori
Keyword(s):  
Reading Comprehension ◽  
Mapping Technique ◽  
Control Group ◽  
Mind Mapping ◽  
Reading Tests ◽  
First Year Students ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact ◽  
Experimental Group

The research was aimed at finding out the impact of using mind mapping toward students’ reading comprehension. This study was classified as a quasi experimental research design using two intact classes as an experimental and control group. The experimental group was treated using mind-mapping technique, while the control group was subjected to conventional learning technique. The sample of this study was the first year students of Nabi’ Nubu’ Islamic Senior High School. The instrument of this study employed reading test for students in both groups. The reading tests were distributed in the pre-test and post-test. The data analysis used descriptive and inferential statistic. The data were met the normal and homogeneous data. The result of the study showed that the mean scores of the experimental group (71.76) was higher than the control group (60.24) after treatment was given. Thus, the use of mind mapping has a significant effect towards students’ reading comprehension. It indicated that the technique can be an alternative technique to teach reading comprehension.

scholarly journals Improving Students' Reading Comprehension of Report Text with KWL Strategy

2019 ◽  
Vol 8 (1) ◽  
pp. 25-36
Author(s):  
Nudiya Afiya Farha ◽  
Rohani Rohani
Keyword(s):  
Reading Comprehension ◽  
Teaching And Learning ◽  
Control Group ◽  
Eleventh Graders ◽  
Post Test ◽  
Sample Test ◽  
Quasi Experimental ◽  
Significant Achievement ◽  
Experimental Group ◽  
Report Text

ABSTRACT This research was carried out to know the effectiveness of implementing KWL strategy to improve students’ reading comprehension of report text and to know whether there is a significant achievement difference between students who were taught with KWL strategy and those who were not. The instrument used was a multiple choice reading comprehension test. Seventy two eleventh graders of SMA Negeri 1 Bae Kudus were selected as the sample. They were divided equally into experimental and control group. The data collection involved pre-test, treatments, and post-test. The result of the implementation of KWL strategy in the experimental group improved the students’ participation, motivation, and interest during teaching and learning process. In addition, the results of pre-test and post-test showed that mean score of the experimental group had a higher increase from 74.58 to 90.97 than the control group (from 72.77 to 87.77). However, the Independent Sample Test showed there was no significant achievement difference between the students who were taught with KWL strategy and those who were not. (1.80) was higher than.  Keywords: Quasi-experimental; KWL strategy; reading comprehension; report text

scholarly journals SCAFFOLDED READING EXPERIENCE (SRE) IN TEACHING READING COMPREHENSION

2019 ◽  
Vol 2 (1) ◽  
pp. 60-74
Author(s):  
Herawati Unmura
Keyword(s):  
Reading Comprehension ◽  
Average Score ◽  
Control Group ◽  
Teaching Reading ◽  
Significance Level ◽  
First Semester ◽  
Reading Experience ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group

The scaffolded reading experience framework consists of a set of prereading, during-reading, and post-reading activities to use with any genre of text, including fiction and nonfiction. The aim of this study was the effectiveness of scaffolded reading experience in teaching reading comprehension to the students of Musi Rawas University? The method used in this research was quasi-experimental method. The population of this study was all of the students of Musi Rawas University. The sample of this study was students of accounting study progrom in first semester taken through convenience non random sampling. The data were collected through a written test. It was pre-test and post test. The data analyzed through t-test formula. From this study it was found that the students’ pre-test average score in the experimental group was 55 and in the control group was 53.91. Meanwhile the students’ post-test average score in the experimental group was 80 and the students’ average score in the control group was 75. In addition of t-obtained were 2.049 where the value of t-table was 1.684 at df 74 in significance level of 0.05 and with one-tailed testing. Since the value of t-obtained was higher than the critical value of the t-table (2.049>1.684), it can be concluded that, teaching reading comprehension by using scaffolded reading experience (SRE) to the students of Musi Rawas University was effective.

scholarly journals The Effect of Mind Mapping Technique in Improving Students’ Writing Report Text

2018 ◽  
Author(s):  
Ilham ◽  
Muhammad Fauzi Bafadal
Keyword(s):  
Mapping Technique ◽  
Control Group ◽  
English Department ◽  
Mind Mapping ◽  
Control Group Design ◽  
Writing Ability ◽  
Post Test ◽  
Quasi Experimental ◽  
Equivalent Control ◽  
Report Text

This study aims to know whether the use of mind mapping technique in teaching report text effective to improve students’ writing ability at the fifth semester student of English Department FKIP UM Mataram in academic year 2015/2016. This study adopts an experimental research which employed a quasi experimental non-equivalent control group design. The sample in this study is two classes of fifth semester of English Department FKIP UM Mataram. This study uses test as an instrument to collect the data, and the data is collected by giving a pretest and a post-test to both experimental and control groups. To analyze the data, the writer uses t-test statistical formula fo find the significance of mind mapping in teaching writing report text. Overall, it was proven that the data analysis showed the significance improvement of students’ writing ability after the mind mapping technique was applied as a treatment for experimental group, whereas for the control group which given conventional method did not show significance improvement.

