The Effect of the Reciprocal Teaching Model on Developing Jordanian Students' Reading Comprehension at Mutah University

2016 ◽  
Vol 8 (6) ◽  
pp. 69
Author(s):  
Mohammad Yousef Ahmad AlSaraireh ◽  
Ku Mohd Nabil Ku Hamid
Keyword(s):  
Reading Comprehension ◽  
Female Students ◽  
Reciprocal Teaching ◽  
Control Group ◽  
First Year ◽  
Teaching Model ◽  
First Year Students ◽  
Paired Samples ◽  
The Impact ◽  
Experimental Group

The aim of this study is to examine the impact of using the reciprocal teaching model on Jordanians’ first year students at Mutah University in the academic year 2015/2016. 176 participants took part and were arbitrarily selected and divided into two gender mixed groups; the experimental group which was exposed to the reciprocal teaching model (RT), and the control group which was taught using the traditional method (TM). A total of fourteen  independent sample T-tests and paired samples T-tests were used for the purpose of comparing and analysing the scores of the pre-tests and the post-tests, and with the intention to pinpoint the effect of using RT as well as to measure the extent of such effect on the development of the students’ reading comprehension skills. Through the analysis of the results and in line with the two questions of this study, it has emerged that the use of the RT model has a positive effect on the first year students’ reading comprehension achievement in the experimental group; a fact that is reflected in the significant statistical difference when compared to the reading comprehension achievement of the students from the control group taught using the TM. It has also emerged that although the male students’ scores are better than the scores attained by the female students, the use of the RT remains of great benefits for both; male and female students. 

THE EFFECT OF USING NOTING INTERACTING SUMMARIZING AND PRIORITIZING STRATEGY ON STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION

2013 ◽  
Vol 2 (4) ◽  
Author(s):  
Maruh Sianturi And Berlin Sibarani
Keyword(s):  
Reading Comprehension ◽  
Experimental Design ◽  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
Control Group ◽  
First Year ◽  
Teaching Reading ◽  
First Year Students ◽  
Level Of Significance ◽  
Experimental Group

This study was aimed at finding out the effect of using Noting, Interacting, Summarizing, and Prioritizing Strategy on Students’ Achievement in Reading Comprehension. This study was designed with the experimental design. The population of this study was the first year students at academic 2013/2012 of SMA swasta YP St. Paulus Martubung, Medan. There were fourty students taken as the sample of the research. The sample was divided into two groups: the first group (20 students) as the experimental group and the second group (20 students) as the control group. The experimental group was taught by Using Noting, Interacting, Summarizing, and Prioritizing Strategy, while the control group was taught by using conventional method. The instrument for collecting the data was multiple choices which consisted of 40 items. To obtain the reliability of the test, the researcher used Kuder -Richardson (KR-21) formula. The calculation showed that the reliability of the test was 0.75. The data were calculated by using t-test formula. The result of the analysis shows that t-observed (4.98) was higher than t-table (2.025) at the level of significance (α) 0.05 and the degree of freedom (df) 38. Therefore, the null hypothesis (H0) was rejected and alternative hypothesis (Ha) was accepted. It meant that teaching reading comprehension by using Noting, Interacting, Summarizing, and Prioritizing Strategy significantly affects reading comprehension.

scholarly journals THE EFFECT OF APPLYING VENN DIAGRAM STRATEGY ON STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION

2012 ◽  
Vol 1 (1) ◽  
Author(s):  
Emi Agusriani Samosir And Berlin Sibarani
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
Test Reliability ◽  
Choice Test ◽  
Venn Diagram ◽  
Control Group ◽  
First Year ◽  
First Year Students ◽  
Level Of Significance ◽  
Experimental Group

This study was aimed at finding out the effect of applying Venn Diagram Strategy on students’ achievement in reading comprehension. This study was conducted with an experimental design. The population of this study was the first year students in the academic year 2012/2013 at SMK Prayatna-1 Medan. There were sixty students taken as the sample of the research. The sample was divided into two groups: the first group (30 students) as the experimental group and the second group (30 students) as the control group. The experimental group was taught by applying the Venn Diagram Strategy, while the control group was taught without the Venn Diagram Strategy. The instrument for collecting data was a multiple choice test which consisted of 40 items. To obtain test reliability, the researcher used the Kuder -Richardson (KR-21) formula. The calculation showed that the reliability of the test was 0.66. The data were calculated by using the t-test formula. The result of the analysis showed that the t-observed (5.02) was higher than t-table (2.00) at the level of significance (α) 0.05 and the degree of freedom (df) 58. Therefore, the null hypothesis (H0) was rejected and the alternative hypothesis (Ha) was accepted. It means that teaching reading comprehension through the Venn Diagram Strategy significantly affected reading comprehension.   Key Words: Venn Diagram Strategy, Reading Comprehension, Student Achievement.

