Reading Learning Strategies Research Articles

ANALISIS PENGARUH PENGGUNAAN MEDIA KARTU KATA BERGAMBAR TERHADAP KEMAMPUAN MEMBACA SISWA KELAS 1 SEKOLAH DASAR

Based on findings from MI Islamiyah Tugu Mantup researchers, researchers found that students' reading abilities were relatively low, there were some students who were able to read, but some still had difficulty reading. With this, researchers are carrying out research on picture word card media, which is expected to present a more visual and interesting learning concept for students. This research aims to conduct a qualitative analysis of the impact of using picture word card media on the reading ability of grade 1 elementary school students. The method used in this research is descriptive qualitative method, this research involves grade 1 students who are involved in learning using picture word cards as media. Data was collected through classroom observations, teacher interviews, and document analysis. The research results show that this media makes a positive contribution to the development of students' reading skills. Visualization of words through images not only improves contextual understanding, but also stimulates students' interest in the text. There was a significant difference in reading comprehension before and after media use, as well as a marked improvement in students' reading progress. Student engagement also increased, reflected in active participation in discussions. Teachers recognize the effectiveness of this media in creating an interactive learning environment. This research shows that picture word card media can be an effective learning tool to improve the reading skills of grade 1 students. It is hoped that teachers will integrate this media into the curriculum and provide additional training to teachers to maximize its potential. These findings contribute to the development of reading learning strategies at the initial level of education.

READING STRATEGIES USED BY ENGLISH-MAJORED STUDENTS AT THU DAU MOT UNIVERSITY

In the accelerating pace of globalization and internationalization of trade, professionals from a wide range of organizations believed that English as an international language, which is a way of thinking, researching and practicing, was used in almost all areas of life, study, and work. That’s why the study's foremost objectives were to comprehend reading learning strategies used by English-majored students at Thu Dau Mot University. A quantitative method was used to conduct the research with a questionnaire divided into four parts. The subjects of this study are 100 English majors from the Faculty of Foreign Languages at Thu Dau Mot University. According to the results, the majority of students agree with the difficulties faced when learning English reading. Likewise, students also subscribe that they also use some reading learning strategies such as extensive reading strategy, the phonics strategy, the whole language strategy, reading comprehension strategy and vocabulary building strategy. Moreover, some solutions, such as the function of the word in the sentence, the main gist, guessing the unfamiliar word and reading aloud are recommended to them to read more effectively and improve their reading ability. Ultimately, some recommendations are made in the hope of helping both teachers and students.

Chinese Reading Learning Strategies of Vietnamese Students

The article uses the questionnaire survey method, surveying the use of strategies for learning Chinese reading skills of 187 students majoring in Chinese language at the Ho Chi Minh City University of Foreign Languages - Information Technology. The survey results show that: Students have a high frequency of using strategies for learning reading skills, in which the cognitive strategies and the metacognitive strategies have a high frequency of using them. Socio-affective strategies have moderate frequency of use. There is no difference in the use of reading strategies in terms of demographic factors (gender, region). There exists a positive correlation between the cognitive strategy group and the socio-affective strategies with the students’ reading skills learning outcomes, there is no correlation between the metacognitive strategies and the students’ reading skills learning outcomes. From the above research results, the article made some recommendations in teaching Chinese reading skills to Vietnamese students.

Epeolatry: The Practice of Language Learning Strategies in Reading among Lower Secondary School Students

Learning approaches utilised by the learners of a second language to ease their learning process may vary in each individual. Reading skills are crucial in a language classroom which comprises five requisite components namely phonemic phonics, awareness, vocabulary, fluency and comprehension. Each component is crucial to muster effective reading instruction. Nonetheless, discrepancies in executing the language learning strategies may result in multiple issues in reading achievement. Limited studies were conducted in regards to language learning strategies in reading in the English classrooms previously. Henceforth, the researchers conducted a study to investigate the archetypal language learning methods used by Kuala Lumpur lower secondary school students when reading in English. To collect data, 40 lower secondary students were given an updated version of the Strategies Inventory for Language Learning questionnaire. The results yielded that the students use all of the categories of language learning strategies. The study also disclosed that metacognitive strategies is the prominent language learning strategy among lower secondary school students and these students engaged less in affective strategies. Thus, utilising relevant language learning strategies in reading in English may promote the successful reading skills in English. In this way, teachers are able to apply strategic-based instruction to enhance the reading skills in English among lower secondary school students.

