Learning To Read Research Articles

The Role of Media in Teaching and Learning of Reading and Writing Skills in Dodoma Early Primary Schools, Tanzania

The Tanzanian government has enacted policies aimed at ensuring that children attain a level of proficiency in reading, writing, and arithmetic by the time they finish either their second or third grade. Nevertheless, empirical research suggests that a section of children is completing the obligatory seven-years’ duration of primary education without attaining essential proficiencies in reading and writing. However, it has been noted that the utilization of digital technology has a positive impact on the advancement of reading and writing abilities. This study examined the impact of digital media on the educational practices of lower-grade classrooms, specifically in relation to the enhancement of reading and writing abilities. The research encompassed a total of 36 individuals, comprising 12 teachers in the early grades, 6 school administrators, and 6 professionals specializing in information technology. These respondents were selected from 6 primary schools located in Dodoma City. The investigation focused on 3 government-run primary schools and 3 non-governmental primary schools. The research included a combination of qualitative and quantitative approaches within a contemporaneous triangulation methodology. The study's primary findings indicate that digital media is frequently employed for educational objectives. Students are not just utilizing technology, but also developing literacy competencies, and this early integration can be perceived as advantageous for further scholarly pursuits. Educators commonly hold the belief that various multimedia tools, including cartoons, instructional videos, digital media such as projectors, and online platforms like as YouTube, Twinkly, Akili, and Pinterest, have the potential to augment students' literacy abilities. This study proposes that educational institutions should prioritize the selection of digital resources that are specifically developed for educational purposes, in accordance with the curriculum, incorporate diverse media formats, and cater to various learning styles.

Pengembangan LKPD Berbasis Whole Language Pada Pembelajaran Bahasa Indonesia Untuk Meningkatkan Kemampuan Membaca Siswa Kelas 2 Di SD Al Alawi Langkat

In learning activities, learning objectives can be achieved if students are active in learning activities. The form of student activity in learning can be seen from how they express their opinions, responsibilities and involvement in the study group. Therefore, teaching materials are needed that can make students active, as a tool to help in the learning process and can be used as a learning resource. One of them is the Student Worksheet (LKPD). However, the LKPD circulating in schools places more emphasis on questions and filling in questions without explaining how the process of obtaining answers to these questions. Therefore, it is necessary to develop LKPD which aims to determine the stages in making LKPD based on the whole language method in Indonesian language learning to improve the reading ability of grade 2 elementary school (SD) students, to determine the suitability of LKPD to be used as teaching materials, and to determine the response students towards LKPD based on the whole language method. This research was conducted at SD Al Alawi Langkat with the research subjects being 2nd grade elementary school students. LKPD is designed with appropriate whole language methodology and various activities that help understand concepts and differentiate learning in mind. The LKPD was then used in class 2 learning at SD Al Alawi Langkat. Data collection was carried out through observation, interviews and evaluation results during learning. The collected data was analyzed using qualitative descriptions. Research findings show that the use of LKPD in beginning reading learning can increase student engagement, conceptual understanding, and beginning reading skills. The use of LKPD increases students' interest and desire to learn. In addition, the series of activities in LKPD encourage independent learning and differentiation of learning according to the needs of each individual. Based on these data, it can be concluded that the development of LKPD as a learning medium for beginning reading was well received by teachers and students and has the potential to improve the beginning reading skills of grade 2 students at SD Al Alawi Langkat. The need to pay attention to the design and creation of appropriate worksheet to enable effective beginning reading learning in grade 2 of elementary school is an implication of this research.

Examining the Impact of a Digital Reading Progress Tool on Saudi L2 Learners’ Reading Aloud Performance and Proficiency

