Reading Comprehension Of Text Research Articles

How Is Working Memory Related to Reading Comprehension in Italian Monolingual and Bilingual Children?

This study explored how working memory resources contributed to reading comprehension using tasks that focused on maintenance of verbal information in the phonological store, the interaction between the central executive and the phonological store (WMI), and the storage of bound semantic content in the episodic buffer (immediate narrative memory). We analysed how performance in these tasks was related to text decoding (reading speed and accuracy), listening and reading comprehension. The participants were 62 monolingual and 36 bilingual children (mean age nine years, SD = 9 months) enrolled in the same Italian primary school. Bilingual children were born to immigrant parents and had a long history of exposure to Italian as a second language. The regression analyses showed that reading accuracy and listening comprehension were associated with reading comprehension for monolingual and bilingual children. Two working memory components-WMI and immediate narrative memory-exhibited indirect effects on reading comprehension through reading accuracy and listening comprehension, respectively. Such effects occurred only for monolingual children. We discuss the implications of such findings for text reading and comprehension in monolinguals and bilinguals.

The Effect of SQ3R Method On Improving Students’ Reading Skill

The comprehension of reading texts and searching for information in texts requires methods in their implementation. One of the things that influences learning to read text is the information in the text and the student's reading method. Therefore, the most effective reading learning method is needed to be applied, and the learning method chosen is the SQ3R method. The purpose of this research is to see how the SQ3R approach influences students' understanding, knowledge, and interest in reading texts in class VIII SMP Muhammadiyah 4 Kebomas Gresik. The method used in this research is experimental research with a true-experimental design (pre- and post-test). The sample for this research is the class VIII students of SMP Muhammadiyah 4 Kebomas Gresik. Data collection used reading text information learning assessments and reading information tests to determine whether they correctly understood the content and information of the text they read. Non-test data collection using observation and photo documentation. The results of this study are that (1) the SQ3R learning method is effective in identifying reading text information for class VIII students of SMP Muhammadiyah 4 Kebomas Gresik, with an average increase of 61.90 to 78.81. This is evidenced by the sign value = 0.000 <0.05, which means that there is a significant difference in learning outcomes between the pretest and posttest experimental groups using the SQ3R learning method. Learning to read texts based on class VIII students of SMP Muhammadiyah 4 Kebomas Gresik using SQ3R is an effective learning method. This learning result has increased from an average of 61.90 to 78.81. This is evidenced by the sign value = 0.000 <0.05, which means there is a significant difference in student learning outcomes in the pretest posttest experimental group using the SQ3R learning method.

The Effect of Metacognitive Strategy on Students' Reading Comprehension of Academic Text

The Effect of Metacognitive Strategy on Students' Reading Comprehension of Academic Text

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.

OPTIMIZING STUDENTS’ READING COMPREHENSION OF DESCRIPTIVE TEXT THROUGH E-LEARNING METHOD WITH WHATSAPP APPLICATION

This study aims to determine whether the E-learning method can be effective in optimizing students' reading comprehension of descriptive text with WhatsApp Application. This research was conducted in class X MIA 1 SMA Negeri 1 Buko in the academic year of 2020/2021. This study used one group-pretest-postest design of research with the data analysis were the frequency distribution of scores, mean and standard deviation. The questions from the pretest and posttest used the type of multiple choice questions with questions about the descriptive text. From this result, it was found that the mean of posttest Y = 7.8 with standard deviation Sy = 0.79 was higher than mean score at pretest X = 5.33 with standard deviation Sx = 0.89. It means that students' reading comprehension in descriptive text was higher after treatment at posttest than pretest. So the researcher concluded that the application of the E-learning method through WhatsApp application was effective in optimizing students' reading comprehension of descriptive text.
 
 Keywords: Optimizing, Descriptive Text, E-learning Method.

The Influence of Using Gist Strategy Towards Students’ Reading Comprehension at The Eighth Grade Junior High School

Online learning chosen to be applied in almost all of schools in Indonesia, but now in condition many school in Indonesia has applied offline learning, this also applied to SMPN 2 Way Jepara East Lampung. GIST strategy to discover important information and idea in a text, and they could schematize descriptive texts in their own language to make them easier to understand. The aims this study was to determine students reading comprehension. This research was conducted with a quantitative method. This subject of this study were 63 students were sampled from 2 courses, VIII1 and VIII 2. The data was collected by using a multiple choice test as an instrument using pre-test and post-test. The independent t-test result was 0.020 with a significance of 0.05, according to the data analysis. The score of t-observed was higher than t-crucial (0.05) in the analysis, so H0 was rejected. It means that the GIST strategy has an influence on students' reading comprehension, especially in descriptive text. So, on there is an influence of employing the GIST strategy on students’ reading comprehension of descriptive text.

