Improve Reading Comprehension Skills Research Articles

Implementing Joyful Learning Strategy Using Wordwall in Order to Improve Reading Comprehension Skills

Wordwall become one of ICT development which ease students to develop reading skills. This game applies new words and unfamiliar words to the students. The design of this application is simplicity to use by the teachers and the students. There are several characteristic of the application, namely: cumulative collections of words, it can be designed for specific instructional purposes, interactive, printable and providing scaffolds conversation in order to create students’ critical thinking. On the other hand, this application requires more time to made by the teachers even it has charge. Furthermore the students will feel enjoy using this application during online learning.

SQ3R Method in Teaching Reading: How It Improves Students’ Comprehension of Narrative Texts at SMAN 2 Trenggalek

Many students think that reading skill is really difficult and complicated. Students said that finding meaning is confusing. Sometimes students misinterpret the text even if they have sufficient vocabulary. The problem in understanding the text is likely to trigger another problem in English, such as giving up easily and being lazy to continue studying their English activity. Moreover, reading is the activity most frequently done by students. They read the lesson written by their teacher on the whiteboard and from the books. Meanwhile, reading narrative text is of reading types that are mostly discussed in senior high school. In trying to solve this problem, the writer did classroom action research in his school. This research was done to improve students’ reading comprehension in the tenth-grade students of SMAN 2 Trenggalek through the SQ3R method. The data of this research was gained from the interview, observation, test, questionnaire and English score. This research was conducted in two cycles. The result of the first cycle and second cycle indicated that the number of students who passed the test is increasing significantly. Based on the result of the study, it can be concluded that the SQ3R method can improve reading comprehension skills.

Increasing reading skill in teaching foreign languages

This study reveals the issues of integrating systems into reading instruction in order to improve the reading comprehension skills of struggling EFL students. It is required of a teacher for the quality of education and experience. In this article we considered the most important and useful information about developing reading skills in teaching English language. In order to assess the effectiveness of systems and activities in improving reading comprehension skills in EFL contexts, an experimental study was carried out. The findings indicate clearly that there was a significant difference between experimental groups. It can be then generalized that systems and applications in general provide a motivating learning environment for teaching reading which has its positive implications on improving the reading skills of students.

The Integration of ICT in Improving Reading Comprehension Skills: A Systematic Literature Review

The Integration of ICT in Improving Reading Comprehension Skills: A Systematic Literature Review

The Impact of Digital Books on Reading in Arabic Orthography

Background: This study examined the effectiveness of digital books in improving reading and reading comprehension among seventh-grade Arab students who have been defined as having difficulty reading. Method:This study sampled 120 students. Sixty students studied Arabic using a digital book, and sixty students at another school studied the same material in a printed version. The students are Arabic-speakers and are considered poor readers. The study population were located at the beginning of the school year based on the results of the AMIT assessment (a tool for mapping students’ ability in reading comprehension) in order to test the effectiveness of digital books on strengthening reading skills and comprehension. This study examined students in Arabic. The students were administered a test of reading and reading comprehension using digital texts. Results: The study indicated that using digital books did indeed improve reading comprehension skills in Arabic (in all dimensions of understanding) among Arab students struggling to read. On the other hand, the use of the digital books did not seem to affect reading accuracy skills among these students. Conclusions: Learning Arabic via digital books can improve poor Arabic readers in Arabic.

