Comprehension Of English Texts Research Articles

PORTRAIT OF STRATEGIES TO PROMOTE STRUGGLING READERS’ ENGAGEMENT IN JUNIOR HIGH SCHOOL

The present study sought to investigate the strategies employed by an English teacher in teaching reading at a junior high school. Different from previous research, which generally recruited several respondents, this study exclusively focused on a single teacher. This enabled a more detailed exploration of instructional strategies geared to a specific classroom setting. Employing qualitative descriptive design, the research was geared to examine the types of instructional strategies the teacher engaged, how these strategies were put at play, and their effectiveness in promoting students' English reading engagement. Data collection methods included observations and interviews with the teacher. The collected data were analyzed using qualitative analysis method. The findings unveiled that the teacher employed three main strategies for teaching reading: Question Answer Relationship Strategy, Reciprocal Teaching Strategy, and Imitation Strategy. These strategies were critical in enhancing students' comprehension of English texts through collaborative learning in making meaning based on provided texts. The findings underlined the importance of tailored instructional approaches that promote students’ active participation and reading engagement. This research contributes to the discussion on reading instruction by identifying practical strategies that can be adapted and implemented by English teachers to foster students' reading engagement effectively.

The Effect of Layered Teaching Method of Reading Tasks on Middle School Students' English Learning Motivation

In daily teaching, it is found that students in junior high schools lack the interest of learning English, especially in English reading. They are fear of difficulty, and their reading ability is difficult to improve. However, English reading accounts for a large proportion of English learning and plays an important role in improving English language ability. And the layered teaching method can meet the learning needs of different students and provide a personalized educational experience. Therefore, the purpose of this paper is to explore whether the reading task layered teaching method has any effect on junior high school students' English learning motivation and to know about students' ideas on the reading task layered teaching method through the research methods of experiments and structured interviews. This study found that learners could gradually improve their comprehension of English texts and developed independent thinking and reasoning skills through the reading task-layered approach. This approach helps learners to build self-confidence and stimulates their interest in delving further into English texts and literature. But at the same time, the reading task layering method also requires teachers to pay attention to students' psychological state and adjust students' layering tasks according to their situation in time.

The Improvement of Reading Comprehension of English Texts by Slovak Learners Via Intervention Program

Our paper is concerned with improving reading comprehension by intervention or intervention program for reading comprehension for English language. This program facilitates the individual into thinking and learning, as well as their progress at the level of cognitive and metacognitive processes, emotional and social factors. Cognitive and metacognitive processes stimulate comprehension of written texts. Emotional and social factors support self-efficiency in the process of developing comprehension. With this, we have the opportunity to improve reading comprehension in a greater manner. The research goal of our paper is to find out the effect of intervention for improving reading comprehension skills of Slovak high school students, specifically in regards to reading English texts, as well as to find out the strength of improvement in reading comprehension and the duration of this improvement. Our selected research sample consists of Slovak ESL students with the proficiency level of B1 according to CEFR. Chosen research methods were a didactic test (test of reading comprehension for English language) and experiment (the intervention itself). Findings in particular research groups support the intervention’s efficiency.

Assessing Saudi EFL Learners’ Metacognitive Awareness of Reading Strategies: A Cross-Sectional Study

With extant studies producing inconclusive findings regarding English as foreign language (EFL) readers’ metacognitive strategies, researchers are yet to investigate the perceived metacognitive awareness and use of reading strategies among tertiary EFL learners with varying proficiency levels, an area that has not fully received attention in the Saudi context. Hence, this study investigated differences in the metacognitive reading strategies that Saudi students learning English as a foreign language used when reading English texts to determine whether metacognitive awareness varied across proficiency levels (low, intermediate, and high). The study adapted and administered the Survey of Reading Strategies questionnaire to 260 Saudi English majors and analyzed the data using independent-samples ANOVA across the three proficiency groups, and found how participants varied in their perceived use of reading strategies across global, problem-solving, and support strategy categories. Overall, EFL learners with high-proficiency reported global and problem-solving strategies more often than intermediate- and low-proficient groups did, while low-proficiency group reported using support strategies more often than high- and intermediate-proficiency groups did. The study results also revealed how problem-solving strategies were most frequently reported by study participants, followed by support and global strategies. Subsequently, two major pedagogical implications are discussed: the need for Saudi EFL readers to be exposed to diverse reading strategies to help facilitate their reading comprehension of English texts, as well to reading-strategy instruction, which should emphasize global, problem-solving, and support strategies for Saudi EFL learners with varying reading abilities across different reading tasks.

