Reading Comprehension Activities Research Articles

The Effect of Digital Reading on Edpuzzle to Improve Reading for Specific Information

This action research study focused on determining the contribution of digital reading through the Edpuzzle platform to improve reading comprehension in 21 fifth-grade students from a municipal elementary school in Chile. It was carried out over seven sessions during which reading comprehension activities in Edpuzzle were used to identify specific information. Data were collected through statistics provided by Edpuzzle, a Likert scale, and two focus groups. Although the results did not reveal significant progress in the evaluated skill, most participants expressed a positive perception of their performance during the interventions. Therefore, these findings may be relevant for those seeking to use online platforms like Edpuzzle to improve students' reading comprehension, as despite the lack of evident improvements, participants enjoyed the activities and experienced a sense of achievement.

Improving Reading Comprehension Skills Through the Scramble Techniques Using Picture Storybook Media at Grade VI Deaf Students SLB B Prima Bhakti Mulia Cimahi

Reading is one of the language skills that has an important role in improving the quality of one's life. One of the reading skills that children must master is reading comprehension. Deaf children have low reading comprehension skills. To overcome low reading comprehension skills, it is considered necessary to provide an alternative learning, one of which is given an alternative use of scramble techniques with picture story book media. The purpose of this study was to determine how much the improvement in reading comprehension skills in grade VI deaf students at SLB B Prima Bhakti Mulia Cimahi through the use of scramble techniques with picture story book media. The method used in this study is a qualitative method with the subject of research as many as 5 grade VI students. The results showed that there was an increase in reading comprehension skills in grade VI deaf students using scramble techniques through picture story book media. The use of scramble techniques with picture storybook media in reading comprehension activities can focus students' attention on the material given, and cause greater curiosity. So that reading comprehension skills in deaf students become improved in a better direction.

Enhancing Reading Comprehension Proficiency of Grade 10 Students: Input for Supplementary Reading Materials

This present study investigated the reading comprehension levels of the Grade 10 students, their levels of macro and micro reading comprehension skills, and the different reading activities provided to them by the teachers. Considering the effect of the COVID-19 pandemic, the Grade 10 students’ acquisition of reading comprehension skills has been affected. Consequently, assessment of students’ reading comprehension is essential to collect information and make inferences about the level of their reading comprehension skills which would help the Grade 10 teachers determine the underlying problems in students’ reading skills and eventually guide them in the crafting of the most appropriate reading interventions and well-designed remediation plans. The instrument used to assess the student’s level of reading comprehension skills was categorized into two based on Douglas Henry Brown’s micro and macro reading skills and an interview for teacher-respondents on the activities provided to the students in teaching reading. The results of this study indicated that the student’s reading comprehension proficiency was at a proficient level and yet more intensive reading comprehension activities should be given, well-designed supplementary reading materials be provided, and varied and effective learning strategies be employed by the teachers to improve their reading comprehension.

We Read but How: Research on Reading and Reading Comprehension Skills

Reading and reading comprehension skills are among the most basic language skills. Therefore, these skills should be acquired at an early age. Although there are studies in terms of reading in Türkiye, it was seen that reading comprehension skills are insufficient in the exams. This study investigated how reading and reading comprehension activities were carried out at the primary school level and how this situation reflected on students. This study was designed as a case study to reveal the subject to be examined in depth. The participant group of this study, which was carried out at the primary school level, consisted of 207 students and eight primary school teachers. Data were collected from students with a reading comprehension test and teachers with a semi-structured interview form. The data obtained from the achievement test are presented descriptively. The interviews with the teachers were analyzed by content analysis. According to the data obtained, it was seen that the teachers preferred the reward method in gaining the habit of reading, and they carried out activities that would improve the students' cognitive skills for their reading comprehension skills. The result that 70.53% of the students in the research made the profound understanding question wrong was also a remarkable situation.

