Increase Reading Comprehension Research Articles

Exploring the influence of the Socrates Seminar Technique on anxiety, motivation, and reading comprehension in foreign learners of Turkish

This research aims to study the effects of the Socrates Seminar Technique on foreigners' Turkish learning anxiety, motivation, and reading comprehension skills. For this purpose, a pretest-posttest quasi-experimental design with a control group, which is one of the quantitative research methods, was used in this research. The study group of the research consists of 40 B2 level students learning Turkish at Bandırma Onyedi Eylül University, Turkish and Foreign Language Teaching Application and Research Center (BANÜ-TÖMER). To collect the research data, the Reading-Comprehension Achievement Test prepared by the researchers, the "Foreigners' Turkish Learning Anxiety Scale" designed by Sevim (2019a), and the "Motivation Scale for Learning Turkish as a Foreign Language" developed by Sevim (2019b) were used. Simple and predictive statistical methods were used to analyze data obtained via evaluation tools. After evaluating the findings obtained from the research, it was concluded that implementing the Socrates Seminar Technique in course activities led to increased reading comprehension achievement and enhanced motivation among students learning Turkish, while also reducing their anxiety levels associated with learning the language. Additionally, the study aims to provide concrete examples of course activities developed using the Socrates Seminar Technique in the realm of foreign language teaching. This study is intended to benefit both teachers and students, offering practical insights to enhance the teaching process in what is commonly perceived as a challenging domain.

A Research into the Effect of Augmented Reality-Enhanced Storybook Reading on EFL Learners

The era that we live in now brings along new technologies and augmented reality (AR) is one of these innovative technologies. Recently, there has been an increasing interest in the integration of AR into educational areas. To date, in the field of language education, the studies focused on mostly the use of AR to teach vocabulary and the effect of AR on learners in a narrow range. However, the effect of AR-enhanced storybooks on tertiary level learners’ English reading comprehension and possible reasons for the before-founded positive effects of AR have still not been comprehensively investigated. Hence, the present study carried out a qualitative study with focus group interviews to get a deeper understanding of the effect of AR-supported storybooks on the learning process of English language learners with the help of their subjective experiences and to obtain students' suggestions regarding the use of AR technology for English learning and reading comprehension. The findings demonstrated that the AR-enhanced storybook increased reading comprehension and English learning, thanks to its use of visual and didactic language, arousing a feeling of wonder, interacting with the story by making the learners a part of the story, appealing to their interest, and increasing their excitement with the help of multisensory elements, and leading them to emphatic thinking and be more enthusiastic to read and learn.

Increasing Reading Comprehension through the Use of Kaili Folktales

The research employed Kaili folktales to increase reading comprehension of the ninth grade students at SMP Negeri 20 Palu. The primary research question is whether incorporating Kaili folktales through this environment my increase students’ reading comprehension. The research used a pre-experimental design in a quantitative approach that included a pre-test, treatment, and post-test. The research population was the 87 ninth grade students of SMP Negeri 20 Palu, with 29 students as sample from class IX B selected through purposive sampling. The research instrument was a reading comprehension test that was given as a pre-test and post-test. Data analysis was conducted using SPSS 22. The results showed that using Kaili folktales increased students’ reading comprehension significantly, as evidenced by a higher mean score in the post-test compared to the pre-test (61.972>34.221). The p-value determined of 0.00, which is lower than the alpha value of 0.05, supported the conclusion that applying of Kaili folktales increased students’ reading comprehension statistical significantly. As a result, the researcher concluded that Kaili folktales might effectively increase students’ reading comprehension of the ninth grade at SMP Negeri 20 Palu

Implementasi Literasi Membaca melalui Program Asesmen Nasional Berbasis Komputer di SDN 1 Karangklesem

This research aims to evaluate the implementation of the reading literacy program through the ANBK Program at SDN 1 Karangklesem. The research method used in this research is descriptive qualitative. The results of this research show that the reading literacy program through ANBK has had a positive impact on student preparation, increasing reading comprehension. There are several stages used by SSDN 1 Klarangklesem in implementing learning literacy through ANBK, namely: In the planning stage, the school principal forms an ANBK implementation committee consisting of the committee chairman, secretary, technician, and proctor. Next, students were given an ANBK simulation link to prepare them for answering numeracy questions, and study groups were formed before answering the questions to improve their understanding. During the implementation phase, students answer practice questions in the form of ANBK simulations and take part in dress rehearsal sessions. The teacher provides full assistance to help students understand the contents of the sentences and questions they read, as well as providing an understanding of the quick answer method in answering ANBK questions. The evaluation stage involves printing out the simulation results which the teacher evaluates. Questions that are difficult for students to answer become important evaluation points for teachers' and students' future development. Keywords: Assessment, Computers, Literacy.

