Reading Comprehension Of Text Research Articles

The Effect of Using Wordwall Media on Reading Skills and Comprehension of Narrative Text

This research was motivated by the lack of reading comprehension of fourth grade students at SDS An Najwa Marelan in narrative text material. This is because teachers have not implemented learning media and students do not understand reading narrative texts. As a result, students feel bored reading the text and find it difficult to come up with ideas for paragraphs and the content of the story. The aim of this research is to describe the use of wordwall media and find out whether there is an influence of wordwall media on the ability to read and understand narrative text. This type of research is quantitative research, the data collection method used is a questionnaire. The research results show that there is an influence of using wordwall media in improving reading comprehension skills in determining the main idea in each paragraph, searching for information and understanding the content of the story and retelling the story using their own language. Thus, the reading comprehension skills of class IV SDS an Najwa Marelan students in narrative text material show improvement through wordwall media

Wdrażanie różnojęzycznych studentów filologii regionów do czytania literatury francuskojęzycznej. Refleksja glottodydaktyczna nad wstępną koncepcją kursu

The current paper is a reflection on introducing plurilingual students of Regional Language Studies to the reading of francophone literature. The paper first discusses the didactic background for the reflection and emphasizes the plurilingualism of students. Next, the author presents how the autonomization approach to learning and teaching could be applied in an optional course of French focused on developing plurilingual learners’ reading comprehension of francophone literary texts, even before they reach the advanced proficiency level in French. The initial course concept will be illustrated with didactic analysis of the francophone novel – “L’ignorance” by Milan Kundera.

THE EFFECT OF THE PREVIEW, QUESTION, READ, SUMMARIZE, AND TEST (PQRST) TECHNIQUE PLUS CHARACTER JOURNAL ENTRIES (CJE) PROJECT TOWARDS STUDENTS’ READING COMPREHENSION

This study employed a pre-experimental research design to determine the effectiveness of using the Preview, Questions, Read, Summarize, and Test (PQRST) technique plus Character Journal Entries (CJE) in teaching reading comprehension of narrative texts. The participants of this research were SMA Negeri 9 Pontianak students in the tenth-grade students, consisting of 252 students in academic 2023/2024. The sample was chosen using cluster random sampling facilitated by the Spinning Wheel website. The study’s sample consisted of 30 students from X E. This research used a test as its instrument. The test consisted of 20 multiple types of questions. The calculation was done using SPSS v.23. The researcher used the Wilcoxon Signed Ranks Test for the paired test. The result shows the Asymp.Sig (W) value (0,000) < W table (critical values table) (0,05). As a result, the null hypothesis was rejected, and the alternative hypothesis was accepted, meaning the PQRST technique plus CJE project has been significantly effective towards students’ reading comprehension, with the result of effect size 2,45.

The Effect of Understand-Answer Strategy Instruction on Reading Comprehension of Students with Ld

The purpose of this research is to determine the effect of the Understand-Answer Strategy on the reading comprehension skills of students with learning disabilities. The research was carried out on students with a diagnosis of learning disability studying in secondary schools in Pendik, Istanbul, affiliated with the Ministry of National Education. The selected students are between the ages of 12 and 13, with two girls and one boy. The research was carried out with a single-subject design, a "Multiple probe design between subjects". The dependent variable of the study is the number of correct answers given to the reading comprehension questions in a written reading comprehension text. The independent variable of the research is the Understand-Answer Strategy. The experimental process consisted of the stages of determining the starting level, teaching the Understand-Answer Strategy, end-of-teaching evaluation, monitoring, and generalization. At the end of the study, the opinions of the students and their families were also considered. The Understand-Answer Strategy consist of activating prior knowledge, discussing the strategy, being a model, guiding practices and independent practices. At the end of the research, the opinions of students and their families were examined as social validity data. In all evaluation conditions, students were asked to read a narrative text and then answer eight reading comprehension questions. The scoring of the data was determined by the correct answers given by the students to the questions. The research findings have shown that the Understand-Answer Strategy is effective in improving the reading comprehension skills of students with learning difficulties. Furthermore, students who learned this strategy were able to provide correct answers to reading comprehension questions 1, 3, and 5 weeks after the end of the application, and it was observed that students who learned the strategy with different participants generalized their reading comprehension performance. According to the social validity findings, students and their families expressed positive views about the Understand-Answer Strategy.

