scholarly journals Students’ Problems in Answering Reading Comprehension Question of Descriptive Text in The “Mandiri” Textbook Published by Erlangga at SMPN 1 Kepahiang

2020 ◽  
Vol 1 (2) ◽  
pp. 161-174
Author(s):  
Meri Diana ◽  
Syahrial Syahrial ◽  
Wisma Yunita
Keyword(s):  
Reading Comprehension ◽  
Quantitative Research ◽  
Multiple Choice ◽  
Main Idea ◽  
Reading Test ◽  
Specific Information ◽  
Comprehension Question ◽  
Four Causes ◽  
Descriptive Method

This research aimed to find out the students’ problems in answering reading comprehension questions of descriptive text in the “Mandiri” textbook published and the causes of students’ problems in answering reading comprehension questions of descriptive text in the “Mandiri” textbook published by Erlangga at SMPN 1 Kepahiang. The design of this research was a descriptive quantitative research. This research was designed based on the problems identified and arranged to adjust the main purpose of the research, so that the researcher employed descriptive method. The researcher took 50 students as the sample of this research. The instruments of this study were reading test and interview guideline. The researcher used a reading test in multiple choice forms consisted of fourty numbers of questions included in Mandiri textbook published by Erlangga. Another instrument was an interview guideline. The interview guideline was arranged based on the result of the reading test to reconfirm the result of the reading test and to get an indepth data on the causes of students’ difficulties in reading comprehension. The findings of this research were; (1) the students’ problems in answering reading comprehension questions of descriptive text in the “Mandiri” textbook published by Erlangga at SMPN 1 Kepahiang were finding main idea, identifying specific information, inference, and vocabulary; (2) there were four causes of students’ problems in answering reading comprehension questions of descriptive text in the “Mandiri” textbook published by Erlangga at SMPN 1 Kepahiang; (a) finding main idea is rather complicated, the students need to read the text repeatly to find the main idea; (b) the students need to read from the beginning to finish this description so that they can get the information and answer the questions given; (c) to find inferences they must know the text well and clearly; (d) There are some words that they find difficult to understand and they have never met. They answered that there are some words which are not familiar to them.  

The Utilization of Modified Listen-Read-Discuss Strategy to Teach Reading Comprehension

2021 ◽  
Vol 8 (12) ◽  
pp. 94-99
Author(s):  
Widaty Prayoga Ningrahayu
Keyword(s):  
Reading Comprehension ◽  
Quantitative Research ◽  
T Test ◽  
Reading Test ◽  
Specific Information ◽  
Better Than

This research was quantitative research and considered as true experimental. The objectives of the research were to find out whether modified Listen-Read-Discuss technique can be used to improve students’ reading comprehension better than original LRD or not and the reading aspect that improved the most after the students received the treatments. The sample of this research was 35 students in control class and 34 students in experimental class. The data of this research was collected through reading test. After the data were collected, the researcher used independent t test to analyze the data. From the analysis, it was found that the original and modified LRD were able to improve reading comprehension significantly and modified LRD technique enabled the students to improve their reading better than original one. The last finding of this research was determining reference the most improved reading aspect in experimental class while finding specific information was the most improved aspect in control class. In short, modified LRD technique can enhance students’ reading comprehension better than original one since it added outlining strategy which arranged information based on concept. Keywords: Listen-Read-Discuss, Modified Listen-Read-Discuss, Reading Comprehension..

scholarly journals The Use Of Read, Cover, Remember and Retell Strategy On Students’ English Reading Comprehension

2020 ◽  
Vol 9 (1) ◽  
pp. 82
Author(s):  
Wieke Wido Wati
Keyword(s):  
Reading Comprehension ◽  
Experimental Research ◽  
Research Finding ◽  
Main Idea ◽  
Reading Test ◽  
Control Group ◽  
Specific Information ◽  
English Reading ◽  
Quasi Experimental ◽  
English Reading Comprehension

