scholarly journals The Effect of Graphic Organizer (KWL Chart) on Young Learners’ Reading Comprehension in an ESL Setting

2020 ◽  
Vol 4 (8) ◽  
pp. 43-53
Keyword(s):  
Reading Comprehension ◽  
Experimental Research ◽  
Graphic Organizer ◽  
Control Group ◽  
Innovative Strategy ◽  
Post Test ◽  
Quasi Experimental ◽  
Group A ◽  
Study Participants ◽  
Experimental Group

KWL is a pre-reading strategy used to improve reading comprehension. This paper aims to discover the effectiveness of the Know-Want-Learn (KWL) strategy in improving year-4 pupils’ reading comprehension is one of the elements assessed in the UPSR Examination in Malaysia. This study reports quasi-experimental research on the use of a KWL chart (graphic organizer) on year 4 pupils’ reading comprehension in an ESL setting. Thirty pupils were chosen using purposive sampling in a primary school at Kuala Lumpur. The test was conducted with 30 ESL pupils of the same age group. A pretest of reading comprehension was then administered to evaluate the participants’ comprehension skills. The Quasi-experimental research design used to carry out this study. Participants were separated into two different groups: an experimental group and a control group. The participants of the experimental group used the KWL Chart to answer comprehension questions; the control group received the conventional method of teaching to answer reading comprehension questions. At last, all the participants answered a post-test on reading comprehension. This innovative strategy can be used to develop pupils’ reading comprehension not only for pupils in year-4 but also for pupils at other levels

scholarly journals TEACHING READING COMPREHENSION THROUGH THE INTERACTIVE TECHNIQUE

2018 ◽  
Vol 1 (1) ◽  
pp. 29-37
Author(s):  
Aleti Monarisa ◽  
Bambang Suwarno ◽  
Mulyadi .
Keyword(s):  
Reading Comprehension ◽  
Experimental Research ◽  
Control Group ◽  
Teaching Reading ◽  
Interactive Technique ◽  
Eighth Grade Students ◽  
Post Test ◽  
Quasi Experimental ◽  
Class Viii ◽  
Experimental Group

The objective of this research was to find out whether the Interactive technique could improve students’ reading comprehension. This was a quasi-experimental research. The population of this research was the eighth grade students of SLTP Negeri 1 Kota Bengkulu which consisted of 193 students. The sample of this research was the class VIII.2 (34 students) as the experimental group and the VIII.3 (40 students) as the control group. The instrument was a reading comprehension test, which consisted of 40 items. Before the pre-test was given, it was tried out to the students of the same level. The result was t-count in the pre-test was smaller than t-table (1.26 < 2.042). This indicated that the groups were of equal ability. For the post-test, in contrast, the t-count was greater than t- table (2.7 > 2.042). This indicated that the interactive technique could improve students’ reading comprehension.

UTILIZING GRAPHIC ORGANIZER STRATEGY IN TEACHING WRITING ON NARRATIVE PARAGRAPH

2020 ◽  
Vol 11 (2) ◽  
pp. 189-204
Author(s):  
Nurjannah Nurjannah ◽  
Taufiq Hidayah ◽  
Muhammad Nazar
Keyword(s):  
Experimental Research ◽  
English Learners ◽  
Teaching And Learning ◽  
Research Result ◽  
T Test ◽  
Teaching Writing ◽  
Graphic Organizer ◽  
Control Group ◽  
Post Test ◽  
Quasi Experimental

This research is entitled “Using graphic organizer strategy in teaching writing on narrative paragraph (experimental research). Writing is a very important subject that should be learned by English learners. The students should be able to express their ideas and opinion either in the form of a sentence or paragraph. However, the researcher found that many students at the Second Grade Students of SMP Negeri 1 Tanah Luas could not express their ideas and develop into the paragraph. Hence, the appropriate strategy of teaching and learning is very important to help students master writing skills. This research aims to know the effect of achievement between the students who are taught writing by using graphic organizers from those taught writing in the narrative by using traditional methods. This research was experimental research and used a quasi-experimental design. The samples chosen in this research were the whole students of class VIII2 and VIII4 of SMPN 1 Tanah Luas. Class VIII2 consisted of 25 students was chosen as experimental group and class VIII4 consisted of 24 students was chosen as control group. This research was conducted in three phrases; there were pre-test, treatments and post-test. The data collection technique used in this research was test. The tests were pre-test and post-test. The researcher gave pre-test before giving treatment and post-test after giving treatment. The treatment was conducted in three meetings. The data was analyzed by using t-test formula. The research result and the hypothesis authentication found by using t-test formula in significant level 5% or α = 0.05 were obtained that ttest > ttable. The ttest found in this research was 3.91. Meanwhile, ttable was gotten from the list of distribution value with degree of freedom = 47, because the data not in the table, the researcher used interpolation approach and obtained = 1.67. So >  = 3.91 > 1.67. It meant that Ha was accepted and Ho was rejected. So, graphic organizer strategy significantly affects the students’ ability in mastering writing.   Kata Kunci: graphic organizer strategy, teaching and learning, writing narrative paragraph

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 The Development of Writing Module on Enhancing the Writing Skills of Omani General Foundation Program Students