: Few studies have considered the use of digital reading tools for improving the fluency and proficiency of Saudi learners of English as a second language (ESL). Hence, in this study, the researcher investigated the impact of Microsoft’s Digital Reading Progress tool on 30 Saudi ESL learners’ reading performance and proficiency. The participants were all at the B1 intermediate English language level in academic ESL, according to the Common European Framework of Reference for Languages (CEFR) English language proficiency test. The students were given one reading passage per week, and the researcher examined their performance in reading aloud over a period of four weeks using the Digital Reading Progress tool. The researcher employed a quantitative analysis, including post-assessments, to measure five aspects of participants’ reading performance: mispronunciation of words, self-corrections, omissions, repetitions, and correct words per minute. The findings revealed significant improvements in participants’ reading performance, fluency, and accuracy, as evidenced by increased accuracy after engaging with the Digital Reading Progress tool, increased scores across the five rated categories, and reduced pronunciation and word omission errors. This study contributes to the growing body of research on technology-enhanced language learning by demonstrating the positive impact of the Digital Reading Progress tool on L2 learners’ reading performance and proficiency. The findings have practical implications for ESL instructors in integrating digital tools as valuable pedagogical resources for enhancing L2 reading learning and performance.

Queerious communities: building writing centres in Indian universities

Abstract This paper examines the new phenomenon of writing centres being made a part of universities, particularly the liberal arts private universities, in India, as growing in a way that lends it to consciously choosing queer pedagogy and to building it as a politically queer space. While some aspects of the queering of writing centres mirror the invisibilizing and the burden of proving the worth of their existence in the way queer communities are, other aspects build on what queer theory enables in terms of understanding what it takes to build communities where what is normative will continually shift what it excludes. Queer theory reminds us of the fluid and constantly reconstituting nature of identity formation whether it is based on non-binary gender identity or identities caught in the debilitating intersections of class, caste, religion, ability and sexuality. This has led to a recognition that communities formed around the learning of reading, writing and thinking, as writing centres are, are predisposed to shift focus from product to process as a move in the practice of teaching writing because it considers the individual reading-and-writing-selves present in the classroom as subjects-in-formation. This paper argues that writing pedagogy is creating queer communities because it invites and supports unsettled subjective selves to the process of knowledge production.

Didactic strategies for teaching literacy in basic elementary

Literacy is considered the ability to read and write, or rather it is the teaching and learning of reading along with writing. These basic skills allow them to understand and communicate adequately both in writing and orally. The main objective of the research is to identify the didactic strategies for teaching reading and writing in the "8 de Noviembre" school in Canton Junín. This shows that its main problem is the lack of application of teaching strategies in the development of reading and writing in The Elementary Sublevel, for the application of theoretical systematization, allowed this research to support the main authors who will provide theoretical and scientific support to this study, it was based on the methodology of descriptive and explorative studies, with a quantitative approach, bibliographical and field, the scientific method and techniques such as observation, interview and survey were used with a population of 90 students and 5 teachers, with a probabilistic sample per stratum, that is 50students and 5 elementary school teachers, having as conclusions that reading and writing are very important skills at the Elementary sublevel and it is necessary for teachers to look for alternatives and adapt innovative strategies to promote these skills effectively.

EXPLORATION OF WATTPAD APPLICATION AS A MEDIA FOR EFL STUDENTS IN READING CLASS

This study aimed for explore the Wattpad application for EFL reading classes. The types of research use a quantitative descriptive approach. The sampling technique of the study use purposive sampling. The participants of the study are thirty-seven undergraduate students and seven master’s degree (candidate lecturers) students in English Education at one of university of Medan, Indonesia. This study used the data collection is descriptive survey design use, which is survey about students’ and candidate lecturers’ (Master’s Degree) perspective on Wattpad in learning reading class. The researcher collected data of participants through an online questionnaire using Google form. Then analyse data used on the average number and the purpose of using the standard deviation is to reveal all the data related to the participant's question. Findings of the study in students’ responses about Wattpad as a learning medium is most students see Wattpad that is easiest reading platform because of accessible features such as reading features. Students’ responses about Wattpad tasted the Wattpad application is able and recognized that it is able to provide readers with information about things and issues that are happening around them so that it is interesting to discuss so it can support the student’s reading material in reading class. Students and candidate lecturers’ perspective on Wattpad in learning reading class is prospectively lecturers seeing Wattpad's potential as a medium in teaching reading. Whereas, based on candidate lecturers the Wattpad is useful for increasing student motivation in providing preferably involvement in achieving reading competence.

