Improve Reading Comprehension Skills Research Articles

Whole Language Approach to Improving Reading Skills in Low Class Primary Students

This research aims to describe a whole language approach to improve students' reading abilities in lower grade elementary schools. This research uses a literature review method. This research was conducted by collecting articles. In the future, students will face the challenges of global society and will always experience changes from time to time, therefore speaking skills are very necessary so that students can convey various information, ideas, responses and so on. The aim of this research is to improve reading comprehension skills using the Whole Language Approach in class II students at SDN 40 Kubu, Kubu Raya Regency, West Kalimantan, academic year 2020/2021. The form of this research is classroom action research (PTK) which takes place in two cycles. Each cycle consists of four stages, namely planning, implementing actions, observing and reflecting. The subjects of this research were teachers and students of class II at SDN 40 Kubu, Kubu Raya Regency, West Kalimantan, 31 students for the 2020/2021 academic year. Data collection techniques used interviews, observation, documentation and tests. The validity of the data used is source triangulation and technique triangulation. The data analysis technique used is an interactive analysis model.So it can be concluded that this whole language approach can train students' speaking skills in lower grade elementary schools

Enhancing Reading Comprehension for Underprivileged Malaysian ESL Secondary School Students: A Module Development

This research aims to develop a reading comprehension module to enhance the reading skills of underprivileged Malaysian ESL secondary school students. The study employs a quantitative approach consisting of a needs analysis, module development, expert evaluation, and field testing. The needs analysis phase involves identifying the specific requirements of students in terms of reading comprehension. The developed modules integrate six diverse reading comprehension activities, including reading aloud, answering comprehension questions, matching activities, filling in the blanks, categorising materials and solving puzzles based on reading texts. The materials used for module development are sourced from Malaysian English school textbooks. The expert evaluation stage involves the participation of four experienced teachers who complete a module content evaluation questionnaire and a module design validity assessment questionnaire. Their valuable insights and feedback contribute to refining and improving the modules. Adjustments and revisions are made based on the received feedback. The final phase of the research involves testing the developed modules with a sample of 30 underprivileged students from a secondary school in Klang, Selangor, Malaysia. Pre and post-tests are administered to measure the student’s reading comprehension skills before and after module implementation. This research seeks to address the educational needs of underprivileged Malaysian secondary school students by providing them with targeted reading comprehension modules. The findings from this study have the potential to inform educational practices and contribute to the development of tailored interventions aimed at improving reading comprehension skills among underprivileged students in Malaysia.

Boosting Preservice EFL Teachers' Reading Skills via Visual Media

This study investigates the efficacy of metacognitive reading strategies, supplemented with visual media, in improving English reading comprehension abilities among pre-service English as a Foreign Language (EFL) educators. The study intends to enhance reading comprehension test performance by employing a quasi-experimental design that includes pre-test, intervention, and post-test phases. The study included a total of 102 preservice EFL teachers who were currently engaged in a course focused on communicative language learning in an English pedagogy undergraduate program. The intervention consisted of utilizing metacognitive methods in conjunction with visual media. The effectiveness of this approach was assessed through the administration of a widely recognized Reading Comprehension Test (RCT), a Metacognitive Strategy Questionnaire (MSQ), and supplementary visual media. The results demonstrate a substantial improvement in average reading comprehension scores, increasing from 0.5 to 0.72 after the intervention. The study utilized a mixed-methods approach, including questionnaires and interviews to collect qualitative data on students' assessments of the intervention's efficacy. The findings indicate that students consider the metacognitive strategies to be useful at all stages of reading, including pre, while, and post reading. The incorporation of visual media, such as videos and infographics, played a crucial role in promoting metacognitive knowledge, monitoring, and control strategies. This study emphasizes the potential of integrating metacognitive strategies with visual media to greatly improve reading comprehension skills in English as a Foreign Language (EFL) settings.

