Student Reading Research Articles

Improving Narrative Essay Writing Skills Through the Use of the Classroom Reading Program Method for Class V Students at SDN 1 Nunggi

The aim of this research is: to determine the increase in learning outcomes in the ability to write narrative essays using the student class reading program method. The target of the activity was 26 class students at SDN 1 Nunggi, the activity was carried out by researchers and Indonesian language teachers and the school principal helped with its implementation. Information is collected through observation, inspection and documentation. Research materials were analyzed using quantitative and qualitative data analysis. The results of the research show that the classroom reading program method can improve the narrative essay writing skills of fifth grade students at SDN 1 Nunggi. The results of the evaluation of narrative essay writing skills show the average words achieved by students in the initial situation, namely. 56.42, while the average for cycle I was 65.6, which is an increase compared to the initial state of 9.18. In the second fall, the average student score was 71.9, i.e. increased by 6.3 compared to the average score of cycle I tests. The proportion of those who reached the completion criteria also increased, i.e. in the initial state it was 31% in the first cycle. 62% or experienced an increase in fullness criteria by 31% at the beginning and Cycle II reached 88% or an increase of 26% compared to Cycle I

The ideal versus the real: Mismatches in reading instruction for emergent bilinguals in secondary science classrooms

AbstractThe emphasis on language and literacy in science education research has urged science teachers to include reading as an integral part of learning science. However, in US secondary schools, the percentage of students reading under grade level is high, and emergent bilinguals (EBs) are significantly represented among this group. While researchers across disciplines have proposed a number of prescriptive reading practices in science classrooms tightly aligned with instructional standards, few scholars have closely examined the starting point of reading instruction in science classrooms, and even fewer have focused on actual instruction for EBs in these classrooms. This study examines the nature of existing reading practices in science classrooms, with a particular focus on EBs. Using a qualitative multiple case study method, this study found significant mismatches between actual classroom practices and the ideal prescriptions about science reading instruction portrayed in educational standards and research. This study also found that teachers were battling numerous obstacles to implementing research/standards‐based prescriptions. With the implications of science reading instruction for EBs' language and science content learning, this article will contribute to developing reading instruction and practices grounded in real classrooms and improving the instructional environment for reading‐inclusive science classrooms.

Enhanching Student's reading Achievement by Applying CLE

This study aimed to describe CLE method in enchanching students' reading achievement through review experts' opinions and results of previous research on the definition and benefits of CLE. The finding of study show that, CLE was effective media, and the media that could enchanching students' writing achievement regarding their motivation, literacy, creativity, and critical thinking.CLE also can be used in developing students creativity in reading comprehend , especially to support students reading. The students should increase their knowledge about vocabulary, grammar, and another aspects of reading. The study was conducted as library research that relies on the results of previous studies and experts' opinions for answering the present study's research questions.

Pengaruh Model Cooperative Integrated Reading and Compotition terhadap Kemampuan Menulis Teks Argumentasi Kelas V SD

The aim of this research is to improve learning outcomes for writing argumentative texts through the application of the Cooperative Integrated Reading and Compotition (CIRC) model for fifth grade elementary school students and to describe the obstacles and solutions for implementing the CIRC model in improving Indonesian language learning outcomes in writing argumentative texts. The main research method used was qualitative methods which were carried out during one meeting. The subjects of this research were class V students. The data collection techniques used were observation and analysis of argumentative texts produced by students. The research results show that the CIRC model shows a significant interaction with students' critical thinking abilities in its influence on their ability to write argumentative texts. These results show that the CIRC model can significantly improve students' ability to write argumentative texts, both for students who have high and low critical thinking abilities.

Exploring EAP English text readability and reader ability of Chinese university students through Lexile measures and metaphorical conceptualizations

This study aimed to ascertain and then close gaps between the readability demanded by degree-level textbooks in English and the reading abilities of Chinese students in a foundation programme of an English-medium university in China. A quasi-experimental research design shows Lexile-based reading interventions conducted both outside and inside class over one year within an English for Academic Purposes (EAP) class which might close the reading gap. Participants' English reading experiences were explored through Metaphor Analysis of their constructed metaphors regarding reading, academic reading and EAP reading strategies. The quantitative results show a significant reading ability growth in the experimental group after engaging in Lexile-based reading activities. This suggests that the Lexile-based reading intervention tends to raise students' reading ability towards a desired standard. Students completing inside-class reading journals made greater reading improvements than those joining outside-class reading tutorials. The metaphor analysis showed conceptualisations within five broad functions of reading evident in the participants’ metaphors: cognitive, affective, socio-cultural, moral-spiritual, and aesthetic. The cognitive and emotional aspects emerge saliently in both positive and negative student comments in metaphors on reading. Pedagogic implications and applications are suggested.

