READING COMPREHENSION: THE IDEA AND REALITY. PRIMARY SCHOOL PUPILS' READING COMPREHENSION SKILLS BASED ON SELF-ASSESSMENT AND TEST RESULTS

2020 ◽  
Author(s):  
Viktoria Gergelyova
Keyword(s):  
Reading Comprehension ◽  
Primary School ◽  
Test Results ◽  
Self Assessment ◽  
Comprehension Skills ◽  
Primary School Pupils ◽  
Reading Comprehension Skills

scholarly journals The proficiency Level of Female Primary School Pupils in Reading Comprehension Skills from the Viewpoint of their Teachers: مستوى تمكن تلميذات المرحلة الابتدائية من مهارات فهم المقروء من وجهة نظر معلماتهن

2021 ◽  
Vol 5 (48) ◽  
pp. 86-52
Author(s):  
Meaad Mansor AL-Rashidi, Khadijah Mohammed Haji Meaad Mansor AL-Rashidi, Khadijah Mohammed Haji
Keyword(s):  
Reading Comprehension ◽  
Primary School ◽  
Pearson Correlation ◽  
Survey Method ◽  
Validity And Reliability ◽  
Arithmetic Means ◽  
Proficiency Level ◽  
Comprehension Skills ◽  
Primary School Pupils ◽  
Reading Comprehension Skills

The current research aims to identify the level of proficiency of upper-grade female primary school pupils in the elementary stage in reading comprehension skills from the viewpoint of their teachers, to detect the teachers, viewpoints about their pupils, level of proficiency in reading comprehension skills that are due to the difference in the grade, and to identify a list of reading comprehension skills that are necessary for upper grade’s students. The author used the descriptive survey method and applied the research tool (questionnaire) on a sample of (261) teachers out of (815) at a percentage of (32%), having verified their validity and reliability. She also used a set of statistical methods including: Alpha Cronbach, Pearson Correlation Coefficient, repetitions, percentages, arithmetic means, standard deviations, single analysis of variance (ANOVA) test, and Scheffe post hoc difference test. The author found that that the proficiency level of female primary school pupils in those skills is great in general as well as in the skills of direct, deductive, and creative comprehension, while it was moderate in the skills of appreciation and critical understanding. There are statistically significant differences at the level of (0.05) in direct comprehension skills due to the teaching grade variable, as it came in favor of the fourth and fifth grades. There are no statistically significant differences in the rest of the skills. Finally, in light of the research findings, a set of recommendations were made.

READING HABITS AND SELF-ASSESSMENT OF READING COMPREHENSION SKILLS AMONG HUNGARIAN STUDENTS IN SLOVAKIA

2019 ◽  
Vol 1 (1) ◽  
pp. 78-88
Author(s):  
Viktória Gergelyová
Keyword(s):  
Reading Comprehension ◽  
Primary School ◽  
Age Groups ◽  
Social Background ◽  
Reading Habits ◽  
Self Assessment ◽  
Second Stage ◽  
Comprehension Skills ◽  
Level Of Understanding ◽  
Reading Comprehension Skills

This paper introduces the results of a survey examining the reading habits and self-assessment of reading comprehension skills of Hungarian students in Slovakia. As the largest ethnic minority in Slovakia is Hungarian, it has extensive primary and secondary native language school networks. The purpose of this research is to map the reading habits and self-assessment of reading comprehension skills of students to answer the question how these subjective views of different age groups change and what indicators (social background, school success) they correlate with. We have chosen questionnaires composed of 28 questions as a method for examining the students’ reading habits. The total number of survey respondents was 131. There were 98 respondents from average schools where reading comprehension and reading habits are not taught separately. In that case three age groups were involved: 23 students at a secondary grammar school, 38 pupils in the second stage of primary school and 37 pupils in the first stage of primary school. Interestingly, there is no big difference in reading attitudes among the different age groups. The respondents’ answers prove that only a fraction of students read in their free time. On the other hand, the groups, regardless of age, subjectively claim that they do not have problems with reading comprehension tasks. They claim that reading is easy for them, so they understand everything that they read. It can be concluded that these statements are highly controversial with the results of international surveys. At a later stage of the research the survey was conducted in a primary school where pupils have regularly reading comprehension classes. The number of respondents from this school was 33. There were 21 pupils from the second stage and 12 pupils from the first stage of primary school. Based on the results, there are considerable differences in the answers provided by the two groups. The pupils from the primary school with reading comprehension classes differently judge their level of understanding. These results have potential implications for further research to determine the reading habits and reading comprehension skills of Hungarian pupils in Slovakia.