The Effect of the Reciprocal Teaching Model on Developing Jordanian Students' Reading Comprehension at Mutah University

2016 ◽  
Vol 8 (6) ◽  
pp. 69
Author(s):  
Mohammad Yousef Ahmad AlSaraireh ◽  
Ku Mohd Nabil Ku Hamid
Keyword(s):  
Reading Comprehension ◽  
Female Students ◽  
Reciprocal Teaching ◽  
Control Group ◽  
First Year ◽  
Teaching Model ◽  
First Year Students ◽  
Paired Samples ◽  
The Impact ◽  
Experimental Group

The aim of this study is to examine the impact of using the reciprocal teaching model on Jordanians’ first year students at Mutah University in the academic year 2015/2016. 176 participants took part and were arbitrarily selected and divided into two gender mixed groups; the experimental group which was exposed to the reciprocal teaching model (RT), and the control group which was taught using the traditional method (TM). A total of fourteen  independent sample T-tests and paired samples T-tests were used for the purpose of comparing and analysing the scores of the pre-tests and the post-tests, and with the intention to pinpoint the effect of using RT as well as to measure the extent of such effect on the development of the students’ reading comprehension skills. Through the analysis of the results and in line with the two questions of this study, it has emerged that the use of the RT model has a positive effect on the first year students’ reading comprehension achievement in the experimental group; a fact that is reflected in the significant statistical difference when compared to the reading comprehension achievement of the students from the control group taught using the TM. It has also emerged that although the male students’ scores are better than the scores attained by the female students, the use of the RT remains of great benefits for both; male and female students. 

scholarly journals TEACHING READING COMPREHENSION THROUGH TASK BASED LANGUAGE TEACHING

2020 ◽  
Vol 5 (2) ◽  
pp. 83
Author(s):  
Kamba Janna Mufabar ◽  
Hilaluddin Hanafi ◽  
Aderlaepe Aderlaepe
Keyword(s):  
Reading Comprehension ◽  
Junior High School ◽  
Language Teaching ◽  
Reading Motivation ◽  
Reading Test ◽  
Control Group ◽  
Teaching Reading ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group

This study attempted to find out: (1) Whether the Task Based Language Teaching (TBLT) affects students’ reading comprehension or not, (2) The application of task based language teaching towards students’ reading motivation. This study employed quasi experimental design to scrutinize the applicability of TBLT which involving 2nd grade students of Junior High School 7 Kendari registered in academic year 2019/2020. To this end, 62 participants (including an experimental group and a control class ones) were selected through purposive sampling from among 180 students. Task Based Language Teaching was applied in teaching reading comprehension in experimental group while in control group ones was applied conventional. Both groups were taught the same topic. The test was administered before treatment (pre-test) to examine the students’ previous reading comprehension and it was then compared with their post-test to examine their reading comprehension after being taught using TBLT. Reading test and questionnaire as the instruments of this study. The data from reading test was used to figure out the students’ reading comprehension by using t-test while the data from questionnaire was to figure out the students’ reading motivation. All collected data were computed and analysed by using SPSS 24. The results of reading comprehension test revealed that TBLT significantly effects students’ reading comprehension. Moreover, the result of questionnaire displayed that the students became more motivated to read through Task Based Language Teaching (TBLT).   Keywords: Reading Comprehension, Task Based Language Teaching.

scholarly journals The Impact of Drama Instruction on EFL Omani Fifth Graders’ Read-ing Comprehension

2019 ◽  
Vol 13 (4) ◽  
pp. 674
Author(s):  
Ruqaya Al Rabeei ◽  
Salma Al-Humaidi ◽  
Saleh Al-Busaidi
Keyword(s):  
Reading Comprehension ◽  
Fifth Graders ◽  
Reading Test ◽  
Control Group ◽  
Structured Interviews ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Teacher's Perceptions ◽  
The Impact ◽  
Experimental Group

Drama instruction is one of the methods recommended in EFL literature. This study aimed to investigate the impact of drama instruction on EFL fifth graders’ reading comprehension. It also explored the students’ and the teacher’s perceptions of the use of drama in reading lessons. A total of 74 randomly selected students participated in the study and formed the control group and the experimental group. The study followed the mixed quasi-experimental design. A pre- and posttest reading test was administered to examine the impact of drama on reading comprehension. A questionnaire was implemented to explore students’ perceptions of drama. Semi-structured interviews were also conducted to probe students’ and teacher’s perceptions of drama. The results were quantitatively and qualitatively analyzed. They showed no significant difference in reading comprehension between the control group and the experimental group. However, the experimental group performed better in the posttest than the control group although their mean scores in the pretest were lower. The participant teacher and students responded positively towards the use of drama in reading lessons. They reported that drama activities were exciting and made them love reading.

