scholarly journals Contextualization in Teaching Short Stories: Students’ Interest and Comprehension

2021 ◽  
Vol 2 (1) ◽  
pp. 31-55
Author(s):  
Erlie Pinoliad
Keyword(s):  
High School ◽  
Short Stories ◽  
Reading Comprehension ◽  
Control Groups ◽  
Comprehension Test ◽  
Inferential Test ◽  
Instructional Level ◽  
Frustration Level ◽  
And Control ◽  
Practical Implications

Purpose: The purpose of this study was to determine the effect of contextualization in teaching Philippine short stories in English to students’ reading comprehension and the relationship between students’ reading interest and their comprehension levels. Approach/Methodology/Design: The study is experimental in design. It employed the Z-test and utilized a structured survey questionnaire in collecting the data. Seventy-two (72) Grade 7 students of Lila National High School in the school year 2018-2019 had the Frustration level of reading comprehension based on the Phil-IRI results conducted before the experimentation took place. Contextualized teaching instruction and learning activities were utilized by the experimental group during the discussion of the three Philippine short stories in English. Findings: The study revealed that (a) both the experimental and control groups had the average interest level towards Philippine short stories in English, (b) in the Phil- IRI comprehension result, both the experimental and control groups’ level of comprehension is in the frustration level in three comprehension test categories namely literal, inferential, and evaluative/critical, (c) in the formative comprehension test results, the experimental group’s comprehension level increased to instructional level where in the literal and inferential test levels, the group is classified under independent level and instructional level in evaluative/critical. On the other hand, the control group’s comprehension level fell under instructional in the literal and inferential test levels and remained frustration under evaluative/critical. Practical Implications: The study has practical implications for literature teachers. The findings will assist the literature teachers especially those who are handling Philippine Literature subjects. In addition, an Action Program is proposed to improve reading comprehension in Lila National High School, Philippines. Originality/value: The study is different from existing researches since it focused on the contextualization in teaching Philippine literary pieces, particularly short stories to increase students’ interest in learning and improve comprehension.  

scholarly journals The Effect of Applying Skimming Technique on Grade XI Students’ Reading Comprehension

2012 ◽  
Vol 1 (1) ◽  
Author(s):  
Benny Jefri Wijaya Hutabarat And Tina Mariany Arifin
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Experimental Research ◽  
T Test ◽  
Control Group ◽  
Control Groups ◽  
The Subject ◽  
Level Of Significance ◽  
And Control ◽  
Experimental Group

This study was conducted as an attempt to discover the effect of applying skimming technique on Grade XI students’ reading comprehension. It was an experimental research. The subject was students of Grade XI, Private Senior High School (Sekolah Menengah Atas Swasta: SMA) Methodist-7, which consisted of 60 students. The research was divided into two groups: experimental and control groups. The instrument used to collect the data was reading comprehension test. To obtain the reliability of the test, the writer applied Kuder Richardson 21 formula. The result of the reliability was 0.89. The data were analyzed by using t-test formula. The analyze showed that the scores of the students in the experimental group were significantly higher than the scores of the students in the control group at the level of significance 0.05 with the degree of freedom (df) 60 , t-observed value 3.71 > t-table value 2.00. Based on the reliability of the test, it was found that the test was reliable. The findings indicated that using Skimming Technique significantly affected the students’ reading comprehension. So, English teachers are suggested to use Skimming Technique in order to improve students’ reading comprehension.   Keywords: Skimming Technique, Reading Comprehension, Experimental Research.

scholarly journals Metacognitive Learning Strategies: Their Effects on the Reading Comprehension Performance of Grade Five Pupils

2021 ◽  
Vol 4 (5) ◽  
pp. 107-117
Author(s):  
Farraniva Acmed-Ismael
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
Learning Strategies ◽  
The Other ◽  
Control Group ◽  
Control Groups ◽  
Comprehension Test ◽  
Metacognitive Learning ◽  
And Control ◽  
Experimental Group

