scholarly journals AN ANALYSIS OF STUDENT STRATEGY IN COMPLETING TOEFL READING COMPREHENSION TEST

2019 ◽  
Vol 2 (2) ◽  
pp. 84-91
Author(s):  
Dede Rohadi Fajri
Keyword(s):  
Reading Comprehension ◽  
Qualitative Study ◽  
Undergraduate Students ◽  
Standardize Test ◽  
Top Down ◽  
Comprehension Test ◽  
Academic Year ◽  
Interview Questionnaire ◽  
Descriptive Qualitative

This research aimed to find out the strategies used by students in completing TOEFL reading comprehension test, types of reading comprehension in TOEFL test that was difficult to be answered by students, the greatest challenges factor for students in completing reading comprehension in TOEFL test, and the score of the 2nd semester students of STTIKOM Insan Unggul Cilegon-Banten. This is a descriptive qualitative study based on observation, interview, questionnaire and test as the instruments of collecting data.The sample is 20 advanced STTIKOM undergraduate students at Cilegon-Banten in Academic year 2018/2019 who were asked to do a PBT TOEFL reading comprehension test.The result showed that inference (33%), vocabulary (40%) and unstated details (50%) questions are the most difficult types to be answered by students. Related to the strategy, three of the strategies (skimming and scanning, top down and guess meaning ) are used by students in answering reading comprehension in TOEFL test. The greatest challenges for students in answering TOEFL reading comprehension in TOEFL test are less motivation in reading a text, less practice and they did not mastering vocabulary well. In addition, the TOEFL score of STTIKOM Insan Unggul Cilegon-Banten was insufficient to achieve standardize test or low.

scholarly journals Implication Principles Of Carousel Brainstorming Strategy As An Effeciency Motivation For Improving Reading Comprehensionin Pandemic Era

2021 ◽  
Vol 2 (2) ◽  
pp. 439-448
Author(s):  
Syamsul Rizal ◽  
Ferri Susanto
Keyword(s):  
Reading Comprehension ◽  
Constitutional Law ◽  
Reading Tests ◽  
Qualitative And Quantitative ◽  
Academic Year ◽  
Descriptive Qualitative

This research was Constitutional law program students IAIN of  Bengkulu that they haveless motivated and learning reading comprehension  is bored, only 120 minutes  in a week to study English at Faculty. The purpose of this research explain whether using Carousel Brainstorming Strategy can improve students’ Reading comprehension IAIN  Bengkulu especiallyConstitutional law program students IAIN of  Bengkuluin Academic year 2019/2020. Therefore, this  research by Descriptive Qualitative and quantitative dataThe subjects instruments of this research were 30 students, consisted of females 23 and 7 males. The instruments of this research were reading tests, students observation checklists andlecturer observation checklist and fiels notes, and interview. The result of students mean score in Pre-assessment and every meeting, there are improvement in pre-assessment ( 50,1), The first meeting (62,43), and The second meeting (75,33). This research shows that using Carousel Brainstorming Strategy has successfully improved the students reading comprehension, the improvement was influenced by the used of interesting material chosen and lecturer’s participation toward the students.

scholarly journals A Descriptive Study on the Seventh Grade students’ Reading Comprehension Achievement at SMP SUNAN GIRI CLURING in the 2013/2014 Academic Year

LUNAR ◽  
2019 ◽  
Vol 2 (01) ◽  
pp. 7-15
Author(s):  
Tersia Dara Yuanita
Keyword(s):  
Reading Comprehension ◽  
Research Design ◽  
Quantitative Research ◽  
Secondary Data ◽  
Descriptive Study ◽  
Primary Data ◽  
Seventh Grade ◽  
Comprehension Test ◽  
Academic Year

