Impact of Textual Code-Switching on Reading Comprehension in Paired-Text Instruction

Reading as one of the four skills has always been as a part of the syllabus in English instruction. Based on the Pra survey, reading comprehension of the students of the first grade of SMA N 1 Rumbia is still low, most of them still lack structure knowledge and vocabulary, and their reading frequency in reading is still low. There are two techniques presented as a solution in this research. They are STAD Technique and Jigsaw technique. The objective of this research is to find out the difference result of using STAD and Jigsaw technique toward students’ reading comprehension in recount text at different high and low reading frequency and to find out there is significant interaction and comparison of reading comprehension in recount text, learning technique, and different reading frequency at the first grade students of SMA N 1 Rumbia academic year 2012/2013.The method of investigation is held through quantitative research. The researcher uses true experimental research. In this experiment, the the researcher applies factorials design. The research is conducted at the first grade of SMA N 1 Rumbia in academic year 2012/2013. The population in this research is 180 students. It consisted 6 classes and each class consist 30 students. The researcher takes 52 students from total population as the sample, 26 students as experiment class and 26 as control class that match based on classification of student level. The researcher uses cluster random sampling as technique sampling.To analyze data, the researcher uses ANOVA TWO WAYS formula. The researcher got the result of Fhit is 18, 2 and Ftable is 7, 14. It means that Fhit > Ftable. And the criterion of Ftest is Ha accepted if Fhit > Ftable. So, there is any difference result of students’ Reading comprehension in recount text using STAD and Jigsaw, and STAD technique is more effective technique than Jigsaw technique toward students Reading comprehension at different reading frequency at the first grade of SMA N 1 Rumbia academic year 2012/2013. The researcher expects English teacher use STAD Technique in reading instruction especially in recount text, so the students feel fun and enjoy in following the learning process.

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Code-switching Versus Target-language-only for English as a Foreign Language: Saudi Students’ Perceptions

English Language Teaching ◽

10.5539/elt.v13n9p18 ◽

2020 ◽

Vol 13 (9) ◽

pp. 18

Author(s):

Mazeegha A. Al Tale‘ ◽

Faten A. Alqahtani

Keyword(s):

Reading Comprehension ◽

Foreign Language ◽

Teaching Strategies ◽

Instructional Strategy ◽

Code Switching ◽

Target Language ◽

Saudi Students ◽

Significant Difference ◽

Negative Perceptions ◽

The Impact

Selecting the medium of instruction to teach English as a Foreign Language (EFL) has been a controversial issue for several years. This article explores the impact of code-switching (CS) versus target-language-only (TL-only) teaching strategies on the learning and affective sustenance of EFL reading comprehension beginner students based on their perceptions. It also investigates whether there is a significant difference between the participants’ perceptions of these two teaching strategies’ possible impact on their learning and affective sustenance. Fifty-two female Saudi college students participated in the study. A questionnaire and follow-up interviews were used to collect the data. The results indicate that the participants had positive perceptions about the impact of CS on their learning and affective sustenance in the EFL reading classes as opposed to negative perceptions about TL-only instruction. The results also show that there is a significant difference between their perceptions of TL-only instruction and CS, indicating that they prefer CS to TL-only instruction in their EFL reading classes. We recommend that reading comprehension teachers for beginners utilize CS as a facilitating instructional strategy for EFL beginners to give them affective support and make the input more comprehensible.

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THE COMPARISON OF READING COMPREHENSION IN DESCRIPTIVE TEXT INSTRUCTION USING CASE STUDY AND ANALYTICAL TEAM OF STUDENTS AT SENIOR HIGH SCHOOL OF STATE 1 KOTAGAJAH ACADEMIC YEAR 2012/2013

Premise Journal of English Education ◽

10.24127/pj.v2i2.691 ◽

2013 ◽

Vol 2 (2) ◽

Author(s):

Rosiana - ◽

Eva - Faliyanti

Keyword(s):

