Teaching Reading Comprehension Research Articles

Use of Schema Theory in the Teaching of English Reading Comprehension in Senior High School

This paper examines the use of schema theory in enhancing English reading comprehension in senior high school students. Schema theory, a cognitive psychology framework, emphasizes that readers’ prior knowledge and experiences play a crucial role in comprehending new information. This paper summarizes the basic viewpoints of schema theory and discusses its practical applications in English reading comprehension in senior high school. Research has shown that implementing schema theory not only benefits students’ language skills but also fosters their critical thinking abilities. When students are able to connect new information with their existing schemas, they become more familiar with analyzing and interpreting complex texts. This theory encourages active engagement with the material and promotes a deeper level of comprehension. This paper also addresses challenges and solutions in implementing schema theory. By incorporating schema theory into reading classes, teachers can help students develop a deeper understanding of texts, improve their reading efficiency, and enhance their overall English proficiency.

The Application of Schema Theory in Senior High School English Reading Comprehension Teaching

The Application of Schema Theory in Senior High School English Reading Comprehension Teaching

The Effectiveness of Student Team Achievement Division (STAD) and Directed Reading Thinking Activity (DRTA) Strategies in Teaching Reading Comprehension to Students with Different Levels of Motivation at MAS Ahmad Dahlan Tegal

This study aims to investigate the effectiveness of the Student Team Achievement Division (STAD) and Directed Reading Thinking Activity (DRTA) strategies in teaching reading comprehension to students with different levels of motivation at MAS Ahmad Dahlan Tegal. This study used a 2x2 factorial design. This study conducted at MAS Ahmad Dahlan Tegal. The participants of the study included Group X B comprising 25 students, and Group X D comprising 26 students. The students will be classified into high and low motivation and will be taught with different teaching strategies. The instruments of the study are tests, questionnaire, and observation. This result showed that STAD and DRTA strategies are effective to teach reading comprehension. The mean post-test score in the experimental group I was 75.40, while the mean post-test score in the experimental group II was 74.43. In addition, the mean post-test score in the experimental group I was recorded as 73.60, while the mean post-test score in the experimental group was 67.33 II. It can be concluded that STAD and DRTA strategies effective in improving students’ reading comprehension to both of high and low levels of motivation. Keywords: Reading comprehension, STAD strategy, DRTA strategy, Motivation

EXTENDING THE CONCEPT LEARNING STATAGEY TO INCREASE THE STUDENTS’ READING COMPREHENSION AND THEIR SELF-DETERMINATION

This study set intended to determine whether or not students' reading comprehension may be improved by using the concept learning method technique. This study used a mixed method of methodology. Triangulation—questionnaires, interviews, and documentation—was used as a data collection method. The author employed data reduction, display data, and conclusion or verification data to analyze the data. Based on the conducted research, the study's conclusion was: (1) Based on the results of the questionnaire and interview, it can be concluded that using the Concept Learning Strategy technique in the learning process was beneficial. When studying reading comprehension, the idea learning strategy technique is more effective than the traditional teaching approach. Furthermore, there existed a discrepancy in the reading proficiency of students instructed through the concept learning strategy approach when analyzed from the perspective of self-determination. Additionally, there existed a relationship between the concept learning strategy approach and self-determination concerning students' reading comprehension when teaching reading comprehension skills through the principled learning strategy.

The Use of Jigsaw Technique to Improve Reading Comprehension of The Eighth Grade Students of SMP Negeri 12 Palu

This research aims to find out the use of Jigsaw Technique to Teach Reading Comprehension of the Eight-Grade students of SMP Negeri 12 Palu. This research used a quasi experimental design consisting of experimental and control classes. The sample of this research was two classes of eight-grade students, with the amount 51 students of VIII A and VIII B. This research used a total sampling technique. In the process of collecting the data, the researcher used an instrument which contains of multiple choice and essay test. The result of the data analysis shows that the mean score of the experimental class significantly increased from 57.78 to 77.78, while the mean score of the control class increased from 60.36 to 69.52. The researcher found that the t-counted was higher than the t-table (4.65>1.678). It means that the hypothesis was accepted. In conclusion, the use of Jigsaw Technique can be applied by teachers in teaching and learning process as one of effective technique to improve Student’s reading comprehension.