PENGGUNAAN MEDIA WAYANG KARTUN MELALUI MODEL PAIRED STORYTELLING UNTUK MENINGKATKAN KEMAMPUAN MEMBACA PEMAHAMAN

The study aims to determine the use of cartoon puppet media through a paired storytelling model to improve reading comprehension skills in class IV MIS Nurul Hasanah Sukaharja. The type of research used in this research is a class action research (CAR) model by Kemmis & Mc. Taggart was carried out in 2 cycles consisting of four stages, namely planning, implementation, observation, and reflection. The subjects in this study were the fourth-grade students of MIS Nurul Hasanah Sukaharja, totaling 24 students. The data collection techniques used were interviews, observations about teacher and student actions, and reading comprehension test data for students. The results of this study show that the use of cartoon puppet media through the paired storytelling model in class IV MIS Nurul Hasanah Sukaharja is carried out well and is categorized very well. Then the ability to read comprehension on fictional story material after using cartoon puppet media through paired storytelling model in class IV MIS Nurul Hasanah Sukaharja has increased. The results of reading comprehension ability in the first cycle of observation of student activities obtained a percentage value of 72.72% with quite good qualifications, in the second cycle it increased by obtaining a percentage value of 90.9% with very good qualifications, and reading comprehension skills increased. This can be seen in the results of the reading comprehension test assessment results from the pre-cycle, cycle I, and cycle II. The average result value in the pre-cycle is 59.58, the first cycle gets an average value of 64.16 and the second cycle gets an average value of 76.67. In addition, the results of the assessment of the percentage of students' reading comprehension mastery in the pre-cycle obtained a percentage value of 45.83%, the first cycle obtained a percentage value of 58.33%, and the second cycle obtained a percentage value of 100%.

Improving reading comprehension skills among English language students with learning disabilities according to some variables

This study explored the effect of developing reading comprehension among English language students with learning disabilities using the reading speed strategy, identifying the effect of both gender, and teaching method on developing reading comprehension. To achieve the aim of the study, a test was prepared to measure reading comprehension after ensuring its validity and reliability. The study population consisted of all (200) students studying English language in the schools of the Directorate of Education for the Second Irbid Region for the second semester of the academic year 2020/2021. The study was applied to a sample of (80) male and female students, who were selected in the simple method. The participants were distributed into two experimental groups, which received the training, and another two control groups, which studied the same educational material in the traditional method. The test was applied to the study groups before starting the implementation of the study to ensure the equality of groups. The results showed clear differences in the mean scores of the experimental group students and those of the control group students, and in favor of the experimental group. The results also showed that there were no differences between the mean scores of the students' scores attributed to gender.

PENERAPAN METODE PQ4R UNTUK MENINGKATKAN KEMAMPUAN MEMBACA PEMAHAMAN SISWA KELAS III SEKOLAH DASAR

This research is motivated by the lack of ability of third grade students in one of the elementary schools in Cidadap District, Bandung City of understanding a text. The purpose of this study is to describe the application of the PQ4R method to improve reading comprehension skills of third grade students. The research method used is Classroom Action Research with Kemmis and Mc Taggart models. Data collection techniques, namely: observation, testing, and study documentation. Qualitative data were analyzed using data reduction, data presentation, and data inference. Quantitative data were analyzed using averages and percentages. The results showed that the application of the PQ4R method (preview, question, read, reflect, recite, review) had been able to improve reading comprehension skill of third grade students in elementary school.

PENERAPAN METODE PEMBELAJARAN SURVEY, QUESTION, READ, RECITE, REVIEW (SQ3R) UNTUK MENINGKATKAN KETERAMPILAN MEMBACA PEMAHAMAN

The purpose of this research are: to describe the results of the application of the Survey, Question, Read, Recite, Review (SQ3R) method which can improve reading comprehension skills in third grade students of SD Negeri 1 Cangkreplor for the 2020/2021 school year. This type of research is classroom action research (CAR) which is carried out in two cycles. Each cycle consists of four stages, namely planning, implementing actions, observing, and reflecting. The subjects of this study were the third grade students of SD Negeri 1 Cangkreplor, totaling 28 students. Data collection techniques using test, interview, observation and documentation techniques. Inter-cycle reading comprehension skills increased from the initial condition (pre-cycle) which was 35.7% to 53.6% in the first cycle and then to 89.3% in the second cycle.The conclusion of this study is that the application of the SQ3R learning method can increase the value of reading comprehension skills in third grade students of SD Negeri 1 Cangkreplor Purworejo 2020/2021.
 Keywords: SQ3R ; Reading Comprehension Skills.

