Student Reading Research Articles

Gerakan Manajemen Literasi dalam Meningkatkan Minat Baca Siswa Sebagai Transfigurasi Perpustakaan di MAS YPK Cijulang

This research aims to describe and identify the planning and implementation of the School Literacy Movement (GLS) program as well as the obstacles and supporters in implementing the program. The school literacy movement is a comprehensive and sustainable effort to foster students' interest in reading and make schools a learning organization whose citizens are literate throughout life and of course become one of the transformations of libraries in schools. This research uses a qualitative approach. The location of this research is MA YPK Cijulang with the research subjects being the school principal, students and class teachers. Data was collected through observation, interviews with school principals and class teachers. In implementing the school literacy movement, school principals have a very big role considering that government policy allows each school institution to develop programs that have been agreed to by the government. The results of this research indicate that the implementation of the literacy movement program at MA YPK Cijulang can increase students' reading interest and reading ability. The product of the Literacy Movement program at MA YPK Cijulang is the activity of reading a book for 15 minutes and reading 3 surahs in chapter 30 for 15 minutes every morning.

The Application of Schema Theory in English Reading

English reading has always been an important part of English learning. However, many non-English major Chinese students do not pay attention to the cultivation of reading ability, but only passively learn with the goal of exams. At the same time, due to cultural differences, many difficulties arise in the process of English reading teaching. The development of schema theory provides language researchers with a good idea for studying reading behavior, and it also provides guidance for the teaching process of English reading for Chinese university students. Therefore, this paper uses a literature analysis method to study how schema theory works in English reading in different teaching methods, hoping to provide more teaching ideas for teachers. The study shows that currently, mind mapping and information technology teaching can effectively improve college students' English reading ability. In the teaching process, students use mind mapping to grasp different formal schemas and conduct top-down reading based on the mind maps they draw. At the same time, new media teaching and mobile learning also expand students' content schemas, promoting systematic learning of language knowledge for students.

تعليم مهارة القراءة باستخدام الكتاب العربية للناشئين لطالبات الصف الثاني بالمدرسة الثانوية "المنورة" عوديرجو-ديوك-جومبانج

This research aims to discuss the teaching of reading skills using the book "Al-Arabiyyah li al-Nasyi’in" among eighth-grade female students at MTs Al-Munawaroh in Dsn. Ngemplak, Ds. Ngudirejo, Kec. Diwek, Jombang. A field approach is used in this study, employing observation and interviews as research tools. Through direct observation, the researcher observed the teaching patterns used, such as structured lectures, group discussions, and practical exercises. Interviews with the students provided data on their perceptions of reading skill instruction using the book. The results of this study indicate that teaching reading skills using the book "Al-Arabiyyah li al-Nasyi’in" at MTs Al-Munawaroh is effective in helping students develop Arabic reading skills. Through structured lectures, students gain an understanding of relevant theories and information. Through group discussions, they can interact with classmates to enhance their understanding and broaden their knowledge. Practical exercises provide opportunities for students to apply their reading skills in real-life contexts. However, the study also identifies several challenges in teaching reading skills, including resource limitations and the need for more effective teaching strategies. While the book "Al-Arabiyyah li al-Nasyi’in" has proven to be effective, there is a need for improvement in utilizing available resources and developing more innovative strategies to enhance reading skill instruction. This research provides a better understanding of teaching reading skills in the context of Islamic education using the book "Al-Arabiyyah li al-Nasyi’in". The findings of this study can contribute to curriculum development and Arabic language instruction in Islamic educational environments, as well as provide insights for educators to enhance student reading instruction.