Improving Students' Reading Comprehension of Descriptive Text by Using Picture and Picture Technique at Junior High School

This study aims to improve students’ reading skills using Picture and Picture Technique. The study used a quasi-experimental design with two classes of pre-test and post-test designs as the research design. The sample consisted of 23 VIII A students and 23 VIII B students from SMP Negeri 2 Tlogowungu in the academic year 2022/2023. The students were divided into two groups: experimental and control. A t-test was used to analyze the collected data. The analysis found that t-test had a greater value that the t table (t count = 10.017, t table = 2.074 at the level significant 5%). The reading skills of both groups has improved, yet there is a significant difference between the two. The average post-test learning result of the experimental class is 79.65, while the average control class is 61.39. As a result, it is possible to conclude that using the Picture and Picture Technique can improve students’ reading skills.

Assessment of Perceived Teaching Strategies Used by Teachers of English in Teaching Reading Comprehension

The study assessed the perceived teaching strategies English teachers use in teaching reading comprehension at Cascade Technical Academy (pseudonym) in Ghana. The study was underpinned by the constructivist theory. A mixed-method approach, questionnaires and observation checklists were used for data collection. The study relied on simple random sampling to select 80 Form Three students, while 5 teachers of English were purposively selected. Descriptive statistics (frequencies and percentages) were used for the quantitative analysis, while the qualitative data were grouped into themes. The study found from teachers' experiences that students had an average reading level. Teaching strategies, duration, and the number of times teachers have reading activities to teach reading comprehension were average. Again, the study established that inadequate textbooks, time allocation, and absenteeism were some challenges teachers encountered in English comprehension. Finally, it was observed that difficulty in pronunciation and the use of idiomatic expressions were sources of worry for students. Most students believe that reading comprehension directly impacts a student's academic performance, which influences other subjects of study. The study recommends that teachers help develop students' reading skills and comprehension of text on a daily basis to help improve students' performance.

MOROCCAN EFL UNIVERSITY STUDENTS’ RELIANCE ON GOAL-SETTING AND BACKGROUND KNOWLEDGE IN PROCESSING ENGLISH (L3) WRITTEN TEXTS: AN EXPLORATORY CASE STUDY

The present study investigates the extent to which EFL university learners engage in metacognitive planning strategies for conducting the multifaceted process of reading in an effectual, self-regulated manner. Addressing this set objective, this exploratory study, which is part and parcel of my unpublished dissertation (defended in 2015) dealing with the interplay between metacognition and EFL reading, targeted 113 Moroccan English department students (Group 1: N=50; Group 2: N=63) pursuing their English Language Studies at the first-semester level. The data were elicited from the respondents employing two advanced-level EFL reading comprehension texts (i.e., narrative, expository) and a retrospective questionnaire. The attained results indicate that the targeted EFL groups (Group 1 & Group 2) did have recourse to their background knowledge as an efficient platform for generating an effective sense of the assigned written discourse without setting explicit, self-directed goals prior to processing the textual content. Thus, some pertinent recommendations falling within the parameters of pedagogy and research as well as a few limitations are presented.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0769/a.php" alt="Hit counter" /></p>

The Implementation of Bottom-Up in Reading Comprehension for Vocational School Students

This research aims to investigate the improvement reading comprehension of SMK PGRI 2 Mojokerto by using Bottom-Up approach in reading comprehension of recount text. The research was conducted in two Cycles of Classroom Action Research (CAR) where each Cycle was conducted in 4 (four) phases, they were: planning, action, observation, reflection. Each Cycle was applied in (four) meetings. The subjects of the research were 35 students of tenth grade (X-C Mechatronics). In collecting data, the researcher applied three instruments: observation, questionnaire and reading test. There were 2 (two) observations in field note which conducted by the researcher: the first observation which was done before implementing Bottom-Up to find the problem during reading activity in English lesson. Meanwhile, the second observation was to find the improvement in having Bottom-Up that conducted by English teacher during the approach applied. The questionnaire was delivered to students in the fourth meeting of the second Cycle to find out the responses of the students in learning reading by using Bottom-Up. The data was analyzed through descriptive and statistical method. In this research, the researcher acted as a teacher and the English teacher as an observer. The research findings showed that the students reading comprehension improved from Cycle I to Cycle II. Furthermore, the data from the observation and questionnaire indicated that the majority of the students gave positive response toward the use of Bottom-Up approach in teaching reading. It emphasized that the approach could improve students’ ability in reading, effective, interesting, and grab the students’ enthusiasm in reading activity.

