Reading English Texts Research Articles

DEVELOPING DAR APPLICATION BASED ON ANDROID IN READING ENGLISH TEXT

The purpose of this research was to develop DAR (Descriptive, Announcement, and Recount Text) Application Based Android in Reading English Text for Senior High Students in grade X. The researcher used Research and Development (R&D) method and adapted ADDIE (Analyze, Design, Development, Implementation, and Evaluation) models. Based on the resulting development the researcher got a result of media validation 95,8% scores, which was the “very good” category. In the material validation, the researcher got 92,1% scores, which was a “very good category”, and in the result of product implementation, the researcher got 92,1% scores, which was a “very good” category. From those data, it can be concluded that DAR Application was feasible as a learning media in teaching-learning English.

READING COMPREHENSION DIFFICULTIES ENCOUNTERED BY THE FIRST-GRADE STUDENTS OF SENIOR HIGH SCHOOL

This research aims to identify the difficulties faced by the tenth-grade students of SMAN 5 Palu and the factors causing the students' difficulties in comprehending English reading text. This research is mixed method research. The subject of research was the tenth-grade students of SMAN 5 Palu. The techniques for collecting the data are interviews and tests. The researchers present the data from the difficulties in comprehending English reading text. The result of the research shows that 13, 33% of students have difficulties in understanding to look for the text's central idea, with an incorrect total of 8. Then, 41, 67% of students have difficulties in understanding vocabulary of the text, with the total of incorrect is 25. Then, there are 8, 33% of students who have difficulties in understanding to look for the detail information of the text, with the total incorrect is 5. Next, there are 36, 67% of students who have difficulties in understanding making inferences of the text with the total of incorrect is 22. The factors causing the students difficulties in comprehending English reading text are difficulty in understanding long sentences in the text, lack of interest reading, difficulty in understanding vocabulary, house environment and school environment.

Investigating The Students' Reading Difficulties in Understanding English Text

The purpose of this study is to identify the difficulties faced by the eighth-grade students of SMP Negeri 3 CAMBA, as well as the factors causing the students' problems understanding English reading text. This study is qualitative. The eighth-grade students of SMP Negeri 3 CAMBA were the research subjects. The data collection methods are interviews and tests. The researcher presents the data from the difficulties in understanding English reading text. The result of the research shows that there are 26.31% of students have difficulties understanding to look for the main idea of the text. Then, there are 12.86% of students have difficulties understanding the vocabulary of the text. Then, there are 8.77% of students have difficulties in understanding and making inferences from the text. Next, there are 52.04% of students have difficulties understanding to look for the detailed information in the text. The factor causing the students difficulties found in comprehending English reading text there is difficulty in understanding the meaning of words, difficulty in determining the main idea, difficulties in understanding a long sentence in the text, difficulty in understanding vocabulary, house environment, and school environment.

PERSEPSI DIRI DALAM MEMBACA PADA PEMELAJAR BAHASA INGGRIS DI PERGURUAN TINGGI

Viewed from the theoretical and practical point of view, students’ self-perceptions on reading comprehension aspects can be used as a reference for pedagogical practices which can overcome the problems in understanding reading English texts. Referring to the importance of knowing the aspects of English learners in reading, this study identifies and analyzes the self-perceptions of English learners in reading. As the main data, scores on the self-perception scale in reading were collected from a self-perception survey using the Reader Self-Perception Scale (RSPS) questionnaire. The main data in the form of four aspects of self-perception, namely progress (P), observational comparison (OC), social feedback (SF), and physiological state (PS) were analyzed qualitatively to determine the level of each aspect/dimension of self-perception studied. This study found that the progress aspect was in a low category, while the other three aspects, namely observational comparison, social feedback, and physiological state were in the medium category. Based on these results, it is hoped that the level of reading self-perception of English language learners in higher education in this context can be improved, one of which is the presence of pedagogical and psychological support that can give a positive effect on self-efficacy assessments in reading.

