scholarly journals Contextualized English Reading Proficiency Toolkit (CERPT): Enhance Learners’ English Reading Proficiency

2021 ◽  
Author(s):  
Irene C. Culaste-Quimbo ◽  
Department of Education, Philippines
Keyword(s):  
Reading Ability ◽  
Reading Proficiency ◽  
Department Of Education ◽  
Reading Problems ◽  
Ability Level ◽  
Grade Levels ◽  
English Reading ◽  
Significant Difference ◽  
Ability Levels ◽  
Before And After

The Department of Education has introduced numerous intervention and remediation programs to address the reading needs of learners. Despite these, data showed that majority of the learners still have reading problems when they reach higher grade levels. Henceforth, the study experimented on the innovation – Contextualized English Reading Proficiency Toolkit (CERPT) to help the learners of Kibacania Elementary School improved their reading ability level. All the pupils were exposed to CERPT. A pre-experimental research design was employed in this study. Findings revealed that the learners’ reading ability level enhanced from frustration to instructional. There was a significant difference in the learners’ reading ability levels before and after exposure to CERPT. Thus, the study commends the use of CERPT to help in the improvement of the learners’ reading ability level.

scholarly journals TEACHING READING USING TALKING STICK

2019 ◽  
Vol 2 (1) ◽  
pp. 40
Author(s):  
Siti Khodijah ◽  
Labibah Labibah
Keyword(s):  
Reading Ability ◽  
English Language ◽  
Human Interaction ◽  
Teaching Reading ◽  
English Reading ◽  
Significant Difference ◽  
Tenth Grade ◽  
Sample Test ◽  
Reading Activity ◽  
Academic Year

Language is the most important aspect in human interaction. People communicate and interact with other using the language. In global community, English has become an international language that is used by many people around the world. Reading is one of English language skills and it is one of the ways to learn English. Reading activity should get more attention. It is because there are many students who get some difficulties in understanding a text. In this research inform the using of talking stick in teaching reading. The objective of this research was to find out whether there was any significant difference in improvement the reading ability of recount text of the tenth grade students of SMK Rosma Karawang in academic year 2018/2019 by using talking stick method. The method used was quantitative method. In this research the writer used pre-experimental design of one group pretest and posttest. The data were analyzed by using paired sample test and processed by using SPSS 23 for windows. The results of the research showed there was significant increase of student’s reading ability.Keywords: Teaching, Reading, Talking Stick

The Relationship between Online Information Seeking Anxiety and English Reading Proficiency across Gender

2015 ◽  
pp. 449-472 ◽  
Author(s):  
Mehrak Rahimi ◽  
Zahra Bayat
Keyword(s):  
High School Students ◽  
Information Seeking ◽  
Reading Ability ◽  
Negative Relationship ◽  
Reading Proficiency ◽  
Online Information ◽  
Information Searching ◽  
English Reading ◽  
Online Information Seeking ◽  
The Relationship

In this chapter the relationship between Iranian EFL learners' online information seeking anxiety and reading ability is investigated. The sample included 177 high-school students of an urban area in Iran. In order to measure their reading ability, the reading section of Primary English Test (PET) was used. To assess their online information searching anxiety, Information Seeking Anxiety scale (ISAS) was used. The results of the correlational analysis showed that there is a negative relationship between ISAS (and all its components) and PET. When male and female participants were considered separately, English reading was not found to be related to anxiety among boys; while it was moderately associated with anxiety among girls. The result of regression showed that EFL reading ability is a significant predictor of online information seeking anxiety and can predict more than 7% of the variance of online information searching anxiety; however the power of reading to reduce searching anxiety was found to be much stronger (more than 18%) among females.

Establishing a parsimonious model through comparing impact of key student and school factors on secondary school value-added effects

2016 ◽  
Vol 18 (3) ◽  
pp. 162-183
Author(s):  
Lijuan Li ◽  
Kerry John Kennedy ◽  
Magdalena Mo Ching Mok
Keyword(s):  
Hong Kong ◽  
Reading Ability ◽  
Multilevel Models ◽  
Value Added ◽  
Secondary Data ◽  
School Level ◽  
School Factors ◽  
Content Type ◽  
English Reading ◽  
Significant Difference