Using Cooperative Script to Enhance Students' Comprehension of Narrative Text

This study aims to determine the efficacy of implementing cooperative scripts to improve students’ reading comprehension of narrative texts in the first grade at SMAN 8 South Tangerang during the 2020/21 academic year. This study includes 39 students from X Science 1 and 39 from X Science 2 as samples. The English test results of the students measure the success of this study. Based on the stated purpose, the researcher designed a quasi-experimental study. After taking the English Test, the student acquired reading comprehension skills. The examination was based on the tenth-grade English textbook. Through pre-test and post-test, the researcher obtained the results. The researcher in the data analysis procedure utilized normality, homogeneity, and a T-test. The examination of the data revealed a substantial difference between the reading comprehension achievement of students in experimental classes, which were taught using the Cooperative Script technique, and students in control classes, who were not. It might be seen by comparing the pre-test and post-test results of students. The experimental class had a mean pre-test score of 59.69 and a post-test score of 73.94. In contrast, the mean score on the pretest for the control group was 58.87, while the mean score on the posttest was 70.41.

The Correlation between Students’ Reading Speed and Their Reading Comprehension in Descriptive Text

The purpose of the research is to find out the correlation between students’ reading speed and their reading comprehension of descriptive text among the tenth-grade students of SMAN 14 Kabupaten Tangerang in the academic year 2018/2019. The population of this research is the whole students in tenth grade at SMAN 14 Kabupaten Tangerang. The writers chose 73 students as the sample of this research by using simple random sampling. In this research, the writers applied principles of the quantitative method with correlation form. The data was collected by using Reading Speed as variable X and Reading Comprehension as variable Y. The data is analyzed by using Pearson correlate and the result of it is 0.398. It means the result of r-xy (0.398) is higher than the r-table (0.329). So it can be concluded that there is a positive correlation between students’ reading speed and their reading comprehension among tenth-grade students of SMAN 14 Kabupaten Tangerang in academic years 2018/2019.

ENGLISH TEACHING IN THE LENS OF MIND MAPPING: EXAMINING ITS EFFECTIVENESS IN IMPROVING STUDENTS’ READING SKILLS

The aim of this research is to reveal the effectiveness of using mind map technique in teaching English to improve students’ reading skills at one vocational high school in North Sulawesi. Experimental study is applied to the controlled and experimental classes. The students in the controlled class were taught using traditional method and in the experimental class by Mind Map Technique. The result of this study shows the mean scores of the test in the experimental class were 81, while the mean scores of the test in control class were 53.3. The finding shows there is an influence of using mind map technique on student reading ability. The students show responsibility and enjoy the learning process. It could be argued that Mind-Map technique can be used as one of the alternatives in teaching reading. Thus, it can be concluded that Mind Map technique is considered effective in teaching reading to students at this school. It helps them to learn the reading content as well as teaches them how to understand the content of English texts. With mind map technique, it was found that the students easily understand the texts. They could also retell the text and were able to answer the questions. Mind Map technique could improve the students’ achievement in reading comprehension text. Teaching reading by using Mind Map technique is effective rather than traditional method

THE EFFECT OF USING QUESTION ANSWER RELATIONSHIP (QAR) STRATEGY ON STUDENTS’ READING COMPREHENSION OF NARRATIVE TEXT AT ELEVENTH GRADE OF SMA SWASTA PABAKU STABAT

The objective of this study is to find out The Effect of Using Question Answer Relationship (QAR) Strategy on Students’ Reading Comprehension of Narrative Text at Eleventh Grade of SMA Swasta PABAKU Stabat. This study is an experimental research with the population is all students of class XI at SMA Swasta PABAKU Stabat as many as 60 students from 2 classes, as control class is XI-IPA 1 and the experimental class is XI-IPA 2. The instrument of this research is using pre-test and post-test with multiple choice question consist of 20 questions. After the calculation of the data knowing the mean obtained by the respondents in the control class is 67,5 and the mean of data in experimental class is 86,83. It can be concluded that students’ reading comprehension achievement in the experimental class is good. Based on the calculation of validity test, it can be concluded that the data has valid. Then based on the calculation of reliability of test, found that the data has reliable. Based on the calculation of normality, it can be concluded that the distribution of data is normal. After testing the data hypothesis criteria that have been obtained in the control class and the experimental class, it has been found that the hypothesis is received, where tcount > ttable = 4,4 > 1,67155. So it can be concluded that Question Answer Relationship (QAR) Strategy affected on Students’ Reading Comprehension of Narrative Text at Eleventh Grade of SMA Swasta PABAKU Stabat.