Study on the Automatic Information Processing Strategy in L2 Reading

Reading is currently a prominent topic in L2 acquisition research, serving as an indicator of L2 learners’ overall language proficiency. However, there are still many challenges in reading for L2 learners. For example, there still exist some linguistic and non-linguistic problems, such as insufficient language ability, lack of cultural background knowledge, low reading efficiency, and poor reading habits. Effectively improving the information processing skills of L2 learners in reading posts a major challenge for researchers. This paper explores the effective strategies for L2 learners to obtain the ability of automatic reading information processing through the scale survey. It is found in the study that:1) L2 learners believe that they can reach the level of automatic reading processing through the automatic information processing strategy; 2) The automatic information processing strategy can be applied in L2 reading to effectively improve the level of L2 automatic processing. Various strategies, such as improving language proficiency, increasing cultural background knowledge, utilizing metacognitive strategies, and employing socio-emotional strategies, both linguistic and non-linguistic, have been identified to effectively improve the automatic information processing ability of L2 learners. This study has important theoretical and practical value for improving the reading ability of L2 learners.

Developing Interactive Multimedia-based E-Learning to Teach Reading

Teaching phenomenon during Covid-19 Pandemic demanded teacher used platforms for online learning. Teaching via online learning caused students' learning motivation decreases. Students were passive during learning. Based on school regulations, teachers can only use two platforms for online learning, namely, Google Class Room and WhatsApp. Teachers were not allowed to upload files that were too large so that it would burden the students, and the types of files that can be sent on the two platforms were also very limited. The aims of the study are to identify students’ need for learning and develop appropriate interactive multimedia-based e-learning to teach reading. This was Research and Development study which employed ADDIE Design. The study was conducted for the tenth-grade students of SMAN 3 Bantul. The result showed the target needs most of the students choose to master English and can read English text with good pronunciation are their goals. The learning needs as determined by the needs analysis are divided into input, planning, methods, the role of the teacher, and environment. In addition, Interactive learning multimedia developed using ADDIE in the form of Microsoft PowerPoint. The menus consisted of Home Page, Main Menu, and Extras Menu. The mean score for the content aspect was 3.86 and the media aspect was 3.625 which both were categorized as “very good”. The mean of the implementation and interview to the students’ response is 87.75/100 points. In conclusion, interactive multimedia is appropriate and feasible in teaching and learning reading.

IMPROVING OF READING COMPREHENSION FOR STUDENT LEARNING THROUGH THE USE OF SIMULATION MODELS CREATIVE PROCESS OF APPROACH AT CLASS XI MIPA2 OF SMAN 28 BONE.

In general, this research aims to boost reading comprehension study using a narrative approach to the creative process simulation models at class XI MIPA2 . Specifically this study aims to: Increasing the activity of a class XI MIPA 2 for student in the learning SMAN 28 Bone of narrative reading comprehension through the use of process simulation model creative approach. Improve student learning outcomes in teaching reading comprehension through the use of a narrative approach to the creative process simulation models at class XI MIPA2. Based on the analysis of the learning activities of students in reading comprehension in the first cycle, it was concluded that the achievement of the learning activities of students in reading comprehension through the use of process simulation model creative approach average Enough (65.23%). This is evident from the indicator appears, either at the stage of pre-reading, while reading and post-reading stage. Based on the results of the data analysis cycle I do reflection. Reflection on learning to read in understanding had done using a simulation model of the creative process approach. The data indicate that the activity of the teacher and the student learning process needs to be improved. This is consistent with the observation by observation format for teachers and students. Efforts is necessary to motivate teachers so that students are motivated to respond to the learning provided by the teacher. Based on the analysis of the learning activities of students in reading comprehension in the second cycle, it was concluded that the achievement of students in a learning activity descriptions based on the application essay writing process approach to simulation model of creative good average (75.40%). This is evident from the indicator that appears, either at the stage of pre-reading, while reading, and post-reading stage. Based on the results of the second cycle of data analysis done reflection. Reflection made ​​to pemebelajaran reading comprehension using process simulation model creative approach. Efforts are made teacher is need to improve on the current stage of learning reading and post-reading stage. The above data can be explained that the learning outcomes of students reading comprehension class average score 82.43 with 93.33% percentage of mastery learning. The percentages are in excellent qualifications. Data shows that 14 students scored Very Good, 14 students got good grades (good), and 2 students scored Include, the third cycle is no longer there students in categories of less or less once, thus there are only 2 people capable students under either category. Thus there are 2 people or 6.66% of students capable students under either category. Actual outcomes in the learning progress compared with the achievement of results at the previous meeting. Thus the success of data researchers in the learning process, according to the observations through format signs analysis of teaching and learning activities In the third cycle has shown an increase from the previous cycle. Based on the reflection is done, then the acquisition of the data will be displayed in the figure below, which shows the progress of student achievement in reading comprehension learning through the application of process simulation model creative approach on Indonesian subjects who started on pra-action, first cycle, second cycle, and the cycle III

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%.