The Impact of Blended Collaborative Learning on the English Reading Comprehension

The aim of this research was to examine the impact of blended collaborative learning on Iranian learners’ understanding concept of English texts. Among the statistical population of eighth grade male students in Birjand in the academic year, 2021 which numbered 637 people, 30 students were purposefully separated into two experimental and control groups using the available sampling method. After taking the Oxford Placement Test and the purposeful appointment of learners in experimental and control groups, a pre-test was taken. Students in both groups were trained in English text comprehension techniques and skills for 4 weeks. Analysis of test results showed that students who were taught by the blended collaborative method, compared to students who were taught by the individual blended method, in understanding the concept of English texts, correct understanding and recognition of words and proper vocabulary in order to complete incomplete texts in the post-test and delayed the post-test stages have been performed much better. In understanding the reading of English texts, there was a meaningful difference between the performance of the experimental and control groups in the post-test, but no meaningful difference was obtained in function of the control and experimental groups in the delayed post-test.

Improving Student’s Reading Comprehension through Question-Answer Relationship of MTs Al-Washliyah Jati Rejo, Galang District Academic Year 2019/2020

This research is aimed at improving the reading comprehension of MTs Al-Washliyah Jati Rejo, Kec.Galang grade VIII students using QAR strategy. In conducting this study, the researcher applied Classroom Action Research (CAR) as the method of research. It was conducted in two cycles and each cycle consisted of four phases: planning, acting, observing, and reflecting. This research answered two questions (1) How is the implementation of using Question Answer Relationship (QAR) to enhance the students’ reading comprehension in the narrative text at the eight grade of MTs Al-Washliyah Jati Rejo, Kec.Galang in the academic year of 2019/2020? (2) How is the result of the use of Question-Answer Relationship (QAR) strategy in the narrative text at the eight grade of MTs Al-Washliyah Jati Rejo, Kec.Galang in the academic year of 2019/2020? In reference to the application of the two cycles, the results of the research revealed that the use of schema activation strategy successfully improved the students‘ reading comprehension. The students’ interest and attention in the process of teaching and learning English, especially reading, reading improved. They were also able to explore many words related to the topic of the lesson. In relation to their comprehension of English texts, the students were able to identify main ideas and supporting details of paragraphs correctly

Vocabulary Instruction In Improving Students' Reading Comprehension In SD Negeri 8 Menteng Palangka Raya

One of the most important lessons in elementary school is understanding what they read. While reading comprehension is essential to academic success, not all students demonstrate adequate proficiency. The researcher interviewed and observed classes in SD Negeri 8 Menteng Palangka Raya, notably sixth grade, and found this issue. The researcher utilized one of the instructions to promote reading comprehension from that issue. Vocabulary instruction could increase English text comprehension, according to the study. This semester, students studied Describing People and Objects and picked descriptive text. The researcher solved the challenge with a quasi-experimental non-equivalent control group design. This study had two groups: 6A (control) and 6C (experimental). The experimental group randomly sampled vocabulary training, while the control group received non-vocabulary education. There were also two variables in this study: vocabulary teaching served as the independent variable, and the mean scores of both groups' tests served as the dependent variable. Pre- and post-test results determined the class's vocabulary instruction effectiveness. Finally, the data showed that vocabulary instruction improves reading comprehension more than non-vocabulary instruction. Scores were less than 0.05, rejecting H0 and accepting Ha. Data less than 0.05 indicates that independent variables only partially impact the dependent variable. Vocabulary education improves students' reading comprehension in SD Negeri 8 Menteng Palangka Raya.

Analysis of Students Perception in Reading Comprehension of English Texts at Junior High School

The purpose of this study was to identify the difficulties faced by students in reading comprehension of English texts and to identify the factors causing students' difficulties in understanding reading English texts in class VIII-B students of SMP Muhammadiyah 9 Boarding School. This research is qualitative. Data collection techniques used are tests and interviews. This study uses data analysis techniques from Miles and Huberman (1992), there are three steps of data analysis, namely data reduction, data display, and drawing conclusions. Based on the research results, students have difficulty in determining the main idea, understanding vocabulary, making conclusions, and looking for detailed information. The results of interviews regarding the factors that cause students' difficulties in understanding English reading texts are difficulties in understanding long sentences in the text, inadequate teacher intervention, and difficulties in understanding vocabulary, the home environment, and the school environment.

