Reading Skills Of Students Research Articles

Implementation Of The Think Aloud Strategy To Improve The Skills Of Reading Narrative Texts For Class X-9 MAN 1 Pasuruan Regency

Until now, the reading culture in Indonesia is still among the lowest in the world. This has an impact on the low ability or reading skills of students. One of the solutions provided by the government to overcome this problem is to issue a unique GLS Manual Series related to the Think Aloud Strategy for high school level and equivalent. The research, which was conducted using the Classroom Action Research (PTK) approach, aims to apply the think-aloud strategy to class X-9 at MAN 1 Pasuruan in the even semester of the 2022-2023 school year. The formulation of the problems in this study include: (1) how is the think-aloud strategy practiced in improving narrative text reading skills in class X-9 MAN 1 Pasuruan? and (2) to what extent can think aloud strategy improve narrative text reading skills in class X-9 MAN 1 Pasuruan? Based on the results of the implementation of cycle 1 and cycle 2, the researcher concluded, first, the implementation of the think-aloud strategy in class X-9 MAN 1 Pasuruan can be fully (100%) practiced in accordance with the references or guidelines that have been outlined in the literature review. Second, the application of the think-aloud strategy can significantly improve the reading skills of class X-9 students of MAN 1 Pasuruan both in the knowledge (cognitive) and skills (psychomotor) aspects. In the cognitive element, there was a very significant increase from cycle 1 to cycle 2. The same thing happened in the psychomotor element, although not too significant. Thus the second and third indicators of success where the mean score of class X-9 on the cognitive and psychomotor aspects of > 80% is well fulfilled. There are several suggestions for further research, first, the think-aloud strategy is very feasible to practice in the teaching and learning process in English subjects (mapel) and also other subjects because this strategy is able to improve the quality of students' thinking in understanding the text being read. Second, modeling a new strategy is also very much needed as an initial guide or guide for students to make it easier to practice independently when reading other texts. Finally, further research is needed in other subjects, besides English, by using the think-aloud strategy or modifying it with other strategies.

Analisis Kemampuan Membaca Arab Melayu Mahasiswa Kelas 2021 B Program Studi Pendidikan Bahasa dan Sastra Indonesia Universitas Riau

The ability to read Malay Arabic in higher education needs to be taken into account because it is based on high level education, therefore this research aims to determine the ability to read Malay Arabic writing for students in class 2021B, Indonesian Language and Literature Education Study Program, FKIP, University of Riau, academic year 2023. To determine the ability In reading Malay Arabic writing, the author uses several methods, namely by testing the skills of reading Malay Arabic writing. The research method uses descriptive analysis, the research sample was taken from 35 students in class 2021B, semester 5 of Indonesian Language and Literature Education, FKIP, Riau University in 2023. The data collection technique was carried out by conducting a reading skills test for 2021B students. The data analysis technique is carried out by processing the data that has been obtained using a reading trial test. The data analysis technique is by collecting test results, looking for percentages for each aspect of reading speed and comprehension. The results of the research concluded that the Malay Arabic reading skills of students in the 2021B Indonesian Language and Literature Education Study Program FKIP Riau University were 26 students in the high category, 7 students in the medium category and 2 students in the low category.

Mixtures of factor analysers with censored responses and external covariates: An application to educational data from Peru.

Analysing data from educational tests allows governments to make decisions for improving the quality of life of individuals in a society. One of the key responsibilities of statisticians is to develop models that provide decision-makers with pertinent information about the latent process that educational tests seek to represent. Mixtures of factor analysers (MtFA) have emerged as a powerful device for model-based clustering and classification of high-dimensional data containing one or several groups of observations with fatter tails or anomalous outliers. This paper considers an extension of MtFA for robust clustering of censored data, referred to as the MtFAC model, by incorporating external covariates. The enhanced flexibility of including covariates in MtFAC enables cluster-specific multivariate regression analysis of dependent variables with censored responses arising from upper and/or lower detection limits of experimental equipment. An alternating expectation conditional maximization (AECM) algorithm is developed for maximum likelihood estimation of the proposed model. Two simulation experiments are conducted to examine the effectiveness of the techniques presented. Furthermore, the proposed methodology is applied to Peruvian data from the 2007 Early Grade Reading Assessment, and the results obtained from the analysis provide new insights regarding the reading skills of Peruvian students.

