Reading Comprehension Achievement Of Students Research Articles

Measurement invariance of the English reading motivational structure of bilingual and multilingual university students

Self-related beliefs can influence language learning motivation. In turn, reading motivation can facilitate self-related beliefs in influencing English reading comprehension (ERC). Additionally, past language learning experience affects future language learning. Thus, this study examined the motivational structure in English reading of 1170 first-year students of 13 universities from nine Indonesian provinces (Mage = 19.3, SD = 0.85). Data were collected at one measurement point using the Motivation for Reading Questionnaire to measure reading self-efficacy, extrinsic motivation, and intrinsic motivation (IM); a four-item self-concept questionnaire; the English Reading Behavior Questionnaire, and an ERC. The study developed and evaluated two hypothesized models on the moderating role of past second language (L2) learning experience. The results of structural equation modeling corroborated the moderating influence of being bilingual and multilingual learners on the motivational variables, although not each of the expected paths fit the model. Among the variables, intrinsic motivation exerted the highest effect on the ERC of Indonesian university students. A difference analysis using one-way analysis of variance (ANOVA) on the motivational variables between the two groups demonstrated that multilingual groups outperformed the bilingual group in nearly all motivational variables. The results implied that categorizing students according to their previous learning experience with a foreign language can help teachers to prioritize their teaching to improve the reading comprehension achievement of students.

Numbered Heads Together based on Contextual Teaching and Learning to Improve Students’ Reading Comprehension

This research aims to find out the significance difference in the reading comprehension of students taught through original NHT and through modified NHT based on CTL. This is a quasi-experimental research design that conducts a quantitative method. The subjects of this research are two classes of SMPN 30 Bandar Lampung in. Furthermore, the researcher collected the data using reading test in form of multiple choices. Then, the researcher analyzed using independent sample t-test. The finding shows that there is a significant difference between experimental and control class with the significant level 0.015. Hence, this suggests that teaching reading using modified NHT based on CTL can improve students reading comprehension achievement.

Metacognitive Awareness of Reading Strategies as Predictors of Reading Comprehension Achievement among Students with Learning Disabilities in Nigeria

Reading is an essential language skill in students’ educational success. However, reports have shown that the most prevalent type of academic difficulties among secondary school students with learning disabilities is reading difficulties. Previous studies focused more on interventions to improve reading comprehension achievement of students with learning disabilities than on the influence of metacognitive strategies on students’ reading comprehension achievement. This study, therefore, investigated the influence of metacognitive awareness of (before, during and after) reading strategies on the reading comprehension achievement of students with learning disabilities in Senior Secondary Schools (SSS) in Ibadan, Nigeria. The study adopted a descriptive research design. A sample of 100 students with learning disabilities was purposively selected from nine SSS in Ibadan, Nigeria. Instruments used were Academic records, Screening Checklist for Suspected Learning Disabilities, English Language Achievement Test, Metacognitive Awareness of Reading Strategies Questionnaire and the Reading Comprehension Test. Data collected were analyzed using the Multiple regression analysis at 0.05 level of significance. There was a joint contribution of the independent variables (metacognitive awareness of before, during and after reading strategies) to reading comprehension achievement (F(3,96)=3.61; R2=0.101). The result also reveals the relative contributions of metacognitive awareness of reading strategies (before, during and after) to the reading comprehension achievement among students with learning disabilities as follows: before (β = 0.25), after (β = 0.23) and during (β = -0.17) reading strategies. The study concludes that metacognitive awareness of (before, during and after) reading strategies influence reading comprehension achievement of students with learning disabilities. It is therefore recommended that students with learning disabilities should be trained on the use of metacognitive (before, during and after) reading strategies for improved reading comprehension achievement.

