scholarly journals An Analysis of Students’ Reading Comprehension in Narrative Text at Second Grade At SMAN 1 Talamau

2019 ◽  
Vol 3 (1) ◽  
pp. 35-41
Author(s):  
Yessy Marzona ◽  
Muhammad Ikhsan
Keyword(s):  
Reading Comprehension ◽  
Teaching And Learning ◽  
General Structure ◽  
Narrative Text ◽  
Intermediate Level ◽  
Second Grade ◽  
Narrative Texts ◽  
Descriptive Research ◽  
Quantitative Descriptive ◽  
Main Ideas

This research was conducted based on the problems found during the teaching and learning process in class IX IPS 1 of SMAN 1 Talamau, specifically about students' understanding of narrative text. The problem found is that students cannot determine the main ideas and topics in narrative text, understand the meaning of words, understand implied information, and understand the general structure and features of language in narrative texts.This research is included in quantitative descriptive research. The population in this study were students of class IX SMAN 1 Talamau, amounting to 159 people, divided into 4 classes. While this sample is class X8 of SMAN 8 Padang. The instrument used was an objective test. Data from students' objective tests are analyzed based on indicators and then interpreted and become research findings.Based on the results of the study showed that students of class IX IPS 1 SMAN 1 Talamau: 1. The ability to write students in determining the main ideas and topics in the narrative text showed at the intermediate level of 14 people out of 23 students (60,875%). 2. The ability to understand the meaning of words in the narrative text shows at the intermediate level that is 15 people out of 23 students (65.22%). 3. The ability to understand the information implicit in the narrative text shows that at the intermediate level, there are 14 out of 23 students (60.87%). 4. The ability to understand the general structure and language features of narrative texts shows that at the intermediate level, there are 16 students out of 23 students (69.57).From the results of the above research, it can be concluded that students still experience many difficulties in understanding a text, especially in narrative texts in accordance with applicable rules. Furthermore, based on the results of this study teachers are expected to be able to provide better teaching techniques and students can do more exercises to improve students' reading comprehension abilities.

scholarly journals THE EFFECT OF REPEATED READING STRATEGY IN TEACHING READING COMPREHENSION OF NARRATIVE TEXT AT THE EIGHT GRADE STUDENTSOF SMPN 36 PEKANBARU

ELT-Lectura ◽  
2018 ◽  
Vol 5 (2) ◽  
pp. 191-199
Author(s):  
Destina Kasriyati ◽  
Maharani Maharani
Keyword(s):  
Reading Comprehension ◽  
Repeated Reading ◽  
Reading Strategy ◽  
Narrative Text ◽  
Second Grade ◽  
Average Score ◽  
Generic Structure ◽  
Post Test ◽  
Receive Treatment ◽  
And Control

Based on the result of observation that students got some difficulties to understand the content of reading comprehension, particularly main ideas, detail information, vocabulary, identify information, word reference and generic structure. The purpose of this research was to find whether the students who received in class experiment of repeated reading strategy had different skill in reading comprehension than students who did not receive treatment of the strategy at the second grade of SMPN 36 Pekanbaru.  The design of this research was Experimental Research. This research was conducted on Jan 2018. The population of this research was the second grade of SMPN 36 Pekanbaru. The sample of this research were 2 classes as control and experiment class. Based on the test result, it was found that the average score of post-test was 85.33 and pre test was 71. It means that the result of post test was getting higher than pretest.  In conclusion, the use of repeated reading strategy could increase students reading comprehension in narrative text. There was different ability between experment and control class.

scholarly journals Enhancing the Reading Comprehension of Students in Narrative Text Using Story Face Strategy

2020 ◽  
Vol 2 (2) ◽  
pp. 78
Author(s):  
Albian Syah ◽  
Joni Saputra
Keyword(s):  
Reading Comprehension ◽  
Data Analysis ◽  
Action Research ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
English Education ◽  
Narrative Text ◽  
Study Program ◽  
Field Note ◽  
Education Study

Albiansyah Master of English Education Study Program, Syarif Hidayatullah State Islamic University of JakartaEmail: [email protected] Jhoni Saputra Department of English Education, Islamic University of Indragiri This study was a Classroom Action Research that deals with story face strategy’s use to enhance the students’ reading comprehension of narrative text. The purpose of this study was to reveal the execution of story face strategy in the process of narrative text teaching and learning, and also to describe about reading comprehension of after using story face strategy in classroom. The participants were all students of grade X.2 grade of Miftahul Huda Sungai Luar. The instruments to collect qualitative data were observation sheet, interview, and field note. The quantitative instrument is reading comprehension test. On the basis of data analysis, it is found that Story Face Strategy enhanced students 'understanding of reading in narrative text. The improvements occurred in cycle 1 and cycle 2. The improvement of students’ reading comprehension is 59.4 (enough) to 71.7 (good). The result suggests that the use of the story face strategy to enhance students 'understanding of reading in narrative text is successful for grade X.2 students. The variables that alter the enhancement of the students depending on the results of the interview and observation indicate students' enthusiasm when using of story face sheets in the story face strategy.Keywords: story face strategy, reading comprehension, narrative text

scholarly journals The Effect of Applying The Talk-to-The Text Strategy on Students' Reading COmprehension in Narrative Text