IMPROVING READING COMPREHENSION OF THE EIGHTH-GRADE STUDENTS OF SMP (SLUB) SARASWATI 1 DENPASAR THROUGH KWL

Reading comprehension is the process of acquiring knowledge and comprehending the meaning of printed items. It is a necessary language ability that must be mastered. Initial research revealed that the majority of the eighth-grade students of SMP (SLUB) Saraswati 1 Denpasar struggled with reading comprehension, particularly identifying general and specific information, textual meaning, and textual reference. Moreover, the purpose of the study was to determine whether the reading comprehension of the eighth-grade students of SMP (SLUB) Saraswati 1 Denpasar could be enhanced using KWL (Know Want Learn). To achieve the objective, the researcher performed classroom action research in two cycles. Research instruments, including tests and a questionnaire, were used to obtain the necessary data. Afterwards, the data were examined by comparing pre- and post-test findings. On the basis of the findings, it was evident that the subjects’ mean scores improved significantly between the pre- and post-tests. As supporting data, the questionnaire was also completed at the end of the last cycle; the results indicated good responses to the implementation of KWL. Therefore, it could be concluded that implementing KWL could increase reading comprehension of the eighth-grade students of SMP (SLUB) Saraswati 1 Denpasar.

THE APPLICATION OF SPEED READING TO INCREASE READING COMPREHENSION FOR THE FIRST GRADE STUDENTS OF MAS AL- AMIN NORTH LABUHANBATU

This research observed the application of speed reading to increase reading comprehension for the first grade students of SMA Antartika Sidoarjo. This research was undertaken in class X-1 comprising 40 students involving a writer and an observer. The research was conducted through a classroom action research (CAR). The result showed that speed reading technique could be used to increase the students reading skills. The use of speed reading technique could be effective if it was supported by the ability of the teacher on planning learning in the classroom involving activities proportionally in the instructional process. Carrying a classroom climate was conducive by adequating learning facilities and infrastructure. The successful application of speed reading technique could be seen from the presence of students’ positive response and their active participation in each learning activities.

Analysis of Students’ Difficulties In Reading Texts to Increase Reading Comprehension In Islamic Senior High School

<span lang="IN">One of the student's difficulties in reading Arabic texts, in general, is due to the unique shape of the Arabic letters and no resemblance to the alphabet. So that students feel foreign in identifying and recognizing the letters. Therefore, this study aims to analyze the difficulty of reading Arabic texts in maharah qira'ah learning, starting from linguistic, and non-linguistic problems, and providing solutions to Arabic subject teachers in overcoming these difficulties. The method used is a qualitative approach. The technique used is to use data collection, in collecting data for this study, namely by interviews, observation, and documentation. The research uses this technique because it is done by listening or observing the reading of Arabic texts in maharah qira'ah. And this technique is used to observe the speech of students who are carried out at Madrasah Aliyah Al-Barokah, especially Class X IPS. The difficulty of students reading Arabic texts in learning maharah qira'ah there are two influencing factors, namely internal factors (linguistics) and external factors (non-linguistics). The results of the study indicate that there are two factors for difficulty reading Arabic texts, namely internal factors (linguistics) and external factors (non-linguistics). And the efforts that must be made by an educator in overcoming students' difficulties in reading Arabic texts are by getting used to speaking Arabic even if only a little, providing motivation, giving rewards, getting used to reading Arabic texts, and changing the views of students who think that learning Arabic is difficult and not interesting, learning becomes easy and interesting</span><span></span>

IMPROVING READING COMPREHENSION OF THE EIGHTH-GRADE STUDENTS OF SMP (SLUB) SARASWATI 1 DENPASAR THROUGH KWL

Reading comprehension is the process of acquiring knowledge and comprehending the meaning of printed items. It is a necessary language ability that must be mastered. Initial research revealed that the majority of the eighth-grade students of SMP (SLUB) Saraswati 1 Denpasar struggled with reading comprehension, particularly identifying general and specific information, textual meaning, and textual reference. Moreover, the purpose of the study was to determine whether the reading comprehension of the eighth-grade students of SMP (SLUB) Saraswati 1 Denpasar could be enhanced using KWL (Know Want Learn). To achieve the objective, the researcher performed classroom action research in two cycles. Research instruments, including tests and a questionnaire, were used to obtain the necessary data. Afterwards, the data were examined by comparing pre- and post-test findings. On the basis of the findings, it was evident that the subjects’ mean scores improved significantly between the pre- and post-tests. As supporting data, the questionnaire was also completed at the end of the last cycle; the results indicated good responses to the implementation of KWL. Therefore, it could be concluded that implementing KWL could increase reading comprehension of the eighth-grade students of SMP (SLUB) Saraswati 1 Denpasar.