Pengenalan Kosa Kata dan Tata Bahasa Inggris Dengan Menggunakan Grammar Translation Method Kelas VII SMP Negeri Gudang Arang

The implementation of this community service activity was carried out in class VII SMP Negeri Gudang Arang Merauke with a total of 20 participants. It is hoped that these students can understand and know English as a foreign language and as an effort to increase interest, motivation, will, and interest. Students in learning English in the field of education. 
 This service contributes to learning English, especially for beginners (Young Learners) as an effort to increase students’ interest in learning English. In addition, this activity contributes to realizing education in Junior High School (SMP) to foster students’ interests and talents and motivation in learning English and as an effort to provide an introduction to English for the beginner level (Young Learners).
 This service is carried out in the form of a workshop which includes socialization in the form of training/introduction and mentoring. The material for the service activities is divided into two, namely exposure to motivational material interest in learning English and introduction to English vocabulary and grammar to be able to read texts in English. 
 The expected goals of this service are: 1) increasing students’ knowledge and understanding of how to learn English is easy; 2) increasing students’ skills in English and students being able to understand reading material well. From the whole series of community service activities, the main hope is an improvement. Improving conditions from not knowing, not understanding to very understanding, and from low be high in terms of interest, motivation, willingnesss and interest of sudents in learning English especially English vocabulary and grammar

Understanding Reading English Text Through Strategies Employed by Students at University of PGRI Palembang

The goals of this study were to understand more about students' learning strategies for understanding English reading content and to discover why did students employed those strategies. Students in the second semester of the English Education Study Program at the University of PGRI Palembang participated in this research. A qualitative descriptive method was used in this study. A semi-structured interview was also used as a primary source of data. Data collection, data reduction, data display, and data verification were all utilized to examine the information. The data revealed that students used a variety of strategies to perceive the English reading text. Besides, habitual translation was the most commonly used reading strategy through students, while guessing the meaning of the text was the least commonly used reading strategy. Additionally, this study found through several reasons.

Examining the Role of Breadth and Depth of Vocabulary Knowledge in Reading Comprehension of English Language Learners

This study explored the effect of English language learners’ breadth and depth of vocabulary knowledge on their understanding and grades of reading English texts. Sixty-one Jordanian EFL undergraduates were assigned three tests, which were the Vocabulary Levels Test Version 2 (VLT), the Word Associates Test (WAT), and Academic International English Language Testing System (IELTS). The collected data was analysed utilizing Pearson correlation analysis and multiple linear regression. According to the empirical outcomes, breadth and depth of vocabulary knowledge correlated positively with each other and with reading comprehension. Further, the significant predictor of the overall variance of reading comprehension was vocabulary depth, while the breadth of vocabulary knowledge was the less significant one. The results demonstrate the importance of expanding and deepening EFL learners’ vocabulary knowledge in classrooms. Keywords: Vocabulary Depth, Vocabulary Breadth, Depth of Vocabulary Knowledge, Vocabulary Levels Test, Reading Comprehension.

Analysis of Errors in English Narrative Writing of STIE Port Numbay Students

Background: The making of errors in second language acquisition, especially in writing, is natural, but the errors should not be ignored and need to be treated properly.
 Purpose: The purposes of this descriptive research are to identify the types of errors occured in the narrative writing of first-year students at STIE Port Numbay in Jayapura, explain the causes of the errors and the strategies applied to correct them and to prevent them from happening in the future.
 Design and methods: This research is a descriptive qualitative one that uses the content analysis method. The data were taken from 20 narrative writings about daily activities made by 20 first-year students of STIE Port Numbay in Jayapura who major in Development Economics and took the English 1 course in the Odd Semester of the 2020/2021 Academic Year.
 Results: The findings revealed that there are 9 types of error occured i.e. omission, addition, misselection, misordering, blending, misformations, misspellings, sentence errors and semantic errors in lexis. The errors are caused by interference of the first language or interlingual, inadequate mastery of the target language rules or intralingual and limited vocabulary. The strategies for the error correction are direct feedback and exposing the target language use by its native speakers so that the learners can compare it with their own L2 use. To prevent the same errors, the instructor can improve the learners' mastery of the target language rules by using creative and varied teaching methods and materials as well as encouraging the learners to develop the habit of reading English texts in order to improve their vocabulary and to obtain input about the use of English in writing.
 Keywords: Error analysis, interlingual, intralingual