The Impact of Scaffolding Strategies in Enhancing Reading Comprehension Skills of University Students in a Saudi Context

2017 ◽  
Vol 9 (5) ◽  
pp. 1
Author(s):  
Arwa Abdullah AbdulRahman Al Eissa ◽  
Abdullah Al-Bargi
Keyword(s):  
Reading Comprehension ◽  
Female Students ◽  
Control Group ◽  
Mixed Method Research ◽  
Significant Difference ◽  
Comprehension Skills ◽  
Scaffolding Strategies ◽  
The Impact ◽  
Reading Comprehension Skills ◽  
Experimental Group

Based on a mixed method research design, this study aims to investigate the effectiveness of applying scaffolding strategies in enhancing reading comprehension skills of female students at King Abdulaziz University in the city of Jeddah in Saudi Arabia. The participants of the study were thirty-three female students at the preparatory year program (PYP) who were registered at the proficiency level 104 (B1/Threshold level on the Common European Framework of reference for language; CEFR). They were divided into two groups: Seventeen students in the control group and sixteen students in the experimental group. Both groups were exposed to the same reading lessons but with the experimental group exposed to scaffolding strategies. Prior to the treatment, a pretest was administered to both groups. Once the treatment was accomplished, a posttest was administered to investigate the effect of applying scaffolding strategies on developing reading comprehension skills. Furthermore, qualitative data was collected via open-ended questionnaire. The results of the study indicated that there was a statistically significant difference between the pretest and posttest of the experimental group in favor of the posttest. Furthermore, students showed a positive attitude to the scaffolding technique as a motivation factor to their learning. Conclusions and recommendations for further research are given at the end of this study.

scholarly journals أثر استراتيجيات ما وراء المعرفة في تحسين مستوى الاستيعاب القرائي لدى الطلبة الماليزيين الناطقين بغير العربية / The influence of Meta cognitive strategies on improving reading comprehension among non-Arabic speaking Malaysian students

2016 ◽  
Vol 7 (3) ◽  
Author(s):  
Siti Rosilawati Binti Ramlan ◽  
Nail Al-Shar‘ah
Keyword(s):  
Reading Comprehension ◽  
Cognitive Strategies ◽  
Control Group ◽  
First Year ◽  
First Year Students ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Arabic Speaking ◽  
Malaysian Students ◽  
Experimental Group

ملخص البحث: هدفت هذه الدراسة إلى استقصاء أثر استخدام بعض استراتيجيات ما وراء المعرفة في تحسين الاستيعاب القرائي بالمستوى الحرفي والاستنتاجي والتطبيقي لدى الطلبة الناطقين بغير العربية في المرحلة الجامعية بماليزيا. واستخدم الباحثان المنهج شبه التجريبي لمناسبته لطبيعة الدراسة وظروفها، وقد تكونت عينة الدراسة من (52) طالباً وطالبة من طلبة السنة الأولى بجامعة العلوم الإسلامية الماليزية، وتم اختيارهم بالطريقة القصدية، وتوزيعهم عشوائياً على مجموعتين إحداهما تجريبية، وتضم (26) طالباً وطالبة، وأخرى ضابطة، وتضم (26) طالباً وطالبة؛ حيث طبق على طلبة المجموعة التجريبية تدريس مادة اللغة العربية باستراتيجيات ما وراء المعرفة والمجموعة الضابطة بالطريقة الاعتيادية. ولتحقيق هدف الدراسة قام الباحثان بتصميم دليل المعلم وورقات العمل للطلبة وفق استراتيجيات ما وراء المعرفة، واستخدمت اختبارا لقياس الاستيعاب القرائي بالمستوى الحرفي والاستنتاجي والتطبيقي. وأظهرت النتائج وجود فرق ذي دلالة إحصائية عند مستوى الدلالة (α=0.05) في المستويين: الحرفي والتفسري يعزى إلى أثر استراتيجية التدريس لصالح المجموعة التجريبية. الكلمات المفتاحية: استراتيجيات ما وراء المعرفة-الاستيعاب القرائي - استراتيجيات القراءة - تعليم القراءة - الطلبة. Abstract: This study aims to trace the influence of using some meta cognitive strategies in improving reading comprehension on the conclusion and application levels among non-Arabic speaking students in Malaysian universities. The researchers made use of quasi-experimental method to suit with the nature of the study. The sample consist of 52 students from first year students of The Islamic Sciences University Malaysia selected purposefully for the objective. They were divided into two groups: 26 students for the experimental group and the other 26 for the control group. The former was exposed to teaching with meta cognitive strategies while the latter was taught ordinarily. The researchers had designed a teaching manual and assignment papers according to the meta cognitive strategies. An examination was deployed to measure the reading comprehension on the literal, conclusion and application levels. The results showed significant difference of α=0.05 in two levels: literal and interpretation that correlates with the meta-cognitive strategies applied on the experimental group.   Keywords: Meta cognitive strategies- Reading comprehension – Reading strategies – Teaching reading skills – students.   Abstrak: Kajian ini ertujuan untuk mengesan kesan penggunaan strategi meta kognitif dalam menambah baik kefahaman membaca pada tahap membuat kesimpulan dan applikasi kefahaman dalam kalangan pelajar bukan Arab di universiti-universiti Malaysia. Penyelidik menggunakan metod quasi-eksperimental untuk menyesuaikan dengan tabiat kajian. Sampel mengandungi 52 pelajar-pelajar tahun satu daripada Universiti Sains Islam Malaysia yang dipilih khusus untuk tujuan kajian. Mereka dibahagikan kepada dua kumpulan: 26 pelajar untuk kumpulan eksperimental manakala 26 lagi untuk kumpulan kawalan. Kumpulan pertama didedahkan kepada pengajaran dengan strategi meta kognitif sementara kumpulan kawalan diajar secara biasa. Satu garis panduan mengajar telah di susun beserta dengan kerja latihan mengikut kepada starategi meta kognitif. Satu penilaian telah dijalankan untuk mengukur kemahiran membaca pada tahap literal, kesimpulan dan applikasi kefahaman. Keputusan analisa menunjukkan perbezaan yang penting (α=0.05) pada dua tahap: literal dan intrepretasi yang berhubung dengan strategi Meta kognitif yang didedahkan kepada kumpulan eksperimen.   Kata kunci: Strategi meta kognitif – kefahaman membaca- strategi membaca- pengajaran kemahiran membaca – pelajar-pelajar.