Purpose – The purpose of this paper is to establish and compare multilevel models that significantly predict school effects on adding value to their students regarding English reading from Secondary One to Secondary Six. Design/methodology/approach – The data were collected from 3,993 students within 66 schools in 2006 by the Educational Bureau of Hong Kong. Findings – When entering Secondary One, the students’ English reading ability was tested then again at Secondary Six. A range of value-added models were fitted to the data. The comparison across these models suggests that student individual scores at intake are the most powerful indicators of value-added. The intake aptitude test scores, aggregated to school level, and gender made no significant difference. At the individual level, student band was the significant predictor. School level effects were largely non-significant. Specific findings on value-added across the schools are visualized as evidence of the parsimony of the selected model. Research limitations/implications – Secondary data such as this while collected at one point in time nevertheless can still shed light on current policies and practices. It is particularly the case considering that the value-added effects system is still working in Hong Kong over decades but less examined academically. Originality/value – This study has produced some insights for stakeholders to identify influences on the value-added patterns.

The Relationship Between Online Information Seeking Anxiety and English Reading Proficiency Across Gender

2017 ◽  
pp. 1306-1330
Author(s):  
Mehrak Rahimi ◽  
Zahra Bayat
Keyword(s):  
High School Students ◽  
Information Seeking ◽  
Reading Ability ◽  
Negative Relationship ◽  
Reading Proficiency ◽  
Online Information ◽  
Information Searching ◽  
English Reading ◽  
Online Information Seeking ◽  
The Relationship

In this chapter the relationship between Iranian EFL learners' online information seeking anxiety and reading ability is investigated. The sample included 177 high-school students of an urban area in Iran. In order to measure their reading ability, the reading section of Primary English Test (PET) was used. To assess their online information searching anxiety, Information Seeking Anxiety scale (ISAS) was used. The results of the correlational analysis showed that there is a negative relationship between ISAS (and all its components) and PET. When male and female participants were considered separately, English reading was not found to be related to anxiety among boys; while it was moderately associated with anxiety among girls. The result of regression showed that EFL reading ability is a significant predictor of online information seeking anxiety and can predict more than 7% of the variance of online information searching anxiety; however the power of reading to reduce searching anxiety was found to be much stronger (more than 18%) among females.

scholarly journals The Effectiveness of Problem-Based Learning on Advanced Reading Comprehension Skill in Online Arabic Language Teaching

2021 ◽  
Vol 5 (1) ◽  
pp. 1-18
Author(s):  
Mohamad Yusuf Ahmad Hasyim
Keyword(s):  
Reading Ability ◽  
Core Competencies ◽  
Problem Based Learning ◽  
Reading Proficiency ◽  
Arabic Language ◽  
Significance Test ◽  
Learning Method ◽  
Soft Skill ◽  
Before And After ◽  
Student Centred Learning

Reading proficiency is considered as one of the language skills that must be mastered by prospective Arabic educators or practitioners. Besides, in the era of industry 4.0, students not only require core competencies from the field of study they are studying but also have a lifelong character of a learner. The conditions found in the field, as well as in previous studies, showed that learning in higher education currently tends to be centred on lecturers rather than on the students. This study aims to examine the effectiveness of the implementation of a student-centred learning method in the form of a problem-based learning method with seven-jumps (seven-steps) approach in increasing the reading proficiency in Arabic. The subjects of this research were 50 people of Muthala’ah Mukatsafah class, and the test and non-test were employed as instruments. The reading proficiency test prepared by the researcher was used to figure out the subjects’ reading ability. Meanwhile, the subjects’ characters or soft skills were measured through a non-test instrument in the form of a questionnaire. The design applied in this study was a group design (one group pretest-posttest design). The data analysis was performed through a significance test before and after treatment. The results show that there are differences in the subjects’ advanced reading proficiency level as well as an increase in empathy soft skill before and after the implementation of the learning method.

scholarly journals PENGARUH PENERAPAN METODE VAKT (VISUAL, AUDITORY, KINESTHETIC, TACTILE) TERHADAP PENINGKATAN KEMAMPUAN MEMBACA PERMULAAN PADA SISWA KELAS I SEKOLAH DASAR

2019 ◽  
Vol 2 (1) ◽  
pp. 61-78
Author(s):  
Sandi Maspika ◽  
Wahyu Kurniawan
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Reading Ability ◽  
Reading Skills ◽  
First Grade ◽  
School Students ◽  
Significant Difference ◽  
Before And After ◽  
Good Reading ◽  
The Subject

