Reading Comprehension Ability Of Students Research Articles

Pengaruh Strategi AMBT Terhadap Kemampuan Membaca Pemahaman Siswa Pada Mata Pelajaran Bahasa Indonesia

: This study aims to examine the effect of the AMBT strategy on students' reading comprehension skills in Indonesian subjects. This study uses a quantitative method of Quasi Experimental Design which is designed using a non-equivalent control group design. The subjects in this study were fourth grade students, totaling 40 students. Class IV A as the experimental group with a total of 20 students, and class IV B as a control group with a total of 20 students. Collecting data and instruments in this study used tests given before and after being given treatment. Data processing was carried out using a t-test with the help of Microsoft Excel 2016. The results of this study before being given treatment (pretest) showed the average reading comprehension ability of students was 61.62 and after being given treatment using the AMBT strategy, the average value was 80. .95. Based on the statistical results obtained tcount 2.874 and ttable 2.0373. Thus, it can be concluded that there is an effect of the AMBT strategy on students' reading comprehension skills in Indonesian class IV subjects at SDN 2 Banyuresmi.

Reading Motivation and Reading Comprehension Ability of The Students at Islamic University of Malang

This article aims at knowing whether there is significant correlation between reading motivation and reading comprehension ability of the third semester students of English Language Teaching Department of University of Islam Malang or not. The research design in this study is quantitative research in the form of correlation design. The subject of this study was 33 students. The researcher developed two research instruments; a questionnaire to measure students’ reading motivation and a test of reading to measure reading comprehension ability. The finding indicated that there was a positive correlation between students’ reading motivation and their reading comprehension ability because the coefficient correlation obtained showed on the table was 0.497. It can be concluded that the correlation between those two variables was on moderate correlation. The coefficient correlation obtained from the computation was significant because r observed was higher than the r critical (0.497 > 0.344).

Video-blogs and linguistic simplification for students with intellectual disability.

BackgroundThe Internet provides individuals with intellectual disability with access to information and participation in a broader society, but it also presents risks when content is difficult to comprehend. This study aimed to test whether students with intellectual disability enhanced their comprehension of online blogs as a function of the format (text vs. video) and linguistic simplification.MethodYoung students with intellectual disability read or watched text and video‐blog posts about environment, health, society, and technology in their original version or a linguistically simplified/easy‐to‐read version. Then, they completed tests that assessed their reading processing (e.g., calibration) and comprehension of blog content.ResultsParticipants predicted that they would correctly answer 80% of the comprehension questions, but their average comprehension of the blog posts was 55%, regardless of the condition. Previous levels of students' reading comprehension skills predicted their blog comprehension scores and interacted with format and simplification. Those participants with higher reading comprehension skills learned more from non‐simplified than from simplified blog posts while those with lower levels of reading comprehension skills did not benefit from linguistic simplification nor video‐blog format although the difference with regard to higher comprehenders was lower in the video and simplified conditions.ConclusionsImproving reading comprehension abilities of students with intellectual disability is essential to prevent the digital divide while linguistic simplification is not a useful accommodation and even counterproductive for higher reading comprehenders.

IMPROVING READING COMPREHENSION ABILITY OF THE 2ND SEMESTER OF PUBLISHING STUDENTS AT POLITEKNIK NEGERI MEDIA KREATIF THROUGH COLLABORATIVE STRATEGIC READING TECHNIQUE APPLICATION

This research analyzed Collaborative Strategic Reading (CSR) in improving the reading comprehension ability of the 2nd semester Publishing students at Politeknik Negeri Media Kreatif and the difficulties found in applying the CSR technique in improving reading comprehension ability. The aims of this research were to find out if CSR strategy improved the student's reading comprehension ability and to find out the difficulties found in applying CSR strategy in improving the reading comprehension ability. The methodology used in this research was Classroom Action Research (CAR). The data of this research were the result of reading tests. The subjects of the research were forty-four students of the second semester of Publishing study program at Politeknik Negeri Media Kreatif. The findings of the research showed that the mean of pre-test was 54,3 and the mean of post-test was 70,2. Based on the findings and the analysis of the data above, it was concluded that using CSR improved the students reading comprehension.

