Aspects Of Reading Comprehension Research Articles

Improving Reading Comprehension and Writing Achievements of the Eighth Grade Students Through Generating Interaction Between Schemata and Text (GIST) Strategy

The aim of this study was to investigate the effectiveness of (Generating Interaction between schemata and Text) GIST strategy in enhancing the students’ achievement in reading comprehension and writing. This study applied quasi-experimental method with nonequivalent pretest-posttest groups’ design. Forty two students were selected as the sample. They were divided equally into experimental and control groups. Reading and writing tests were used to collect the data. Paired and independent sample t-test, and linear regression were applied to analyze the data. The result showed that GIST strategy improves the students' achievement in most aspects of reading comprehension and writing. However, GIST strategy does not give the significant improvement to the students’ achievement in inference aspect of reading comprehension and developing ideas aspect of writing. It implies that English teacher should use the strategy more carefully to improve all the aspects of reading comprehension and writing, especially the inference aspect of reading and the developing ideas aspect of writing.

Teaching Strategies and the Reading Comprehension Competence of Grade 7 Students

Reading comprehension plays a pivotal role in understanding the material at hand. Without this skill, readers would encounter difficulties comprehending what they read, ultimately impeding their academic performance. The study investigated the effectiveness of teaching strategies, including Vocabulary Knowledge, Context Clues, Identifying the Main Idea and Key Details, and Sequencing a Passage into Ordinal Series, to improve the reading comprehension competence of Grade 7 students. The initial scores on the pretest for all measures were relatively low, ranging from 1.98 to 2.66. However, the post test scores showed a significant increase, ranging from 3.47 to 4.58. The t-values for all measures were highly significant (p < .001), indicating that the improvements observed between the pretest and post test scores were not due to chance. The study included a sample size of 64 respondents, with 63 degrees of freedom for each measure. In summary, the results of the study indicated that the implementation of various teaching strategies resulted in significant improvements in all aspects of reading comprehension. The negative t-values demonstrate statistically significant enhancements in scores from the pretest to the post test. Moreover, the p-values (all less than .001) indicate that these improvements were highly unlikely to have occurred by chance alone. Therefore, it can be concluded that strategies such as reading aloud in the classroom, using the QAR strategy (Question-Answer Relationship), and incorporating contextual clues were effective in enhancing the students' reading comprehension competence.

Content Validity of The Reading Skills Teaching Module Through a Foreign Language Teaching Approach

Reading skills are basic skills needed by students as early as primary school. However, there are still students who are able to read but do not understand the reading material read. Therefore, a teaching module through foreign language teaching approach was develop to help teachers to implement teaching and learning especially in the aspect of reading comprehension. This study aims to look at the aspects of content validity of the modules that had been develop through content validity index (CVI) and frequency and percentage involving three experts. The results of the study showed that the overall value of the content validity index of I-CVI and S-CVI was high with value of 1.0 and the overall percentage of module content was obtained as 94%. The findings of the study also found the whole construct; module usability (96.7%), module content (90.8%), teaching assignments and activities (93.2%), module suitability (95.6%) and teaching evaluation (93.8%) obtained values above 90% while I-CVI and S-CVI with a value of 1.0 for each construct. Overall, these findings indicate that the content of the modules meet the standards for the content and quality aspects of a module. This module is suitable for students and teacher and is easy to use in teaching and learning reading skills, especially aspects of reading comprehension.

KEMAMPUAN MEMBACA PEMAHAMAN WACANA ARAB MELAYU MAHASISWA PROGRAM STUDI PENDIDIKAN AGAMA ISLAM SEKOLAH TINGGI AGAMA ISLAM SULTHAN SYARIF HASYIM SIAK SRI INDRAPURA