DEVELOPMENT OF COMICS BASED LEARNING MEDIA IN CLASS 2 THEME 5 MATERIAL MY EXPERIENCE AT HOME

This research is motivated by the low interest in reading of students in learning Indonesian because in the teaching and learning process teachers tend to use tools in the form of media in the form of books only and lecture methods, making it less interesting for students to pay attention to. This research aims to determine the development of comic-based learning media that is valid, practical and effective for use in class 11 in Indonesian language subjects. This research was carried out at SD Negeri 17 Palembang which is located on Jl. Enim Lorok Pakjo, Demang Lebar Daun, Palembang City, South Sumatra. This research is a type of ADDIE research, namely analysis, design, development, implementation and evaluation. The population and sample in this research were class 2 students at SD Negeri 17 Palembang, totaling 30 students in the class. Data collection techniques in this research are observation, interviews, questionnaires and documentation. , The results of this research are the results of the assessment of all validators, the percentage is 98% with the criteria "Very Valid" while one to one gets an average percentage of 84.5%. It can be concluded very practically, based on the criteria, the average percentage value is 81%-100 % that the comic media developed is very practical, the implementation of the Small Group trial phase obtained an average percentage of 90.7% Very Practical. The results of the data analysis of the Flied test product trial carried out by 30 class 2 students at SD Negeri 17 Palembang in the table show that It can be seen that the students' response to the total score was obtained with a percentage of 92.2% with very practical criteria, the potential effect on the 2nd class students at SD Negeri 17 Palembang, totaling 30 students, through 10 multiple choice test questions with a completion percentage of 86% or 27 students achieved the KKM score and 3 students below the KKM. Based on this percentage, the potential effect and final results or post test with a percentage result of 90% (p≥80%) so that comic media is categorized as very potential.

Pengaruh Peran Bahasa Indonesia Dalam Konteks Soal Cerita Matematika

In this research, it was found that mathematical literacy and language literacy have an important role in students' ability to understand and solve mathematical story problems. Language literacy skills, such as the ability to read and understand text, can influence students' ability to solve mathematical problems presented in story form. Improving students' numeracy skills does not only require acceptance of mathematical material, but also the ability to understand and apply mathematical material in everyday life. This shows the importance of students being able to relate mathematical concepts to real situations in everyday life. Mathematical literacy and language literacy are closely related in the context of mathematics story problems. The type of research carried out was descriptive research with literature study. The research method used is a quantitative method by collecting data from previous research and data analysis using the SPSS application. The results of the research show that there is a correlation between Indonesian language literacy and students' mathematical numeracy literacy in solving mathematics story problems. Based on research conducted, Indonesian language scores influence mathematics scores by 54.1%. This proves that Indonesian is very important to learn to expand understanding in solving mathematical story problems. The ability to understand questions/problems of course really depends on the student's reading ability or Indonesian language literacy.

Cross-National Analysis of Differences in Student Reading Performance: Taking PISA 2022 as an Example

This comparative study delves into the variations in student reading proficiency across nations as evidenced by the PISA 2022 data. Through the analysis of datasets from diverse countries, the study seeks to uncover patterns and discrepancies in reading performance. Key factors such as the education system, family background, and availability of learning resources are meticulously compared to ascertain their influence on reading proficiency. The study's findings reveal that disparities in reading abilities among students stem from a multitude of factors, rather than a singular cause. As a result, this study advocates for the implementation of interventions to address these disparities and ultimately enhance the reading proficiency of students globally. Firstly, policymakers should strive to create a more equitable environment for students' reading performance. Concurrently, resources must be allocated to bolster teacher training programs, thereby enhancing teaching standards and proficiency. Additionally, families need to enhance their involvement and support for children's reading progress. Finally, schools and teachers should employ more comprehensive assessment methods for students' reading achievements.

