scholarly journals The Effect of Interactive-Read Aloud Strategy on the Extroverted and Introverted Students' Reading Comprehension

2018 ◽  
Vol 2 (1) ◽  
pp. 194
Author(s):  
Apandi Apandi
Keyword(s):  
Reading Comprehension ◽  
Quantitative Research ◽  
Reading Aloud ◽  
Personality Types ◽  
Middle Level ◽  
Read Aloud ◽  
Validity And Reliability ◽  
Interactive Reading ◽  
Intensive Program ◽  
And Control

This research investigated the most effective strategy of interactive reading aloud on the students' personality types in reading comprehension. In this research, the researcher employed quantitative research by using factorial design. Population in this research were the forth semester students of English intensive program in middle level and the sample were 40 students from experimental and control classes. Try out was conducted to measure validity and reliability of instrument. Two ways ANOVA was conducted to test the hypotheses, two-way analysis of variance with F-test at the 5% (0.05) level of significance.The probability based on the personality was 0.043< 2.024, meaning that there was difference between personality types and the use of strategy. The probability based on strategy was 0.374< 2.024, meaning that there was difference result between extroverted and introverted learners. And the probability based on interaction was 0.001< 2.024, meaning that there was interaction between strategy and personality types. In conclusion, there was interaction among interactive reading aloud strategy, students' personality types and reading comprehension. The used of interactive reading aloud significantly influenced to the extroverted students rather than introverted students.

A visual interactive reading system based on eye tracking technology to improve digital reading performance

2019 ◽  
Vol 37 (4) ◽  
pp. 680-702 ◽  
Author(s):  
Chih-Ming Chen ◽  
Jung-Ying Wang ◽  
Yu-Chieh Lin
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
Control Group ◽  
Digital Reading ◽  
Interactive Reading ◽  
Content Type ◽  
Field Independent ◽  
Reading System ◽  
And Control ◽  
Experimental Group

Purpose Developing attention-aware systems and interfaces based on eye tracking technology could revolutionize mainstream human–computer interaction to make the interaction between human beings and computers more intuitive, effective and immersive than can be achieved traditionally using a computer mouse. This paper aims to propose an eye-controlled interactive reading system (ECIRS) that uses human eyes instead of the traditional mouse to control digital text to support screen-based digital reading. Design/methodology/approach This study uses a quasi-experimental design to examine the effects of an experimental group and a control group of learners who, respectively, used the ECIRS and a mouse-controlled interactive reading system (MCIRS) to conduct their reading of two types of English-language text online – pure text and Q&A-type articles on reading comprehension, cognitive load, technology acceptance, and reading behavioural characteristics. Additionally, the effects of learners with field-independent (FI) and field-dependence (FD) cognitive styles who, respectively, used the ECIRS and MCIRS to conduct their reading of two types of English-language text online – pure text and Q&A-type articles on reading comprehension are also examined. Findings Analytical results reveal that the reading comprehension of learners in the experimental group significantly exceeded those in the control group for the Q&A article, but the difference was insignificant for the pure text article. Moreover, the ECIRS improved the reading comprehension of field-independent learners more than it did that of field-dependent learners. Moreover, neither the cognitive loads of the two groups nor their acceptance of the technology differed significantly, whereas the reading time of the experimental group significantly exceeded that of the control group. Interestingly, for all articles, the control group of learners read mostly from top to bottom without repetition, whereas most of the learners in the experimental group read most paragraphs more than once. Clearly, the proposed ECIRS supports deeper digital reading than does the MCIRS. Originality/value This study proposes an emerging ECIRS that can automatically provide supplementary information to a reader and control a reading text based on a reader’s eye movement to replace the widely used mouse-controlled reading system on a computer screen to effectively support digital reading for English language learning. The implications of this study are that the highly interactive reading patterns of digital text with ECIRS support increase motivation and willingness to learn while giving learners a more intuitive and natural reading experience as well as reading an article online with ECIRS support guides learners’ attention in deeper digital reading than does the MCIRS because of simultaneously integrating perceptual and cognitive processes of selection, awareness and control based on human eye movement.