Text-Based Inference Instruction for Elementary Grade Children with Reading Comprehension Difficulties: An Intervention Research

"The current study investigated the effects of inference instruction on text-based inferences by third graders who are below average in reading comprehension but average in reading fluency and cognitive abilities. Text-based inferences occur when the preceding text has an identifiable causal antecedent. Participants were randomly assigned and attended twelve 30-minute sessions of the inferences training intervention. We have included strategies for integrating information from the text to improve reading comprehension skills. We provide an overview of how specific text-based instruction influences reading comprehension processes and outcomes and can lead to increased reading comprehension. The comparison of pretest and posttest results in the experimental group showed a significant gain in the following variables: generating inferences and providing arguments for using rules and constraints. Finally, we discuss how consideration of these potential sources of instruction has practical implications for designing and selecting instructional materials. Key-words: reading comprehension, text-based inferences, reading comprehension instruction, inferences, inference instruction, reading comprehension difficulties"

The Effect of Using Anticipation Guide Strategy on Students’ Reading Comprehension at Politeknik Bina Husada Kendari

This study was an experimental study conducted at the Poltiteknik Bina Husada Kendari registered in the academic year 2022/2023. The objective of this study was to find out whether the effect of the Anticipation Guide Strategy significantly affects students’ reading comprehension. The sample for this study was 2 classes (60 students) from 4 classes (110 students) in the Dental Health Study Program at the Poltiteknik Bina Husada Kendari. The instrument for collecting data was a reading comprehension narrative text in the form of a multiple-choice test, that consisted of 30 items. Pre-test and post-tests were conducted in both experimental and control classes. To analyze the data was used Independent Sample t-Test. After analyzing the data, the research got; (1) the students’ achievement in reading comprehension taught by conventional method had Mean = 61.333 and Standard Deviation = 9.1852. (2) the student’s achievement in reading comprehension taught by the anticipation guide strategy had a Mean = 85.167 and a Standard Deviation of 6.3631. It can be concluded that there is a difference in the average student learning outcomes between the control group and the experimental group. (3) The result of the Independent Sample t-test showed that the significance value (Sig.) was 0.000 smaller than the probability of 0.05. That shows if H0 is rejected and Ha is accepted. This means that there was a significant effect of using the anticipation guide strategy on students’ reading comprehension at Politeknik Bina Husada Kendari.

Middle school teachers’ views and recommendations about using translation exercises in L2 reading comprehension classes

Reintroducing translation exercises in EFL classes has been advocated by theorists and scholars in the field. They highlighted the facilitative role of translation and called for paying attention to its position in FL teaching, especially with regard to the four skills (Deller and Riuvolucri, 2002; Atkinson, 1993, 1987; Auerbach, 1993). However, it is noted that little attention has been paid to suggesting practical pedagogical and methodological recommendations of a possible use of translation exercises in EFL teaching. In the present paper, we aim at exploring teachers’ views and recommendations towards using translation exercises in the teaching of reading comprehension to beginners in Moroccan middle schools. To do this, the study employed a qualitative method of research. Despite Covid-19 discouraging conditions and the difficulty of finding teachers who have been teaching English in middle schools continuously, ten teachers who use the same textbook with the same level of learners were interviewed. Analysis revealed that the interviewees are positive about using translation in beginners’ reading comprehension classes on condition that the activities are short and well-controlled, should come in the initial and the final stages of the lesson, particularly with culture-based reading material.

The Implementation of Cooperative Learning in Teaching Reading Comprehension to Introvert and Extrovert Students

The Implementation of Cooperative Learning in Teaching Reading Comprehension to Introvert and Extrovert 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.

Using Question Generation and Mind Mapping Strategy toward Students’ Reading of Descriptive Texts

The purpose of this study was to find out the effect of a combination of question generation and mind mapping strategy toward reading comprehension of descriptive text. It was a quasi-experimental study at a private junior high school in Pontianak – Indonesia thatinvolved one control group and one experimental group. This applied cluster random to take the sample. The treatments were given four times. The data was collected through the reading comprehension test given to the control and experimental group. The data wereanalyzed with a t-test. It was to analyze the significance of the treatment. The research result showed that the t value isbigger than the ttable or t value > ttable. In short, the t value was 6.214 whilethe ttable was 1.9983, that the t value was biggerthan the ttable (6.214 > 1.9983) and the value of effect size was 1.49 meaning the combination between question generation and mind mapping strategy affected reading comprehension of descriptive text very strongly. Therefore, the combination of those strategies can be used to teach reading comprehension.

