Achievement In Reading Skills Research Articles

Aplikasi model berbasis masalah dalam membaca bahasa Prancis bagi mahasiswa

The problem’s discussion of this research is comparing the application of Problem Based Learning Model (PBL) with conventional teaching in learning achievement of French reading skill for students of first semester students of French education program of Faculty of Teacher Training and Education of Lampung University in academic year 2015/2016. The purpose of this research is to know or describe (1) level in reading ability of French, (2) difference of median score of French reading skill’s achievement of the students who are taught by problem based learning with conventional teaching. The method of this research is used an experimental method. By knowing the hypothesis, the researcher uses t-test formula. To get the data of French reading skill, the researcher is used a test measurement. The result of the data analysis is as follow: 1) the population comes from the students of the first semester. Sampling technique will be used lottery technique, from the population of normal distribution and has homogeneous variety, 2) proposed hypothesis “Median achievement score of French reading skill of the students who are taught by problem based learning model is higher than median achievement score of French reading skill achievement of students who are taught by conventional teaching”, 3) level of reading skill of French student’s achievement in French education program of Faculty of Teacher Training and Education of Lampung University in academic year 2015/2016 is considered to be good, with a median score 75 and 4) the result of this research with the population of Fench education program of Faculty of Teacher Training and Education , first semester in academic year 2015/2016. The hypothesis is accepted if sign more than α. In this case, the significance level is 0.05, meaning only 5% are error and 95% correct. Keywords : problem based learning, French reading skill.

The use of paired reading method to teach reading skill for the eight grade students of Islamic boarding school

This quasi-experimental research aimed at identifying the effect of paired reading method on the reading skill achievement of the eighth-grade students in the Islamic boarding school of Nurut Tauhid 2020/2021. To collect the data, 12 students were chosen as the subjects of purposive sampling. They were given a pre-test, treatments for 12 times by using paired reading method, and a post-test. The result of this study shows that paired reading method has a positive effect on the reading skill of the students at the Islamic boarding school of Nurut Tauhid. The researcher suggests that using a paired reading method can be an alternative way to improve their reading skills gradually. This research hopefully would become a consideration for a language teacher in the current context to implement paired reading in teaching reading in their classroom teaching.

READERS’ THEATRE TECHNIQUE; RELEVANCE OF NATURE OF CLASS FOR ENHANCING READING SKILLS IN SECONDARY SCHOOLS IN KISUMU COUNTY, KENYA

Learners in secondary schools ought to be provided with a learning environment which results in effective reading skills. Nature of class facilitates achievement in reading skills through group work, scaffold, motivation and enacting scripts. This study adopted social constructivism in a quasi-experimental design to establish influence of nature of class on achievement in reading skills in secondary schools. Data was collected from learners, n=205 (experimental groups), n=221 (control groups) and 19 teachers for a period of 8 weeks. Reading skills assessment tests, questionnaires, interviews, focus group discussions were used to collect data. The findings revealed a statistically significant relationship between nature of class and achievement in reading skills with p=0.00. The findings in regard to statistical analysis revealed nature of class had a significant impact on achievement in reading skills and interactive classroom environment would be valuable in the teaching and learning of reading skills. Article visualizations:

Blended Learning in English Academic Reading to Respond Revolution 4.0

<p>The 4<sup>th</sup> industrial revolution effects many areas in today’s global era, including higher institution. Internet is the main instrument in this revloution. The limitation of time room availibility of the students will accor if the schools appliy face to face only in leaarning process. Blended learning is the alternative solution to overcome the case of inavility time and palce to learn. In addition to developing distance universities should also equip students with English reading skill.</p><p>This study is aimed at describing the effect of blended learning on English academic reading by using experimental method with pretest-posttest control design. The sample of this research is 32 students of AMIK Bina Sriwijaya. The data were collected through English reading comprehension test in the form of multiple choice and were analyzed by using Independent Sample T test.</p><p>Based on the Independent Sample T test output table in the Equal variances assumed section, it is found that Sig values. (2 tailed) of 0.001<0.05.It can be concluded that there is a significant difference between the average learning outcomes of respondents in the experimental group and respondents in the control group. In other word, there is significant effect of blended learning on students reading skill achievement.</p>

