Reading Comprehension Of Students Research Articles

THE USE OF AUTHENTIC MATERIALS IN STUDENTS’ READING COMPREHENSION OF LOW AND HIGH PROFICIENCY LEVELS

The aim of this study were to find out whether there was significant difference of students who were taught through authentic material, the aspects of reading skills that almost influenced by the student in reading comprehension through authentic material and the last was to see students’ perceptions of teaching and learning through authentic material. This research was used authentic material in reading comprehension of students’ of low and high proficiency levels. This research was quantitative research which consists of one group pre-test and post-test design. The result of T-test Sig. (2 tailed) showed that there was significant difference between high and low proficiency level students. Then finding of inference aspect of the reading that almost influenced reading comprehension in high proficiency level students while finding supporting details the aspects that mostly influenced in low proficiency level students. In addition, the high level proficiency level and low proficiency level students have a positive perception in teaching and learning through authentic material. Finding inference was the aspect of reading that mostly influenced reading comprehension in high proficiency level students while finding supporting details was the aspect that mostly influenced in low proficiency level students. Moreover, the high proficiency level and low proficiency level students have a positive perception in teaching and learning through authentic material.

Morphological awareness predicts reading comprehension in first grade students

Research examining a role for morphological awareness in first grade students’ reading comprehension is scarce, although it is a well-established predictor for students in mid-to-late elementary school. One question that remains is whether morphological awareness explains unique variance in these young readers’ comprehension after accounting for other oral language skills. In this longitudinal study, we assessed Grade 1 students’ inflectional morphological awareness as a predictor of their concurrent (n = 58) and Grade 2 (n = 55) reading comprehension. When controlling for decoding and vocabulary, Grade 1 morphological awareness explained unique variance in concurrent and subsequent reading comprehension (4% and 5%, respectively). In novel analyses that controlled for decoding, vocabulary, and syntactic awareness, morphological awareness explained unique variance in Grade 2 reading comprehension (5%), but not in concurrent reading comprehension. This unique contribution only in second grade may be because decoding skills accounted for less of the overall variance in second than in first grade comprehension or due to the expectation that polymorphemic words are more frequent in second grade texts. Overall, morphological awareness emerged as the strongest oral language predictor in all models. These results support morphological awareness’ relevance to reading comprehension from early in children’s reading development and highlight the need for research to further explore the effects of targeting English morphological awareness with young students.

The Impact of Explicit Instruction on Teaching Vocabulary to Fourth-Grade Students

This research aimed to discover the impact of explicit instruction on teaching vocabulary to students with vocabulary difficulties. This explicit instruction involves directly teaching vocabulary words, providing detailed definitions, and practicing using these words in the context of sentences. The participants were 95 fourth-grade students. Participants who scored under 40 on the vocabulary test were randomly assigned to the experimental or control classes. The experimental group receives explicit instruction, while the control group receives conventional teaching from a teacher in a whole group setting. The experiment was conducted twice a week during 20 learning sessions. A teacher taught The reference group the same vocabulary as the whole group. Based on the data analysis using a mixed-model (multi-level) Time Condition analysis, the results remarked the moderate effect of the intervention on students' vocabulary knowledge and reading comprehension. Besides, the experiment group could write better sentences using the vocabulary taught than the control group. Research implication was also discussed

The Effect of the MAP Growth Test on Primary School Students’ Reading Comprehension: American Excellence Schools as a Case Study

Objectives: The purpose of this study is to investigate the effect of using the MAP Growth test in improving the reading comprehension of primary school students. The study uses American Excellence Schools in Jordan as a case study. Methods: The study sample included 30 male and female students who studied at American Excellence Schools which is a private school registered with the Directorate of Education of Amman. The study used a quasi-experimental design. The sample was divided into two experimental groups based on their performance in the MAP Growth pre-test assessment. A special instructional program was designed for each experimental group according to the directions in the user guide of the MAP Growth test so as to focus on the weaknesses and missing skills of each group, which were identified based on the results of the MAP Growth pre-test assessment. Upon the completion of the intstructional program, students took the MAP Growth post-test assessment, and data was analyzed to find whether there is any statistically significant differences at (α = 0.05) in the students’ mean scores in the reading comprehension post-test due to the use of the Map Growth test. Results: The results showed that there were statistically significant differences at the level (α = 0,05) in the total score of students’ reading comprehension for the two groups in favor of the post-test due to the use of the instructional program. Conclusions: The researchers recommend using the MAP growth test to enhance students’ reading comprehension skills. Speak Speak Speak

