Teaching Reading Comprehension Research Articles

Participatory Approach in Teaching Reading Comprehension

English language became one of the most powerful languages in the world and one of the most commonly spoken languages, and the majority of global communities utilized it as a communication tool. To acquire these language learners should start with four skills: speaking, reading, writing, and listening.
 Reading is one of the greatest and most thorough methods to learn science and other fields. The researchers began investigating all potential alternatives in an effort to enhance reading comprehension, raise student engagement, and assist students in developing their reading comprehension abilities. They also looked at how reading content impacts understanding in order to improve comprehension and make reading more applicable to daily life. The goal of the study was to ascertain the impact of interactive reading on the development of reading comprehension and to create a framework that would aid students in conceptualizing the participatory approach to teach reading comprehension, which is based on participatory learning theory (PLA). This framework took the form of a collaborative teaching and learning strategy that included a forum, insight, interaction, and task.
 This paper studied a method of teaching -Participatory Teaching Approach- and apply it on teaching reading comprehension which is a part of the four skills. Based on participatory language teaching, the content of the material goes back to social contexts involving not only sociopolitical issues, but also students’ academic and personal goals.
 The study was conducted at middle -school in Tobruk. The sample consisted of (36) students, divided into two groups, with (18) students for each group, and the theory was applied into one of the two groups. Based on the questionnaire for both students and teachers and the results of the statistical analysis of the questionnaire. The result shows that; there are no statistically significant differences between the use of participatory learning in teaching reading comprehension and the achievement of the educational level of middle-school students in this school. Students in both groups have positive attitude towards the use of the traditional way and the PLA.
 And the explanation for that are both ways are effective in improving reading comprehension skill for middle-class students.

Challenges faced by intermediate phase isiZulu teachers in teaching inclusive reading

Despite several interventions put in place to alleviate the reading crisis in South African education, many teachers still experience challenges in teaching reading comprehension. The situation is even more dire with regards to teaching inclusive reading to at-risk readers in mainstream schools in under-resourced settings. Very few studies have been conducted to investigate the pedagogical strategies in teaching inclusive reading in the intermediate phase (IP) isiZulu classrooms. This study aims to investigate the pedagogical challenges faced by IP isiZulu teachers who are teaching reading comprehension skills to at-risk readers in the mainstream schools of uMkhanyakude district, in the Northern part of KwaZulu-Natal province. This qualitative study is guided by the Word Learning Theory which posits that reading instruction should enhance learners’ knowledge of the alphabet and high-frequency words. Data were collected through non-participant classroom observations and interviews with 10 IP isiZulu teachers based in uMkhanyakude district. The qualitative data were analysed by the researcher through coded thematic analysis. The units of analysis in this study are IP teachers’ pedagogic strategies in teaching inclusive reading. The findings indicate that IP isiZulu teachers struggle to organise meaningful and cohesive reading strategies. Strategies employed are not structured to address specific reading challenges and consequently at-risk readers in mainstream schools remain inadequately catered for. This study will contribute to the body of knowledge related to the pedagogical strategies best suited for developing inclusive reading.

The Effect of Using STAD Strategy in Teaching Reading Comprehension to EFL Intermediate School Students

STAD strategy is one of the cooperative strategies in which students work together and it is considered one of the beneficial strategies in teaching reading comprehension. This study aims at finding out the effect of using STAD Strategy in teaching reading comprehension to EFL intermediate school students, and if there is any significant difference between the experimental group's achievement at the recognition and the production levels in the posttest. It is hypothesized that there is an effect of using STAD Strategy in teaching reading comprehension to EFL intermediate school students, and there is a statistically significant difference between the experimental group's achievement at the recognition and the production levels in the posttest. To verify the hypotheses of the study, the researcher has conducted an experiment, during the second semester of the academic year 2022-2023. Sixty four students from the second grade of Ghaza intermediate school for girls have been randomly selected. Thirty two students as a control group which have been taught reading comprehension by using the traditional method, and thirty two students as an experimental group which have been taught reading comprehension by using STAD strategy. Both groups have been taught by the researcher herself, and they equalized according to some important variables such as their age and level of parents’ education, and their scores in previous year in English. The statistical analysis of the obtained data revealed that there is a statistically significant difference between the performance of the experimental group and that of the control group in the posttest. According to the findings, some conclusions, recommendations and suggestions are proposed for further studies.