Improving the Third-Year Students’ Reading Comprehension Of English Texts By Using A Speed Reading Technique At Mts Negeri 1 Mojokerto

The research was planned to improve the third-year students’ reading comprehension of English texts by using a speed reading technique at MTs Negeri 1 Mojokerto. The objectives of the study are to find out how: (1) Speed reading techniques can improve the students’ literal comprehension, and how (2) Speed reading techniques can improve the students’ inferential comprehension. The study was a Classroom Action Research. The procedure of the research consisted of four major steps namely: planning, implementing, observing, and reflecting. This study consists of two cycles. Each of them consists of three meetings for the teaching and learning process and one meeting for posttest. The results of the research showed that speed-reading technique was effective in increasing the students’ reading speed and their reading comprehension achievements. The fact that the average students’ reading speed increased by implementing speed-reading technique. Practically, the result of this study can be used as a model to improve the students’ speed-reading for the sake of improving their reading comprehension skill and their motivation to read as well

Effect of Motivation on Reading Activity and Text Comprehension of Adult Filipino Deaf Learners

Reading is an important facet of the literacy enhancement of an individual. Studies in reading comprehension and the variables affecting it are considered important because society gives much importance to reading and demands higher literacy rates. While there is a plethora of research on reading motivation among learners, there is a scarcity of studies that deal with reading motivation among learners with physical disabilities. Hence, the present study aimed at investigating the link between the Filipino deaf learners’ reading motivation and reading activity and comprehension of English texts. The researchers used Parault and Williams’ (2010) Reading Activity Questionnaire and Motivation for Reading Questionnaire (MRQ) as instruments to answer the research questions. The results of the study revealed that there is no significant relationship between reading motivation of deaf learners and their reading amount and text comprehension. Nonetheless, the study may have implications for the current deaf bilingual literacy curricula in local schools, particularly in addressing Filipino deaf bilinguals’ motivation for reading.

Text Complexity Modulates Cross-Linguistic Sentence Integration in L2 Reading

Cross-linguistic influences (CLI) in first-language (L1) and second-language (L2) reading have been widely demonstrated in experimental paradigms with adults at the word and sentence levels. However, less is known about CLI in adolescents during naturalistic text reading. Through eye-tracking and behavioral measures, this study investigated expository reading in functionally English monolingual and Spanish (L1) - English (L2) bilingual adolescents. In particular, we examined the role of L1 (Spanish) sentence integration skills among the bilingual adolescents when L2 school texts contained challenging syntactic structures, such as complex clauses, elaborated noun phrases, and anaphoric references. Results of generalized multilevel linear regression modeling demonstrated CLI in both offline comprehension and online eye-tracking measures that were modulated by school text characteristics. We found a positive relationship (i.e., facilitation) between L1 sentence integration skills and L2 English text comprehension, especially for passages with greater clause complexity. Similar main, but not modulatory, effects of sentence integration skill were found in online eye-tracking measures. Overall, both language groups appeared to draw upon similar reading component skills to support reading fluency and comprehension when component skills were measured only in English. However, differential patterns of association across languages became evident when those skills were measured in both L1 and L2. Taken together, our findings suggest that bilingual adolescents’ engagement of cross-linguistic resources in expository reading varies dynamically according to both language-specific semantic knowledge and language-general sentence integration skills, and is modulated by text features, such as syntactic complexity.

WEB-BASED LEARNING MATERIAL FOR RAISING STUDENTS’ LEVELS OF AWARENESS AND USE OF READING STRATEGIES

Being active readers is beneficial to students’ academic success. To reach that, students need to understand what the reading strategies are, and how, when, and where to use them. Unfortunately, most of the students in ITK are not using the strategies effectively, which then hinders their comprehension of English texts. To help improve students' reading ability through the usage of reading strategies, this research proposed to develop a web-based learning material containing materials and exercises in using reading strategies in an academic reading activity. The development model of the e-learning material is following the 4-D model: define, design, develop, and dissemination. The data collected were in the form of feedbacks from peer-review (qualitative) and developmental testing (quantitative). The feedback from peer-review contained suggestions for the improvement of the website; the testing resulted in the score for the web. With the average score of 3.63 on the Likert scale, most students believed that this website would be able to help them become more familiar with the use of reading strategies in academic reading.

