scholarly journals Problematika Pemahaman Teks Narasi Pada Siswa Kelas 4 SDN Margorejo 1/403 Surabaya

INVENTA ◽  
2021 ◽  
Vol 5 (1) ◽  
pp. 130-137
Author(s):  
Diki Ardiyanto ◽  
Ida Sulistyawati ◽  
Via Yustitia
Keyword(s):  
Online Learning ◽  
Reading Comprehension ◽  
Reading Strategies ◽  
Main Idea ◽  
Narrative Text ◽  
Reading Text ◽  
Text Reading ◽  
Descriptive Approach ◽  
Observation Method ◽  
Amount Of Reading

Understanding narrative text is an urgency for students. Reading is not just about seeing symbols, but understanding the meaning of those symbols. This research is used to find problems or problems in understanding narrative text reading. The purpose of this study is to describe the problems or problems that can be understood by students in understanding narrative reading text in grade 4 in online learning at SDN Margorejo 1/403. This research uses a descriptive approach. Researchers used 40 grade 4B students and took 3 students as subjects. The techniques used by researchers used observation and tests. The observation method is used to measure students' understanding through learning what students understand from reading with the aspect of storytelling. While the test used for the 3 students explained the least amount of reading comprehension. The results showed that students experienced problems related to reading comprehension of narrative text where students did not understand the reading comprehension indicators: (1) the students had not been able to find the main idea of ​​the reading text (2) the students did not understand the information from the reading (3) the students had not been able to determine the facts and (opinion 4) students have not been able to conclude the reading. Suggestions for teachers to use better reading strategies and teachers to analyze reading. So that students are more careful in reading and make a corset to see the contents of the reading read.

scholarly journals An analysis of students’ difficulties in comprehending narrative text

2020 ◽  
Vol 5 (2) ◽  
pp. 103-112
Author(s):  
Desi Sapitri ◽  
Fitri Novia ◽  
Rachmanita
Keyword(s):  
Qualitative Research ◽  
Multiple Choice ◽  
Main Idea ◽  
Narrative Text ◽  
Eighth Grade ◽  
Specific Information ◽  
Moral Value ◽  
English Reading ◽  
Eighth Grade Students ◽  
Reading Text

The objective of this study was to find out students’ difficulties faced by the Eight Grade Students at SMP N3 Tanjung Raja in Comprehending English reading text. The method was used descriptive qualitative research. The participants of this study was all of the eighth grade students of SMP Negeri 3 Tanjung Raja. The technique for collecting the data was multiple choice. Based on the result, it was found that the percentage of difficulty in indicator not clearly stated information was 55.90%, the percentage of difficulty in indicator reference of the text was 59.54%, the percentage of difficulty in indicator find moral value of the text was 64.23%, the percentage of difficulty in indicator find the deducing meaning was 55.27%,  the percentage of difficulty in indicator find the specific information was 56.35%, the percentage of difficulty in indicator find the detailed information was 67.05%, and the percentage of difficulty in indicator find the main idea was 54.81%

scholarly journals THE USE OF STAD TECHNIQUE TO IMPROVE THE STUDENTS’ READING ACHIEVEMENT AT CLASS XI IA1 OF SMAN 7 KENDARI

2017 ◽  
Vol 2 (2) ◽  
pp. 105-112
Author(s):  
Citra Prasiska Puspita Tohamba
Keyword(s):  
Reading Achievement ◽  
Cooperative Learning ◽  
Main Idea ◽  
Narrative Text ◽  
Specific Information ◽  
Reading Improvement ◽  
Generic Structure ◽  
Field Note ◽  
Minimum Score ◽  
Reading Text

