Reading Comprehension Classes Research Articles

Improving Reading Comprehension of the First Year Students Through Directed Reading Activity (DRA) Strategy in Narrative Text

This study examined whether Directed Reading Activity (DRA) strategy could improve students' reading comprehension in narrative text and to know the factors that influence reading comprehension in class X students of SMAN 10 Pekanbaru. This research used classroom action research design with quantitative and qualitative approach. The way to select the sample was by asking the teacher which class had the lowest English score and the total sample was 35 students. Data collected using pre-test, cycle I, and cycle II. The results revealed that the average mean in the pre-test was 47 (poor), in cycle I was 70 (good), and cycle II was 85 (excellent). Based on the study’s results, it can be concluded that by using Directed Reading Activity (DRA) strategy, students' comprehension in narrative text has improved.

Middle school teachers’ views and recommendations about using translation exercises in L2 reading comprehension classes

Reintroducing translation exercises in EFL classes has been advocated by theorists and scholars in the field. They highlighted the facilitative role of translation and called for paying attention to its position in FL teaching, especially with regard to the four skills (Deller and Riuvolucri, 2002; Atkinson, 1993, 1987; Auerbach, 1993). However, it is noted that little attention has been paid to suggesting practical pedagogical and methodological recommendations of a possible use of translation exercises in EFL teaching. In the present paper, we aim at exploring teachers’ views and recommendations towards using translation exercises in the teaching of reading comprehension to beginners in Moroccan middle schools. To do this, the study employed a qualitative method of research. Despite Covid-19 discouraging conditions and the difficulty of finding teachers who have been teaching English in middle schools continuously, ten teachers who use the same textbook with the same level of learners were interviewed. Analysis revealed that the interviewees are positive about using translation in beginners’ reading comprehension classes on condition that the activities are short and well-controlled, should come in the initial and the final stages of the lesson, particularly with culture-based reading material.

An Analysis Of Teachers’ Strategies In Teaching Reading Comprehension In Junior High School

The goal of this study is to identify the strategies and methods used by English teachers at junior high schools in Tanjungbalai to teach reading comprehension. This research is a combination of qualitative and quantitative research (mixed methods). Data collection techniques in this study include surveys (questionnaires), interviews, and observations. The sample for this study consisted of 10 survey and interview participants. In the implementation of the survey/questionnaire, the researcher gave questionnaires to 10 survey participants, consisting of English teachers who taught reading comprehension materials in grades 7-9. The result of this study shows that English teachers in junior high schools in Tanjungbalai apply several strategies to teaching reading comprehension in class, namely directed reading activity (DRA), reading aloud in class, and no strategy (collecting vocabulary or difficult vocabulary).

Towards a Systematic Inclusion of Translation-based Exercises in Beginners’ L2 Reading Comprehension Classes

A possible judicious use of L1 in EFL teaching has recently been approved on the grounds that students’ first language cannot be totally banned for it can still provide help in FL teaching and learning. However, little has been suggested as to how to reinvest L1 in a reasonable pedagogical manner which guarantees students’ exposure to the target language and benefits the learning process. In this paper, a methodological model, wherein a limited number of short L1-related exercises are mixed with common comprehension activities in L2-reading comprehension classes of beginners, is proposed. To examine the effectiveness of this systematic strategy, 63 beginners of FL learning in middle schools were exposed to translation-related exercises in the three phases of the reading comprehension lesson. To gather data, 13 classes of qualitative observation were carried out in which a checklist was used. Then, the collected data was analyzed thematically. Results showed that including translation-related exercises in L2 reading classes in a controlled systematic manner was a source of motivation, increased self-confidence and performance improvement for beginners.

Implementing Content and Language Integrated Learning (CLIL) Through Group Discussion in Reading Comprehension Class

Implementing Content and Language Integrated Learning (CLIL) Through Group Discussion in Reading Comprehension Class

Analysis of Beginning Reading Difficulties in Students Class II SDN 2 Mayonglor

Beginning reading is the initial stage of learning to read which focuses on recognizing shapes and letters related to words, and provides a foundation for children to progress to the beginning stage of reading. The aim of this research is to identify difficulties in beginning reading comprehension in class II of SD Negeri 2 Mayonglor. The research method used in this research is a descriptive method with a qualitative approach. The data collection methods used in this research were observation and questionnaires. Researchers identified three students with reading comprehension difficulties. Basically, students are good at writing letters A-Z, but when these letters are written in words or sentences, they have difficulty writing some letters. Therefore, students should pay attention to the words spoken and the letters written in sentences.