The effect of reading strategy use on online reading comprehension

In the current age, digital technology is rapidly changing daily routines, and young people today spend most of their time using various digital tools. Therefore, traditional reading of the printed page is being transformed into digital reading of online texts among students. Thus, online reading strategies have become crucial for their development in online reading performance. This study aimed to investigate the effects of online reading strategies used by lower secondary students on reading comprehension achievement. It conducted an online survey of reading strategies, involving three types of reading strategies, global, problem-solving, and support. The study recruited 4527 students at the lower secondary school level in Hungary. The study examined the students' attitudes toward literature and grammar in their native language (L1), use of online reading strategies, reading comprehension skills, and language arts achievement as well as examining the relations between them with various methods of analysis (descriptive/inferential, Rasch and path analyses). The findings demonstrated that the students' problem-solving strategies (from among the three reading strategies) exerted significant and positive impacts on reading comprehension. Additionally, the students’ attitudes toward L1 had a positively significant effect on their use of online reading strategies and language arts achievement and an indirect effect on reading comprehension skills. The study also found a significant relationship between language arts achievement and reading comprehension achievement. Therefore, this study is beneficial for language teachers in helping students improve reading comprehension skills.

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.

Differentiated Instruction as Strategy in Improving Reading Comprehension

Reading and understanding what was read are integral parts in the life of every individual and are indispensable in the circle of educational system. However, this vital skill is what most students lack interest of. As a result, it affects their understanding in the other areas of their education endeavor. To address the problem, Robert Glaser proposed a strategy, the so called Individually Prescribed Instruction [IPI], which later on was known as Differentiated Instruction. It showcases a variety of classroom practices that accommodate differences in students’ learning styles, interests, prior knowledge, socialization needs, and comfort zones. This study, therefore, aims to determine the effectiveness of differentiated instruction strategy in improving reading comprehension among students in Sta. Rosa National High School Junior High School. The study utilized a quasi-experimental method which the 50 Grade 7 English research subjects of the study were divided into two groups, namely control and experimental. Strategies employed in these groups were different. The traditional method was practiced in the control group, while the differentiated instruction strategy was implemented in the experimental group. For data gathering, a Phil-IRI adapted test questionnaire was used as the main instrument. Another test questionnaire from Phil-IRI was used as a springboard in the implementation of strategies for both groups. Statistical treatments used for data analysis were frequency count, percentages, t-Test for Correlational Samples for Means, and t-Test for Two Independent Samples. Findings revealed that in measuring subjects’ reading comprehension skills, there was a significant difference between the posttest performances of the groups. The research subjects under experimental group performed higher than the control group. Based on the findings, the study concludes that Differentiated Instruction is an effective strategy in improving reading comprehension skills.

Improving Students’ Reading Comprehension by Using Story Pyramid and Plus Minus Interesting Strategy

This research shows that there were several problems faced by students at SMA Negeri 2 Alasa in learning English, especially learning reading comprehension. Therefore, researcher was interested in conducting research entitled " Improving Students’ Reading Comprehension by Using Story Pyramid and Plus Minus Interesting Strategy at the Tenth Grade of SMA Negeri 2 Alasa". This research aims to observe the learning difficulties of these students, whether using the Story Pyramid and Plus Minus Interesting strategies could improve reading comprehension skills of the tenth grade students at SMA Negeri 2 Alasa and find out which strategy was more effective in improving reading comprehension skills. In this research, the researcher used classroom action research (CAR). CAR is an examination of learning activities in the form of an action, which is carried out to improve the teaching and learning process so as to improve learning outcomes that are better than before. Based on the results of the analysis, the pre-test results in class X-IPS which used the Story Pyramid strategy obtained an average score of 61.05%, while in class X-IPA got 56,84%. After the students learned by using these two strategies, the average post-test score for class X-IPS was 73.68% and class X-IPA was 74.21%. From these calculations it was concluded that there was a significant improvement in students' scores in reading comprehension and the use of Plus Minus Interesting strategy was more effective in improving students' reading comprehension with an average score increase of 17.37% compared to Story Pyramid's 12.63%.