The objective of the study is to investigate the improvement of students’ reading achievement by applying one of cooperative learning techniques namely STAD technique at class XI IA 1 of SMAN 7 Kendari. The target of this study is 70% of total students at class XI IA 1 who are expected to get 65 (based on standard of minimum score of the school). The design of this study is a Classroom Action Research (CAR) that involves four stages, namely: 1) planning, 2) action, 3) observation, 4) reflection. This study is conducted in two cycles because the target has been achieved successfully in which each cycle consists of three meetings. The research data are collected by 1) test, 2) observation sheets, and 3) field note. Based on the data in pre-observation, there were problems in students reading achievement 1) students could not find out specific information of narrative text, 2) they found difficulty to identify main idea of the text, 3) they could not determine the generic structure of narrative text correctly, (4) they did not know the meaning of the text well because they sometimes found unfamiliar words. The result of this study shows that STAD technique as cooperative learning model can improve the students’ reading achievement at class XI IA 1 of SMA Negeri 7 Kendari in academic year 2010/2011. It is reflected from the improvement of students’ score of reading test in every cycle, in which, at the first cycle, the total number of students who can get the score of ≥ 65 is 18 students or 56.3% of 32 students, with the mean score is 62.2. Moreover, after conducting the first cycle, two problems that identified in the preliminary research can be treated well in which students can find detail information from reading text and they can determine the generic structure of the narrative text. Nevertheless, the target of students’ reading achievement has not achieved yet and there are some problems that have not been treated well. Thus, this study is continued to the second cycle, where in the second cycle, the weaknesses and constraints in the first cycle are solved effectively. It can be indicated by the students’ reading improvement, in which students can get main idea of the reading text and they know how to guess the unfamiliar word. Besides, students help each other, interact, discuss with the teacher and their classmates, contribute scores for teams, give respect to others, and become independent and good students. Therefore, in the end of the second cycle, the target achievement of this study is achieved, where there are 84.4 % or 27 students of 32 students at class XI IA 1 get the score ≥ 65.  In brief, STAD technique is an effective technique that can improve students’ reading achievement at class XI IA 1 of SMA Negeri 7 Kendari.

scholarly journals Reading Ability and Strategies of Students in Coastal Area of Bengkulu

2018 ◽  
Vol 5 (1) ◽  
pp. 36
Author(s):  
Fernandita Gusweni Jayanti ◽  
Anggun Citra Sari Dewi
Keyword(s):  
Reading Comprehension ◽  
Coastal Area ◽  
Reading Strategies ◽  
Reading Ability ◽  
Main Idea ◽  
Reading Strategy ◽  
Qualitative Approach ◽  
Specific Information ◽  
Medium Frequency ◽  
Comprehension Test

The purpose of this study is to discuss students’ reading ability and the reading strategies they use when they read English texts. This study employs a descriptive-qualitative approach. The data were gained by using two instruments; a reading comprehension test and a questionnaire on reading strategy. The respondents of this research were 243 third year students from four senior high schools located in coastal area in Bengkulu city. The results of students’ reading comprehension test showed that the students’ reading ability is categorized as poor. This study also found that the students use reading strategies in medium frequency. It means that the students do not make use of reading strategies maximally. Furthermore, the analysis of the questionnaire also showed that the most frequently used strategies are finding the main idea of the text, guessing the meaning of difficult words and using background knowledge while reading, while the least frequently used strategies are looking at the text closely, finding specific information and interpreting graph, diagram and table. It is predicted that the students’ low reading ability was influenced by the way the students use reading strategy and the sociocultural factor of the students who live in coastal area.

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 The Students’ Ability in Reading Comprehension in Narrative Text

2019 ◽  
Vol 2 (2) ◽  
pp. 36-44
Author(s):  
Rony Arahta Sembiring
Keyword(s):  
Qualitative Method ◽  
Narrative Text ◽  
Choice Test ◽  
English Learning ◽  
Multiple Choice Test ◽  
First Semester ◽  
Reading Text ◽  
The Subject ◽  
Descriptive Approach ◽  
The Mean

Reading skill plays an important role in English learning process, especially when student have to deal with TOEFL Exam which includes reading and writing skill. The writer observed that the process of comprehending a reading text was still a serious problem for the students. The writer applied a qualitative method in this research with descriptive approach. The subject of the study was the first semester students class E of Universitas Prima Indonesia Medan. The instrument of data collecting was multiple choice test. The mean score of the students’ in comprehending narrative text was 77. It shown that their comprehension narrative text was average to good. There was 12 students (48%) was classified as Excellent, 12 students (48%) was classified as Good and there was 1 students (4%) was classified as Average whereas no student (0%) was  classified as poor to comprehending narrative text. Therefore, the writer hopes that the other English lecturer should always try to create an interesting text and media for their teaching.

scholarly journals Utilizing Local Wisdom-Based Reading Text to Improve Students’ Reading Comprehension of the Second Grade of MAN 1 Baubau

2021 ◽  
Vol 4 (1) ◽  
pp. 100-110
Author(s):  
Fikratul Khairiyah ◽  
Abidin Pammu ◽  
Sukmawaty Sukmawaty
Keyword(s):  
Experimental Study ◽  
Reading Comprehension ◽  
Main Idea ◽  
Second Grade ◽  
Teaching Material ◽  
Efl Learners ◽  
Pedagogical Implication ◽  
Post Test ◽  
Reading Text ◽  
To Come