Blended Learning in English Academic Reading to Respond Revolution 4.0

The 4th industrial revolution effects many areas in today’s global era, including higher institution. Internet is the main instrument in this revloution. The limitation of time room availibility of the students will accor if the schools appliy face to face only in leaarning process. Blended learning is the alternative solution to overcome the case of inavility time and palce to learn. In addition to developing distance universities should also equip students with English reading skill. This study is aimed at describing the effect of blended learning on English academic reading by using experimental method with pretest-posttest control design. The sample of this research is 32 students of AMIK Bina Sriwijaya. The data were collected through English reading comprehension test in the form of multiple choice and were analyzed by using Independent Sample T test. Based on the Independent Sample T test output table in the Equal variances assumed section, it is found that Sig values. (2 tailed) of 0.001<0.05.It can be concluded that there is a significant difference between the average learning outcomes of respondents in the experimental group and respondents in the control group. In other word, there is significant effect of blended learning on students reading skill achievement.

Effect of Readers Theatre Technique on achievement in Reading Skills of Secondary School Learners in Kisumu County Kenya

Effect of Readers Theatre Technique on achievement in Reading Skills of Secondary School Learners in Kisumu County Kenya

The Suitability of Reading Skills in Malay Language Curriculum for the Indigenous and the Implementation among Malay Language Teachers

This study aims to explore the perceptions of Malay language teachers in the schools with Orang Asli pupils, in relation to the suitability of reading skills in Malay language drafted in Penan Asli Curriculum (PAC) and its implementation among Malay language teachers in the schools. This qualitative case study involves five research participants selected through a purposive sampling from three schools of indigenous people in Pahang, Malaysia. The data for this study was collected through semi-structured interview, observation during Teaching and Learning (T&L) and document analysis which was also being analysed using Nvivo12 software. The collected data was analyzed descriptively and presented in narrative form. The findings showed that the reading skills in Malay language in PAC are effective for T&L in indigenous classroom as it caters to the needs of indigenous pupils in terms of the inclusion of their background elements and the number of simplified as wel as gradually constructed skills. The findings also found that the implementation of PAC Malay reading skills were inconsistent as the teachers were focused on the Malay language reading skills in Primary School Curriculum (KSSR) and Literacy and Numeracy (LINUS) instruments. At the end of the study, a T&L model of Malay language PAC reading skills has been proposed to improve the implementation, as well as the Orang Asli pupils’ mastery and achievement in reading skills.

Elementary School ELLs' Reading Skill Profiles Using Cognitive Diagnosis Modeling: Roles of Length of Residence and Home Language Environment

The study examined differences in reading achievement and mastery skill development among Grade‐6 students with different language background profiles, using cognitive diagnosis modeling applied to large‐scale provincial reading test performance data. Our analyses revealed that students residing in various home language environments show different reading achievement growth patterns. Earlier gaps in their reading achievement disappear the longer they reside in the target language community. Additionally, students who come from home environments where they use English and another language equally demonstrate higher skill mastery achievement levels, indicating that immigrant students' diverse home language environments do not adversely affect their reading achievement in the longer term. The study results support the evidence that multilingual home language environments are not a cause of low achievement; however, the achievement patterns of Canadian‐born English language learners (ELLs) do differ from their immigrant counterparts, revealing that time alone is not a sufficient condition of reading skill achievement. ELLs' outperformance of monolinguals after 5 years of residence is a result of ongoing instructional support and a rich linguistic environment. The study results hold important policy implications: The evaluation of ELLs' academic achievement and school effectiveness for accountability purposes should be based on longitudinal data that track their developmental growths.