Applying Quizziz Application to Improve the Reading Comprehension in Narrative Text of 10th Grade Students

Reading skills is skill that can explore the vast world of knowledge and information. One method to develop students' reading comprehension that can be taken is to use media-based learning online application. The purpose of this study was to analyze the effectiveness of the Quizizz application in teaching English language to students. The writer employed a quasi-experimental design, and the sample was taken from two classes, X IPA2 and X IPA 4. The researcher reported the students' pre-test and post-test scores for the experimental and control classes in this section. The researcher used the ANCOVA component of the SPSS 25 software to analyze the data. The findings show that the significant value of the class is 0.646 which is higher than 0.05. Therefore, the null hypothesis is accepted, and the alternative hypothesis is rejected based on the result above. It means that students who are taught by Quizziz Application doesn’t have better achievement than students who are taught using Textbook. The reseason of not effective is because their signal is in the bad condition, some of them can not use Quizziz properly, and they said that using Quizziz make the study more complex and complicated, maybe there are some reasons why Teaching reading comprehension using Quizziz doesn’t effective.

Improving Reading Comprehension in English for Nusantara: A Case Study

This research investigates the effectiveness of using the textbook "English for Nusantara" for grade 7, to improve reading comprehension skills among students at Al-Amin Middle School in Palangka Raya City, Indonesia. This research uses a qualitative approach, utilizing questionnaires and student interviews to analyze how textbooks facilitate reading comprehension. This research focuses on a sample of 10 students and aims to identify the strengths and the content of "English for Nusantara" textbook in improving reading comprehension. This analysis will explore four main aspects: general attributes, teaching-learning content, vocabulary development, and grammatical understanding. The findings from this research will provide valuable insight the potential to be an effective tool for enhancing reading comprehension and the content of the book "English for Nusantara" from the views of Al-Amin Palangkaraya Middle School students and contribute to the ongoing dialogue about effective teaching of reading comprehension in secondary schools in Indonesia.

Guiding Students to Ask Themselves Questions in Teaching Reading Comprehension of Modern Vietnamese Short Stories in High Schools in Vietnam

Guiding students to ask themselves questions when teaching reading comprehension of modern Vietnamese short stories is a positive teaching method. However, currently, in high schools in Vietnam, teachers' use of questions in teaching reading comprehension still has many limitations, so they cannot guide students on how to read and understand works on their own. by genre. Therefore, the article poses the problem of "Guiding students to ask themselves questions in teaching reading comprehension of modern Vietnamese short stories in high schools in Vietnam" to provide orientations, measures, and processes to help students learn. Students ask themselves questions, thereby forming the skill of asking questions fluently and effectively.

Developing Learner Positive Attitudes Towards Reading Comprehension: A Strategy Instruction Approach

This quantitative study sought to explore how Strategy Instructions Approach (SIA) as reading comprehension technique can help develop positive attitudes in learners towards reading. This study was necessitated by the fact that most South African children do not have positive attitudes towards reading and, as such, are not motivated to do reading on their own. To develop a positive attitude towards reading, learners must acquire a rich vocabulary. To acquire a rich vocabulary, learners must be acquainted with the strategies required for decoding meaning from texts. Researchers revealed that English First Additional Language teachers do not have adequate skills to teach learners to effectively comprehend what they read. This study used SIA, which was found to be an effective way of teaching reading comprehension, to grade 8 learners in Elliotdale Circuit Management Centre (CMC) in the Amathole East District of the Eastern Cape of the Republic of South Africa. The aim of this study was to find out if SIA could be used to develop positive attitudes in the learners towards reading. Sixty learners were sampled from three schools, twenty per school, to take part in the study. The Statistical Package for Social Sciences (SPSS) was used to analyse the data. Descriptive statistics were used to summarize and describe the data collected before and after the interventions. The study revealed that the use of SIA to teach reading comprehension developed positive attitudes of the learner participants towards reading. The study also recommends that school-based staff induction programs should equip teachers on how to use SIA as a strategy for reading comprehension. Teacher training should also equip pre-service teachers on SIA and other reading comprehension strategies.

Improving Reading Skill For Elementary Class at SD Melbourne School Binjai

Community service is one of the obligation in higher education. Tridharma of Higher Education is education, research, and Community service . sometime that students of primary level is not important, but actually Community service for students of primary level is important in English because they are in critical period, its time for the to learn English or other language (according to Eric Lennenbeg). They need to learn, and do more practices. In reading comprehension students also learn new vocabulary, when they repeat the sentences they learn speaking. They learn English happily. Writer tried to teach reading comprehension with quiz exercise, the goal of this community services is to improve the competence for teachers and students specifically in reading comprehension. In learning reading comprehension students also improve their vocabulary as well as speaking.