IMPROVING OF READING COMPREHENSION FOR STUDENT LEARNING THROUGH THE USE OF SIMULATION MODELS CREATIVE PROCESS OF APPROACH AT CLASS XI MIPA2 OF SMAN 28 BONE.

In general, this research aims to boost reading comprehension study using a narrative approach to the creative process simulation models at class XI MIPA2 . Specifically this study aims to: Increasing the activity of a class XI MIPA 2 for student in the learning SMAN 28 Bone of narrative reading comprehension through the use of process simulation model creative approach. Improve student learning outcomes in teaching reading comprehension through the use of a narrative approach to the creative process simulation models at class XI MIPA2. Based on the analysis of the learning activities of students in reading comprehension in the first cycle, it was concluded that the achievement of the learning activities of students in reading comprehension through the use of process simulation model creative approach average Enough (65.23%). This is evident from the indicator appears, either at the stage of pre-reading, while reading and post-reading stage. Based on the results of the data analysis cycle I do reflection. Reflection on learning to read in understanding had done using a simulation model of the creative process approach. The data indicate that the activity of the teacher and the student learning process needs to be improved. This is consistent with the observation by observation format for teachers and students. Efforts is necessary to motivate teachers so that students are motivated to respond to the learning provided by the teacher. Based on the analysis of the learning activities of students in reading comprehension in the second cycle, it was concluded that the achievement of students in a learning activity descriptions based on the application essay writing process approach to simulation model of creative good average (75.40%). This is evident from the indicator that appears, either at the stage of pre-reading, while reading, and post-reading stage. Based on the results of the second cycle of data analysis done reflection. Reflection made ​​to pemebelajaran reading comprehension using process simulation model creative approach. Efforts are made teacher is need to improve on the current stage of learning reading and post-reading stage. The above data can be explained that the learning outcomes of students reading comprehension class average score 82.43 with 93.33% percentage of mastery learning. The percentages are in excellent qualifications. Data shows that 14 students scored Very Good, 14 students got good grades (good), and 2 students scored Include, the third cycle is no longer there students in categories of less or less once, thus there are only 2 people capable students under either category. Thus there are 2 people or 6.66% of students capable students under either category. Actual outcomes in the learning progress compared with the achievement of results at the previous meeting. Thus the success of data researchers in the learning process, according to the observations through format signs analysis of teaching and learning activities In the third cycle has shown an increase from the previous cycle. Based on the reflection is done, then the acquisition of the data will be displayed in the figure below, which shows the progress of student achievement in reading comprehension learning through the application of process simulation model creative approach on Indonesian subjects who started on pra-action, first cycle, second cycle, and the cycle III

Effects of Collaborative Strategic Reading (CSR) on EFL Learners’ Reading Comprehension, Reading Motivation, and Metacognitive Awareness

This study focused on investigating the effects of collaborative strategic reading (CSR) on English as a foreign language (EFL) learners’ reading comprehension, second language (L2) reading motivation, and metacognitive awareness. Following a quasi-experimental design, 48 Iranian EFL learners were selected from four intact language institute classes. Two of these classes were considered experimental groups (EGs), and two were regarded as control groups (CGs). Then, all four classes received the three pretests of the study (Reading Comprehension pretest, L2 Reading Motivation questionnaire, and metacognitive awareness questionnaire). Next, the treatment phase of the study began and all the groups received reading comprehension instruction. In the EGs, the teacher conducted the essential elements of cooperative learning through CSR strategies (preview, click & clunk, get the gist, and wrap up).
 On the other hand, CG learners received traditional reading comprehension classes with no group work. After the treatment, all four groups received the three posttests. The results of three one-way ANCOVAs revealed that CSR was significantly more effective than traditional instruction in improving EFL learners’ reading comprehension. In addition, it was found that CSR was significantly effective in improving EFL learners’ reading motivation and metacognitive awareness. The findings of the study can be utilized by language practitioners, materials, and curriculum developers to consider EFL students’ needs and goals in L2 reading.