Developing Comic Media for Reading Comprehension Ability of Historical Texts in Elementary School Students

Students' reading comprehension skills were still low since the existing media only relied on teaching materials in schools such as books and worksheets. Thus, it has not been able to make effective learning. This research and development aimed to produce comics learning media for historical text narrative to read and understand Indonesian language learning for fifth-graders of elementary school. Comics are information presented through conversation by pictures, arranged conceptually and interestingly to make it easier to understand the information. This comic was developed to be used in learning and improving reading comprehension skills. This research and development used ADDIE development procedures including (1) Analyze, (2) Design, (3) Development, (4) Implementation, and (5) Evaluation. The subjects of the one-to-one trial were three students, the small group trial subjects were six students, and the implementation subjects were 15 students. The results showed that the comic media was feasible with an average percentage of 81.7% from the experts in the appropriate category. The average student responses indicated that students were happy to read comics as a learning medium in the learning process with a percentage of 95%. Based on the pretest and the posttest results, the developed comic media had increased the learning outcomes of fifth-graders at the Elementary School of 22 Palembang by 0.42 with a moderate improvement category according to the N-Gain scale. Thus, it can conclude that the development of historical text narrative comic media was appropriate for the reading comprehension ability of fifth-graders of the Elementary School of 22 Palembang.

Ipad Text-to-Speech and Repeated Reading to Improve Reading Comprehension for Students with SLD

Students with specific learning disabilities (SLD) have difficulty with most reading skills, including reading comprehension. Improving reading comprehension skills requires efficient interventions that consider both meaning- and code-based skills simultaneously. Using a single-subject multiple-baseline design across participants, with alternating treatment design, this study compared two reading interventions (repeated reading vs. iPad text-to-speech) combined with a meta-cognitive strategy (question generation). Three fourth-grade and third-grade students who had been diagnosed by their school as having reading difficulties participated in the study. Using the index of narrative complexity, two participants showed improvement in reading comprehension skills. However, there were slight differences for the RAAC intervention over the iPad intervention for one participant. The time required to administer the iPad intervention was shorter than the time required to administer the Reread-Adapt and Answer-Comprehend (RAAC) intervention (an average of 12.73 min for the repeated reading vs. 5.45 min for the iPad).

Implementation of Reciprocal Teaching Strategies: Improving Reading Skills and Academic Performance of Secondary Students

Proficiency in reading comprehension is very important especially for secondary English language students. In this mixed methods study, the research proven methodological intervention “reciprocal teaching” is introduced to improve the reading skills and academic performance of 30 secondary students of grade 11. Reciprocal teaching is a scaffold dialogue technique that is built upon four strategies which competent readers use to understand text namely predicting, questioning, clarifying and summarizing. The four strategies of reciprocal teaching were each part of the four interrelated cycles that comprised the related activities implemented during the intervention. A general plan inclusive of activities, teaching resources, observation schedules, checklists and assessments was constructed and used for data collection. When the scores of pre and post assessments were compared using paired samples t test, they showed a significant amount of improvement in grades of students as well as their ability to effectively understand the text. The outcomes proved reciprocal teaching to be a significant technique for improving reading comprehension skills and academic performance. In addition, the implication for teachers who teach reading comprehension is that through modeling and implementation of the reciprocal strategies like predicting, clarifying, questioning and summarizing they can enhance the academic performance of students.

The use of linguistic landscape in language teaching: A curriculum recommendation to improve reading comprehension skills

Dilsel çevre, kamuya açık alanlarda kullanılan yazılı ve sözlü dilsel araçların tamamını tanımlamak için kullanılır. Dilsel çevre çalışmaları, çoğunlukla iki dilli toplumlarda halka açık alanlarda dillerin nasıl kullanıldığı, söz varlığı ve yabancı dillerin kamusal alanlarda kullanım durumunu incelemek amacıyla yapılmıştır. Fakat dil öğretiminde dilsel çevre kullanımı yeni bir çalışma alanı olarak karşımıza çıkar. Dilsel çevrenin dil öğretiminde kullanımı, özellikle iki dilli ve çok kültürlü toplumlarda olumlu ve olumsuz etkileri nedeniyle tartışılmaktadır. Fakat alan yazında yabancı dil olarak Çince öğretiminde girdi olarak dilsel çevre araçlarının kullanımına yönelik herhangi bir çalışmaya rastlanmamıştır. Çince yazı sistemi piktogram ve ideogramlardan oluşan bir dil olması nedeniyle imler günlük hayatta kamusal alanlarda ve sokaklarda yoğun şekilde yazılı iletişim aracı olarak bulunmaktadır. Sokaklar, caddeler, iş yerleri, metro istasyonları çeşitli tabela, yönerge, reklam, uyarı gibi çok sayıda Çince yazıyla doludur. Ayrıca bunlara ek olarak hükümetin halkı bilinçlendirmek ve kültürel değerlerini korumak için hazırlamış olduğu çok sayıda bilgilendirici tabela bulunmaktadır. Dolayısıyla Çince yazısı, toplum hayatında alfabetik dillere oranla daha yoğun şekilde yer alır. Çince öğretim aracı olarak kullanılması için geniş veri mevcuttur. Bu çalışma da yabancı dil öğretiminde dilsel çevre araştırmaları incelenmiş, dilsel çevre araçları kullanılarak Çince okuduğunu anlama ders örneği ve izlencesi hazırlanması amaçlanmıştır. Bu çalışmada nitel araştırma yöntemlerinden belge inceleme (doküman inceleme) tekniği kullanılmıştır. Çalışma sonunda oluşturulan ders izlencesi daha sonra yapılacak çalışmalara kaynak olabilecek niteliktedir.