The Effect of Repeated Reading Method (RRM) in Teaching Reading Comprehension of Narrative Text to the Eighth Grade Students of SMP Negeri 1 Tanah Abang Pali

Abstract. The study aims to investigate the problems: “Whether or not there is any significant effect of using Repeated Reading Method to the eighth-grade students of SMP Negeri 1 Tanah Abang.” Therefore, the objective of the research was to find out whether or not there is any significant effect of using repeated reading method on the students’ reading narrative text to the eighth-grade students’ of SMP Negeri 1 Tanah Abang Pali. The sample of this research was 62 students, divided in to two classes: experimental class and control class. The sample of this research was purposive sampling. The data obtained were analyzed by using independents sample t-test in SPSS (Statistical Package for the Social Science) The result of t-obtained 4.752 was at the significant level p<0.05 for two tailed and degree of freedom (df) was 60, t-table was 2,000.
 Keywords: Repeated Reading Method , Teaching , Narrative , Reading Comprehension.

Analysis of Students’ Reading Comprehension of Descriptive Text at SMK Negeri 2 Pematangsiantar

This research aims to find out how is the students’ Reading Comprehension of Descriptive Text. And what are their difficulties in Reading Comprehension.The method used in this research is a qualitative method, the research was conducted at SMK N2 PEMATANGSIANTAR with the samples were 35 students The researcher used five stories of descriptive text and fifty questions about the text,and there searcher used interview test too. The data collection was taken from the sudents’ score. The result of the research showed that there is 0 studentor 0% who was categorized exellent,there were 2 students or 5,7%who were categorized as very good,there were 7 studentsor 20% who were categorized as good, there were 14 students or 40 % who were categorized as fair, there were 8 students or 22,8 % who were categorized as poor, there were 4 students or 11,4 % who were categorized as very poor. And the researcher found the average by the score was 61,8 % . So, fromthe result the researcher can conclude that the students were still in the fair category

Reading comprehension of literary texts using a multimodal language–image approach

The importance of multimodal reading comprehension from multiple perspectives is particularly reflected in the theoretical work that has been published in recent times. Expanding the perspectives students use to make sense of these multimodal texts is an important part of comprehension instruction. The study focuses on the textual linking of language and image with the aim of promoting the textual productive and receptive use of images, assigning a relevant meaning to the image in the literary context of use, complementing the literary text with the visual message, integrating language and contextualised images and including them in the process of overall comprehension. The project presented here in the form of an experience report shows the results of and provides suggestions for the procedural application of a multimodal text–image approach to reading comprehension of a literary text. It is based on the reading of F. C. Delius' novel The Walk from Rostock to Syracuse. This text lends itself to being explored in a multimodal way, as it pre-supposes implicit knowledge that includes certain historical and cultural contextual references.
 Keywords: Images, intertextuality, literacy, multimodality, reading comprehension

A suggested program based on 21st-century skills and its impact on developing Palestinian Ninth Graders' reading Comprehension Skills

The study aimed at investigating the effectiveness of a suggested program based on 21st-century skills in improving 9th graders’ reading comprehension skills. The sample of the study was two ninth-grade intact classes each was comprised of (41) students selected randomly from Beach Preparatory School "B" for Palestinian refugees in the West Gaza Area. One class constituted the experimental group while the other represented the control one. To realize the purpose of the study, the researchers implemented two tools: 1) a pre-post achievement test 2) a semi-structured interview. The findings of the study revealed that the suggested program based on 21st-century skills positively affected the 9th graders’ reading comprehension skills. Furthermore, the results showed that the students in the experimental group were able to analyze, synthesize, and summarize the text, connect and relate ideas to their lives, and suggest creative solutions for the problems. It became clear that developing reading comprehension text in light of 21st-century skills upgraded understanding the content as it was greatly related to life and helped them to interact positively in different situations. In the light of the program, EFL Palestinian teachers are recommended teach the reading texts considering 21st-century skills as a means to improve the learners’ reading comprehension skills.

The Concomitance of VLS with Learning Styles in Fostering Reflection among University Students

This study attempts to unveil the Concomitance of vocabulary learning strategies with learning styles in fostering reflection among university students during reading comprehension texts. For this purpose, data is collected employing a primary data source in the form of a structured close-ended questionnaire, which is addressed, respectively, to students from the Departments of English Studies in different universities. The participants of this quantitative study are 84 students recruited using a non-probability convenience sampling. In this study, two data analysis methods are used: descriptive analysis and Pearson correlational analysis. The former summarizes the demographic variables and shows that students employ a duality of styles as they prefer to integrate a multi-modal approach to learning, while the latter analyzes the concomitance of the variables. The findings of the Pearson correlation analysis reveal significant relationships of interest in this study. The most salient findings indicate that there is a significant moderate positive association between the learner’s preferences on the one hand, and preparation phase strategies and the teacher’s role on the other hand. Additionally, teacher’s role is significantly associated with preparation phase strategies, production phase strategies and learner’s role. The results of the Pearson correlation indicate that vocabulary learning strategies can also be associated with the classroom environment and management. The study proposes that training in metacognitive, cognition and VL strategies be implemented in language classrooms to increase students’ control over learning and to facilitate their knowledge acquisition.