2018 ◽  
Vol 1 (1) ◽  
pp. 12
Author(s):  
Fadhila Yonata
Keyword(s):  
Reading Comprehension ◽  
Secondary School ◽  
Narrative Text ◽  
Narrative Texts ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
Eighth Grade Students ◽  
Quasi Experimental ◽  
Text Reading ◽  
Cluster Random Sampling

This study investigates the effect of applying the talk-to-the-text strategy on students’ reading comprehension of narrative text. By employing quasi-experimental research design, specifically pre- and post-tests design one, talk-to-the-text reading strategy was implemented as treatment in experimental class and another control class was taught by utilizing conventional strategy. The study was conducted in the eighth grade students of Junior Secondary School in one of school in Bintan, Indonesia. Cluster random sampling was employed in order to determine the samples. In gaining the data, the instrument used was reading comprehension test. Based on data analysis by using t-test, the result revealed that talk-to-the-text strategy give better effect toward comprehension of grade eight students when reading narrative texts. 

scholarly journals TEACHERS’ STRATEGIES IN TEACHING READING COMPREHENSION

2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Gendis Nadira Dwiningtiyas ◽  
Dedi Sofyan ◽  
Hilda Puspita
Keyword(s):  
Reading Comprehension ◽  
Junior High School ◽  
Teaching And Learning ◽  
Reading Aloud ◽  
English Teachers ◽  
Second Grade ◽  
Specific Information ◽  
Teaching Reading ◽  
Asking Questions ◽  
Three Stages

This research aimed to figure out the strategies used by the English teachers in teaching reading and how they applied the strategies. This research was designed as descriptive qualitative research. The research was conducted at Junior High School 09 Bengkulu City. Participants of the research were two English teachers who teach in second grade of that school. Each English teacher had eigh meetings that observed by the researcher. The instruments of the research were strategies checklist and interview. The instruments were used to figure out the strategies used and how the English teachers applied the strategies in teaching reading comprehension. The result of the data were analyzed and broken down into three stages; they were Data Reduction, Data Display, and Drawing Conclusion or Interpretation. The result showed that the teacher one used several strategies in teaching reading comprehension. The strategies were brainstorming, reading aloud, and asking for specific information. While the teacher two used nine strategies. They were encouraging the use of dictionaries, reading aloud, reread for checking comprehension, evaluating comprehension in particular tasks, and asking questions for specific information. Both teachers applied and combined the strategies divided into three stages of teaching reading comprehension. The stages were pre-reading stage, while reading stage, and post reading stage. The strategies applied were very effective in teaching reading comprehension in that school. It was proven by the students’ motivation, students’ attention, and teachers’ ease in teaching and learning process. Keywords: Reading Comprehension and Teachers’ Strategies.

scholarly journals IMPROVING STUDENTS’ READING COMPREHENSION THROUGH KWL (KNOW, WANT TO KNOW, LEARN) STRATEGY

2019 ◽  
Vol 6 (3) ◽  
pp. 254 ◽  
Author(s):  
Fitri Apriliana Fajri ◽  
Gunarso Susilohadi ◽  
Dwi Elyono
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Teaching And Learning ◽  
Classroom Situation ◽  
Group Discussions ◽  
Word Meanings ◽  
Clear Explanation ◽  
Learn Strategy ◽  
Classroom Action Research ◽  
Main Ideas

<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>This article is a report of a classroom action research that aimed at finding out how KWL strategy could be implemented effectively in improving the </span><span>students’ </span><span>reading comprehension, to what extent KWL strategy could improve </span><span>the students’ reading comprehension, and how the classroom situation was when </span><span>KWL strategy was implemented in the reading class. The classroom action research was conducted in two cycles. Each cycle comprised planning, acting, observing and reflecting. The qualitative data were collected through observations, questionnaires, and interviews while the quantitative data were obtained through tests. Some findings are obtained in this research. The first finding is that KWL strategy could be implemented effectively because of the </span><span>students’ ability to use their prior knowledge </span><span>and activate their critical thinking to predict the text, all of which caused them to have better performance in comprehending the text. An effective way of implementing KWL strategy could be developed and applied due to a) a clear explanation of KWL steps to the students, b) the use of new and familiar topics, c) the use of visual representations of the assigned text, d) the use of group discussions and individual activities, and </span><span>e) the teacher’s guidance during the teaching and learning process. </span><span>The second finding is that </span><span>the strategy could improve the students’ reading comprehension in </span><span>their skills of finding main ideas, explicit information, implicit information, and word references, and understanding word meanings based on the context. The third finding is that the strategy promoted a better classroom situation.</span></p></div></div></div>