Student’s Perceptions in Virtual Learning-based Instructions in Learning English Reading at Southwest Papua EFL Classroom

This study aims to investigate how the students perceive the virtual learning-based instructions in learning English reading in Southwest Papua EFL Classroom, how the students implement the virtual learning-based instructions in learning English reading in Southwest Papua EFL classroom, how the students engage the virtual learning-based instruction in learning English reading in Southwest Papua EFL classroom, how do the virtual learning-based instructions in learning English reading impact attaining the intended learning outcomes, and what are the challenges the students face during the virtual learning-based instructions in learning English reading in Southwest Papua EFL classroom. To achieve these goals, this study was conducted at UNIMUDA Sorong by applying virtual learning to collect data offline and online. The researcher collected the research data from 20 students who were recruited using a convenient sampling technique. The qualitative data gained was then analyzed thematically and it was revealed that the students believe that using virtual learning can greatly help them learn English reading. They find it useful, and easy to use and have a positive attitude toward its use. From this result, it is claimed academically that the higher the students' perception of the value of VL-LER in enhancing Papua EFL classroom, the more proficiently students incorporate VL-LER in learning Reading.

Cultivating Early Literacy: Impact on Grade One Academic Achievement

Teaching pupils to read requires patience, creativity, and a deep understanding of their learning styles. By fostering a supportive and engaging environment, educators can instill a lifelong love for reading in young learners. This study aimed to assess the Grade 1 pupils’ foundational literacy skills with their academic performance. It was conducted among the Grade 1 pupils of Zamboanguita District 2, Division of Negros Oriental, for the school year 2021–2022. The study utilized the descriptive-correlational research design and employed a standardized questionnaire provided by the Division Office. The statistical tools used are percentage, mean, mean percentage score, Pearson product-moment coefficient of correlation, and t-test for independent data. The study revealed that the Grade 1 pupils’ foundational literacy skills in listening comprehension, letter-sound identification, initial sound discrimination, and familiar word reading are just around the borderline of passing. It was also revealed that their academic performance based on their grades is satisfactory. Moreover, pupils’ foundational literacy skills are determinants of their’ academic performance.

Examining the Roles of Self-Efficacy, Attitude and Self-Regulated Learning through Augmented Reality in Reading for EFL Learners

In recent years, higher education institutions have faced challenges in the field of education. The impact of digital technology such as augmented reality increases the possibility of self -regulated learning. Therefore this study analyze the relationship between self-efficacy, attitude and self-regulated learning across cognition, motivation, behaviour, and context through augmented reality in reading for English as foreign language (EFL) learners. Data were collected from 213 undergraduate students in English for Specific Class (ESP) in an academic university in Indonesia. This study was used a non-experimental, analytic survey research design with SmartPLS. The study assessed the measurement model of the factor loadings, composite reliability, and convergent validity, and employed bootstrapping for p-values of the path coefficient. The findings of the study reported that self-efficacy has a statistically significant relationship with cognition, motivation, behaviour and context while attitude has a statistically positive relationship with motivation and context but not with cognition and behavior.

Exploration of Myopia Trends among Medical Students in Saudi Arabia: A One-year Cohort Study

