scholarly journals Improving the Students’ Reading Comprehension Achievement by Using Mapping Technique at Ilmu Al-Qur’an and Tafsir (IAT1) IAIN Jember

JET ADI BUANA ◽  
2018 ◽  
Vol 3 (1) ◽  
pp. 41-53
Author(s):  
Ahmad Ridho Rojabi
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Research Design ◽  
Mapping Technique ◽  
Teaching Technique ◽  
Classroom Action Research ◽  
Main Ideas ◽  
Compare And Contrast

This research was aimed at improving the ability of the students of IAT-1 in reading comprehension achievement by implementing mapping technique. To achieve the purpose, the classroom action research design was employed by following four stages: planning, implementing, observing, and reflecting. This research was implemented in two cycles, in which both the first cycle and the second cycle were carried out in two meetings. Mapping as a teaching technique can help students visualize the basic shape of material, the main ideas and details about a topic, and how the topic, main ideas, and details are related each other in some sort of illustration (boxes, circles, connecting lines, diagram). The characteristics of mapping are; hierarchy, diagram, compare and contrast, timeline, processes or cycles. The result of the research revealed that mapping technique improved the students‟ reading comprehension achievement of IAT-1 IAIN Jember.

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 Exploiting SQ4R Cooperative Learning Method to Enhance EFL Students’ Reading Comprehension

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Ahmad Ridho Rojabi
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Cooperative Learning ◽  
Research Design ◽  
Learning Method ◽  
Study Program ◽  
Survey Question ◽  
Efl Students ◽  
Classroom Action Research

This study was aimed at enhancing the ability of the thirty-six EFL students of the English Study Program at IAIN Jember in reading comprehension by exploiting the SQ4R method. To achieve the purpose, a collaborative classroom action research design was employed by following four stages: planning, implementing, observing, and reflecting. This study was implemented in two cycles, in which both the first cycle and the second cycle were carried out in two meetings. This method consists of five stages; survey, question, read, reflect, recite, and review. The steps of surveying and questioning were implemented in pre-reading, the steps of reading and reflecting were implemented in whilst-reading, while the steps of recite and review were implemented in post-reading. Overall, the study has revealed that the SQ4R method enhanced students’ reading comprehension as well as students’ participation in the classroom. Keywords: SQ4R, reading comprehension, classroom action research

scholarly journals USING ECLECTIC APPROACH TO IMPROVE THE STUDENTS’ READING COMPREHENSION

2012 ◽  
Vol 1 (2) ◽  
pp. 243
Author(s):  
Wildhan Burhanuddin
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Reading Test ◽  
The Other ◽  
Other Hand ◽  
Eclectic Approach ◽  
Key Word ◽  
Classroom Action Research ◽  
Main Ideas ◽  
Academic Year

The research aimed to find out the improvement of students’ reading comprehension in terms of finding main ideas and meaning of words at the students’ of SMPN 4 Libureng in the 2012/2013 academic year. This research used A Classroom Action Research that consisted two cycles. The sample of this research consisted of 22 students, those consisted of six women and twelve men.The researcher obtained the data by using reading test and observation sheet. The results of the student's reading test in cycle I and cycle II had significantly different scores.  There was a better increase of gains by students at the end of the action in the second cycle. In the cycle, I, the students’ achievement of main ideas was 6,09, but after evaluation in cycle II, the students’ reading comprehension become 7,62.The other hand the students’ meaning of words was improved too from cycle I to cycle II, whereas in the students’ achievement of the meaning of words was 6,13, but after evaluation in cycle II, the students’ achievement becomes 7,74. From the findings indicated that there was the improvement in the students’ reading comprehension from cycle I to cycle II, whereas in cycle I students’ achievement reading comprehension was 23,81, but after evaluating in cycle II the students’ reading comprehension became 25,69. While the standard target achievement KKM 66. From these findings, the researcher made the conclusion that by using an eclectic approach could improve the students’ reading comprehension achievement.   Key Word: Eclectic Approach, Improve, Reading Comprehension

scholarly journals Improving the Students’ Ability in Reading Comprehension by Using Cooperative Integrated Reading Composition

2019 ◽  
Vol 2 (2) ◽  
pp. 247-253
Author(s):  
Rohdearni Wati Sipayung
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Research Design ◽  
Multiple Choice ◽  
First Grade ◽  
Post Test ◽  
Classroom Action Research ◽  
Improvement Score