scholarly journals THE USE OF MIND MAPPING TO TEACH READING COMPREHENSION

2020 ◽  
Vol 8 (2) ◽  
pp. 162
Author(s):  
Sopian Saori
Keyword(s):  
Reading Comprehension ◽  
Mapping Technique ◽  
Control Group ◽  
Mind Mapping ◽  
Reading Tests ◽  
First Year Students ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact ◽  
Experimental Group

The research was aimed at finding out the impact of using mind mapping toward students’ reading comprehension. This study was classified as a quasi experimental research design using two intact classes as an experimental and control group. The experimental group was treated using mind-mapping technique, while the control group was subjected to conventional learning technique. The sample of this study was the first year students of Nabi’ Nubu’ Islamic Senior High School. The instrument of this study employed reading test for students in both groups. The reading tests were distributed in the pre-test and post-test. The data analysis used descriptive and inferential statistic. The data were met the normal and homogeneous data. The result of the study showed that the mean scores of the experimental group (71.76) was higher than the control group (60.24) after treatment was given. Thus, the use of mind mapping has a significant effect towards students’ reading comprehension. It indicated that the technique can be an alternative technique to teach reading comprehension.

scholarly journals The Effect of Using Two Teaching Models of Constructivism on the Motivation Towards Learning Science

2016 ◽  
Vol 10 (1) ◽  
pp. 222
Author(s):  
Enas S. Abulibdeh ◽  
Ghaleb M. Bani Essa ◽  
Haytham M. Bani Hani
Keyword(s):  
Student Motivation ◽  
Female Students ◽  
Learning Science ◽  
Control Group ◽  
Teaching Model ◽  
Traditional Group ◽  
Teaching Models ◽  
Item Questionnaire ◽  
The Impact ◽  
Experimental Group

This study aimed at investigating the effect of using two teaching models of constructivism on the motivation towards learning science. The sample of the study consisted of 211 male and female students from grade 8. They were distributed into three groups: The first experimental group which was taught by using a Bybee Model and consisted of 71 students, the second group consisted of 70 students and it was taught by adopting Zahorik model, while the third group (the control group) consisted of 71 students and it was taught by adopting the traditional method of teaching. The researchers used a 35- item questionnaire to measure student motivation toward learning science. Findings of the study indicated that there were statistically significant differences on all dimensions of the overall measure of motivation due to the impact of the teaching model, and came to favor the two experimental groups compared to the traditional group. And to favor first group which was taught by Bybee model compared to the group which was taught by Zahorik model. There were also statistically significant differences on the overall measure of motivation, due to the effect of gender; the differences were in favor of females. 

scholarly journals Effectiveness of the reflection-based reciprocal teaching approach for reading comprehension achievement in upper secondary school in Myanmar

2021 ◽  
Author(s):  
Tun Zaw Oo ◽  
Andrea Magyar ◽  
Anita Habók
Keyword(s):  
Reading Comprehension ◽  
Secondary School ◽  
Classroom Environment ◽  
Teaching Method ◽  
Reciprocal Teaching ◽  
Control Group ◽  
Upper Secondary School ◽  
School Students ◽  
Upper Secondary ◽  
Experimental Group