The Impact of Gamification on EFl Students’ Reading Comprehension

The 21st century has witnessed significant educational changes, primarily driven by technological advancements. These changes triggered the new learning systems and methods, marking the transition from the era of globalization to the age of Society 5.0. However, traditional teaching methods often fail to align with these technological developments, resulting in passive and unmotivated students. It highlights the need for new strategies that leverage technology and promote active student engagement. Reading comprehension is crucial in EFL education, enabling students to comprehensively grasp and analyze written content. Developing strong reading comprehension skills empowers students to gather, organize, and interpret information effectively. In this context, gamification has emerged as a powerful strategy. Based on that problem, this research aims to investigate the impact of gamification on EFL students' reading comprehension. This research used a library research method and analysis of ten selected empirical research articles on internet search engines such as Google Scholar, Mendeley, and ERIC websites. The study addresses fundamental questions regarding the effective game elements for enhancing EFL students' reading comprehension, the school levels at which gamification strategies can be effectively applied, and the impact of gamification on student engagement and motivation. The findings of this research provides references for teachers with evidence-based practices and valuable insights for designing and implementing gamified reading comprehension activities that maximize learning outcomes. By integrating gamification strategies into EFL classrooms, teachers can create dynamic and enjoyable learning environments that foster active student participation and promote improved reading comprehension skills. Keywords: Technological advancements, gamification, game elements, EFL students, reading comprehension

The effects of NMT as a de facto dictionary on vocabulary learning: a comparison of three look-up conditions

Many language learners have reported using Neural machine translation (NMT) such as Google Translate as a reference tool for writing production or as a dictionary substitute to facilitate reading comprehension. Although increasing evidence has suggested that editing with NMT can help learners make improvement on the vocabulary level, no study has explored how consulting NMT for unknown vocabulary may impact the retention of word meaning compared to more conventional look-up conditions. Using a 3 × 3 quasi-experimental design, this study investigated the extent to which the use of NMT to learn unknown target words during reading comprehension activities yielded vocabulary retention compared to that of an online dictionary and how the findings varied by learners’ proficiency levels. The research questions focused on the comparison of the outcomes of three different look-up conditions: (1) NMT word search, (2) NMT sentence search, and (3) online dictionary search. ANOVA results showed that learners who performed online dictionary search and NMT sentence search demonstrated significantly higher levels of word retention than those who carried out NMT single-word search, and the same pattern was observed regardless of their proficiency levels.

Enhancing Reading Comprehension for Underprivileged Malaysian ESL Secondary School Students: A Module Development

This research aims to develop a reading comprehension module to enhance the reading skills of underprivileged Malaysian ESL secondary school students. The study employs a quantitative approach consisting of a needs analysis, module development, expert evaluation, and field testing. The needs analysis phase involves identifying the specific requirements of students in terms of reading comprehension. The developed modules integrate six diverse reading comprehension activities, including reading aloud, answering comprehension questions, matching activities, filling in the blanks, categorising materials and solving puzzles based on reading texts. The materials used for module development are sourced from Malaysian English school textbooks. The expert evaluation stage involves the participation of four experienced teachers who complete a module content evaluation questionnaire and a module design validity assessment questionnaire. Their valuable insights and feedback contribute to refining and improving the modules. Adjustments and revisions are made based on the received feedback. The final phase of the research involves testing the developed modules with a sample of 30 underprivileged students from a secondary school in Klang, Selangor, Malaysia. Pre and post-tests are administered to measure the student’s reading comprehension skills before and after module implementation. This research seeks to address the educational needs of underprivileged Malaysian secondary school students by providing them with targeted reading comprehension modules. The findings from this study have the potential to inform educational practices and contribute to the development of tailored interventions aimed at improving reading comprehension skills among underprivileged students in Malaysia.

Analysis of Chemical Engineering Students’ Needs on Instructional Reading Strategies

Reading is an important macro skill besides speaking, writing and listening. Reading is a receptive skill, yet it is still essential for success in both academic and in everyday life. Therefore, the study aims at analyzing chemical engineering students’ needs for instructional reading strategies to help them comprehend the text. A qualitative research design was used for this study with quantitative data collection. Data were collected through questionnaires from 60 chemical engineering students and analyzed using descriptive statistics (the interpretations of percentages). The results show that there are seven important reading instructions selected by chemical engineering students (above 90%) that is drawing conclusion, making prediction, identifying cause and effect, distinguishing between facts and opinions, comparing and contrast, identifying the main ideas and identifying supporting details. Chemical engineering students also had favorable attitudes on three other instructional reading strategies that were considered important with the percentage of below 89 percent they are recognizing and interpreting writer’s view, summarizing and drawing conclusions. Based on the analysis of students’ needs, majority of chemical engineering students believe the seven most important instructional reading strategies should be incorporated into the reading materials as reading comprehension activities.

