scholarly journals Graphic Materials as Catalyst in Reading Comprehension

2013 ◽  
Vol 1 (1) ◽  
Author(s):  
Samuel S. Poliden
Keyword(s):  
Reading Comprehension ◽  
Language Teachers ◽  
State University ◽  
Authentic Materials ◽  
Bachelor Of Science ◽  
Comprehension Skill ◽  
Effective Media ◽  
Significant Difference ◽  
Reading Materials ◽  
Thematic Units

The study embarked on graphic materials as a catalyst in reading comprehension. Unknown to many, graphic materials are effective media in teaching the language. The study was conducted in 2010 to Bachelor of Science in Applied Statistics students at Benguet State University, La Trinidad, Benguet, Philippines. A 50-item test which consisted of comprehension of tables, graphs/charts, instructions, diagrams, pictorial illustrations, maps and notices/common signs was administered to determine their comprehension level with 10 items each. The test on graphic materials was taken from various local and national reading materials. Results showed that the most difficult task to comprehend by the respondents was the tables while instructions were the easiest. A significant difference was noted in the performance of the students as influenced by their year level. Based on the result of the study, it is recommended that any authentic material should be used in teaching the language. Language teachers should also utilize any graphic materials, multiple media, art, multidisciplinary thematic units, and even games in designing classroom tasks to promote reading comprehension skills. They should likewise provide interesting language lessons using newspapers, magazines or any graphic materials as input in developing comprehension skills.Keywords: Graphic Materials, Reading Comprehension, Authentic Materials, Reading Materials, Reading Comprehension Skill, Philippines

scholarly journals The using of readutainment as e-learning to improve students’ reading comprehension skill

2018 ◽  
Vol 154 ◽  
pp. 03007
Author(s):  
Nina Dwiastuty ◽  
Susilawati ◽  
Muhammad Sulhan
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
Random Sampling ◽  
Language Teachers ◽  
Average Score ◽  
Vocational Students ◽  
Comprehension Skill ◽  
Life Styles ◽  
Cognitive Levels ◽  
E Learning

Technology grows and has changed life styles in many aspects. It offers simplicity and practicality to human to switch the life easier from traditional to modern creativity. In the education context, the use of e-learning as a product of technology in the language learning is inevitable and has made language teachers find new teaching strategies. This action research aims to prove whether the innovation of Readutainment application as e-learning enables students to improve their reading comprehension skill. This application usage is to facilitate students to comprehend. English texts. The research object were private vocational students of grade XI taken from 6 of 12 vocational schools in the districts of Singaparna and Leuwisari, West Java. It uses a purposive random sampling by considering that all students are homogeneous in their cognitive levels. The method of this research is qualitative action based on students’ studying in the cloud classrooms in two cycle designs. The result shows that the use of Readutainment can improve students’ ability to comprehend English texts. It is proven that after being treated by using the Readutainment in two cycles, the average score increases from 68 to 70 in the first cycle and 75 in the second cycle.

scholarly journals Mother Tongue as an Asset in Developing l2 Reading Comprehension Skill Among Iranian EFL Learners

2018 ◽  
Vol 6 (1) ◽  
pp. 44
Author(s):  
Farzaneh Iranmanesh ◽  
Mohammad Golshan
Keyword(s):  
Reading Comprehension ◽  
Mother Tongue ◽  
Language Teachers ◽  
Early Years ◽  
Control Group ◽  
L2 Reading ◽  
Efl Learners ◽  
Comprehension Skill ◽  
Motivation And Confidence ◽  
L2 Reading Comprehension

This study attempted to explore the effect of teachers switching to l1 on developing l2 reading comprehension among learners and to justify the assumption that their switching to l1 can be purposeful, following pedagogical goals. To this respect two groups of students majoring at English teaching were selected from intact classes ,one as the control group, the other as the experimental receiving l2-only and l2 plus l1switching instruction respectively for their reading comprehension course with the same teacher under equal condition (highly attempted).The result showed that non/low proficient l2 readers who rely more on translation in the process of comprehending English texts made more advantage of the teacher’s implementing strategy and developed more than other participants. That is; apart from various reading strategies utilized by EFl learners, teachers’ code switching as a compensation strategy to clarify the complex unknown (assumed for the learners) syntactic/semantic structures plays a prominent role in facilitating the struggling task of comprehension among learners. It also justified the premise that insisting on l2-only instruction in reading comprehension is not facilitating but frustrating and time consuming. However, systematic switching to l1 can be developmental and timesaving through making positive effect on comprehension, motivation and confidence. Hence this study can provide language teachers with pedagogical implications for non-proficient l2 readers particularly at the early years of learning process.