In this research, the researcher wanted to describe about the students’reading comprehension achievement. This research design was applied ondescriptive quantitative research. The respondent was the seventh classstudents at SMP Sunan Giri CLuring in 2013/2014 Academic Year. The totalrespondent was 22 students from one class determined through population. The primary data was a reading comprehension test as an achievement testin the form of multiple choices. The result was analyzed statistically inpercentage then descriptively which presented the students’ scores for theirachievement in Literal Reading Comprehension, and Inferential ReadingComprehension. The secondary data was taken from the documentationand interview. The results of the research showed that the seventh class students’ achievement in reading comprehension is good (73,4%). The details are good(75,4%) for Literal Reading comprehension. And was fair (67,2%) for InferentialReading comprehension. The students get the lowest achievement for Inferential ReadingComprehension and the highest achievement for Literal ReadingComprehension. The students need to improve their vocabulary in order tomake them easier in reading comprehension especially for InferentialReading Comprehension.

scholarly journals Teaching Descriptive Texts to Tenth Grade Students in Deli Serdang

2021 ◽  
pp. 656-662
Author(s):  
Wilda Eka Rahayu ◽  
Jumino Suhadi ◽  
Ali Pawiro
Keyword(s):  
Reading Comprehension ◽  
Video Recording ◽  
English Teachers ◽  
Teaching Reading ◽  
Qualitative Design ◽  
Tenth Grade ◽  
Academic Year ◽  
Descriptive Qualitative ◽  
Reading Texts

The objectives of this study were to describe the teachers’ ways of teaching reading of descriptive texts to tenth grade students in Deli Serdang, Indonesia and to reveal the underlying reasons for these approaches. This study was conducted by using a descriptive qualitative design. The subjects were two English teachers who taught the tenth grade students at SMA Swasta Melati Hamparan Perak in the 2018/2019 academic year. The data were collected by observing, video recording and interviewing, and were analyzed by using Miles and Huberman techniques. The findings show that the approaches that the teachers used were not focused on enabling the students to be independent or skilful readers. Most of the ways directed the students to become good at reading texts or translating the texts into Bahasa rather than teaching how to comprehend descriptive texts. Most of the approaches were focused on translation, vocabulary enrichment, stating ideas, pronunciation and managing the class. The approaches did not facilitate reading comprehension. This was due to the misperception of the concept of teaching reading comprehension. Keywords: teaching, reading comprehension, descriptive tex

scholarly journals Implementing critical literacy in A1 undergraduate students

2018 ◽  
pp. 100-116
Author(s):  
Fredy Giraldo
Keyword(s):  
Teacher Education ◽  
Reading Comprehension ◽  
Critical Literacy ◽  
Undergraduate Students ◽  
Teaching Practices ◽  
Pedagogical Training ◽  
Implementation Stages ◽  
Professional Degree ◽  
Academic Year

The aim of this article is to analyze the current teaching practices utilized with undergraduate students at Universidad de Ibagué, who are required to complete Reading Comprehension coursework to obtain their professional degree. Two different methods for Critical Literacy proposed by Clarke and Whitney, and McLaughlin and DeVoogd, are used as examples for piloting and implementation stages respectively. Two different groups belonging to the same level were chosen to perform the activities during the second academic year of 2017. The collected data was analyzed using Grounded Thoery procedures. Results showed that critical literacy is not a task that has been well developed at the Language Center. Therefore, the author suggests that teacher education in the area of Critical Literacy should be implemented in pedagogical training.

scholarly journals Models of Teaching Reading Comprehension Applied by English Teacher of J-2 School In Academic Year 2016/2017

2017 ◽  
Vol 1 (3) ◽  
pp. 128
Author(s):  
Ni Wayan Oktavia Usadi
Keyword(s):  
Reading Comprehension ◽  
Word Meaning ◽  
Specific Aspect ◽  
English Teacher ◽  
Teaching Reading ◽  
Top Down ◽  
Bottom Up ◽  
Descriptive Research ◽  
Models Of Teaching ◽  
Academic Year

