Reading Comprehension Of Learners Research Articles

Increasing The Students’ Ability In Reading Comprehension By Using Shared Reading Strategy At The Eighth Grade Of SMP Negeri 3 Gunungsitoli In 2022/2023

Reading was a part of four skills in mastering English that should be taught at school because it an important skill to be mastered. In learning English there were four basic skills that should be mastered by students. They were listening, speaking, reading and writing. Reading had to be mastered by students because it could help students got a lot of information and could increase their knowledge for example by reading; the students were expected to build their own comprehension of the text. Based on the observation that was done by researcher in SMP Negeri 3 Gunungsitoli, especially in the eighth grade, most of the students could not achieve the MCC 70. Problems faced by students in learning reading comprehension: the students lacked of vocabulary, the students were not able to identified the topic of the recount text, the students lacked an understanding of the meaning of words in the text, the students could not know the generic structure of the recount text. The research did aim to address students’ problems in reading comprehension through shared reading strategy. This research used a quantitative method and used Classroom Action Research (CAR) design which consists of planning, action, observation, reflection. This research was carried out two cycles and each cycle was conducted two meetings. In cycle I showed that there were 20 students who did not pass the MCC out of 30 students and the average student score was 51.66. In addition, in Cycle I there were results from student evaluations with the lowest score of 20 and the highest score of 85. In Cycle II, all students had passed the MCC out of 30 students and with an average student score of 85.16 and there was a lowest score of 70 and the highest score of 100. Based on the results of the study, the researcher concluded that the used of shared reading strategy could improve students’ reading comprehension skill.

Improving Reading Skill For Elementary Class at SD Melbourne School Binjai

Community service is one of the obligation in higher education. Tridharma of Higher Education is education, research, and Community service . sometime that students of primary level is not important, but actually Community service for students of primary level is important in English because they are in critical period, its time for the to learn English or other language (according to Eric Lennenbeg). They need to learn, and do more practices. In reading comprehension students also learn new vocabulary, when they repeat the sentences they learn speaking. They learn English happily. Writer tried to teach reading comprehension with quiz exercise, the goal of this community services is to improve the competence for teachers and students specifically in reading comprehension. In learning reading comprehension students also improve their vocabulary as well as speaking.

Effects of Reading-While-Listening and Reading Only on Reading Comprehension of Japanese High School EFL Learners

Effects of Reading-While-Listening and Reading Only on Reading Comprehension of Japanese High School EFL Learners

Employing Cooperative Learning to Enhance the University Students’ Reading Comprehension

Cooperative learning is considered one of the most effective learning methods to improve students’ language skills. Reading is an essential language skill for students in language learning. Therefore, this study was aimed at improving reading comprehension through cooperative learning. The result data showed that the score in each cycle improved significantly. The grand mean of the first cycle was 78.26, and 85.22 in the second. The grand mean score of the first and second cycles is much higher than the mean score of the initial reflection. Moreover, the questionnaire result showed comparative percentages of 41.62%, 41.62%, 16.76%, and 0% for items A, B, C, and D, respectively. The questionnaire results indicated that most of the students were actively engaged in learning reading comprehension. Therefore, this study implies that lecturers should utilize the cooperative learning method more intensively in teaching English.

Exploring the influence of the Socrates Seminar Technique on anxiety, motivation, and reading comprehension in foreign learners of Turkish