scholarly journals أثر استراتيجيات ما وراء المعرفة في تحسين مستوى الاستيعاب القرائي لدى الطلبة الماليزيين الناطقين بغير العربية / The influence of Meta cognitive strategies on improving reading comprehension among non-Arabic speaking Malaysian students

2016 ◽  
Vol 7 (3) ◽  
Author(s):  
Siti Rosilawati Binti Ramlan ◽  
Nail Al-Shar‘ah
Keyword(s):  
Reading Comprehension ◽  
Cognitive Strategies ◽  
Control Group ◽  
First Year ◽  
First Year Students ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Arabic Speaking ◽  
Malaysian Students ◽  
Experimental Group

ملخص البحث: هدفت هذه الدراسة إلى استقصاء أثر استخدام بعض استراتيجيات ما وراء المعرفة في تحسين الاستيعاب القرائي بالمستوى الحرفي والاستنتاجي والتطبيقي لدى الطلبة الناطقين بغير العربية في المرحلة الجامعية بماليزيا. واستخدم الباحثان المنهج شبه التجريبي لمناسبته لطبيعة الدراسة وظروفها، وقد تكونت عينة الدراسة من (52) طالباً وطالبة من طلبة السنة الأولى بجامعة العلوم الإسلامية الماليزية، وتم اختيارهم بالطريقة القصدية، وتوزيعهم عشوائياً على مجموعتين إحداهما تجريبية، وتضم (26) طالباً وطالبة، وأخرى ضابطة، وتضم (26) طالباً وطالبة؛ حيث طبق على طلبة المجموعة التجريبية تدريس مادة اللغة العربية باستراتيجيات ما وراء المعرفة والمجموعة الضابطة بالطريقة الاعتيادية. ولتحقيق هدف الدراسة قام الباحثان بتصميم دليل المعلم وورقات العمل للطلبة وفق استراتيجيات ما وراء المعرفة، واستخدمت اختبارا لقياس الاستيعاب القرائي بالمستوى الحرفي والاستنتاجي والتطبيقي. وأظهرت النتائج وجود فرق ذي دلالة إحصائية عند مستوى الدلالة (α=0.05) في المستويين: الحرفي والتفسري يعزى إلى أثر استراتيجية التدريس لصالح المجموعة التجريبية. الكلمات المفتاحية: استراتيجيات ما وراء المعرفة-الاستيعاب القرائي - استراتيجيات القراءة - تعليم القراءة - الطلبة. Abstract: This study aims to trace the influence of using some meta cognitive strategies in improving reading comprehension on the conclusion and application levels among non-Arabic speaking students in Malaysian universities. The researchers made use of quasi-experimental method to suit with the nature of the study. The sample consist of 52 students from first year students of The Islamic Sciences University Malaysia selected purposefully for the objective. They were divided into two groups: 26 students for the experimental group and the other 26 for the control group. The former was exposed to teaching with meta cognitive strategies while the latter was taught ordinarily. The researchers had designed a teaching manual and assignment papers according to the meta cognitive strategies. An examination was deployed to measure the reading comprehension on the literal, conclusion and application levels. The results showed significant difference of α=0.05 in two levels: literal and interpretation that correlates with the meta-cognitive strategies applied on the experimental group.   Keywords: Meta cognitive strategies- Reading comprehension – Reading strategies – Teaching reading skills – students.   Abstrak: Kajian ini ertujuan untuk mengesan kesan penggunaan strategi meta kognitif dalam menambah baik kefahaman membaca pada tahap membuat kesimpulan dan applikasi kefahaman dalam kalangan pelajar bukan Arab di universiti-universiti Malaysia. Penyelidik menggunakan metod quasi-eksperimental untuk menyesuaikan dengan tabiat kajian. Sampel mengandungi 52 pelajar-pelajar tahun satu daripada Universiti Sains Islam Malaysia yang dipilih khusus untuk tujuan kajian. Mereka dibahagikan kepada dua kumpulan: 26 pelajar untuk kumpulan eksperimental manakala 26 lagi untuk kumpulan kawalan. Kumpulan pertama didedahkan kepada pengajaran dengan strategi meta kognitif sementara kumpulan kawalan diajar secara biasa. Satu garis panduan mengajar telah di susun beserta dengan kerja latihan mengikut kepada starategi meta kognitif. Satu penilaian telah dijalankan untuk mengukur kemahiran membaca pada tahap literal, kesimpulan dan applikasi kefahaman. Keputusan analisa menunjukkan perbezaan yang penting (α=0.05) pada dua tahap: literal dan intrepretasi yang berhubung dengan strategi Meta kognitif yang didedahkan kepada kumpulan eksperimen.   Kata kunci: Strategi meta kognitif – kefahaman membaca- strategi membaca- pengajaran kemahiran membaca – pelajar-pelajar.