PENERAPAN METODE MENGAJAR KOLABORASI UNTUK PENINGKATAN KETERAMPILAN MEMBACA BAHASA MANDARIN SISWA PENDIDIKAN DASAR

Collaborative learning is a process whereby learners with varying abilities work together in small groups to achieve a common goal. This approach emphasizes the importance of students working together to construct knowledge and develop concepts to solve problems or tasks assigned by the teacher. This study employed a classroom action research methodology to improve Mandarin reading ability of second-grade students in an elementary school in Banyuwangi Regency. The participants were twenty-three students aged eight years old. The increase in student performance was attributed to the higher intensity of exercises in the second cycle. Collaborative learning facilitated the achievement of learning outcomes by allowing students to work together and construct knowledge.

English language learning anxiety and academic burnout in Chinese freshmen: a chain mediating approach.

The university stage is critical for cultivating and enhancing students' practical English proficiency, encompassing listening, speaking, reading, writing, and translation skills. Losing interest in English studies at this stage not only hampers the development of practical English competence but also has a negative impact on future employment and personal growth. This study aimed to explore to how English language learning anxiety (ELLA) affects academic burnout (AB) of freshman in China and explores the role of academic peer support (APS) and academic self-efficacy (ASE) in the relationship between the two. The study involved 1,355 college students who completed English Language Learning Anxiety Scale, the English Academic burnout Scale, Academic Peer Relationship Scale, the Academic Self-efficacy Scale. AB was significantly impacted by ELLA. ELLA and AB were mediated by ASE. Another factor that acted as a mediator between ELLA and AB was APS. ELLA and AB were mediated by a chain reaction involving ASE and APS. The chain mediation model validated in this study, providing valuable insights into the effects of freshmen's ELLA on AB in China, as well as practical insights into the prevention and intervention of ELLA and AB in other current college students.

Professional Development in Reading Comprehension: A Meta‐analysis of the Effects on Teachers and Students

AbstractReading comprehension instruction was identified by the National Reading Panel as an effective instructional practice to improve students' reading comprehension. Teacher professional development (PD) is essential for effective reading comprehension instruction to occur in schools. The aim of this meta‐analysis is to examine the extent to which teacher PD in reading comprehension impacted teacher knowledge or practice outcomes and student reading comprehension outcomes. Additionally, we explored whether various studies or PD characteristics were potential moderators of these outcomes. We identified 29 experimental and quasi‐experimental studies, including 51 independent samples and 97 effect sizes. Using robust variance estimation, teacher PD in reading comprehension had a large effect (g = 0.947, p < .001) on teacher knowledge or practice and a small effect (g = 0.193, p < .001) on student reading comprehension. Results indicate teacher PD in reading comprehension is effective in improving teaching practices and student learning. However, more systematic research is needed to investigate effective PD components and other factors which may influence the impact of PD on teacher and student outcomes.

Enhancing EFL -English as a Foreign Language, Education in Virtual Environments Using Kahoot

The research delves into the transformative impact of Kahoot on virtual English as a Foreign Language (EFL) education post-COVID-19, highlighting the shift towards online learning and the pressing need for effective digital tools to enhance both linguistic competence and student motivation. Conducted in Latin America, the study aims to evaluate how Kahoot influences students' motivation and English skills, employing a quantitative methodology with a quasi-experimental design. It examines the participation and performance of 197 students in reading and writing tasks, revealing significant improvements and a high acceptance of the gamified learning platform. The findings indicate that Kahoot not only boosts motivation and linguistic competence but also offers a flexible, interactive solution to address the challenges of virtual education, suggesting broader application and integration within the virtual learning ecosystem.