2020 ◽  
Vol 19 (9) ◽  
pp. 363-381
Author(s):  
Moustafa Mohamed Abdelmohsen ◽  
Rohaya Abdullah ◽  
Yasir Azam
Keyword(s):  
Writing Skills ◽  
Control Group ◽  
Efl Teachers ◽  
Foundation Program ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
Study Participants ◽  
And Control ◽  
Experimental Group

This study aimed to investigate the effectiveness of a developed writing module on enhancing the General Foundation Program students’ writing skills. The study made use of a pre-test and post-test quasi-experimental design. The study participants incorporated 70 Omani students and 2 EFL teachers. The students were divided into experimental and control groups. The experimental group incorporated 35 students who studied English at the General Foundation Program of Sur Nursing Institute. The control group involved 35 students who took an English course at The General Foundation Program Centre in Muscat. Both institutions function under the auspices of the Omani Ministry of Health. The control group studied the ministry’s writing syllabus, whereas the experimental group studied the writing module. The writing pre-test was done before module delivery and the post-test was done after the intervention. ANCOVA test was utilized to draw a statistical analogy between the mean scores of tests of both groups. The test findings divulged that there was a statistically significant mean difference between the control and experimental group’s scores in the writing post-test. The module significantly enhanced the experimental group’s writing skills.

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.

THE EFFECT OF SQ3R METHOD ON THE STUDENTS’ ABILITY IN READING COMPREHENSION

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Annisa Hutasuhut And Elia Masa Gintings
Keyword(s):  
Reading Comprehension ◽  
Experimental Research ◽  
Research Method ◽  
T Test ◽  
Control Group ◽  
Multiple Choice Tests ◽  
Choice Tests ◽  
Post Test ◽  
And Control ◽  
Experimental Group

The aim of this study is to discover the effect of applying SQ3R method in reading comprehension. Experimental research design is used as the research method. This research took place at MTS AMIN DARUSSALAM MEDAN. There were 2 classes chosen as the sample with 32 students in each class. The classes were divided into two groups namely experimental and control group. The experimental group taught by using SQ3R method and the control group was taught by using conventional method. The instrument used to collect the data was a set of multiple choice tests, which divided as pre test and post test. The result of the research was analyzed by using t-test formula. The result showed that t-test was higher than t-table ( 3,93> 2,00 ) at the level of significant 0,05 with degree of freedom (df) 60. It means that hypothesis alternative (Ha) is accepted which shows that SQ3R method significantly improves the student’s reading comprehension.

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 Effectiveness of Graphic Organizer Strategy to Improve Grammatical Knowledge Among the 1st Intermediate Students of Al-Imam Abdulaziz Bin Mohammad School

2019 ◽  
Vol 3 (14) ◽  
Author(s):  
Mohammed Haydar Alsuhaymi
Keyword(s):  
Graphic Organizer ◽  
Control Group ◽  
Grammatical Knowledge ◽  
Intermediate Students ◽  
English Grammar ◽  
Class B ◽  
Post Test ◽  
Quasi Experimental ◽  
Teaching Grammar ◽  
Experimental Group

This study aimed to investigate the effectiveness of using Graphic Organizer strategy to improve grammatical knowledge for 1st intermediate students at Al-Imam Abdulaziz bin Mohammad School. Forty students from two classes participated in this study. Each class consists of 20 students. Students belonging to class A who represent the control group were taught using grammer translation way while those belonging to class B who represent the Quasi- experimental group were taught by using Graphic Organizer Strategy. Pre and post test were distributed to the Quise- experimental group and control group. The results of this study indicated that using Graphic Organizer strategy in teaching grammar improved students' proficiency in learning English grammar. As a result, the researcher suggests to apply the graphic organizer strategy on others stages such as secondary in order to investigate further results. The researcher also advises to generalize the using of graphic organizer to include others' skills such as vocabulary.    

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 Comic Strips Toward Students’ Reading Comprehension Achievement

2020 ◽  
Vol 4 (1) ◽  
pp. 10-14
Author(s):  
Ida Yuliani
Keyword(s):  
Reading Comprehension ◽  
Control Group ◽  
Comic Strips ◽  
Significance Level ◽  
Tenth Grade ◽  
Post Test ◽  
Quasi Experimental ◽  
Alternative Hypotheses ◽  
The Mean ◽  
Experimental Group

This study focuses on the investigation of the influence of teacher’s teaching technique on student’s reading comprehension achievement using comic strips media. In this study, the writer used a quasi-experimental design. The population of this study is tenth-grade students of SMAN 1 Buay Madang Timurwith 122 students, meanwhile, the writer used purposive sampling as a method for taking a sample. Therefore, class X.MIA 2 was chosen as an experimental group that is taught reading comprehension using comic strips and class X.IIS 2 as a control group who were taught reading comprehension using conventional media. Moreover, the writer used multiple-choice descriptive text. Based on the finding, the mean score of the pre-test experimental group was 50.97 and the mean score of the post-test experimental group was 78.84. While the mean score of the pre-test control group was 38.40 and the post-test score was 43.07 and the result of analyzing the data using SPSS 16, P output was 0.000, It is less than the critical value significance level (0.05). It means that alternative hypotheses (Ha) is accepted and null hypotheses (Ho) is rejected. It can be concluded that there is any significance between the students who are taught by using comic strips media and the students who are taught by using conventional media.

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