Local wisdom-based reading text as the authentic teaching material overcomes various obstacles of reading comprehension in EFL which activate the students’ schemata. This research is about utilization of the local wisdom-based reading text to improve students’ reading comprehension. The types of comprehension include identifying main idea, understanding unfamiliar words, identifying text details, and being able to find reference within the text, being able to make inference regarding the text. The research design was pre-experimental study using a sample of 27 students in the second grade of Madrasah Aliyah Negeri 1 Baubau. A pre-test was administrated before intervention and after the same test for the post-test was administered to find out the students’ improvement on reading comprehension. The result confirmed that local wisdom-based reading text is an effective tools to empower EFL learners’ comprehension. The most prevalent improvement regards familiarity of the lexical items ability in making inference as well as finding out main idea. The students’ positive responses that were based on the perception confirmed that local wisdom-based reading text could be encouraged to come up with pedagogical implication applicable for the EFL classroom notably at the second grade of MAN 1 Baubau.

scholarly journals Teaching reading strategies in ELT

2021 ◽  
Vol 2 (5/S) ◽  
pp. 166-170
Author(s):  
Gulmira Akhmadaliyeva Gulmira
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Learning Strategies ◽  
Reading Strategies ◽  
Teaching Reading ◽  
Teaching English ◽  
Text Reading ◽  
Language Environment ◽  
Linguistic Material ◽  
Language Text

The term “strategy” can be applied to the behavior of a learner in a foreign language environment, which directly affects his learning – what the student does to control or transform the information received in a foreign language and regulate his learning. Strategies for learning a foreign language are special actions or techniques that are always problem-oriented, that is, students use them when the need arises, for example, to read and understand a foreign language text. Reading includes the skills and abilities associated with the possession of linguistic material (reading comprehension, guessing), as well as the ability to understand (extract) the information contained in the text for meaningful reading. This article discusses reading strategies in teaching English.

scholarly journals Enhancing Reading Comprehension through Metacognitive Reading Strategies and Peer Tutoring among Year 7 Students at a Home School Centre

2020 ◽  
Vol 16 (1) ◽  
pp. 22
Author(s):  
Nadiah Halim ◽  
Marina Mohd Arif ◽  
Kaarthiyainy Supramaniam
Keyword(s):  
Reading Comprehension ◽  
Peer Tutoring ◽  
Reading Strategies ◽  
English Language ◽  
Structured Interview ◽  
Home School ◽  
Reading Text ◽  
Metacognitive Reading Strategies ◽  
Short Time ◽  
Experimental Group

Many students in Malaysia lack proficiency in the English language, from difficulty understanding the meaning of the text to inferring the text. The use of explicit instruction to introduce reading comprehension skills are also rarely employed in the classroom. This study investigated how metacognitive reading strategies and peer tutoring improved Year 7 students’ reading comprehension at a home-school centre. A total of 20 Year 7 students took part in this research, whereby 10 students were placed in the controlled group and 10 students in the experimental group. Students in the experimental group were exposed to 12 weeks of training on metacognitive reading strategies and peer tutoring session. In addition, IGCSE reading comprehension, learning journals and a semi-structured interview were employed to collect data from the experimental group. A paired sample t-test was conducted to analyse the quantitative data of this study whereas document analysis and thematic analysis were used to analyse the qualitative data. The results obtained from this study indicated that metacognitive reading strategies have assisted students to use suitable techniques to comprehend the reading text and answer the reading comprehension questions. In addition, peer tutoring aids student by having their peers translate meaning of the texts in their native language, explain how to properly use the metacognitive reading skills as well as provide guidance and support in the classroom. Therefore, the findings of this study are significant as it suggests the difficulty of students to adapt to new strategies in a short time; hence, they should be exposed at primary level. Keywords: Metacognitive reading strategies, peer tutoring, reading comprehension, home- school centres.

scholarly journals High Five Strategy to Improve Students’ Reading Comprehension

JURNAL IQRA ◽  
2019 ◽  
Vol 4 (1) ◽  
pp. 99-112
Author(s):  
Susi Purnama Sari
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Reading Strategies ◽  
Common Factors ◽  
Senior High School ◽  
Narrative Text ◽  
Materials Selection ◽  
Research Questions ◽  
Interest And Motivation ◽  
Reading Interest

This article aimed to know the improvement of students’ reading comprehension of narrative text after using High Five strategies and common factors influenced the changes of students’ reading comprehension of narrative text by using High Five strategies at XI IPA 2 of Senior High School 1 Merangin Jambi. The result showed that in two cycles to answer these research questions: first, the students’ mean score improved 22,44 point or 26%; second, these improvements were influenced by students’ reading interest and motivation, materials selection, and reading strategies. In conclusion,  this research showed that the use of High Five Strategy could improve students’ reading comprehension of narrative text at XI IPA 2 of Senior High School 1 Merangin Jambi. Keywords: High Five Strategy, Reading Comprehension, Factors in Students’ Reading Comprehension

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