On the basis of a sense of responsibility and concern for the problem of ability in language skills and the lack of interest and motivation of students in studying Arabic Malay which is integrated with the Riau Malay Culture course which is only studied once during their study period, the researcher is sensitive and motivated to conduct research on one of the one language skill associated with Arabic-Malay teaching, namely the skill of reading comprehension of Arabic-Malay discourse. The problem in this study is how the ability to read and understand Arabic-Malay discourse of students of the Islamic Religious Education Study Program at the Islamic College of Sulthan Syarif Hasyim Siak Sri Indrapura. Researchers provide limitations on the ability to read comprehension, namely the ability to determine the four aspects of reading comprehension including: main ideas, explanatory ideas, messages/mandates, and conclusions in Arabic-Malay discourse. This study aims to determine and describe the ability to read Arabic-Malay discourse comprehension in the four aspects of reading comprehension. The method used in this study is a descriptive method with a research sample of 30 students in the fifth semester of the Islamic Religious Education Study Program, Sulthan Syarif Hasyim Siak Sri Indrapura Islamic College for the 2022/2023 Academic Year. This sampling is known as a full sample or 100% of the total research population. The data collection technique used in this study was an objective test technique (multiple choice questions). Data analysis techniques by collecting test results, providing assessments according to the scoring reference, finding the percentage of each aspect of reading comprehension, and finding/calculating the average value. The results of the study concluded that the ability to read Arabic-Malay discourse varied, namely (1) the ability to determine main ideas was in the low category with an average of 25.00 (2) the ability to determine explanatory ideas was in the low category with an average of 26.67 (3) the ability to determine messages/mandates was in the low category with an average of 45.00 and (4) the ability to determine conclusions is in the low category with an average of 8.33. Overall, the ability to read and understand Arabic-Malay discourse among students of the Islamic Religious Education Study Program at the Islamic College of Sulthan Syarif Hasyim Siak Sri Indrapura is in the low category with an average of 26.25.

AN ANALYSIS OF STUDENTS' DIFFICULTIES IN READING COMPREHENSION AT SMPN 05 TANAH PINOH BARAT

Quantitative descriptive research was conducted to determine the students' difficulties in reading comprehension and the factors of students' difficulties at SMPN 05 Tanah Pinoh Barat. The subjects of this study were seventh grade students of SMPN 05 Tanah Pinoh Barat. Son. Samples were selected using purposive sampling. The purpose of this study was to determine the difficulties of students in reading comprehension, and the factors of students' difficulties in class VII SMPN 05 Tanah Pinoh Barat. Researchers used quantitative descriptive methods. The subjects of this study were students of SMPN 05 Tanah Pinoh Barat. Samples were selected using purposive sampling. Data collection techniques in this study using measurement techniques and indirect communication. The instruments used are reading test and closed questionnaire. The researcher gave a test with 20 multiple choice questions. After getting the data from the reading test, the researcher analyzed the data by calculating the students' scores on the tests that had been given to each class. Then the researcher categorizes the students' scores on the test based on their ability level. To find out the students' difficulties, the researcher calculated the percentage of students' difficulties in five aspects of reading comprehension. Data from closed questionnaires were analyzed by calculating the percentage of answers from students. The test results showed that the seventh-grade students of SMPN 05 Tanah Pinoh Barat had difficulties in five aspects of reading comprehension. Namely, the main idea, supporting details, vocabulary, inference, and references. The most challenging aspects for students are vocabulary with a percentage of 58%, and references by 62%. The main idea with the percentage of student difficulty 38%, supporting details 38%, and inference 42%. The results of the questionnaire show that students' difficulty in reading comprehension is caused by 3 factors, namely: Lack of understanding of reading material, difficulty in using reading strategies, and the last is limited vocabulary knowledge. The conclusion of this study is that students fail to understand vocabulary and make conclusions. These two aspects are the most difficult aspects for students.Keywords: Students Difficulties, Reading Comprehension, Descriptive Quantitative Method

An Analysis of Students’ Achievement in Reading Comprehension through Higher Order Thinking Skills (HOTS)

This research aims to find out the students’ achievement by using HOTS as learning strategy in reading comprehension at grade VIII of SMP Yayasan Perguruan Keluaraga Pematangsiantar. The aspect of students’ achievement overwhelming, remembering, understanding, applying, analyzing, evaluating, and creating. These aspects were seen in Descriptive text. The research subject belongs to students in class VIIIA and VIIIB. The data are collected using qualitative method, namely the type of basic interpretative studies in which the data obtained used questionnaires to the student in the form of a Google form. In collecting data questionnaires were shared to 65 respondents. It was used to describe the topic related to the phenomenon happen in reading comprehension through HOTS. The research findings highlight C1-C6 phase which almost of students gave positive response to each statement of criteria HOTS. The achievement in six aspects of reading comprehension used HOTS, they are remembering text with strongly agree scale 58,4%, understanding supporting sentence with strongly agree 50,2%, applying decoding process with agree scale 49,2%, analyzing main ideas with strongly agree 50,2%, evaluating inference with agree scale 51,7%, and creating new ideas with agree scale 53,3%.