This research was aimed to find out whether there was significant effect of using read, cover, remember and retell (RCRR) strategy on students’ English reading comprehension. The design was a quasi-experimental research. The sample consisted of 60 students; 30 students for experiment group and 30 students for control group. The instrument was reading test which comprised 30 multiple choice (4 options) question with r=0,86 .The research finding were as follows; 1). RCRR strategy affected students’ reading comprehension in whole reading comprehension RCRR strategy affected students’ reading comprehension in various aspect of reading comprehension, 2). RCRR strategy affected the students’ reading comprehension in the aspect of finding main idea, 3).RCRR strategy affected the students’ reading comprehension in the aspect of making inference, 4).RCRR strategy affected the students’ reading comprehension in the aspect of understanding vocabulary and determining reference. However, RCRR strategy did not affect the students’ reading comprehension in the aspect of identifying specific information. Further study is recommended for medical school.

scholarly journals An analysis of students’ difficulties in comprehending narrative text

2020 ◽  
Vol 5 (2) ◽  
pp. 103-112
Author(s):  
Desi Sapitri ◽  
Fitri Novia ◽  
Rachmanita
Keyword(s):  
Qualitative Research ◽  
Multiple Choice ◽  
Main Idea ◽  
Narrative Text ◽  
Eighth Grade ◽  
Specific Information ◽  
Moral Value ◽  
English Reading ◽  
Eighth Grade Students ◽  
Reading Text

The objective of this study was to find out students’ difficulties faced by the Eight Grade Students at SMP N3 Tanjung Raja in Comprehending English reading text. The method was used descriptive qualitative research. The participants of this study was all of the eighth grade students of SMP Negeri 3 Tanjung Raja. The technique for collecting the data was multiple choice. Based on the result, it was found that the percentage of difficulty in indicator not clearly stated information was 55.90%, the percentage of difficulty in indicator reference of the text was 59.54%, the percentage of difficulty in indicator find moral value of the text was 64.23%, the percentage of difficulty in indicator find the deducing meaning was 55.27%,  the percentage of difficulty in indicator find the specific information was 56.35%, the percentage of difficulty in indicator find the detailed information was 67.05%, and the percentage of difficulty in indicator find the main idea was 54.81%

scholarly journals INVESTIGATING READING COMPREHENSION PROCESSES IN ESP EDUCATION

2021 ◽  
Vol 18 (49) ◽  
pp. 91-105
Author(s):  
Maja Stanojević Gocić ◽  
Keyword(s):  
Reading Comprehension ◽  
Text Comprehension ◽  
Strategic Behavior ◽  
Progress Monitoring ◽  
Text Processing ◽  
Main Idea ◽  
Schema Theory ◽  
Specific Information ◽  
World Knowledge ◽  
Specific Reading

Reading is regarded as a cognitive process of meaning construction, or an interactive process that comprises low-level processes of word recognition and high-level processing of ideas. Schema theory implies the meaning of а text is not embedded in the text itself; it is actually created in an active manner through interaction between the reader and the text, in which readers use their world knowledge to decode text meaning. Accordingly, readers bring their ideas, experience and previously gained knowledge into reading comprehension processes. The attainment of specific reading goals, including main idea comprehension and extracting specific information from the text, requires the employment of various reading strategies. In that sense, strategic behavior is deployed by proficient readers; it enables them to facilitate and improve text comprehension, which is the ultimate aim of the reading skill. 10 ESP students of the College of Applied Professional Studies in Vranje took part in this research as respondents. After completing their reading comprehension assignments, students reported on those tasks by virtue of think-aloud protocols. This type of research may provide an insight into specific problems students encounter during text processing activities, as well as strategies they employ to resolve them, which would facilitate the evaluation of reading performance and progress monitoring. The results imply that strategic training would enable ESP students to efficiently attain both general and specific reading goals.

scholarly journals Computerized Dynamic Assessment (C-DA) on Reading Comprehension for L2 Learners of Vocational High Schools

2021 ◽  
Vol 5 (11) ◽  
pp. 1540
Author(s):  
Putri Ismayana ◽  
Gunadi Harry Sulistyo ◽  
Primardiana Hermilia Wijayati
Keyword(s):  
Reading Comprehension ◽  
High Schools ◽  
Reading Skills ◽  
Dynamic Assessment ◽  
Word Meaning ◽  
Multiple Choice ◽  
Main Idea ◽  
Logical Inference ◽  
Assessment Program ◽  
Vocational High Schools

