scholarly journals TEACHING STRATEGIES: EFL STUDENTS’ RESPONSES TOWARD TEACHER STRATEGIES IN READING COMPREHENSION

2020 ◽  
Vol 1 (2) ◽  
pp. 203-215
Author(s):  
Sri Wahyuni ◽  
Rosdiana Rosdiana ◽  
Hanifar Mardhatillah
Keyword(s):  
Reading Comprehension ◽  
Teaching Strategies ◽  
Qualitative Method ◽  
First Grade ◽  
Teaching Reading ◽  
Teacher Strategies ◽  
Efl Students ◽  
Banda Aceh ◽  
Descriptive Qualitative

The purpose of this study is to find out the teacher strategies in teaching reading comprehension at the first-grade students at SMA Inshafuddin Banda Aceh. This research employed a descriptive qualitative method. The participants of this research is the first grade students of SMA Inshafuddin Banda Aceh that consist of 30 students. The instruments of collecting the data used in this study is a questionnaire. The objectives of this research were to know the students’ responses of the teacher strategies in teaching reading comprehension. In this research, the result revealed that that the students’ responses toward the teacher strategies in teaching reading comprehension it showed positive responses.

scholarly journals TEACHER STRATEGIES OF TEACHING READING IN EFL CLASS

2018 ◽  
Author(s):  
Ilham
Keyword(s):  
Reading Comprehension ◽  
Qualitative Method ◽  
Classroom Observation ◽  
Classroom Interactions ◽  
Reading Process ◽  
Natural Setting ◽  
Teaching Reading ◽  
Teacher Strategies ◽  
Analysis Process ◽  
Research Questions

This study aims to investigate the teacher strategies in teaching reading comprehension. This study employed qualitative method because it is conducted in the natural setting. In this study, observation was conducted directly in the particular setting in which he interested to observe and collect the data (Fraenkel and Wallen, 1993: 380). The researcher used classroom observation to find out teachers’ strategies in teaching reading. In this study, a non-participant classroom observation was conducted by the researcher. The analysis process was commenced by making verbatim transcription of classroom interactions. Then, the transcriptions were read repeatedly. During the reading process, the researcher employed coding activity by matching the data with the research questions. This study found that the strategies provided by teacher are in the pre-reading stage, in the while-reading stage, and in the post-reading stage.

scholarly journals An Analysis on English Teacher Strategies in Teaching Reading Comprehension

2021 ◽  
Vol 1 (3) ◽  
pp. 353-361
Author(s):  
Yulia Ade Saputri ◽  
Syamsul Rizal ◽  
Zelvia Liska Afriani
Keyword(s):  
Qualitative Research ◽  
Reading Comprehension ◽  
English Teacher ◽  
Teaching Reading ◽  
Teacher Strategies ◽  
Study Researcher ◽  
Scaffolding Strategy ◽  
Descriptive Qualitative

The purpose of this study was to analyze what strategies the teacher used in teaching reading comprehension and how the teacher applies the strategies used in teaching reading comprehension. The subjects of this study were teacher who taught English at SMAN 10 Kota Bengkulu . This type of research is designed as descriptive qualitative research. To collect data in the study,  researcher used Checklist Observation, Interview as an instrument in collected data and documentation. The procedure of this research is by means of researchers coming and participating in seeing and understanding how the teacher teaches reading comprehension in the classroom. The results of the study found that the two strategies used by the teacher, Scaffolding and QARs (Question Answers Relationship). Scaffolding strategy students can develop ideas that can be read by students and make students confident in reading comprehension. QARs (Question Answer Relationship), the teacher is able to know the extent to which students understand what the teacher has given them and the limits of the students' ability to do assignments after reading the text that has been given. Thus, it can be concluded that the teacher is good enough to implement this strategy in the classroom, but was slightly hindered by its application during the Covid-19 Pandemic.