Writing for Comprehension: How does Writing Influence Informational Reading Comprehension in the Elementary Classroom?

This quantitative study was conducted through a school and university partnership. Data from benchmark reading assessments and writing rubrics were gathered over five weeks in a third-grade classroom in the rural mountains of the southeastern United States. Results indicate student growth in reading comprehension and writing. Findings confirm the positive correlation between reading and writing, which suggests integrating explicit reading and writing instruction supports students’ reading comprehension. Based on these findings, we suggest ways teachers can improve reading comprehension skills, blend reading and writing instruction, and pique student interest through an informational writing unit.

The Effectiveness of Differentiated Instruction in Improving Bahraini EFL Secondary School Students in Reading Comprehension Skills

This study aimed at investigating the effectiveness of Differentiated Instruction (DI) in improving reading comprehension skills in the EFL secondary stage in Bahrain. The study adopted the quasi-experimental research design using thirty-six 2nd year secondary students to be the study participants. The participants were divided into two groups: an experimental group that received the (DI) training and a control group that received the conventional way. A reading comprehension skills questionnaire and a pre-post EFL reading comprehension test was used in the study to collect the data. Results showed that the experimental group outperformed the control group in the EFL reading comprehension test. The findings indicated that the DI strategies helped to develop students’ EFL reading comprehension skills. In addition, it revealed that using various materials for teaching reading comprehension skills to match students' different needs and abilities helped enhance their reading comprehension proficiency. A number of recommendations and suggestions for further research was presented.

Penerapan Metode Pembelajaran Survey, Question, Read, Recite, Review (Sq3r) untuk Meningkatkan Keterampilan Membaca Pemahaman

The purpose of this research are: to describe the results of the application of the Survey, Question, Read, Recite, Review (SQ3R) method which can improve reading comprehension skills in third grade students of SD Negeri 1 Cangkreplor for the 2020/2021 school year. This type of research is classroom action research (CAR) which is carried out in two cycles. Each cycle consists of four stages, namely planning, implementing actions, observing, and reflecting. The subjects of this study were the third grade students of SD Negeri 1 Cangkreplor, totaling 28 students. Data collection techniques using test, interview, observation and documentation techniques. Inter-cycle reading comprehension skills increased from the initial condition (pre-cycle) which was 35.7% to 53.6% in the first cycle and then to 89.3% in the second cycle.The conclusion of this study is that the application of the SQ3R learning method can increase the value of reading comprehension skills in third grade students of SD Negeri 1 Cangkreplor Purworejo 2020/2021.

The Effectiveness of a Training Program of Improving Arabic Language Teaching Practices on Developing Reading Comprehension Skills of Grade-Ten Students in Oman "This article is extracted from an unpublished PhD dissertation by the first author"