<p><strong>Abstract: </strong>This study focuses on developing a prototype of an assessment program on reading comprehension based on computerized dynamic assessment. The reading skills to be measure include identifying topic, main idea, the detail of the text, logical inference, an assumption, word meaning and synonym, and a conclusion. The assessment consists of two types of tests including multiple choice type and cloze procedures. Those tests contain prompts as the characteristic of dynamic assessment. The participants in this study were 316 eleventh grade students of vocational high schools. The result reveals that the product was positively agreed by most of the subjects despite the fact that they were not familiar with this assessment program. This indicates that the developed product was acceptable by eleventh grade students on vocational high schools.</p><p><strong>Abstrak:</strong> Penelitian ini fokus pada pengembangan prototipe program penilaian pada membaca komprehensif yang berdasarkan pada <em>computerized dynamic assessment</em>. Kemampuan membaca yang akan diukur pada tes ini, meliputi identifikasi topik, ide pokok, informasi rinci dalam teks, referensi, identifikasi anggapan, memahami makna persamaan kata, dan menyimpulkan. Produk asesmen ini terdiri dari dua tipe teS, yaitu pilihan ganda dan <em>cloze procedures</em>. Tes tersebut mengandung petunjuk/saran sebagai karakteristik dari <em>dynamic assessment</em>. Peserta yang terlibat pada penelitian ini terdiri dari 316 siswa kelas sebelas sekolah menengah kejuruan. Hasil dari pengembangan produk program penilaian <em>computerized dynamic assessment</em> sangat diterima dengan baik dan hampir dari seluruh peserta tidak mengenal program penilaian <em>computerized dynamic assessment.</em> Hal ini mengindikasikan bahwa pengembangan produk ini diterima oleh siswa terutama pada sekolah menengah kejuruan. </p>

scholarly journals Reading Ability and Strategies of Students in Coastal Area of Bengkulu

2018 ◽  
Vol 5 (1) ◽  
pp. 36
Author(s):  
Fernandita Gusweni Jayanti ◽  
Anggun Citra Sari Dewi
Keyword(s):  
Reading Comprehension ◽  
Coastal Area ◽  
Reading Strategies ◽  
Reading Ability ◽  
Main Idea ◽  
Reading Strategy ◽  
Qualitative Approach ◽  
Specific Information ◽  
Medium Frequency ◽  
Comprehension Test

The purpose of this study is to discuss students’ reading ability and the reading strategies they use when they read English texts. This study employs a descriptive-qualitative approach. The data were gained by using two instruments; a reading comprehension test and a questionnaire on reading strategy. The respondents of this research were 243 third year students from four senior high schools located in coastal area in Bengkulu city. The results of students’ reading comprehension test showed that the students’ reading ability is categorized as poor. This study also found that the students use reading strategies in medium frequency. It means that the students do not make use of reading strategies maximally. Furthermore, the analysis of the questionnaire also showed that the most frequently used strategies are finding the main idea of the text, guessing the meaning of difficult words and using background knowledge while reading, while the least frequently used strategies are looking at the text closely, finding specific information and interpreting graph, diagram and table. It is predicted that the students’ low reading ability was influenced by the way the students use reading strategy and the sociocultural factor of the students who live in coastal area.

scholarly journals Effect of Ideational Prominence on Children's Reading Comprehension of Expository Prose

1981 ◽  
Vol 13 (1) ◽  
pp. 49-56 ◽  
Author(s):  
James F. Baumann
Keyword(s):  
Reading Comprehension ◽  
Multiple Choice ◽  
Main Idea ◽  
Educational Practice ◽  
Choice Test ◽  
Future Research ◽  
Multiple Choice Test ◽  
Expository Prose ◽  
Children's Reading ◽  
Children’S Reading

The efficacy of the levels hypothesis (the prediction that ideas residing at superordinate positions in a text hierarchy are most memorable) was evaluated as a suitable descriptor of children's reading comprehension of expository prose. Third-and sixth-grade students read expository passages taken from extant curricular materials and responded to either a paper and pencil comprehension test (an open ended or multiple choice test) or produced an oral free recall. Results revealed that in only one instance (third-graders responding to the multiple choice test) did the children respond in the predicted manner: greater comprehension of main idea, gist information. The findings were interpreted as indicating little support for the levels hypothesis as a singular, accurate predictor of the information children will remember after reading expository prose. Other text-based and reader-based factors were discussed as possible explanations for the results. Implications for future research and educational practice were also discussed.