This study aimed at examining the effects of metacognitive learning strategies on the reading comprehension performance of 80 Grade Five pupils in the MSU-Integrated Laboratory School for SY 2011-2012. The researcher used quasi-experimental design, which entailed using two intact, randomly selected groups: one served as the control group and the other as the experimental group. The descriptive-quantitative research was used to describe and analyse the respondents' performance in their reading comprehension test. The data were treated using Statistical Program for Social Sciences (SPSS) with a significance level set at .05. This research work involved four phases: In the first phase, a self-constructed Personal Background Questionnaire and the Strategy Inventory for Language Learning (SILL) by Oxford (1990) were administered both to the experimental and control groups before the strategy instruction. In the second phase, the experimental group received six sessions of instruction on metacognitive strategies. On the other hand, the control group received six sessions of instruction using the traditional method of teaching reading based on the Basal Readers Approach. Both experimental and control groups worked on authentic and inauthentic texts (some articles from the Newspaper and the World of Reading textbook). In the third phase, after completion of instruction, the teacher-made reading comprehension test was administered to both groups to determine the reading comprehension performance of the respondents. In the fourth phase, the SILL was administered to both groups again to determine if the metacognitive strategies instruction has an effect on the reading comprehension performance of the respondents. The data analysis yielded the following findings: First, a slightly greater outcome was manifested in the reading comprehension test of the experimental group compared to the control group. Second, there was no significant difference between the mean scores of the reading comprehension test of the control and experimental groups. Both the experimental and control groups performed well in the authentic section of the reading comprehension test. Lastly, the Strategy Inventory for Language Learning (SILL) by Oxford, 1990 shows a positive effect on the reading comprehension performance of the experimental group. Therefore, the respondents performed better in the part of the reading comprehension test using authentic texts and the experimental group’s metacognitive awareness increased notably after the instruction.

THE EFFECT OF APPLYING DEMONSTRATION METHOD ON STUDENTS’ ACHIEVEMENT IN SPEAKING SKILL AT THE THIRD GRADE OF SMK PAB 3 MEDAN ESTATE

2015 ◽  
Vol 4 (2) ◽  
Author(s):  
Meryanti Napitupulu And Anni Holila Pulungan
Keyword(s):  
High School ◽  
Control Group ◽  
Vocational High School ◽  
Control Groups ◽  
Speaking Test ◽  
The Third ◽  
Speaking Skill ◽  
The Subject ◽  
And Control ◽  
Experimental Group

This study was conducted as an attempt to discover the effect of applying Demonstration Method on students’ achievement in speaking skill. It was an experimental research. The subject was students of Grade XII, Vocational High School (Sekolah Menengah Kejuruan: SMK), which consisted of 79 students. The research was divided into two groups: experimental and control groups. The instrument used to collect the data was speaking test. To obtain the reliability of the test, the writer applied Kuder Richardson 21 formula. The result of the reliability was 0.7, and it was found that the test was reliable. The data were analyzed by using t-test formula. The analysis showed that the scores of the students in the experimental group were significantly higher than the scores of the students in the control group at the level of significant m = 0.05 with the degree of freedom (df) 77, t-observed value 8.9 > t-table value 1.99. The findings indicate that using Demonstration Method significantly affected the students’ achievement in speaking skill. So, English teachers are suggested to use Demonstration Method in order to improve students’ achievement in speaking skill.

scholarly journals Reading comprehension on the last grades of cicles I and II of elementary school

CoDAS ◽  
2014 ◽  
Vol 26 (4) ◽  
pp. 276-285
Author(s):  
Eliane Mi Chang ◽  
Clara Regina Brandão de Avila
Keyword(s):  
Working Memory ◽  
Elementary School ◽  
Reading Comprehension ◽  
Research Groups ◽  
Control Groups ◽  
Short Term ◽  
Good Readers ◽  
Spearman Coefficient ◽  
Positive Correlations ◽  
And Control

PURPOSE: To characterize students' performance in Cycle I and II of the Elementary School (EF), in decoding, reading comprehension and underlying skills of reading, and investigate correlations between these variables, in the absence and presence of reading comprehension deficits, identified by their teachers.METHODS: 125 students from ES were grouped according to Cycle and presence or absence of reading comprehension impairments. Two Control (good readers from both Cycles) and two Research groups (poor readers from both Cycles) were established. Assessment involved: fluency and reading comprehension; oral comprehension; working and short-term phonological memory; grammar closure. It was compared (Mann-Whitney test): in intragroup study, both Control and Research groups; in intergroup study, Control and Research from different cycles, and Control I and Research II. Spearman coefficient investigated correlations.RESULTS: Analyzing reading comprehension, we observed better performance of Control Groups in all tasks in comparison to the respective Research Groups, and better performance of Control II in comparison to Control I. Research Groups had similar results in most tests. Positive correlations have been observed between most of the variables.CONCLUSION: Students without reading comprehension impairments showed better performance in reading in both Cycles. Working memory and oral comprehension did not differentiate students with and without complaints in Cycle I, differently from what was observed in Cycle II. Research II presented similar or better performance than Research I and similar or worse performance than Control I. Underlying skills showed different profiles of correlation with reading comprehension capacity, according to the group.

scholarly journals Hari Widi Utomo Teaching Writing of Recount Text Using “Freeze! Freeze!” Game in Junior High School Level