AbstractThis study investigates the effectiveness of the reflection-based reciprocal teaching (RBRT) approach for Myanmar upper secondary school students’ reading comprehension in English. In the RBRT approach, the main frame is based on the reflective teaching model for reading comprehension (Oo and Habók in Int Electron J Elementary Educ 13(1):127–138, 2020), in which the reciprocal teaching method (involving questioning, clarifying, summarizing, and predicting) was applied. This study used cluster randomized trials. Two groups participated in the research: the experimental group, who were taught with the RBRT approach, and the control group, who were taught with traditional methods. Results showed that the RBRT approach has a strong effect on students’ English reading comprehension achievement. The experimental group increased its achievement on the posttest significantly, and the students’ results showed high effect size. It was also found that teachers’ reflection on the instructional context had a considerable impact on raising students’ reading comprehension achievement. The RBRT approach can be successfully applied in the classroom environment to develop students’ reading comprehension in English in Myanmar.

scholarly journals THE EFFECTIVENESS OF USING INDEX CARD MATCH IN TEACHING VOCABULARY

2018 ◽  
Vol 5 (2) ◽  
pp. 107
Author(s):  
Sri Ariani ◽  
Tri Setianingsih
Keyword(s):  
Teaching Method ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
First Year ◽  
Research Subjects ◽  
Index Card ◽  
First Year Students ◽  
Post Test ◽  
And Control ◽  
The Impact

This research aims to find out Is there any significant differences between the impact of traditional teaching method and using Index Card Match in teaching English vocabulary at the First Year Students of SMA HANG TUAH 3 MATARAM and to find out does using Index Card Match have a positive effect on students’ vocabulary knowledge. The sample of this research is 40 students. The kind of this research is experimental research. The students are divided into two groups such as experimental group and control group. Then the research subjects are pre-tested to know their prior vocabulary mastery. After the treatment, the sample is post-tested to know their recent vocabulary mastery as the result of the treatment. The scores in both pre-test and post-test are taken as the main data of the research. The data is analyzed by using t-test.

scholarly journals The Influence of Teaching Vocabulary by Using Picture

2016 ◽  
Vol 1 (2) ◽  
pp. 159
Author(s):  
Hanik Nuzulimah
Keyword(s):  
Control Group ◽  
First Year ◽  
First Year Students ◽  
Significant Difference ◽  
Post Test ◽  
The Subject ◽  
And Control ◽  
Data Analysis Result ◽  
Experimental Group ◽  
Better Than

This paper attempts to explore whether there is significant difference of achievement in vocabulary between students taught by using pictures and those are not. The subject of this study is the first year students of SLTP Muhammadiyah Simo Susukan, Semarang where the sample contains 50 students that is divided into experimental group (with treatment) and control group (without treatment). The data is gathered from participants’ score obtained from pre test and post test. Using t test as technique of data analysis, result shows that students taught by using pictures perform better than those are not. It means that there is significant difference between the two groups. Keywords: Vocabulary Teaching; Picture

scholarly journals The Effectiveness of a Music and Movement Program for Traditional Dance Teaching on Primary School Students’ Intrinsic Motivation and Self - Reported Patterns of Lesson Participation

2017 ◽  
Vol 8 (1) ◽  
pp. 227-236
Author(s):  
Lykesas Georgios ◽  
Dania Aspasia ◽  
Koutsouba Maria ◽  
Nikolaki Evgenia ◽  
Tyrovola Basiliki
Keyword(s):  
Intrinsic Motivation ◽  
Primary School ◽  
Instructional Program ◽  
Control Group ◽  
Teaching Model ◽  
Primary School Students ◽  
School Students ◽  
Traditional Dance ◽  
The Impact ◽  
Experimental Group

Abstract Research evidence on traditional dance teaching has shown how important it is for primary school education to institute reforms and present new ways of intervention in order to contribute effectively to the overall development of the child's personality. The aim of this research is a) to demonstrate the effectiveness of a music and movement instructional program on traditional dance learning, in terms of primary school students patterns of self-reported positive learning experiences and active lesson participation and b) to examine its impact on students’ internal motivation to play and dance with a more enjoyable and creative mood. During a period of six months 80 students (34 boys and 46 girls) aged between 9-10 years old, took part in the research. They were divided into two groups, the experimental group (N = 40) and control group (N = 40). The experimental group was taught Greek traditional dances according to a Music and Movement teaching model, while the control group was taught the same dances with a direct teaching model. The impact of the two models on students’ motivation to participate actively during the lesson was tested with the use of the Intrinsic Motivation Inventory (IMI). The results showed that the use of Music and Movement teaching models can have a positive impact on students’ intrinsic motivation and active participation in the course of traditional dance.

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