Fostering critical thinking using Graphic Organizers in English language reading class

Fostering students’ critical thinking (CT) is an increasing concern in EFL classrooms in China as many students struggle to utilize the skill, particularly in EFL reading comprehension classes. This study investigated the effects of graphic organizers (GOs) on 60 Chinese senior high school students’ CT skills (analyzing and generalizing) in EFL reading classes. This study adopted a quasi-experimental mixed-method research design involving an experiment and an interview. The findings of this study showed the positive impacts of GOs on students’ CT skills. After the intervention, the results of the experimental group improved significantly. The findings showed that GOs could effectively improve the analytical and generalization skills of Chinese high school English reading class students. The students in the experimental group reported that the instructions received were motivating, increased their comprehension, made them more focused on reading and aware of CT skills and how to apply them in real reading contexts. This study implies that teachers may consider GOs an alternative teaching tool to improve CT skills in English Language reading classes, particularly in EFL contexts. Guidelines for teachers to use the different types of GOs to promote critical thinking should also be prepared to ensure the effective use of GOs in promoting reading comprehension and critical thinking skills.

Designing an Instruction for Reading Comprehension Using Gallery Walk Technique

This research was conducted to design an instruction for reading comprehension class on descriptive text using gallery technique. The method of this research was design and development research. The researcher was done by three phases of ADDIE from Branch (2009) as the procedure, which are Analyzing, Designing, and Developing. In the analyze phase, the researcher interviewed the English teacher and the tenth-grade students. In the design phase, the researcher observed the curriculum applied in the school to design the product, collected and selected the reading text from the textbook, and images from the internet. In the develop phase, the researcher combined the materials using PowerPoint Presentation. The researcher applied an assessment rubric for Expert Validation to validate whether the final product is usable or not. In conclusion, it is found that the instruction of using gallery walk technique for reading comprehension class on descriptive text is usable to support the process of teaching and learning reding comprehension on descriptive text to the tenth-grade students.Keywords: Design and Development Research, Reading Comprehension, Descriptive Text

Effect of think-pair-share strategy on senior secondary school students’ performance in reading comprehension in Gombe State, Nigeria

This study focused on examining the effect of think-pair-share strategy (TPS) of teaching reading comprehension on the performance of senior secondary school students in Gombe state, Nigeria. The target population comprised all senior secondary school students in 134 public secondary schools in Gombe. Simple random sampling technique was used to select two intact classes in two secondary schools which gave a sample of 91 students were used for the study. Quasi experimental research design with pre-test post-test experimental and control group were used with 47 students in the experimental group and 44 students in the control group. Data was collected using reading comprehension test. The reading comprehension test had a reliability index of 0.81 using test rest method while analysis was run using mean, standard deviation for the research question and independent sample t-test for research hypothesis. Results showed a mean difference of 1.76 and 0.21 for experimental and control groups respectively indicating that the former group achieved a higher score when compared with their counterparts from the control group in the reading comprehension test. Hence, it was concluded that the TPS strategy used in the reading comprehension class has significantly influenced students’ performance in reading comprehension. Recommendations were that English language teachers should use the think-pair-share strategy to improve active participation of students in reading comprehension class and beyond.

PROBLEM BASED LEARNING AS A METHOD TO IMPROVE SENIOR HIGH SCHOOL STUDENT’S READING COMPREHENSION IN ENGLISH

In the current curriculum in Indonesia where it aimed to be more student-centered, the implementation of Problem-Based Learning is heavily reinforced. This is because how Problem-Based Learning is not just about being student-centered, but also because it encourages students to be problem solvers and learn through their understanding. This paper aims to see how Problem-Based Learning can affect the students’ reading comprehension in class. Classroom Action Research is chosen in this study. The participants were 30 students of the Senior High School English classes in Ambulu. Based on the findings, the Problem-Based Learning method could potentially become an effective method for students as there is a significant change between the first cycle and the second cycle of the use Problem- Based Learning method in the class. The improvement shown is that almost all of the students had their scores improved in the reading comprehension test after the implementation of Problem-Based Learning.

