scholarly journals IMPROVING THE STUDENTS’ READING COMPREHENSION THROUGH CONCEPT ORIENTED READING INSTRUCTION

2019 ◽  
Vol 1 (2) ◽  
pp. 12-22
Author(s):  
Restu Januarty
Keyword(s):  
Reading Comprehension ◽  
Reading Instruction ◽  
Teaching And Learning ◽  
Post Test ◽  
Independent Variable ◽  
Main Ideas ◽  
Inferential Comprehension ◽  
Essay Test ◽  
Academic Year ◽  
Literal Comprehension

The objcetive of this research aimed to improve the students reading comprehension at the level of literal and inferential comprehension. This research was a pre-experimental research, which employed one-group pretest-posttest. This research was conducted through three steps of process: pre-test, treatment and post-test to investigate the improvement of the student’s reading comprehension through the implementation of CORI. Pretest was done to measure the students reading comprehension before conducting the treatment. The treatment, which was the teaching and learning process, was conducted in four meetings in which CORI was applied as method to improve the students reading comprehension. After the treatment, post-test was done to measure the students reading comprehension after the implementation of CORI. Location of this research is the seventh Grade students of SMP Negeri 7 Masamba, at academic year 2015/2016. The total numbers of subjects were 41 students, which were divided into 2 classrooms VII A and VII B. There is two variables of this research; the use of CORI as the independent variable and reading comprehension is the dependent variable. In this research, reading comprehension test was the instruments to collect the data related to the student’s reading comprehension at the level of literal and inferential comprehension. The test consisted of multiple choices to assess the student’s literal comprehension and essay test to measure the student’s inferential comprehension. In testing the hypothesis, t-test was employed. The calculation was done by using SPSS v.20. In summary, CORI improved the student’s ability to understand and identify the explicitly or directly state the information given in the text; for example, the characters of the story, their traits, place and time where the story taken place, main ideas, details, cause and effect and sequences in the text. Following the improvement of the student’s literal comprehension, the student’s inferential comprehension was also improved.

scholarly journals Improving Students’ Reading Comprehension By Using Think-Aloud Strategy

2019 ◽  
Vol 6 (2) ◽  
pp. 121
Author(s):  
Lilis Sholihah ◽  
Jusika Sari
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Teaching And Learning ◽  
Class Action ◽  
Think Aloud ◽  
Is Success ◽  
Know How ◽  
Post Test ◽  
The Subject ◽  
Academic Year

The problems of this research is the students are difficult to find the information from the text. The objective of this class action research are: (1) to know how far Think-aloud strategy can improve the students’ reading comprehension and; (2) to know how the process of teaching reading by using Think-Aloud Strategy at eleventh grade of SMK Kartikatama Metro in academic year 2017/2018. The method of this research is clasroom action research that consist of two cycles. The subject of this research is the students of Accounting Class eleventh grade of SMK Kartikatama Metro that consist of 30 students. The research instruments in this research are observation, interview sheets, and test. The result of the data analysis in this research are pre-test until post-test 2 that the average of pre-test was 60.93. Then, the implementation of think-aloud strategy in teaching, there is an increase of 3.65 become 64.58. Then, in the cycle 2 the average of students’ score is 80.17. Based on the teaching and learning activities, pre-test until post-test 2 are increased. From the cycle 2, It is about 80 % of the students can achieve the minimum passing criteria (KKM), so this research is success. The conclusion is the implementation of  think-aloud strategy can improve students' reading comprehension.

scholarly journals Improving Students’ Achievement in Reading Comprehension by Applying Contextual Teaching and Learning (CTL)

2019 ◽  
Vol 2 (3) ◽  
pp. 58-69
Author(s):  
Diani Syahputri
Keyword(s):  
Reading Comprehension ◽  
Research Finding ◽  
Teaching And Learning ◽  
Narrative Text ◽  
Reading Tests ◽  
Post Test ◽  
The Subject ◽  
The Mean ◽  
Contextual Teaching ◽  
Academic Year