Use of Learning Strategy in Reading of Reflective Learners

The goal of this study was to see if there was a significant difference between the three types of reflective learners' reading learning strategies. The participants were 35 Senior High School students in Bandar Lampung, who were in the 12th grade. The Matching Familiar Figure Test (MFFT) was used to categorize students into reflectivity/impulsivity, and the Language Learning Approach Questionnaire (LLSQ) was administered to determine students' learning strategy preferences. The data was analyzed using One Way ANOVA with a significance level of 0.05. The findings revealed that reflective learners' reading strategies differed significantly from those utilized by non-reflective learners. According to the finding, Reflective learners used more metacognitive reading methods that were related to their own prior experience and knowledge.

Istirātījīyāt Taʿlīm ʿAnāshir al-Lughah wa-al-Mahārāt al-Lughawīyah al-ʿArabīyah

Arabic is the language of the Qur'an and is one of the languages of international communication. Learning Arabic is a must for everyone, especially Muslims, but over time many have experienced difficulties in learning Arabic because the material in Arabic is so complex and abundant that teachers need strategies in teaching Arabic. Learning requires the use of learning strategies so that students do not find it difficult. The application of Arabic learning strategies is so that students can receive the material more effectively. The choice of strategy should be based on the language skills taught to students. This research aims to analyze strategies of learning Arabic elements and Arabic skills. The research method is library research which is some of the data resources took by books and journals; then researcher analyze the data with content analysis methods. In designing learning strategies, several components must be considered, namely preliminary learning activities, delivery of information, student participation, test activities, and follow-up activities. There are six types of Arabic learning strategies based on language skills, namely vocabulary learning strategies, grammar learning strategies, listening learning strategies, speaking learning strategies, reading learning strategies, and writing learning strategies.

Development and validation of the reading motivation questionnaire in an English as a foreign language context

AbstractThis paper presents the development and validation of the reading motivation questionnaire in an English as a foreign language context (RMQ‐EFL) with Chinese secondary students. Data were collected from a sample of 293 secondary students in grades 10–11. Exploratory and confirmatory factor analyses resulted in determination of five factors (i.e.,reading efficacy, reading enjoyment, recognition, involvement, andcompliance) with a strong psychometric basis. The significant correlations between these five RMQ‐EFL factors and students' learning strategies in reading and between the five RMQ‐EFL factors and students' English learning achievements further confirmed the concurrent and predictive validity of the RMQ‐EFL. In addition, this study found that there were no significant differences in students' EFL reading motivation across gender and grade levels. The RMQ‐EFL can be used both as an evaluation tool for teachers to assess students' EFL reading motivation, and as a research tool for researchers to explore the relationships between students' English reading motivation and their English reading behavior and performance or to assess the effectiveness of targeted reading motivation interventions.

AN APPLICATION OF CHORAL READING STRATEGY IN ENGLISH LANGUAGE LESSONS IN ECONOMIC TEXT TO INCREASING READING SKILLS FOR THE STUDENT GRADE XI STATE VOCATIONAL SCHOOL 2 MEDAN

The objectives of this study are: (1) to determine the application of Choral Reading learning strategies relating to texts relating to Economics in learning English; (2) to determine the effectiveness of the application of choral reading learning strategies in English learning to students' reading skills. This type of research is Classroom Action Research which consists of two cycles. Subjects in the study were students of class XI with a total of 30 students. Data collection techniques that will be used are observation, documentation, and testing. The qualitative data analysis technique is by doing reflection notes, the thoughts that arise when observing, and are the results of the process of comparing, linking, or linking the data displayed with previous data. The results of this class action research showed an increase in initial ability compared to cycle 1, namely students who completed in cycle 1 numbered 15 students or 50.00%. From the results of the second cycle, it can be written that students who have completed are 24 students from 30 students or 80.00%. From cycle 1 to cycle 2 there was a 30% increase. This proves that the use of Choral Reading learning strategies is very effective.

Learning Strategies in Reading: The Case of Indonesian Language Education Student Teachers

This study aimed at analyzing the English reading strategies used by Indonesian language education student teachers at an Indonesian public university, particularly the types and frequencies of English reading strategies that the student teachers used. The participants of this study were student teachers from one language study program. The study involved 570 student teachers, 438 females and 132 males. This study used a quantitative design with a survey approach. This study utilized a questionnaire consisting of 23 items. Reading strategies (cognitive and metacognitive) were evaluated under three headings: pre-reading, while-reading, and post-reading. The results of this study indicated that the most strategies used by students in pre-reading, while-reading, and post-reading were cognitive strategies. Hence, the students in this study categorized as the cognitive reading strategy users. The gender-based analysis of the reading strategies category revealed that female students were cognitive users, while male students were metacognitive strategies users. The implications of the findings are also discussed.