Domain‐general and reading‐specific cognitive flexibility and its relation with other executive functions: Contributions to science text reading comprehension

BackgroundCognitive and linguistic factors have been incorporated into models to explain reading comprehension beyond classical models of reading. This study explores the contribution of executive functions, mainly domain‐general and reading‐specific cognitive flexibility, in reading comprehension of science texts in monolingual Spanish speaking upper elementary students.MethodsA total of 275 Chilean students from fourth to sixth grade participated in this study. They were evaluated in working memory, inhibition, reading fluency, domain‐general and reading‐specific cognitive flexibility, academic vocabulary and science reading comprehension.ResultsThe results show that cognitive flexibility is a variable that explains performance in science reading comprehension across elementary grades. Furthermore, reading domain‐specific cognitive flexibility was found to be the variable that explains additional performance in science reading comprehension above inhibition, reading fluency, academic vocabulary and domain‐general cognitive flexibility in Grade 4 and Grade 5, but not in Grade 6.ConclusionsThese results suggest the contribution of cognitive variables such as cognitive flexibility in explaining performance in reading comprehension of science texts. The need to develop cognitive tests specific to reading domain is also discussed.

The Effect of Digital Comic Books on Reading Comprehension

This experimental research aims to find out the effectiveness of digital comic books in reading skills at SMP Bunga Matahari Banda Aceh in the academic year 2021/2022. The samples of this research were 16 students of ninth-grade students who were divided into two groups (one group as an experimental group and one group as the control group). The researcher administered a pre-test before the treatment to collect data about the students reading preliminary scores. Then, the teacher taught reading by using comics in two meetings at the experimental group and conducted a post-test to collect data about the student's reading ability after they learned reading by using narrative-based comics. Meanwhile, the students in the control group were taught reading by using the traditional method in two meetings and then they were given a post-test. Then, the pre-test and post-test test scores were analyzed by using N-Gain scores. The mean score pre-test of the control group was 75.50, and the experimental group was 70.63, the mean score post-test of the control group was 82.50 and the mean score post-test of the experimental group increased to 89.50. Based on the result of the research, it could be concluded that teaching reading narrative text by using digital comics could improve the student's reading comprehension of narrative text.

Improving Students' Reading Comprehension of Narrative Text Through Problem Based Learning

This research was conducted to improve students' reading comprehension of English narrative texts through problem-based learning at SMAN 5 Tasikmalaya Class X in the 2022/2023 academic year. This research is concerned with how using problem-based learning can improve students' reading comprehension of narrative texts. This research uses classroom action research. This is carried out in two cycles. Data can be classified into qualitative and quantitative. Qualitative data was analyzed using observation and interviews. Quantitative data was analyzed using students' pretest and posttest scores. Based on qualitative data, this research found that the use of problem-based learning can effectively improve students' reading comprehension. Students can obtain information from the text well. The reading text provided can make students feel interested and can improve their ability to analyze the text. As a result, they perform better understanding. The findings of this research are also supported by the results of the average student reading comprehension score which increased well from 68 in cycle I to 80 in cycle II. In short, the use of problem-based learning can improve students' reading comprehension of narrative texts.

Practical Strategy Understanding English Reading Comprehension

English reading comprehension is an important skill needed in various areas of life. However, many students have difficulty understanding English reading. This article is the output of community service activities which aims to discusses several practical strategies that can help improve English reading comprehension. The strategies comprise skimming, scanning, word-attack skills, vocabulary building, interpreting reference, recognizing text-organization and inferencing. The methods used are lecture, discussion, and direct practice. The participants are 30 students of Madrasah Aliyah Negeri (MAN) 2 Parepare who are members of the School English Meeting Club. The results of this community service are (1) increasing students' reading comprehension text skills, (2) increasing participants' awareness of the importance of reading skills, (3) students who are competent in understanding reading comprehension texts.