Literature Review: Storybook Media Improves Reading Understanding of Montessori Theory for Class V Elementary School

In learning Indonesian, we found problems that occurred in fifth grade elementary school as follows: 1) generally the learning media was not in accordance with the characteristics of the students, 2) some students used learning media that were not suitable for learning Indonesian, 3) students were less interested in reading because of the media reading is not interesting for students. This will affect the ability to understand the main idea. The method used in writing this article is a literature review study. In 4 international and 6 national articles, the obstacles found with learning media were difficulties with interest in improving reading comprehension skills, while several positive things were found to increase student motivation in using book media. Stories in the learning process of students in class V elementary school. Learning media using story books is a new habit with various ways to carry out a good and interesting learning process and in accordance with curriculum objectives. Obstacles were found both psychologically and socially among fifth grade elementary school students

Analisis Strategi Pembelajaran PQ4R Untuk Menentukan Ide Pokok Pada Teks Eksplanasi

The low learning outcomes of grade 6 students at SDN 3 Dawuhan, especially when learning to determine the main idea of ​​an explanatory text, is caused by several factors, namely internal and external. External factors include variations in the learning model carried out by the teacher which are still not optimal.
 The subjects of this study were 6th grade students at SDN 3 Dawuhan, consisting of 10 students. This study uses a descriptive qualitative research approach with data collection techniques through tests, observations and interviews. The purpose of this study was to test the effectiveness of the PQ4R learning strategy (Preview, Questions, Read, Reflect, Reside and Review) in learning Indonesian to determine the main idea of ​​an explanatory text. The results obtained are, 1) increasing the ability to ask questions, 2) increasing self-confidence, 3) increasing the ability to think critically and 4) the ability to understand reading. Suggestions for future research, so that there are efforts to cultivate reading activities for students so that they can increase vocabulary treasury which will further improve reading comprehension skills as well.
 Keywords: Main idea, PQ4R, Explanatory text

The Use Of English Stories Applications In Developing Students' Reading Comprehension

This study aims to determine students' understanding of reading skills using the English stories application. The method used in this study was Quasi Experimental Design with 20 students at SMPN 10 Palopo as research subjects. Pretest and posttest techniques to collect data in this study. One of the teaching materials used is a story that is in the application with the theme of fable stories with the title the little mouse. Reading comprehension activities last 15 minutes. After that, students are asked questions about the contents of the story for evaluation using a written test. The results of the study showed that there was an activity to improve reading comprehension skills in class VIII students of SMPN 10 Palopo, as evidenced by the processing of the test results given to students. Thus it can be concluded that using the English stories application can improve students' reading comprehension skills significantly.Keywords: English stories,Application,Reading Comprehension

Hubungan Kebiasaan Membaca dengan Kemampuan Membaca Pemahaman Siswa Sekolah Dasar

Reading comprehension is a important ability in the learning process of students in elementary school. With good reading comprehension skills, students can easily receive information and knowledge from learning in various fields. To improve reading comprehension skills can be by improving reading habits. Reading habits are reading activities that are carried out continuously and routinely. Good reading habits can increase vocabulary, the ability to understand the meaning of words and sentences, and the ability to understand sentence structure. So that reading habits become one of the important variables to improve students' reading comprehension skills. The purpose of this study was to determine the relationship between reading habits and students' reading comprehension skills in elementary school. This research was conducted on fourth grade students of SD Negeri 171Pekanbaru. By using a quantitative approach and correlation method to measure the relationship between reading habits and reading comprehension skills. Data collection was done by taking multiple choice tests for reading comprehension ability and questionnaire statements for reading habits. Based on this study, the results show that there is a significant relationship between reading habits and reading comprehension skills with a sufficient category. The conclusion of this study is that reading habits have an important meaning to improve students' reading comprehension skills but there are also other variables that can affect students' reading skills.