2021 ◽  
Vol 6 (2) ◽  
pp. 1225
Author(s):  
Hari Widi Utomo
Keyword(s):  
High School ◽  
Junior High School ◽  
T Test ◽  
Teaching Writing ◽  
School Level ◽  
Control Groups ◽  
High School Level ◽  
Junior High School Level ◽  
And Control ◽  
Positive Effect

One of the most difficult skills in English lesson is teaching writing. Therefore, this study aims to find out the effectiveness of “Freeze! Freeze!” game for teaching writing on grade eight students of SMP N 1 Rakit, Banjarnegara. This study is an experimental research at SMP N 1 Rakit. This study consisted of two groups which are experimental and control groups. In collecting the data, the writer used a test and the result was analyzed by using a t-test to find out the effect of the treatment. After analyzing the data, the writer found that there was a positive effect of the use of “Freeze! Freeze!” game in teaching writing of recount text. It could be seen from the result of hypothesis testing that the t-test was higher than the t-table (3.792>1.997). Thus, it can be concluded that the use of “Freeze! Freeze!” game in teaching writing of recount text was effective.

scholarly journals The Implementation of Note-Taking Pairs Technique in Teaching Reading Comprehension

2018 ◽  
Vol 2 (1) ◽  
pp. 216
Author(s):  
Aisyah Aisyah ◽  
Ani Wahyu Anisa
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Junior High School ◽  
Junior High ◽  
Sampling Technique ◽  
Significant Degree ◽  
Teaching Reading ◽  
Note Taking ◽  
Quasi Experimental ◽  
And Control

The aims of this research are to find out whether the implementation of NoteTaking Pairs technique effective in teaching reading comprehension at junior high school. The method used in the research is quantitative method and the design is quasi experimental design. The sampling technique used in this research was random sampling. Two classes were taken as the subject namely experimental and control class. The data of test got from both experimental and control class was analyzed by T test formula. The result of calculation showed that t was 6.58, and t  with df  75 in account table the significant degree of 5% is 1.992. It means that t  is higher than t (6.58 > account table 1.992). The average of post-test in the experimental class was 81, while the KKM of English subject is 75. It can be concluded that Note-Taking Pairs Technique is effective in teaching reading comprehension at junior high school.

Incidence of Asymptomatic, Nontraumatic Unilateral Knee Hyperextension in the High School Athlete

1996 ◽  
Vol 5 (4) ◽  
pp. 287-292
Author(s):  
George A. Arangio ◽  
Marie St. Amour-Myers ◽  
James Reed
Keyword(s):  
High School ◽  
Range Of Motion ◽  
Peak Torque ◽  
Left Knee ◽  
Control Group ◽  
Control Groups ◽  
Anterior Translation ◽  
Significant Difference ◽  
Posterior Translation ◽  
And Control

Four hundred sixty-seven high school athletes were screened in apreparticipation athletic physical. Forty-six (9.8%) of these athletes presented with asymptomatic, nontraumatic unilateral hyperextension. Twenty-three athletes were reexamined and compared to a normal control group. A 2.5-cm, statistically significant heel-to-heel difference was recorded in the hyperextension group. Between the involved hyperextended and uninvolved legs, there were differences in average range of motion (132.04° vs. 130.74°, respectively), average manual anterior translation by KT-1000 (5.39 mm vs. 5.15 mm, respectively), average posterior translation (2.07 mm vs. 2.00 mm, respectively), average peak quadriceps torque (86.25 ft-lb vs. 84.06 ft-lb, respectively), and hamstring average peak torque (53.89 ft-lb vs. 52.93 ft-lb, respectively), though these differences were not statistically significant. In the control group, there was no heel-to-heel difference in the right versus the left knee. Heel-to-heel difference between the experimental and control groups was statistically significant. There was no statistically significant difference between range of motion, anterior translation, or posterior translation between the experimental and control groups.

Evaluation of Chemical Health Education for High School Athletic Coaches

1993 ◽  
Vol 7 (3) ◽  
pp. 298-308 ◽  
Author(s):  
James P. Corcoran ◽  
Lehigh University ◽  
Deborah L. Feltz
Keyword(s):  
High School ◽  
Health Education ◽  
Formative Evaluation ◽  
Youth Sports ◽  
Michigan State University ◽  
State University ◽  
Control Groups ◽  
Athletic Coaches ◽  
High School Athletic ◽  
And Control

A formative evaluation was conducted of the Chemical Health Education and Coaching (CHEC) program sponsored by the Youth Sports Institute at Michigan State University. The degree to which high school athletic coaches (a) became knowledgeable about chemical health and (b) were confident in their ability to apply that knowledge to their team were the two primary concerns of this study. Two hundred eighteen high school athletic coaches comprised the experimental and control groups to whom identical pretest and posttest instruments were administered. The CHEC program consisted of three 1-hr sessions. The subjects were asked to respond to one questionnaire that assessed both their knowledge and confidence in that knowledge and their ability to use it with their athletes. The results indicated that the coaches who were exposed to CHEC were more knowledgeable and more confident than control coaches.

scholarly journals Is shame managed through mind-wandering?