This research aims to study the effects of the Socrates Seminar Technique on foreigners' Turkish learning anxiety, motivation, and reading comprehension skills. For this purpose, a pretest-posttest quasi-experimental design with a control group, which is one of the quantitative research methods, was used in this research. The study group of the research consists of 40 B2 level students learning Turkish at Bandırma Onyedi Eylül University, Turkish and Foreign Language Teaching Application and Research Center (BANÜ-TÖMER). To collect the research data, the Reading-Comprehension Achievement Test prepared by the researchers, the "Foreigners' Turkish Learning Anxiety Scale" designed by Sevim (2019a), and the "Motivation Scale for Learning Turkish as a Foreign Language" developed by Sevim (2019b) were used. Simple and predictive statistical methods were used to analyze data obtained via evaluation tools. After evaluating the findings obtained from the research, it was concluded that implementing the Socrates Seminar Technique in course activities led to increased reading comprehension achievement and enhanced motivation among students learning Turkish, while also reducing their anxiety levels associated with learning the language. Additionally, the study aims to provide concrete examples of course activities developed using the Socrates Seminar Technique in the realm of foreign language teaching. This study is intended to benefit both teachers and students, offering practical insights to enhance the teaching process in what is commonly perceived as a challenging domain.

The effect of team teaching on Iranian ESP learners reading comprehension

This article defines team teaching as a teaching approach that utilizes the expertise and instructional capabilities of distinct educators to enrich the process of learning. Team teaching refers to an instructional strategy that involves the collaborative efforts of multiple teachers who jointly plan, deliver, and assess the learning experiences of a group of students. This approach integrates the diverse knowledge, skills, and perspectives of the participating educators to create a more comprehensive and engaging educational environment. This paper has examined the use of team teaching as a means of enhancing reading comprehension of English for specific purposes in Iranian context. A number of 100 intermediate-level ESP students in Iran participated in this study. They were divided to two groups, control group with 50 students and experimental group with 50 ones. Team teaching or collaborative teaching strategy was used for experimental group. For control group individual teaching or none collaborative teaching was employed. The data obtained from the study was given to SPSS software. Statistical procedure appropriate for this study was analysis of covariance (ANCOVA). The results of the study showed that in comparison with individual or none collaborative teaching, collaborative or team teaching has a better effect on Iranian ESP learners reading comprehension. It is also found that multilevel class has positive effect on learning language skills.

The Effectiveness of Merdeka Mengajar Platform towards the Learning of English Reading Comprehension as the Implementation of Independent Curriculum at UPTD SMPN 19 Barru

This research aims to find out students' reading comprehension abilities before and after being taught using the Merdeka Menagajar Platform. This study used a one-group pretest-posttest design. There isn't any control group. Researchers give pre-tests to students, and then researchers give students treatment of reading comprehension using the Merdeka Mengajar Platform. The sample of this research was seventh-grade students of UPTD SMPN 19 Barru, a total of 21 students. The results show that the average pre-test score of seventh-grade students at UPTD SMPN 19 Barru experienced a significant increase in the post-test after being taught using the Merdeka Mengajar Platform on treatment. The average student score in reading comprehension on the pre-test was 55.00 and on the post-test was 84.29. So there is an increase in students' reading comprehension. This study shows the value of the t-test is higher than t-table values (14,496 >2.09302). The results of the t-test calculation of student learning before and after being taught using the Merdeka Mengajar platform are greater than the t-table. Can it be concluded that the null hypothesis (H0) is rejected and the alternative hypothesis (H1) is accepted? Researchers concluded that the use of the Merdeka Mengajar platform is a learning method that can improve reading comprehension ability in learning English.

Cognitive processes in EFL learners' reading comprehension: A comparative analysis of WhatsApp and traditional group-driven reading

WhatsApp (WA) has become increasingly popular in second language (L2) instructional practices, primarily for assessing L2 learners’ outcomes. Despite this popularity, there remains a significant gap in the literature regarding well-documented inquiries into the cognitive processes and reading comprehension of L2 learners. This study aimed to explain L2 learners’ reading comprehension abilities, and explore their cognitive processes between L2 learners who were taught using WA reading groups and those taught using the traditional group-driven reading approach. A mixed quantitative using an experimental design with 32 learners (12 males and 20 females) and a qualitative design was applied to address the two research purposes. The study results illustrated that learners' cognitive process in the WA reading group was effective, and their reading comprehension scores were higher than the traditional reading group. The effective cognitive strategies were visualized from learners’ WA chat histories. The WA reading group's cognitive process involved content discussion, self-reflection, and interpretation during online reading activities. They did not discuss from word to passage, but they tended to discuss the text's content and logical flow without finding the same difficult word for all group members. Conversely, the traditional reading group cognitive processes were less effective since the group member roles were not identified, such as all learners starting to find similar unfamiliar words and then discussing them again before interpreting the content of the texts. Study limitations and pedagogical implications from the study are adequately discussed.