Enhancing Literacy Insight Elevating Students Reading Comprehension through Pair Check Strategies

The pair-check method is a novel instructional approach to enhance students' reading comprehension. The study aimed to examine the impact of applying the pair check method for teaching reading comprehension students at SMPN. The experimental group consisted of 30 students, while in the control group, 30 students received instruction without any specific reading method, relying solely on opening a dictionary. The sample comprised 20 students from class A and B as the sample. The control group was instructed by using reading method and the experimental group was taught by applying pair checks method. The pre-test and post-test scores were compared between the experimental and control groups. The results indicated that the experimental class exhibited significant improvement in both pre- and posttest scores, with a notable increase in the average score from 33.6 in the pretest to 33.32 in the posttest. In addition, the control class, employing traditional teaching methods, exhibited a substantial increase in posttest score, indicating noteworthy progress in learning outcomes. These findings underscore the importance of instructional methods in influencing student outcomes, with the pair-Check method emerging as a practical and effective tool for improving reading comprehension in the educational setting. Further research and analysis are recommended to delve deeper into the statistical significance of these observations and to inform future instructional strategies for optimizing student learning outcomes in the classroom.

The Effect of Extensive Reading Strategy on Students’ Reading Comprehension at Smp Dharma Wanita In The Academic Year Of 2023/2024

The objectives of this study is to find out whether extensive reading give significant effect to the students’ reading comprehension. The method in this research was Experimental research. This research had been conducted at SMP Dharma Wanita. The Population of this research was the eighth grade students of SMP Dharma Wanita which consisted of 48 students into two classes, namely VIII-A and VIII-B. VIII-A as the experimental class and VIII-B as the control class. Both of classes consisted of 48 students with homogenous score. The experimental class treated by using extensive reading strategy, while the control class was using the conventional ways. The pre-test was given to the two groups before giving the treatment. The result of pre-test showed the mean score of experimental class was 40,16 and the control class was 36,35. After giving the treatment, post-test was given. The result of post-test showed the mean score of experimental class was 72,64 and the control class was 39,65. The value of t-test was higher than the ratio on t-table (11,424>1,678). Therefore, Ho was rejected and Ha was accepted. In conclusion, Extensive Reading Strategy can be effectively to be used to teach reading comprehension of eighth grade students of SMP Dharma Wanita.

Effects Of Use Generating Interaction Method Between Schemata And Text (Gist) On Reading Comprehension, And Learning Motivationself-Efficacy Class III Students At SD Negeri Serang 03

Low reading comprehension can have a negative impact on students' motivation and self-efficacy. Students with low reading comprehension skills often have difficulty understanding the material presented, so they may feel unable to understand the material. This study aims to examine the effect of using the approachGenerating Interaction Between Schemata and Text (GIST) on reading comprehension, learning motivation, and self-efficacy of third grade students at SD Negeri Serang 03. The research methodology used in this study was the use of quantitative methods during data collection and analysis. Data collection was carried out using a quasi-experimental design withpretest-posttest control group design. The use of this method can help students better understand reading, increase self-confidence in learning, and increase learning motivation. This positive and constructive feedback can help students feel more confident about their ability to learn and achieve their learning goals. Overall, this research makes an important contribution to the development of teaching methods that effectively improve students' reading comprehension, learning motivation, and self-efficacy. In addition, this research also provides information and advice for teachers and policy makers to choose appropriate learning methods to improve the quality of education in Indonesia.

Cognitive strategies in the reading comprehension improvement

The objective of this research was to determine the effectiveness of the use of cognitive strategies to improve the reading comprehension of university students. Due to the low level of the students, the researcher proposed to carry out a research with quantitative methodology with a quasi-experimental design. This process involved steps such as taking a standardized exam such as the FCE level B2. After this, she planned a series of lesson plans that focused on applying four cognitive strategies such as skimming, scanning, summarizing, and questioning. The population object of this research was made up of 24 students who made up the comparison group and the experimental group. The two groups took the initial test; However, only the experimental group attended the intervention classes. After the intervention period, the students took the final test and these results were statistically analyzed. At the beginning there were no differences between the means of the study groups; but in the end, the result of the experimental group was higher than that of the comparison group. Therefore, it is concluded that the use of cognitive strategies is effective in improving students' reading comprehension.

