Enhance Reading Comprehension Research Articles

The Effect of Discovery Learning in Improving SMAN 2 Tambang First-Year Students' Reading Comprehension at Recount Text

The research aims to enhance reading comprehension and text analysis skills through the Discovery Learning method. A quantitative approach was used, with data collected numerically and analyzed using SPSS. A quasi-experimental design was implemented over six sessions (one month and two weeks), involving experimental and control groups of Class X students. Both groups took pre-tests and post-tests to assess their performance before and after the treatment. The experimental group received Discovery Learning in recount texts. The results showed an improvement in the scores of the experimental group. Pre-test scores ranged from 52.8 to 95.7 with an average of 72.17, while post-test scores ranged from 72.6 to 95.7 with an average of 82.17. The control group's pre-test scores ranged from 29.7 to 100 with an average of 63.16, and post-test scores ranged from 52.8 to 100 with an average of 70.87. The average post-test score of the experimental group was higher than that of the control group (82.17 vs 70.87). These findings indicate that Discovery Learning significantly improves English reading comprehension in recount texts at SMAN 2 Tambang.

Artificial Intelligence in Higher Education: The Power and Damage of AI-assisted Tools on Academic English Reading Skills

The research explores the impact of AI-assisted tools on academic English reading skills in the classroom and personalized learning among university students regarding how AI tools complement students’ assessments. To conduct this research, 24 students were divided into two groups of equal size: a control and an experimental group, which will be involved in an experimental study: one group using solely conventional methods and another group using AI-assisted tools in addition to conventional methods. The goal is to gain evidence on the effectiveness of AI-powered tools in enhancing reading comprehension, vocabulary acquisition, and critical thinking while identifying potential damage, such as overreliance on AI and ethical implications. It employed a mixed-methods approach, which involved an experimental study, survey, and semi-structured interview with students who either have or have not utilized AI for English reading learning. In the experimental research, pre-and post-tests were used to compare the differences in English academic reading scores between two groups of students. The survey was used to determine the students’ opinions on the effectiveness of AI tools, and individual semi-structured interviews were employed to obtain more detailed information. The findings posit that the involvement of AI tools in facilitating traditional teaching and learning methods has a more significant positive effect on improving academic English reading skills in educational settings, offering better convenience and effectiveness for students. However, challenges such as overreliance on AI and ethical implications were emphasized. The research provides invaluable insights into the potential benefits and challenges of evolving AI tools to enhance higher education English reading skills in educational settings.

The Impact of Flipped Learning on Reading Comprehension Among Moroccan High School Students: A Quasi-Experimental Study

Abstract This study investigated the efficacy of flipped learning in enhancing high school students' reading comprehension competencies. A quasi-experimental design was employed to compare a group of 85 second-year baccalaureate students exposed to flipped learning with a traditionally taught control group. The study employed pre- and post-tests to measure reading comprehension, with statistical analyses conducted to determine the impact of the intervention. Paired samples t-tests revealed significant improvements in reading comprehension for both the experimental and control groups, indicating that both instructional approaches can positively influence reading proficiency. However, independent samples t-tests did not demonstrate a significant difference in the magnitude of these improvements between the two groups, suggesting that while flipped learning may be an effective strategy, its superiority over traditional instruction in this context is not evident. The findings contribute to the ongoing discourse on the effectiveness of flipped learning. While the study indicates potential benefits of the flipped classroom approach, further research is warranted to explore the specific factors influencing its impact on student outcomes. Factors such as the quality of instructional materials, teacher training, and student characteristics may moderate the relationship between flipped learning and reading comprehension. Additionally, longitudinal studies are needed to examine the long-term effects of this instructional approach. By addressing these limitations and expanding the scope of future research, a more comprehensive understanding of the potential of flipped learning to enhance reading comprehension can be achieved. Keywords: Flipped learning, Reading comprehension, High school students, Quasi-experimental design, Instructional methods

Challenges and Benefits of Blended Learning in University EFL Reading Comprehension: A Mixed-Method Study