scholarly journals أثر استخدام اسلوب الخريطة الذهنية في تحصيل طلبة الجامعة في المسرحية الانكليزية

2020 ◽  
Vol 1 (0) ◽  
pp. 113-137
Author(s):  
ناهده مجيد ◽  
اياد عيسى
Keyword(s):  
University Students ◽  
Mapping Technique ◽  
Control Group ◽  
English Drama ◽  
Mind Mapping ◽  
Post Test ◽  
And Control ◽  
Positive Effect ◽  
Experimental Group ◽  
Better Than

The current study aims to investigate the effect of using Mind Mapping technique on University students' achievement in English drama. The aim of the study is supposed to be achieved through verifying its hypotheses. The sample of the study consists of sixty EFL university students who are distributed equally into two groups, i.e. experimental and control groups. The experimental group has been taught the English drama ''Hamlet'' by using Mind Mapping technique while the control group has been taught the same material by using the traditional method. A posttest has been conducted and applied to the two groups. The required data are collected and analyzed statistically. The obtained results show that the mean scores of students' performance of the experimental group in the post test is better than that of the control group. This means that the investigated technique has a positive effect on university students' performance in English drama.

scholarly journals Enhancing Oral English Communication Ability of Thai EFL Undergraduates via Interactive Reading Comprehension Teaching (IRCT)

2021 ◽  
Author(s):  
Yaruingam Phungshok Shimray ◽  
Usa Intharaksa ◽  
Patson Jaihow ◽  
Kemtong Sinwongsuwat
Keyword(s):  
Reading Comprehension ◽  
Oral Communication ◽  
Control Group ◽  
Student Work ◽  
Interactive Reading ◽  
Post Test ◽  
Quasi Experimental ◽  
Communication Ability ◽  
Work Samples ◽  
Experimental Group

This paper reports on the effectiveness of Interactive Reading Comprehension Teaching (IRCT) in improving the oral English communication ability of Prince of Songkla University (PSU) undergraduates. It is based on a pre- and post-test quasi-experimental study employing IRCT, composed of self–study reading assignments and a structured peer-teaching project. The participants who were purposively sampled to partake in the study included 105 second- and third-year undergraduates from various faculties who were enrolled in a functional reading course, of which 46 was assigned to the control group and 49 was treated as the experimental group. One-on-one and group oral assessments were administered to both groups at the end of the course after IRCT implementation. The results showed IRCT had a very positive effect on the oral communication skills of the students in the experimental group, significantly improving their confidence and motivation toward speaking English. The students’ opinions from a questionnaire also revealed high speaking improvement, reinforced by evidence from close observations, interviews, and student work samples. IRCT was, therefore recommended as a reading-based approach to improving students’ oral English communication.

scholarly journals Mind Mapping Technique with Think Pair Share Strategy Towards Writing Ability in Descriptive Text

2019 ◽  
Vol 3 (3) ◽  
pp. 115
Author(s):  
Eko Erfiyanti ◽  
Mustaji . ◽  
Retno Danu R
Keyword(s):  
Conventional Technique ◽  
Teaching Writing ◽  
Mapping Technique ◽  
Control Group ◽  
Mind Mapping ◽  
Control Group Design ◽  
Starting Point ◽  
Post Test ◽  
The Mean ◽  
Experimental Group

This research is applied to tenth graders of SMKN 1 Pungging to investigate the influence of teaching writing descriptive text ability using mind mapping technique with think pair share strategy. This population of this research is the tent graders that consist of 620 students which is taken 64 students as the sample. There are two classes; they are X TKJ 1 which is applied by teaching writing descriptive text using mapping technique with think pair share strategy and X TKJ 2 which is taught writing descriptive text by conventional technique. However, both of the groups were taught the same materials based on the curriculum. This study used pretest-posttest non-equivalent control group design for experimental and control groups. The pre test and post test were administered not only to the experimental group but also the control group. The pre test is as starting point to verify the condition of both groups. Finally,  at the end of the treatment, the experimental group and the control group received a post test; the result of the post test was to define the significance difference between the experimental group and the control group. The result is there is significance difference between the classes which is taught writing descriptive text using mind mapping technique with think pair share strategy and which is taught writing descriptive by the conventional technique. The result calculated by SPSS 20.0; it is a computer program statistical calculation and the result is further discussed in Hypothesis Testing. It is approved that the mean of post-test of experimental group is increased from 58.28 to 80.16. It can be noticed that the mean of the post-test of experimental is 21.72 higher than the mean of post-test of control group.  

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