KWL Strategy in Students’ Reading Comprehension of Descriptive Text

This study focused on the KWL (Know-Want-Learned) strategy in students’ reading comprehension of descriptive text. The objective of this study was to find out how the KWL strategy could improve students’ reading comprehension of descriptive text. The design of the research was collaborative classroom action research. This research was conducted in two cycles; each cycle consisted of planning, action, observation, and reflection. By using the purposive sampling technique, the students in XD of a certain school in Semarang were selected as the sample of this study. The sample consisted of 30 students, 20 females and 10 males. The researchers used an observation sheet and a test to collect the data. The result showed that the KWL strategy was a way of teaching reading comprehension of descriptive text. Based on the test score, in cycle one, there were 50% students who achieved a minimum standard score, and in cycle two, 90% students achieved a minimum standard score. Thus, it could be concluded that the KWL strategy could improve students’ reading comprehension of descriptive text in the way of helping students to reach the minimum standard score.

The Relationship of Text Inference Abilities and Reading Comprehension in Children with High-Functioning Autism Spectrum Disorder

Objectives: Reading comprehension in school-age children is an essential ability facilitates acquisition of information from general education. Yet, even with average or above cognitive and word recognition abilities, children with High Functioning Autism Spectrum Disorder (HF-ASD) demonstrate difficulties with reading comprehension. The purpose of the this study was to investigate that identifying the reading comprehension competence with a focus on text inference abilities (coherence processing, metalinguistic, theory of mind) in children with HF-ASD in the lower grades of elementary school.Methods: 15 HF-ASD and 15 age matched typically developing peers (TD) participated in this study. The participants performed reading comprehension tasks and text inferencing tasks (coherence processing, metalinguistic, theory of mind).Results: First, the reading comprehension accuracy of the HF-ASD group was significantly lower than the TD group. Second, the text inference accuracy of the HF-ASD group was significantly lower compared with the TD group. Third, in the TD group, there was a significant correlation between all text inference abilities (coherence processing, metalinguistic, theory of mind) and reading comprehension competence. In contrast, in the HF-ASD group, there was a positive correlation between coherence processing, metalinguistic and reading comprehension competence; however no significant relationship was found between theory of mind and reading comprehension competence. Finally, the coherence processing task predicted reading comprehension competence of children with HF-ASD by 52.2% and TD children by 42.1%.Conclusion: This study suggests that supporting connecting information within a text, local inferencing, and focusing on the coherence processing intervention is necessary for reading comprehension of children with HF-ASD in the lower grades of elementary school.

Students’ Ability In Reading Comprehension of Recount Text

The purpose of this study was to find out and describe students' ability to read texts, find difficulties faced by students and describe the factors that influence the reading comprehension of class X students of SMK 1 Pemalang in the 2022/2023 academic year in reading comprehension from recount texts. This study used descriptive qualitative method. The results of this study indicate that students' ability to read texts is considered weak at 57.74% (poor). Students' difficulties in reading comprehension of recount texts are seen in terms of mechanical abilities and comprehension. Nearly 50% of the 31 students answered that they did not understand reading comprehension texts. And from the factors faced by students in reading comprehension of recount text factors according to students, physical health can hinder reading, some students answered that they needed to find other learning resources related to reading and comprehension, some students answered that they were interested in reading but there were factors What does not support them in learning to read is environmental factors.

INCREASING THE STUDENTS READING COMPREHENSION OF REPORT TEXT WITH SOCRATIVE APPLICATION

This research aims to find out the increasing of students reading comprehension of report text by using Socrative Application, especially on literal comprehension and interpretive comprehension in 10th grade students of SMA Negeri 14 Makassar.The research applied Pre-Experimental Method using one group pre-test and post-test research and collect data through pre-test and post-test instruments. The sample in this study was X MIPA 4 SMA Negeri 14 Makassar which amounted to 36 students. Samples was taken by using the Purposive Sampling Technique. The data obtained was also analyzed using SPSS Application version 25. Based on the research findings, before utilizing the advantages of the Socrative Application, namely ease of use, educational benefits or instant feedback, and quiz format and assessment of student mean score on literal comprehension is 49.4 and interpretive comprehension is 41.6. After utilizing the advantages of the Socrative Application the average student on literal comprehension becomes 70, while for interpretive comprehension is 51.2. The occurrence of this significant increase in literal comprehension is due to the advantages of the Socrative Application which can increase students' literal comprehension while the absence of significant increase in students' interpretive comprehension occurs due to the difficulty of students inrking conclusions on the Socrative Application.Therefore, based on these results, it is recommended to use Socrative Application at reading comprehension, especially in literal comprehension.

