Improve Reading Comprehension Skills Research Articles

Application of strategies for teaching and learning for tenth grade students

The research focuses on tenth grade students at Unidad Educativa del Milenio Simón Bolívar en Pimocha, Babahoyo, Ecuador, to improve their reading comprehension skills through the use of cooperative learning strategies. Quantitative and qualitative methods were used to collect data in focus groups through surveys, standardized tests, interviews, observation checklists, and discussions. The sample consisted of twelve students who were evenly distributed between two classes. The results of the research showed that students who participated in cooperative learning activities significantly improved their reading comprehension skills; students achieved an average increase of 24.1% in their reading comprehension test scores. These results were supported by interviews and discussions in focus groups, which emphasized the importance of peer interaction and continuous feedback. Cooperative learning strategies, such as scaffolding instruction and collaboration activities, have been proven effective in improving reading comprehension skills. These findings highlight the importance of applying innovative teaching techniques in secondary education.

IMPROVING READING COMPREHENSION ABILITY THROUGH DIFFERENTIATED LEARNING

This research aims to improve the reading comprehension skills of class III A students at SD Muhammadiyah Noyokerten through differentiated learning strategies for the 2022/2023 academic year. This type of research is Collaborative Classroom Action Research. The subjects in this research were class III A students at SD Muhammadiyah Noyokerten, totaling 17 students consisting of 07 male students and 10 female students. This research uses data collection techniques in the form of observation, interviews and tests. The data analysis technique uses qualitative and quantitative methods in the form of interactive data analysis consisting of data reduction, data presentation, and drawing conclusions. Qualitative data was obtained from interviews and observations. Meanwhile, quantitative data was obtained from the results of reading comprehension tests. The results of the implementation of cycle 1 and cycle 2 show that differentiated learning strategies can improve reading comprehension skills, the improvement is shown by 6 students or 35.29% completing the pre-action test. Then cycle 1 was carried out and the result was an increase of 11 students or 64.70%. In cycle 1 the indicators of success had not been achieved and cycle 2 was carried out. The test results in cycle 2 increased to 13 students or 76.47%.

Enhancing English Language Learning through Digital Mind Mapping: A Comprehensive Approach for Reading Comprehension

This article explores the use of digital mind mapping as a comprehensive tool for enhancing English language learning, with a specific focus on improving reading comprehension skills. Digital mind maps provide a visual and interactive approach to organizing and connecting ideas, fostering deeper cognitive engagement with texts. This study synthesizes existing research on the pedagogical benefits of digital mind mapping, highlighting its ability to support learners in identifying main ideas, tracking relationships between concepts, and developing critical thinking. The article also presents practical strategies for integrating digital mind mapping into English language curricula, emphasizing its role in promoting active learning and learner autonomy. Findings suggest that the use of digital mind maps not only improves reading comprehension but also enhances vocabulary retention, engagement, and motivation. The comprehensive approach outlined in this study aims to provide educators with effective methods for incorporating digital tools to support language acquisition in diverse learning environments.

PENGEMBANGAN BUKU CERITA BERGAMBAR DIGITAL SEBAGAI MEDIA PEMBELAJARAN MEMBACA PEMAHAMAN SISWA SEKOLAH DASAR

The lack of reading comprehension skills in grade II elementary school students is the impetus for this research because reading media has the potential to improve reading comprehension skills. Researchers developed digital picture storybooks as a tool to help students gain reading comprehension to overcome this problem. The purpose of this study is to provide details about the development of picture storybooks that researchers will make, including development design, validation results, and user responses. Design and Development (D&D) using the Analysis, Design, Development, Implementation and Evaluation (ADDIE). The resulting product was assessed by 2 material experts, 2 media experts, and 22 student users. The material expert feasibility test received an overall average score of 86.5% with the criteria “very feasible”. Then the final results of the media expert feasibility test get an overall average score of 92.5% with the criteria “very feasible”. Based on the media trial, user responses were obtained which showed an overall average score of 94.75% with “very good” criteria for picture storybooks as a learning media for reading comprehension that had been developed. This research corroborates the finding that students tend to like digital media (electronic), gadgets, and connected to the internet.