Using Online Orton-Gillingham Lessons to Teach Reading Comprehension and Word Recognition to Preschool Children at Risk for Dyslexia

Purpose. The purpose of this study was to gain insight into the potential effects of online Orton-Gillingham-based instruction on improving some reading skills among children identified at risk for dyslexia. 
 Methods. This study employed a quantitative approach using a quasi-experimental, pre-test and post-test and follow up design to investigate the effects of Orton-Gillingham-based instruction on reading comprehension and word recognition among preschool children at risk for dyslexia. Sixty children were chosen. Children received 3 training sessions a week, lasting between 40 and 45 min: (10) minutes for auditory training, (15) minutes for visual training, (10) for motor training and (10) minutes for pairing training. 
 Results. The results indicated that using Orton-Gillingham method increased reading comprehension and word recognition among Arabic-speaking children at risk for dyslexia.
 Conclusion. Online Orton-Gillingham-based instruction was effective in improving some reading skills among children identified at risk for dyslexia. It is recommended that this method to be incorporated in into the curriculum in order to best-teach children at risk for dyslexia and other LDs. Teachers, particularly who are concerned with teaching reading to those type of children should be equipped with adequate knowledge and information about Orton-Gillingham-based instruction.

IMPROVING READING COMPREHENSION ABILITY USING THE CREATIVE SIMULATION METHOD STUDENTS OF CLASS V SD INPRES MACCINI SOMBALA I MAKASSAR CITY

This type of research is classroom action research (PTK) which is divided into two cycles of 3 meetings with 4 stages, namely planning, action, observation and reflection which are carried out repeatedly. The reading comprehension ability of class V SD Inpres Maccini Sombala 1 City is still below the Minimum Completeness Standard (KKM). This is because in class management, the presentation of material is still monotonous so students are less interested in learning to read. The teacher's dominance in the learning process so that students are less interested and passive in receiving lessons. Conditions like this will be solved through the use of creative simulation methods. Increasing the average ability score reading comprehension of students during this research was conducted, namely 65.68 in cycle I and to 86.88 in cycle II. And the learning mastery of students' reading comprehension skills also increased, namely in cycle I of 25 students only 11 people or 44% who completed it increased to 23 people or 92% in cycle II. Increased reading comprehension skills from cycle I to cycle II caused by student learning activities that are relevant to learning also experienced a quite encouraging increase, where students who Pay attention to the teacher's explanation, students who ask questions, students who answer questions from the plays read, students doing simulations in front of the class, and students asking questions increased to very high category.

The Application of Semantic Mapping Techniques on Reading Comprehension for Junior High School Curriculum At SMP 22 Medan

Semantic mapping is an excellent strategy to help students engage in higher-order thinking. In learning reading, it is important for the students to make an effort and show their interest. The aims of this community dedication is to improve the student’s reading comprehension ability through semantic mapping technique. This training very beneficial to the students due to their low competence in the reading comprehension skills. In general, the use of semantic mapping in the classroom can be divided into five phases. These are “introducing the topic, brainstorming, categorization, personalizing the map, post-assesment synthesis : a) Introducing the topic: the teacher studies a unit in the syllabus and determines whether or not semantic mapping can be useful. The teacher announces the topic of the unit by drawing a large oval on the board. He states that some teachers display a picture relating to the topic to stimulate students’ thoughts and to get the brainstorming procedure.b) Brainstorming: the teacher draws a blank map which consists of some blank ovals on the board and provides the students with a reading passage. Furthermore, the teacher asks the students to find some information in the passage that are appropriate to be filled into the blank map.c.)Categorization: the teacher does his best to encourage students to see relationships among their ideas in order to form category cluster.d) Personalizing the map: each student makes a copy of the blank map and complete it by using information found in the passage. E) Post-assignment synthesis: The last part of the class period is used to record students’ suggestions from their personal maps to the board version of the map made by the teacher. The discussion will probably be the centre on the amount of information acquired from the reading. Based on the result of the pre-test and post test that given to the students, it was found that there was improvement of the average value between the pre-test and the post test on 59,52 %, where the average value of the pre-test was 44,40 and the post-test 74,60 so it can be concluded that smantic mind mapping technique training was able to increase reading comprehension of the students of SMP 22 Medan
 