The Weakness of Iraqi Islamic High Schools Students During Reading Comprehension Activities in English , the Reasons and Remedies , Intermediate Grade as a Model

This study aims at figuring out The weakness of Islamic High Schools Students in Iraq during reading comprehension activities in English as a foreign language, The Reasons and Remedies, intermediate stage as a model”. The study examines the effect of teachers' variables (gender, qualification, and years of experience), In order to achieve the objectives of the study, the researcher developed a data collection instrument: a questionnaire developed in English for the teachers. It consisted of two parts. The first one is demographic questions and the second consisted from 14 questions. The researcher conducted this study on the intermediate stage students who are learning English as a foreign language and their teachers of English of Islamic High School in Iraq by using a stratified random sample. The whole population consisted of (140) teachers, (68) males and (72) females. The results of the present study showed that reading difficulties faced by students in learning English resulting from students' reading behaviors were high. In addition, the content (textbook), teaching aids and teaching methods had a significant effect on the reading difficulties. In the light of the findings of the study, the researcher recommended holding training courses for the teachers to provide them with sufficient experience to teach their students the reading skill in the right way besides Attention distraction, lack of motivation, difficulty in academic content, feeling of making mistakes in front of colleagues, lack of a library concerned in English language in the school and lack of resources in the English language, insufficient time to read during the lesson , their speed of reading is very slow, their efficiency in understanding the meaning of a text is very poor and there are other reasons mentioned in this study. .

The Use Of English Stories Applications In Developing Students' Reading Comprehension

This study aims to determine students' understanding of reading skills using the English stories application. The method used in this study was Quasi Experimental Design with 20 students at SMPN 10 Palopo as research subjects. Pretest and posttest techniques to collect data in this study. One of the teaching materials used is a story that is in the application with the theme of fable stories with the title the little mouse. Reading comprehension activities last 15 minutes. After that, students are asked questions about the contents of the story for evaluation using a written test. The results of the study showed that there was an activity to improve reading comprehension skills in class VIII students of SMPN 10 Palopo, as evidenced by the processing of the test results given to students. Thus it can be concluded that using the English stories application can improve students' reading comprehension skills significantly.Keywords: English stories,Application,Reading Comprehension

The use of comic strips to improve the student's reading comprehension of narrative text (An Action Research at the Students of English for Teens Program in Language Learning Center)

This research presented the findings of a study aiming to investigate whether comic strips can help students to improve their reading comprehension skills in English. This research was conducted at the English for Teens Program in Language Learning Center with 21 students as the participants. The text in focus was narrative. This research used action research using Kemmis and Taggart's design, which consists of four steps: planning, action, observation, and reflection. The data were collected from observation and tests. The data observation has obtained the teacher and students' teaching and learning reading comprehension activities. Nevertheless, test results were collected from student tests in each cycle. It illustrates that despite some parts that need improvement, using comic strips can improve students' reading comprehension skills in narrative text. The portraits of students' progress in reading comprehension of the narrative text of some cycles show that in the first cycle, only 19% of students could reach the Value of 80 or more as the success criteria. In the second cycle, 100% of students successfully passed the test. Observation data shows that the students were encouraged to learn reading comprehension of narrative text using comic strips in group or individual works. Based on the study results, that comic strip is recommended to implement in other genres, especially narrative text or other language skills.

ENHANCING READING COMPREHENSION THROUGH THE UTILIZATION OF THE SUMMARIZATION STRATEGY

Summarizing strategy is an effective teaching method for improving reading skills. This study focused on enhancing the reading comprehension and learning activity of eleventh-grade students at SIJA, SMK N 9 Bandar Lampung. Classroom action research was used with 29 students as subjects. Both test and non-test instruments were employed to gather qualitative and quantitative data. The results demonstrated that the summarizing strategy effectively improved reading comprehension and learning activity for these students. English teachers can consider using this strategy to enhance the reading abilities and learning engagement of EFL students.