Improving Reading Comprehension and Fluency in an Intellectually Disabled Student: A Case Study

Introduction: We can quickly access information in the modern world. Therefore, it is critical to concurrently improve reading fluency and comprehension skills. Techniques used to improve reading fluency can be categorized into two groups: skill-and performance-based. Interventional techniques used before, during, and after reading reportedly improve reading comprehension skills. This study aimed to determine the effectiveness of a series of interventions that combine skill and performance-based reading fluency techniques with reading comprehension techniques used during and after reading in improving reading fluency and comprehension skills of an intellectually disabled student. The uniqueness of this study is that it focuses on a child with intellectual disability, and it combines fluent reading and reading comprehension techniques. Method: This was a case study featuring a 13 year old male student enrolled in the sixth grade of a middle school who received interventions in a special education class for mild intellectual disability in Turkey. The intervention series was applied in ten sessions Findings: As a result of the interventions, there was a decrease in the number of misread words and increase in the number of correctly read words and reading comprehension level compared to the baseline values. The student maintained the acquisitions he gained during the intervention and in the following weeks. Discussion: In conclusion, the intervention package developed for an intellectual disability student was effective in improving and maintaining the student”s reading fluency and reading comprehension skills. Further studies with larger samples are needed to test the generalizability of the results.

EFL Students’ Perception on Kahoot! as Alternative Learning Strategy to Improve Reading Comprehension Skill

Kahoot! has gained popularity for boosting motivation, improving classroom engagement, and supporting collaborative learning over the past few years. The purpose of the study was to find out how EFL students’ perception about using Kahoot! as an alternative learning strategy to enhance their reading comprehension skills. This study uses a descriptive design and is quantitative in nature. The participants in this study were 65 students coming from three classes of the third semester students of English Tadris Study Program IAIN Curup. The sampling approach employed was total sampling, meaning a sample of every population was taken. After using Kahoot! as a learning tool, the students were given a closed-ended questionnaire using a Likert scale. To process the data, descriptive statistical analysis was employed. The average proportion, according to the questionnaire's results, was 78,44%. According to this proportion, students' opinions about using Kahoot! as an alternative learning strategy to enhance their reading comprehension skill was classified as positive perception. Additionally, it is possible to draw the conclusion that Kahoot! has impacted students' reading comprehension and can aid in their improvement.

KETERAMPILAN MEMBACA PEMAHAMAN MATERI RAGAM TEKS BERBASIS HOTS DI SD: STUDI LITERATUR

This research aims to examine the very low reading comprehension skills in Indonesia. It can be seen that the position of students' reading literacy skills in Indonesia from the results of several PIRLS surveys in 2006, IEA 2011, and PISA in 2018 can be categorized as very worrying. This international research assessment standard refers to advanced reading (comprehension) or what is often called HOTS (High Order Thinking Skills). The purpose of this article is to provide information regarding Indonesian students' ability to read comprehension with HOTS-based text variation material in Indonesian language learning, both regarding various problems that result in low reading comprehension skills and how to improve reading comprehension skills in elementary schools. This research uses qualitative research methods by studying literature or literature studies using several sources of written literature, data, and book references and other scientific journal articles. The results of the research show that reading comprehension problems are caused by incorrect comprehension orientation regarding advanced reading levels and lack of variety in learning to read questions in elementary schools so that reading comprehension skills are very low.

Penerapan Media Cerita Bergambar Untuk Meningkatkan Kemampuan Membaca Pemahaman Pada Pelajaran Bahasa Indonesia

This research aims to improve reading comprehension skills using picture story media in class III students. This research is Classroom Action Research (PTK) which is designed to help teachers find and solve problems during the classroom learning process. This classroom action research was carried out in two cycles, with research subjects consisting of 33 class III students. Data collection techniques are observation and tests. The data analysis technique uses quantitative data analysis. The results of research using picture story media for two cycles, the average value of the test results has increased. In cycle I, the first meeting achieved a score of 57% and in the second meeting 63% with the category not yet reaching the KKM and in cycle II there was an increase. The score at the first meeting was 69% and at the second meeting it increased by 100%. This shows that improving reading comprehension skills using picture story media in Indonesian language subjects can be applied further to improve student learning achievement.