scholarly journals READING HABITS AND SELF-ASSESSMENT OF READING COMPREHENSION SKILLS AMONG HUNGARIAN STUDENTS IN SLOVAKIA

2021 ◽  
Vol 3 (1) ◽  
pp. 8-18
Author(s):  
Viktória Gergelyová
Keyword(s):  
Reading Comprehension ◽  
Primary School ◽  
Age Groups ◽  
Social Background ◽  
Reading Habits ◽  
Self Assessment ◽  
Second Stage ◽  
Comprehension Skills ◽  
Level Of Understanding ◽  
Reading Comprehension Skills

This paper introduces the results of a survey examining the reading habits and self-assessment of reading comprehension skills of Hungarian students in Slovakia. As the largest ethnic minority in Slovakia is Hungarian, it has extensive primary and secondary native language school networks. The purpose of this research is to map the reading habits and self-assessment of reading comprehension skills of students to answer the question how these subjective views of different age groups change and what indicators (social background, school success) they correlate with. We have chosen questionnaires composed of 28 questions as a method for examining the students’ reading habits. The total number of survey respondents was 131. There were 98 respondents from average schools where reading comprehension and reading habits are not taught separately. In that case three age groups were involved: 23 students at a secondary grammar school, 38 pupils in the second stage of primary school and 37 pupils in the first stage of primary school. Interestingly, there is no big difference in reading attitudes among the different age groups. The respondents’ answers prove that only a fraction of students read in their free time. On the other hand, the groups, regardless of age, subjectively claim that they do not have problems with reading comprehension tasks. They claim that reading is easy for them, so they understand everything that they read. It can be concluded that these statements are highly controversial with the results of international surveys. At a later stage of the research the survey was conducted in a primary school where pupils have regularly reading comprehension classes. The number of respondents from this school was 33. There were 21 pupils from the second stage and 12 pupils from the first stage of primary school. Based on the results, there are considerable differences in the answers provided by the two groups. The pupils from the primary school with reading comprehension classes differently judge their level of understanding. These results have potential implications for further research to determine the reading habits and reading comprehension skills of Hungarian pupils in Slovakia.

scholarly journals STAD Type Cooperative Learning Model in Learning Understanding Abilities in MTs Nurul Islam Lumajang

Abjadia ◽  
2021 ◽  
Vol 6 (1) ◽  
pp. 1-9
Author(s):  
Rofiatus Sholeha ◽  
Muassomah Muassomah
Keyword(s):  
Reading Comprehension ◽  
Cooperative Learning ◽  
Student Evaluation ◽  
Test Results ◽  
Test Calculation ◽  
Comprehension Skills ◽  
Evaluation Test ◽  
Qualitative Descriptive ◽  
Descriptive Approach ◽  
Reading Comprehension Skills

This study aims to explain the application of STAD type cooperative learning in Arabic learning and reveal student’s perspectives on the applications of STAD type cooperative learning. This study used a qualitative descriptive approach, data was collected through observation, interviews, and student evaluation test results. This research was conducted by students of class VII MTs Nurul Islam. In this study, it can be seen the application of the STAD method in Arabic learning is carried out through five stages, namely presentation of material, group division, procurement of individual test, calculation of scores and awarding. With the application of the method, it can be foster student’s enthusiasm in learning Arabic, especially in reading comprehension skills. This research suggest that research is similar to multi-site, thereby producing veried and varied data and information by comparing several schools.

scholarly journals KORELASI KETERAMPILAN MEMBACA PEMAHAMAN DENGAN KETERAMPILAN MENULIS TEKS DESKRIPSI SISWA KELAS VII SMP NEGERI 25 PADANG

2020 ◽  
Vol 9 (1) ◽  
pp. 82
Author(s):  
Hasnuz Zikri ◽  
Mhd. Hafrison
Keyword(s):  
Reading Comprehension ◽  
Quantitative Research ◽  
Degrees Of Freedom ◽  
Writing Skills ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Test Results ◽  
Comprehension Skills ◽  
And Performance ◽  
Reading Comprehension Skills