IMPROVING STUDENT’S READING COMPREHENSION THROUGH COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) ON ACCOUNTING STUDENTS IN TRIATMA MULYA UNIVERSITY

This research is aimed to find out whether or not the implementation CIRC during students’ learning activities. The participant of this research was 30 students in accounting class in Triatma Mulya University. The required data were collected through the use of questionnaire, observation checklist, and reading test. The data from the questionnaire indicated that students had positive attitude toward the implementation of CIRC. CIRC improves their reading comprehension in learning English and this technique brings more fun to the process of learning. Moreover, it was found from observation data that the students were actively participated during the implementation. Finally, the study proved that CIRC improved students’ reading comprehension Students’ mean score of reading before implemented this technique was 56.06 in the beginning of the study the mean score was 71.2 their mean scores improved from 77,94 to 85,23.
 Keywords: CIRC ,Reading Comprehension , Accounting Students

The Role of Planning in Reading Comprehension by Adolescents with ADHD: Evidence from Eye-Movements

This study explored the manner in which poor planning skill impairs reading comprehension of students with ADHD. Ninety-six adolescents with and without ADHD completed a planning task (Tower of London) and answered open-ended questions following the reading of two expository texts under two reading goals—study and entertainment, while their eye-movements were recorded. Findings indicated lower performance for the participants with ADHD on the planning and reading comprehension tests. Moreover, controls exhibited longer and more frequent (re)readings of text ideas in the study than in the entertainment goal condition, whereas readers with ADHD showed similar reading patterns for both reading goals. Critically, the difference observed between the groups on the reading comprehension test was mediated by the difference observed in their planning performance and goal-based reading patterns. Findings suggest that students with ADHD experience difficulties in reading comprehension due to poor planning of their text processing, as appropriate for different reading goals.

THE EFFECT OF USING COLLABORATIVE STRATEGY READING ON STUDENTS READING COMPREHENSION IN NARRATIVE TEXT AT TENTH GRADE OF SMAN 1 TEMBILAHAN

This research aimed to know the effect of using Collaborative Strategy Reading on students reading comprehension at SMAN 1 Tembilahan. The researcher found several problem experianced by students in english, such as: Students had difficulty understanding reading texts, some students not able to get information from the text, students need much time to comprehend the text, and students have problems answering the reading passage. Collaborative Strategy Reading is useful for students skill in reading comprehension. The design of this research was the tenth grade of SMAN 1Tembilaha 2022/2023 academic year. The population of this research was 312 students consist of 9 classes. While, the sample of this research was two classes consist of 68 students. The sample of this class was X.MIPA5 as control group and X.MIPA4 as experimental class. To get the data of this research, the researcher gave test as insruments which included pre-test and post-test. For the pre-test and post-test in the form of multiple choices test, consist of 2o items questions for each. The learning prosess was three meetings. The finding of this research showed that the avarage score in pre-test was 38,5 while in post-test was 66,3 for the experimental group. The mean score of post-test was higher than the mean score of pre-test. The result of analysis, it showed that the value Tobserved 3,39 was higher than Ttable was 2,00 in significant 5% based on the result, it was provided that the null hypothesis (H0) was rejected and alternative hypothesis (Ha) was accepted. Therefore, there was a significant effect of Collaborative Strategy Reading on students reading comprehension at SMAN 1 Tembilahan

Enhancing Students’ Reading Comprehension Through Cooperative Learning and Self-Effication

This research aims at enhancing the English reading comprehension of Indonesian students in secondary schools through cooperative learning models and self-efficacy. The research model is an experiment with a 2 x 2 factorial design. The research sample was 72 high school students in the 11th grade at South Jakarta state school in the school year 2022/2023. Data analysis uses a two-way analysis of variance (ANOVA). The learning model's effectiveness is determined by calculating the effect size. The finding reveals that the cooperative learning models affect English reading comprehension, self-efficacy affects English reading comprehension, and a cooperative learning model in interaction with self-efficacy affects English reading comprehension. The jigsaw-cooperative learning model has great effect size in increasing English reading comprehension. Thus, it effectively improves English learning outcomes in secondary schools. Hopefully, the results of this study will be usefull for further research as input to enhance students' English proficiency in Indonesia generally.Keywords— reading comprehension, cooperative learning, self-effication, effect size

The Effect of Using Paragraph Shrinking Strategy Toward Students Reading Comprehension in Narrative Text at Ninth Grade of MTS Koto Tinggi