EFL Teachers’ Strategies in Teaching Reading Skill in Lower Secondary School

Reading is a receptive skill that students require, and it takes work to teach reading. Thus, teaching strategies for reading skills attracting students' interests are the keys to better reading comprehension. This study aimed to investigate EFL teachers’ strategies in teaching reading skills in lower secondary schools, how they implemented the strategies in teaching reading comprehension, and the student's responses. The method of this research was a qualitative design. The subjects of this research were six EFL teachers of SMPN 28 Tangerang, Banten. The instruments of this study were observation and interview. The study results showed four strategies the EFL teachers used in teaching reading skills: Scaffolding, Think-aloud, Question Answer Relationship (QAR), and Teacher as a Center. Thus, it is suggested that EFL teachers use various teaching strategies for reading skills to improve students' reading skills. The variety of EFL teachers' strategies would provide more pleasant and exciting learning atmospheres, encouraging the students to be interested in reading English texts.

Использование информационно-коммуникационных технологий при обучении чтению на английском языке студентов аграрного вуза

The question of the use of information and communication technologies in teaching students of technical universities to read authentic texts in English is raised. The subject of the study was multimedia technologies in teaching reading in English to students of an agrarian university in the classroom. The purpose of the study was to provide a justification for the effectiveness of the use of information and communications technology in teaching reading English texts, as well as the study of information and communications technology on the example of the domestic iSpring Suite 11 program. Using the survey and observation method, as well as the systematization of available data within the framework of our question, and based on experience, it was concluded that the use of modern interactive multimedia technologies increases motivation to learn a foreign language, and also has a positive effect on the results of students. The analysis of the papers on our issue showed that the use of presentations in the classroom increases the level of cognitive activity, enhancing visual perception among students, and facilitates the assimilation of educational material. Teachers are invited to actively introduce information and communications technology into the processes of classroom and extracurricular work. The use of programs based on the Microsoft PowerPoint functional base is recommended. The importance of teaching reading as one of the leading types of speech activity in the preparation of graduates of agrarian universities is emphasized. The practical application of the results can be used in teaching a foreign language in a non-linguistic university.

Students’ Difficulties Analysis in Reading Comprehension at The Second Grade of MTs Nurul Ikhlas

Regarding the basic competence of the second grade of junior high schools in Curriculum 2013, the pupils are supposed to comprehend the generic structure, social function, and language features in reading material (narrative, descriptive, recount, and so on). However, the students still have some difficulties comprehending a text. This could be known by identifying some previous studies related to reading comprehension difficulties in Indonesia. They have problems finding the main idea and specific information in the text, making inferences, or identifying the meaning of the word. Thus, this paper tried to analyze the difficulties that the students faced when comprehending an English reading text, to determine the reasons why the students are having problems with those difficulties, and to examine how a teacher can help the students to overcome these difficulties. This research used a mixed method and was classified as descriptive research. The participants of this research consisted of second-grade students and an EFL teacher of MTs Nurul Ikhlas Ambon. Reading comprehension tests, questionnaires, and interviews were used by the researcher to collect the data. Then, the data were analyzed by using descriptive quantitative analysis; calculating the result of students’ reading comprehension test and calculating the scale of the questionnaire. Moreover, the qualitative data was done by describing the interview result. The research revealed three findings. Firstly, the difficulty faced by the students when comprehending an English reading text was identifying vocabulary. Secondly, the students completely agreed that the reading process, student background knowledge, language knowledge, and motivation were factors that influenced them to have problems with those difficulties. And lastly, the strategies that can be used by the teacher to overcome the difficulties were memorizing strategy, reciprocal teaching, question-answer relationship, and fun learning strategy.

Reading English Texts through Telegram App: Indonesian Vocational Students’ Perceptions

This study investigates how the students perceive the use of Telegram on their reading comprehension. For this purpose, 104 students in an Indonesian vocational school who are from various majors are selected to fulfil an online questionnaire about Telegram acceptance for learning English. Then, its result is compared to the score of students’ reading comprehension. For its validity of reading comprehension achievement, this study employs construct validity of the reading text that the English teacher gives. Accordingly, this study reveals a weak correlation between how the students perceive the use of Telegram and the students’ reading comprehension. It is signified by the correlation between the two variables of interest .364 which is significant at the .000 level. It indicates that the student’s perception and the reading comprehension for this set of data are significant but in a weak relationship. This may be caused by the reading strategy, reading text that is not exactly valid and Telegram function which comprises merit and demerit.