ABSTRACTThe purpose of this study is three. First, it describes the writing skills of the description text of grade VII students of SMP Negeri 25 Padang. Second, describe the reading comprehension skills of the VII grade students of SMP Negeri 25 Padang. Third, analyze the correlation between reading comprehension and description text skills with the writing skills of the VII grade students of SMP Negeri 25 Padang. This type of research is quantitative research with descriptive methods. The design (design) in this study is correlational. By using simple random sampling technique, the sample in this study amounted to 48 students. The research instrument was an objective test to measure comprehension reading skills and performance tests to measure description writing skills. The conclusion of this research is thirteen. First, the description writing skills of grade VII students of SMP Negeri 25 Padang are in good qualifications. Second, reading comprehension text skills of the seventh grade students of SMP Negeri 25 Padang are in good qualifications. Third, there is a significant relationship between reading comprehension text description skills and writing text description of students in grade VII of SMP Negeri 25 Padang at n-1 degrees of freedom and a significant level of 95%. H0 is rejected and H1 is accepted because the test results prove that the value is greater than t table (2,468> 1.68). Kata Kunci : Korelasi, Kemampuan Membaca Pemahaman, Keterampilan Menulis Teks Deskripsi

scholarly journals KORELASI KETERAMPILAN MEMBACA PEMAHAMAN DAN KETERAMPILAN MENULIS TEKS EKSPOSISI SISWA KELAS X SMA NEGERI 1 PADANG PANJANG

2020 ◽  
Vol 8 (3) ◽  
pp. 195
Author(s):  
Kekeh Naluri ◽  
Emidar Emidar
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Reading Ability ◽  
Writing Skills ◽  
Test Results ◽  
Average Value ◽  
Comprehension Skills ◽  
Writing Class ◽  
Reading Comprehension Skills ◽  
Text Writing

ABSTRACT The purpose of this study is to describe reading comprehension skills, exposition text writing skills, and correlation reading comprehension skills and exposition text writing skills of class X students of Padang Panjang High School. The results of this study are three, namely (1) reading comprehension skills of students of class X exposition in SMA Negeri 1 Padang Panjang are in good qualifications, with an average value (80.68), (2) writing skills of students exposition writing class X SMA Negeri 1 Padang Panjang is in good qualifications  with an average grade (82.52), (3) there is a relationship between reading ability and writing exposition text skills in class X students of SMA Negeri 1 Padang Panjang, with degrees freedom n-1 at a 95% confidence level. T value (14.79) is greater than t table (0.168), that is tcount> t table (14.79> 1.68) so H0 is rejected and H1 is accepted because the test results prove that t count is greater than t table. Based on the results of the study, it was concluded that the reading comprehension skills of the exposition text correlated with the writing skills of the exposition text. The better the reading comprehension skills of exposition text, the better the writing skills of exposition text. Kata Kunci: Korelasi, Keterampilan Membaca Pemahaman, Keterampilan Menulis Teks Eksposisi   

scholarly journals The study of reading fluency and reading comprehension skills of primary school students whose mother tongue is different

2020 ◽  
Vol 25 ◽  
pp. 43-55
Author(s):  
Yusuf Kızıltaş ◽  
Mustafa Yildiz
Keyword(s):  
Reading Comprehension ◽  
Primary School ◽  
Reading Fluency ◽  
Working Group ◽  
Mother Tongue ◽  
Primary School Students ◽  
School Students ◽  
Comprehension Skills ◽  
Fluency And Comprehension ◽  
Reading Comprehension Skills

The purpose of this research is to analyse reading fluency and comprehension skills of different mother tongue of primary school students in the 4th grade. The effects of variables such as mother tongue and gender were examined in reading fluency and comprehension skills of different primary school students whose mother tongue is different. The working group of the study was selected by criterion sampling from the purposeful sampling methods among the students studying in primary schools in the province of Tuşba in Van. The working group consists of 201 female and 227 males, a total of 428 students. In the research, ‘Narrative Text’ collected data about reading fluency; ‘Multidimensional Fluency Scale’ measured reading prosody skills; and ‘Reading Comprehension Test’ was used to determine the reading comprehension levels. According to the findings, the students were generally divided into two groups: those whose mother tongue is Turkish, and those who is Kurdish. As a result of the research, it was revealed that the fluent reading and reading comprehension skills of primary school 4th grade students whose mother tongue is Turkish are generally higher than those whose mother tongue is Kurdish.  

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