scholarly journals Improving English Reading Comprehension Ability through Survey, Questions, Read, Record, Recite, Review Strategy (SQ4R)

2017 ◽  
Vol 10 (12) ◽  
pp. 202 ◽  
Author(s):  
Nurul Lailatul Khusniyah ◽  
Yumna Rasyid ◽  
Ninuk Lustyantie
Keyword(s):  
Reading Comprehension ◽  
T Test ◽  
English Reading ◽  
Survey Questions ◽  
Significant Difference ◽  
Before And After ◽  
Comprehension Ability ◽  
English Reading Comprehension ◽  
Reading Comprehension Ability ◽  
Test Result

The aim of this study is to examine the effect of the survey, questions, read, record, recite, review (SQ4R) strategy of the reading comprehension ability students of 2nd semester. The research study was used action research method. The sampling was taken by 34 students. The validity of data used credibility, transferability, dependability, and conformability. Reading comprehension ability achievement questions prepared by the researcher. It was used as the data collecting tool. These questions were implemented to both groups before the experiment. Independent sample t-test was used for data analysis. The result of the study that t-test result is t-stat (11.3)> t-table (1.997). It means that there is a significant difference was found in English reading comprehension ability in favour of the students who studied reading comprehension before and after the use of the SQ4R strategy.

scholarly journals The Impact of PQ4R Strategy Use on EFL Students' English Reading Comprehension

EDULANGUE ◽  
2018 ◽  
Vol 1 (2) ◽  
pp. 24-35
Author(s):  
Nurul - Lailatul Khusniyah
Keyword(s):  
Reading Comprehension ◽  
T Test ◽  
Study Program ◽  
English Reading ◽  
Significant Difference ◽  
Comprehension Ability ◽  
Efl Students ◽  
English Reading Comprehension ◽  
The Impact ◽  
Reading Comprehension Ability

The aim of this study is to examine the effect of PQ4R strategy on reading learning at English Study Program Universitas Islam Negeri Mataram. The research was used action research method. The sampling was taken by 34 students. The validity of data used credibility, transferability, dependability, and conformability. Reading comprehension ability achievement questions prepared by the researcher. It was used as the data collecting tool. These questions were implemented to both groups before the experiment. Independent sample t-test was used for data analysis. The result of the study that t-test result is t-stat (5.38) > t-table (1.99). It means that there is a significant difference was found in reading comprehension learning

scholarly journals DEVELOPING ESP READING COMPREHENSION INSTRUCTIONAL MATERIALS THROUGH SCHEMA THEORY APPROACH AT PAI STUDY PROGRAM OF TARBIYAH FACULTY OF IAIN BENGKULU

2017 ◽  
Vol 1 ◽  
pp. 491
Author(s):  
Syamsul Rizal
Keyword(s):  
Reading Comprehension ◽  
Instructional Materials ◽  
Control Group ◽  
Theory Approach ◽  
Study Program ◽  
English Reading ◽  
Significant Difference ◽  
Comprehension Ability ◽  
English Reading Comprehension ◽  
Reading Comprehension Ability

The fact that the English reading comprehension ability of the students of Islamic Religious Education of Tarbiyah Faculty of IAIN Bengkulu is still low. One of the causes of the problem is the ineffectiveness of the English teaching materials that have been used. Therefore, the purpose of this study is to produce ESP English reading comprehension instructional materials based on Islamic Educational Studies (IES) in accordance with the characteristics of Islamic Education Study Program students of Tarbiyah Faculty. The procedure in developing this instructional materials was adapted from Borg and Gall's research and development model. The research method used to investigate the effectiveness of the product is quasi-experimental method.  The developed instructional material prototype was validated by material and media experts and also by English lecturers. According to experts of material and media, the product is very good with the percentage of ideality of 76% and 73.3%. According to the English lecturers’ validations are also categorized in good category with 77.5% percentage and the students' responses from the aspect of material, presentation and language assessment are classified as positive (good) category. There is a significant difference of reading comprehension achievement between experimental and control group students. It means that the students’ reading comprehension ability in the experimental group is higher than that of in the control group. It indicates that the product of this research is effective in improving the students’ English reading comprehension achievement.

scholarly journals Reading Strategies in Persian and English Languages and Their Influence on English Reading Comprehension Ability