scholarly journals Fan - N - Pick Technique Towards Students’ Motivation In Reading Comprehension At FPBS IKIP Mataram

2020 ◽  
Vol 4 (4) ◽  
Author(s):  
Fathurrahman Imran ◽  
Aprianoto Aprianoto
Keyword(s):  
Reading Comprehension ◽  
Experimental Design ◽  
Confidence Level ◽  
Quantitative Research ◽  
Degree Of Freedom ◽  
Inferential Statistics ◽  
And Control

This research aims to know the Fan-N-Pick technique towards students’ motivation in reading comprehension. This research is quantitative research with experimental design. The respondends are 40 students which is divided into two groups are experimental and control class. The data is analyzed using descriptive and inferential statistics. The result shows that ttes (4.810) is higher than that of ttable (1.671) in confidence level of 0.05 and the degree of freedom is 70. It can be concluded that there is significant effect of Fan-N-Pick technique towards students’ motivation in reading comprehension.

scholarly journals Comparing Reading Comprehension Competence through Reading Aloud and Silent Reading among Indonesian EFL Learners in Senior High School

2019 ◽  
Vol 7 (1) ◽  
pp. 24
Author(s):  
Iis Nur Aisiah ◽  
Ratna Andhika Mahaputri
Keyword(s):  
Reading Comprehension ◽  
Research Method ◽  
Quantitative Research ◽  
Reading Aloud ◽  
Silent Reading ◽  
Reading Skill ◽  
Research Process ◽  
Efl Learners ◽  
Comprehension Score ◽  
Common Problems

Reading skill has its own modes; two of them are reading aloud and silent reading. Reading aloud and silent reading modes are interrelated with each other and affecting students' reading comprehension competence. The most EFL students’ common problems in the school is they do not know the appropriate techniques or modes applied in reading comprehension, therefore their reading comprehension results cannot be maximized. The researcher used quantitative research method and comparative study research design in conducting the research process. By using Reading Comprehension Test and interview, researcher collecting all the data in order to find deep information about how Indonesian EFL learners’ reading comprehension are through silent reading and reading aloud, its significance, and the factors that influence students’ reading comprehension score. The researcher took the samples in 34 students who divided into two groups; 17 students for silent group and 17 students for aloud group. The findings of this quantitative research indicated that there is no significance difference between reading aloud and silent reading regarding to Indonesian EFL learners reading comprehension competence and Reading Comprehension Factor (RCF) as the most factor that influence students’ reading comprehension score in silent group, while Reading Factor other than Comprehension (RFOC) as the most factor that influence students’ reading comprehension score in aloud group.

scholarly journals Double the Power of Story

2021 ◽  
pp. 160-170
Author(s):  
Eleanor B. Howe
Keyword(s):  
Reading Comprehension ◽  
Social Skills ◽  
Cultural Awareness ◽  
Reading Aloud ◽  
Academic Skills ◽  
Read Aloud ◽  
Reading Culture ◽  
And Behaviors ◽  
Public Librarians ◽  
Power Of Story

School and public librarians and teachers who read aloud to elementary (primary) children can use techniques that empower children with increased academic skills, social skills, and cultural awareness. This paper presents research-based, recommended strategies for reading aloud that both improve listening and reading comprehension and develop literary appreciation. Themes and topics of stories selected can supplement or reinforce curricular learning and explore thoughts, feelings, and behaviors. Children practice social skills and respect for others while listening to and discussing stories. Included are tips for making story hour an enjoyable experience that develops a reading culture.

scholarly journals Using Reading Aloud Technique to Stimulate Students Reading Comprehension

2020 ◽  
Vol 3 (2) ◽  
pp. 191-199
Author(s):  
Alan Jaelani ◽  
Amalia Sadyawati ◽  
Wida Rosmawati
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
Reading Aloud ◽  
Language Education ◽  
Read Aloud ◽  
Basic Knowledge ◽  
English Language Education ◽  
Ibn Khaldun ◽  
English Reading ◽  
Oral Expression