The Effect of Transformational Simplification on the Reading Comprehension of Selected High School Students

1972 ◽  
Vol 5 (4) ◽  
pp. 273-281 ◽  
Author(s):  
Ronald V. Evans
Keyword(s):  
Reading Comprehension ◽  
High School Students ◽  
Multiple Choice ◽  
Reading Test ◽  
Sentence Length ◽  
Choice Test ◽  
Multiple Choice Questions ◽  
School Students ◽  
Subordinate Clauses ◽  
12Th Grade

Transformational-generative grammar theory has prompted several studies on the reading comprehension of variously transformed sentences. The results have shown that verbal noun phrases, noun and relative clauses, subordinate clauses, as well as the number of modifiers embedded on any noun headword, all combine to complicate reading comprehension. This study compared two identical groups of 12th grade students, reading two versions of five prose selections. One version had simplified all of the previously mentioned structures, maintaining a twelve-word average sentence length. The other version was taken as used in The Davis Reading Test. Both groups were tested by multiple-choice questions from the reading test and by cloze-tests. The results showed a significant achievement on the multiple choice test and on three of five cloze tests for the simplified-version readers.

scholarly journals Reading Comprehension Test and Its Challenges In Students’ Perspective

2021 ◽  
Vol 14 (1) ◽  
pp. 40
Author(s):  
Sutrisno Sadji Evenddy ◽  
Ledy Nurlely ◽  
Marfu'ah Marfu'ah
Keyword(s):  
Reading Comprehension ◽  
Qualitative Method ◽  
Reading Test ◽  
English Department ◽  
Final Test ◽  
First Semester ◽  
Difficult Question ◽  
Question Category ◽  
Current Context ◽  
Descriptive Method

There are two objectives of this research were first, to find the most difficult question category that students faced in reading test, and last, to investigate the causes of students' difficulties. This research used a qualitative method and it was conducted at the first semester students of c class English Department of UNTIRTA year 2019. The descriptive method was used to expose the result of this research. The data were collected through documents of reading comprehension final test first semester and an interview with the students. The document was used to find out the most difficult question category, and the result after analyzing the document is the students got difficulties in answering the question about vocabulary mastery. It is also supported by the result of interviewing the students. There were 17 students from 20 students or 85% felt that the vocabulary question category in part B was difficult. Then, the interview was also used to investigate the causes of the student's difficulties in reading test. The result got after analysis, the causes of the students got difficulties and confused to answer vocabulary question because they were lack of vocabulary mastery, and their reading habit was poor. So, it indicates that students’ capability of guessing meaning some unfamiliar vocabulary or words in the current context needs to be improved.

scholarly journals STUDENTS’ COMPETENCE IN PREDICTING INFORMATION THROUGH PICTURE ON READING TEXT AT GRADE VIII STUDENTS OF JUNIOR HIGH SCHOOL

2018 ◽  
Vol 6 (4) ◽  
Author(s):  
Putri Widya Ningsih ◽  
Anni Holila Pulungan ◽  
Rita Suswati
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Data Analysis ◽  
Junior High School ◽  
Quantitative Research ◽  
Junior High ◽  
Reading Test ◽  
Reading Text ◽  
Good Score

This study is aimed to find out whether students pay more attention to picture, get information from picture and understanding the content of the text. It was conducted by using descriptive quantitative research. The source of the data was taken from the textbook entitled English in Focus published by Nur Ilmu, Yudhistira and students’ grade VIII of SMPN 3 Percut Sei Tuan. There are 9 classes of grade VIII which consists of 325 students, and VIII-1 was taken as the sample of this research. The data of this study were obtained from the students’ score of reading test. Based on the result of data analysis, it was found that the competence in predicting information through picture is very good. From 38 sample students, there were 21 students (55,3%) got very good score or can predict more than 5 details of information from the text, 15 students (39.5%) got good score or can predict less than 5 details of information from the text and only 2 students (5.2%) got bad score or predict less than 2 information. As well as their reading comprehension of the text with mean score 82.37 which is higher than the Minimal Completeness Criteria (KKM) of reading applied by SMPN 3 Percut Sei Tuan. It can be concluded that The result of this research is appropriate to the theory which claim that pictures are useful for getting students to predict what is coming next in a lesson and help the students comprehend the text easily. Keywords: Predicting Information, Picture, Reading Text

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