Effectiveness of a Mixed Methods-Based Literacy Program in Improving Reading Comprehension, Vocabulary Mastery, and Reading Fluency Skills of Early Grade Students

Many young children still experience reading difficulties when they enter school age. This study aimed to examine the effectiveness of a mixed methods-based reading literacy program (computer-assisted reading, independent tiered reading, and group-based reading teaching) to improve reading comprehension skills, vocabulary mastery, and reading fluency among early grade students. The study used a quantitative approach with experimental research methods. A quasi-experimental design was used to achieve the research objectives by involving 350 elementary school students who were in the fourth to sixth grade range of elementary school. The sample selection in this study involved the purposive sampling technique using several criteria. The teachers involved in this study totaled 150 teachers from 8 schools who acted as program implementers at school. The reading literacy program was implemented for two semesters for five days each week. The research findings show that the mixed methods-based reading literacy program had a significant effect on all competencies (word reading efficiency, reading comprehension ability, and reading fluency) in Grade 3 students, but this increase in ability was not seen in grades 5 and 6 students. More specifically, the effect size of the intervention on oral reading fluency in Grade 3 students was greater than the effect size in Grade 5 students. Furthermore, the effect size in Grade 4 was greater than the effect size in grades 5 and 6. This is because the treatment of reading difficulties in younger students is easier and more effective than in older students. In addition, based on the results of the correlation analysis, the number of words read during reading activities using a computer had a positive relationship with word reading scores and visual word reading efficiency in the post-test phase. Therefore, mixed methods-based literacy programs have a significant impact on reading fluency, and on vocabulary mastery and reading comprehension competence and reading fluency. This research has implications in that improving reading ability in the early grades is better done by using a combination of methods, such as computer-assisted reading, independent tiered reading, and group-based reading teaching. In this way, the improvement of students’ reading skills is more optimal.

A STUDY OF TEACHING STRATEGIES IN IMPROVING ENGLISH READING COMPREHENSION SKILL: A CASE STUDY OF SHARIA BUSINESS MANAGEMENT STUDENTS OF IAIN KEDIRI

Reading is one of essential things in academic world. Most of refferences such as books, journal articles, online information, terms in academic study use English as the languange. Understanding an English text related to their major is a must to enrich literacy of the students. This study aims to investigate teaching strategies in improving English reading comprehension skill, It is carried out based on case study of sharia business management students of IAIN Kediri in English text study class. This study used qualitative descriptive method. The data is taken from observation, interview and documentation. This study tries to describe the strategies used by lecturers to overcome problems that arise related to reading comprehension skills in English text study class on Islamic business management c in FEBI IAIN Kediri. In the teaching process there are three stages implemented which aim to improve reading comprehension skills. The first stage is reading orientation and technique, namely the introduction of reading orientation, enriching vocabulary and learning reading techniques. then the second is compiling a summary that aims to measure and sharpen students' understanding of the reading and the last is evaluation. This strategy has proven to be effective in overcoming students' reading problems. this is evidenced by the increase in reading comprehension skills. Besides that, it is also proven by test results that pass the minimum standard score.

Improving Reading Comprehension Skills Using Collaborative Reading and Alternative Text Strategies for VIIIA Class Students in SMPQ An-Nawawiy Mojokerto

This research study aims to describe the improvement of reading comprehension skills of class VIII A students of SMPQ An-Nawawiy Mojokerto by using Collaborative Reading and Alternative Text strategies.The type of this research study was Classroom Action Research. The study subjects were students of class VIII A SMPQ An-Nawawiy Mojokerto, amounting to 34 students. This research was conducted in two cycles which in each cycle there were four components, namely planning, action, observation, and reflection. The object of this study was reading comprehension skills of students of class VIII A SMPQ An-Nawawiy Mojokerto. The technique of data collection included field notes, objects / observations, interviews, documentation, and tests. And the technique of data analysis was descriptive qualitative analysis technique. The results showed that the strategy of Collaborative Reading and Alternative Text can improve students reading comprehension skills of class VIII A SMPQ An-Nawawiy Mojokerto. The improvement of students’ reading comprehension skill was based on product quality and process quality. The quality improvement of the learning process can be seen from students that become more active, enthusiastic, and students were also always working with other friends while solving problems to be done in groups. Improved process ultimately has a positive impact on product quality improvement. The improvement of product quality learners were seen from student learning outcomes. Based on the results of pre-action testing conducted, students' reading comprehension ability obtained an average of 64. After being given action in cycle I, the average score of students reading comprehension ability become 68.88. It increases 4.10 points. Then in cycle II, the average score becomes 81.91. These results indicate that this research can be said to be successful because the average value of students' reading comprehension ability increases compared with pre-action values.