Bloom's Taxonomy and Reading Comprehension in English Teaching: Evaluating Teacher's Questioning

This study investigates how high school English teachers in different locations (SMA Negeri 3 in Aru Island Regency and SMA Negeri 4 in central Maluku Regency) utilize Bloom’s taxonomy in their questions to improve students’ reading comprehension. Using qualitative methods such as observation, interviews, and documentation, the researcher reveals various question types employed by these teachers, ranging from literal to appreciation questions. Analyzing the questions through Bloom’s taxonomy, the study finds that while teachers cover cognitive levels from understanding to evaluation, questions related to analysis and evaluation are relatively scarce. This suggests a potential oversight in fostering critical thinking skills in reading comprehension instruction. Despite this, the study concludes that the learning process leads to notable improvements in students’ reading comprehension at these schools.

Implementation Of The Jigsaw Method To Improve Reading Comprehension Students’ Seventh Grade At SMP NU Karaban In Academic Year 2023/2024

Reading activity has many benefits especially for students in discovering and understanding knowledge during the learning process. In the reading process, students also need to understand the text they read. Reading discussion is a series of activities or processes carried out by readers to gain an understanding of what they are reading and aimed at obtaining information that is interesting to readers. There are several methods used to improve students' understanding of reading, one of which is the jigsaw method. Jigsaw has gained popularity as a method of learning English, especially in reading understanding. This research uses pre-experimental quantitative methods. The ceremony was held at SMP NU Karaban, located in the Karaban Village, Pati district, Central Java. This research was conducted through the following procedures: giving pre-test, treatment, and giving post-test. Data collected by tests. The results showed that there was a significant difference between the pre-test and post-test scores.. It can be seen from the data analysis using the t-test with a significance level of 5%. The result of the hypothesis is 0.000<0.05, indicating that the t-value <t-table. So, Ho is rejected, and Ha is accepted. The mean pre-test score of students was 69.39, and the mean post-test score of students in the experimental group was 88.39. So, it can be concluded that there is a significant difference between students' reading comprehension taught by using the Jigsaw Method.In the learning process using the Jigsaw method shows that students are very enthusiastic, active and also collaborative towards their goals

Promoting intercultural awareness among Moroccan EFL learners: A glimpse at the affective dimension

The present study aims to explore the extent to which the teaching of Reading Comprehension and Précis II, using intercultural topics along with intercultural tasks enhances Moroccan University EFL learners’ intercultural awareness in the area of attitudes or savoir-être. To this end, a quasi-experimental mixed-methods design was adopted. Two data collection tools were employed, namely an intercultural test, and a semi-structured interview. In light of convenience sampling, the study included 98 participants who were assigned to an experimental and a control group. The results revealed that there was a significant difference between attitudes towards cultural diversity in the sample groups. The findings also showed that there was a statistically significant increase in students’ mean scores after the administration of the experiment. This indicates that students in the experimental group outperformed students in the control group. Pedagogical implications are provided for quality assurance. Keywords: Attitudes; intercultural awareness; Moroccan EFL learners; reading comprehension and précis II

Using Hybrid Learning To Improve the Effectiveness of Teaching Reading Comprehension Skills for English Major Students at a University in Hanoi

Hybrid learning, often referred to as technology-mediated instruction, web-enhanced instruction, or mixed-mode instruction, is a teaching methodology that integrates virtual learning resources and online engagement with traditional classroom techniques. The term “blended learning,” or “hybrid learning,” has gained a lot of traction, particularly in contexts related to tertiary education. An increasing number of educators are employing information technology to deliver instruction or assess students in their courses, thanks to the advancements in computer technology and the ubiquitous use of the internet. This article aims to find out the current situation of teaching reading skill for students of English major at university in Hanoi and estimate the effectiveness of combining face-to-face and online teaching to teach reading comprehension skills for English major students.