IMPROVING READING COMPREHENSION WITH DISCUSSION METHODS FOR CLASS IV STUDENTS OF SDI AL KHOIRIYAH PROBOLINGGO

This research was motivated by the initial observation that fourth grade students at SDI Al Khoiriyah Probolinggo experienced a decrease in learning outcomes, especially in learning reading comprehension. This is influenced by the low comprehension of students in learning because the teacher only uses the lecture method without exploring student understanding in comprehends the reading. In addition, the application of learning methods by the teacher in improving student learning outcomes in reading comprehension is not quite right, resulting in students being slow in developing their achievements. This study aims to improve reading skills with comprehension by using the discussion method. The method used in this research is Classroom Action Research (CAR). The types of data in this study are qualitative data and quantitative data, using observational data collection methods through tests assigned to grade IV students and documentation methods. The results showed that the classical completeness of class IV students at SDI Al Khoiriyah Probolinggo in the first cycle obtained a percentage of 55%, so that the acquisition of this percentage had not yet reached the completeness criteria which was expected to be completed classically if it reached > 75%, whereas in cycle 2 the classical completeness was obtained by 100% with the acquisition of scores of all students (20 students) have achieved a score of > 65% or students who score < 65% is 0%. This indication shows that by applying the discussion method, the increase in reading learning outcomes with the fourth grade students' understanding of SDI Al Khoiriyah Probolinggo increased by a percentage of 100%.

The effects of segmentation on cognitive load, vocabulary learning and retention, and reading comprehension in a multimedia learning environment

BackgroundSegmentation is a common pedagogical approach in multimedia learning, but its effects on cognitive processes and learning outcomes have yet to be comprehensively explored. Understanding the role of segmentation is crucial, as it has the potential to influence the way instructional materials are designed and delivered in digital learning environments.ObjectivesThis research aims to fill this gap by examining the impact of segmentation on cognitive load, vocabulary acquisition, retention, and reading comprehension in a multimedia learning context.MethodologyParticipants were selected from two language schools in Zhengzhou through a multi-stage random sampling method. Ninety teenage students were randomly assigned to six experimental groups. The study utilized a 2 × 3 factorial design to examine segmentation and textual augmentation effects. Four assessment instruments were employed: a Reading Comprehension Test, a Vocabulary Assessment Test, a Cognitive Load Assessment Scale, and a Prior Knowledge Test. The experiment comprised four stages: pre-test, Instruction, post-test, and follow-up. Data analysis was performed using SPSS 22 software, involving descriptive statistics, one-way, and multi-way analysis of variance.ResultsResults indicated that high segmentation significantly impacts cognitive load, vocabulary learning, retention, and reading comprehension across various aspects of multimedia learning. In essence, segmentation reduces cognitive load, supports learning efficiency, and facilitates more profound understanding, vocabulary learning, and retention.Conclusions and implicationsHigh segmentation in multimedia learning significantly impacts cognitive load, vocabulary learning, comprehension, and retention. Educators should prioritize segmentation for more effective and engaging e-learning experiences.