The Assessment on Reading Comprehension at SMAN 22 Makassar

Assessment in reading comprehension is very important for students to know their ability. Using the right assessment can affect the development of the students reading comprehension. This research aims at finding out the type of assessment that teachers use, why teachers prefer to use the current assessment, and the teacher preparation, implementation, and score the students reading comprehension. The data were taken through interviews and observation. The subject of the research was the teacher of SMAN 22 Makassar. The result of this research: The type of assessment used by teachers at SMAN 22 in assessing reading comprehension is formative assessment. In the assessment aspect of reading comprehension, not all aspects are taken by the teacher in assessing students' reading comprehension, only a few aspects, namely main idea, supporting detail and vocabulary, and likewise, the components in reading comprehension, only a few are taken by the teacher, namely vocabulary, fluency, and comprehension. In using the assessment to assess the students' reading comprehension, the teacher also adjusts to the KD given to the teacher. With this KD the teacher will adjust what assessment should be used and also in each test the teacher gives students so that they know the progress of their reading comprehension will be adjusted to the abilities of the students. The teacher always prepares whatever is needed in teaching reading comprehension. In each lesson, the teacher implements the teaching from the lesson plan and give score to the students based on the result of the answers in the given task format.

An Analysis of Students’ Problems on Reading Comprehension in Online Learning at the Ninth Grade Students of Junior High School 2 Jambi City

This research was aimed to find out the student problems on online learning in reading comprehension. This research took this title to find out what are the problems of students in reading comprehension on online learning. The setting of the research was in Junior High School 2 and the subject of the research was the Ninth Grade Students. The problems in reading online that there are five aspects of reading comprehension were determining main idea, making inference, identifying reference, finding specific information, and the understanding meaning of words or vocabulary. The research methodology of This research was a qualitative phenomenological approach research which involve purposive sampling. The total of respondents who researched this was twenty-two ninth grade of students. The results of the study explained that most of the ninth grade students had problems answering the test questions that had been given. The result is that only a few students understand the comprehension after they read about it. The cause of student problems in online learning is the lack of understanding of the meaning of the test so that they have problems in determining the information contained in a test. Lack of knowledge about vocabulary so that they have problems in learning reading comprehension.Keywords: Students’ Problems, Online Learning, Reading Comprehension.

“Theme Doesn’t Just Jump Out”: Teaching for Theme Comprehension

AbstractTeaching for theme is one aspect of reading comprehension that is often elusive for both teachers and students. Specifically, teachers are challenged with elevating students’ thinking from the plot level to a more abstract level when teaching for theme understanding. Students are challenged with transitioning between the story world and the real world to construct viable theme statements. The authors share some initial classroom lessons that can be taught as a starting point to guide students in their interpretation and construction of themes.

The Use Of Read, Cover, Remember and Retell Strategy On Students’ English Reading Comprehension

This research was aimed to find out whether there was significant effect of using read, cover, remember and retell (RCRR) strategy on students’ English reading comprehension. The design was a quasi-experimental research. The sample consisted of 60 students; 30 students for experiment group and 30 students for control group. The instrument was reading test which comprised 30 multiple choice (4 options) question with r=0,86 .The research finding were as follows; 1). RCRR strategy affected students’ reading comprehension in whole reading comprehension RCRR strategy affected students’ reading comprehension in various aspect of reading comprehension, 2). RCRR strategy affected the students’ reading comprehension in the aspect of finding main idea, 3).RCRR strategy affected the students’ reading comprehension in the aspect of making inference, 4).RCRR strategy affected the students’ reading comprehension in the aspect of understanding vocabulary and determining reference. However, RCRR strategy did not affect the students’ reading comprehension in the aspect of identifying specific information. Further study is recommended for medical school.