IMPROVING STUDENTS’ READING COMPREHENSION THROUGH QUESTION ANSWER RELATIONSHIP STRATEGY (QARS)

This research was intended to find out the empirical evidence of the influence the (QARS) Question Answer Relationship strategy on student reading comprehension ability in reading comprehension explanation text. The research used quantitative method with quasi experimental design This research was used purposive sampling with the research sample totally 20 students with classified into two classes, namely experimental group and control group, the population of this research was eight grade of SMP YPK Pematangsiantar. The instrument used is reading comprehension test, before giving treatment the student from both classes were give pre-test to know the ability of student reading comprehension in reading explanation text, the test consists 10 multiple choice question.at the end of treatment the student given post-test the data from both tests were analyzed by using mean to measure the score of student the result of mean score of pre-test reveal a significant improvement between pre-test and post-test. In the pre-test the experimental group got 61 while the control group 66 in post-test

Differences In The Reading Comprehension Ability Of Students In The PQ4R Learning Model For Indonesian Language Subjects

The purpose of this research is to determine students' reading comprehension skills before and after using the PQ4R learning model. This research was motivated by preliminary studies, which showed that students' reading comprehension skills are still low in conventional learning models. This is a quantitative research consisting of a one-group pretest-posttest research design. Data were obtained from 22 students of state elementary school 03 Sontas using a written test of 6 (six) questions. The research showed differences in students' reading comprehension skills before and after learning using the PQ4R model.

APPLYING RASCH MODEL TO MEASURE STUDENTS` READING COMPREHENSION

There have been studies suggesting that students' reading comprehension in English subject is influenced by the accuracy of teaching strategy use. The use of appropriate teaching strategies is required to accommodate the diversity of students' abilities. Therefore, measurements are needed to provide actual information about students' abilities. This study aims to examine the levels of students' reading comprehension by using RASCH model. The subjects of this study were8th grade students, totaling 200 responses on the teacher's reading comprehension test with five alternative responses. The data analysis used was the Rasch 1 parameter model consisting of person reliability, item-person distribution maps, and item-person suitability. The findings of this study indicated that the average reading comprehension ability of students was included in the high category with a value (Meanperson) of 1.29 logits above the average level of difficulty of the test items (Meanitem) of 0. Further research is expected to be conducted to prove whether the addition of test items affect the value of person reliability.

APPLYING RASCH MODEL TO MEASURE STUDENTS` READING COMPREHENSION

There have been studies suggesting that students' reading comprehension in English subject is influenced by the accuracy of teaching strategy use. The use of appropriate teaching strategies is required to accommodate the diversity of students' abilities. Therefore, measurements are needed to provide actual information about students' abilities. This study aims to examine the levels of students' reading comprehension by using RASCH model. The subjects of this study were8th grade students, totaling 200 responses on the teacher's reading comprehension test with five alternative responses. The data analysis used was the Rasch 1 parameter model consisting of person reliability, item-person distribution maps, and item-person suitability. The findings of this study indicated that the average reading comprehension ability of students was included in the high category with a value (Meanperson) of 1.29 logits above the average level of difficulty of the test items (Meanitem) of 0. Further research is expected to be conducted to prove whether the addition of test items affect the value of person reliability.

Reading Comprehension and Autism Spectrum Disorder: a Systematic Review of Interventions Involving Single-Case Experimental Designs

Research was reviewed that focussed on the reading comprehension abilities of students with Autism Spectrum Disorders (ASD). Although single-case experimental design (SCD) is an accepted and widely used way in which to evaluate an evidence-based practice, very few studies met the What Works Clearinghouse (WWC) standards for evidence-based SCD research. These studies were then grouped into six non-exclusionary intervention categories (a) visually-cued instruction, (b) collaborative strategies, (c) metacognitive strategy instruction, (d) technology-assisted instruction, (e) adapted text, and (f) behavioural strategies. Effect size calculations indicated that visually-cued instruction, metacognitive strategy instruction, and adapted text were highly effective, while collaborative strategies and technology-assisted instruction were moderately effective. While effective interventions were identified, the need for replications that met WWC standards was noted.

THE USE OF BOOK STORY IN TEACHING READING COMPREHENSION

In general, students' difficulties in understanding of reading is in expressing the meaning and purpose of the reading. The researcher found these problem while conducting research at one of the Islamic Schools in class VIII at SMP PLUS YPP DARUSSURUR CIMAHI. This study aims to improve the reading ability of students through English-language storybook media. This research used Classroom Action Research design which includes planning, action, observation, reflection or evaluation activities. The study was conducted SMP PLUS YPP DARUSSURUR CIMAHI. The sample of the research is class VIII C that contain of 26 students. The results showed that before treatment was given using the English-language storybook media, after reading comprehension learning using English-language book story at the first cycle the average value of reading comprehension skills of students increased still in the medium category In cycle 1, the researcher discover that 70% or 18 out of 26 students got the score under KKM, and learning was done on the second cycle was found that 86.20% of the students or 25 out of 26 students got the score more than or equal to 70 related to the Minimum Mastery Criteria of reading comprehension ability of students experienced an increase in average value with a very high category. Keywords: Reading, Media Story Books, CAR