This research was conducted to determine the effect of using the paragraph reduction strategy on students' reading comprehension in Narrative Text in class nine at MTS Koto Tinggi. The background of this research is based on students' problems in reading comprehension when learning English. First, students cannot find the main idea and identify important information in the text. Second, students are lazy to read and understand texts because students do not know the meaning of the vocabulary in the text. Third, some students got low scores in reading. In this research, researchers used quantitative methods with a quasi-experimental research design by comparing two classes. The sample for this research was class 9 students at MTS Koto Tinggi, IX B as the experimental class, totaling 15 students, and IX C as the control class, totaling 15 students. The instrument of this research is a reading test. Data were analyzed using SPSS 22. The results showed that there was a significant influence on students' reading comprehension between students who were taught using the paragraph reduction strategy and without using the paragraph reduction strategy. This can be seen from the data calculations in the one sample t test and paired sample t-test showing a 2-Tailed significance of 0.000 < 0.05 so that Ha is accepted and Ho is rejected. It can be concluded that there is a significant effect of using the paragraph reduction strategy on students' reading comprehension and there is a difference between the reading comprehension of students taught using the paragraph reduction strategy and students taught using conventional methods. It can be concluded that the use of the paragraph reduction strategy has a significant influence on students to improve reading comprehension.

The Impact of Collaborative Strategic Reading (CSR) on the Students’ Reading Comprehension

The researcher found some problems of students in reading comprehension. The classroom was also quite crowded, boisterously, and students bored. The aims of this research are to know whether there is any significant effect of using Collaborative Strategic Reading (CSR) on the student reading comprehension. To explained the impact of using Collaborative Strategic Reading (CSR), the researcher used pre-experimental research and quantitative approach with one group pretest and posttest. This research was conducted at SMAN 6 Kediri. The subject of this research is first grade students and the sample consist of 36 students. The result of this research showed that t-score is higher than t-table in the level significant of 0,000. The mean score of pretest is 57,77 and the mean of posttest is 87,77. The result of this research shows that there is any significant effect of using Collaborative Strategic Reading (CSR), it is proven by the different score between pretest and posttest. This strategy helps the students to solve their problem in reading comprehension. The students are able to understand the text easily and enjoy learning.

The Effect Of Pre-Questioning Teaching Technique To The Reading Comprehension Of Grade Ten Students Of Smk Swasta GKPI 1 Pematang Siantar On A Narrative Text

This research aimed to find out the significant effect of the pre-questioning teaching technique on the reading comprehension of Grade Ten students of Smk Swasta Gkpi 1 Pematang Siantar on a narrative text. This research was carried out at SMK Swasta GKPI 1 Pematang Siantar, namely in classes X TKJ A and X TKJ B. The problem statement of this research was the effect of the pre-questioning teaching technique on the reading comprehension of Grade Ten students of SMK Swasta GKPI 1 Pematang Siantar on a narrative text. The researcher used a quantitative method with a quasi-experimental design and used two classes: the experimental class and the control class. The data was collected using a multiple-choice test. The instrument used to collect data was taken from the results of students' pre-test and post-test scores, where the data was calculated manually using MS Excel. The result of this research showed that the average value of the experimental class was 40 in the pre-test and 80,16 score in the post-test. While the average value of the control class was 39,1 score in the pre-test and 65,5 score in the post-test, The results of the students scores on the post-test showed that the use of the pre-questioning teaching technique was very effective in reading narrative text for grade ten students. The t-test calculation showed that the t-test value was higher than the t-table value (3,32>1.670). The null hypothesis (Ho) was rejected. So, it could be concluded that the pre-questioning teaching technique was very significant in developing students reading comprehension, especially in narrative text.

Reading Comprehension for the Tenth Grade Students of SMAN 11 Jambi

This research aimed to find out the effectiveness of using Listen – Read – Discuss (LRD) strategy towards students’ reading comprehension for tenth grade students at SMAN 11 Jambi. This method of research is quantitative and the design of this research is quasi-experimental design. This research used two classes, experimental class and control class, X-E7 as experimental class were taught by using Listen-Read-Discuss (LRD) Strategy, and X-E3 as control class were taught without Listen-Read-Discuss (LRD) strategy. Both classes consist of 36 students. This research used a test instrument with multiple choice questions with total number questions is 16 items. The test consisted of Narrative Text. The technique of data analysis is calculation the students’ score and analyzing using SPSS. The data was analyzed by T-test using SPSS for windows version 21.0. The result of this research is found that the mean score of post-test in experiment class with using LRD strategy was 87,86 and the mean of post-test in control class without using LRD Strategy was 77.67. Meanwhile, from T-test analysis found that the value of sig (2-tailed) was 0.000. As the result, it can be seen that 0.00 < 0.05 which mean that null hypothesis (Ho) was rejected ad the alternative hypothesis (Ha) was accepted. It means that there is significant effect of using Listen-Read-Discuss (LRD) strategy toward students reading comprehension at tenth grade students of SMAN 11 Jambi.