THE EFFECT OF COLLABORATIVE STRATEGIC READING (CSR) ON STUDENTS’ READING COMPREHENSION AT ISLAMIC SENIOR HIGH SCHOOL

The purpose of this study was to determine the effect of Collaborative Strategic Reading (CSR) on students’ reading comprehension in class X MA Al-Khairiyah Tanjung Jabung Barat and to find out the significant difference between students who were taught with CSR and those who were not. This research is quantitative research with quasi experimental designusing total sampling. The population and research sample were class X IPK and X IPS MA Al-Khairiyah Tanjung Jabung Barat. Total population was 44 students. In sampling 22 students in the experimental class and 22 students in the control class. Quasi experiment has been applied in this study with the design of 2 groups pre-test and 2 group post-test. The result of this study show that there is a significant effect on students’ reading comprehension after being taught using CSR. This result can be seen from the T-test which show average value of the experimental class pre-test is 54.73 and the average of the control class pre-test is 51.82 while the average value of the control class post test is 63.82 and the average of the experimental class post test is 74.18 higher than the pre-test is 54.73. In the paired sample T-test result sig (2-tailed)0,000 is smaller than 0.05 this proves 𝐻𝑎 is accepted while the independent sample test result sig (2-tailed) is 0,002 < 0.05 it means that there is a significant difference. The researcher concluded that using Collaborative Strategic Reading can improve students’ reading comprehension and there is a significant difference betwen student who are taught with CSR and student who are not taught with CSR.

The use of collaborative strategic reading (CSR) in English reading comprehension class: A study among undergraduate students in Aceh

The use of collaborative strategic reading (CSR) in English reading comprehension class: A study among undergraduate students in Aceh

예비 영어 교사들의 인공지능 기반 기계 번역기와사용에 관한 인식연구

Purpose: This present study was to investigate how pre-service English as a foreign language (EFL)teachers perceive AI-based machine translation systems (KEMSs) as a learning/teaching tool. Methods: The 54 EFL learners taking English syntax courses in the department of English Educationparticipated in an online survey which included 20 items quantitatively measured on a Likert scaleand four open questions. The research questions addressed three areas: (1) students’experiences withmachine translation (MT); (2) teachers’perceptions of using MT to teach English; and (3) their plansfor using MT as future English teachers. Results: The main findings are as follows: First, the students in this study actively utilized the MTs,especially in English writing and reading comprehension classes. The study also related that the useof MTs helped them to improve their English language skills. Second, the students mostly consideredthe results of the MTs as reliable, but the teachers revealed that the use of MTs would have a negativeimpact on future students' English learning. Finally, the teacher-participants had plans to actively useMTs in their future classes and were aware of the advantages and disadvantages of using MTs inclassroom settings. Conclusion: This study showed that future English teachers have positive perceptions of using machinetranslations to improve English writing and reading skills in foreign language learning; however, theyalso think their future students will lose the chance to use the language for successful learning. Considering these findings, the present work examined pedagogical implications for pre-service teachersand suggests how to apply information and communication technology (ICT)-based teaching aids inEnglish education.

DIRECTED READING-THINKING ACTIVITY (DRTA) STRATEGY IN READING CLASS AT SMA NEGERI 2 KOTA TERNATE

This study aims to determine whether the Directed Reading Thinking Activity (DRTA) strategy can improve students' reading comprehension at SMA Negeri 2 Kota Ternate. The research method used is pre-experimental design. Which consists of pre-test, treatment, and post-test design. The population in this study were students of class X-G SMA Negeri 2 Kota Ternate. Using a convenience sampling technique involving one X-G class. as the sample, 30 students at class. The results of the study show that the Directed Reading Thinking Activity (DRTA) strategy can improve students' reading comprehension in Class X-G at SMA Negeri 2 Kota Ternate. It is proven that the Pre-Test score is 48.73 and the Post-Test value is 68.77. Based on the difference in scores obtained by students in reading comprehension, it showed an increase from the pre-test to the post-test where the increase in students' reading comprehension increased. Significant improvement in student achievement. Thus, the null hypothesis (H0) is not accepted, while the alternative hypothesis (Hi) is accepted. Therefore the researcher concluded that. The Directed Reading Thinking Activity (DRTA) strategy is effective in learning reading comprehension. because students understand more easily with predictions that identify main ideas and supporting details and can be seen from the results of better student reading scores.