Reading Comprehension by using Assemblr for Young Learner in 6th Grade Students of SDIT AL Irsyad

This study aims to (1) analyze students' reading comprehension using Assemblr media; (2) find out whether this media can foster students' interest in reading. The approach in this research is descriptive qualitative, the subject of this research is 17 students of the 6th grade students of SDIT Al Irsyad Banten. Data were obtained from tests, questionnaires, and interviews. In the learning process, Assemblr is used as a medium or tool for displaying teaching materials. This teaching material is in the form of a story entitled "The Lonely Lion". The reading comprehension activity lasts for 15 minutes. After that, students were given 5 questions related to the contents of the story to find out students understanding. The results showed that reading comprehension was quite good with an average score of 84, and the results of the questionnaire showed 64.7% of students found using Assemblr learning media more fun and growing their interest and motivation in reading. Based on the results of the study, it was concluded that Assemblr can make learning activities interactive and fun with 3D and AR.

Animation Video Media Using Directed Reading Thinking Activity (DRTA) Strategies Improve Reading Understanding of Indonesian Language

The difficulties students face, especially in reading comprehension activities, are that they need help understanding the contents of the stories they have read, so they are less able to answer questions related to the contents of the reading. The difficulties faced by these students were because students needed to be included in communicating and contributing to learning activities. This study aims to analyze animated video media with the directed reading thinking activity (DRTA) strategy for reading comprehension in Indonesian. This research is a quasi-experimental, posttest-only design with no treatment control design. The population is all 9 classes of fourth-grade elementary school, with 327 students. Determination of the research sample using a random sampling technique. Non-test method data collection. The data collection instrument is Observation. The data analysis method is the inferential statistical analysis method. The method of data analysis is an inferential statistical analysis technique and t-test. The study results showed a significant influence on the ability to read Indonesian language comprehension between the group taught the Directed Reading Thinking Activity (DRTA) strategy and the group taught using conventional learning in fourth-grade elementary school students. It was concluded that animated video media with the directed reading thinking activity (DRTA) strategy could improve reading comprehension skills in Indonesian.

Analisis Kemampuan Membaca Pemahaman Menggunakan Model Cooperative Integrated Reading and Composition (CIRC) (Penelitian pada Peserta Didik Kelas 2 SD Negeri Wonomulyo Wonogiri)

The purpose of the study was to describe the planning, implementation and ability to read comprehension as well as the obstacles to learning reading comprehension through the Cooperative Integrated Reading And Composition (CIRC) method in online learning of class 2 students at SD Negeri Wonomulyo and the teacher's solutions for overcoming these obstacles. This research is a qualitative research. This type of descriptive qualitative research used in the form of research with case studies (case study). The population in this study were all 22 (twenty two) grade 2 students at SD Negeri Wonomulyo Wonogiri. Data collection techniques with observation, interviews and documentation. Data analysis techniques with qualitative descriptions. The results showed that the initial step taken by the teacher in preparing a reading comprehension lesson plan was to determine the identification of learning materials, followed by developing a lesson plan. Planning learning to read comprehension using the CIRC method with the consideration that the CIRC method students will obtain information repeatedly through reading, responding, and presenting activities. The implementation of learning to read comprehension through the CIRC method is carried out in two ways, namely through online and limited face-to-face. Learning reading comprehension activities using the CIRC method are carried out in 6 (six) stages, namely the preliminary stage (orientation), the organizational stage, the core stage of introducing concepts, exploration and application stages, publication stages, and closing stages, strengthening, and reflection. The ability to read comprehension can be assessed from several abilities, namely: capturing the contents of the reading, summarizing the reading, answering questions based on the content of the reading, retelling the contents of the reading. The results of daily tests show that by using the CIRC method most students can achieve learning mastery. The high learning outcomes of reading comprehension are caused by using CIRC, students obtain information repeatedly. The obstacles to learning reading comprehension in grade 2 SDS Negeri Wonomulyo through the CIRC method are learning environment factors, student intellectual factors, and psychological and physiological factors

THE TEACHING OF READING COMPREHENSION MULTIMODAL TEXTS COMPETENCE ASSESSMENT STANDARDS FOR PHILOLOGY PEDAGOGICAL STUDENTS

The teaching competence assessment standards are a set of tools that contribute to the assessment of the teaching competence level of teachers. This article aims to unify the concept from which to develop the teaching reading comprehension multimodal texts competence assessment standards to meet educational innovation in general and competence development of the teachers in particular. The targeted object is the Philology pedagogical students trained to be Literature teachers. From the process of building competence assessment standards in general, combined with the scientific basis is the outcomes of several modules with content related to teaching reading comprehension activities and developing the teaching reading comprehension competence, the output standard of the university curriculum, the article synthesize and implement the process of building the teaching reading comprehension multimodal texts competence assessment standards for Philology pedagogical students. Through these competence assessment standards, this article builds the line of developed teaching reading comprehension multimodal text competence as a measurement tool for the level of the students’ teaching reading comprehension, contributing to supporting the assessment and evaluation of the teaching reading comprehension multimodal texts competence at the university.