2016 ◽  
Vol 6 (7) ◽  
pp. 159
Author(s):  
M. Rahim Bohlooli Niri
Keyword(s):  
Reading Comprehension ◽  
Short Circuit ◽  
Schema Theory ◽  
English Reading ◽  
Comprehension Ability ◽  
English Reading Comprehension ◽  
The Impact ◽  
The Relationship ◽  
Problem Versus ◽  
Reading Comprehension Ability

<p>The purpose of the present study is to investigate the relationship between successful readers’ strategies in Persian and English languages, and the impact of instruction of such strategies on English reading comprehension ability. The present study relies on Casanave’s (1998) expanded view of schema theory, the strategy schema, Goodman’s (1971) language transfer or linguistic independent hypothesis and Clarke’s idea of short-circuit or language ceiling hypothesis in ESL or EFL. This study also aims at finding an answer to the question of reading problem versus language problem, first raised by Alderson (1984, pp. 1-27) and then followed by Carrell (1991, pp. 159-179).</p>

scholarly journals Pengembangan Suplemen Bahan Ajar Kontekstual Membaca Pemahaman Bermuatan Nilai-Nilai Karakter Mata Pelajaran Bahasa Inggris Kelas IX Semester 1 Tahun Pelajaran 2016/2017 SMPN 2 Kubu

2018 ◽  
Vol 8 (2) ◽  
Author(s):  
NI KETUT UTAMI HANDAYANI . ◽  
PROF.DR. NASWAN SUHARSONO, M.Pd. . ◽  
DR. I MADE TEGEH, S.Pd.,M.Pd .
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
T Test ◽  
Ninth Graders ◽  
Average Score ◽  
Learning Material ◽  
English Reading ◽  
Significant Difference ◽  
Post Test ◽  
Test Result

Penelitian ini bertujuan mengembangkan suplemen bahan ajar Bahasa Inggris membaca pemahaman yang kontekstual dan berkarakter sesuai model pembelajaran REACT yang memenuhi kelayakan bagi siswa kelas IX SMP. Metode penelitian menggunakan model pengembangan Borg and Gall (1989). Uji validasi dilaksanakan melalui uji ahli, uji perorangan, uji teman sejawat, dan uji kelompok kecil sedangkan uji efektifitas produk melalui pre-tes dan post-test. Data uji oleh ahli isi/desain dan media, perorangan, teman sejawat, dan tanggapan kelompok kecil dikumpulkan melalui angket, sedangkan hasil uji efektivitas penerapan dikumpulkan melalui test. Hasil-hasil uji dianalisis melalui statistik deskriptif kualitatif dan kuantitatif. Data hasil uji yang dikumpulkan melalui angket dianalisis menggunakan persentase dan hasilnya dikonversikan dengan tabel kualifikasi. Sedangkan hasil uji efektivitas penerapan, pretest dan post-test dianalisis menggunakan uji-t dan hasilnya dibandingkan dengan hipotesis. Hasil penelitian terhadap pengembangan produk menunjukkan bahwa hasil uji validasi ahli pembelajaran terhadap isi sebesar 92,00% dengan kualifikasi hampir sempurna dengan perbaikan sangat ringan, hasil validasi ahli desain sebesar 92,00% dan hasil validasi ahli media sebesar 88,00% dengan kualifikasi sangat baik perlu revisi ringan, hasil validasi perorangan terhadap produk sebesar 92,22%, hasil validasi/uji teman sejawat sebesar 93,33%, hasil validasi kelompok kecil sebesar 92,20%, dan dari hasil pre-test dan post-test diperoleh nilai rata-rata kelas sebesar 66,75 dan 80,87. Uji efektivitas penerapan dilakukan melalui uji-t terhadap hasil pretest dan post-test. Hasil uji efektivitas menunjukkan bahwa hipotesis alternatif diterima, yaitu terdapat perbedaan signifikan antara hasil test sebelum dan sesudah penerapan bahan ajar yang dikembangkan. Dapat disimpulkan bahwa suplemen bahan ajar membaca pemahaman Bahasa Inggris kontekstual berkarakter untuk kelas IX semester 1 layak untuk dipergunakan. Kata Kunci : bahan ajar, pembelajaran kontekstual, membaca pemahaman, pendidikan berbasis karakter This research was aimed at developing contextual English reading (comprehension) supplement for the ninth graders of SMP semester 1 by the implementation of REACT model of learning in the academic year 2016/2017. Product validation included experts validation, individual validation from the students, teachers validation, and classical validation, while the effectiveness of the product was done through the analysis of the pre-test and post-test. Data of evaluation were collected through questionaires distribution, and tests. The result of evaluation was analyzed through descriptive qualitative and quantitative technique. The data from questioners were analyzed in percentage, meanwhile, the data of the pre-test and post-test was analyzed using t-test. The t-test result was compared to the hypothesis. The result of validation form showed that the supplement was in a proper quality. The expert validation about the content and instructional design reached to 92% and media validation reached to 88%. They are categorized into nearly perfect and very good. In a line with this, the result of the t-test showed that there were a significant difference between pre-test and post-test result. The average score for the pre-test was 66,75 while the average score for the post-test was 80,87. It means the alternative hypothesis was accepted. Overall, the supplement product met the proper qualification to be used in the real practical classroom activity. keyword : learning material, contextual learning, reading comprehension, character-based education