This study investigates the challenges and benefits experienced by students in the implementation of blended learning (BL) in English as a Foreign Language (EFL) reading classes. The research focuses on exploring the experiences of first year university students engaged in BL-based reading comprehension. Using a mixed-method approach, data was collected from 36 participants enrolled in a noncredit reading skills course integrated with a BL platform over 16-weeks. Participants completed a 16-item questionnaire, and a subset of ten students engaged in a focus group discussion to delve deeper into the challenges and benefits of BL. Descriptive statistics (e.g., frequency, percentages) were employed for quantitative data analysis, while qualitative data were analyzed through thematic identification. The findings revealed significant challenges including technology issues, language barriers, and initial confusion with BL tools. Participants emphasized the critical need for reliable technology infrastructure, support for digital literacy, and language assistance to mitigate these obstacles. Despite these challenges, participants acknowledged BL's advantages, particularly its flexibility and accessibility in enhancing reading comprehension. Recommendations arising from the study advocate for personalized learning paths, collaborative activities, clear communication, and ongoing assessment to optimize BL implementation. Thus, this research underscores BL's potential in improving reading skills, highlighting the imperative of tailored support to effectively address implementation challenges. The study could also become more thorough and broadly applicable to other Ethiopian universities by increasing the sample size and extending the intervention period.

Effectiveness of Contextual Guessing Strategy on Reading Comprehension in Indonesian EFL Pre-University Students: A Mixed-Methods Study

This study examines the effectiveness of contextual guessing strategies in enhancing reading comprehension among Indonesian pre-university EFL students in Parepare. The research targeted students preparing for university entrance exams, employing a mixed-methods approach with a quantitative-driven design. A purposive sampling technique selected 30 pre-university students from various high schools in Parepare. Quantitative analysis of multiple-choice test scores before and after a targeted intervention, which trained students to use contextual clues (e.g., roots, prefixes, and suffixes) to infer meanings of unfamiliar words, demonstrated a significant improvement in reading comprehension (t(29) = 12.24, p < 0.05). Qualitative insights from interviews with these students revealed increased confidence, practical relevance, and engagement with texts. Students reported that these strategies helped them approach reading tasks analytically, manage their time effectively during exams, and reduce reliance on dictionaries. The findings underscore the critical role of contextual guessing strategies in EFL instruction, promoting effective reading skills and academic success for pre-university students in Indonesia. Integrating these strategies into the curriculum can substantially enhance reading comprehension and exam performance.

Comparing Realities: A Study on the Impact of Virtual Reality versus Paper-Based Reading on Higher Education Students' Comprehension Skills

Virtual Reality (VR) stands at the forefront of transformative educational technologies in the 21st century, promising to redefine traditional learning paradigms. This research delves into the impact of VR on higher education students' Reading Comprehension (RC) skills, contrasting it with conventional paper-based reading environments. By conducting a comparative analysis of RC skills among students engaged in reading a selected narrative through VR glasses and those using a paper-based format, this study offers valuable insights into the efficacy and challenges of VR in enhancing reading comprehension. A cohort of 98 undergraduate students participated in this study, which employed a mixed-methods research approach to scrutinize the differences in RC outcomes between the experimental (VR) and control (paper-based) groups. The findings reveal a notable disparity in RC scores, with the control group outperforming their VR counterparts, highlighting the need for further investigation into the obstacles faced by students when reading in a VR setting. Qualitative analysis sheds light on the underlying reasons for the diminished RC levels observed in the VR group, providing a nuanced understanding of the interaction between medium and comprehension. The implications of this research are far-reaching, offering crucial guidance to educational technologists, curriculum designers, policy makers, and educators contemplating the integration of VR into educational frameworks. By identifying the constraints and potential of VR in reading instruction, this study paves the way for optimizing VR-based learning environments to foster higher levels of reading comprehension among students.