The purpose of the study was to explore the effectiveness of a training program of enhancing Arabic language teaching practices on developing grade-ten students’ reading comprehension skills in Oman. The study sample consisted of 40 teachers and 400 male and female students. A training program, an observation form and a reading comprehension test were developed. The results showed there are statistically significant differences between the average scores of the experimental and the control groups after applying the teaching practices for developing reading comprehension skills (the literal, the inferential, the critical, the aesthetic and the creative). This also applied to the total score, with the experimental group outperforming the control group. There is no statistically significant effect of the interaction between the study group type and gender in developing these skills among Arabic language teachers. The study results indicated that there are differences in developing reading comprehension skills between male and female grade-ten students in both study groups, in favor of females. The researcher recommends organizing training courses for Arabic language teachers to improve reading comprehension skills when analyzing a passage and to benefit from the designed observation form. Keywords: training, teaching practices, reading comprehension * This article is extracted from an unpublished PhD dissertation by the first author, Maryam Hasan Al Balushi, titled " The effectiveness of a training program based on the constructivism theory in developing the practices of Arabic teachers in develping the reading comprehension skills of grade ten student in the Sultanate of Oman and teachers attitudes towards constructive teaching. Sultan Qaboos university, Sultanate of Oman.

PENERAPAN PENDEKATAN INTEGRATIF DALAM MENINGKATKAN KEMAMPUAN MEMBACA PEMAHAMAN PELAJARAN BAHASA INDONESIA SISWA KELAS IV SD

This study aims to improve the students' reading ability on energy sources using an integrative approach to the fourth grade students of SD Negeri 15 Buton. the type of research used is Classroom Action Research (CAR) by adhering to the research design of Arikunto. The results of the increase are shown by the students being able to achieve the minimum completeness criteria score, while the score that has been set by the school is 65. This can be seen from the results of student learning tests in cycle i after using an integrative approach of 29 students, 22 students completed learning, and 7 students did not complete with an average score of 65.68. experienced an increase in the second cycle, namely from 29 students, 24 students who finished studying, and 5 students did not finish learning, with an average value of 73.96. Based on the results of the study, it was concluded that the use of an integrative approach could improve reading comprehension skills in fourth grade students of SD Negeri 15 Buton.

MODEL PEMBELAJARAN SKEMA PADA PELAJARAN BAHASA INDONESIA DAPAT MENINGKATKAN KETERAMPILAN MEMBACA PEMAHAMAN TEKS ULASAN SISWA KELAS VIII MADRASAH TSANAWIYAH NEGERI BINJAI

This study aims to find out that the implementation of the schema learning model in Indonesian lessons can improve reading comprehension skills for grade VIII Madrasah Tsanawiyah Negeri Binjai students in the Odd Semesters of the 2019/2020 Academic Year. The results showed that the schema learning model in Indonesian lessons could improve reading comprehension skills of the VIII grade students of Madrasah Tsanawiyah Negeri Binjai in the Odd Semesters of the 2019/2020 Academic Year. This can be seen from the results of the calculation in the first cycle between the value of the first daily test and the score of the second daily test, the Product Moment value is 0.823 with a t-test of 8.198. And the second cycle between the second block test scores and the third daily test scores obtained a Product Moment value of 0.903 with a t-test value of 11.902, while the results of the calculation showed that it was greater than the results in the table, of 0.478 and 2.725. Likewise, the average score for the first daily exam was 86.35, and the second daily exam was 87.53 in the first cycle, as well as the average score for the third daily exam was 88.53 and the fourth daily exam was 90.71 in the second cycle. there is an increase. while the minimum completeness criteria value (KKM is 84). Keywords: Schematic Learning Model, Reading Comprehension Skills Review Text

The Effect of Using Flipped Class on Teaching Reading Comprehension at Cihan University

Reading comprehension is one of the important skills of language learning. It is believed that teaching with flipped class is more effective and comes out with more positive outcomes than the traditional class teaching. Thus, this study aims to explore the effect of flipped class on improving reading comprehension skills for Kurdish and Arabic EFL at Cihan University-Erbil. The main question of this study is to figure out whether implementing flipped class on EFL will improve their reading comprehension skills? Will it develop the students reading abilities including both levels ‘elementary and intermediate’? In addition, to which level of students is more applicable? According the mentioned questions, it is presupposed that flipped class has more positive results in teaching reading Comprehension skills than the tradition class. This is due to the fact that the student will have access to online facilities and internet to gain further information about the topic before the class. Thus, it is assumed that it will improve Kurdish and Arabic EFL reading comprehension skills including both levels ‘Elementary and intermediate’. However, it is presumed that the flipped class will have a greater impact on intermediate level than on Elementary level.