청각장애인의 읽기 이해력 관련 연구 동향

Objectives The purpose of this study were presenting the direction of research by identifying the overall research trend and research topic of papers related to reading comprehension for the deaf and hard-of-hearing in Korea.
 Methods As a result of selection based on the paper selection criteria in the domestic database, 28 papers were finally selected. The thesis was cross-analyzed according to the research subject, research period, research type, and research topic, and the research content was subdivided and organized.
 Results As a result of the analysis, in the overall trend, the number of studies after 2012 decreased significantly compared to studies from 2001 to 2011. Intervention studies were the most common research methods, and research topics could be divided into factors related to reading comprehension, reading instruction, and reading activities. In research content, factors related to reading comprehension can be divided into personal factors and external factors, and reading instruction can be divided into understanding check-based instruction, vocabulary-based instruction, visual cognitive strategies based instruction, and reading instruction according to the pedagogical model. In reading activities, it was found that activities using visual materials were mainly performed.
 Conclusions As for the direction of research on reading comprehension for the deaf and hard-of-hearing in Korea, it is judged that it is necessary to expand the characteristics of cognitive strategies and the method of teaching strategies by considering the personal and external factors of the deaf and hard-of-hearing.

EFL STUDENTS’ ENGAGEMENT IN READING COMPREHENSION USING COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) TECHNIQUE

The reading comprehension skills of EFL students have been a concern of scholars by researchers, but some researchers found that EFL students face some problems in understanding English texts due to lack of techniques while teaching. Therefore, this study investigates how students engage in reading comprehension using the Cooperative Integrated Reading Composition Technique. This study uses a case study as a qualitative research design, involving EFL tenth graders from an Islamic Senior High School in Karawang as participants. Researchers collect data through observation and interviews. The findings show that EFL students’ engagement in reading comprehension using the CIRC technique resulted in three engagements, namely behavioral engagement, emotional engagement, and cognitive engagement. Behavioral engagement which means students can contribute to class discussion and follow all instructions from the teacher, emotional engagement which means students can express their feelings during reading comprehension activities, and cognitive engagement which means students can try to complete tasks in different ways to achieve the same result. This research suggests that educators should expand or develop their teaching techniques to produce better learning activities.

THE USE OF GOOGLE JAMBOARD TO IMPROVE STUDENTS’ READING COMPREHENSION

The development of information technology makes technology used in various fields, one of which is education. At first, traditional learning was synonymous with the use of whiteboards, chalk, and markers to facilitate the delivery of material. However, the presence of technology makes learning more interesting for students. Google Jamboard is one of the technologies known as digital whiteboards that can be used to teach English skills. This study aims to determine the use of Google Jamboard as a tool to improve reading comprehension in EFL students. This research is qualitative research using the results of interviews with English teachers who use Google Jamboard as a teaching tool and EFL students. The results of the study show that Google Jamboard can assist teachers in teaching reading comprehension activities to students and is able to provide interactive learning for students.

PHÁT TRIỂN KĨ NĂNG ĐỌC THẨM MĨ CHO HỌC SINH TRUNG HỌC PHỔ THÔNG QUA MÔ HÌNH DẠY HỌC HOẠT ĐỘNG TRẢI NGHIỆM Ở MÔN NGỮ VĂN

Aesthetic reading plays an important role in students’ literary reception activities. Developing aesthetic reading skills for students becomes an urgent requirement when implementing the 2018 Literacy Education Program. Accordingly, the goal of teaching aesthetic reading is that through reading comprehension activities, students explore and improve themselves, contributing to the formation and development of capacity and quality. Through teaching reading skills in reading activities, in experiential activities, and reading texts through experience (or through teaching experiential activities), the article proposes the designing process and the model of teaching aesthetic reading through teaching experiential activities in Literature subject. The research results show that the model of teaching aesthetic reading through experiential teaching in Literature is a direction that is consistent with the modern teaching perspective and has adhered to developing aesthetic reading skills for high school students.