 Key Words : Semantics Mapping Technique, Reading Comprehension

Developing of Learning Strategy PQ4R in Short Story Writing Learning

The purpose of the study was to develop a PQ4R learning strategy for learning to write short stories for junior high school students in Jakarta. The method used R and D through the ADDIE model. Data were taken using observation, learning to write results and questionnaires. Data analysis was carried out through expert and peer assessment. The results of the study concluded that in the sixth step, discussion activities were added to discuss the results of short story writing and the peer assessment process. This strategy also had a positive impact on writing enthusiasm, increasing reading comprehension through reading activities in the third step. Students were also able to collaborate in developing short story writing. So, this research had implications for understanding the development of learning strategies that must be designed according to the character and needs of students and the learning objectives to be achieved. This model can be used in short story writing in class.

THINK-ALOUD METHOD: DEVELOPING STUDENTS' READING COMPREHENSION

The think-aloud method is a way for increasing reading comprehension. The think-aloud is a method that can help teachers in gathering student processes such as surmising and utilization of prior information. This research investigate the effectiveness of think aloud method in teaching students’ reading comprehension. Non-probability sampling was employed for choose learners from a state Junior High School in Garut for the quasi experimental research. The research sample consisted of class VIII for the experiment and control group. Through using pretest and posttest, the researcher gathered and statistically analyzed the data. The value of Sig evidences (2-tailed) is equal to 0.006 < 0.05, which means, the think-aloud method is not effective in teaching students' reading comprehension.

Discriminating Pattern Mining for Diagnosing Reading Disorders

Tachistoscopes are devices that display a word for several seconds and ask the user to write down the word. They have been widely employed to increase recognition speed, to increase reading comprehension and, especially, to individuate reading difficulties and disabilities. Once the therapist is provided with the answers of the patients, a challenging problem is the analysis of the strings to individuate common patterns in the erroneous strings that could raise suspicion of related disabilities. In this direction, this work presents a machine learning technique aimed at mining exceptional string patterns and is precisely designed to tackle the above-mentioned problem. The technique is based on non-negative matrix factorization, nnmf, and exploits as features the structure of the words in terms of the letters composing them. To the best of our knowledge, this is the first attempt of mining tachistoscope answers to discover intrinsic peculiarities of the words possibly involved in reading disabilities. From the technical point of view, we present a novel variant of nnmf methods with the adjunctive goal of discriminating between sets. The technique has been experimented in a real case study with the help of an Italian speech therapist center that collaborate with this work.

THINK-ALOUD METHOD: DEVELOPING STUDENTS' READING COMPREHENSION

The think-aloud method is a way for increasing reading comprehension. The think-aloud is a method that can help teachers in gathering student processes such as surmising and utilization of prior information. This research investigate the effectiveness of think aloud method in teaching students’ reading comprehension. Non-probability sampling was employed for choosing the learners from a state Junior High School in Garut for the quasi experimental research. The research sample consisted of 30 eight graders who were assigned to be at the experiment and control group. Through using pretest and posttest, the researcher gathered and statistically analyzed the data. The value of Sig evidences (2-tailed) is equal to 0.006 < 0.05, which means, the think-aloud method is not effective in teaching students' reading comprehension.Some practical suggestions are provided in the study

Scaffolding design to increase reading comprehension for learners of English through online strategy training

This study explored the effects of reading strategy training delivered online through an experimental scaffolding tool in comparison to similar training delivered by a teacher, and a control condition. The instructional design of the tool followed scaffolding design guidelines, reciprocal teaching model, and principles of multimedia design. The training provided metacognitive reading strategy instruction to improve reading comprehension through multiple strategies using multiple texts. The participants were 87 college students studying English as a Foreign Language (EFL) at an English medium university in Turkey. At pretest, the control group had scored significantly higher in reading comprehension based on a standardized measure. Both of the experimental groups significantly improved their reading comprehension and metacognitive strategy awareness, while the control group’s reading and engagement scores decreased. The in-class experimental group also improved on the engagement scale. No significant difference was found between the experimental groups or compared to the control group in reading comprehension. The findings have implications regarding institutional policies for teaching reading in EFL and online reading strategy design at the tertiary level.