A Study on Students’ Ability in Literal and Inferential Comprehension of English Texts

Comprehension is of at least two different types, literal and inferential comprehension. Literal comprehension is roughly defined as the understanding of messages and are explicitly stated in the text being read. Inferential comprehension is roughly defined as the understanding of messages implicitly started in the text being read, or messages which are not stated but implied. Inference is a process by which readers use hints to gather information. In making inferences, we go beyond surface details and read between the lines to reach information logically. Factual details in what we read provide the basis of our knowledge. But not every bit of information is easily apparent or clearly stated. Hints or suggestions may appear that you have to build upon with your own knowledge and experience in order to understand something fully. because information is not always stated in exact terms, we must supply our own information from details or ideas that are only suggested by the writer. we can’t always be certain that what we supply is absolutely right. but if we follow hunches that are based on evidence, we can be fairly sure about some things, even if they are only hinted at. Literal comprehension is considered easier than that of inferential comprehension. It is easier do to the fact that since the message is explicitly stated, is does not require longer time and much effort to decode it (Weber, 1980).

Anxiety contribution on students’ text comprehension in various test types

This study aims to understand how anxiety as a variable contributes to affect the ability in comprehending English texts evaluated on students’ performance on various test types, namely 1) multiple-choice tests (MC), 2) fill-in-the-blank tests (FTB), and 3) true/false tests (TF). This research used ex post facto method, with responses collected from eleventh grade high school students in Jakarta. Respondents worked on tests with similar material, although at different times. Students’ anxiety was measured based on behavioral and cognitive characteristics listed on the questionnaire given to respondents along with the English test. The results pointed out that there was indeed a difference ofstudents’ anxiety levels in working on the various English text comprehension tests given. The results of the English text comprehension tests were generally influenced by the anxiety variable, although the effect was found to be small. Teachers are recommended to apply multiple variations of ability evaluation in measuring the students’ English text comprehension by using multiple test modes.

THE CONTRIBUTION OF ANXIETY TO ENGLISH TEXT COMPREHENSION ABILITY

<p><strong><em>This study aims to understand how anxiety as a variable contributes to affecting the ability to comprehend English texts using the ex post facto method, with eleventh grade high school students in Jakarta as the respondents. Students’ anxiety is measured based on behavioral and cognitive characteristics listed on the questionnaire given to respondents along with the English test. The results show that there is indeed a difference in anxiety levels on students in working on the various English text comprehension tests given. The results of the English text comprehension tests are generally influenced by the anxiety variable, although the effect is found to be small. Teachers are recommended to use multiple teaching methods, and to teach and motivate the students to read more. Teachers are also recommended to apply multiple variations of ability evaluation in measuring the students’ English text comprehension by using multiple test modes. </em></strong></p>

Exploring the Cross-Linguistic Contribution of Spanish and English Academic Language Skills to English Text Comprehension for Middle-Grade Dual Language Learners

In this study, we examine the unique and shared contributions of Spanish and English core academic language skills (CALS) to English reading comprehension in a population of Spanish-English dual language learners in Grades 4 and 5 (n = 165). We focus on cross-disciplinary CALS, operationalized as sets of high-utility lexical, syntactic and discourse resources prevalent in school texts. This study finds that Spanish and English CALS are positively and significantly related, and, further, that both sets of skills exert a unique positive influence on English reading comprehension. Aligned with an interpretation of linguistic interdependence between Spanish and English academic language skills, results document their cross-linguistic contribution to reading comprehension for students enrolled in educational programs that foster literacy and content learning regularly in two languages.

Expository text comprehension in secondary school: for which readers does knowledge of connectives contribute the most?