This research objective is to find out the student’s ability in reading comprehension by using CIRC. The population was the first grade students of SMP Swasta Cinta Rakyat 1 Melanthon Siregar Pematangsiantar.The research design was used classroom action research. To collect the data, the researcher uses test that consist of pre test and post test that is formed of multiple choice. In analyzing the data the researcher uses theory from Harris, A. J (1984) and Arikunto, S (2007). Based on analyzing the data, the researcher found that mean score of the students in pre-test is 40,66 and mean score from post test is 73,33. From the score in pre test and post test, the researcher can seen the significant improvement score of the students. Based on the result of the research, the researcher can suggest that the CIRC method is the effective method to teach reading especially in reading comprehension a text.

scholarly journals USING INQUIRY METHOD TO IMPROVE THE STUDENTS’ READING COMPREHENSION (A Classroom Action Research)

2012 ◽  
Vol 1 (1) ◽  
pp. 126
Author(s):  
Wildhan Burhanuddin
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
English Education ◽  
Word Meaning ◽  
First Semester ◽  
The Mean ◽  
Classroom Action Research ◽  
Inquiry Method ◽  
Main Ideas ◽  
Literal Comprehension

This research aimed to explain the improvement of the students’ reading comprehension in terms of literal comprehension dealing with and word meaning main ideas and interpretive comprehension dealing 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 first semester students of English Education Department with a number of the subject were 25 students. The research findings indicated that the application of Inquiry Method was significant in improving the students’ reading comprehension in terms of literal comprehension and interpretive comprehension. It was proved by the mean score of the cycle I was 68, 47. It was classified as fair then improved to be 81, 20. It was classified as good in cycle II. They are higher than the mean score of diagnostic test namely 58.40 that classified as poor. Therefore there was the improvement of the students’ reading comprehension in terms of literal comprehension dealing with word meaning and main ideas and interpretive comprehension dealing conclusion.Keywords: Inquiry, Reading, Comprehension, Method.

scholarly journals IMPROVING THE STUDENT READING COMPREHENSION THORUGH QUANTUM TEACHING TECHNIQUE AT SECOND SEMESTER ISLAMIC STATE INSTITUTE

2020 ◽  
Vol 2 (2) ◽  
pp. 162-172
Author(s):  
Heri Syahrizal Maron
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Research Design ◽  
Observation Data ◽  
Islamic State ◽  
State Institute ◽  
Teaching Technique ◽  
Student Reading ◽  
Low Levels ◽  
Very High

This research attempted to improve students reading comprehension by applying the quantum teaching technique. This research employed a classroom action research design, and it was carried out in two cycles. The data of study were student’s reading comprehensionn which were collected by means of a reading comprehension test. The student’s reading comprehension were categorized into five categories, namely: very high, high, moderate, low and very low levels of comprehension. The student’s participation was obtained through class observations during the reading classes. The observation data were calculated and categorized high, moderate, and low categories. The results show that the use of quantum teaching technique could increase the student’s reading comprehension. Students who fell into very high and high reading categories increased from 17 students (cycle one) to 21 (cycle two); the number of students who belonged to moderate and low categories also slightly decreased from 14 in cycle one to 12 in cycle two. There was two students who were in the very low reading comprehension category in cycle one, but none was in cycle two. Furthermore, the use of quantum teaching technique has also encouraged students to participate actively during the reading classes. The average level of the student’s participation in the reading class process was moderate. In short, the use of quantum teaching technique in reading classes could improve not only the students reading comprehension but also their participate in reading class activity.

scholarly journals Improve Student Skills in Read Understanding Text Explanation with Using the SQ3R Method

2021 ◽  
Vol 4 (1) ◽  
pp. 20
Author(s):  
Delina R ◽  
Hatma Heris Mahendra ◽  
Riga Zahara Nurani
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Comprehension Ability ◽  
Classroom Action Research ◽  
Reading Comprehension Ability ◽  
Class Iv