Improving students’ reading comprehension through question answer relationship (QAR) strategy at the first grade on SMAN 3 Kotabumi

The aims of this research are to find out whether there is a significant difference of students’ reading comprehension at the first grade of SMAN 3 Kotabumi before and after the implementation of QAR strategy and to investigate which aspect of reading comprehension improves the most after the implementation of QAR strategy. This research was a quantitative research which used a one group pre-test and post-test design. This research was conducted on January 17th to February 21st 2020 in which the population was the first grade of SMAN 3 Kotabumi. The sample of this research was class X MIPA 4 which consisted of 30 students. The data was analyzed by using Repeated Measure T-Test in which the criteria of accepted hypothesis were p < 0.05, and t-value > t-table. The result of this research showed that there was a significant difference of students’ reading comprehension after the implementation of QAR strategy. It can be seen from the students’ mean scores of pre-test and post-test which improves from 63.44 to 71.22 in which the gain was 7.78. The statistical analysis also revealed that t-value was higher than t-table (19.341 > 2.04523) with the significant level of 0.000. Besides that, the researcher also finds that making inference the aspect of reading comprehension which improves the most and the lowest was understanding vocabulary. It can be concluded that QAR strategy can be applied to improve students’ reading comprehension ability and all aspects of reading comprehension can be integrated using QAR strategy.

The Uses of PQ4R and SSR Strategies in EFL Reading Classroom

Abstract. This paper reports an experimental study which investigated the use of Preview, Question,Read, Reflect, Recite, Review (PQ4R) strategy and Sustained Silent Reading (SSR) strategy to the eleventh grade students of SMA Negeri 1 OKU. Two classes consisted of 30 students in each class were choosen randomly and assigned as PQ4R group and SSR group. Reading comprehension test that consisted of 35 multiple choice questions was used to collect the data. Meanwhle, t-test was used to find out the significant results of the two strategies and stepwise regression was used to find out what aspect of reading comprehension that mostly contributed on students’ achievement. Findings of this study showed that there were significant different achievement of the students after the interventions using PQ4R and SSR strategies which means that the two strategies were proved significantly effective to improve the students’ reading comprehension achievement, but the independent t-test result showed that SSR strategy gave more significant improvement toward students’ reading comprehension achievement

The Implementation of Modified Questioning The Author (MQTA) Strategy to Improve Students’ Reading Comprehension

This study was aimed i) to find out whether there was a difference of students’ reading achievement between students taught by using Questioning the Author (QtA) and those taught by using Modified Questioning the Author (MQtA), ii) to find out aspect of reading comprehension which score mostly increased after the implementation of QtA and MQtA, and iii) to find out the students’ responses toward the implementation of MQtA. The subjects of this research were the eighth grade students of SMP IT Ar Raihan Bandar Lampung. The result showed that i) there was a statistically significant difference in students’ reading comprehension achievement between students taught by using QtA and those taught by using MQtA, ii) from five aspects of reading comprehension; determining Main idea, Supporting details, Reference, Inferences and Vocabularies, the reading aspect which gained highest score in experimental group was in determining Main idea and Inferences, while in control group it was in determining References, and iii) the students’ responses toward the implementation of MQtA was positive. It can be said that MQtA strategy is more effective to increase the students’ reading comprehension achievement. However both QtA and MQtA can be implemented to every classroom with different students’ situation and background knowledge.

The Effect of Scientific Approach Based on Tutorial Video on Students’ Reading Comprehension of Procedure Text (A Quasi-Experimental Research at Grade VIII of SMPN 4 Kota Bengkulu)

This research aimed to find out whether there was any effect of implementation scientific based approach using tutorial video on students’ reading comprehension as a whole and various aspects in procedure text at grade VIII of SMPN 4 Kota Bengkulu. The design was a quasi-experimental research. The sample consisted of 50 students at grade VIII SMPN 4 Kota Bengkulu, 25 students for experiment group and 25 students for control group. The instrument was a reading test which comprised 50 multiple choice questions, the instrument was tried out with r=0,970. The research findings were as follows; (1) Scientific approach based on tutorial video affected students’ whole reading comprehension; (2) scientific approach based on tutorial video affected students’ reading comprehension in various aspects of reading comprehension, namely; finding general information, finding specific information, integrating information, and learning from text. Further study is recommended for other text types.Key Words: Reading Comprehension, Scientific Approach, Tutorial Video

American Learners’ Comprehension of Russian Textual Humor

Over the past decade, second language (L2) humor has attracted scholarly attention as both a means and a goal of L2 development. Much of this research, however, has focused on oral communication, whereas virtually no studies address humor as an aspect of reading comprehension. This exploratory study combines these two areas of inquiry, examining how L2 learners of Russian negotiate textual humor. In particular, the study addresses the role of textual properties (genre and humorousness), and the effects of proficiency on learners’ ability to apprehend and appreciate textual humor. The findings suggest that learner comprehension is dynamic and often partial (cf. Bell, ), depending on familiarity with genre conventions and linguistic devices signaling humorous intent. The study also found that different stages of humor comprehension required discrete sets of knowledge: Detection, for example, relies on L2 linguistic knowledge, whereas understanding hinges largely on native cultural beliefs. Comparison of both groups suggested that the differences between learners and native speakers were both quantitative and qualitative. The role of proficiency was more complex than expected and primarily evidenced in the accuracy (rather than frequency) of humor recognition independent of text properties. The article concludes with pedagogical suggestions and outlines future research areas.