This article aims to stimulate students' reading comprehension skills using the Reading Aloud technique. Reading aloud is the main axis connecting reading and speaking English. Reading aloud not only increases reading and basic knowledge but also improves oral expression. How the Read aloud technique can stimulate students' reading skills. Reading plays an important role as one of four abilities in improving students' English performance. This study involved 16 respondents who were 5th-semester students of the English Language Education Program at Ibn Khaldun University. This research was a descriptive study in which the researcher used a qualitative method. Data collected by interview, questionnaire, and observation. The results of the study showed that most of them did not agree with the techniques from Reading aloud. Based on respondents' statements, we found that the use of the reading method with hard reading techniques helped students to stimulate reading comprehension, especially to help students in pronunciation.  

scholarly journals Using Read Encode Annotate and Ponder (REAP) Technique to Increase Reading Comprehension: A Case of the Eleventh Grade Students of SMA Negeri 6 Semarang

2018 ◽  
Vol 8 (2) ◽  
Author(s):  
Supriyantini Supriyantini
Keyword(s):  
Reading Comprehension ◽  
Quantitative Research ◽  
Positive Influence ◽  
Control Group ◽  
Significant Difference ◽  
The Mean ◽  
Study Case ◽  
And Control ◽  
Experimental Group ◽  
Better Than

This study is aimed for applying Read Encode Annotate and Ponder (REAP) technique for teaching reading comprehension. The objectives of the research are, (1) to find out the students’ reading comprehension after being taught without using REAP technique. (2) to find out the students’ reading comprehension after being taught by using REAP technique. (3) to know whether there is any significant difference of students’ reading comprehension being taught by using REAP technique and without REAP technique. Following the study case the writer used quantitative research. The research design of this study is true experimental design. The sample is the eleventh grade students at SMA Negeri 6 Semarang. There are three classes used, they are the experimental class, control class and a class to be tried out. The writer used test to collect the data. The data was gained from the tests that were given to the students. The study found that the mean score for the class taught without REAP technique was 78.16 and the mean score for the class taught with using REAP technique was 92.05. The students’ score that was taught by using REAP technique was better than students’ score that taught without REAP technique. There was any significant difference between experimental group and control group, because the computation t-test was 7.5. So that  is higher than  because 7.5 > 2.00. It means that is acceptable and  is rejected. Based on the study, it can be concluded that using REAP technique to increase reading comprehension has positive influence to the students. So, English teachers have to use REAP technique to increase the students’ reading comprehension.

scholarly journals Using Read Encode Annotate And Ponder (Reap) Technique to Increase Reading Comprehension: a Case of the Eleventh Grade Students of SMA Negeri 6 Semarang in Academic Year 2014/2015

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Supriyantini Supriyantini
Keyword(s):  
Reading Comprehension ◽  
Quantitative Research ◽  
Positive Influence ◽  
Control Group ◽  
Final Project ◽  
Significant Difference ◽  
The Mean ◽  
And Control ◽  
Academic Year ◽  
Better Than

This final project is aimed for applying Read Encode Annotate and Ponder (REAP) technique for teaching reading comprehension. The objectives of the research are, (1) to find out the students’ reading comprehension after being taught without using REAP technique. (2) to find out the students’ reading comprehension after being taught by using REAP technique. (3) to know whether there is any significant difference of students’ reading comprehension being taught by using REAP technique and without REAP technique. Following the study case the writer used quantitative research. The research design of this study is true experimental design. The sample is the eleventh grade students at SMA Negeri 6 Semarang in Academic Year 2014-2015. There are three classes used, they are the experimental class, control class and a class to be tried out. The writer used test to collect the data. The data was gained from the tests that were given to the students. The study found that the mean score for the class taught without REAP technique was 78.16 and the mean score for the class taught with using REAP technique was 92.05. The students’ score that was taught by using REAP technique was better than students’ score that taught without REAP technique. There was any significant difference between experimental group and control group, because the computation t-test was 7.5. So that  is higher than  because 7.5 > 2.00. It means that is acceptable and  is rejected. Based on the study, it can be concluded that using REAP technique to increase reading comprehension has positive influence to the students. So, English teachers have to use REAP technique to increase the students’ reading comprehension.