This research aims  to find out the significant improvement of the students achievement in reading comprehension by applying Contextual Teaching and Learning (CTL). The subject of this research was X grade of SMK Bandung-2 at Academic Year 2017/2018. It consisted of one class with 30 students as respondents. The objective was to discover the significant improvement of the students’ achievement in reading comprehension by applying Contextual Teaching and Learning (CTL). This research was conducted by using classroom action research. The instruments of collecting data were observation sheet, and Reading  tests. The research finding is shown of  that there was an improvement on the students’ reading achievement on narrative text from each cycle. It was showed from the mean of pre-test which was 56.5 with persentage 0%. After CTL was applied in the first cycle, there was an improvement of the result of the students’ in reading comprehension the mean was 69.16 with persentage 33.3%. It means that there was an improvement from pre-test to post-test I was 33.3%. And for the second cycle after reflection on the first cycle, there was an improvement of students’ mean which was 85 with persentage 100%. Based on the result showed that there was an improvement after applying CTL was 66.7%. It concluded that students’ achievement in reading comprehension by applying contextual teaching and learning (CTL) improved.

scholarly journals THE USE OF HORROR STORY IN IMPROVING STUDENTS’ READING COMPREHENSION FOR ELEVENTH GRADE OF SMAN 3 SINJAI

2020 ◽  
Vol 2 (2) ◽  
pp. 35
Author(s):  
Muthaharah Basri ◽  
Mardianah Mardianah ◽  
M. Rusdi T
Keyword(s):  
Reading Comprehension ◽  
Total Sample ◽  
Classroom Activities ◽  
Post Test ◽  
Quasi Experimental ◽  
Good Score ◽  
The Mean ◽  
Horror Story ◽  
Essay Test ◽  
Academic Year

This research aimed at investigating how the horror story was use in the reading class to improve the students’ reading comprehension of the eleventh grade at SMAN 3 Sinjai. The variables of this research were Horror Story as an independent variable and Reading Comprehension as a dependent variable. The method used in this research was Quasi Experimental research. There were two classes used as the subject in this research; MIA 3 as experimental class and MIA 2 as controlled class. The total population of this research was 186 students taken from the eleventh-grade students of SMAN 3 Sinjai. The total sample of this research was 40 students. The sample was chosen purposively. The instrument of this research was an essay test which was given both in pre-test and post-test. The result of the research shows that the students’ performance in pre-test was better compared to that in post-test. In experimental class, the mean score of pre-test was 74.9 (good) and the mean score of post-test was 87.7 (excellent). While in controlled class, the mean score of pre-test was 68.55 (fair) and the mean score of post-test was 77.85 (good). While both of the classes are improved, the significant improvement was occurred in experimental class from fair to very good score. Besides, in controlled class the improvement was only from fair to good score. In addition, the t-test value (2.23) was higher than t-table value (2.024). Based on the findings, the researcher concluded that the implementation of Horror Story was effective to enhance the students’ reading comprehension in the eleventh-year students of SMAN 3 Sinjai in academic year 2018/2019. This story makes the students learn with fun and directly involve in classroom activities.

scholarly journals The Effectiveness of Using CIRC and CTL in Teaching and Learning Reading Comprehension

2019 ◽  
Vol 1 (1) ◽  
pp. 81-94
Author(s):  
Dian Ismawati ◽  
Sugirin Sugirin
Keyword(s):  
Reading Comprehension ◽  
Teaching And Learning ◽  
Conventional Technique ◽  
Effective Technique ◽  
Significance Level ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Independent Variable ◽  
The Difference ◽  
Academic Year

Teaching reading in secondary level is aimed at teaching for comprehension. Comprehension occurs when the reader extracts and integrates various information from the text and combines it with what is already known. Reading comprehension is an intentional, active, interactive process that occurs before, during and after a person reads a particular piece of writing. When a person reads a text, he engages in a complex array of cognitive processes. In the teaching and learning process in SMP Negeri 1 Pecangaan, the teachers still dominate the activities. It emphasis on reading the text and then answers the questions based on the text and discussion to determine the correct answer. This is known as “Baca-Soal-Diskusi” technique (BSD). Concerned about the technique, the researcher thinks that the technique is not good enough. It can be seen that the students’ ability in understanding the text is not satisfactory enough. This research was aimed at describing(1) the difference of effectiveness between CIRC, CTLand conventional techniques and (2) which one is the most effective technique – CIRC, CTL, or conventional – in teaching and learning reading comprehension of grade VIII students of SMPN 1 Pecangaan.. This quasi experimental research used pretest posttest nonequivalent group design with teaching techniques as the independent variable and students’ reading comprehension as the dependent variable. The population of the research was the students of grade VIII of SMPN 1 Pecangaan in the academic year 2013/2014 with three classes were randomly chosen as the research sample. The data were gathered through pretest and posttest of students’ reading comprehension which were analyzed using Ancova continued by Scheffe test with the significance level of 0.05. The research results show that (1) There is a significant difference in the reading comprehension of the students taught using CIRC, that of those taught using the CTL, and that of those taught using the conventional technique with F = 3.68 and p = 0.03 (2) CIRC is the most effective technique among them with the sequence of effectiveness is CIRC followed by CTL and conventional technique. Keywords: CIRC technique, CTL technique, reading comprehension

scholarly journals Schema activation strategy in reading comprehension to improve student’s interest