THE IMPLEMENTATION OF INFORMATION GAP ACTIVITY AND JUMBLED SENTENCE GAME IN TEACHING READING COMPREHENSION

The implementation of Information Gap Activity and Jumbled Sentences Game in Teaching Reading Comprehension at Eight Grade Smp Muhammadiyah 2 Mariyai Sorong Regency Thesis English Education Department faculty of language social and sport education university of pendidikan muhammadiyah sorong,May 2023.The objective of this research is to know whether the implementation of information gap Activity and jumble sentence game has impact or not on students’ reading at smp muhammadiyah 2 mariyai sorong regency. The research used pre-experimental quantitative research design with design is one group pretest-posttest. The population of this research was the eighth grade students’ at Smp Muhammadiyah 2 Mariyai Sorong Regency . The researcher chose this class because there are some problems with students' reading. In the collecting data researcher used multiple choice with 20 questions for the pretest and posttest. To analyze the data the researcher uses the SPSS 20 version. The result finding of the research showed that the result of pair sample T test(0,00) the categorized was impact .In addition to the result of the pair sample T-test is P value (0.00)<(0,05).it means that HO was rejected and Ha was accepted. The alternative hypothesis (Ha) was there is an impact in teaching reading using information gap and jumbled sentence games.

Development of Local Wisdom-Based Literacy Modules for Reading Comprehension in Elementary School

This research is motivated by 21st-century learning which is centred on patterns of students' reading literacy comprehension, which is linked to the concept of local wisdom as a strategy for implementing local wisdom-based reading literacy in the form of teaching materials or modules as an effort to build insight, knowledge, personality, mentality and morality for students. This study aims to develop local wisdom-based literacy modules for teaching reading comprehension in elementary schools that are feasible to use. This research is a Research and Development (RD), using the 4-D Model (Define, Design, Development, and Disseminate). The results of product validation data by media, material and language experts using percentage and category descriptive techniques to show the module's validity, practicality/feasibility. This research was carried out in an elementary school in Pekanbau. The results of the validation by the media expert validator and the material and language expert validator obtained a score of 0.848 in stage II and 0.924 in stage II, so it was categorized as very valid for use. The content and language validation results achieved a score of 0.578 in stage I and 0.800 in stage II, indicating a categorization ranging from valid to highly valid. The local wisdom-based literacy module testing yielded student learning results with an average score of 84.54, indicating excellent performance. The results of the student practicality test obtained an overall average of 90.67% and the teacher's practicality test of 88.33%. From the overall average practicality test, students and teachers are categorized as very practical and feasible to use or disseminate. Based on the data above, this research is expected to have implications academically, especially to elementary school as a reference source in developing literacy modules based on local wisdom in literacy learning.

The Effectiveness of Quizizz as Web-Based Learning Media in Teaching Reading Comprehension

This study aims at investigating the effectiveness of using Quizizz as a Web- Based Learning Media in Reading Comprehension Learning on recount text. This study used a quasi-experimental research design. Class VIII-J and class VIII-K of a State Junior High School in Kediri were used as research samples. Class VIII K was the experimental group consisted of 34 students and taught by using quizizz, and class VIII J was the control class consisted of 34 students and taught by using Gform. Two set of reading tests were used as pretest and posttest research instruments. The data analysis used the Mann Whitney non-parametric test in SPPS to test the hypothesis because the data was not normally distributed. The result shows that the null hypothesis can be rejected because the significant value obtained is 0.000 < 0.05. Quizizz is effective for teaching reading recount text with a large effect size adopted from the Cohen standard (0.8 ≤ 0.84 ≤ 2.0). According to the findings of this study, it can be concluded that Quizizz is an effective media for teaching recount text. It is also suggested that teachers can apply Quizizz as a learning media so that students are interested.