Navigating the maze of reading comprehension for first grade learners

Navigating the maze of reading comprehension for first grade learners

Multi-Task Learning of Japanese How-to Tip Machine Reading Comprehension by a Generative Model

Multi-Task Learning of Japanese How-to Tip Machine Reading Comprehension by a Generative Model

Developing Reading Test for the First Semester Students of English Education Department at University of HKBP Nommensen Pematangsiantar

The significance of reading comprehension in lifelong learning cannot be overstated. It serves as an interactive process that bridges the gap between the reader and the text. Irrespective of the academic level or subject, students must possess strong reading comprehension skills. The assessment and evaluation of students' reading comprehension abilities are integral components of testing. The tests administered to measure students' achievements should strive to provide accurate and reliable information. The purpose of this research is to create a practical, valid, and reliable reading comprehension exam for use in the English Education Department of the Faculty of Teacher Training and Education at the University of HKBP Nommensen Pematangsiantar. This research uses a quantitative method and carries out at the first semester students, academic year 2023/2024. In the development of reading tests, the preferred format utilized is the multiple choice test. There are 25 items. Relatively speaking that the 9,38 score is relatively high. It demonstrates how the exam appears to be able to distinguish between the test subjects. The reliability of this multiple choice reading comprehension test can be inferred from the KR-21 scores, which stand at 58%. The test's evaluation and the field trial's outcome confirm that the test's results are accurate, dependable, and useful in terms of content.

Impact of Science Process Skill on English Reading Comprehension of Learners

Impact of Science Process Skill on English Reading Comprehension of Learners

The Effects of Graphic Organiser-based Reading Instruction on Reading Comprehension among Malaysian ESL Learners

This study investigated the impact of two graphic organizer (GO) instruction methods on reading comprehension in Malaysian ESL learners. The experiment involved180 Malaysian ESL students from three international schools, with one group received GO 1 instruction, another group received GO 2 instruction, and a control group received traditional instruction (NGO). Three instruments were used: a reading ability test, five practice sessions with five expository passages, and a reading comprehension test. The results of the 2-way ANOVA analysis indicated a significant interaction between GOinstruction, reading ability, and reading comprehension performance. The study found that GO instructions, specifically the concept mapping(GO 1)and KWL strategies(GO 2), were effective in enhancing reading comprehension, particularly among good readers. The KWL strategy also demonstrated benefits for improving reading comprehension,promoting active participation and critical thinking compared to the concept mapping group.This research contributes to the advancement of knowledge in ESL education by comparing the effects of the Concept Mapping strategy and the KWL strategy on reading comprehension among Malaysian ESL learners, thereby enriching the existing understanding of instructional methodologies in the field. Additionally, it diversifies generative learning strategies research by focusing on specific strategies, namely Concept Mapping and KWL, in a comparative analysis against the traditional NGO method, providing valuable insights for ESL educators to make informed decisions about instructional approaches. The study's findings have important pedagogical implications for ESL instruction.

The effects of using pictograms during the English teaching-learning process in primary school

In the realm of Primary English as a Foreign Language (EFL) education, educators often encounter diverse difficulties in conveying instructions and facilitating student learning. This study recognizes the significance of employing visuals and straightforward language to enhance the teaching-learning process. Within this context, pictograms emerge as a valuable and innovative resource for EFL teachers, particularly in teaching English to children. The aim of this is to investigate the effect of pictograms on English education in primary schools. To achieve a comprehensive understanding, a slight adjustment to the class methodology was made. To operationalize this approach, a pre- and post-test, a survey, and an open-ended questionnaire were administered to collect data, facilitating a clear analysis. The first questionnaire involved three teachers who serve as heads of the English department, the survey included responses from nine primary English teachers, and the pre- and post-test garnered results from 39 primary school students. Results elucidate students’ performance, and teachers’, and heads of the English department’s perceptions of how the use of pictograms influences vocabulary acquisition, engagement, motivation, reading comprehension, and language production in English teaching and learning. By reordering the methodology and refining the ideas, the study may provide a clearer and more effective exploration of the impact of pictograms on English education in primary schools.