scholarly journals Developing Authentic L2 Reading Materials

2017 ◽  
Vol 2 (5) ◽  
Author(s):  
Seifoddin Rajabi ◽  
Majid Farahian
Keyword(s):  
Reading Comprehension ◽  
Learning Environment ◽  
Foreign Language ◽  
Language Learning ◽  
Real World ◽  
Artificial Language ◽  
Authentic Materials ◽  
Daily Lives ◽  
L2 Reading ◽  
Reading Materials

Reading means different things to different people; for some it is recognizing written words, while for others, it is an opportunity to teach pronunciation and practice speaking. However, reading always has a purpose. It is something that we do everyday; it is an integral part of our daily lives, taken very much for granted and generally assumed to be something that everyone can do. The reason for reading depends very much on the purpose for reading. Among aspects which prove positive when using authentic materials is that they are highly motivating, giving a sense of achievement when understood and encourage further reading. One of the main reasons for using authentic materials in the classroom is once outside the controlled language learning environment, the learner will not encounter the artificial language of the classroom but the real world and language the way it is really used (Berardo, 2006).    Keywords: Authenticity; Foreign language (L2) learning; Reading comprehension; Reading materials                                                                                                                                                                      

Investigating Iraqi EFL College Students' Attitude towards Using Cooperative Learning Approach in Developing Reading Comprehension Skill

2017 ◽  
Vol 8 (6) ◽  
pp. 1073 ◽  
Author(s):  
Bushra Saadoon M. Al-Noori ◽  
Fatima Rahim Abdul Hussein Al-Mosawi
Keyword(s):  
College Students ◽  
Reading Comprehension ◽  
Cooperative Learning ◽  
English Language ◽  
Learning Approach ◽  
Test Analysis ◽  
Comprehension Skill ◽  
Significant Difference ◽  
College Learners ◽  
Efl College Students

This study aims at investigating Iraqi EFL college learners’ attitudes toward using cooperative Learning approach on developing reading comprehension skill. The study is restricted to third– year college students of the English language in Misan Governorate during the second term of the academic year 2015–2016. The number of the whole population is (200) which is distributed into two types: pilot and main. The sample of the study consists of 40 students. To achieve the aim of the study, students' questionnaire consisting of (46) items is applied as an instrument. In order to get required data, a t-test analysis shows a statistically significant difference about learners’ attitudes toward using cooperative learning approach on developing reading comprehension skill. The obtained results are that: which refer to (Cooperative learning helps everyone reach the goal equally) from cooperative learning and (Reading in English is difficult for me) form Reading comprehension. Gain the low effectiveness. They got a weighted mean 56% and 40%. Items number (11, 29, 37, 43) which refer to (Cooperative learning requires much more time to study) & (I think reading the texts is easier if I study within a group) from cooperative learning and (I forward to coming to my reading class.)& (I m a afraid of making mistakes in my reading class) form Reading comprehension. All got (96%).

scholarly journals An Assessment on Factors Affecting Student –Teachers’ Inferential Understanding in Reading Comprehension Practice: The Case of GilgelBeles College of Teacher Education, BenishangualGumuz Region

2017 ◽  
Vol 4 (2) ◽  
pp. 148-153
Author(s):  
Shewa Basizew
Keyword(s):  
Reading Comprehension ◽  
Student Teachers ◽  
English Language ◽  
Teacher Commitment ◽  
Language Teachers ◽  
Sample Population ◽  
Authentic Materials ◽  
Factors Affecting ◽  
College Classrooms ◽  
Reading Activities