The Impact of Flipped Classroom Instructional Strategy on 7th Grade Students Reading Comprehension in Jordan: An Empirical Study

The current study investigated the impact of flipped classroom instructional strategy on 7th grade student's reading comprehension in Jordan. A semi-experimental pre-posttest design was used through a sample consisting of (43) female students from the 7th grade selected purposefully. These were randomly assigned into two groups, the experimental group consisted of (23) female students and the control group consisted of (20) female students. The experimental groups were taught through the Flipped Classroom strategy, whereas the control group was taught according to the guidelines and procedures of teaching reading from the teacher's book. The study's results revealed a statistically significant difference between the means scores of students of the experimental and control groups and reading comprehension posttest in favor of the experimental group taught using a flipped classroom. This study may help language students capitalize on simple and interesting technology such as CDs, DVDs, Electronic platforms, and interactive applications for presenting educational materials.

Learning About the Civil Rights Movement Through Multi-Perspective Biographical YA Graphic Novels

No single story can represent fully and comprehensively a complex historical movement such as the Civil Rights fight for freedom and social justice. Learning about this movement through multi-perspective biographical young adult graphic novels cultivates in students a nuanced understanding of this historical struggle, making it more concrete and relatable for student readers. In this article, we describe how teachers can use graphic novels from diverse perspectives for teaching the Civil Rights Movement.

Do Mathematics and Reading Skills Impact Student Science Outcomes?

Establishing validated science programs for students with or at risk for learning disabilities requires testing treatment effects and exploring differential response patterns. This study explored whether students' initial mathematics and reading skills influenced their treatment response to a whole-class, second-grade science program called Scientific Explorers (Sci2). The original Sci2 study employed a cluster randomized controlled design and included 294 students from 18 second-grade classrooms. Differential effects of the program by initial mathematics and reading skill levels were not observed for an interactive science assessment and a distal science outcome measure. However, based on initial reading skill levels, moderation results were found on a science vocabulary measure, suggesting the effects of Sci2 were greatest for students with higher initial reading skills. Similar results were found using initial mathematics skill levels as a predictor of differential response such that students with higher mathematics skills reaped stronger treatment effects on the vocabulary measure. Further, we found initial mathematics skills also influenced outcomes on the proximal science content assessment, where students with higher initial mathematics skills led to higher outcomes. Overall, findings suggest Sci2 produced robust effects for all students (g = 0.24-1.23), regardless of initial skill proficiencies. Implications for exploring differential response in science intervention research are discussed.

Utilization of Twitter as an Educational Tool to Improve Reading Literacy in Indonesian Language Students

Digital power and lack of access to relevant literature. Twitter, as one of the most popular applications in the era of digital culture, can be used as an educational tool to increase the reading literacy of Indonesian language study program students. The integration of Twitter in the learning of Indonesian language study program students can facilitate access to information, increase creativity, develop reading literacy skills, expand social networks, and encourage student participation. The library research method is used to analyze secondary data from published research articles. The research question raised was, "How can the use of Twitter as an educational tool increase reading literacy among Indonesian language study program students in the era of digital culture?" The findings show that the integration of social media, especially through Twitter, can make a positive contribution to Indonesian language learning by utilizing its features to facilitate access to information, increase creativity, develop reading literacy skills, expand social networks, and encourage student participation. Overall, the use of Twitter in Indonesian language learning promises to significantly increase student reading literacy while building engagement, motivation and a strong learning community.

Using Artificial Intelligence Chatbots to Support English-as-a-Foreign Language Students’ Self-Regulated Reading

Self-regulated learning (SRL) has been integrated into English-as-a-Foreign Language (EFL) reading instruction to enhance students’ reading achievement. Evidence indicates that providing personalized support is critical to SRL. However, providing personalized support is time-consuming and challenging to implement in language classrooms. Although personalized support has been built into many online reading systems, the support is often delivered in a one-way manner, with little chance for follow-up discussions. This innovation in practice introduces an artificial intelligence (AI) chatbot developed to provide personalized SRL support for EFL students in reading. The AI chatbot was designed as a reading companion to facilitate active, out-of-class reading that expands in-class instruction. By giving autonomy to students to engage with appropriate reading materials and receive personalized self-regulated reading (SRR) guidance, the innovation empowered learners to overcome challenges in the reading process and facilitated their use of SRR strategies. The pedagogical values of the innovation were explored from students’ perspectives. Future pedagogical directions for AI-supported SRR instruction is also discussed.