The Effectiveness of Bima Folktales as Learning Materials to Teach Reading Comprehension

Bima is one of the region located at West Nusa Tenggara, Indonesia. This tribe has many well-known folk stories between their people that can be considered as learning materials to teach reading comprehension in EFL class. The previous studies showed that folktales is effective to teach reading comprehension, it enhance reading comprehension achievement of students. However, how effective Bima folktales as learning materials to teach reading comprehension especially at the level senior high school’s students should be investigated because there is no study about it before. Being designed in true experimental with post-test only control group, the objective of this study is to find out whether using of Bima folktales as learning materials is effective or not to teach reading comprehension on high school‘s students. Conducted on tenth grade students of IPA at SMA Negeri 2 which consists of 62 students who were divided into experimental group and control group. These two groups were proved on the same level of reading comprehension ability by the scores of mid-term test. Based on independent t-test in SPSS 20.0 version for windows calculation, it was proved that the significant values of variances assumed was .097. It is indicated that the students’ reading comprehension achievement of experimental group and control group were homogenous. Meanwhile, sig. (2-tailed) value was .005 which less than .050 and it means that the H0 is rejected and H1 is accepted. The results of study showed that students of experimental group were performed better than students of the control group, although they have the same level of reading comprehension before the treatments were given. Suggestions purposed for further researchers to conduct the study with the related topic by providing more learning materials about Bima folktales. Because the time limited during Covid-19, the next researcher also could add more times for treatments, choosing more samples and preparing the test items more than the available items in order to have back up items if there are many difficulty items than the moderate items or if there are items deleted.

The Effect of Cooperative Script Model on Students' Reading Comprehension at Grade XI SMA Swasta Daerah Kisaran

The objective of the study is to find out the effect of using cooperative script model on students’ reading comprehension at Grade XI SMA Swasta Daerah Kisaran. This study conducted in experimental design, namely to find out the students’ reading comprehension by using Cooperative Script Model. The population of this research is then from the grade XI of SMA Swasta Daerah Kisaran. There are two classes, namely class XI IPA1 and XI IPA2 totaling 50 students. The sample of this research was at Grade XI IPA2 as an experiment group and XI IPA1 as an control group. the conclusion is significantly effect on the students reading comprehension achievement, and also the test is reliable. As the t-test result is higher than the t-table at 0,05 and 0,01 level of significant ( 24,39 > 2,01 and 24,39 > 2,68) and is very effective to apply in teaching reading by using Cooperative Script model the students can help them to ask effective questions as they read and respond to the text, and also encourages teachers to be aware of, and it is hopped to the teachers use the Cooperative Script model to make the students more students’ active and make learning process is effective.
 Keywords: Cooperative script model; learning process; experimental design

The Influence of Think-Pair-Share Technique on Students’ Reading Comprehension at Junior High School

The objectives of the research were to find out the influence of Think-Pair-Share Technique on Students Reading Comprehension at SMPS PPM Al-Ikhlas Lampoko and to find out significant difference students reading comprehension achievement between post-test class experiment and post-test class control at SMPS PPM Al-Ikhlas Lampoko. The method of the research was quantitative method and type of the research quasi-experimental one group pre- test and posttest design. The sampling used was simple random technique. The total number of populations was 135 students and total number of samples was 38 students. The instrument of the research was test. The results showed that: (1) There is an influence of Think-Pair-Share technique on students reading comprehension in narrative text at SMPS PPM Al-Ikhlas Lampoko. Where students reading comprehension taught used Think-Pair-Share technique was increased. (2) There is significant difference students reading comprehension achievement between Think-Pair-Share technique and Expository way at SMPS PPM Al-Ikhlas Lampoko. Where the mean of posttest class experiment was higher than posttest class control

THE INFLUENCE OF READING MOTIVATION AND READING SELF-CONCEPT ON READING COMPREHENSION ACHIEVEMENT OF THE EIGHTH GRADE STUDENTS OF STATE JUNIOR HIGH SCHOOL OF LEMPUING DISTRICT