Examining the reading comprehension pedagogical practices developed by ESL teachers in Namibian primary schools

Many studies addressing methods to improve reading comprehension in English Language Learners (ELLs) primarily focus on WEIRD (Western, Educated, Industrialized, Rich, and Democratic) samples. Unfortunately, ESL teachers in global South regions like Namibia have often been overlooked in this research. This study aims to bridge this gap by examining the self-developed strategies employed by Grade 7 ESL teachers to enhance reading comprehension in primary schools within Namibia’s Oshikoto region. This research adopts an exploratory case study approach with an interpretivist orientation. The selection of five Grade 7 ESL teachers is done purposefully, and data collection involves stimulated recall interviews and classroom observations. To analyse the collected data, an inductive thematic analysis is applied. The findings shed light on the practices of experienced teachers, revealing that they continue to utilise pedagogical methods acquired during their initial teacher education, including previewing, reading aloud, fluency training, and vocabulary development. However, these methods do not appear to guarantee improved reading comprehension for learners. Importantly, these teachers did not adapt their practices to suit their specific cultural and linguistic contexts and the needs of their learners. The study’s findings hold implications for the initial teacher education curriculum as they emphasise the importance of incorporating reflective practice to foster personal practical knowledge for teaching reading in non-Western settings.

The Impact of Machine Translation on Vocabulary Acquisition and Reading Comprehension in ESL Learners

This study investigated the impact of using machine translation on vocabulary acquisition and reading comprehension in English as a Second Language (ESL) learners. A total of 60 undergraduate students enrolled in an ESL course were randomly assigned to either an experimental group that used Machine Translation during language learning activities or a control group that did not use Machine Translation. Results showed that the experimental group outperformed the control group in vocabulary acquisition and reading comprehension, while also experiencing a higher cognitive load. The study suggests that while Machine Translation can be a useful tool for ESL learners, it should be used with caution and guidance to prevent negative effects on cognitive load.

The Effectiveness of Graphic Organisers for Improving Reading Comprehension in ESL Learners: A Systematic Literature Review

The objective of this study is to examine the effects of graphic organisers (GOs) as an instructional tool for enhancing reading comprehension among ESL learners. This paper presents a systematic review of related topics over the past decade, from 2015 to 2020, and found 31 journal papers that fulfilled the research criteria, representing the scholarly work in this field. These studies were published in journals indexed in Google Scholar, Eric, ProQuest, and JStor, and were selected according to a set of inclusion and exclusion criteria. The current literature review reveals that graphic organisers help learners visually organise and structure information, making complex concepts and relationships more accessible. They promote active engagement with the content as well as support the identification of main ideas, supporting details, and relationships between concepts. This enhanced comprehension leads to better retention and understanding of the material. However, the effectiveness of graphic organisers is influenced by issues such as visual literacy challenges, lack of familiarity with GOs, low cognitive level, and selection of an appropriate GO. In conclusion, our findings suggest that incorporating graphic organisers in language learning can be a valuable tool for educators to enhance their students’ reading comprehension skills. By considering the influencing factors, educators can tailor their teaching methods to optimise the benefits of graphic organisers.

The Effectiveness of Quizizz as Web-Based Learning Media in Teaching Reading Comprehension

This study aims at investigating the effectiveness of using Quizizz as a Web- Based Learning Media in Reading Comprehension Learning on recount text. This study used a quasi-experimental research design. Class VIII-J and class VIII-K of a State Junior High School in Kediri were used as research samples. Class VIII K was the experimental group consisted of 34 students and taught by using quizizz, and class VIII J was the control class consisted of 34 students and taught by using Gform. Two set of reading tests were used as pretest and posttest research instruments. The data analysis used the Mann Whitney non-parametric test in SPPS to test the hypothesis because the data was not normally distributed. The result shows that the null hypothesis can be rejected because the significant value obtained is 0.000 < 0.05. Quizizz is effective for teaching reading recount text with a large effect size adopted from the Cohen standard (0.8 ≤ 0.84 ≤ 2.0). According to the findings of this study, it can be concluded that Quizizz is an effective media for teaching recount text. It is also suggested that teachers can apply Quizizz as a learning media so that students are interested.