2019 ◽  
Vol 12 (2) ◽  
pp. 147-154
Author(s):  
Andika Ari Saputra
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Quantitative Data ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Schema Activation ◽  
Post Test ◽  
Class Viii ◽  
Field Notes ◽  
Main Ideas

Abstract: This research is aimed to improve the reading comprehension through schema activation strategy. Classroom Action Research (CAR) was conducted in two cycles and each cycle consisted of four phases. They were planning, acting, observing, and reflecting. The subjects of the study were 34 students of Class VIII A of SMP Muhammadiyah 1 Godean. There were two forms of data in this study. The qualitative data were collected through observation and interview. The data were presented in the form of field notes and interview transcripts. Then, the quantitative data were collected through Pre-test, Posttest I, and Posttest II. In reference to the application of the two cycles, the results of the research revealed that use of schema activation strategy successfully improved the students‘ reading comprehension. The students‘ interest and attention in the process of teaching and learning English, especially reading improved. They were also able to explore many words related to the topic of the lesson. In relation to their comprehension of English texts, the students were able to identify main ideas and supporting details of paragraphs correctly. Strategi skema pada materi reading comprehension untuk meningkatkan ketertarikan siswaPenelitian ini bertujuan untuk meningkatkan pemahaman reading comprehension melalui penggunaan Schema Activation Strategy. Dalam melakukan penelitian ini, Peneliti menggunakan Penelitian Tindakan Kelas (PTK) sebagai metode penelitian. Penelitian dilakukan dalam dua siklus dan masing-masing siklus terdiri dari empat fase. Yaitu fase persiapan, aksi, observasi dan refleksi. Subjek penelitian adalah 34 siswa dari kelas VIII A SMP Muhammadiyah 1 Godean. Ada dua macam data yang dihimpun pada penelitian ini. Data kualitatif dikumpulkan melalui observasi dan wawancara. Kemudian data dipresentasikan dalam bentuk catatan dan transkip wawancara. Sedangkan, data kuantitatif dikumpulkan melalui Pre-Test, Post-test I, dan Post-test II. Hasil yang didapatkan setelah menerapkan dua siklus, yaitu penggunaan Schema Activation Strategy berjalan sukses meningkatkan pemahaman siswa pada bab Reading. Minat siswa dan perhatian dalam proses pengajaran dan pembelajaran bahasa Inggris, khususnya peningkatan dalam pemahaman Reading. Para siswa mampu mengeksplorasi banyak kata terkait topik pelajaran. Para siswa juga  mampu memahami teks Bahasa Inggris, siswa juga mampu untuk mengindentifikasi ide pokok dan juga detail paragaraf  secara benar.

scholarly journals The Use of Round Robin Technique to Improve The Reading Comprehension at The Eight Year Students’ of SMP Negeri 1 Suppa Kab Pinrang

2018 ◽  
Vol 1 (2) ◽  
pp. 40-54
Author(s):  
Siti hasrina ◽  
Nanning ◽  
Mujahidah
Keyword(s):  
Reading Comprehension ◽  
Data Analysis ◽  
Learning Process ◽  
Teaching And Learning ◽  
Round Robin ◽  
Test Design ◽  
Know How ◽  
Post Test ◽  
Reading Teaching ◽  
Academic Year

To solve problem in the learning process, the researcher applied an innovative technique to improve the students’ reading comprehension. The researcher offered round robin technique as a technique to teach reading. The objective of the research are expected to find out whether or not the use Round Robin technique be able to improve the students’ reading comprehension and to know how is the students’ response toward the implementation of Round Robin technique in reading comprehension of the eight year students’ at SMPN 1 Suppa Kab.Pinrang.The result of this research was expected to be useful information in the English teaching and learning process especially in the reading teaching. This research applied pre-experimental method, with two group pre-test and post-test design. The samples of the research were consisted of 23 students from six classes taken from the population at the eight year students of SMP Negeri 1 Suppa Kab.Pinrang second semester in Academic Year 2017/2018.The result of the data analysis showed that the students’ reading comprehension was improved . It could be showed from The result of the t-obtained value (2.391) was higher than t-table value (2.074). Those indicated that H0 was rejected and Ha was accepted. It meant that the students’ reading comprehension was able to increase by using round robin technique.  