An Analysis Of Teachers’ Strategies In Teaching Reading Comprehension In Junior High School

The goal of this study is to identify the strategies and methods used by English teachers at junior high schools in Tanjungbalai to teach reading comprehension. This research is a combination of qualitative and quantitative research (mixed methods). Data collection techniques in this study include surveys (questionnaires), interviews, and observations. The sample for this study consisted of 10 survey and interview participants. In the implementation of the survey/questionnaire, the researcher gave questionnaires to 10 survey participants, consisting of English teachers who taught reading comprehension materials in grades 7-9. The result of this study shows that English teachers in junior high schools in Tanjungbalai apply several strategies to teaching reading comprehension in class, namely directed reading activity (DRA), reading aloud in class, and no strategy (collecting vocabulary or difficult vocabulary).

Latent profiles as predictors of response to instruction for students with reading difficulties.

The program code developed by others is appropriately cited in the text and listed in the references section. The raw and processed data on which study conclusions are based are not available. The statistical syntax needed to reproduce analyses in the article is available upon request. The methods section provides references for the materials described therein. We report how we determined our sample size, all data exclusions, all manipulations, and all measures in the study, and we follow APA Style Journal Article Reporting Standards. This study's design, hypotheses, and data analytic plan were not pre-registered. Prior research supports the need for elementary-aged students with reading difficulties (RD) to receive explicit systematic small group evidence-based reading instruction. Yet for many students, simply receiving an evidence-based reading instruction in a small group setting is insufficient to reach the progress milestones needed to meet grade level reading standards. The current study examined whether: (1) elementary school students with RD constitute a homogeneous or heterogeneous groups when considering their basic language and cognitive skills (using a latent profile analysis), and (2) if latent profiles are predictive of response to reading comprehension instruction (using a mixed modeling approach). The sample consisted of 335 students, including students with RD and typical students (n = 57). The results revealed heterogeneity within students with RD - there were two distinct profiles, with one having higher basic language (reading fluency and decoding) and cognitive (verbal domain productivity, cognitive flexibility, working memory) skills and lower attention skills, and the other having stronger attention skills and lower basic language and cognitive skills. The findings also suggested that latent profiles were predictive of response to reading comprehension instruction. Our results provide a convincing argument for leading the field in the direction of developing customized interventions. It is conceivable, but remains to be further examined, that researchers and educators could potentially improve reading outcomes through providing a customized reading intervention to a student based on their cognitive-language profile.

Project Ready: Encounters and Challenges of English Pre-Service Teachers

The study aimed to explore the encounters and challenges of the 15 pre-service English teachers who participated in Project Ready a community-based reading program. Through document and thematic analyses of the narrative report and reflection paper of the participants, the researchers interpret and illicit meaning as their bases for exploring the effects of Project Ready. The study concluded that Project Ready is deemed to be a significant community-based reading program as it offers both the pre-service English teachers and students a first-hand opportunity in teaching reading comprehension. The researchers recommend that schools and its stakeholders must prioritize creating engaging reading classroom environment, promoting multisensory and collaborative reading approaches and developing customized reading intervention.

Information Visualization on the Reading Comprehension for Elementary School Students in Malaysia

Visualization strategies are strategies that utilize images to help strengthen the students' understanding of reading comprehension. Through this strategy, students will describe the meaning obtained from the text in the form of rough sketches. The use of these images allows the students to be more focused on the continuation of reading because they understand the meaning more clearly. This study aims to investigate the impact of information visualization techniques on reading comprehension performance among elementary school students in Malaysia. The study adapted quantitative study through a quasi-experimental design and survey questionnaire. 300 students from Standard 4 to Standard 6 (10 to 12 years old) were chosen as the participants of the study. They were divided into Experimental Group (n=150) and the control Group (n=150). The experiment has been done in 2 classes per week, in a total of 6 weeks. The participants in the Experimental Group were taught reading comprehension using visualization technique, while the students in the Control Group were taught using conventional method. The reading comprehension score for all the students were recorded both in pre-test and post-test. After the experiment, the students in Experimental Group were asked to answer a set of questionnaires. The finding shows that the student in the Experimental Group has higher increment in terms of their reading comprehension score compared to the students in the Control Group after the experiment. Statistical analysis of Pearson correlation found a very weak significant positive correlation between visualization technique and reading comprehension score (r=0.188, p<0.005). The analysis of Multiple Linear regression also shows that visualization technique has a small effect only on the reading comprehension score (R2=.275, R2Adj=.233, p<0.001). It was also found that there is a significant difference on the information visualization technique on the reading comprehension score based on gender. The study concludes that there are other factors that affect the students’ level of reading comprehension such as the students’ cognitive ability, and the environment of study, in which visualization technique is only a fraction in improving the reading comprehension.