Penerapan Quantum Learning Berbantuan Peta Konsep untuk Meningkatkan Keterampilan Membaca Pemahaman dan Prestasi Belajar Bahasa Indonesia

This study aims to improve students reading comprehension skills and learning achievement through Quantum Learning model assisted by concept maps in Indonesian language learning for fifth grade students. This classroom action research was conducted in two cycles each consisting of two meetings with a total of 19 students as research subjects. Data were primarily collected from observation sheets, evaluation sheets and documentation. The results of this study showed a gradual increase in reading comprehension skills and student achievement. In cycle I, reading comprehension skills reached a level of completeness of 57.89% (sufficient), then in cycle II the level of completeness reached 86,84% (very good). Learning achievement has increased gradually as well, in cycle I the completion rate was 52,63% (enough) and in cycle II the completion rate reached 84,21% (very good). This study shows that the application of Quantum Learning model assisted by concept maps can improve reading comprehension skills and learning achievement of fifth grade students.

Text-Based Inference Instruction for Elementary Grade Children with Reading Comprehension Difficulties: An Intervention Research

"The current study investigated the effects of inference instruction on text-based inferences by third graders who are below average in reading comprehension but average in reading fluency and cognitive abilities. Text-based inferences occur when the preceding text has an identifiable causal antecedent. Participants were randomly assigned and attended twelve 30-minute sessions of the inferences training intervention. We have included strategies for integrating information from the text to improve reading comprehension skills. We provide an overview of how specific text-based instruction influences reading comprehension processes and outcomes and can lead to increased reading comprehension. The comparison of pretest and posttest results in the experimental group showed a significant gain in the following variables: generating inferences and providing arguments for using rules and constraints. Finally, we discuss how consideration of these potential sources of instruction has practical implications for designing and selecting instructional materials. Key-words: reading comprehension, text-based inferences, reading comprehension instruction, inferences, inference instruction, reading comprehension difficulties"

Leveraging Artificial Intelligence for Enhanced English Reading Instruction in Senior High School

This article explores the transformative potential of integrating artificial intelligence (AI) technologies into English reading teaching in senior high school settings. With a focus on improving reading comprehension skills, enhancing personalized learning experiences, and providing adaptive assessment and feedback mechanisms, this article examines various AI applications tailored to the needs of high school students. Through a comprehensive review of relevant literature and case studies, it elucidates the benefits, challenges, and best practices associated with AI-driven approaches to English reading instruction. Additionally, this article offers insights into the pedagogical implications and future directions for harnessing AI to optimize reading instruction in senior high schools.

Improving Reading Comprehension Skills Through a Whole Language Approach in Fifth Grade Elementary School Students

Reading comprehension skills are not always easy and quick for every student to master. It is still found that students and school conditions do not support reading activities, so students' reading comprehension skills do not develop optimally. Thus, an approach to learning that can improve students' reading comprehension skills is needed. This research aims to analyze the Whole Language Approach in improving reading comprehension skills for fifth-grade elementary school students. The research method for this research is to adopt the Kemmis and McTaggart action research model. The subjects of this research were 30 class V students. The data collection methods for this research are observation, interviews and tests. The data collection instruments for this research used questionnaire sheets and test questions. This data analysis technique uses two techniques: qualitative data analysis and descriptive static data analysis. The research results were that students' interpretative level reading comprehension skills only reached 48% at the beginning of the pretest. When implementing the whole language approach in cycle I, there was an increase of 78%. Moreover, It increased again until in cycle III, it became 83%. It is concluded that the whole language approach is one-way teachers can use to improve reading comprehension skills at the interpretative level. The implication of this research is that applying the Whole Language Approach can help students learn.

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.

Solution to Improve English Reading Comprehension Skills for First-Year Non-Specialized Students at Tan Trao University