ABSTRACTReading is the basic capabilities that must be mastered in order to understand the knowledge. In reality, not all children have a good reading skills. To overcome this problem researcher choosed VAKT method. Researcher believed toward VAKT method effective to improve literacy ability on early elementary school students. This study aimed to determine how the influence of  VAKT methods to improve reading ability at the beginning of first grade elementary school students. The subject on this study was the first grade elementary school students. The subject on this study consist of 5 students. Experimental design used in this study is quasi experiment. The data analysed by nonparametric (Wilcoxon). The results showed that VAKT method effective to improve reading skills at the beginning of the first grade students of elementary school. The result showed that (z = -2.023, p= 0,043 (p <0.050). This study concluded that there was a significant difference between the ability to read at the beginning of the first grade students of elementary school before and after treatment. The reading ability at the beginning of the first grade students after the treatment is better than before the treatment. Key words: Implementation VAKT Method, Early Reading Ability

scholarly journals An Exploration of EFL Students' Use of Online English Reading Strategies at University Level

2019 ◽  
pp. 1253-1257
Author(s):  
Kate Tzu-Ching Chen
Keyword(s):  
Reading Strategies ◽  
Reading Ability ◽  
Learning Experience ◽  
Descriptive Analysis ◽  
Survey Method ◽  
Significance Level ◽  
English As Foreign Language ◽  
English Reading ◽  
Study Results ◽  
Significant Difference

The purpose of this survey method study was to explore English as Foreign Language (EFL) learners’ online English reading strategies using Taiwanese university students as examples. The relationships between online English reading strategy and individual students’ characteristics were also examined. Data was obtained through a self-developed questionnaire with a cluster sample of 537 students from 11 universities. The collected data was then analyzed using descriptive analysis, t-test, and one way ANOVA in SPSS v.23, with the significance level set at .05. The results indicated that the participated students used online English reading strategies in a medium level. No significant difference was found in students’ uses of these strategies in genders and years of English learning experience, but in grade level and perceived reading ability. This study results provided information that completes the literature and implications for practice and directions for further research.

From intensive reading teaching to outcome-based teaching: An empirical study on English reading in China

2021 ◽  
pp. 002072092098351
Author(s):  
Di Qi ◽  
Azizah Rajab ◽  
Nur’ain Balqis Haladin
Keyword(s):  
Empirical Study ◽  
Reading Ability ◽  
Teaching Method ◽  
Reading Proficiency ◽  
Extensive Reading ◽  
Efl Learners ◽  
English Reading ◽  
Data Collection And Analysis ◽  
Intensive Reading ◽  
Reading Teaching

Chinese EFL learners’ reading ability is one of the important cores for the cultivation of their English competencies. Taking the extensive reading course as an example, this paper integrated the OBE concept into the course teaching design. An empirical study was designed to explore whether the teaching model OBE can effectively improve students’ reading proficiency and students’ perspectives towards the Outcome Based teaching method. Finally, some suggestions for further research were proposed based upon the data collection and analysis.

scholarly journals Reading English as a foreign language: The interplay of abilities and strategies

2021 ◽  
Vol 10 (3) ◽  
Author(s):  
Abdulkhaleq Abdulhadi Al-Qahtani
Keyword(s):  
Reading Strategies ◽  
Reading Ability ◽  
Statistical Significance ◽  
Strategy Use ◽  
High Ability ◽  
Ability Level ◽  
Ability Group ◽  
Reading Abilities ◽  
Ability Levels ◽  
Low Ability

This paper investigates the preferred order of reading strategies at three ability levels by L1 Arabic learners of English in an EFL setting. Then it explores whether there was a relationship between ability level and strategy use. Ninety-two EFL college students enrolled in a reading comprehension class participated in this study. They took a TOEFL reading section to determine their reading abilities/levels, and then they completed a biographical and the Survey of Reading Strategies (SORS) questionnaires. Then, statistical analyses were conducted. The results showed that each ability level reported strategy use differently in terms of order and intensity. There was also a statistical significance in strategy use between the high ability and the low ability levels. The low ability level participants reported higher use of the global reading strategies than the high ability group. However, no statistical significance of association was found between reading ability and strategy use

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.

Sign in / Sign up

Export Citation Format

Share Document