<p><em>The research has problem less reading comprehension ability explanation text in class IV. This research aims to increase reading comprehension ability using SQ3R in text explanation at IV class SDN Nantang. The researcher uses classroom action research. The result shows the use of SQ3R can increase reading comprehension ability in text explanation. Pre-test shows average scores are 45,83 with 27% complete and 73% incomplete. Cycle I with average scores are 75,67% with 60% complete and 40% incomplete and cycle II average scores 87,83 with 90% complete and 10% incomplete. The result of average is 42.  Reading comprehension ability is 53%. Based on the increase in pre-test until cycle I and cycle II, the conclusion is SQ3R can increase reading comprehension ability in text explanation at IV class SDN Nantang sub-district Cigalontang regency Tasikmalaya period 2020/2021</em></p>

scholarly journals IMPROVING STUDENTS' READING COMPREHENSION OF RECOUNT TEXT BY USING THINK-PAIR-SHARE (TPS) TECHNIQUE

2019 ◽  
Vol 2 (2) ◽  
pp. 247
Author(s):  
Radhita Vidya ◽  
Annisa Nuraini
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Eighth Grade ◽  
The Third ◽  
Eighth Grade Students ◽  
The Mean ◽  
Classroom Action Research

The aims of this research is to improve reading comprehension of the eighth-grade students using think-pair-share technique. The researchers applying this technique is to make students actively learn in classthrough pair discussions and sharing information with their friends. The researchers used a classroom action research (CAR) method, this research has been carried out in three cycles to achieve students improvement in reading comprehension. The mean scores of students in the first cycle is 57.60, in the second cycle is 64.67, and in  the third cycle is 77.20. The mean scores of the three cycles prove that the think-pair-share technique has succeeded in improving students' reading comprehension of recount text. Keywords: Think-Pair-Share, Reading comprehension ,Recount text.

scholarly journals UPAYA MENINGKATKAN HASIL BELAJAR PESERTA DIDIK MELALUI METODE DISKUSI DALAM PEMBELAJARAN IPS DI KELAS VIIA SMPN 4 TAPUNG HILIR TAHUN PELAJARAN 2019/2020

2021 ◽  
Vol 2 (2) ◽  
pp. 188
Author(s):  
Yami Yami
Keyword(s):  
Social Sciences ◽  
Action Research ◽  
Student Learning ◽  
Learning Outcomes ◽  
Research Design ◽  
Student Learning Outcomes ◽  
A Value ◽  
Post Test ◽  
Classroom Action Research

Based on the formulation of the problem, the objectives to be achieved in this study are as follows. To find out the improvement of learning outcomes after using the discussion method, in learning Social Sciences the main discussion of the location and area of Indonesia in SMPN 4 Tapung Hilir The research design set in this study is classroom action research. There are four stages in action research, namely (1) planning, (2) implementation, (3) observation, and (4) reflection. Based on the results of research conducted on students of Class VIIA IPS, amounting to 20 students, the researcher can collect data on student learning outcomes through written tests. The following are the results of pre-test and post-test learning of students taught using the discussion method. the level of mastery of students' material in the pretest as follows. value 40-46 with a frequency of 4 (20%), a value of 47 -53 with a frequency of 5 (25%), a value of 54-60 with a frequency of 4 (20%), a value of 61-67 with a frequency of 2 (10%), a value of 68-75 with a frequency of 5 (41.67%). Based on the data obtained in the pretest shows that the number of students who completed as many as 5 students or (25%), not complete as many as 15 students or (75%), while the first cycle of students who completed as many as 15 students or (75%), and incomplete 5 students or (25%).

scholarly journals Improving the Students’ Reading Comprehension by Using Think Talk Write (TTW)

LETS ◽  
2019 ◽  
Vol 1 (1) ◽  
pp. 25-43
Author(s):  
Yuliana Rosita ◽  
Karman
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
First Grade ◽  
Research Problem ◽  
Average Score ◽  
Mastery Criterion ◽  
Student Test ◽  
Classroom Action Research

This research was designed to improve the students` reading comprehension through Think Talk Write at the first-grade students of SMKN 1 Lasusua. The research problem was “The reading comprehension of the first- grade students of SMKN 1 Lasusua is low”. The design of this research was collaborative Classroom Action Research (CAR).In this research, there were two cycles. The first cycle was not success because the result of the students’ test did not fulfill the KKM, so there was the next cycle. The second cycle was success because the result of the student test achieved the KKM mandatory by the school. In addition, this research must get score of 70 to fulfill the Minimum Mastery Criterion – Kriteria Ketuntasan Minimal (KKM). It could be seen in the average score, it was 68.6 in the first cycle, and there were only 17 students from 35 students got greater score than or equal 70. This score increased to be 74.77 in the second cycle, there were 26 from 35 students got score greater than or equal 70. It means that this research was successful. Based on the findings, the conclusion is Think Talk Write strategy could improve the students` comprehension in reading at the first-grade students of SMKN 1 Lasusua.

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