An Investigation into the Critical Reading Skills of Engineering Students at 2 Private Universities in Malaysia and Vietnam

This study compares the critical reading proficiency of engineering students from two private institutions in Malaysia and Vietnam. It examines the degree to which PISAbased critical reading test scores of first- and final-year students vary. 182 engineering students, including 86 Malaysian and 96 Vietnamese undergraduates, were involved in this project. Descriptive and quantitative analyses were performed on the data. According to the findings, most students at two universities exhibited moderate critical reading skills. Moreover, the study’s outcomes revealed no substantial disparities between the critical reading levels of the final year Malaysian and Vietnamese students. By contrast, the performance of first-year students at two universities varied significantly on some test items. Some considerations regarding the selection of Western-based texts and the use of open-ended questions in the PISA reading test that might cause difficulties for Eastern students are also demonstrated in this study.
 Keywords: critical reading, Pisa 2018 reading assessment, engineering students, higher education

Peningkatan Keterampilan Membaca Permulaan Melalui Media Audio Visual Pada Kelas I UPTD SDN 145 Inpres Pampangan

This research aims to improve students' initial reading skills using audio-visual media in class I UPTD SDN 145 Inpres Pampangan. This research is Classroom Action Research, the subject of this research is class 1, totaling 30 students consisting of 18 boys and 12 girls. This research was carried out for 3 weeks. The implementation of this action was carried out during three 3 teaching and learning process meetings and at every third meeting there was a learning evaluation results test. This research was carried out as part of the Teaching Profession Strengthening (P2K) activities which started on September 11 2023 for the 2023/2024 academic year. The results of the research show that during the learning process there is a change in students' attitudes during the learning process in accordance with the results of observations, namely by applying reading skills through audio-visual media assisted by image media, it can increase students' self-confidence to ask both the teacher and their friends about material they don't know. understandable and can increase student attendance, and improve student reading skills with audio-visual media. So, beginning reading skills through audio-visual media are suitable for use in this class. This can be seen from the increase in learning outcomes for class I students at UPTD SDN 145 Inpres Pampangan, after learning initial reading skills through audio-visual media.
 

The effect of active learning strategies on developing oral reading skills in low-achieving native-speaker Arabic students

The effect of active learning strategies on developing oral reading skills in low-achieving native-speaker Arabic students

Developing the KHANA Test to Evaluate Reading Skills in Persian-speaking Students: A Preliminary Study

Developing the KHANA Test to Evaluate Reading Skills in Persian-speaking Students: A Preliminary Study

Fluency Outcomes of Summer Reading Intervention for Third Graders: A Cross-Sectional Analysis in the Context of COVID-19

Third-grade reading proficiency predicts later reading achievement and high school graduation, yet third-graders from historically marginalized groups experience differential learning opportunities and sometimes perform poorly in reading. Similar to the effects of summer learning loss, lost instructional opportunities due to COVID-19 have translated to disproportionate declines in reading skills for low-income, Black, and Latinx students. We analyzed archival reading data for 68 rising third-graders from historically marginalized populations, who read below grade level and participated in summer reading intervention in 2018, 2019, or 2020. Intervention involved evidence-based reading instruction with program elements aligned with high-impact tutoring; however, format (virtual), curriculum, and dosage were modified in 2020 due to COVID-19. We examined differences across years in oral reading fluency words correct per minute (WCPM) and word reading accuracy (WRA) intervention change scores, change scores adjusted for differences in dosage, and post-intervention scores. The 2020 cohort grew less and ended summer performing lower on WCPM and WRA compared to prior years, with 2019 vs. 2020 contrasts reaching statistical significance for WCPM (p = .03). After accounting for differences in dosage across years, no contrasts were statistically significant nor practically meaningful across year nor outcome. This study showed heightened risk via slower growth and lower end-of-summer scores for students receiving SRI in summer 2020, potentially driven by the decreased dosage in 2020. Implications for design of post-COVID summer programming focus on ensuring adequate dosages are achieved, even for programs with elements that otherwise align strongly with recommendations for high-impact tutoring.

Meningkatkan Kemampuan Membaca dengan Metode VATK (Visual, Audio, Taktil, Kinestetik) pada Anak Kesulitan Membaca di Sekolah Dasar

Early reading skills are basic skills that children need to have to understand various knowledge. In the learning process that plays an important role is the learning method, the application of the VAKT Method is one method that can be used to improve early reading skills in early grade elementary school students. This study aims to determine the effectiveness of the VAKT method on improving early reading skills in children with reading difficulties in elementary schools. The subjects of this study were 6 students in elementary school. This study used a quasi-experimental design. The sample of this study amounted to 6 people. The treatment given to the subject is the application of the VAKT method. Data analysis methods used with nonparametric techniques (Wilcoxon). The results showed that the application of the VAKT method can improve reading skills in children with reading difficulties in elementary schools, increase initial reading skills in students who have difficulty reading, obtained a Z value of -2.214. The significance value obtains a value of 0.027. judging from the significance value of 0.027<0.05, it means that there is an increase in reading ability with the VATK method (Visual, Audio, Tactile, Kinesthetic) in children with reading difficulties in elementary school

The relations of kindergarten early literacy skill trajectories on common progress monitoring measures to subsequent word reading skills for students at risk for reading difficulties.