Exploring Students’ Reading Ability in An Extensive Reading Class Through Constructivism of Narrative Text

The level of understanding of reading English narrative texts at the junior high school level still needs to be given extra learning. There are many factors that prevent students from understanding the narrative text, one of which is students who have difficulty understanding English words in narrative texts. This study uses the theory of constructivism, namely two-way learning carried out by the teacher and the students in the class. This research uses a qualitative method, in which the researcher uses research by means of classroom observations, and interviews in an effort to obtain data at school. The participants in this study were eighth grade students in one of the public schools in Bekasi Regency, West Java. The selected students are representatives of several students in the learning group. The results of this study are, there are some students who still do not master and understand the narrative legend text using constructivism techniques.

METACOGNITIVE READING STRATEGIES USED BY ENGLISH-MAJORS AT A UNIVERSITY IN VIETNAM

Metacognitive reading strategies which include (1) global reading strategies, (2) support reading strategies, (3) problem solving strategies are critical for effective reading comprehension (Mokhtari & Reichard, 2002). This research aims to explore how high-achieving and low-achieving students at Faculty of Foreign Languages at a university in Vietnam use metacognitive reading strategies in comprehending English reading texts. A mixed research method is employed with two data collection instruments - a survey questionnaire adopted from MARSI Scale by Mokhtari and Reichard (2002) and semi-structured interviews. Forty two English-majors participated in the questionnaire, then representatives of high-achievers and low-achievers participated in semi-structured interviews to provide deeper information. The findings revealed students’ different frequency levels of using metacognitive reading strategy groups in reading comprehension. Additionally, the results indicated how frequently each metacognitive reading strategy is used by the high-achievers and low-achievers. This research would enhance teachers’ awareness of using metacognitive reading strategies for English majors at their different levels and suggest how they instruct their students of different levels to practice metacognitive reading strategies appropriately and effectively.

Pemberdayaan Guru-Guru Bahasa Inggris SMP Kota Banjarmasin dalam Mengembangkan Soal Berbasis HOTS untuk Mengukur Kemampuan Membaca

Having the ability to think critically is very important, especially for school-age teenagers who are still in the process of self-discovery and have not been able to sort out information. Teacher is an important figure in preparing students with critical thinking skills since teachers have a great opportunity to instill positive things that support the development of their students. That is why, it is important for teachers to be able to train their students to think critically and develop instruments that can measure students’ critical thinking skills. This activity aims to train teachers in developing instruments of critical thinking skills assessment in reading English texts. The method used is a participatory method in which emphasizing active participation of 35 teachers of English MGMP SMP in Banjarmasin. The implementation of this activity consists of delivering the material, evaluating the understanding of the material, assisting the compilation of questions, and analyzing question items. The findings show that 96% of the items compiled have met the standards of critical thinking assessment in the field of reading skills. In addition, more than 65% of the total items are formulated correctly according to the concept of assessment. This means that this activity has reached the target which 71% of the total participants scored more than equal to 6. It is concluded that the participants of the training have a good understanding of the concept of critical thinking assessment and are able to compile multiple choice questions based on critical thinking skills.

An Application Study on AI Educational Robots in Spoken English Exercises of Chinese Primary Schools

China’s primary schools offer limited English courses, and the society lacks the environment for naturally acquiring English in everyday life. Students typically have weak spoken English abilities and inadequate application of English. With the aim of addressing this issue, 79 fifth-graders from China’s Hangzhou L elementary school participated in a one-semester AI-assisted English-speaking practice experiment. The control class practiced spoken English by reading English texts aloud, whereas the experimental class practiced for 30 minutes a day using the “AI educational robots + graded picture books + role play” approach. According to the results of the experiment’s post-test, Chinese primary school students regarded the experimental class’s acquisition mode to be highly appealing, this approach was well accepted by both students and parents and brought enthusiasm and good effect of spoken English exercise. The experimental class’s average daily reading time for English role-play reading grew by about 30 minutes, the amount of reading increased by five times, the amount of time spent watching cartoons and playing video games fell by nearly 28 minutes, and the spoken English score climbed by 37 points, representing an increase of 82% when compared to the control class; Additionally, the standard level of pronunciation and intonation has increased by two grades, from “poor” to “good,” and the English final exam scores have increased by roughly 8%. However, there has not been a considerable change in the aforementioned control class indicators. This AI-assisted second language practice technique is affordable, efficient, and helpful and has good implications for second language acquisition in other countries.