The increasing importance of English as a global language necessitates the development of robust reading comprehension skills among university students, especially those in their first year. At Tan Trao University, a significant number of first-year non-specialized students struggle with English reading comprehension, which impedes their overall academic progress and limits their access to global knowledge resources. This study, titled "Solution to Improve English Reading Comprehension Skills for First-Year Non-Specialized Students at Tan Trao University," seeks to address this pressing issue by identifying the challenges these students face and proposing effective solutions to enhance their reading comprehension abilities. Drawing upon a comprehensive literature review, this research delves into various theoretical frameworks and previous studies on reading comprehension and second language acquisition. It investigates the specific difficulties encountered by non-specialized students, such as limited vocabulary, lack of background knowledge, inadequate reading strategies, and low motivation. By employing a mixed-methods approach, the study combines quantitative data from standardized reading tests and surveys with qualitative insights from interviews and focus group discussions. The findings reveal that students' reading comprehension difficulties stem from a combination of internal and external factors. Internally, students often exhibit low self-efficacy and anxiety towards reading in English. Externally, insufficient exposure to English texts, lack of tailored instructional materials, and limited access to reading resources further exacerbate the problem. In light of these findings, the study proposes a multifaceted intervention strategy aimed at improving reading comprehension skills. Key solutions include the integration of extensive reading programs, the use of authentic and engaging reading materials, and the implementation of reading strategy instruction. Additionally, the study emphasizes the importance of fostering a supportive learning environment through peer collaboration, teacher feedback, and motivational activities. To ensure the effectiveness of these solutions, an implementation plan is outlined, detailing steps for curriculum development, teacher training, and ongoing assessment. This research not only contributes to the academic discourse on language acquisition but also offers practical recommendations for educators and policymakers at Tan Trao University. By addressing the specific needs of first-year non-specialized students, the proposed solutions aim to enhance their reading comprehension skills, thereby improving their overall academic performance and increasing their opportunities for success in a globalized world. The study concludes with suggestions for further research to explore additional factors influencing reading comprehension and to develop innovative instructional approaches tailored to diverse student populations.

The Effect of Using Wordwall Media on Reading Skills and Comprehension of Narrative Text

This research was motivated by the lack of reading comprehension of fourth grade students at SDS An Najwa Marelan in narrative text material. This is because teachers have not implemented learning media and students do not understand reading narrative texts. As a result, students feel bored reading the text and find it difficult to come up with ideas for paragraphs and the content of the story. The aim of this research is to describe the use of wordwall media and find out whether there is an influence of wordwall media on the ability to read and understand narrative text. This type of research is quantitative research, the data collection method used is a questionnaire. The research results show that there is an influence of using wordwall media in improving reading comprehension skills in determining the main idea in each paragraph, searching for information and understanding the content of the story and retelling the story using their own language. Thus, the reading comprehension skills of class IV SDS an Najwa Marelan students in narrative text material show improvement through wordwall media

Development and Optimization of Language Reading Comprehension Aids Based on Natural Language Processing

This study looks into the development and optimization of language reading comprehension aids based on Natural Language Processing (NLP) and assesses their usefulness in improving reading comprehension skills. Using a structured methodology that includes data collection, model training, interface design, and empirical evaluation, the study highlights the revolutionary potential of NLP technology in improving comprehension instruction. A random sample of 100 individuals from various educational backgrounds was randomized to experimental and control groups, with the former using NLP-based tools and the latter using traditional study methods. Following a four-week intervention session, participants were given standardized reading comprehension exams. The results show a considerable difference in comprehension scores between the experimental and control groups, with the former scoring significantly higher. Also, interaction with certain characteristics in the experimental group, such as text summary and tailored recommendations, was strongly connected with comprehension outcomes. These findings emphasize the relevance of tailored, adaptive help in text comprehension and the potential of NLP-based aids in boosting educational outcomes. While the study provides persuasive evidence for the efficacy of NLP technology in improving reading comprehension, additional research is needed to investigate the findings' generalizability across varied groups and educational settings.

Improvement Of Reading Comprehension Skills Through the Exelearning.Net Interactive Model in Upper Basic Students

The purpose of this study was to investigate the impact of the interactive model known as "Exelearning.net" on improving reading comprehension skills among students of Basic Superior in Santa Elena, Ecuador. An experimental study with a quantitative approach was conducted, involving a sample of 70 students divided into two groups of 35. Pre and post-tests were administered to assess reading comprehension. Statistical analyses revealed significant improvements in the dimensions of literal, inferential, and critical comprehension, with higher scores in the experimental group than in the control group. The results showed a significance level of < 0.001, indicating that the application of the interactive model ExeLearning.net had a positive impact on strengthening students' reading comprehension skills. These findings suggest that using interactive programs can facilitate the relationship between reading and text comprehension.