This study aimed to find out the influence of students’ reading motivation and students’ reading self-concept on students’ reading comprehension achievement of the eighth grade students of state Junior High School of Lempuing District. In this study, 223 students of the eighth grade were chosen as the sample. This study applied the correlational causal effect quantitative research design. Questionnaire and test was used to collect the data. They were analyzed by using simple regression and multiple regression analysis. The result showed that (1) there was a significant influence of reading motivation on reading comprehension achievement of the eighth grade students of State Junior High School of Lempuing District, (2) there was a significant influence of reading self-concept on reading comprehension achievement of the eighth grade students of State Junior High School of Lempuing District, (3) there was significant influence of reading motivation on reading self-concept of the eighth grade students of State Junior High School of Lempuing District, (4) there was a significant influence of reading motivation and reading self-concept simultaneously on reading comprehension achievement of the eighth grade students of State Junior High School of Lempuing District.

Language Learning Attitudes and Reading Comprehension Achievement at A Private Junior High School in East Java, Indonesia: A Correlational Study

The attitudes of learners influence their ability to acquire English as a foreign language. In terms of its impact on learners, a good attitude leads to successful learning, whereas a negative attitude leads to failure. During the preliminary study, the researcher found that those who were eager to learn could do the reading test well. On the other hand, the students who were not welcome to English had difficulty to understand and finish the test. Therefore, the research aimed to investigate the relationship between language learning attitude and reading comprehension achievement. This research was conducted at the seventh-grade students at a private junior high school in East Java, Indonesia. The population of this study was 153 students and the sample taken was 43 students. The method used in this research was quantitative method with correlational design. The instruments used to gather the data were language learning attitude questionnaire and midterm examination as reading comprehension test. Both scores were analyzed and calculated using statistical procedure of Pearson Product Moment correlation. The result showed that there was a moderate positive correlation between language learning attitude and reading comprehension achievement (rxy = +0.349). The hypothesis testing showed that p-value (0.022) was less than the level of significance (0.05) which means that H0 was rejected and Ha was accepted. The research findings indicated that there was a correlation language learning attitude and reading comprehension achievement of the seventh-grade students.

Using Cooperative Script to Enhance Students' Comprehension of Narrative Text

This study aims to determine the efficacy of implementing cooperative scripts to improve students’ reading comprehension of narrative texts in the first grade at SMAN 8 South Tangerang during the 2020/21 academic year. This study includes 39 students from X Science 1 and 39 from X Science 2 as samples. The English test results of the students measure the success of this study. Based on the stated purpose, the researcher designed a quasi-experimental study. After taking the English Test, the student acquired reading comprehension skills. The examination was based on the tenth-grade English textbook. Through pre-test and post-test, the researcher obtained the results. The researcher in the data analysis procedure utilized normality, homogeneity, and a T-test. The examination of the data revealed a substantial difference between the reading comprehension achievement of students in experimental classes, which were taught using the Cooperative Script technique, and students in control classes, who were not. It might be seen by comparing the pre-test and post-test results of students. The experimental class had a mean pre-test score of 59.69 and a post-test score of 73.94. In contrast, the mean score on the pretest for the control group was 58.87, while the mean score on the posttest was 70.41.

THE CONTRIBUTION OF STUDENTS SCHEMATA TOWARD STUDENTS READING COMPREHENSION ACHIEVEMENT AT FOURTH SEMESTER OF LAKIDENDE UNIVERSITY LEARNERS

The contribution of Schemata toward Reading Comprehension: A Case of their contribution at fourth semester of Lakidende University learners. Schemata have an important role in the process of reading. With regard to reading in a foreign language, one crucial determinant of reading comprehension is the amount of background knowledge readers have. Although readers can turn printed symbols into sounds and word accurately, it cannot guarantee their comprehension. Inadequate background knowledge especially cultural one can have an effect on reading comprehension. The objective of this study are to find out the contribution of students schemata toward students reading comprehension achievement at fourth semester of Lakidende University learners. The population of this research are all the fourth semester of lakidende university learners who enrolled in academic year 2020/2021 with 17 students. The data will collect through questionnaire and tests. After collecting the data, the data will analyze by statistically. The first step in analyzing data are checked the normality, homogeneity and linearity of the data as requirement to apply the inferential statistic on non inferential statistic parameters. In testing the hypothesis, T-Test analysis will apply by using SPSS 16 version