Seeking Remedy for Improving International College Students’ Reading Comprehension

This report reflects on the findings of one of the projects within a series of research studies in the field of multimodality conducted by the author of the current paper with different samples of participants in the US university settings. The principal investigator (PI) designed this qualitative case study and had it approved by the IRB committee. Vygotsky’s socio-cultural constructivism theory has been found most appropriate to lay the ground for this research as the sample was purposefully assembled of 14 International English language learning (ELL) students newly arrived in the United States from their significantly diverging social and academic backgrounds. The PI’s practical teaching experiences and the results of her previously conducted studies with the other groups of participants urged this researcher to further search for some efficient strategies and means of learning, which might help these specific student populations with their deeper reading comprehension of complicated academic texts they were otherwise struggling to comprehend. As claimed by this investigator, usage of multimodality might have a strong potential to assist the International ELL college students with their reading comprehension. Within this current project, data were collected via participant and site observations, surveys, artifacts in the form of the comprehension tests, and individual interviews with participants. All the data were coded, analyzed, and triangulated aiming to find recurring themes. This research found that participants recognized the visual mode of multimodality most helpful to them, followed by the auditory, and print-based ones. In the surveys and interviews, the participating students outlined a range of multimodal reading comprehension strategies, which they perceived as most efficient while their working on this project tasks. The comprehension test results served as the evidence in support of the interview- and survey-based data. High significance of the findings of this research is in their applicability to the wide populations of the International ELL college students in the US colleges and world-wide.

Interference of the inclusive language in the creation of the memory trace during the reading comprehension of texts

Interference of the inclusive language in the creation of the memory trace during the reading comprehension of texts

The effectiveness of inquiry-based learning towards eleventh graders reading comprehension on analytical exposition text

The purpose of this study was to determine the effectiveness of Inquiry-Based Learning on students' reading comprehension on analytical exposition text in the eleventh graders of MIPA of MAN 3 Pasaman Barat. The study was prompted by a number of issues that arise on a regular basis during the teaching and learning process, particularly in senior high school. The key issue that will be addressed in this study is the usage of teacher-centered learning, which prevents students from actively participating in the learning process. The experimental research was used in this study. The participants in this study were the eleventh graders of MIPA of MAN 3 Pasaman Barat. This study's sample consisted of 35 students from the XI MIPA 1 class as the experimental class and 35 students from the XI MIPA 2 class as the control class. According to the findings of this study, the mean score post-test experiment class was 68.15, whereas the control class was 64.07. As a result, the experimental class outperformed the control class. The reading ability of students was assessed using the t-test, which yielded Tcalculated = 2.13 and Ttable(0.95:62) = 1.676 at a 95% confidence level. It can be concluded that tcalculated > ttabel, as H0 was rejected and H1 was accepted. Thus, inquiry-based learning had a significant effect towards students' reading comprehension of analytical exposition text.

The Implementation of Snowball Throwing Strategy to Develop Students Ability in Reading Comprehension Social Function of Descriptive Text

This study aims to analyze the implementation of the Snowball Throwing strategy to develop students' ability in Reading Comprehension social function of descriptive text and to analyze students' responses the implementing of Snowball Throwing strategy to develop students' ability in Reading Comprehension of descriptive text. This study used a qualitative research method based on Classroom Action Research. The writer uses observation, field notes, and interviews as instruments. The participants in this study were 20 students of class X MIPA 3 MA ASSHIDDIQIYAH 3 Karawang. Research data in cycle 1 shows that the snowball-throwing strategy encourages students to understand reading descriptive texts. Students can perform better reading skills. This data is supported by interviews with student data showing positive responses in teaching reading using the snowball throwing strategy. In cycle 2, it showed increased student participation when conducting discussions; students seemed to enjoy and enjoy the teaching and learning process more. This data is supported by student responses which say that students like learning to do reading comprehension using the snowball-throwing strategy. Based on the study's results, the snowball-throwing strategy can encourage students to understand descriptive texts and make them actively participate in learning to read.