대학 영문독해 수업에 기계번역(post-editing)의 활용 및 오류분석

This paper aims to explore the possibility of using machine translation in English reading classes. For this purpose, 38 subjects were divided into two groups according to the TOEIC score and required to translate and submit a 386-word English text through post-editing translation after using a machine translation tool. This analysis shows the four major error types of contextual comprehension, sentence structures, pronouns, title nouns. In addition, the subjects were required to participate in the questionnaire survey related to the effectiveness of reading comprehension classes using machine translation. The research also proved how effective English reading classes using machine translation were in comparison with English grammar-based reading classes. We can find the similarities between machine translation and students’ post-editing translation in error ratio and characteristics, and the differences between the two English levels in terms of post-editing correction methods and the number of translation errors. This paper is meaningful in that this study will contribute to diversification of teaching methods and improvement of the teaching quality in English reading classes by employing machine translation in English reading classes.

University students’ perceptions of the use of Know-Want-Learned (KWL) strategy in reading comprehension

This study investigates the English learners’ perceptions of the application of Know-Want-Learned (KWL) strategy in reading comprehension class. The study used the quantitative method, employing a questionnaire to collect the data needed. The respondents of the study were 30 students majoring in English Education at a public university in Banda Aceh, Aceh Province, Indonesia. The respondents had already experienced the use of KWL strategy in the Reading Comprehension class. The findings showed that and the students’ perception of KWL strategy was generally positive that most of them felt that KWL is suitable to use to help them in their reading comprehension on English texts.

The Effect Of Shared Reading Strategy on Students Reading Comprehension In Narrative Text at The Second Grade of SMPN 2 X Koto Tanah Datar In The Academic Year 2021/2022

This study aims to determine the effect of the shared reading strategy on students' reading comprehension in class II narrative texts at SMPN 2 X Koto Tanah Datar for the 2021/2022 academic year. This research is caused by several problems related to teaching reading. First, students have difficulty identifying the main idea. Second, students lack the desire to read a text. The last is a problem related to teaching reading by the teacher. The strategy used in teaching reading is still conventional. To overcome this problem, researchers have implemented a shared reading strategy.
 This study uses experimental research. Researchers used a quasi-experimental design using a non-equivalent control group design. The population in this study were class II students at SMPN 2 X Koto. Sample in VIII.
 From the results of the calculation of the post-test values ​​of the two classes, the average post-test value (2) of the experimental class was 71.77. This is higher than the average post-test control class (1), 61.29. This means that the alternative hypothesis (Ha) is accepted and it can be interpreted that the reading test results of students who are taught using the shared reading strategy are better than the results of the reading tests of students who are not taught using the shared reading strategy. So, it can be concluded that all hypotheses are accepted. It is proven that the use of shared reading strategies helps students' reading comprehension of narrative texts well.

The Students’ Perception in Implementing Blended Learning Model on Reading Comprehension at Ninth Grade of Junior High School 6 Jambi City

This study aims was to determine students' perceptions in implementing blended learning model on reading comprehension in class IX students of SMP Negeri 6, Jambi City. The pandemic situation forced schools to issue new rules in the implementing of learning model in the classroom using blended learning model. This also changes perception of students in the learning carried out by the teacher in the classroom to help the process of students' thinking skills in reading comprehension a text or edulogy application. The research methodology in this study is a qualitative research design whose analysis requires in-depth observation. The subjects in this research were students of class IX A SMPN 6 Jambi City, using purposive sampling, which collected six students as participants, consisting of grades 1-6 and ages 14–15 years. This research gave 7 interviews in class. The results showed that IX students of SMP Negeri 6 Jambi City had difficulty comprehension English in the implementing of the blended learning model, but students also became more independent, disciplined, responsible, and diligent during the implementing of this blended learning model. because of the short learning time. The implementing of the blended learning model is carried out if the teacher wants to teach the material face-to-face and online alternately or using shifts during the learning process.