Digital Game-based Learning: Exploring the Use of Mobile Legends in Arabic Language Skills

Among the negative impacts of Mobile Legends are dependence, loss of productivity, and health degradation. This research explored the other side of Mobile Legends, focusing on their positive impacts on learning. This study aims to explore the benefits of Mobile Legends digital games in Arabic language skills and analyze the use of Arabic in Mobile Legends games. The approach in this study is qualitative descriptive. The research sample was Arabic Language Education students of UIN Imam Bonjol Padang. The results showed: 1) the game used Arabic and players could improve listening to the Arabic vocabulary used in the game; 2) this game used Arabic in communication interactions between teams and opponents so that communication between players using Arabic-supported speaking skills; 3) this game helped users understand words and phrases used in the context of specific situations and team interactions; 4) besides the language aspect, the cultural aspect also influenced this game, Khaleed's character is identified as Khaleed bin Walid the valiant hero of Islam from Arabia. This research outlines that the Mobile Legends application can improve students' Arabic skills, especially listening, speaking, and reading.

Exploring College Purpose

Background: Upon returning to in-person teaching at Kingsborough Community College after the pandemic, I realized something profound had shifted in my students. The well-documented drop in community college enrollment attributed to the pandemic seemed to reflect deeper disjunctures that had led students to an existential questioning of the purpose and value of a college degree. Purpose, Objective, Research Question, or Focus of Study: This study explores 30 community college students’ evolving perceptions of the purpose of college as they navigate through a first-year composition course with a curriculum that explicitly engages them in reading, writing, and researching various perspectives on the purpose, value, and challenges of pursuing a college education. Research Design: This qualitative, exploratory study involved redesigning my Composition I and II curricula to engage students in reading, writing, and thinking about the purpose of college; researching the challenges they and other community college students face in pursuing a degree; and proposing student-generated solutions to the community college enrollment and retention crisis. Data collected include two semesters of student essays, discussion boards, annotations on course readings, class activities, and notes from in-class discussions. Data analysis for this essay centered on student writing and followed a grounded theory approach with a focus on identifying salient themes related to student beliefs around college purpose and the impact of academic momentum policies on their college experience. Conclusions or Recommendations: The data from this study show that (1) community college students’ understanding of the purpose of college is diverse and malleable and (2) academic momentum policies that press students to attend college full time, despite their many life exigencies, are undermining community college students’ passions and purpose in pursuing a college education.

ChatGPT Provides Satisfactory but Occasionally Inaccurate Answers to Common Patient Hip Arthroscopy Questions

PurposeTo assess the ability of ChatGPT to answer common patient questions regarding hip arthroscopy, and to analyze the accuracy and appropriateness of its responses. MethodsTen questions were selected from well-known patient education websites, and ChatGPT (version 3.5) responses to these questions were graded by two fellowship-trained hip preservation surgeons. Responses were analyzed, compared to the current literature, and graded from A to D (A being the highest, and D being the lowest) in a grading scale based on the accuracy and completeness of the response. If the grading differed between the two surgeons, a consensus was reached. Inter-rater agreement was calculated. The readability of responses was also assessed using the Flesch-Kincaid Reading Ease Score (FRES) and Flesch-Kincaid Grade Level (FKGL). ResultsResponses received the following consensus grades: A (50%, n=5), B (30%, n=3), C (10%, n=1), D (10%, n=1) (Table 2). Inter-rater agreement based on initial individual grading was 30%. The mean FRES was 28.2 (SD± 9.2), corresponding to a college graduate level, ranging from 11.7 to 42.5. The mean FKGL was 14.4 (SD±1.8), ranging from 12.1 to 18, indicating a college student reading level. ConclusionChatGPT can answer common patient questions regarding hip arthroscopy with satisfactory accuracy graded by two high-volume hip arthroscopists, however, incorrect information was identified in more than one instance. Caution must be observed when using ChatGPT for patient education related to hip arthroscopy. Clinical RelevanceGiven the increasing number of hip arthroscopies being performed annually, ChatGPT has the potential to aid physicians in educating their patients about this procedure and address any questions they may have.

Implementasi Formulasi Grafik Raygor Dalam Uji Perbandingan Tingkat Keterbacaan Buku Ajar Bahasa Indonesia Kelas IX

Textbooks are one of the central learning tools in achieving a predetermined level of competency. One of the main aspects of a good textbook is the suitability of its readability level to the level of cognitive development of students. This research aims to determine the readability level of the Class IX Indonesian Language Textbook, 2013 Curriculum Edition and the Merdeka Curriculum based on the Raygor Graphic formulation. The research method used was qualitative, with 5 text samples from each book edition. The research results showed that all text samples in both editions of the book had a readability level that did not match the cognitive level of class IX students. This is because all text samples have too many difficult sentences and words, so the text needs to be simplified. More than that, it is hoped that the results of this research can provide advice to textbook authors to pay more careful attention to readability aspects before inserting texts into textbooks. This is to ensure that the texts presented in textbooks are appropriate to the cognitive level and reading abilities of students at their grade level.