Reading Comprehension ◽

Problem Formulation ◽

Control Group ◽

Significant Difference ◽

Tenth Grade ◽

Post Test ◽

Text Instruction ◽

And Control ◽

Academic Year

Reading comprehension in descriptive text is the ability students of understanding and interpreting information in a descriptive text correctly or get meaning from written descriptive text based on some aspects. Many techniques presented as a solution in reading comprehension they are Case Study technique and Analytical Team technique. The problem formulation in this research are; (1) Is there any significant difference between using Case Study and Analytical Team toward students’ reading comprehension in descriptive text instruction for the tenth grade students of SMAN 1 Kotagajah (2) Which one is more effective between using Case Study and Analytical Team toward students’ reading comprehension in descriptive text instruction for the tenth grade students of SMAN 1 Kotagajah. The objectives of this research are (1) To know whether there is significant difference between using Case Study and Analytical Team toward students’ reading comprehension in descriptive text instruction for the tenth grade students of SMAN 1 Kotagajah. (2) To find out which one is more effective between using Case Study and Analytical Team toward students’ reading comprehension in descriptive text instruction for the tenth grade students of SMAN 1 Kotagajah.In this research, the researcher uses an experimental design. The kind of design is True Experimental Control Group Pre-test and Post test. Experimental group is taught Case Study and control group taught Analytical Team technique. The population in this research is 694 students. The sample in this research is class X which consists of 2 classes 44 students and each class consist of 22 students are as experimental class and 22 as control class. The writer use cluster stratified random sampling to takes sample. From the accounting of students score on post test, is was gained that at the significant level of 0,01, the tratio is higher than ttable, that is 2,77 for tratio and 2,70 for ttable.The conclusion are; (1) There is significant difference between using Case Study and Analytical Team toward students’ reading comprehension in descriptive text instruction for the tenth grade students of SMAN 1 Kotagajah. (2) Case Study is more effective than Analytical Team toward students’ reading comprehension in descriptive text instruction for the tenth grade students of SMAN 1 Kotagajah. It means that Case Study effective to develop students’ reading comprehension

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The Effect of Vocabulary Intervention on Text Comprehension: Who Benefits?

Language Speech and Hearing Services in Schools ◽

10.1044/2019_lshss-voia-18-0001 ◽

2019 ◽

Vol 50 (4) ◽

pp. 562-578 ◽

Cited By ~ 3

Author(s):

Dawna Duff

Keyword(s):

Middle School ◽

Reading Comprehension ◽

Text Comprehension ◽

Classroom Instruction ◽

Vocabulary Instruction ◽

Clinical Intervention ◽

Vocabulary Knowledge ◽

Vocabulary Intervention ◽

The Mean ◽

The Difference

Purpose Vocabulary intervention can improve comprehension of texts containing taught words, but it is unclear if all middle school readers get this benefit. This study tests 2 hypotheses about variables that predict response to vocabulary treatment on text comprehension: gains in vocabulary knowledge due to treatment and pretreatment reading comprehension scores. Method Students in Grade 6 ( N = 23) completed a 5-session intervention based on robust vocabulary instruction (RVI). Knowledge of the semantics of taught words was measured pre- and posttreatment. Participants then read 2 matched texts, 1 containing taught words (treated) and 1 not (untreated). Treated texts and taught word lists were counterbalanced across participants. The difference between text comprehension scores in treated and untreated conditions was taken as a measure of the effect of RVI on text comprehension. Results RVI resulted in significant gains in knowledge of taught words ( d RM = 2.26) and text comprehension ( d RM = 0.31). The extent of gains in vocabulary knowledge after vocabulary treatment did not predict the effect of RVI on comprehension of texts. However, untreated reading comprehension scores moderated the effect of the vocabulary treatment on text comprehension: Lower reading comprehension was associated with greater gains in text comprehension. Readers with comprehension scores below the mean experienced large gains in comprehension, but those with average/above average reading comprehension scores did not. Conclusion Vocabulary instruction had a larger effect on text comprehension for readers in Grade 6 who had lower untreated reading comprehension scores. In contrast, the amount that children learned about taught vocabulary did not predict the effect of vocabulary instruction on text comprehension. This has implications for the identification of 6th-grade students who would benefit from classroom instruction or clinical intervention targeting vocabulary knowledge.