THE EFFECT OF USING THIEVES AND CSR STRATEGIES TO IMPROVE READING COMPREHENSION SKILL AT EIGHTH GRADE SMP KINGSTON SCHOOL, DELI SERDANG

The purpose of this study is to determine the efficacy of applying THIEVES and CSR techniques to increase reading comprehension in Kingston School grade 8 students. The researcher devised a quasi-experimental study in order to fulfil the research's goal. The participants in this study were 108 eighth-grade Kingston School students, with 36 involved in the experimental group 1 who were taught reading comprehension using the THIEVES strategy, 36 involved in the experimental group 2 who were taught reading comprehension using the CSR strategy, and the remaining 36 involved in the control group who were taught reading comprehension using the conventional strategy. A pre-test and post-test with 40 multiple-choice items were included in the data collection instrument. The results were compared and examined to determine the efficacy of the two strategies. The experimental groups 1 and 2 scored higher than the control group, according to the results of a study. THIEVES and CSR techniques are both successful in boosting reading comprehension, according to the results. The statistics also indicate that the CSR method outperforms the THIEVES technique.
 
 Keywords: reading comprehension, THIEVES Strategy, CSR Strategy

The Effectiveness of a Metacognitive Strategy during the Reading Process on Cognitive Allocation and Subject Matter Retention

Metacognition is an important skill required for improving students’ reading comprehension ability. Studies have reported effectiveness of metacognitive reading strategies to increase reading comprehension and information retention. However, there is limited research utilizing eye-tracking technology to explore the effectiveness of metacognitive reading strategies. This experimental study utilized eye-tracking technology on 40 undergraduate students to investigate the effectiveness of a metacognitive strategy on reading comprehension outcomes. The Survey, Question, Read, Respond, Recite, Record, and Review (SQ5R) strategy was used as the metacognitive reading strategy intervention. Participants’ eye movements were recorded during the reading process. Reading comprehension was assessed before and after watching the SQ5R intervention. This study revealed that participants adopted the SQ5R when reading scientific text, which enabled the students to better comprehend and retain more information. Results suggests that agricultural educators should incorporate the SQ5R metacognitive reading strategy into the design of agriscience reading materials to improve students’ reading skills and their ability to comprehensively understand complex and controversial issues in agriculture.

Extensive Reading in EFL Learners: Moving from Theory to Practices

Since its introduction to the subject of English Foreign Language, extensive reading has grown in popularity (EFL). This type of reading has been shown to provide EFL learners with numerous benefits in a variety of areas. Extensive Reading has also been done in a number of situations. This essay seeks to (1) provide a thorough understanding of ER, both theoretically and in terms of principles, and (2) summarize recent ER research in EFL settings. The method of library research was employed by the researcher. According to the reports, extensive reading increased reading comprehension, vocabulary understanding, and writing abilities. Furthermore, the students showed positive attitudes and perceptions of extensive reading in EFL contexts. More teachers and practitioners are hoped for. Furthermore, the students had positive attitudes and impressions of extensive reading in EFL contexts. It is hoped that more teachers, practitioners, and educational institutions would see the possibility of incorporating Extensive Reading into the English curriculum in order to benefit from its multiple benefits.

STUDENTS' RESPONSE TOWARD TEACHING ONLINE IN ENGLISH READING CLASS.

Pandemic COVID-19 is not over yet, however as an educator we should be more creative and innovative to motivate our students in teaching and learning processes. One of the important aspects of learning The English language is increasing reading comprehension. It is challenging for the educator to make it happen when doing online teaching and learning processes. To evaluate and analyze the problem the writer makes this research. The purpose of this study is to find out teacher strategies in teaching online reading classes during pandemics. The subjects are the third-semester students of The English Department, Language and Culture Faculty, Universitas 17 Agustus 1945 Semarang. The research was held during the even semester of the academic year 2020/2021. This study uses a descriptive qualitative method. The instruments of the data used in this study are questionnaires filled by the students. The objective of this study is to know some problems that happened during online teaching and learning process in reading class that give an impact in improving their reading comprehension skill. In this research, the writer collected students’ responses and did evaluations to make them more effective and interested in the teaching process. The research indicated that there are some problems faced by the students dealing with learning processes such as teaching strategies, technical problems during online teaching and learning process and they also need extra motivation to improve their reading comprehension. The findings suggested that educators can use diverse teaching strategies in reading class such as scaffolding, QARs (Question and answer relationship), and other strategies to stimulate them being active in online learning processes, the other problem is a technical problem as a signal when they are joining in a class by virtual meeting application. The learners also stated that they need motivation and guidance to use various methods in reading a text. Thus, the process of teaching online doesn’t have a big impact on improving reading comprehension but there are other problems should be noticed.