This study aimed to assess, identify and analyze factors affecting student-teachers’ inferential understanding in the reading comprehension practices in the English department of GilgelBeles College of teachers Education in BenishangulGumuz Regional State. It attempted to answer the following basic questions: - what factors influence inferential understanding,and how they influence inferential understanding. In order to achieve the objectives, a sample population is taken from the student-teachers and all three English language teachers in the department. Data collection instruments included questionnaire, interview and classroom observation. The collected data was analyzed quantitatively for close ended questions and qualitatively for open-ended questions, interviews and classroom observations. The study reveals that the main impediments that hinder student-teachers’ inferential understanding while practicing for reading comprehension are lack of regular practice, poor high school background knowledge , the physical environment ( high temperature) , lack of motivation, large class size and lack of teacher commitment in supporting students, loss of attention towards implied meanings and problem of using reading strategies effectively. The studies also indicate that, student –teachers need to develop their motivation and to practice reading activities more frequently. Furthermore, teachers need to commit to providing their students with more practice making use of authentic materials. In addition, installing fans in college classrooms would improve learning conditions and building more classrooms would help limit the number of students in a class. Int. J. Soc. Sc. Manage. Vol. 4, Issue-2: 148-153

scholarly journals The Influence of Cooperative Intergerative Reading and Composition (CIRC) and Survey, Question, Read, Recite, Review (SQ3R) on Ability Reading Comprehension of Elementary School

2019 ◽  
Author(s):  
Sedyo Pamungkas ◽  
Suhardi Suhardi
Keyword(s):  
Reading Comprehension ◽  
Test Validity ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Control Group ◽  
Survey Question ◽  
Comprehension Skill ◽  
Analysis Technique ◽  
Significant Difference ◽  
And Control

The objective of this study is to examine the theory of Cooperative integrated learning and composition (CIRC) and Survey, Question, Read, Recite, Review (SQ3R). This study used eksperiment technique.The study design Nonequivalent Control Group’s pretestposttest Design with two experimental groups and a control group. The population of this study is the fourth grade of Muhammadiyah Gunungpring elemnatary school. Determination of subjects in this study using Simple Random Sampling technique with the subject of research is the fourth grader of Muhammadiyah Gunungpring Muntilan. Technique of collecting data using test. Validity test in this research using grain analysis technique. Measurement of the reliability of research instruments in the form of multiple choice to measure the comprehension of reading comprehension with the cronbach’s alpha formula. Based on the results of the research, the following results are obtained: (1) Is there is a significant difference of influence between Cooperative Integrated Reading and Composition (CIRC) method and control class; (2) Is There is a difference of influence between Survey Question Read Recite Review (SQ3R) learning and Context class in learning comprehension reading skill (3) There is influence of using CIRC and SQ3R method to reading comprehension skill

scholarly journals The Influence of the School Literacy Movement, Reading Interest, and Reading Materials on Reading Comprehension Skill of Class XI Students of MAN Bengkulu City Academic Year 2020/2021

2021 ◽  
Vol 8 (9) ◽  
pp. 432
Author(s):  
Eryanti Eryanti ◽  
Sudarwan Danim ◽  
Didi Yulistio ◽  
Dian Eka Chandra Wardhana
Keyword(s):  
Reading Comprehension ◽  
Multiple Regression ◽  
Significant Influence ◽  
Comprehension Skill ◽  
Reading Material ◽  
Analysis Technique ◽  
Reading Materials ◽  
Multiple Regression Technique ◽  
Data Collection Technique ◽  
Reading Interest

This study aims to determine the influence of the School Literacy Movement, reading interest, and reading materials on reading comprehension skills. This study uses descriptive method and quantitative approach, and also multiple regression technique. The population in this study amounted to 278 students. The sample is 74 students taken by random sampling. Data collection technique used instruments in the form of questionnaires and tests. The data analysis technique used multiple regression. The results showed that there were (1) significant influence between School Literacy Movement on reading comprehension skill, (2) significant influence of reading interest on reading comprehension skill, (3) significant influence of reading material on reading comprehension skill. Thus, it can be concluded that there is a significant influence of the School Literacy Movement, reading interest, and reading materials simultaneously on reading comprehension skill.

scholarly journals THE USE OF AUTHENTIC MATERIAL TO IMPROVE STUDENTS’ READING COMPREHENSION

2019 ◽  
Vol 7 (1) ◽  
pp. 8
Author(s):  
Pina Fitriana ◽  
Diah Hadijah ◽  
Zubaedah Wiji Lestari
Keyword(s):  
Reading Comprehension ◽  
High School Students ◽  
Teaching Reading ◽  
Vocational High School ◽  
School Students ◽  
Authentic Materials ◽  
Authentic Material ◽  
Reading Materials ◽  
Post Test ◽  
Clear Description

