Improve Reading Comprehension Skills Research Articles

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.

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.

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.

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.