Enhancing English comprehension: a UbD mind walker intervention for remote upper-grade elementary students

This preliminary study examines the efficacy of the Mind Walker Reading Programme in improving word knowledge and, consequently, improving reading comprehension skills for three upper-grade elementary students in a remote setting. The programme is based on the understanding by design (UbD) Model developed by Wiggins and McTighe (The understanding by design guide to creating high-quality units, ASCD, Alexandria, 2011; The understanding by design guide to advanced concepts in creating and reviewing units. ASCD, Alexandra, 2012), emphasizing defined reading comprehension outcomes and appropriate indicators for assessment. To assess the Programme’s impact and the retention of acquired skills, pre- and post-tests were administered, with a delayed post-test conducted over an 11-week period. Analysis of the test results, collected from the city government’s test pool, reveals a significant improvement in reading comprehension accuracy among participants using the UbD Mind Walker reading tool. This study highlights the effectiveness of the UbD Mind Walker programme in enhancing English language proficiency and supporting sustainable learning for elementary school students, particularly in remote areas with limited educational resources.

STUDI LITERATUR : PENERAPAN PENDEKATAN WHOLE LANGUAGE UNTUK MENINGKATKAN KETERAMPILAN MEMBACA PEMAHAMAN PADA SISWA SEKOLAH DASAR

The writing of this article aims to find out how to use the whole language approach as an improvement in reading comprehension skills in elementary school students. In this article using descriptive qualitative methods with literature study research techniques. Data collection techniques are carried out by studying literature by searching for scientific articles related to research. The whole language approach in learning has eight, namely reading aloud, journal writing, sustained silent reading, shared reading, guided reading, guided writing, independent reading, and independent writing. The eight components encourage language skills such as listening, reading, speaking, and writing to improve students' understanding of language skills and the benefits of the language skills they learn. Based on the data of 10 journal articles analyzed, it can be concluded that the whole language approach can improve students' reading comprehension skills in several elementary schools in Indonesia. Where in implementing the whole language approach makes students get a better influence to improve their skills so that students become more skilled in reading activities. Therefore, in writing this article, it is explained how to use the whole language approach in an effort to improve reading comprehension skills of elementary school students

The Development of Flip Chart Media in the Indonesian Language Subject to Enhance Students' Reading Comprehension Skills at Elementary School

The objectives of this research are as follows: 1) To explore the development of Flip Chart Media in the Indonesian language subject to improve reading comprehension skills at SDN 1 Sukarara; 2) To analyze the product of the development of Flip Chart Media in the Indonesian language subject in enhancing students' reading comprehension skills at SDN 1 Sukarara; 3) To identify the obstacles faced by teachers and students in implementing Flip Chart Media in the Indonesian language subject at SDN 1 Sukarara. The methods of this research utilized a research and development approach, referring to the Research and Development (R&D) model by Borg and Gall. The population in this study consists of the entire number of male and female students at SDN 1 Sukarara, totaling 251 students, and the research sample was the fourth-grade class, comprising 30 students. This research was conducted from October to December 2023. The product trial included the tested product, trial subjects, and the implementation of the trial. Data collection techniques employed were interviews, questionnaires, written tests, and documentation. Research instruments consisted of: a) Instruments for Subject Matter Experts; b) Instruments for Media Experts; c) Questionnaire Instruments for Students; and d) Student Evaluation Test Instruments. Data analysis was conducted through validation and trial steps by calculating the obtained scores. The data collected in this research were both qualitative and quantitative. The research findings are as follows: 1) Based on validation results, revisions, and evaluations, there was an improvement in the assessment of the developed product, specifically showing positive outcomes for the Interactive Indonesian Flip Chart Media. The development of this Flip Chart media used the Borg and Gall development model, simplified into 7 steps: needs analysis, design, prototype creation, product revision, field trials, final revision, and utilization; 2) Based on the analysis of expert team validation regarding the quality of the developed product, the Interactive Indonesian Flip Chart Media falls under the "good" category. Observations during the trial process also indicated that students were enthusiastic about learning when using the developed Interactive Indonesian Flip Chart Media. The delivery of material using Flip Chart media was easily understood by students. In terms of learning outcomes, the use of Interactive Indonesian Flip Chart Media also had an impact on students' reading comprehension skills in the Indonesian language. Based on the post-test results given to 30 students, 26 students (87%) passed and 4 students did not pass (23%), classified as "good" learning achievement. This indicates that the development of Interactive Indonesian Flip Chart Media has the potential to facilitate students in learning; and 3) Obstacles in implementing Flip Chart Media in the Indonesian language subject at SDN 1 Sukarara, including 1) Limited Resources, 2) Teacher Readiness Level; 3) Technical Constraints in Using Flip Chart; 4) Varied Student Participation Levels; 5) Lack of Administrative Support; 6) Resistance to Change; and 7) Limited Classroom Physical Conditions.