THE COMPARATIVE STUDY BETWEEN READING STRATEGIES USED BY SUCCESSFUL AND UNSUCCESSFUL STUDENTS

The aim of this research was to find out the strategies used by the English Education Study Program students in learning reading skill. The research was designed as a comparative research. The population of the research was 74 students of English Education Study Program of Universitas Bengkulu in the 2015/2016 academic year. The samples were 74 students which consist of 59 successful students and 15 unsuccessful students, taken all of the total population. The data were collected by using a set of questionnaire and documentation. There were 45 statements of reading learning strategies which consisted of six categories of learning strategies proposed by Oxford (1990). They were Memory related, metacognitive strategy, cognitive strategy, compensation and social affective strategy. The instrument of this research was adopted from Tabehinejad (2015). Meanwhile documentation instrument was transcript score from the sixth semester English Education Study Program. The result of this study showed between unsuccessful and successful students of English Education Study Program preferred to use all category of that learning strategy. In addition, the most frequently used strategy group by unsuccessful students was social and cognitive strategy. Meanwhile successful students used strategy group was social strategy.

Investigating Reading Learning Strategies through Smartphones on Saudi Learners’ Psychological Autonomy in Reading Context

Investigating Reading Learning Strategies through Smartphones on Saudi Learners’ Psychological Autonomy in Reading Context

Study on Turkish Learner Reading Strategy and Motivation Variables-Based on the Istanbul region-

이 연구는 터키 한국어 학습자, 특히 이스탄불 지역 한국어 학습자를 대상으로 읽기 전략 및 동기 변인의 특성, 전략과 동기 변인의 상관관계 등을 연구하는 데 그 목적이 있다. 이를 위해 학습자를 대상으로 설문조사를 실시한 다음에 통계 기법을 활용하여 그 특성을 분석하고자 하였다. 터키 한국어 학습자들의 학습 전략 사용 순서는 ‘기억 전략 > 인지 전략 > 텍스트 전략 > 초인지 전략 > 사회적 전략’ 순으로 나타났다. 학습자 정보와 읽기 학습 전략을 비교해 보면, 연령, 학력, 학습 기간과 읽기 학습 전략은 유의 관계가 있었다. 학습자 정보와 동기 변인을 비교해 보면, 연령, 학습 기간, 한국어 능력 수준과 읽기 학습 전략은 유의 관계가 있었다. 학습 전략과 동기 변인과의 상관관계도 살펴보았는데, 이 중에서 ‘한국어에 대한 흥미도’와 ‘통합적 동기’의 상관관계가 상대적으로 높았다. 그리고 동기 변인의 상‧하위 집단별 읽기 학습 전략에서 유의한 차이를 보이는 것은 ‘한국어에 대한 흥미도’, ‘통합적 동기’, ‘도구적 동기’였다. 이 연구는 터키 내 한국어 학습자의 읽기 전략과 동기 변인을 이해하는 데 도움을 줄 것이다.The purpose of this study is to investigate the characteristics of reading strategies and motivational variables, and the relationship between strategies and motivational variables for Turkish Korean learners in Turkey, especially in the Istanbul area. To do this, we surveyed the learner and then analyzed the characteristics using statistical techniques. The order of using the learning strategies of Turkish Korean learners in Turkey was Memory Strategy> Cognitive Strategy> Text Strategy> Meta-cognitive Strategy> Social Strategy . The purpose of this study is to investigate the characteristics of reading strategies and motivational variables, and the relationship between strategies and motivational variables for Turkish Korean learners in Turkey, especially in the Istanbul area. To do this, we surveyed the learner and then analyzed the characteristics using statistical techniques. The order of using the learning strategies of Turkish Korean learners in Turkey was Memory Strategy> Cognitive Strategy> Text Strategy> Meta-cognitive Strategy> Social Strategy . Comparing learner information with reading learning strategy, age, education, learning period and reading learning strategy were significant. Comparing learner information with motivational variables, there was a significant relationship between age, duration of learning, level of Korean ability and reading learning strategies. The relationship between the learning strategy and the motivational variables was also examined. Among these, the correlation between interest in Korean and integrated motivation was relatively high. In addition, interest in Korean , integrated motivation and instrumental motivation showed significant differences in the learning strategies of the upper and lower groups of the motivational variables. This study will help to understand reading strategies and motivators of Korean learners in Turkey.