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Text Comprehension: Graphic Organizers to the Rescue

Perspectives on School-Based Issues ◽

10.1044/sbi10.3.82 ◽

2009 ◽

Vol 10 (3) ◽

pp. 82-89

Author(s):

Janet L. Proly ◽

Jessica Rivers ◽

Jamie Schwartz

Keyword(s):

Reading Comprehension ◽

Text Comprehension ◽

Graphic Organizers ◽

Expository Text ◽

Supporting Evidence

Abstract Graphic organizers are a research based strategy used for facilitating the reading comprehension of expository text. This strategy will be defined and the evolution and supporting evidence for the use of graphic organizers will be discussed. Various types of graphic organizers and resources for SLPs and other educators will also be discussed.

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Code-switching

10.1017/cbo9780511609787 ◽

2009 ◽

Cited By ~ 166

Author(s):

Penelope Gardner-Chloros

Keyword(s):

Code Switching

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MANUSCRIPT EVIDENCE FOR ALPHABET-SWITCHING IN THE WORKS OF CICERO: COMMON NOUNS AND ADJECTIVES

The Classical Quarterly ◽

10.1017/s0009838818000472 ◽

2018 ◽

Vol 68 (2) ◽

pp. 498-516

Author(s):

Neil O'Sullivan

Keyword(s):

Recent Work ◽

Code Switching ◽

Consistent Pattern ◽

Current Interest ◽

Reliable Transmission ◽

Accurate Record ◽

The Way

Of the hundreds of Greek common nouns and adjectives preserved in our MSS of Cicero, about three dozen are found written in the Latin alphabet as well as in the Greek. So we find, alongside συμπάθεια, also sympathia, and ἱστορικός as well as historicus. This sort of variation has been termed alphabet-switching; it has received little attention in connection with Cicero, even though it is relevant to subjects of current interest such as his bilingualism and the role of code-switching and loanwords in his works. Rather than addressing these issues directly, this discussion sets out information about the way in which the words are written in our surviving MSS of Cicero and takes further some recent work on the presentation of Greek words in Latin texts. It argues that, for the most part, coherent patterns and explanations can be found in the alphabetic choices exhibited by them, or at least by the earliest of them when there is conflict in the paradosis, and that this coherence is evidence for a generally reliable transmission of Cicero's original choices. While a lack of coherence might indicate unreliable transmission, or even an indifference on Cicero's part, a consistent pattern can only really be explained as an accurate record of coherent alphabet choice made by Cicero when writing Greek words.

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The Relation Between Teachers' Diagnostic Sensitivity, their Instructional Activities, and their Students' Achievement Gains in Reading*

Zeitschrift für Pädagogische Psychologie ◽

10.1024/1010-0652/a000112 ◽

2013 ◽

Vol 27 (4) ◽

pp. 283-293 ◽

Cited By ~ 7

Author(s):

Lars Behrmann ◽

Elmar Souvignier

Keyword(s):

Reading Comprehension ◽

Classroom Management ◽

Reading Program ◽

Multilevel Analyses ◽

Moderating Effects ◽

Management Skills ◽

Judgment Accuracy ◽

Achievement Gains ◽

Instructional Activities ◽

Main Effects

Single studies suggest that the effectiveness of certain instructional activities depends on teachers' judgment accuracy. However, sufficient empirical data is still lacking. In this longitudinal study (N = 75 teachers and 1,865 students), we assessed if the effectiveness of teacher feedback was moderated by judgment accuracy in a standardized reading program. For the purpose of a discriminant validation, moderating effects of teachers' judgment accuracy on their classroom management skills were examined. As expected, multilevel analyses revealed larger reading comprehension gains when teachers provided students with a high number of feedbacks and simultaneously demonstrated high judgment accuracy. Neither interactions nor main effects were found for classroom management skills on reading comprehension. Moreover, no significant interactions with judgment accuracy but main effects were found for both feedback and classroom management skills concerning reading strategy knowledge gains. The implications of the results are discussed.

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Reading Comprehension: Can It Be Taught?

Contemporary Psychology ◽

10.1037/021535 ◽

1983 ◽

Vol 28 (1) ◽

pp. 31-31

Author(s):

John B. Carroll

Keyword(s):

Reading Comprehension

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