scholarly journals THE USE OF POSSE (PREDICT, ORGANIZE, SEARCH, SUMMARIZE, AND EVALUATE) STRATEGY TO IMPROVE STUDENTS’ READING COMPREHENSION IN NARRATIVE TEXT AT THE TENTH GRADE OF SMK PGRI 2 DENPASAR IN THE ACADEMIC YEAR 2019/2020

Widya Accarya ◽  
2020 ◽  
Vol 11 (2) ◽  
pp. 208-215
Author(s):  
Vety Isma Ulfa ◽  
I Gusti Ayu Indah Triana Juliari
Keyword(s):  
Reading Comprehension ◽  
Learning Process ◽  
Teaching And Learning ◽  
Action Observation ◽  
Vocabulary Knowledge ◽  
Narrative Text ◽  
Interview Guide ◽  
Tenth Grade ◽  
Post Test ◽  
Academic Year

Abstract This research aims to improve the tenth grade students’ reading comprehension by using POSSE strategy in SMK PGRI 2 Denpasar. It was an action research study which consisted of two cycles.The subjects of the research were students of X grade AK2 of SMK PGRI 2 Denpasar in the academic year 2019/2020. The qualitative data were collected by anlyzing the results of observation and interviewed the students on the learning process. The procedure of the research consisted of some stages, namely: planning, action, observation, and reflection. The instruments used of this research were observation sheet, interview guide, and tests. The method of collecting data were used interview, documentation, observation and test. The results of this research showed that the use of POSSE strategy was succesfully improve the students’ reading comprehension. Based on the quantitative data, the students’ mean scores for the reading comprehension improved from 55 in pre-test to 69 in post test 1 and 79 in post test 2. Meanwhile, from interviewed the students about the use of POSSE strategy showed that it helped the students to understand narrative text and helped them enrich their vocabulary knowledge. Besides that, the use of POSSE strategy could attract their attention in teaching and learning process. Keywords: Reading Comprehension, Narrative Text, POSSE strategy.   Abstrak Tujuan dari penelitian ini adalah untuk meningkatkan pemahaman membaca siswa kelas sepuluh dengan menggunakan strategi POSSE di SMK PGRI 2 Denpasar. Penelitian ini adalah penelitian tindakan kelas yang terdiri dari 2 skilus. Subjek penelitian ini adalah terdiri dari 35 siswa kelas X AK2 di SMK PGRI 2 Denpasar tahun ajaran 2019/2020. Data kualitatif dikumpulkan melalui menganalisis hasil observasi dan interview siswa terhadap proses pembelajaran. Prosedur penelitian terdiri dari beberapa tahapan yaitu perencanaan, tindakan, observasi dan refleksi. Instrument dari penelitian ini menggunakan lembar observasi, pedoman wawancara, dan tes. Pengumpulan data menggunakan metode wawancara, dokumentasi, observasi, dan tes evaluasi. Hasil penelitian ini menunjukkan bahwa penggunaan strategi POSSE berhasil untuk meningkatkan pemahaman membaca siswa. Berdasarkan data kuantitatif, nilai rata-rata siswa untuk pemahaman membaca meningkat dari 55 di pre-test, menja1di 69 di post-test 1, dan 79 di post-test 2. Sementara itu, hasil wawancara para siswa tentang penggunaan strategi POSSE menunjukkan  bahwa dapat membantu siswa untuk memahami teks naratif dan membantu mereka memperbanyak pengetahuan kosa kata. Selain itu, penggunaan strategi POSSE dapat menarik perhatian mereka dalam proses belajar mengajar. Kata Kunci: Pemahaman membaca, teks naratif, strategi POSSE.