Introduction: Myopia is a prevalent refractive condition associated with higher occupational groups and education. Contributing data from a region like Saudi Arabia adds to the global understanding of myopia progression, potentially uncovering patterns or risk factors that may differ from those observed in other parts of the world. Aim: To estimate myopia progression among junior medical students. Materials and Methods: This was a one-year longitudinal cohort study conducted on 85 students at King Abdulaziz University Hospital, Jeddah, Saudi Arabia. Demographics, detailed ocular history, use of electronic devices, and other related risk factors were collected at the start of the study. Students underwent a comprehensive eye examination including visual acuity, autorefraction, ocular biometry, and Spectral Domain-Optical Coherence Tomography (SD-OCT) of the macula and optic nerve at the start and end of the study. Progression of myopia over one year and its associations were assessed using pairedsamples t-test for a single group, while ≥two-group comparison was tested with Independent t-tests and one-way Analysis of Variance (ANOVA), respectively. Results: This cohort study involved 85 medical students (41 men and 44 women) aged between 19 and 23 years. Myopia prevalence was 76.5% (65/85) on the first visit. One participant progressed from hyperopia to myopia, five from initial emmetropia to myopia, four from mild to moderate myopia, and one from moderate to high myopia. A significant myopic shift was observed in the second visit in both eyes {Right Eye (RE): -0.3D, p-value=0.001; Left Eye (LE): -0.2 D, p-value=0.015}. The myopic shift in male participants from a mean±SD of -1.1±1.6 D (RE) and -1.0±1.5 D (LE) to -1.5±1.7 D (RE) and -1.4±1.7 D (LE) in the one year follow-up was statistically significant (RE: p-value=0.006; LE: p-value=0.004). Myopia prevalence was significantly related to the hours spent reading for learning/ studying and hours spent watching TV at the first visit (p-value=0.023, p-value=0.046, respectively) and total weekly average screen time at the second visit (p-value=0.002). Conclusion: The medical students had a significant myopic shift over one year, which was associated with longer hours spent reading. The factors associated with the rapid refraction change should be identified to reduce myopic shift among medical students.

ALFABETIZAÇÃO DE ESTUDANTES CEGOS: O QUE REVELA A PRODUÇÃO PERIÓDICA NACIONAL?

ABSTRACT: This review article catalogs and analyzes Brazilian scientific articles on blind people's literacy. To this end, we carried out a systematic search by subject on the Portal de Periódicos of the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES). As a corpus for analysis, we found only seven national scientific articles published between 2007 and 2022 in different journals, without any identifiable patterns regarding their insertion, frequency, and bibliographic dissemination. Amongst them, only three are indexed in the Scielo database. The articles, in short, show the relevance of Braille for blind learners' initial learning of reading and writing. However, their samples present limited and reduced data, mainly due to the small number of blind participants. The space-time of the inclusive standard class was absent from the articles, which mainly dealt with institutions or specialized contexts. In addition, the authors' research contexts and institutions are concentrated in the Brazilian Southeast-South regions. Furthermore, theoretical-methodological insufficiencies persist in scientific research communication. Therefore, we recommend new and broader studies exploring the interfaces between literacy and blindness in Brazil, with the dissemination of their results in scientific journals.

The Agenda of The Reading Teacher Journal (RT) on reading skills: A Decade within a Corpus

The science of reading aims to explain the process of teaching and learning reading to educators, families, and students to enhance children's success in school and social life. Research in education, cognitive science, and cognitive neuroscience has provided insights into the cognitive processes of reading and the brain's functions during reading, facilitating the development of effective teaching methods and models. This study conducts a corpus-based analysis of the last decade of research trends related to reading to determine the frequently occurring collocations, their distribution over time, and the emerging and declining concepts in the field. Corpus linguistics is a quantitative approach that relies on analyzing large volumes of language data to uncover patterns and features of language use. It involves the preparation of corpora, which are digital collections of texts, and using statistical tools to analyze the data within them. RT's publications in the last ten years were recorded according to year, volume, and number. The data was harvested via online versions of journals and the collected data were transformed into raw text. Figures, tables, graphic information, and footnotes were excluded from the data. Each text was annotated with "year", "issue", "volume", "keyword 1" and "keyword 2" tags. TreeTagger was used for part-of-speech tagging and CQPWeb/CWB framework was used as the corpus interface. The whole data formed a corpus of 3,548,008 words. This study provides a corpus-based analysis of the concepts that frequently form collocations with the word "reading" in the Reading Teacher (RT) over the last decade. The findings reveal the most frequently used concepts and their distribution according to years and the concepts that have experienced a decline or an increase in usage. The study sheds light on the language and discourse of reading education and contributes to understanding the changes and trends in the field.