This research aimed to analyze the models that applied by the English teacher on J-2 SCHOOl. The subject was the English teachers and the students of J-2 in academic year of 2016/2017. This research was designed as descriptive research design. The researcher instruments are observation and interviewThe result of this study is the used of bottom-up and top models in teaching reading comprehension based on Grabe theory. The frequency of directive in first and second meeting the teacher taught with bottom-up model. The teacher used bottom-up model to teach the students with word meaning and the small particle part in reading comprehension. The third until five meeting was top-down model. The teacher would teach the students with a specific aspect, like teach the students about the specific of descriptive text. It could make students more critical about the text. The underlying reasons of English teacher apply models in teaching reading comprehension are to make the process of teaching English can run appropriately with the students level and the students can join the learning process efficiently. Bottom-up and top down model could make the students active and comfortable in the classroom. 

scholarly journals ERROR ANALYSIS OF ELEVENTH GRADE ODD MIDTERM EVALUATION IN VOCATIONAL SCHOOL MUHAMMADIYAH 2, TANGERANG

JURNAL BASIS ◽  
2019 ◽  
Vol 6 (2) ◽  
pp. 134
Author(s):  
Woro Endah Sitoresmi ◽  
Velma Alicia
Keyword(s):  
Qualitative Study ◽  
Error Analysis ◽  
Document Analysis ◽  
Vocational School ◽  
Grammatical Errors ◽  
Present Tense ◽  
Context Of Learning ◽  
Academic Year ◽  
Descriptive Qualitative

The objective of this study is to know the grammatical errors and to elaborate the sources of errors in odd midterm evaluation of eleventh grade for the academic year 2018/2019 in Vocational School, Muhammadiyah 2, Parung Serab, Kota Tangerang, Banten. It belongs to descriptive qualitative study which used document analysis to proceed the data. The findings showed that there are five error grammatical items which include tenses (present tense & past continuous tense), preposition, object pronoun, article and quantifier. In addition, there are three sources of errors in the study; error related to context of learning, intralingual error and interlingual error.

scholarly journals STUDENTS’ READING AND LISTENING COMPREHENSION BASED ON THEIR LEARNING STYLES

2018 ◽  
Vol 10 (2) ◽  
Author(s):  
Titing Magfirah
Keyword(s):  
Reading Comprehension ◽  
Learning Styles ◽  
Learning Style ◽  
Listening Comprehension ◽  
P Value ◽  
Comprehension Test ◽  
Significant Difference ◽  
8Th Grade ◽  
Comprehension Score ◽  
Academic Year

This research aims to know whether there is significant difference of students’ reading and listening comprehension score based on their learning style; visual and auditory at 8th grade students of SMPN 4 Pallangga Gowa in academic year 2016-2017. This study used quantitative method and causal comparative as the design of the study. The instruments of this study were learning style questionnaire, reading comprehension test and listening comprehension test. Further, it used Independent Sample T-Test to analyze the data from learning styles questionnaire, reading and listening comprehension score. Findings of the result reveal that there is no significant difference of students’ reading and listening comprehension score based on two groups learning styles; visual and auditory. The result showed sig. value is 0.592 and 0.594 for the reading comprehension based on two learning styles; visual and auditory, are greater than p-value (0.05), (0.592 and 0.594 >0.05). Similarly, the sig. value of two learning style groups in listening comprehension performance are the same, it is 0.954. Meaning that both sig. values are greater than p-value (0.954> 0.05). Hence, it can be concluded that H0 is accepted and Ha is rejected. Clearly, from the result, it can be said that learning style was not the only one factor affecting students’ reading and listening comprehension score

scholarly journals The Effect of Talking Story Books on Saudi Young EFL Learners’ Reading Comprehension

2017 ◽  
Vol 10 (5) ◽  
pp. 204
Author(s):  
Hashem Ahmed Alsamadani
Keyword(s):  
Reading Comprehension ◽  
Research Study ◽  
Control Group ◽  
Efl Learners ◽  
Positive Effects ◽  
Comprehension Test ◽  
Comprehension Skills ◽  
Reading Comprehension Skills ◽  
Academic Year ◽  
Experimental Group