STUDENTS’ LEARNING STYLE AND READING COMPREHENSION ACHIEVEMENT: A CORRELATIONAL ANALYSIS

This study aimed at finding out whether there was significant correlation between students’ learning style and reading comprehension achievement. It utilized correlational research method. The eleventh-graders of Madrasah Aliyah Negeri 2 Palembang in academic year 2020/2021 were the population of the study. The sample was 107 students selected by using purposive sampling technique. Students’ learning style questionnaire and reading comprehension test were the instruments for collecting data. Both instruments were validated before they were distributed to the sample. The data were analyzed using Pearson product moment. The finding revealed that there was no significant correlation between students’ learning style and reading comprehension achievement of the eleventh graders of Madrasah Aliyah Negeri 2 Palembang since the p-value (0.845) was lower than 0.05. The r value was 0,024, which showed that there was low correlation between students’ learning style and reading comprehension achievement of the eleventh-grade students of Madrasah Aliyah Negeri 2 Palembang. Based on the finding, it can be concluded that the students’ learning style did not give dominant effect to reading comprehension achievement. It is shown that there was no significant correlation between students’ learning style and their reading comprehension achievement of the eleventh graders of Madrasah Aliyah Negeri 2 Palembang.

Öğretmen Rolüyle Etkileşimli Okuma Uygulamalarının Dördüncü Sınıf Öğrencilerinin Okuduğunu Anlama Başarısına Etkisi

Bu araştırmanın amacı, öğretmen rolüyle etkileşimli okuma uygulamalarının dördüncü sınıf öğrencilerinin okuduğunu anlama başarısına etkisini araştırmaktır. Araştırmada geleneksel etkileşimli okumadan farklı olarak öğrencinin okuma sürecini yönettiği öğretmen rolüyle etkileşimli okuma tercih edilmiştir. Etkileşimli okuma, öğrenci ve öğretmenlerin kitabın başından sonuna kadar kitabın resimleri, içeriği ve kitaptaki olaylar, karakterler, yaşananlar ile ilgili yorum yapma, çıkarımda bulunma ve değerlendirme eylemlerini içeren sesli okuma stratejilerinden bir tanesidir. Mevcut araştırmada ise alanyazında ifade edilen etkileşimli okuma uygulamasından farklı olarak öğrencilerden çalışmanın daha merkezinde yer almaları ve bu süreci bizzat kendilerinin yöneteceği bir sorumluluk üstelenmeleri istenmiştir. Araştırmada yarı deneysel desen tercih edilmiştir. Araştırma 50 ilkokul dördüncü sınıf öğrencisi ile gerçekleştirilmiştir. Bu araştırmada veri toplama aracı olarak Tavşanlı (2014) tarafından geliştirilen “Okuduğunu Anlama Başarı Testi” kullanılmıştır. Elde edilen verilerin analizinde normallik ve t testleri kullanılmıştır. Araştırma sonucunda elde edilen veriler, öğretmen rolüyle etkileşimli okuma uygulamalarının, ilkokul dördüncü sınıf öğrencilerinin okuduğunu anlama başarısını olumlu yönde etkilediğini ve desteklediğini göstermektedir. Araştırmanın sonuçları doğrultusunda gelecekteki araştırmalar için öneriler sunulmuş ve uygulamaya yönelik çıkarımlar tartışılmıştır.