scholarly journals IMPROVING THE STUDENTS READING COMPREHENSION THROUGH MIX FREEZE GROUP STRATEGY

2015 ◽  
Vol 4 (1) ◽  
pp. 118
Author(s):  
Muhammad Astrianto Setiadi
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Diagnostic Test ◽  
Second Grade ◽  
Specific Information ◽  
Second Grade Students ◽  
Research Findings ◽  
The Subject ◽  
The Mean ◽  
Main Ideas

This research aimed to explain the improvement of the students’ reading comprehension in terms of Specific Information of the text dealing with main ideas and sequence of details and Creative Reading of the text dealing with characterization and conclusion. To explain the improvement, the researcher used a classroom action research (CAR) which was conducted in two cycles in which every cycle consisted of four meetings. The location of this research was taken from the second-grade students of SMAN 1 Bontomarannu with a number of the subject were 35 students. The research findings indicated that the application of SMAN 1 Bontomarannu) Strategy was significant in improving the students’ reading comprehension in terms of Specific Information and Creative reading of the text. It was proved by the mean score of the cycle I was 60.69. It was classified as fair then improved to be 73.38. It was classified as good in cycle II. They are higher than the mean score of diagnostic test namely 50.7 that classified as poor. Therefore there was the improvement of the students’ reading comprehension in terms of Specific Information of the text dealing with main ideas and sequence of details and Creative Reading of the text dealing with characterization and conclusion.

scholarly journals Improving Students’ Achievement in Reading Comprehension by Applying Contextual Teaching and Learning (CTL)

2019 ◽  
Vol 2 (3) ◽  
pp. 58-69
Author(s):  
Diani Syahputri
Keyword(s):  
Reading Comprehension ◽  
Research Finding ◽  
Teaching And Learning ◽  
Narrative Text ◽  
Reading Tests ◽  
Post Test ◽  
The Subject ◽  
The Mean ◽  
Contextual Teaching ◽  
Academic Year

This research aims  to find out the significant improvement of the students achievement in reading comprehension by applying Contextual Teaching and Learning (CTL). The subject of this research was X grade of SMK Bandung-2 at Academic Year 2017/2018. It consisted of one class with 30 students as respondents. The objective was to discover the significant improvement of the students’ achievement in reading comprehension by applying Contextual Teaching and Learning (CTL). This research was conducted by using classroom action research. The instruments of collecting data were observation sheet, and Reading  tests. The research finding is shown of  that there was an improvement on the students’ reading achievement on narrative text from each cycle. It was showed from the mean of pre-test which was 56.5 with persentage 0%. After CTL was applied in the first cycle, there was an improvement of the result of the students’ in reading comprehension the mean was 69.16 with persentage 33.3%. It means that there was an improvement from pre-test to post-test I was 33.3%. And for the second cycle after reflection on the first cycle, there was an improvement of students’ mean which was 85 with persentage 100%. Based on the result showed that there was an improvement after applying CTL was 66.7%. It concluded that students’ achievement in reading comprehension by applying contextual teaching and learning (CTL) improved.

scholarly journals ANALISIS KEMAMPUAN MENULIS GAGASAN SECARA LOGIS DAN SISTEMATIS DALAM BENTUK RAGAM PARAGRAF EKSPOSITIF PADA SISWA KELAS X SMA

2019 ◽  
Vol 4 (1) ◽  
pp. 26
Author(s):  
Baharudin Baharudin ◽  
Titin Untari ◽  
Nurmiwati Nurmiwati
Keyword(s):  
Teaching And Learning ◽  
Learning Activities ◽  
Analysis Techniques ◽  
Descriptive Research ◽  
School Year ◽  
Normal Category ◽  
Individual Ability ◽  
Quantitative Descriptive ◽  
Observation Method ◽  
Collection Methods