The Implication of Martin Luther King, Jr’s Speech in Teaching Reading Comprehension

Abstrak Penelitian ini mengunakan metode kualitatif, dimana menjelaskan implementasi sebuah literatur dalam pembelajaran membaca, dalam penelitian ini penulis membahas tentang pidato Martin Luther King, Jr “I Have a Dream”. Sastra tidak hanya sekedar menghibur pembacanya tetapi juga dapat memberikan pendidikan dan membangun karakter, selain itu sastra ini dapat digunakan sebagai instrumen dalam pengajaran membaca. Penelitian ini menggunakan jenis penelitian deskriptif kualitatif, menggunakan metode kepustakaan dengan mengumpulkan sumber data dan menganalisisnya. Penelitian ini menggunakan pendekatan biografi dan pendekatan interdisipliner. Hasil kajian Martin Luther King, Jr adalah, 1) kebebasan, 2) Orientasi Moral, 3) Prestasi dan Kesuksesan, 4) Kesetaraan, 5) Demokrasi, yang mana kelima nilai ini mempunyai kontribusi dalam pembelajaran membaca, karena dapat digunakan sebagai nahan ajar dan dapat meningkatkan karakter serta wawasan siswa. Abstract This research uses a qualitative method, which explains the implementation of literature in Teaching Reading Comprehension. In this research the writer discusses about Martin Luther King, Jr's speech "I Have a Dream". Literature not only entertains readers but can also provide education and build character, apart from that, this literature can be used as an instrument in teaching reading. This research uses descriptive qualitative research, using library methods by collecting data sources and analyzing them. This research uses a biographical approach and an interdisciplinary approach. The results of Martin Luther King, Jr's study were, 1) freedom, 2) Moral Orientation, 3) Achievement and Success, 4) Equality, 5) Democracy, where these five values ??have a contribution to learning to read, because they can be used as teaching and learning resources can improve students' character and insight.

Teacher’s Techniques in Teaching Reading Narrative Text to the Eighth Grade Students of UPTD SMP N 5 Pematang Siantar

This research aims to explore the various techniques employed by English teachers in teaching reading comprehension of narrative texts to eighth-grade students at UPTD SMP N5 Pematang Siantar. The participants in this research were eighth-grade English teachers at UPTD SMP N5 Pematang Siantar. The data were collected from various sources, including classroom observations, interviews, and analysis of teaching materials such as syllabi, textbooks, and lesson plans. The researcher employed a descriptive qualitative research approach. The data was meticulously analyzed, focusing on the teacher’s technique. The findings of this research revealed that teachers frequently used the technique of translating literature passages and employing question-and-answer exercises. This technique enables students to comprehend the content of the reading material, acquire information from the text, and enhance their critical thinking skills through direct engagement with the questions and answers.

Using “Predict, Organize, Search, Summarize, and Evaluate” Strategy in Improving Students’ Reading Comprehension

The current study looked at how the "predict, organize, search, summarize, and evaluate" (POSSE) strategy affected the reading comprehension of Jordanian EFL students. The participants, 40 female tenth graders from Kufir Youba Secondary School for Girls, Irbid, Jordan, were divided into a control and an experimental group of 20 students each. The POSSE strategy was implemented in teaching reading comprehension to the experimental group, whereas the conventional method was utilized in teaching the control group. A quasi-experimental design was followed to collect data. A reading comprehension pre-posttest was developed for both study groups to meet the study’s purpose. The study's findings revealed that students in the experimental group outperformed those in the control group on the post-test. In light of the current study and its results, the researcher recommended utilizing the POSSE strategy to improve students’ reading comprehension.

Teaching reading comprehension on narrative text by using short story: A case on teaching method

The main goal of this research is to know the effect of short story as a media to the students’ ability in reading comprehension. Short story can help the students at Grade Eight in SMP Negeri 9 Pematangsiantar to improve their ability in Reading Comprehension because the students had low motivation in reading. This research applied quantitative method. The population of this research at grade eight of SMP Negeri 9 Pematangsiantar. The subject of this research is VIII-1 as experimental class consist of 30 students. and VIII-2 as the control class consist of 30 students. To analyze data, researcher used SPSS version 24, by conducting descriptive analysis, normality test, Wilcoxon test, Homogeneity test and Mann Whitney test. The results of data analysis using Mann Whitney test it is found that the Assymp value. Sig (2-tailed) on the Mann Whitney test is 0.000 < 0.05 Ha is accepted and H0 is rejected. According to the aforementiond data, it can be concluded that using short story as a media, has a more significant impact than the class that do not use short story to the students’ ability in reading comprehension on recount text at grade eight in SMP Negeri 9 Pematang Siantar. The result is the mean score of post-tests in experimental class is 88,50 and, in the control, class the score of post-test is 45,00. Based on the finding of this research, the researcher concludes that the alternative hypothesis (Ha) is accepted and null hypothesis (H0) is rejected.