The Impact of Self-efficacy Perception on Reading Comprehension on Academic Achievement

Reading comprehension requires the conscious and cognitive efforts of individual. In this regard, an individual should set up concern on what they read and previous information they have according to reading purposes. As a result of this cognitive effort one can restructure the intellectual development. As well there are interesting approaches improved by combining of the high-level cognitive functions such as interpretation and synthesis with social interactions in the aspect of reading comprehension. The self-efficacy beliefs scale developed by Bandura was adapted to the pedagogy field and accepted as an important variable affecting academic achievement in scientific research. According to the findings, there is positive significant correlation between high achievement and self- efficacy beliefs. In this sense, this study aims to define what variables affect self efficacy beliefs on reading comprehension and in what extent this perception affects academic achievement in language learning process, and to understand what factors are responsible for increasing the individuals’ quality of life. This study examines the impact of self-efficacy belief on reading comprehension on academic achievement in the case of preparatory class students of High School of Foreign Languages of Kyrgyzstan-Turkey Manas University registered in 2011-2012 academic year. In preparatory class, along with main education languages such as Kyrgyz and Turkish, students also learn English, Russian and Chinese as a foreign language. The population with 1485 students was sampled 556 students. Findings are based on answers to survey questions of 556 students obtained through random sampling. In this study factors affecting self-efficacy perception on reading comprehension and foreign language success rate was analyzed by using multivariate statistical techniques.

Preface to Special Edition

Given that reading comprehension is at the forefront of global literacy discourse, this special edition of Per Linguam, the first number that is also published online, features a collection of articles that cover different aspects of reading comprehension and instruction, such as, strategies for comprehending texts, metacognitive awareness, the reciprocity of assessment and comprehension instruction and socio-affective factors that influence comprehension.

Components of reading comprehension and scholastic achievement

The aim of this study was to understand whether the reading comprehension process is better explained by a single or by multiple factors. 184 students (9 to 13 years old) were presented with a recently devised battery of tests, that measure ten aspects of reading comprehension. Structural equation modelling showed that a two factors model better accounts for the data compared to a one or a three factors model. Results confirmed the hypothesis which distinguishes between ‘basic’ and ‘complex’ aspects of reading comprehension. The second goal of the study was to analyze the relationship between the two-components model and scholastic achievement. Our results highlighted that the more ‘complex’ aspects of reading comprehension, reflecting some metacognitive knowledge and control processes, are the better predictors of scholastic achievement.

Características de los textos, conocimientos previos y comprensión lectora

This study was made with a sample of 296 sbjects, of ages between 10 and 17. It was taken into consideration their reading competence (high/low) and their prior knowledge (major/minor), about the subject matter of a text, from which were made eight versions that differed in the presence and number of text organizers; it was measured on the other hand different aspects of reading comprehension. The results shows that the presence of organizers makes easy the reading comprehension of the subjects with a higher reading competence (especially in reference to complementary information and number of deductions) and of the subjects with previous minor knowledge (above all in reference to the number of deductions). These results confirm in what is substantial the obtained by previous investigation, bat shadows them and set up new questions to investigate.

The processing of cohesion devices in text comprehension

The cognitive operations involved in the processing of surface-cohesion devices for the construction of a coherent mental representation is a major issue in text comprehension. An experiment was carried out with two narratives presented in two versions: a high-cohesion version and a low-cohesion version derived from the high version with the use of several devices--two anaphoric markers, changes in the temporal connective and word order, omission of the thematic sentence--without modification of the text content. The subjects read and immediately recalled a high-cohesion text and a low-cohesion text. The results showed that lowering cohesion produced an insignificant increase (8%) in reading time, but a highly significant decrease (25%) in recall performance. It appears that the subjects did not execute the processing required by the cohesion devices. The results are discussed with respect to models of sentence comprehension in comparison with text comprehension and metacognitive aspects of reading comprehension.