Teachers often have difficulties in finding the appropriate learning materials in teaching reading. Without appropriate reading texts that suit them, students spend long hours in the classroom with poor achievement in reading comprehension.  This research aims to find out whether the use of authentic material can improve students' reading comprehension toward  Vocational High School Students. This research also conducted to describe and explain students' responses toward the implementation of the authentic material. Based on the aims of this research, the descriptive qualitative method chosen since it is suitable to give a clear description of this study, where twenty-nine of the students observed. The data obtained from pre-test and post-test, classroom observation and questionnaire. The result of the study reveals that the use of authentic material in teaching reading significantly improves students' reading comprehension. It recommended for the teachers to use authentic reading materials for a change. Besides, when bringing authentic materials into the classroom, it should be used following students' abilities, as well as with suitable tasks given.

scholarly journals Factors and Challenges Influencing the Criminologist Licensure Examination Performance through the Non-passers’ Lens

2022 ◽  
Vol 11 (1) ◽  
pp. 365-380
Author(s):  
Albert C. ◽  
James Y. ◽  
Ben John ◽  
Muffit Herlyn ◽  
Liza J.
Keyword(s):  
The Philippines ◽  
State University ◽  
Licensure Examination ◽  
Descriptive Phenomenology ◽  
Licensure Examinations ◽  
Bachelor Of Science ◽  
Family Factor ◽  
Weighted Means ◽  
Significant Difference ◽  
Civil Status

<p style="text-align: justify;">This study aimed to explore the perceived factors that influenced the success and challenges experienced when taking licensure examination among Bachelor of Science in Criminology graduates of a state university in the Philippines who failed in the Criminologist Licensure Examinations (CLE). Descriptive-correlational research design was utilized to analyze quantitative data, and Colaizzi’s descriptive phenomenology was used for the thematic analysis of qualitative data. The quantitative findings revealed that home and family factor has a high influence on the success in CLE, while student factor, school factor, review center factor, and personal factor have average influence. Further, ten clusters of themes emerged as factors that influence the success in CLE. Among them were interest and focus on the program, and availability of qualified and dedicated faculty. Among the themes that emerged as challenges were lack of preparedness for the exam because of one’s work, and personal and social pressures. There is a significant difference on the respondents’ perception towards the factors that influence the success in CLE when they are grouped according to sex. Regarding the challenges associated with preparing for and taking the CLE, a significant difference is only observed when respondents are grouped according to their civil status. Generally, married respondents have higher weighted means than the single ones. This implies that the identified challenges affected married respondents more than the single ones. These results can be used to make policies and initiate programs that would enhance graduates’ success in the exam by providing appropriate interventions and early remediations.</p>

scholarly journals Science-Based Reading and its Effect on the Development of Reading Comprehension Skills in Teaching Turkish as a Foreign Language

2021 ◽  
Vol 3 (1) ◽  
pp. 19-40
Author(s):  
Ertan Miyanyedi ◽  
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Language Teachers ◽  
Human Beings ◽  
Control Groups ◽  
Significant Difference ◽  
Comprehension Skills ◽  
Post Test ◽  
And Control ◽  
Reading Comprehension Skills

A language is a living tool that allows people to communicate. Human beings learn a foreign language while preserving their language to maintain their vitality. S/he teaches his/her language on one hand while s/he learns a foreign language. Teaching Turkish as a foreign language needs to be reconsidered in the light of new developments. In this study, while introducing the “science-based reading approach,” the contribution of this approach to students’ reading comprehension skills and its effect on academic achievement were examined. Experimental and control groups were formed, and pre-test and post-test were administered to these groups in this study. Microsoft Excel and SPSS-21 software programs were used in the analysis of the data obtained from the achievement tests. While there was no difference between the experimental and control groups in pre-tests, a significant difference was found in the post-test achievement test of the experimental and control groups in favor of the experimental group. Based on this result, it can be said that the science-based reading approach has a positive effect on students’ reading comprehension skills. It is expected from Turkish language teachers to conduct new researches with different groups to obtain more accurate results and to compare the results.

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