Examining the Reading Comprehension Status of Poor Readers of Turkish Texts and Mathematical Problems

Purpose: The purpose of this study is to reveal the poor readers' reading comprehension of texts and mathematical problems. Design/Methodology/Approach: The exploratory sequential design of the mixed method was used in the study. In order to determine the sample of the study, homogeneous sampling technique was used within the framework of purposive sampling method. The data of the study was collected in two stages; in the first stage, the reading comprehension test and the problem-solving test were applied to the students to identify the poor readers. In the second stage, semi-structured interviews were conducted with poor readers. The data obtained from the interviews were analyzed with a descriptive point of view. Findings According to the findings of the study, it was determined that poor readers made reading errors by misreading, skipping letter syllable, adding syllable letter, repeating part of the word, and reversing the word. In the reading comprehension process, it was seen that poor readers understood simple comprehension questions better than deep comprehension questions. It has been determined that poor readers have difficulties in all the problem-solving steps of the routine problem-solving process, especially in the steps of understanding the problem and planning. it was seen that poor readers could not write what was given and requested to facilitate the understanding of the problem and could not express the problem in figure. It was concluded that poor readers had more difficulties in solving the initial unknown problems in routine problems, and they could not solve non-routine problems at all. Highlights: In the light of all these findings, the researchers concluded that increasing the students' reading comprehension would increase their problem-solving success.

RELATIONSHIP AMONG READING INTEREST, GRAMMAR KNOWLEDGE, AND READING COMPREHENSION OF NARRATIVE TEXT

Reading is a gate for grasping any insight of knowledge and science. The objective of the research was accepted to report the relationship among reading interest, grammar knowledge, and reading comprehension of narrative text. It was conducted to the tenth-grade students of State Islamic senior high school in State Islamic Senior High School 3 Pandeglang. The methodology applied was a quantitative and used a simple random sampling technique. Three instruments were used to obtain the data such as a questionnaire, grammar test and narrative test. The results of the study found that (1) there was a positive relationship between reading interest and reading comprehension in narrative text with the correlation value of 0.933, (2) there was a positive relationship between grammar knowledge and reading comprehension in narrative text with the correlation value 0.433, (3) there was a simultaneous relationship between reading interest and grammar knowledge to reading comprehension in narrative text with the correlation value 0.884. Therefore, it can be concluded that reading comprehension in the narrative text is contributed by students’ reading interest and grammar knowledge.

English Text Readability and Reading Comprehension Performance of Grade 11 Senior High School Students

The study explored the significance of English text readability and reading comprehension proficiency of grade 11 senior high school students. English teachers validated the 45-item reading comprehension test and the reading comprehension intervention materials. Fifteen subjects of the study (who got the lowest pretest score) were selected from the class who got the lowest mean score in the pretest. It made use of the quasi experimental method where the subjects undergone reading comprehension lessons with English texts of varied readability level (high, fair, and low). Pretest and posttest scores are compared. Results indicated that there is a considerable increase in the mean score in the posttest (13.13) as compared to the pretest mean score (10.53). Further, there is significant difference between the pretest and posttest scores (p < 0.05) and that English test readability has substantial effect on reading comprehension.

English Text Readability and Reading Comprehension Performance of Grade 11 Senior High School Students

The study explored the significance of English text readability and reading comprehension proficiency of grade 11 senior high school students. English teachers validated the 45-item reading comprehension test and the reading comprehension intervention materials. Fifteen subjects of the study (who got the lowest pretest score) were selected from the class who got the lowest mean score in the pretest. It made use of the quasi experimental method where the subjects undergone reading comprehension lessons with English texts of varied readability level (high, fair, and low). Pretest and posttest scores are compared. Results indicated that there is a considerable increase in the mean score in the posttest (13.13) as compared to the pretest mean score (10.53). Further, there is significant difference between the pretest and posttest scores (p < 0.05) and that English test readability has substantial effect on reading comprehension.

English Text Readability and Reading Comprehension Performance of Grade 11 Senior High School Students

English Text Readability and Reading Comprehension Performance of Grade 11 Senior High School Students