College English Reading Study: A linguistic landscape

A growing interest in second-language learning has resulted in remarkable empirical studies that attempts to explore the approach of improving reading abilities. English reading learning occupies an essential position in the curriculum in college, which requires the students to acquire a higher inferential competence of the reading comprehension. Compared with the traditional reading studies, it can be said that great progress has been made in studies of English reading learning if we take it as an independent subject in language use and language production. However, much evidence indicates that we should probe the exact and implied meaning in depth of the reading materials. Thus, in our study, we offer a practical application of Indirect Speech Act Theory into English reading learning, demonstrating that the theory can help students to decide the tactful meaning intended in the reading.

A Theoretical Study on College English Reading Teaching Based on SOLO Classification Theory

Abstract College English reading instruction represents a crucial component in enhancing students’ overall linguistic competencies. The advent of cognitive psychology has facilitated the application of the SOLO categorization theory as a novel approach to augmenting students’ proficiency in English reading. This study devises a teaching model tailored to college English reading based on the SOLO categorization theory and implements a systematic research design to evaluate its effectiveness. The efficacy of this model is assessed by comparing the changes in English reading learning attitudes, scores, and capabilities between an experimental group and a control group, using pre-and post-test results. The findings indicate that the mean difference in the English reading learning attitudes between the two groups expanded from 0.09 at the pre-test stage to 0.54 at the post-test stage. Moreover, the experimental group exhibited a substantially greater increase in English reading scores, with an improvement of 14.16, compared to 3.68 in the control group. In terms of English reading abilities, the experimental group outperformed the control group across four dimensions, with increases of 2.86, 1.04, 1.76, and 3.28, respectively. Overall, the university English reading teaching model grounded in SOLO classification theory significantly enhances students’ attitudes towards English reading and effectively boosts their reading achievements and capabilities.

THE INFLUENCE OF VOICE OF AMERICA (VOA) LEARNING ENGLISH IN READING COMPREHENSION AT SMAN 18 MAKASSAR

The objective of this research aimed to find out the influence of using Voice of America (VOA) Learning English on students’ reading comprehension of the eleventh grade students at SMAN 18 Makassar. The design of this research was an experimental research. The population of this research were the eleventh grade students of SMAN 18 Makassar. The sample of this research was the students in XI science 1. The research instruments used by the researcher were test and questionnaires. The test was used to measure the students’ reading comprehension before and after treatment and the questionnaire was used to collect information about the students’ interest in learning reading by using VOA Learning English. The form of the test was multiple choices and consist of twenty items. The techniques used in collecting the data were pre-test and post-test. Pre-test was administered before the researcher began the teaching learning process and post-test was administered after treatment. In testing the hypothesis, t-test was employed. The calculation was done by using SPSS v.20 The findings of this research was T-test result revealed that sig. (tailed) was 0.000. The outcome indicated that the sig. (2-tailed) table was less significant than the level of significance. As a result, the alternative hypothesis (H1) was accepted, while the null hypothesis (H0) was rejected. It means that implementing Voice of America (VOA) Learning English in the eleventh grade of Science 1 at SMAN 18 Makassar in the academic year 2023/2024 can improve students' reading comprehension ability. Therefore, it can be concluded that teaching English reading comprehension by using VOA Learning English had a significant influence and it was more effective.

DEVELOPMENT OF VIDEO-BASED ARABIC READING LEARNING MEDIA

This study aims to develop video-based Arabic reading learning media at Al-Azhar Islamic High School Kelapa Gading Jakarta. The research method used is development research with the ADDIE model. The subject of the study was a grade XI student of Al-Azhar Islamic High School Kelapa Gading Jakarta. Development research with the ADDIE model has five stages of research, namely: Analyze, researchers analyze student needs for the development of video-based learning media; Design, researchers collect material and design media to be developed; Development, researchers carry out the process of developing video-based learning media; Implementation, testing products that have been developed; and Evaluation, evaluating activities to determine the quality of media products that have been developed. The results of the material expert assessment get a percentage of 86.67% with the very decent category and the results of the media expert assessment get a percentage of 90.58% with the very decent category and the results of student assessment and evaluation get a percentage of 85.12% with the very decent category. Based on the assessment above, video-based learning media is suitable to be used as an Arabic learning medium, especially in reading Arabic.