Enhancing Students' Reading Comprehension Skills through the RADEC Model: A Focus on Elementary Education

This study proposes the utilization of the RADEC (Read, Answer, Discuss, Explain, Create) learning model, a structured approach that incorporates independent reading, collaborative discussions, peer explanations, and creative activities, as an intervention to enhance reading comprehension skills. Its objective is to investigate the impact of the RADEC learning model on the enhancement of reading abilities among fourth-grade students learning Indonesian. This study employs a non-equivalent post-test only control group design, with the experimental class using the RADEC model and the control class employing conventional teaching methods. The study included all 78 fourth-grade students from SDN 20 Kurao Pagang, divided into two classes. Random sampling yielded 22 participants in the experimental group and 23 in the control group. Data collection was conducted using evaluation tests, and the average reading comprehension scores were 82.72 for the experimental class and 63.58 for the control group. Data analysis began with initial assessments, including normality and homogeneity tests, followed by hypothesis testing using the t-test. Findings revealed a noteworthy enhancement in reading comprehension scores within the experimental group in contrast to the control group, as evidenced by a significance value of (0.000.05), indicating a statistically significant difference between the two groups. The results of this study highlight the potential of the RADEC learning model as an innovative solution for increasing students' reading interest and reading comprehension skills at the basic education level. These findings inform curriculum development, teacher training programs, and educational policies in Indonesia to enhance reading comprehension outcomes.

Online or in‐class problem based learning: Which one is more effective in enhancing learning outcomes and critical thinking in higher education EFL classroom?

AbstractBackgroundAlthough problem based learning has a great potential to promote learning outcomes as well as cognitive abilities, the number of previous studies investigating this potential on critical thinking, reading comprehension abilities and attitudes in English as a Foreign Language (EFL) context is scarce. Also, the number of studies comparing the effectiveness of online and face‐to‐face problem based learning on these variables is scarcer and this limited research has yielded contradictory results.ObjectivesThis study aimed to investigate and compare the effectiveness of online and face‐to‐face problem based learning on critical thinking skills, dispositions, reading comprehension abilities, and attitudes of EFL students.MethodPretest‐posttest control group quasi‐experimental design was employed in this study that has two experimental groups and one control group. There were 23 (13 females and 10 males), 23 (14 females and 9 males), and 22 (12 females and 10 males) EFL students in online problem based learning group, face‐to‐face problem based learning group, and control group, respectively. In the first experimental group, problem based learning activities were conducted online while the same activities were conducted face‐to‐face in the classroom in the second experimental group. In the control group, no experimental procedures were followed and the students continued their regular instructor‐led reading activities. Watson‐Glaser Critical Thinking Test, Sosu Critical Thinking Dispositions Scale, Reading Comprehension Test, and Attitudes Towards English Scale were used to collect the data. The data were analysed using paired‐samples t‐test and ANCOVA with pretest scores as the covariate variable.Results and ConclusionsIt was found that problem based learning, either online or face‐to‐face, significantly enhanced EFL learners' reading comprehension abilities and attitudes towards English as well as their critical thinking skills and dispositions. It was also concluded that online problem based learning is more effective to enhance reading comprehension abilities and attitudes than face‐to‐face problem based learning while they are equally effective in promoting critical thinking skills and dispositions in EFL classroom.ImplicationsThis study has significant implications for educators and researchers. As this study showed that online problem based learning is a promising alternative to face‐to‐face problem based learning, universities, educators, administrators, and researchers can organize their problem based learning activities online to promote learning outcomes and cognitive abilities in language classrooms. Also, future studies employing qualitative or mixed methods can be conducted with sample groups from different educational levels to provide an in‐depth examination of the advantages and disadvantages of online and face‐to‐face problem based learning.

Enhancing Reading Comprehension through Speed Reading: A Study of Eighth-Grade Students in an Indonesian EFL Classroom

This study investigates the impact of the Speed-Reading method on the reading comprehension of eighth-grade students at SMPN 8 Makassar. Utilizing a quantitative pre-experimental design, the research involved a one-group pretest-posttest approach, engaging 34 students. The intervention consisted of structured speed-reading sessions supplemented with visual aids, aimed at enhancing students' reading speed and comprehension. Data were collected through pre-tests and post-tests and analysed using SPSS to determine the effectiveness of the Speed-Reading method. The findings reveal a significant improvement in students' reading comprehension scores post-intervention. The mean pre-test score of 59.29 increased to 83.5 in the post-test, with statistical analysis confirming the significance of this improvement (p < 0.05). These results align with previous studies, highlighting the Speed-Reading method's efficacy in fostering a more engaging and cooperative learning environment. The method not only boosts reading speed but also enhances comprehension, making it a valuable addition to EFL instructional strategies. The study concludes that the Speed-Reading method is an effective pedagogical tool for improving reading comprehension in EFL contexts. Its implementation can lead to substantial gains in students' reading abilities, suggesting its broader applicability across various educational settings. Future research should explore the long-term benefits and potential adaptations of Speed-Reading techniques to further validate and expand upon these findings.