Implementation of the Sahla Method in Qur’an Memorization

The Sahla Method, implemented since 2020, plays a crucial role in building a generation of Qur’anic memorizers who are not only strong in memorization but also excel in recitation and application, following the correct pronunciation (makharij al-huruf) and tajwid rules. The memorization process is carried out with a tahsin class system, the use of bayati tones, as well as a memorization system for page numbers and verse positions. This study aims to analyze the implementation of the Sahla Method in memorizing the Qur'an at the Al-Imam Tiru Kidul Modern Tahfidz Pond, Gurah, Kediri. The research method used is descriptive research with a qualitative approach, involving interviews, observations, and documentation. The results of the study show that the application of the Sahla Method significantly improves the quality of reading and memorization of students, with many students successfully participating in and winning various Tahfidz competitions. The method ensures high-quality memorization, including the ability to recall page numbers, verse numbers, positions, and verse comprehension, in an enjoyable manner. This research is based on the Al-Imam Modern Tahfidz Boarding School, which educates students at the elementary, middle, and high school levels. The study was conducted in response to the increasing interest of parents in enrolling their children in this boarding school.

The Impact of Community Eligibility Provision on Multilingual Learner Outcomes

Community Eligibility Provision (CEP) allows schools that meet certain criteria to provide free meals to all students. I provide new evidence on the impact of CEP with a focus on a particular group of students: those who are Multilingual Learners (MLL). These students may have been less likely to enroll to receive free meals before CEP even when income-eligible and were potentially less likely to take-up free meals when enrolled during the pre-CEP period due to heightened stigma. Using a student-level panel from North Carolina, I estimate the impact of CEP on MLL student math and reading achievement and school suspensions. I estimate student fixed effects models that suggest CEP positively impacts MLL students, whose math and reading test scores improve .032 and .082 of a standard deviation, respectively, on average when they attend schools enrolled in CEP. These students also see a reduction in the chance of being suspended in a given year of ∼2.3%, a 20% reduction of the mean, though this finding is more sensitive to how school-level poverty is measured.

Pengenalan Sumber Bacaan Sederhana Sebagai Sarana Peningkatan Literasi Baca Untuk Siswa SD

Reading literacy can be defined as a person's ability to understand, evaluate and use information contained in reading effectively. Reading literacy is an ability that must be familiarized from an early age. One of the factors that can improve reading literacy is the existence of simple reading resources that can be tailored to student needs. In this case, the role of parents, especially teachers, is very important to support students in reading activities. through this community service activity, the results obtained regarding the understanding of SDN 2 Bojongmenteng teachers increased. Teachers understand the types of simple reading materials that can improve students' reading literacy. From this activity, teachers are expected to be able to implement simple reading for students of SDN 2 Bojongmenteng.

Performance and eye movement patterns of industrial design students reading sustainable design articles

Sustainable design education plays a crucial role in cultivating sustainability awareness and competencies among students studying industrial design. This research investigates their sustainability levels, reading performance when engaging with articles, and fixation patterns during reading. 60 industrial design students participated in the study. We evaluated their sustainability levels using the Sustainable Consumption Measurement Scale. After reading both theoretical and case article, they completed tests assessing their recall and perspective scores. We collected eye-tracking data to analyze fixation duration and conducted lag sequential analysis on fixation transitions. Students were categorized into higher and lower sustainability groups based on their sustainability scores. Female students demonstrated higher sustainability levels, and students with design experience performed better in the higher sustainability group. While recall scores did not differ significantly, the higher sustainability group exhibited elevated perspective scores in theory article. Perspective scores were generally higher for case article compared to theory article. The higher sustainability group exhibited longer fixation durations in theory article, while the case article had longer fixation durations on images. Fixation transition patterns varied between theoretical and case article, with the former featuring transitions from images to texts, and the latter demonstrating transitions between images. This study provides valuable insights into sustainable design education for students studying industrial design.