ANALISIS SISTEM AKUNTANSI PENGGAJIAN PADA PERUSAHAAN DAERAH AIR MINUM (PDAM) TIRTA DAROY BANDA ACEH

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Maksalmina Maksalmina
Keyword(s):  
Data Analysis ◽  
Data Reduction ◽  
Qualitative Method ◽  
Accounting Standards ◽  
Clear Picture ◽  
Accounting System ◽  
Accounting Systems ◽  
Data Presentation ◽  
Banda Aceh ◽  
Descriptive Qualitative

This research was conducted at PDAM Tirta Daroy Banda Aceh, with the aim to answer the question of how the payroll accounting system applied in PDAM Tirta Daroy Banda Aceh.This research uses descriptive qualitative method. Data obtained from interviews and documentation studies, then analyzed interactively and lasted continuously until complete so that the data has been saturated. Activity in data analysis is data reduction, data presentation, treanggulation and conclusion / verification.The results show PDAM Tirta Daroy Banda Aceh has implemented a neat and well-payroll accounting system in accordance with applicable accounting standards. Payroll accounting system in PDAM Tirta Daroy Banda Aceh is used to overcome errors and irregularities in the calculation and payment of salary. Payroll accounting systems are designed by companies to provide a clear picture of employee salaries so that they are easy to understand and easy to use.

scholarly journals KOMPETENSI PROFESIONAL GURU BIMBINGAN KONSELING DALAM PEMECAHAN MASALAH BELAJAR SISWA DI MAN RUKOH BANDA ACEH

2018 ◽  
Vol 18 (2) ◽  
pp. 245
Author(s):  
Hazrullah Hazrullah ◽  
Furqan Furqan
Keyword(s):  
Qualitative Method ◽  
Technical Skills ◽  
Educational Background ◽  
Learning Problems ◽  
Professional Competencies ◽  
Qualitative And Quantitative ◽  
Banda Aceh ◽  
Descriptive Qualitative

Competency is a standard of ability required to describe both qualitative and quantitative qualifications of a person. It also underlies the execution of professional duties or technical skills. A person is declared competent in a particular area if he masters the skills related to his field of work. To carry out his duties, a counseling teacher at MAN Rukoh Banda Aceh must perform his job professionally so that the counseling guidance process works well. This research discusses the professional competencies that must be owned by a counseling teacher to solve the learning problems experienced by students at MAN Rukoh Banda Aceh. This research uses a descriptive qualitative method. The data is obtained from observation, interview, and documentation. The results showed that counseling teachers at MAN Rukoh have a relevant educational background. Eventually, they have professionally done their work and also responsibly solve student's problems. The counseling teachers at MAN Rukoh Banda Aceh provide individual services for students so that their learning problems can be solved well.

scholarly journals Using Moderator Analysis to Identify the First-Grade Children Who Benefit More and Less From a Reading Comprehension Program: A Step Toward Aptitude-by-Treatment Interaction

2018 ◽  
Vol 85 (2) ◽  
pp. 229-247 ◽  
Author(s):  
Douglas Fuchs ◽  
Devin M. Kearns ◽  
Lynn S. Fuchs ◽  
Amy M. Elleman ◽  
Jennifer K. Gilbert ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Word Reading ◽  
First Grade ◽  
Component Analysis ◽  
Teaching Reading ◽  
Research And Practice ◽  
Young Readers ◽  
Moderator Analysis ◽  
Treatment Interaction ◽  
Better Than

Because of the importance of teaching reading comprehension to struggling young readers and the infrequency with which it has been implemented and evaluated, we designed a comprehensive first-grade reading comprehension program. We conducted a component analysis of the program’s decoding/fluency and reading comprehension dimensions (DF and COMP), creating DF and DF+COMP treatments to parse the value of COMP. Students ( N = 125) were randomly assigned to the two active treatments and controls. Treatment children were tutored three times per week for 21 weeks in 45-min sessions. Children in DF and DF+COMP together performed more strongly than controls on word reading and comprehension. However, pretreatment word reading appeared to moderate these results such that children with weaker beginning word reading across the treatments outperformed similarly low-performing controls to a significantly greater extent than treatment children with stronger beginning word reading outperformed comparable controls. DF+COMP children did not perform better than DF children. Study limitations and implications for research and practice are discussed.

scholarly journals “I Don’t Understand English Reading”: Utilizing Webtoon as Edutainment Medium to Foster Students’ Reading Comprehension

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Esti Ristia Widiyarti ◽  
Agus Rofi’i ◽  
Rama Dwika Herdiawan ◽  
Noermanzah Noermanzah
Keyword(s):  
Reading Comprehension ◽  
Data Analysis ◽  
Alternative Hypothesis ◽  
First Grade ◽  
Narrative Text ◽  
Teaching Reading ◽  
English Reading ◽  
Quasi Experimental ◽  
University Level ◽  
Test Result