자기효능감에 따른 읽기전략의 사용양상분석

자기효능감에 따른 읽기전략의 사용양상분석

Extending Peer-Assisted Learning Strategies for Racially, Linguistically, and Ability Diverse Learners

This article discusses a research-based reading intervention called peer-assisted learning strategies in reading (PALS) and includes practical suggestions for educators concerned with literacy as a tool to reposition and empower students of color, English learners, and students with disabilities in schools and society. Following a rationale informed by historical oppression related to learners’ race, language, and ability, the article describes PALS methodology along with specific extensions for incorporating students’ lived experiences, considering disability as an important element of student diversity, and focusing on students’ progress and cooperation beyond their reading problems and competition.

학습동기에 따른 초인지 읽기전략의 사용양상 차이

학습동기에 따른 초인지 읽기전략의 사용양상 차이

Outstanding Students’ Learning Strategies in Learning English at Riau University, Indonesia

The aim of this study was to evaluate and validate language learning strategies used by excellent students based on gender, socio-economy, types of school, and academic background in the English Studies Programme at Riau University, Pekanbaru. This study investigates students’ reading strategies in terms of memory, cognitive, compensation, metacognitive, affective and social. This study comprehensively investigates excellent students’ learning strategies in reading. One hundred and one subjects who are studying and doing well in the English Education programme were recruited for this study. The data were analyzed using a descriptive statistic with min. For this study the data were collected using questionnaire to explore the learning strategies of excellent students. A pilot study was conducted to increase the reliability of the instrument used and was assessed using cronbach alpha and value was between 0.82 and 0.91. The findings show different language learning strategies among the students based on gender, ethnic group, parents' income, and academic results in secondary school. It was found that there was no significant difference in learning strategies among excellent students based on types of school. This study This finding has important implications for various parties in educational sector to cooperate in their effort to develop and improve the students' learning strategies in order to produce quality human capital.

Fostering the reading comprehension of secondary school students through peer-assisted learning: Effects on strategy knowledge, strategy use, and task performance

Based on the work of Fuchs and Fuchs [Fuchs, D., & Fuchs, L. S. (2001). Peer-assisted learning strategies in reading: Extensions for Kindergarten, first grade and high school. Remedial & Special Education, 22, 15–21], this study examined the effects of a peer-assisted learning strategies (PALS) program on the reading comprehension of 7th-grade students. In a pretest–posttest (active) control group design, eight intact classes consisting of 186 students were assigned either to a PALS condition or to a traditional instruction condition (TI). In 17 lessons, students were instructed by their regular teachers in the understanding of age-appropriate reading material. Treatment success was assessed with both performance-related (reading comprehension) and strategy-related (declarative and procedural strategy knowledge) test tasks. At posttest, PALS students (a) scored higher on experimenter-constructed and standardized comprehension tests, (b) achieved higher scores on declarative and procedural measures of summarizing strategies, and (c) improved to a greater extent in their understanding of self-regulated reading activities than TI students.

Self-Regulated Learning in Reading: Gifted Pedagogy and Instructional Settings

Personal processes, the environment, and individual behaviors of both teachers and students are factors that facilitate students' use of self-regulation learning strategies in reading. Some environmental conditions, such as organization of materials and clear expectations, support the development and use of self-regulation learning (SRL) strategies in reading. Teachers who use explicit instruction and modeling of SRL strategies have more students who can use self-regulation to read for longer periods and respond to higher order thinking questions. However, there are highly self-regulated students (even though fewer numbers) in low self-regulation classrooms, suggesting that individual differences in SRL strategies exist among gifted students and perhaps some gifted students as early as fifth grade have already attained the individual ability to use self-regulated learning SRL strategies to read and learn. The combination of domain-specific strategy instruction in reading combined with the use of SRL strategies to support knowledge acquisition seems to help more students in the higher self-regulation classroom achieve and maintain focus during reading instruction.

Peer-Assisted Learning Strategies in Reading for Students With Different Learning Needs

This paper provides on overview of the classwide peer-tutoring strategy known as Peer-Assisted Learning Strategies (PALS) for reading. Specific activities and research supporting PALS for Kindergarten, First Grade, Grades 2 through 6, and High School are described. Then, research addressing the characteristics of students who have not responded to PALS, as well as approaches to identification and further intervention for PALS nonresponders, is summarized. Current efforts to examine PALS when taken “to scale” are briefly described followed by ways to obtain PALS materials and training.

Language learning

Language learning