Student's Reading Comprehension as Related to Strategies Used in Reading

Student's Reading Comprehension as Related to Strategies Used in Reading

Analysis of factors that influence students' lack of reading ability in Indonesian language subjects in elementary schools

This research aims to describe the analytical factors that influence the lack of reading ability of lower grade students in Indonesian language subjects. This research was carried out at SDN I Senaru, Batukoq Hamlet, Senaru Village, Bayan District, North Lombok Regency. The object of research is the factors that cause the lack of reading ability of lower grade students in Class II Elementary School where their age ranges from 7-8 years, namely the transition period after toddlerhood to childhood. The age in this research is what causes the low reading ability in class II. The research method used is qualitative research because the data obtained in the field is more in the form of information and information about the conditions of students as they are in the field using observation, interviews and documentation methods, then looking at the results of the analysis of factors that influence the lack of reading ability of low grade students so that It can be concluded that the lack of reading ability is caused by four factors, namely 1). Physiological Factors, 2). Intelligence Factor, 3). Environmental factors and 4), Psychological factors. Some of these factors cause learning outcomes and learning achievements to be not as effective as other friends who are already fluent in reading and this becomes an obstacle for teachers and others.

Challenges in Implementing Extensive Reading in Thailand

This study explores the key challenges encountered in the implementation of extensive reading in the Thai context. The samples were 400 Thai students and teachers who were already familiar with the concept of ER. The participants' opinions, thoughts, and beliefs about the implementation of ER were also gathered through surveys and semi-structured interviews. The results reveal that these challenges include teachers’ beliefs about ER; insufficient support from schools and educational authorities; teachers' workload and lack of training; and students' motivation and reading habits. Overcoming these challenges requires collaborative efforts between educational institutions, administrators, teachers, and students to provide adequate resources, training, and a supportive environment to promote a reading culture in the EFL classroom in Thailand. Extensive reading programs (ERP) can be effectively implemented in Thailand by recognizing and resolving these issues, which will improve language learning outcomes and a lifelong motivation for reading among students.

Utilizing Grammar Translation Method in Teaching Reading and Writing: An Experimental Study

The primary aim of the study was to investigate the effectiveness of the grammar translation method in teaching reading and writing, assessing whether this technique leads to better learning results compared to conventional teaching methods. Utilizing a quasi-experimental method, the study revealed that there was a significant difference in the achievements of students in reading and writing in their pretest and posttest in the class. The findings suggested that employing the grammar translation method enhanced students' proficiency in reading and writing. Therefore, employing this approach might produce better outcomes than solely depending on the second language method, thereby enhancing students' academic performance. The results indicated that the grammar translation method was effective in teaching Reading and Writing to Technical Vocational Livelihood students, showing positive academic results. Hence, it was recommended to apply the method to additional Reading and Writing topics beyond those examined in the study. Moreover, future researchers were encouraged to adopt the methodology and investigate its effects not only academically but also across social, psychological, and physical domains.

Implementing Extensive Reading with Wattpad to Improve English Students Reading Comprehension at Senior High School Level

Reading comprehension is important, but low interest among middle school students has led to further research. Using the extensive reading method with Wattpad can improve students' reading skills significantly. This research aims to improve middle school students' reading comprehension by integrating Wattpad as a learning medium, offering an alternative method in English language education. This research uses statistical analyzes such as normality, homogeneity, Howell game post hoc, and Welch's test. This research used a quasi-experimental design with the experimental group using Wattpad and the control group using traditional methods. A quasi-experimental design was chosen because there are external variables that are beyond the researcher's control. The research subjects consisted of two groups: the experimental group received extensive reading treatment with Wattpad, and the control group used traditional methods. . Analysis of this research data confirms the effectiveness of extensive reading with Wattpad. Statistical tests show normality, homogeneity, and significant differences between the experimental group and the control group. These findings are in line with previous research which shows that extensive reading significantly improves students' comprehension skills. In conclusion, this research provides strong evidence that extensive reading with Wattpad has a positive impact on comprehension student reading.