The current research study investigated the effects of talking story books on Saudi young EFL learners’ reading comprehension skills. A sample of Saudi-young-EFL learners were randomly selected and divided into two groups: an experimental group (40 students) and a control group (39 students). Students of both groups took a pre reading comprehension test at the mid of the 2016 academic year. The researcher used the talking story books when teaching the experimental group for four weeks whereas the students in the control group were taught without the use of talking story books. After four weeks of instruction, both groups completed the same reading comprehension test again. Measures of the means, standard deviations, and MANCOVA were used to determine the differences between the two groups. The study revealed that students who attended reading classes using talking story books outperformed their control group counterparts in many reading-based skills. This is indicative of the positive effects of talking story books on EFL young learners reading comprehension skills.

scholarly journals THE TEACHING READING COMPREHENSION OF HORTATORY EXPOSITION TEXT TO THE ELEVENTH GRADE STUDENTS IN MEDAN

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Nova Marya Simanjuntak ◽  
Berlin Sibarani ◽  
Johannes Jefria Gultom
Keyword(s):  
Reading Comprehension ◽  
Video Recording ◽  
English Teachers ◽  
Teaching Reading ◽  
Qualitative Design ◽  
Academic Year ◽  
Descriptive Qualitative

The objectives of this study were to describe how the teachers teach reading comprehension of hortatory exposition text to the eleventh grade students in Medan and to reveal the underlying reasons why they did that way. This study was conducted by using descriptive qualitative design. The subjects of this study were two English teachers who taught at the eleventh grade students at SMA Methodist 8 Medan in academic year 2016/2017. The data were collected by observing, video recording and interviewing and analyzed by using Miles and Huberman technique (1994). The findings of the study showed that most of the teachers’ way are not yet focusing on teaching reading comprehension but rather focusing to the teaching the knowledge of the genre. The underlying reasons of the teachers’ ways in teaching reading comprehension did not facilitate reading comprehension. It was due to the misperception of the concept of teaching reading comprehension. Keywords: teaching, reading comprehension, hortatory exposition text

scholarly journals THE CORRELATION BETWEEN STUDENTS’ MASTERY ON LEXICAL COLLOCATION AND THEIR READING COMPREHENSION

2019 ◽  
Vol 3 (1) ◽  
pp. 53-65 ◽  
Author(s):  
Wulan Trisviana ◽  
Rudi Afriazi ◽  
Gita Mutiara Hati
Keyword(s):  
Reading Comprehension ◽  
English Education ◽  
Good Knowledge ◽  
Correlational Study ◽  
Study Program ◽  
Comprehension Test ◽  
Education Study ◽  
Quantitative Design ◽  
Academic Year

The aims of this research were to find out the correlation between students’ mastery of lexical collocation and their reading comprehension. This research applied correlational study which used quantitative design. The subjects were 66 of the Fifth-Semester Students of English Education Study Program at University of Bengkulu in Academic Year 2018/2019. The data were collected from two instruments: (1) lexical collocation test was used to get data about students’ mastery of lexical collocation and (2) reading comprehension test was used to get data about students’ reading comprehension achievement. The result of the two instruments counted by using Pearson’s Product Moment formula and checked it by using SPSS 22 Program. The conclusion were (1) The result score of lexical collocation test showed that 53% of the students got score over 70, it means that half of the total subject of the students have a good knowledge of collocation especially in lexical collocation. (2) There was high significant correlation between students’ mastery of lexical collocation and their reading comprehension. The result of calculation using Pearson Product moment formula and SPSS 22 Program can be seen in table 4.1 which showed the score of arithmetic r > the score of r table (0,825 > 0,315). It means that Ha was accepted and H0 was rejected.

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