Enhancing Reading Comprehension in Young Learners: A Study on The Effectiveness of The Graphic Novel “The Wizard of Oz”

The purpose of this research was to assess the impact of using graphic novels for enriching reading comprehension among Year 6 upper primary pupils. The study involved 14 Year 6 pupils from a rural primary school in Sarawak as participants. Employing a mixed-methodology approach, the investigation focused on the effectiveness of the graphic novel "The Wizard of Oz" in enhancing reading comprehension for Year 6 pupils. Instruments such as pre-tests, post-tests, and questionnaires were utilized to gather comprehensive data. Preliminary findings indicate a positive impact on reading comprehension, supported by the significant increase in the post-test scores. The pupils' responses, gathered through questionnaires, provide valuable insights into their perceptions of the effectiveness of graphic novels in improving their reading comprehension skills.

From Curiosity to Understanding: Implementing the Know-Want-Learn Strategy in Eleventh Grade at SMA Negeri 2 Kota Kupang

This study explores the implementation of the Know-Want-Learn (K-W-L) strategy to enhance reading comprehension among eleventh-grade students at SMA Negeri 2 Kota Kupang during the 2023/2024 academic year. Employing a Classroom Action Research (CAR) methodology, the research aims to determine the extent to which the K-W-L approach improves students' reading comprehension abilities. The study was conducted in two cycles, each involving planning, action, observation, and reflection phases. Data were collected through pre-tests and post-tests, observation checklists, and student interviews. Findings indicate a significant improvement in students' reading comprehension, as evidenced by increased test scores and positive feedback during interviews. The K-W-L strategy not only engaged students by sparking their curiosity but also guided them through a structured learning process that enhanced their understanding and retention of reading materials. These results suggest that the K-W-L strategy is an effective pedagogical tool for improving reading comprehension in high school students.

Improving Reading Comprehension in English for Nusantara: A Case Study

This research investigates the effectiveness of using the textbook "English for Nusantara" for grade 7, to improve reading comprehension skills among students at Al-Amin Middle School in Palangka Raya City, Indonesia. This research uses a qualitative approach, utilizing questionnaires and student interviews to analyze how textbooks facilitate reading comprehension. This research focuses on a sample of 10 students and aims to identify the strengths and the content of "English for Nusantara" textbook in improving reading comprehension. This analysis will explore four main aspects: general attributes, teaching-learning content, vocabulary development, and grammatical understanding. The findings from this research will provide valuable insight the potential to be an effective tool for enhancing reading comprehension and the content of the book "English for Nusantara" from the views of Al-Amin Palangkaraya Middle School students and contribute to the ongoing dialogue about effective teaching of reading comprehension in secondary schools in Indonesia.

Enhancing Reading Comprehension: Visual Documentation Approaches for Children with Reading Difficulties and Disabilities

This study explores the effectiveness of visual documentation approaches in enhancing reading comprehension for children with reading difficulties and disabilities. This study aims to investigate how integrating visual elements alongside text can improve the reading experience for these children. In the methodology, a sample group of children with varying reading difficulties and disabilities was selected to participate in a series of reading comprehension tasks using visual documentation approaches. The study used qualitative case study research to analyze the impact of these approaches on the participants’ reading comprehension skills through pre- and post-studio-based assessments, observation, and feedback collection. The findings of this study indicated that incorporating visual documentation approaches significantly improves the reading comprehension abilities of children with reading difficulties and disabilities. Participants showed higher engagement, better retention of information, and increased understanding of textual content when visual elements were introduced. The data collected suggests that visual documentation approaches can be a valuable tool in supporting these children’s learning needs. Visual documentation approaches have demonstrated a positive impact on enhancing reading comprehension for children with reading difficulties and disabilities. By leveraging visuals alongside text, educators and parents can create a more inclusive and effective learning environment for these children. It is recommended that further research be conducted to explore additional strategies and best practices for integrating visual documentation into literacy instruction for children with diverse learning needs.