The relations of kindergarten early literacy skill trajectories on common progress monitoring measures to subsequent word reading skills for students at risk for reading difficulties.

ANALISIS PENERAPAN METODE SILABA UNTUK MENINGKATKAN KETERAMPILAN MEMBACA PERMULAAN SISWA SEKOLAH DASAR

This research was motivated by the low initial reading ability of Indonesian elementary school students. This is because teachers still use conventional learning methods where learning is only centered on the teacher while students are not involved much or are not active in learning. In this condition, the syllabic method (silaba) becomes an alternative solution method, because the syllabic method involves interaction between students and teachers, so that there is no longer any learning that only dominates the teacher or only dominates smart students. This research also aims to review how the syllable method (sylaba) affects the beginning reading abilities of lower grade elementary school students. The method used for the review is systematic or Systematic Literature Review (SLR) by analyzing research results that have been published nationally relating to the syllable method (sylaba) on the initial reading ability of lower grade elementary school students for Indonesian language lessons, sample analysis are 15 journals that have been published in the last 10 years. The journal discusses the syllable method, based on the findings of the analysis of the syllable method (sylaba) which has a positive influence. From each article or journal that has been analyzed, there are differences, but overall this research shows the conclusion that the syllable method for beginning Indonesian reading skills in lower grade elementary school students has a significant influence on elementary school students' reading abilities.

Using the SIFT strategy to enhance the Lateral Reading skills of undergraduate students for detecting digital misinformation.

Using the SIFT strategy to enhance the Lateral Reading skills of undergraduate students for detecting digital misinformation.

Effects of adaptations of a phonics-based reading intervention program on reading and spelling skills of students with intellectual disability who require augmentative and alternative communication

IntroductionThis study is an examination of the effects of a series of adaptations made to a phonics-based reading intervention program for students with an intellectual disability (ID). The adaptations were designed to make the program more accessible to augmentative and alternative communication (AAC) users. They consisted of using a pointing-response modality to allow participants to give their answers as well as the use of internal speech, which involved performing certain tasks in one’s head because students with complex communication needs could not perform them aloud. Participants also completed reading and spelling activities on an iPad® application.MethodsA multiple-probe-across-participants design was used. Specifically, the adapted reading program’s effects were assessed on reading and spelling skills of three students with ID who were AAC users.ResultsThe outcomes indicate that all three participants improved their reading skills, and two participants also improved their spelling skills.DiscussionThe results and implications for future research are discussed.

Analysis of Beginning Stage of Reading Skills of First Grade Students of Indriasana Palembang Primary School.

This study aims to describe the beginning stage reading ability of first grade students at SD Indriasana Palembang. This research method is descriptive qualitative, with data collection through observation, interviews, tests, and documentation. The sample used saturated sampling technique. The research sample was 61 first grade students at SD Indriasana Palembang. The results of the study, first in the aspect of reading letters as much as 98% of respondents achieved the criteria of "very good" and 2% achieved "good". Second, in the aspect of reading syllables, 98% of respondents with the criteria of "very good" and 2% "enough". Third, in the aspect of reading words 92% of respondents with the criteria of "very good" and 8% "enough". Fourth, in the aspect of reading sentences 84% ​​of respondents with "very good", 11% "good", and 5% "enough".

PENGARUH MODEL ROLE PLAYING TERHADAP KETERAMPILAN MEMBACA BAHASA INDONESIA (PENELITIAN QUASI EXPERIMENT DI KELAS III SDN 020 LENGKONG BESAR KOTA BANDUNG)

The study aims to determine whether there is an influence on the use of Role Playing models in reading skills Indonesian elementary school and differences in students' reading skills before and after the Role Playing model is given. The subjects of this study were class III-A students as an experimental class and class III-B as a control class at SDN 020 Lengkong Besar Bandung. Types of quasi-experimental research with data collection techniques are pretes, posttes and non-test techniques. The results showed: (i) There is an influence on the reading skills of students, which can be seen based on the average data of posttes results which show higher scores than the average pretes scores, with an average posttes score of 83.33 while the average pretes score is 57.08. The results showed: (i) There is an influence on the reading skills of students, which can be seen based on the average data of posttes results which show higher scores than the average pretes scores, with an average posttes score of 83.33 while the average pretes score is 57.08. As the end of the study, the advice that can be given to school principals is expected to make these results as material for learning evaluation. Teachers are expected to be able to choose and develop appropriate and varied learning models and methods. For students, it is expected to be more active in learning. For further researchers, it is expected to be able to conduct further research by developing other aspects in it that affect the reading skills of students.