Using REDW Strategy Towards Students’ Reading Comprehension Achievement of the Eighth Grade Students of SMP Negeri 2 Belitang

This thesis is entitled “Using REDW Strategy towards Students’ Reading Comprehension achievement of the Eighth Grade Students of SMP Negeri 2 Belitang”. The problem of the study was limited by teaching reading comprehension achievement by using REDW strategy of the eighth grade students of SMP Negeri 2 Belitang. Th eobjective was find out whether or not REDW strategy is effective to teach students’ reading comprehension achievement of the eighth grade students of SMP Negeri 2 Belitang. The method of the study used experimental menthod which applied one group pretest and posttest. The population of the study was all of th eighth grade students of SMP Negeri 2 Belitang in academic year of 2012/2013, with total number 232 students from eight clasess. In this research, the writer applied random sampling to choose sample class, and the sample class of this study the writer choose VIII2 as the experimental group and VIII4 as the control group with the total students in each class are 29 students. In collecting the data, the writer used written test that was given twice; pretest and posttest, and the analyzing data using t-test. After the writer calculated the students’ scores of pretest and posttest, the writer found the differences of students’ average score in pretest and posttest; 65.75 as pretest and 76.55 as posttest. By using the students’ score obtained from the pretest and posttest in experimental group and control group it was found that the result of independent t-test was 2.60. it is higher than critical value taht is 2.04. this indicated that the null hypothesis (Ho) was refected and alternative hypothesis (Ha) accepted. In other word, REDW strategy was effective to teach students’ reading comprhension achievement of the eighth grade students of SMP Negeri 2 Belitang.

Relationship Between Students' Motivation and Reading Comprehension Achievement at the 4th Semester Students of English Language Education Study Program of STKIP Nias Selatan

This research aimed to know the correlation between students’ motivation and reading comprehension achievement. This research was as kind of correlational research with Pearson Product Moment Formula. It was conducted at the 4

A Closer Look at the Correlation Between Reading Strategies and Reading Comprehension Achievement

This study investigated the correlation between reading strategies and reading comprehension achievement of the eleventh-grade students at SMAN 11 OKU. There were seventy students as the samples completed the reading comprehension test and SORS questionnaire. The descriptive statistics and Pearson product moment correlation were used to analyze the data in this study. The result showed that the reading strategies level of students was medium. Then, the level of p-significance of global reading strategies was .106, the level of p-significance of problem-solving strategies was .344, and the level of p-significance of support strategies was .445. These mean that all the p-significances were higher than .05. Thus, there was no correlation between each type of reading strategies and reading comprehension achievement of the eleventh-grade students at SMAN 11 OKU.

Smart Strategy to Boost Students’ Reading Comprehension

Reading as one of language skills plays significant roles in the teaching English as a foreign language. Since the teacher still uses the conventional way to teach reading, students‘ ability in reading comprehension seems still unsatisfactory yet. So, teacher should explore and develop new strategies. One of strategies in reading comprehension that can trigger our students to attain that purpose is SMART (Self Monitoring Approach for Reading and Thinking) strategy. This study is developing SMART strategy to boost the reading comprehension achievement of the ninth grade students. The research applies a collaborative classroom action research design in which the researcher and the collaborative teacher work together in preparing a suitable procedure of SMART strategy, designing the lesson plan, determining the criteria of success, implementing the action, observing, and doing reflection. The finding indicated that SMART strategy was successful to enhance students‘ motivation to be actively involved in the instructional process. The improvement on the students‘ participation was 75% in Cycle 1 and 87% in Cycle 2.

The Correlation Student Reading Speed and Reading Comprehension Achievement of The Tenth-Grade Students in Indonesia

The research objective was to find out the correlation between students’ reading speed and reading comprehension achievement of the tenth-grade students of MA Al Fatah Kota Mulya. The formulation of the problem in this research was “Is there any significant correlation between students’ reading speed and reading comprehension of the tenth-grade students of MA Al Fatah Kota Mulya?”. For the population, this research is from the tenth grade of MA Al Fatah Kota Mulya and contains 20 students. In here sample of the research was all of the population. Then sampling this research was done by utilizing purposive sampling. A descriptive method as a method in this research. Type instrument in this research was a test, and the test is the reading speed test and the reading comprehension achievement test. The result indicated r-obtain 0.862 higher than r-table 0.4227. So that there was a correlation between reading speed and reading comprehension achievement of the tenth-grade students of MA Al Fatah Kota Mulya or null hypothesis (Ho) is rejected and alternative hypothesis (Ha) is accepted.