Junior High School Students’ Difficulties in Reading English Texts

In learning English, students are directed to have skills in reading English texts because students can understand the information through reading. This study investigates the students’ perception of the factors causing the students to have difficulties in reading English texts and the strategies the students use to overcome the difficulties in reading English texts. This research belongs to descriptive qualitative research, and the research data sources are interviews and questionnaires. The data were taken from the student in 8th grade of SMP Negeri 1 Bungku. There were 15 students answered the questionnaire, but only 13 joined the interview. The data were analyzed by reducing data, displaying data, and drawing conclusions. The results of this study indicate that the students' perception of the students’ difficulties in reading English text includes the lack of motivation from the teacher to improve the students’ reading skills and the lack of the students' vocabulary and pronunciation. Moreover, the strategies the students used to overcome their difficulties were taking notes of some important points in the text and the newly acquired vocabulary, translating them using google translate, and practicing them with friends.

READING STRATEGIES EMPLOYED BY HUE UNIVERSITY NON-ENGLISH MAJORED STUDENTS IN READING ENGLISH LEVEL B1 TEXTS

The first half of the 20th century has witnessed a change in language teaching and learning, especially in reading skill. It is argued that, “although for beginner readers, reading seems to be a linear, predictable and clear-cut process, various reading comprehension models have been developed to prove the complexities of reading process” [4, p.173]. However, though students have to read a large volume of academic texts in English, many of them entering university education are unprepared for the reading demands placed on them [5]. As a result, the focus in reading research was shifted from the product of reading to the process of reading, with particular attention to strategies that readers use to assist comprehension in various reading contexts. This paper aims to find out the reading strategies that non-English majored students often used in their reading of English level B1 texts. A questionnaire was used before and after the reading strategy instruction to collect data. The findings of this research indicate that students use a wide variety of strategies in their reading English texts after receiving the intervention. Accordingly, reading strategy instruction should be taken into greater considerations by both EFL teachers and students so as to purposely activate and strengthen these strategic reading tools for students’ life-long learning.

IMPLEMENTATION SQ3R STRATEGY IN TEACHING READING COMPREHENSION IN MA AL-KHAIRIYAH WALANTAKA SERANG-BANTEN

The purpose of this research to describe the implementation of SQ3R in teaching reading comprehension and to identify students’ responses toward the implementation of SQ3R. This research used a qualitative case study conducted at MA Al-Khairiyah Pipitan. It involved one class of the eleventh grade which consists of 17 students. The data were collected through observation, interview, and documentation. The data from the three instruments were analyzed qualitatively. The results of this research showed that the implementation of SQ3R helped the students to comprehend English texts. The students also responded the implementation of SQ3R positively. They focused while reading English texts by using SQ3R. They were also interested and enthusiastic in doing the tasks. In addition n, SQ3R helped them to write questions from the texts, to rewrite the information by their own words, to write a report or a summary about the texts, and to enrich their vocabularies. In conclusion, SQ3R helped the students in reading English texts. Therefore, SQ3R is recommended to be implemented in teaching reading comprehension.

Metacognitive Strategies on Reading English Texts of Non-English Majored Students at Dong Nai Technology University, Vietnam: A Mixed Design

The goal of this study is to see if there is a link between the usage of metacognitive reading strategies by non-English major students and their reading comprehension performance. This research was conducted at Dong Nai Technology University with 70 students ranging in age from 19 to 22 years old. Both quantitative and qualitative data were used in the investigation. These students were asked to complete a TOEIC reading test to assess their reading ability, followed by the Metacognitive Awareness of Reading Strategies Inventory (MARSI) (Mokhtari and Reichard, 2002) to assess their metacognitive use. Semi-structured interviews with four high scorers and four low scorers from the sample were used to acquire qualitative data. The findings demonstrated that students’ metacognitive reading strategy use is at a moderate level, and the most frequent and least frequent strategies that they used are Problem-solving and Global strategies, respectively. Additionally, it found that more proficient readers used metacognitive strategies more frequently, more successfully, and more appropriately than less proficient readers and vice versa. Some qualitative results were also mentioned. The results of the study have some implications for both teachers and students to employ appropriate metacognitive reading strategies in second language acquisition.