Penerapan Bahan Ajar Berbasis Literasi Untuk Meningkatkan Keterampilan Membaca Peserta Didik Slow Learner Di Sekolah Dasar

Literacy is a fundamental aspect that an individual must have. A literate society has an important role in the progress of a country, but in reality, literacy in Indonesia is still relatively low compared to other ASEAN countries. This low literacy has an impact on many things, especially education. There are many efforts we can make to minimize the low level of literacy in Indonesia, one of which is by providing quality teaching materials so that students will feel interested in reading and enjoy reading activities. The method used in this research is a quantitative method. This research uses a pre-experimental quantitative research method with the research design, namely one group pretest-posttest design with a research method used to examine a certain population or sample and give an initial test (pretest) and a final test (posttest) on the sample group to see improvements. The aim of this research is to find out how literacy-based teaching materials are implemented and whether literacy-based teaching materials can improve the reading skills of slow learner students. Based on research results, literacy-based teaching materials can improve the reading skills of slow-learner students.

БАШТАЛГЫЧ КЛАССТЫН ОКУУЧУЛАРЫНДА ОКУУ КӨНДҮМҮН КАЛЫПТАНДЫРУУ

The article will focus on the formation and development of reading skills in elementary school students. Definitions of the following terms in pedagogy are given: “reading skill", “reading technique", “reading comprehension", “correct reading", “fluent reading", “expressive reading", “intonation". 4 components of the reading skill are considered, as well as the conditions for managing the process of forming the reading skill. Along with the term "learning skill", the concept of "learning technique" is used. Study technique is a study method, pace and its correctness. Reading technique and comprehension are considered as two sides of the learning process. Technique is an integral part of reading comprehension. And the main purpose of reading is understanding. All of these learning components are interrelated and interdependent. Thus, the process of teaching a student to read should be built, taking into account the simultaneous work on all four components of reading skills, forming all these components in a complex and closely related relationship.

Organization of competence-based training in the teaching of the Nature subject in general education schools

The main aim of the article is to study the organization of the Nature subject in the competence-based teaching at schools. In recent years, the active participation of our Republic in various research programs on the assessment of student achievements has led to positive changes in textbook policy. In such programs (such as TIMSS and PISA), the reading, mathematical, and scientific literacy skills of students are studied and evaluated with specially designed tools. It should be noted that according to the results of the latest TIMSS study, our students were able to demonstrate high mathematical literacy skills. Unfortunately, their scientific literacy scores were lower than the average research score. However, the formation of scientific literacy in the natural sciences is extremely important in training competent young people for the future. In the countries whose students show high results in the TIMSS and PISA research programs (Singapore, China, South Korea, Finland, etc.), the formation of scientific literacy competence in the teaching of Natural Sciences is the main goal of national education. In the article, the way to solve the problem related to the formation of scientific literacy competence in our students at the general secondary education level with the teaching of the integrative "Nature" subject was studied; the importance and necessity of studying this subject were justified. The results of Azerbaijani students in the field of Natural Sciences in comparison with international studies are not satisfactory, the reason for this is that students do not have enough knowledge of scientific concepts and laws in Natural Sciences, and they have difficulty answering real-life situational tasks. Application importance: this theory can be implemented in general education schools.

Analisis Kesulitan Membaca Permulaan Siswa Kelas II SD Negeri 0501 Hutanopan

Beginning reading ability is an important issue for low grade students. If students' reading ability cannot be completed, it will become a big problem at the next level. The purpose of this study was to determine (1) the reading ability of the second-grade students at SD Negeri 0501 Hutanopan. (2) What are the inhibiting factors for beginning reading comprehension difficulties for second grade students at SD Negeri 0501 Hutanopan. This research is presented in a qualitative descriptive form with the aim of describing a process that occurs in the field. Data collection techniques are observation, interviews, and documentation. Based on the results of the study it can be concluded that (1) the initial reading ability of class II students at SD Negeri 0501 Hutanopan on average the second grade students were quite good at reading, because there were still found 6 students only recognized letters without being able to combine letters into words, 16 students only can spell letters but difficult to combine letters, 10 students are quite good at combining letters. (2) There are two factors inhibiting the difficulty of beginning reading skills for second grade students at SD Negeri 0501 Hutanopan, namely internal and external.

TEACHING EFL READING SKILL USING RECIPROCAL TEACHING STRATEGY: A CLASSROOM ACTION RESEARCH

The present study’s objective is to explore whether reciprocal teaching strategy can improve students’ reading skill in Indonesian EFL classroom. Reciprocal teaching consists of four steps, i.e., predicting, questioning, clarifying, and summarizing. The researcher employs a classroom action research design using two cycles. Research sample of this study consists of 24 students. According to this research findings, the employment of reciprocal teaching strategy can increase students' learning activities and reading skills. Therefore, since it is demonstrated as being effective for teaching reading skill, reciprocal teaching strategy can be recommended to be implemented for teaching EFL reading skill.