The Influence of SQ3R Technique and Students’ Reading Interest towards Students’ Reading Comprehension Achievement

This study was experimental research. The writer conducted this study at senior high school of SMK Negeri 3 Palembang. This study investigated to find out whether or not : (1) there is significant difference in reading comprehension achievement between the students who both have high reading interest taught by using SQ3R technique and those who are taught by using conventional technique, (2) there is significant difference in reading comprehension achievement between the students who both have low reading interest taught by using SQ3R technique and those who are taught by using conventional technique, (3) there is significant difference in reading comprehension achievement between the students who have high reading interest and low reading interest taught by using SQ3R technique, (4) there is significant difference in reading comprehension achievement between students who have high reading interest and low reading interest taught by using conventional strategy, (5) there is significant interaction effect of SQ3R strategy and reading interest towards the students’ reading comprehension achievement. From the finding it was found that SQ3R contributed to improve students reading comprehension achievement.

Two Stay Two Stray Strategy on the Students’ Reading Comprehension: The Effectiveness and the Students’ Perspectives

This study was aimed to find out the effectiveness of using Two Stay Two Stray (TSTS) strategy on the students' reading comprehension achievement of the first semester students of English department at Universitas Pamulang, and to know the students’ perspective in applying TSTS. A quantitative approach was conducted in this research by applying Independent T-test calculation. To obtain the data, the writers selected the sample comprised 60 students (30 students in experimental class and 30 students in control class) by having random sampling. The experimental class was taught by using Two Stay Two Stray (TSTS) strategy and the control class was taught by using conventional method. To collect the data, the writers used two kinds of instruments: a reading test and a questionnaire. These instruments were administered to answer stated research questions. A reading test was used to find out the effectiveness of TSTS strategy by SPSS calculation, and the questionnaire was distributed to find out the students’ perspectives in applying TSTS in reading activity. The research findings indicated the result of hypothesis based on Mann-Whitney U test the Sig 2-tailed value 0.019 < 0.05 which means that the Null Hypothesis (H0) is rejected and Alternative Hypothesis (Ha) is accepted. Therefore, it can be inferred that the Two Stay Two Stray (TSTS) strategy has effectiveness in learning reading comprehension of the students. Furthermore, students assume that Two Stay Two Stray (TSTS) strategy is more enjoyable than the previous strategy (7.7%), they guess the main ideas of the text on the basis of pictures, charts or figures (7,4), and they understand my reading comprehension text before straying to another group (7.3%). Therefore, it shows the Two Stay Two Stray strategy shares the beneficial encouragement on the students reading comprehension.

Applying Collaborative Strategic Reading Strategy in Improving Reading Comprehension Achievement of 7th Grade Students at Buddhis Bodhicitta School

This study attempts to explore the application of collaborative strategic reading strategy in improving reading comprehension achievement of 7th grade students at Buddhis Bodhicitta School and difficulties faced by the students in learning it. The methodology used in this research is Classroom Action Research (CAR). The data of this research are the result of reading tests taken from pre-test I & II and supported by the results of the questionnaires. The subjects of the research are forty-four students of the seventh grade of Buddhis Bodhicitta School. The findings of the research are the mean of pre-test I is 54,3 and the mean of post-test I is 70,2, the mean of pre-test II is 73,6 and the mean of post-test II is 75. It is concluded that using collaborative strategic reading can improve students’ achievement in reading comprehension. Then, there are some difficulties faced by the students in learning reading comprehension such as difficult to get the point of the text in preview strategy, did not know the meaning of difficult words, wrote the text by using their own words, did not know how to wrap up the text, difficult to work in a group, and could not follow the instruction.