Concept Mapping as a Tool to Scaffold Summary Writing

Second language learners generally struggle with comprehending and identifying main ideas while reading academic texts. Moreover, students are expected to write summaries of texts as a part of their curriculum to facilitate their reading comprehension. Whereas summary writing can be considered a sound post-reading strategy that facilitates comprehension, it is a skill that needs to be mastered. The present action research introduces concept mapping, a fundamental cognitive learning strategy, to facilitate tertiary-level students' reading comprehension and summary writing skills. The sample consisted of 22 undergraduate students, male and female, from the Faculty of Social Sciences in a public sector university in Karachi. Two four-week action cycles engaged students in reading and summary writing tasks using a direct method with model summary samples and a concept mapping tool. Students’ reflective notes and written summaries were used as data collection tools. Thematic data analysis revealed that concept mapping proved to be an effective tool in summary writing and facilitated students in identifying and organizing main ideas. Findings and ethical considerations are discussed.

중학생의 읽기 동기와 읽기 능력 간의 관계에서 읽기 행동의 매개효과: 성별에 따른 다집단 분석

중학생의 읽기 동기와 읽기 능력 간의 관계에서 읽기 행동의 매개효과: 성별에 따른 다집단 분석

Improving Student Initial Reading and Reading Comprehension Skills Using Picture Card Media at 7th Grade SMP Bina Insan Mandiri Bogor

Improving Student Reading Loud and Reading Comprehension Skills Using Picture Card Media at SMP Bina Insan Mandiri Bogor. The aim of this study was to improve beginning reading skills using picture cards for 7th-grade students at SMP Bina Insan Mandiri Bogor. This type of research is Classroom Action Research (PTK) which is conducted in two cycles. The research design uses the Kemmis Mc model. Teggart with the subjects in this study were grade 7th with a total of 35 students. Techniques for collecting data used 1) oral reading tests and written reading comprehension tests, 2) observation, and 3) documentation. The data analysis technique uses descriptive statistical analysis, namely by finding the average. Indicators of student success must be achieved with a class average of 70 and a completeness of 80%. The results of the study show that learning about early reading using picture cards in English subjects can improve the reading skills of grade 7th at SMP Bina Insan Mandiri Bogor. 2. Pre-cycle reading ability was 65 and 54% completeness, in cycle 1 there was an increase to 68 and 66% completeness, in cycle II 74.14 with 88% completeness. In this study, the reading ability of class 7th SMP Bina Insan Mandiri Bogor with pronunciation, intonation, and reading comprehension increased until they reached the minimum mastery criteria (KKM) that had been set, namely 70 and 80% completeness in class. In cycle 1 use picture cards with a size of 13x6cm and with attractive colours. In cycle II use a bigger card, size 18x6 to facilitate learning for students in understanding reading.

Impact of Technology-Based Learning on Academic Performance of Undergraduate Level Students

Technology-based learning is a new learning method where students are taught using different digital/ICT tools such as mobile phones, computers, the internet, multimedia, tablets, and many others. The present study aimed to determine the impact of technology-based learning on students' academic performance. A quantitative research method was applied, followed by a survey research design to accomplish this study. The study was delimited to Balochistan province. All the public degree-awarding higher educational institutions were considered for the study. The target population for the study was the undergraduate students. The questionnaire was developed in collaboration with all authors. The reliability and validity of the framed questionnaire were checked through pilot testing. The reliability was found to be 0.87. Data were collected personally and with the help of colleagues. The collected data were analyzed using descriptive and inferential statistics with the assistance of SPSS software version 22. The study's findings indicate that technology-based learning develops students' critical thinking, communication, cognitive, and reading skills, motivates students to become problem solvers, and enhances the professional development of the learners. The study concluded that technology-based learning positively impacts students' academic performance at the undergraduate level and also enables the students to cope with modern-world challenges. The study recommends that the government include technology at all levels of education, train its teachers, and provide all the technology resources.