PENERAPAN MODEL PEMBELAJARAN MIND MAPPING DALAM MENINGKATKAN KEMAMPUAN MEMBACA PEMAHAMAN SISWA (Penelitian Tindakan Kelas Pada Siswa Kelas IV Semester 2 SDN Bunisari Kecamatan Jatinunggal Kabupaten Sumedang Tahun Pelajaran 2018/2019)

This sudy was motivated by the low ability of students to understand a text, so it needs an alternative in designing an effective model. One model that was considered effective in increasing students’ ability to understand a text was the Mind Mapping model. This model was able to help students to remember important information in reading quickly and creatively. This study was focused on efforts to improve students’ reading comprehension skills through the application of Mind Mapping model. The purpose of this study was to describe the improvement in students’ reading comprehension ability as a result of applying Mind Mapping model. The research method used was classroom action research using Kemmis and Mc.Taggart model. The instrument used were observation paper and test paper. As the subject of this study were students of grade 4 SDN Bunisari consisted of 25 students. Based on the results of data analysis it was known that the application of mind mapping model can improve students’ ability to undertstand a text. From the the first (pre test) data, student learning outcomes reached 48% included in the less category. After the fisrt cycle, student learning outcomes increased to 76% included in the good category. After making improvements in the second cycle, student learning outcomes increased to 88%. This shows that the reading comprehension ability of students increases after the implementation of the Mind Mapping model. Therefore the Mind Mapping model can be used as an alternative in learning reading comprehension.

Improving Reading Comprehension Of The Students Of Economic Department At STIS Nuruddhalam Sumenep Through SQ3R Strategy

This research was conducted to improve the reading comprehension ability of the students of Economic Department at STIS Nuruddhalam, Sumenep through SQ3R strategy. Due to the problem found that the reading comprehension ability of the students to comprehend the text was unsatisfactory. This research employed two –cycle’s classroom action research and implemented in the 20 students of the first semester of the Students of Economic Department STIS Nuruddhalam, Sumenep. The instruments to collect the data were observation sheet, field notes and the reading comprehension test. The result of this research dicated that SQ3R strategy improved the student's reading comprehension ability that can be seen from the student's score in post test through their gain compare with their score in pretest. In cycle I there were 10 out of the students (50%) achieved 10 points greater than their score in pretest. While in cycle II, there were 15 students out of 20 students (75%) achieved 10 points greater than their score in pretest. Besides, the implementation of the SQ3R strategy was successful in improving the students' participation.

보편적 학습설계 기반 웹 읽기이해 프로그램이 읽기곤란학생의 읽기이해력에 미치는 효과

보편적 학습설계 기반 웹 읽기이해 프로그램이 읽기곤란학생의 읽기이해력에 미치는 효과

Implementation of SQ3R to Increase Reading Interest, Critical Thinking Skills, and Ability to Understand Indonesian Language Reading of 6th Grade Indonesia A Students

The purposes of this research was to analyzing the development of reading interest, critical thinking skills and reading comprehension skills by applying SQ3R (Survey, Question, Read, Recite and Review). This research method is Classroom Action Research, data collection was done through observation, written tests, interviews and field notes which were analyzed descriptive qualitative. There was an increase in student's interest in reading in Cycle I by 50% to 100% in Cycle II and III. In students' critical thinking skills, namely from 87.5% in Cycle I to 100% in Cycle II and III. Student reading comprehension ability also show improvement, in Cycle I was 67.4; Cycle II was 84.2 and Cycle III was 88.6. From student interviews and questionnaires showed that students agreed through the application of SQ3R to increase students' reading interest, critical thinking skills and reading comprehension skills.

Implementation of SQ3R to Increase Reading Interest, Critical Thinking Skills, and Ability to Understand Indonesian Language Reading of 6th Grade Indonesia A Students

The purposes of this research was to analyzing the development of reading interest, critical thinking skills and reading comprehension skills by applying SQ3R (Survey, Question, Read, Recite and Review). This research method is Classroom Action Research, data collection was done through observation, written tests, interviews and field notes which were analyzed descriptive qualitative. There was an increase in student's interest in reading in Cycle I by 50% to 100% in Cycle II and III. In students' critical thinking skills, namely from 87.5% in Cycle I to 100% in Cycle II and III. Student reading comprehension ability also show improvement, in Cycle I was 67.4; Cycle II was 84.2 and Cycle III was 88.6. From student interviews and questionnaires showed that students agreed through the application of SQ3R to increase students' reading interest, critical thinking skills and reading comprehension skills.