PENINGKATAN KEMAMPUAN MEMBACA PEMAHAMAN MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIPE SQ3R PADA KELAS VI SDN 02 AGAK

This research started from the Lesson Study & PPL activity in class VI SDN 02 Agak, researchers found several problems in the process of learning activities of students in the classroom, namely (1) many students did not understand the content of the readings given. (2) the ability of students to answer questions is still below average. (3) student learning outcomes show that there are still many students who are not complete in solving the given questions. Based on the observations of researchers in the class, students have difficulty in reading understanding, this can be seen from the results of the tests carried out. A total of 16 students, only 4 students were completed. To overcome this, Class Action Research (PTK) was carried out using the SQ3R Learning Model (Survey, Question, Read, Recite, Review) to improve students' reading comprehension skills. The end result of this study is to improve reading comprehension skills and improve student learning outcomes. This research procedure goes through three cycles, namely cycles I, II and III. Each cycle is carried out through four steps as stated by Kemmis and MC. Taggart is planning, action, observation and reflection. Data collection techniques are carried out through observation, tests and documentation. The data obtained are analyzed and reflected quantitatively and qualitatively descriptively. The results showed that the S3R Model can improve student learning outcomes. The success of students in this study can be seen from the average value of each cycle that has increased. Cycle I average value 68.75, cycle II 73.25 and cycle III 78.75. In addition, the level of student learning completion increases every cycle, cycle I of completed students is 7 people or 43.75%, cycle 2 is completed by 11 people or 68.75% and cycle III is completed by 15 people or 93.75%. Keywords: SQ3R Model, Reading Comprehension

The Influence of Learning Techniques And Reading Interest on the Reading Comprehension Ability of Grade V Students of SDIT Al Hamidiyah Depok

This study aims to determine the influence of reading learning techniques and reading interest on the reading comprehension ability of grade V students. The learning models studied are Survey, Question, Read, Recite, and Review (SQ3R) and Direct Reading Thingking Activity (DRTA) reading learning techniques. SQ3R and DRTA are one of the techniques in learning reading. The SQ3R technique is used to improve reading comprehension skills in each student. While the DRTA technique is used to demand and train students to concentrate on understanding the content of the reading well. Both techniques are used to find out good techniques in reading comprehension. This research was conducted at SDIT Al Hamidiyah Depok with a sample of 80 students taken randomly. The research design used was factorial 2 X 2 and the technique used for hypothesis testing was two-track ANAVA followed by the Tuckey Test. The results obtained in this study are 1) There are differences in reading comprehension skills between students who learn with the SQ3R technique and students who learn with the DRTA technique; 2) There is a difference in reading comprehension skills in students with high reading interest between those who study with the SQ3R technique and those who learn with the DRTA technique; 3) There is a difference in reading comprehension skills in students with low reading interest between those who study with the SQ3R technique and those who learn with the DRTA technique; 4) There is an influence of interaction between learning techniques and reading interest on reading comprehension skills. Based on the results of the study, it can be concluded that the Survey, Question, Read, Recite, and Review (SQ3R) reading learning technique is better or more effective than the Direct Reading Thingking Activity (DRTA) technique. Interest in reading affects students' reading comprehension skills.