Improvement of Comprehension Skills of Alternative Learning System (ALS) Learners Through Reading-Focused Session

Reading comprehension skills among Alternative Learning System (ALS) learners play a vital role in educational development, enabling individuals to understand various forms of written information. This study shed light on the profile of ALS Accreditation and Equivalency (A&E) learners and their reading comprehension skills. It highlighted the significant differences based on profile variables and identified their challenges in developing reading comprehension skills. The proposed project offered a comprehensive approach to enhance reading comprehension among ALS A&E learners. This study utilized a descriptive method, involving a sample of 90 ALS A&E learners from various ALS centers. Data were collected through survey questionnaires and interviews. Descriptive statistics were employed to provide statistical descriptions of the variables and indicators studied. Based on the findings, it was concluded that the study’s respondents were predominantly teenagers and young adults, with a noticeable lack of middle-aged adults. Moreover, female respondents exceeded male respondents, and most of the respondents came from low-income households. The respondents agreed on the importance of further enhancing reading comprehension skills among ALS learners. Furthermore, the study indicated that factors such as age, sex, and socioeconomic status had minimal or insignificant influence on the reading comprehension skills of ALS learners. The research also identified challenges faced by ALS learners in their pursuit of improved reading comprehension skills, emphasizing the necessity for specialized reading-focused sessions to effectively address the challenges and enhance these skills.

Enhancing Reading Comprehension Proficiency of Grade 10 Students: Input for Supplementary Reading Materials

This present study investigated the reading comprehension levels of the Grade 10 students, their levels of macro and micro reading comprehension skills, and the different reading activities provided to them by the teachers. Considering the effect of the COVID-19 pandemic, the Grade 10 students’ acquisition of reading comprehension skills has been affected. Consequently, assessment of students’ reading comprehension is essential to collect information and make inferences about the level of their reading comprehension skills which would help the Grade 10 teachers determine the underlying problems in students’ reading skills and eventually guide them in the crafting of the most appropriate reading interventions and well-designed remediation plans. The instrument used to assess the student’s level of reading comprehension skills was categorized into two based on Douglas Henry Brown’s micro and macro reading skills and an interview for teacher-respondents on the activities provided to the students in teaching reading. The results of this study indicated that the student’s reading comprehension proficiency was at a proficient level and yet more intensive reading comprehension activities should be given, well-designed supplementary reading materials be provided, and varied and effective learning strategies be employed by the teachers to improve their reading comprehension.

Exploring the multifaceted influence of affective factors on English reading comprehension among senior high school students

Existing research has emphasized the significance of cognitive factors in facilitating reading comprehension. Nevertheless, there is limited understanding of how affective factors contribute to this aspect of English learning, particularly within the Indonesian context. This study examines the contribution of affective factors (learning motivation, academic self-efficacy, and self-concept) to English reading comprehension among senior high school students. Adopting a correlational research design, it analyzed data from 136 eleventh graders using multiple regression analysis. The data was collected using the Reading Comprehension Test, Learning Motivation Scale, Academic Self-Efficacy Scale, and Self-Concept Scale. The analysis revealed a significant positive contribution of learning motivation to reading comprehension, accounting for approximately 8.9% of the variance (t-value of 3.626, p-value of 0.000), while academic self-efficacy explained about 4.4% (t-value of 2.484, p-value of 0.014). However, self-concept was found to have no significant effect on reading comprehension (t-value of -0.022, p-value of 0.982). Collectively, learning motivation and academic self-efficacy explicated around 11.9% of the variability in reading comprehension scores, as evidenced by an F-statistic of 9.021 and p-value of 0.000. The study concludes that affective factors are crucial in reading instruction. It suggests educators integrate strategies fostering motivation and self-efficacy to enhance reading comprehension.