Improving Students’ Reading Comprehension through Peer-Assisted Learning Strategy (PALS) at Grade XI. C of MA Pondok Pesantren Daarun Nahdhah Thawalib Bangkinang (PPDN-TB)

Poor Reading comprehension ability of students at grade XI.C of MA PondokPesantrenDaarunNahdhahThawalibBangkinangwas caused by several factors. One of the main factors was the teaching and learning activities in the class that could not help the students to improve their reading comprehension. In this case, the classroom action research was done to explain to what extent the application of Peer-Assisted Learning Strategy (PALS) to improve the students’ reading comprehension and what factors influence the improvement. The research consisted of two cycles with four meetings for each cycle. All of the students had roles as tutor and tutee. Then, the researcher was helped by a collaborator to observe and give advice about the teaching and learning activities in the class. The research findings showed that the application of PALS improved the students’ reading comprehension. The average score of students before the application of PALS was 59.2 of report text and 57.03 of narrative text. Then, it also improved at the end of cycle 1, 65.38 of report text and 65.45 of narrative text, and the cycle 2, 75.8 of report text and 76.9 of narrative text. The improvement was also influenced by some factors, such as: (1) The students’ willingness to do all of the procedures in PALS. (2) The tutoring activities in the class.(3) The teacher’s roles. In conclusion, the application of PALS better improved the students’ reading comprehension in English at grade XI. C of MA PondokPesantrenDaarunNahdhahThawalibBangkinang.

Can ESP be tested by EGP

Background: There are two main methods employed for the evaluation of the reading comprehension ability of students of ESP; one using specialized English texts, and the other with general English texts. Purpose: To determine whether or not there is a correlation between the two methods. Methods: In the regular 1998 examinations for admission to PhD courses for 18 different medical disciplines, in which 30 subject-specific English test items were given to the applicants of each discipline, all of them were also evaluated using a set of 30 general English test items (n=201 0). Results: There was a positive correlation of71% between the scores of the examinees in the two tests, the highest and the lowest correlation being respectively in the scores of the applicants of Epidemiology (84%; n=118), and environmental health (56%; n=70). Conclusion: Our finding seems to warrant the use of EGP test as an adequate measure of English language competency for academic purposes. Keywords: LANGUAGE TESTING, READING COMPREHENSIONASSESSMENT, EGP, ESP

The Effects of Prior Knowledge and Schema Activation Strategies on the Inferential Reading Comprehension of Children with and without Learning Disabilities

The present study compared the reading comprehension abilities of students with learning disabilities (LD) and those of both their age peers and their reading-level peers. Reading passages included familiar and unfamiliar topics, so as to assess the use of prior knowledge under varying conditions. All passages tested inferential reading ability, since the answers to test questions could be inferred from content, but were not explicitly stated. Subject activation and experimenter activation of prior knowledge were also compared. All groups benefited from experimenter activation of prior knowledge, but these benefits were most noteworthy for subjects with LD, and when passage topics were unfamiliar. The subjects with LD performed very similarly to their reading-level peers, as opposed to their age peers. Thus, the findings shed some light on the nature of learning disabilities. Implications for instruction are explored.

A Comparative Study Between TPS (Think-Pair-Share) And Jigsaw Techniques to Enhance Students’ Reading Comprehension Ability

The purpose of this study is to find out the enhancement of students' reading comprehension between those who were taught using TPS (Think-Pair-Share) technique and those who are taught using the Jigsaw technique. The study discussed the recent developments in reading pedagogy. This study used a quantitative research method and comparative design by measuring the achievement of pre-test and post-test. The result of this study shows that p.value (sig) = 0.187 > α (0.05). Therefore, it is concluded that there is no significant difference in the student's reading comprehension ability. Even the difference is not significant, based on the mean score of the classes before and after being taught using those techniques, this study indicates that the use of Think-Pair-Share and Jigsaw can enhance students’ reading comprehension ability. The study also provides a new interpretation of existing sources on teaching method and offers new insights of teaching reading method by emphasizing collaborative learning. Keywords: TPS (Think-Pair-Share) and Jigsaw