The Effect Of Jigsaw Teaching Technique To The Reading Comprehension Of Grade Eight Students Of Smp Negeri 2 Tapian Dolok On A Descriptive Text

The aim of this research is to describe and analyze reading comprehension teaching techniques using jigsaw teaching techniques for eighth grade students at SMP Negeri 2 Tapian Dolok. The aim of this research is to determine the effect. Jigsaw Teaching Technique on reading comprehension of eighth grade students of SMP Negeri 2 Tapian Dolok on descriptive text. This research uses a quantitative type of research with a quasi-experimental design. The sampling technique used in this research was purposive sampling, with a sample of 62 class VIII students at SMP Negeri 2 Tapian Dolok. Two classes were taken as subjects for this research, namely the experimental class and the control class. Data obtained from the experimental class and control class were analyzed using the t-test formula. Researchers found that the post-test average in the experimental group was 83 and the post-test average in the control group was 77. The calculation results showed that at the 5% significance level, the t-count value > t-table (2.4 > 1.671 ). From these results, it appears that there is a significant difference between student achievement in reading comprehension of descriptive texts that use jigsaw teaching techniques and those taught using traditional lecture-based teaching methods. Therefore, the researchers concluded that there was a significant influence of the Jigsaw teaching technique on reading comprehension.

Teachers’ self-reported instructional practices for reading comprehension instruction to non-readers

Teachers’ self-reported instructional practices for reading comprehension instruction to non-readers

The Strategies Applied by English Teachers in Teaching Reading Comprehension: Situation of Post Covid-19 Pandemic

The Strategies Applied by English Teachers in Teaching Reading Comprehension: Situation of Post Covid-19 Pandemic

COOPERATIVE LEARNING FOR ENHANCED READING COMPREHENSION: A STUDY WITH FIRST-YEAR STUDENTS

This research aimed to determine the effectiveness of teaching reading comprehension using a cooperative learning model for first-year students at Universitas Muhammadiyah Bone. The study employed a quasi-experimental design, involving two groups: an experimental group (30 students) and a control group (30 students). Both groups underwent pre-test assessments, material presentations, and post-test evaluations. The data, collected through multiple-choice items, were analyzed using mean scores and the t-test formula. The research revealed that reading comprehension improved significantly in the experimental group (mean score 83.11) compared to the control group (mean score 61.56). The t-test also indicated a significant difference between the two groups, favoring the cooperative learning model. In conclusion, the use of the cooperative learning model effectively enhances students' reading comprehension.

Students’ Perceptions on The Use of Numbered Head Together Technique in Teaching Reading Comprehension

The aim of this study was to find out students’ perceptions on the use of Numbered Head Together technique in teaching reading comprehension. The participants of the study were 30 students of Grade VIII SMP N 35 Medan. The data were analyzed by using descriptive qualitative. The data were collected by conducting observation, questionnaire, and interview. The questionnaire was designed based on Likert scale. The result of this study showed that most students gave positive response on the use of Numbered Head Together technique in teaching and learning reading comprehension process. There were only 9 students who gave negative response to the used of Numbered Head Together technique in teaching reading comprehension which could not help them in learning many reasons namely; they felt uncomfortable to learn in group discussion and they felt boring during the teaching and learning process. In short, the used of Numbered Head Together technique in teaching reading comprehension can motivate and attract them to be more enthusiastic in learning reading comprehension.

Instructional Strategies for Improving English Language Learners Reading Comprehension: A Systematic Review

English language learners make up the largest portion of English speakers all over the world. Moreover, the population of English language learners is growing fast these days. Therefore, teachers need to learn more effective teaching strategies to handle this rapid change. When studying English, reading comprehension has always been one of the most important skills that students should acquire. This review is a systematic review divided into two parts. The first part focuses on two of What Works Clearinghouses reviews; valuable reading comprehension instruction strategies were sifted out. The second part of the review selects four strategies published recently from 2019-2021. These strategies were chosen to support reading comprehension instruction by improving students vocabulary inference ability, knowledge connection ability, content prediction ability, and motivation.