scholarly journals THE EFFECTIVENESS OF THIEVES STRATEGY TOWARDS STUDENTS’ READING COMPREHENSION AT THE ELEVENTH GRADE OF SMAN 19 TEBO

JURNAL BASIS ◽  
2021 ◽  
Vol 8 (2) ◽  
pp. 319
Author(s):  
Rauldatul Husni ◽  
Lina Candra Wati
Keyword(s):  
Reading Comprehension ◽  
Quantitative Research ◽  
Positive Impact ◽  
Alternative Hypothesis ◽  
Test Results ◽  
Post Test ◽  
Reading Text ◽  
Research Findings ◽  
The Mean ◽  
And Control

This research explore the Effectiveness of “thieves” Strategy Towards Students’ Reading Comprehension at the Eleventh Grade of SMAN 19 Tebo. The problems of this research are students lack of vocabulary, students did not have good motivation in reading text and the students have difficulty in comprehending texts. The purpose of the research is to know the effectiveness of THIEVES strategy towards students’ reading comprehension at the eleventh grade of SMAN 19 Tebo. This research focus on the quantitative research. The population in this study all 11 grades at SMAN 19 Tebo. In this study, the total population is 29, consist of class 11 IPS and 11 MIPA. Then, the sample in this study 11 IPS and II MIPA. Based on practical teaching English at SMAN 19 Tebo, the researcher find some problems in the class. Therefore the researcher applies strategy in reading, with this strategy students learn the THIEVES strategy before students read the text. The research findings indicate that the use of THIEVES strategy was able to improve the students’ reading comprehension. The conclusions of this research is supported by the post-test results of students’ reading comprehension at the eleventh grade students of SMAN 19 Tebo. The mean post-test experimental class is 78.75 and in the control class is 71.69. The differerence score between experimental class and control class was 7.06. The researcher find a positive impact on the experimental class. It means that students’ reading comprehension in experimental class was significantly improve and there is significantly different effect between experimental class and control class which teach by using THIEVES and without THIEVES. It indicates that the null hypothesis (H0) is rejected and the alternative hypothesis (Ha) is accepted. It presents that the THIEVES strategy give a significant effect on students’ reading comprehension of report text.

scholarly journals The Effect of Jigsaw Technique in Reading Comprehension on Recount Text

2020 ◽  
Vol 3 (1) ◽  
Author(s):  
Herman ◽  
Juwita Kristina Sibarani ◽  
Hilman Pardede
Keyword(s):  
Reading Comprehension ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Alternative Hypothesis ◽  
Control Group ◽  
Quasi Experimental ◽  
The Subject ◽  
And Control ◽  
Jigsaw Technique ◽  
Experimental Group

The objective of this research is to find out the effect of Jigsaw technique on reading comprehension at grade ten of SMA 4 Negeri Pematangsiantar. The research used descriptive quantitative research design by applying Quasi-Experimental design. In conducting this design, the subjects of the research were divided into two groups: experimental group and control group. The treatment is introduced only to the experimental subject. The experimental group is treated by using Jigsaw technique while the control group is treated without Jigsaw technique. The subject of this research was the grade ten students (X PMIA 4 and X PMIA 5) in SMA Negeri 4 Pematangsiantar. The researcher used mobile phone as instrument which recorded video teacher and students activity during teaching and learning process in the class. The result of the research showed that in significance degree of 5%, the value of t-observe > t-table that was (5.55 > 1.669). It could be said that t-observe was higher than t-table. So, the null hypothesis is rejected while the alternative hypothesis is accepted. In other words it can be concluded that the application of Jigsaw teaching technique significantly affects the students’ ability in reading comprehension of recount text at grade ten of SMA Negeri 4 Pematangsiantar.

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