Investigating the Efficacy of Partial Decomposition in Kit-Build Concept Maps for Reducing Cognitive Load and Enhancing Reading Comprehension

Investigating the Efficacy of Partial Decomposition in Kit-Build Concept Maps for Reducing Cognitive Load and Enhancing Reading Comprehension

Boosting Students’ Reading Comprehension Using REAP Method

This research highlights the vital role of English reading skills in students'' literacy and comprehension. Implementing the REAP technique enhances reading comprehension by fostering interactive study-reading methods. Addressing issues like lack of interest, it offers a promising approach to enhance English education at SMA Institut Indonesia Semarang, as evidenced by its effectiveness in improving 11th-grade students' reading abilities. This quasi pre-experimental research employs a one-group pretest-posttest design, chosen for its convenience in obtaining internal samples. Class XI-3 was selected based on teacher recommendations. With 31 students, the study adopts a quantitative approach, focusing on reading comprehension tests administered before and after classroom instruction using multiple-choice questions as the assessment instrument. The pre-test, revealing a range of scores from 44 to 76 with a mean of 64.12, highlights initial reading struggles. Post-treatment, the post-test exhibits diverse scores, averaging 76.38, indicating improvement. The REAP method effectively enhances comprehension, as evidenced by the significant score increase from pre-test (64.12) to post-test (76.38), validating its efficacy. The research findings reveal a notable improvement in students'' reading comprehension abilities following the implementation of the REAP Method, despite initial unsatisfactory grades. The approach effectively enhances students' understanding and analytical skills, demonstrating its high effectiveness as a reading comprehension strategy. Overall, the significant difference between pre-test and post-test scores underscores the success of the REAP Method in advancing students' reading comprehension abilities, affirming its efficacy as a teaching approach

A study of the intercultural communicative competence and the effects of cultural familiarity on reading comprehension based on ethnicity

As an academic endeavor in an EFL setting especially in the field of reading comprehension, this study intended to examine intercultural communicative competence (ICC) and the effects of cultural familiarity on reading comprehension based on two specific ethnicities (Turk and Fars). To this end, participants, 130 EFL students majoring in English, were chosen from three universities in Iran. The effects of cultural familiarity on students' reading comprehension were examined by utilizing two types of processes, providing relevant background knowledge and text nativization. These two processes were used as two separate treatments for the members of the experimental groups. Members of both control and experimental groups subsequently received reading comprehension tests. Then, to elicit ICC levels, the participants were asked to complete ICC Questionnaire. The statistical analysis of the data revealed the significantly positive effect of cultural familiarity on the reading comprehension performance of both Turk and Fars experimental groups and no significant difference was observed between the reading comprehension performance and ICC level of the ethnic groups of Fars and Turks. The present study emphasizes the facilitating and positive effect of cultural familiarity on the reading comprehension of specific ethnic groups and suggests that cultural familiarity can be a valuable tool for enhancing reading comprehension and promoting language performance and cultural competence of Iranian EFL learners. Therefore, due to the importance of teaching culture in the field of English language teaching, there should be much more attention to cultural and intercultural matters when designing a language curriculum.

Home Follow-ups:Support to Classroom-Based Remediation in Enhancing Reading Comprehension

Abstract In the educational realm, all stakeholders must take part in the overall well-being of students, regardless of their age, economic status, abilities, and individual uniqueness. Teachers are at the forefront of keeping the process going; parents are on the side, especially when supplemental assistance must be provided to the learners. This study aimed to understand home follow-ups in support of classroom-based remediation in enhancing reading comprehension skills through the lived experiences of five parents involved in their child’s learning. The study was anchored on the data gathered through a semi-structured interview to deeply understand the parents’ side on this topic. Through an Interpretative Phenomenological Analysis qualitative approach, the researchers divulged how parents’ involvement takes hold of their child’s performance in school. In this paper, five superordinate themes with corresponding sub-ordinate themes were determined: the spectrum of parents’ impressions on the idea of classroom-based remedial sessions; help given at home through follow-up sessions; reasons of parents for stepping up and taking extra actions; the difficulties and challenges encountered; and the essence of home follow-ups to the students’ holistic being. The experiences of parents revealed that home follow-ups positively impact the child, and this is a practice every parent must endeavor.