TEACHING READING BY UTILIZING HOT POTATOES SOFTWARE TOWARD STUDENTS’ READING COMPREHENSION OF DESCRIPTIVE TEXT

2018 ◽  
Vol 5 (1) ◽  
pp. 26
Author(s):  
Abdullah Farih
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
T Test ◽  
Control Group ◽  
Teaching Reading ◽  
Post Test ◽  
Quasi Experimental ◽  
Independent Variable ◽  
Level Of Significance ◽  
And Control

The objective of this study is to measure whether there is or not significant effect of teaching reading by utilizing Hot Potatoes software toward students’ reading comprehension of descriptive text. The variables used were the teaching treatment of Hot Potatoes Software as the independent variable and the students’ reading comprehension of Descriptive Text as dependent variable. Then, the research designed was Quasi-experimental design and the presentation of data used was quantitative. The data were obtained from the eleventh grade, of which 28 students were taken as sample. The students are divided into two groups; experiment group consisted of 12 students and control group consists of 16 students. To get the data, the pre-test and post-test were applied and then analyzed using t-test formula. The researcher had concluded that there is Significant effect of Hot Potatoes Software toward the students’ reading comprehension achievement. The result showed that mean of students’ post-test was increased. It is proved by the t-test (8.54) which is higher than t-table (2.05) at level of significance 5%. It means that the alternative hypothesis was accepted and it proved that Hot Potatoes Software had significant effect toward students’ reading comprehension of Descriptive Text

scholarly journals Applying Sight Translation as a Means to Enhance Reading Ability of Iranian EFL Students

2016 ◽  
Vol 9 (3) ◽  
pp. 153
Author(s):  
Moslem Fatollahi
Keyword(s):  
Reading Comprehension ◽  
Reading Instruction ◽  
Reading Ability ◽  
Teaching And Learning ◽  
Control Group ◽  
Comprehension Ability ◽  
Quasi Experimental ◽  
Efl Students ◽  
Iranian Context ◽  
Reading Comprehension Ability

<p>Sight translation is the oral translation of a written text and is a mixture of translation and interpreting. Sight translation is a widely-used activity in translation training programs. Yet, this mode of translation has rarely been applied as a reading instruction technique in Iranian EFL instruction context in spite of the growing interest in using sight translation in language teaching and learning. This study aims at investigating the effect of sight translation on the reading comprehension ability of Iranian undergraduate EFL students. This is a quasi-experimental study involving treatment. To this end, four reading comprehension classes involving 70 learners were divided into two groups, with the experimental one receiving reading instruction with sight translation exercises and the control group receiving reading instruction without sight translation exercises. The posttest results revealed that the experimental group performing sight translation exercises in classroom outperformed the control group who had not engaged in sight translation. This study has implications for ELT instructors and learners in an Iranian context as they can use sight translation exercises as an effective technique for improving the reading comprehension ability of their learners.</p>

THE EFFECT OF USING REAP (READ, ENCODE, ANNOTATE PONDER) METHOD ON STUDENTS’ READING COMPREHENSION IN ANALYTICAL EXPOSITIONTEXT OF THE ELEVENTH GRADEOF SMK SWASTA HARAPAN STABAT IN ACADEMIC YEAR 2019/2020

2020 ◽  
Vol 12 (1) ◽  
pp. 35-44
Author(s):  
Deden Riansyah ◽  
Nudia Yultisa
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
T Test ◽  
Post Test ◽  
Academic Year

The objective of this research was to find out whether there was a significant effect of using REAP (Read, Encode, Annotate, Ponder) on students’ reading comprehension in analitycal exposition text of the eleventh grade of SMK Swasta Harapan Stabat in academic year 2019/2020. In this research, the researcher took 80 students as the sample. As the experimental class, the researcher used class XI.1 ADP which consisted of 40 students and for the control class, the researcher used class XI.4 ADP that consist of 40 students. The, the researcher gave pre-test and post-test to both classes.The researcher then statistically analyzed the data by using t-test. After analyzing the data, the researcher concluded that teaching analytical exposition text using REAP method was effective. As the fact, the result of t-test was 2,86 with df = 78. Because there was not df 78 in the t-table, so the researcher decided to use df 60 since it is closer to 78 than df 120.The table at df 60 showed that the value of t-table (  was 2,00 for 5% and 2,66 for 1%. Theoritically, the Alternative Hypothesis ( ) was accepted if the value of t-test was greater than the value of t-table ( > ( . The finding showed that t-test was greater than t-table (2,86 > 2,00 and 2,66). The researcher meant the hypothesis ( ) was accepted. It was stated that “There is a significant effect of using REAP method on students’ reading comprehension in analytical exposition text of the eleventh grade students of SMK Swasta Harapan Stabat in academic year 2019/2020” was accepted.

Sign in / Sign up

Export Citation Format

Share Document