The present study examined whether knowledge of connectives contributes uniquely to expository text comprehension above and beyond reading fluency, general vocabulary knowledge and metacognitive knowledge. Furthermore, it was examined whether this contribution differs for readers with different language backgrounds or readers who vary in reading fluency, general vocabulary knowledge or metacognitive knowledge levels. Multilevel regression analyses revealed that knowledge of connectives explained individual differences in eighth graders' text comprehension (n = 171) on top of the variance accounted for by the control variables. Moreover, the contribution of knowledge of connectives to text comprehension depended on a reader's level of metacognitive knowledge: more metacognitive knowledge resulted in a larger association between knowledge of connectives and text comprehension. Reading fluency, vocabulary knowledge and language background did not interact with knowledge of connectives. Findings are interpreted in the context of the strategic use of connectives during expository text reading.What is already known about this topic?Connectives (words such as moreover, because and although) help the reader in establishing coherence between text parts.In primary school, for fifth graders, knowledge of connectives has been shown to be uniquely related to English text comprehension controlling for reading fluency and general vocabulary knowledge.For fifth graders, the relationship between knowledge of connectives and English text comprehension was higher for English‐only students than for their peers who learned English as a second language.What this paper adds:The present study found that knowledge of connectives also has a unique relation with Dutch expository text comprehension for eighth graders above and beyond reading fluency, general vocabulary knowledge and metacognitive knowledge (about text structure and reading and writing strategies).The relationship between knowledge of connectives and text comprehension was not moderated by reading fluency, general vocabulary knowledge and language background (monolingual versus bilingual Dutch).Metacognitive knowledge did impact the relationship between knowledge of connectives and text comprehension: the higher the metacognitive knowledge, the higher the association between knowledge of connectives and text comprehension.Implications for theory, policy or practiceSecondary school readers are assumed to benefit from knowing connectives because these words are frequent in expository texts and signal relationships that students may often not infer without the help of these devices (i.e., with the use of background knowledge). This seems to apply in particular for expository texts that are intended to convey new information and relationships to students (see also Singer & O'Connell,).We found a significant interaction between knowledge of connectives and metacognitive knowledge, which seems to indicate that knowing more connectives does not help much in improving expository text comprehension when metacognitive knowledge about text structure and reading strategies is low. This result suggests that it may be wise to couple instruction on the meaning of connectives with instruction about the structure of expository texts and ways to strategically deal with these texts.More specifically, besides instruction on the meaning of connectives, we advise teachers in secondary school to get students to understand the importance of connectives as markers of local and global coherence in texts, and to teach them how to strategically use connectives during reading.

The Impact of Video-based Materials on Chinese-Speaking Learners’ English Text Comprehension

<p>This study investigated whether video-based materials can facilitate second language learners’ text comprehension at the levels of macrostructure and microstructure. Three classes inclusive of 98 Chinese-speaking university students joined this study. The three classes were randomly assigned to three treatment groups: on-screen text (T Group), concurrent narration with on-screen text (NT Group), and video with concurrent narration and on-screen text (VNT Group). The data were collected through the macrostructure and microstructure reading comprehension pre- and post-tests and the immediate test. The statistic results of the immediate test and the post-tests showed that the VNT group performed significantly better on the macrostructure comprehension than the T and NT groups. Armed with the perspectives of multiliteracies and the significant results, the study makes instructional recommendations to integrate video in second-language reading comprehension instruction.</p>

READING THEORIES AND READING COMPREHENSION

<p>In this article several reading theories in their relations to reading comprehension teachers and lecturers of English need to know are reviewed. At the theory level, three other Models of Reading, namely Bottom-Up, Top-Down, and Interactive are previously discussed to the Schema Theory. In reviewing the reading comprehension, the history of reading instruction, types and purposes of reading, and cognitive reading skills are discussed. Finally, it reviews six variables involved in the comprehension of English texts.</p><p><strong>Keywords:</strong><strong> </strong><em>m</em><em>odels of r</em><em>eading, schema theory, comprehension</em><em>, background knowledge</em></p>

The Effects of the Extended Time on Jordanian Students' Comprehension of English Texts

The purpose of the study is to investigate the effects of the extended time on Jordanian students' comprehension of English texts. The population of this study represented (1000) tenth-grade male and female students at public schools in Ma'an Directorate of Education. The sample consisted of (100) students chosen randomly from six public schools in Ma'an Directorate of Education. Fifty of them were female and fifty were male students. The subjects' reading comprehension was measured using four reading texts that were selected for this purpose. Two of the texts reflected the subjects' native culture and religion (Islamic religion and Arabic culture), while the other two texts reflected a foreign culture and a different religion (Christian religion and American culture). The researcher conducted interviews with eight English teachers to talk about the difficulties of reading comprehension. T-Test of Independent Samples was used to analyze the data statistically. The findings of the study showed that students, performance on reading comprehension tests was significantly affected at level (?