scholarly journals A Comparative Study Between TPS (Think-Pair-Share) And Jigsaw Techniques to Enhance Students’ Reading Comprehension Ability

1970 ◽  
Vol 4 (1) ◽  
pp. 10-22
Author(s):  
Glory Destiny Biantice Marpaung ◽  
Nelson Balisar Pandjaitan
Keyword(s):  
Reading Comprehension ◽  
Quantitative Research ◽  
Teaching Method ◽  
Reading Pedagogy ◽  
Significant Difference ◽  
Before And After ◽  
Comprehension Ability ◽  
The Difference ◽  
New Interpretation ◽  
Reading Comprehension Ability

The purpose of this study is to find out the enhancement of students' reading comprehension between those who were taught using TPS (Think-Pair-Share) technique and those who are taught using the Jigsaw technique. The study discussed the recent developments in reading pedagogy. This study used a quantitative research method and comparative design by measuring the achievement of pre-test and post-test. The result of this study shows that p.value (sig) = 0.187 > α (0.05). Therefore, it is concluded that there is no significant difference in the student's reading comprehension ability. Even the difference is not significant, based on the mean score of the classes before and after being taught using those techniques, this study indicates that the use of Think-Pair-Share and Jigsaw can enhance students’ reading comprehension ability. The study also provides a new interpretation of existing sources on teaching method and offers new insights of teaching reading method by emphasizing collaborative learning. Keywords: TPS (Think-Pair-Share) and Jigsaw

Differences In The Reading Comprehension Ability Of Students In The PQ4R Learning Model For Indonesian Language Subjects

2021 ◽  
Vol 12 (2) ◽  
pp. 269-282
Author(s):  
Puji Rahmawati ◽  
Hamdiah Susanti ◽  
Yulia Deodata Selestin ◽  
Amin Mustajab
Keyword(s):  
Reading Comprehension ◽  
Quantitative Research ◽  
Learning Model ◽  
Design Data ◽  
Comprehension Skills ◽  
Before And After ◽  
Comprehension Ability ◽  
Written Test ◽  
Reading Comprehension Skills ◽  
Reading Comprehension Ability

The purpose of this research is to determine students' reading comprehension skills before and after using the PQ4R learning model. This research was motivated by preliminary studies, which showed that students' reading comprehension skills are still low in conventional learning models. This is a quantitative research consisting of a one-group pretest-posttest research design. Data were obtained from 22 students of state elementary school 03 Sontas using a written test of 6 (six) questions. The research showed differences in students' reading comprehension skills before and after learning using the PQ4R model.

scholarly journals The Directed Reading-Thinking Activity (DR-TA) and the Traditional Approach Using Tales of Virtue based on His Majesty the King’s Teaching Concepts in Seventh Grade Students’ Reading Comprehension

2016 ◽  
Vol 9 (9) ◽  
pp. 18
Author(s):  
Rungruedee Chaemsai ◽  
Saowalak Rattanavich
Keyword(s):  
Reading Comprehension ◽  
Traditional Approach ◽  
Control Group ◽  
Ethical Awareness ◽  
English Reading ◽  
Significant Difference ◽  
English Reading Comprehension ◽  
Randomized Control ◽  
Directed Reading ◽  
Dependent Samples

<p>This study compares the English reading comprehension and ethical awareness of 7<sup>th</sup> grade students, when using either a directed reading-thinking activity (DR-TA), or a more traditional approach, involving tales of virtue based on His Majesty the King’s teaching concepts. A randomized control group pretest-posttest design was used for the study, and the data were analyzed using one-way MANOVA and t-tests for dependent samples. The results showed a significant difference in English reading comprehension, and ethical awareness of learning English reading, between both groups at .01 level. Students through the DR-TA method had significantly higher English reading comprehension, and increased ethical awareness, at the .01 level.</p>

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