Peningkatan Kemampuan Membaca Permulaan Menggunakan Media Papan Flanel Cerdas pada Anak Didik Usia 5 – 6 Tahun

This study aims to improve initial reading skills in group B students at Dharma Wanita Kindergarten, Jambi Village. This study used the PTK approach, with the research subjects being group B students of the Dharma Wanita Kindergarten, Jambi Village. The research was conducted in 3 cycles, using observation sheet instruments, performance or worksheets, and documentation. The results of this study show that (1) Through the learning action cycle, it can be proven that children who were previously not fluent in reading skills are now fluent (2) after researching, children who previously did not memorize letters now have memorized (3) Through action cycles Learning smart Flanel board media is proven to be able to improve reading comprehension skills for students who previously felt bored because of the teacher's lack of creativity in learning media, now children are more enthusiastic when participating in learning activities. It can be shown through the results of the mastery cycle in learning using smart Flanel board media that has been carried out, namely in cycle I getting a percentage of 41.16%, cycle II 70.58%, and cycle III 94.11%, which can be said to have increased as expected.

PENERAPAN MODEL PEMBELAJARAN MAKE A MATCH UNTUK MENINGKATKAN KETERAMPILAN MEMBACA PEMAHAMAN SISWA DI SEKOLAH DASAR

This research was motivated by the low reading comprehension skills of third grade students at SDN 035 Indra Puri, Tapung District, Kampar Regency. One solution to overcome this problem is to use the make a match learning model. The purpose of this study was to determine the planning, implementation and improvement of the make a match learning model in improving reading comprehension skills through third grade students at SDN 035 Indrapuri. This research method is classroom action research (PTK) which is carried out in two cycles. Each cycle consists of two meetings and four stages, namely planning, implementing, observing and reflecting. The results of data analysis showed that the average value from cycle I to cycle II increased by 17.5 from 59.23 to 76.73. This means that there was a significant increase. Similarly, student completeness also increased from 54% to 85%. Thus it can be concluded that the make a match learning model can improve the reading skills of class III students at SDN 035 Inra Puri, especially in the theme of Love the Animals and Plants Around..

IMPROVING READING COMPREHENSION THROUGH USING OF THE HERRINGBONE TECHNIQUE IN TEACHING READING

This study investigated the effectiveness of the Herringbone technique in improving reading comprehension skills among class XI students. The research followed a quasi-experimental design, with an experimental group receiving instruction using the Herringbone technique and a control group receiving traditional instruction. Pre-test and post-test assessments were conducted to measure the participants' reading comprehension abilities. The results indicated a significant improvement in the reading comprehension scores of the experimental group compared to the control group. These findings suggest that the Herringbone technique is more effective than traditional methods in enhancing reading comprehension skills. The implications of this study emphasize the importance of incorporating interactive and collaborative instructional approaches in English language teaching to foster critical thinking and deeper understanding of texts. Future research should explore the long-term effects and applicability of the Herringbone technique in diverse educational contexts. Overall, the Herringbone technique shows promise as an effective approach to enhance reading comprehension instruction and support language development among students.

Animation Video Media Using Directed Reading Thinking Activity (DRTA) Strategies Improve Reading Understanding of Indonesian Language

The difficulties students face, especially in reading comprehension activities, are that they need help understanding the contents of the stories they have read, so they are less able to answer questions related to the contents of the reading. The difficulties faced by these students were because students needed to be included in communicating and contributing to learning activities. This study aims to analyze animated video media with the directed reading thinking activity (DRTA) strategy for reading comprehension in Indonesian. This research is a quasi-experimental, posttest-only design with no treatment control design. The population is all 9 classes of fourth-grade elementary school, with 327 students. Determination of the research sample using a random sampling technique. Non-test method data collection. The data collection instrument is Observation. The data analysis method is the inferential statistical analysis method. The method of data analysis is an inferential statistical analysis technique and t-test. The study results showed a significant influence on the ability to read Indonesian language comprehension between the group taught the Directed Reading Thinking Activity (DRTA) strategy and the group taught using conventional learning in fourth-grade elementary school students. It was concluded that animated video media with the directed reading thinking activity (DRTA) strategy could improve reading comprehension skills in Indonesian.