Predicting Reading Comprehension: Investigating the Influence of Multiple Variables Through Multiple Regression Analysis

Reading comprehension is a skill that can aid pupils in grasping the meaning of a text or gaining new insights from it. This study investigated the influence of multiple variables on reading comprehension and identified the key factors that contribute to reading comprehension. It utilized the descriptive-correlational method to describe the relationship between multiple independent variables and reading comprehension. It was conducted in one of the elementary schools in Himamaylan City during the school year 2022-2023, utilizing 50 Grade 6 students who were selected using total enumeration. The researcher utilized the Philippine Informal Reading Inventory to determine students’ reading comprehension and standardized instruments in measuring various variables in reading. It was revealed that out of the ten variables considered, it was reading fluency (t=-2.197, p=0.034), nonsense word fluency (t=-2.018, p=0.050), phonological awareness (t=2.923, p=0.006) and phonemic awareness (t=-2.809, p=0.08) were found significantly related to the reading comprehension of the students. These four variables are the key factors that impact reading comprehension and help them better build an understanding of the text. Using multiple regression analysis, it was found that reading fluency, nonsense word fluency, phonological awareness, and phonemic awareness are the influential variables in the students’ reading comprehension indicating the essence of primary language development. Moreover, phonological awareness is significant in developing the student's reading comprehension. It is recommended that the development of reading comprehension in the primary grades be given a focus through proper intervention.

Peningkatan Kemampuan Literasi dan Numerasi di SDK Maubesi II Kabupaten Timor Tengah Utara

This community service activity aims to improve literacy and numeracy skills for students at Maubesi 2 Catholic Elementary School, Insana Fafinesu District, North Central Timor Regency. This community service is carried out in several stages, namely coordinating/communicating with the TTU Regency Education and Culture Office and the target school, conducting initial observations, designing a work program and discussing it with the school, implementing the work program and evaluating the implementation of the work program. The community service methods used are communication, observation and implementation of work programs and evaluation. Based on the results of the community service carried out, it was found that there was an increase in literacy and numeracy skills as demonstrated by the increase in reading, writing and arithmetic skills of students at Maubesi 2 Catholic Elementary School. This was realized through the availability of learning media that was able to arouse students' interest in learning, mentoring. and structuring the classroom and library environment so that it influences enthusiasm for learning and participating in learning.

ENGLISH READING MATERIALS WITH ISLAMIC MATERIALS AND VALUES AT ISLAMIC BOARDING SCHOOLS-BASED COMMUNICATIVE LANGUAGE TEACHING

Mastery of English in the era of digital-based communication and technological advances is very important for students at Madrasah Aliyah of Darussalam Islamic Boarding School, Kepahiang, Bengkulu. Unfortunately, the students are used to memorizing grammar structures (Nahwu and Shorof) when learning Arabic, and when learning English, especially in reading skills, they are more likely to memorize and prioritize grammar than the flexibility to explore language and convey it into spoken and written language. Then, the teaching materials used by the English teacher as learning media in English subjects, especially in reading competence, tend to focus more on and burden students with grammatical patterns and do not develop students' skills in reading based on experience, the context of life, or their needs in communicating. This study aimed to assist in the implementation of the results of the development of English reading materials with Islamic materials and values for students at Islamic boarding schools based on Communicative Language Teaching to reduce the problems faced by students in learning English reading. This research used the Participatory Action Research method, which looks for something to link the research process to the process of social change. Through several stages of the activity cycle, starting with planning, implementing, observing, and reflecting, which are implemented on the subjects assisted by the students through activities planned in a participatory manner by stakeholders, teachers, and students, The results of the implementation of English teaching materials that occur can be concluded to be that students are able to identify problems in terms of the learning process, share experiences they have gained from previous learning activities, solve problems with solutions they consider strategic, slightly recognize that they need empowerment, and understand that every human being has the potential to be able to communicate in English, depending on their willingness to hone skills and improve abilities.