KESULITAN MEMBACA PEMAHAMAN SISWA KELAS IV SDN 112 PEKANBARU

Education is important to meet students needs. This is in line with Article 5 of Law Number 20 of 2003 concerning the National Education System which states that everyone has the right to obtain a decent education. Early basic education is very important in the development of students' personalities. Elementary school is the initial stage of basic education and functions as a foundation for students linguistic development. Reading, writing, listening and speaking are part of the language skills that must be mastered. Reading is a key element of language ability. Reading is very important for gathering knowledge and gaining understanding. Reading comprehension is an activity carried out seriously by the reader in order to obtain various information, messages and meanings contained in a text. The purpose of this research is to describe students reading comprehension difficulties, factors that influence students reading comprehension difficulties, solutions to students reading comprehension difficulties. The method used is qualitative to analyze data with a descriptive case study approach, with data collection techniques of tests, observations, interviews with teachers and class IV students.

Developing a Structural Model of Reading Comprehension for Third, Fourth, and Fifth-Grade Students in Persian Language Schools of Tehran Based on the Perfetti Theoretical Framework

Background: Reading comprehension is a complex skill rooted in language, and significant research has concentrated on identifying metalinguistic abilities that can predict children's comprehension skills. Morphological awareness is one such skill. Within the theoretical framework of reading comprehension, Perfetti, Landi, and Oakhill (2005) proposed that morphology serves a dual function in the text. In the first capacity, morphology is regarded as an integral part of the vocabulary system, indirectly enhancing text comprehension by aiding in the reading of intricate words. In the second capacity, morphology is viewed as a component of the linguistic system, directly impacting reading comprehension by influencing general comprehension processes. Objectives: This study aimed to examine the interconnection among vocabulary proficiency, morphological awareness, and reading comprehension in elementary school students in the Persian language, utilizing the theoretical framework proposed by Perfetti and Landi in their reading comprehension model. Additionally, it sought to construct a structural model of reading comprehension tailored to third-, fourth-, and fifth-grade students in Persian, drawing inspiration from the model introduced by Levesque et al. (2017). Methods: This research adopted a quantitative approach and was carried out using a cross-sectional methodology in Tehran in 2023. The population consisted of 180 students aged between 9 and 11 years. Data collection encompassed a questionnaire that gathered personal information from the students, along with their scores on assessments related to vocabulary knowledge, morphological awareness (comprising production and decomposition subtests), and reading comprehension tests. Results: Among the Persian-speaking students across all three grades, a significant positive correlation was identified between vocabulary knowledge and morphological awareness, vocabulary knowledge and reading comprehension, and morphological awareness and reading comprehension (P < 0.01). Conclusions: This study revealed that morphological awareness has varying effects on reading skills among Persian-speaking students. In the third grade, it notably influences fluent reading, while in the fourth and fifth grades, it plays a significant role in enhancing text comprehension. As a result, it is imperative to incorporate instruction on morphological awareness, encompassing both decomposition and production aspects, into Persian language textbooks, with particular emphasis on grades 3 through 6.

The relations of morphological awareness with vocabulary, word reading, and reading comprehension for Korean-speaking middle school students

The relations of morphological awareness with vocabulary, word reading, and reading comprehension for Korean-speaking middle school students

School Literacy Movement Program and Its Impact on Students Reading Interest and Reading Comprehension Skills

This research was motivated by the low interest in reading and students' reading comprehension abilities. The School Literacy Movement was implemented as an effort to improve students' abilities in literacy. The School Literacy Program has the potential to increase students' reading interest and reading comprehension. The school literacy movement program often organizes various interesting activities such as writer's meetings, reading competitions, and book clubs. These activities can stimulate students' interest in reading and help them feel more connected to the world of literacy. This program focuses on teaching literacy skills, including reading comprehension. The aim of this research is to describe the implementation of the School Literacy Movement, the impact on reading interest, and the impact on fourth grade students' reading comprehension abilities. This research uses a qualitative method with a descriptive case study approach. The data collection techniques used were observation, interviews, questionnaires and documentation. The results of this research show that students have implemented the School Literacy Movement. Students' interest in reading has increased and their enthusiasm has increased. Students' reading comprehension abilities have also increased, it is known from tests on reading story texts and answering questions that students are able to understand the contents of the text, find the message of the story, and are able to summarize the story. In terms of reading comprehension, this program also integrates strategies and approaches supported by research to improve students' reading comprehension. Thus, the School Literacy Program can provide a strong foundation for the development of reading skills and better reading comprehension in students.