Abstrak: Kegiatan belajar mengajar yang dilakukan oleh siswa dan guru di sekolah, seringkali siswa mengalami kesulitan dalam menulis paragraf ekspositif. Salah satu kesulitan siswa adalah kesulitan dalam menyusun gagasan yang logis dan sistematis. melalui paragraf ekspositif, siswa diharapkan dapat menulis gagasan yang logis dan sistematis titik. Jenis penelitian yang digunakan adalah penelitian deskriptif kuantitatif. subjek dalam penelitian ini adalah siswa kelas XA  SMAN 7 Mataram yang berjumlah 39 orang. Metode pengumpulan data dalam penelitian ini yaitu, metode observasi, metode tugas, dan metode dokumentasi titik teknik analisis data menggunakan rumus penilaian acuan patokan (PAP).  Berdasarkan hasil penelitian maka dapat disimpulkan sebagai berikut titik kemampuan menulis paragraf ekspositif pada siswa kelas X SMAN 7 Mataram: a) kemampuan individual. 2 tinggi 16 orang siswa sebesar  41%, sedang 33 orang siswa sebesar 59%, 0 orang siswa sebesar 0%, b)  IPK  64 Pada kategori normal, hasil ini membuktikan bahwa kemampuan menulis paragraf ekspositif pada siswa masih tergolong pada kategori normal.Abstract: Teaching and learning activities carried out by students and teachers at school, often students have difficulty writing expository paragraphs. One of the difficulties of students is the difficulty in arranging logical and systematic ideas. through expositive paragraphs, students are expected to be able to write logical and systematic ideas. The type of research used is quantitative descriptive research. The subjects in this study were students of class X a of SMAN 7 Mataram amounting to 39 people. Data collection methods in this study are, the observation method, the task method, and the method of documentation point of data analysis techniques using the benchmark reference assessment formula (PAP). Based on the results of the study it can be concluded as follows the point of the ability to write expository paragraphs in class X students of SMAN 7 Mataram 2016/2017 school year: a) individual ability. 2 high 16 students by 41%, 33 students by 59%, 0 students by 0%, b) GPA 64 In the normal category, these results prove that the ability to write expository paragraphs to students is still classified in the normal category.

scholarly journals The Use of Questioning Strategy to Improve Students’ Reading Comprehension

2017 ◽  
Vol 1 (2) ◽  
Author(s):  
Ana Rizqi Amalia, Yeni Mardiyana Devant
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Teaching And Learning ◽  
Second Grade ◽  
Second Grade Students ◽  
Depth Interview ◽  
Classroom Action Research

This research is a classroom action research which was conducted at SMA Muhammadiyah Jember. It is aimed at improving students’ reading comprehension by the use of questioning technique. The second grade students were taken as the subjects of the research. They are all thirty-two students. The data were collected from in-depth-interview during the process of teaching and learning and test which was given in the end of the process. In the first cycle, there were twenty students (62.5%) who gain the criteria of success. Meanwhile, in the second cycle, twenty-six students (81.25%) gain the target score. This showed that the students were successful in reading comprehension class. The conclusion of the study is that the use of Questioning Strategy can improve the second grade students’ reading comprehension of SMA Muhammadiyah 2 Jember.Keywords: reading comprehension, questioning strategy.

scholarly journals IMPROVING THE STUDENTS’ READING COMPREHENSION THROUGH CONCEPT ORIENTED READING INSTRUCTION

2019 ◽  
Vol 1 (2) ◽  
pp. 12-22
Author(s):  
Restu Januarty
Keyword(s):  
Reading Comprehension ◽  
Reading Instruction ◽  
Teaching And Learning ◽  
Post Test ◽  
Independent Variable ◽  
Main Ideas ◽  
Inferential Comprehension ◽  
Essay Test ◽  
Academic Year ◽  
Literal Comprehension

The objcetive of this research aimed to improve the students reading comprehension at the level of literal and inferential comprehension. This research was a pre-experimental research, which employed one-group pretest-posttest. This research was conducted through three steps of process: pre-test, treatment and post-test to investigate the improvement of the student’s reading comprehension through the implementation of CORI. Pretest was done to measure the students reading comprehension before conducting the treatment. The treatment, which was the teaching and learning process, was conducted in four meetings in which CORI was applied as method to improve the students reading comprehension. After the treatment, post-test was done to measure the students reading comprehension after the implementation of CORI. Location of this research is the seventh Grade students of SMP Negeri 7 Masamba, at academic year 2015/2016. The total numbers of subjects were 41 students, which were divided into 2 classrooms VII A and VII B. There is two variables of this research; the use of CORI as the independent variable and reading comprehension is the dependent variable. In this research, reading comprehension test was the instruments to collect the data related to the student’s reading comprehension at the level of literal and inferential comprehension. The test consisted of multiple choices to assess the student’s literal comprehension and essay test to measure the student’s inferential comprehension. In testing the hypothesis, t-test was employed. The calculation was done by using SPSS v.20. In summary, CORI improved the student’s ability to understand and identify the explicitly or directly state the information given in the text; for example, the characters of the story, their traits, place and time where the story taken place, main ideas, details, cause and effect and sequences in the text. Following the improvement of the student’s literal comprehension, the student’s inferential comprehension was also improved.

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