The demands of 21th century forced students to master in English reading. Yet, the problems faced by the students in reading comprehension still become the reason of alleviation in university level. Therefore, webtoon expected to be the medium that can foster students’ reading comprehension. This experimental study aims to investigate the effect of using webtoons in teaching reading comprehension in English. The design of this research was quasi-experimental. The research sample consisted of the 33 students of X TKL/A (class A of Electricity Department) as sample of experimental class and 36 students of X TKL/C (class C of Electricity Department) as sample in control class. Multiple choice type of test was given to the student and collected as the data of this research. Based on the result of data analysis, the alternative hypothesis is accepted which is there is significant effect used webtoon in teaching reading at the first grade of vocational state school in Majalengka. The data analysis showed that mean score in experimental class that utilized webtoon as medium was higher than control class that used printed narrative text only as medium. The independent t-test result also showed that tcount was higher than ttable (2.019>2). In brief, webtoon as edutainment medium is effective to foster students’ reading comprehension especially in reading narrative text.

scholarly journals The Matters in Teaching Reading Comprehension to EFL Students

2016 ◽  
Vol 3 (1) ◽  
pp. 68
Author(s):  
Yuliana Natsir ◽  
Anisati Anisati
Keyword(s):  
Academic Success ◽  
Reading Attitudes ◽  
English Teachers ◽  
Teaching Methodology ◽  
Teaching Reading ◽  
Teachers Perceptions ◽  
Interview Guide ◽  
Efl Students ◽  
Teaching Learning ◽  
Banda Aceh

The purpose of this study was to find out the efforts that were being made by certified English teachers in teaching reading since reading is considered as one of the determiners of academic success. Descriptive qualitative research was used in this study; the subjects were two English teachers in Banda Aceh and the instrument was an interview guide. The interview questions were adapted from Fletcher, et al. (2012) that focused on curriculum, teacher preparation, teaching methodology, teaching instructions, authentic teaching materials, teachers’ perceptions toward reading attitudes of learners, barriers in teaching reading, and teaching strategies for helping ineffective readers. The interviews revealed that the efforts made by the teachers played a pivotal role at assisting students to achieve reading competency. The attitude of students toward reading was also important in the teaching-learning process. The strategies of the teachers towards the students who were not reading effectively were not in line with the strategies as suggested by some experts:  that the teacher should teach the students the strategies of how to read with interest, how to predict meanings, how to develop knowledge about the topic and so forth .These strategies were not implemented due to the situation and condition of the teaching environment. In brief, proper efforts by teachers to improve the learning environment could assist students to achieve better reading competency.

scholarly journals A Study Of Discourse Markers In EFL Students’ On Argumentative Text

2020 ◽  
Vol 3 (1) ◽  
pp. 43
Author(s):  
Muthmainnah Mursidin ◽  
Sitti Nurjannah ◽  
Rizka Indahyanti ◽  
Nurul Hasanah
Keyword(s):  
Qualitative Method ◽  
Discourse Markers ◽  
Research Data ◽  
Second Grade ◽  
Argumentative Text ◽  
Efl Students ◽  
Writing Activity ◽  
Descriptive Qualitative

This research was to find out: (1) the types of discourse markers used by the EFL students in argumentative text and (2) the functions of discourse markers used by the EFL students in argumentative text. This research employed a descriptive qualitative method. The respondents of this research were the second grade of EFL students; the total students were 30 students. The research data were collected by using an instrument namely writing activity. The writing consisted by argumentative text.  The data were analyzed qualitatively. The first important finding from this research was about the types of DMs used by the students’ in three kinds of different text, there are 30 types of DMs used by the students in the comparison and compare text and the second important finding was there are four category of functions used by the students in writing activity, they were contrastive markers, inferential markers, elaborative markers, and additional subclasses markers. Despite the fact that DMs can create a smooth talk or make the conversation more natural, the students should be able to use DMs wisely in term of fluency and coherence measured in the students’ writing.Penelitian ini dimaksudkan untuk menemukan: (1) jenis pemarkah wacana yang digunakan oleh siswa dalam penulisan teks argumentatif dan (2) fungsi dari pemarkah wacana yang ada dalam penulisan teks argumentatif. Penelitian ini menggunakan metode deskripsi kualitatif. Sampel dalam penelitian ini adalah siswa kelas dua dengan jumlah siswa ada 30 siswa. Data dalam penelitian ini diambil dengan menggunakan sebuah instrumen yang bernama kegiatan menulis. Dalam kegiatan menulis ini menggunakan teks argumentatif, Data yang terkumpul dari kegiatan menulis ini kemudian akan di analisa secara kualitatif. Hal penting pertama yang telah ditemukan dalam penelitian ini adalah jenis pemarkah wacana yang digunakan oleh siswa dalam tiga jenis teks yang berbeda, bahwa ada 30 jenis pemarkah wacana dalam teks argumentatif, Hal penting kedua yang telah ditemukan dalam penelitian ini adalah ada empat fungsi pemarkah wacana yang digunakan oleh siswa dalam kegiatan menulis, yaitu pemarkah perbedaan, pemarkah kesimpulan, pemarkah uraian, dan yang terakhir adalah pemarkah tambahan. Meskipun kenyataannya bahwa pemarkah wacana dapat membuat percakapan itu menjadi halus atau membuat percakapannya menjadi lebih lazim seperti kebiasaan, siswa seharusnya juga dapat menggunakan pemarkah wacana dengan bijak dalam kelancaran dan memperhatikan hubungan satu kata dengan kata lain dalam tulisan mereka.