2019 ◽  
Vol 15 (4) ◽  
pp. 717-732
Author(s):  
Neda Sedighimornani
Keyword(s):  
Reading Comprehension ◽  
Empirical Evidence ◽  
Personal Experience ◽  
Mind Wandering ◽  
Reading Task ◽  
Comprehension Test ◽  
Self Compassion ◽  
And Control ◽  
Unpleasant Emotion

Shame is a notoriously unpleasant emotion, and although claims about the mechanisms through which we might manage it are none too scarce, relatively little empirical evidence is available concerning how people tend to cope with it. As such, the present study sought to investigate the effects of shame on mind-wandering. To do this, 120 participants were recruited and systematically assigned to one of the three groups, namely shame, pride, or control condition, and traits shame and self-compassion were measured for each participant. In order to assess the frequency of the incidents of mind-wandering, the participants were asked to recall a personal experience of shame or pride and then a reading task of few pages of geography followed. The duration participants spent on the reading task, their scores on a reading comprehension test, their self-reported frequency of mind-wandering, and their reported number of unrelated thoughts during the recall were used as a measure of mind-wandering. The results demonstrated that participants in the shame condition did not differ from those in the pride and control conditions in terms of mind-wandering. In spite of that, participants who had initially scored higher on trait shame (i.e., suffered from chronic shame) reported a significantly higher frequency of mind-wandering. This being the result, the underlying reasons for, and implications of, the findings were discussed.

scholarly journals EFEKTIFKAH KEYWORD MNEMONIC DALAM MEMPELAJARI KOSAKATA?

2017 ◽  
Vol 5 (2) ◽  
pp. 226
Author(s):  
Nur Andini Sudirman ◽  
Andi Ahmad Ridha
Keyword(s):  
High School ◽  
Experimental Design ◽  
Senior High School ◽  
Control Group ◽  
Control Groups ◽  
Control Group Design ◽  
Important Thing ◽  
Group Design ◽  
The People ◽  
And Control

Kosakata adalah hal yang penting untuk diingat oleh individu, namun terkadang individu merasa sulit untuk mengingat kosakata. Individu memerlukan sebuah metode yang dapat membantu untuk mengingat dengan mudah kosakata beserta artinya atau tidak mudah lupa dengan kosakata yang telah dipelajari sebelumnya. Keyword mnemonic merupakan salah satu cara untuk membantu individu dalam mengingat kosakata. Penelitian ini bertujuan untuk mengetahui efektifitas keyword mnemonic dalam meningkatkan kemampuan mengingat arti kosakata bahasa inggris. Subjek penelitian ini melibatkan 56 siswa SMP Negeri 13 Makassar yang belum menghafal kosakata bahasa Inggris beserta artinya. Desain eksperimen yang digunakan pada penelitian ini adalah control group posttest-only design. Hasil penelitian menunjukkan bahwa Terdapat perbedaan yang signifikan antara kelompok yang menggunakan keyword mnemonic dan kelompok kontrol. Kelompok yang menggunakan keyword mnemonic (mean=1.14) memperoleh hasil lebih tinggi dari kelompok kontrol (mean=-5.14) (p=0.000<0.05). Penelitian ini bermanfaat bagi individu yang ingin mengingat dengan mudah dan dapat digunakan dalam waktu jangka panjang. Kata kunci: Keyword mnemonic, mengingat, kosakata Vocabulary is an important thing to be remembered by the people, but sometimes people find it difficult to remember the vocabulary. Individuals need a method that can help to remember vocabulary and their meanings easily or not easily forget the vocabulary that have been studied previously. Keyword mnemonic is one of the method to assist individuals in remembering vocabulary. The purposed of this study was to determine the effectiveness  keyword mnemonic to improve the ability to remember the meaning of the english vocabulary. Subjects of this study involving 56 students of senior high school of thirteen Makassar who have not memorized the English vocabulary and their meanings yet. Experimental design used in this study is the posttest-only control group design. The results showed that there are significant differences between the groups using the keyword mnemonic and control groups. The groups that use the keyword mnemonic (mean=1.14) obtain higher yields than the control group (mean=-5.14) (p=0.000<0.05). This study is beneficial for individuals who would like to recall with ease and can be used in the long term.Keyword: Keyword mnemonic, remember, vocabulary

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