scholarly journals TEACHER�S CORRECTION STRATEGIES ON STUDENTS� ERRORS IN EFL SPEAKING CLASS

2018 ◽  
Vol 1 (2) ◽  
Author(s):  
Leni Nuraeni ◽  
Fahrus Zaman Fadhly
Keyword(s):  
Qualitative Method ◽  
English Education ◽  
Lexical Semantic ◽  
Efl Students ◽  
Clarification Request ◽  
Correction Strategies ◽  
Made In ◽  
Descriptive Qualitative

This study is aimed at identifying the types of students� errors made in EFL speaking class and what the kind of teacher�s correction This study used descriptive qualitative method and the informants of this research was the EFL students at second semester at the department of English education, Universitas Kuningan. Techniques of collecting data used in this study were observation, questionnaire, and interview. Ellis�s theory used to classify the teacher�s correction strategy used and Arias�s theory used to classify the students� errors type in EFL speaking class. The findings showed that there are five types of errors that made by the students, they are pronunciation, grammatical, lexical, semantic, and pragmatic. Pronunciation error was the most frequent error made by the students. While, there were strategies used by the teacher in correcting students� errors, they were recast, repetition, explicit correction, elicitation, and clarification request. Recast strategy was used by teacher as a frequent strategy. Keywords: teacher�s correction strategy; students� errors type; EFL speaking class.

scholarly journals AN ANALYSIS OF STUDENTS READING COMPREHENSION ON RECOUNT TEXT AT SMK DHARMA BAKTI 1 MEDAN

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Febri Nila Rosaria Hutagalung ◽  
Dervine Hutagalung ◽  
Dinaria Veronika Simanjuntak ◽  
Putri Delima Yanti Tampubolon
Keyword(s):  
Reading Comprehension ◽  
Qualitative Method ◽  
Reading Test ◽  
Research Results ◽  
Descriptive Qualitative

ABSTRACTThis research was conducted to describe the students' ability to read and understand the Recount Text. The purpose of this study was to analyze the students' ability in understanding the Recount Text. This research used descriptive qualitative method. This research was conducted at SMK Dharma Bakti 1 Medan. The sample of this research was 17 students of class 10 TKJ. This study used a reading test and interview instruments. Based on the research results, it was found that the highest score of students was 73.00 and the lowest score of students was 6.00. The low score of students caused by the lack of understanding of students in reading recount text and limited vocabulary of students.Keywords: Students’ analysis, reading comprehension, recount textABSTRAK Penelitian ini dilakukan untuk mendeskripsikan kemampuan siswa dalam membaca dan memahami Teks Recount. Tujuan penelitian ini adalah untuk menganalisis kemampuan siswa dalam memahami Teks Recount. Penelitian ini menggunakan metode kualitatif deskriptif. Penelitian ini dilakukan di SMK Dharma Bakti 1 Medan. Sampel penelitian ini sebanyak 17 siswa kelas X-TKJ. Penelitian ini menggunakan instrumen tes membaca dan wawancara. Berdasarkan hasil penelitian, ditemukan skor tertinggi siswa adalah 73,00 dan skor terendah siswa adalah 6,00. Rendahnya nilai siswa disebabkan oleh kurangnya pemahaman siswa dalam membaca teks recount serta kosakata yang dimiliki siswa terbatas.kata kunci : Analisis siswa , pemahaman membaca, teks recount

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