TM Reading Comprehension Research Articles

COLLABORATIVE STRATEGIC READING (CSR) AS A STRATEGY FOR ENHANCING STUDENTS' READING COMPREHESNION

The objective of the research was to find out the data or information on whether CSR gives an effect or not on students’ reading comprehension at eighth grade of SMPN 2 Tinondo. The research question of this research is ‘’is there any significant effect of CSR toward students’ reading comprehension at eighth grade of SMPN 2 Tinondo?’’. The design of the research was a quasi-experimental design that consisted of experimental class and control class. The subject of this research was all students at classes VIII A and VIII B who were registered in the academic year 2020/2021 with a total number of 15 students for the experimental class and 15 students for the control class. The instrument of this research was a reading test which consisted of 20 items in multiple-choice forms. The researcher collected the data by giving pre-test in two classes to know students’ prior knowledge, giving treatment in which the researcher conducted teaching and learning process by using CSR in experimental class and using the conventional method in control class, giving post-test to know the students’ reading comprehension after being taught by CSR compared with the result in a class that was taught by a conventional method. The researcher used an independent T-test in SPSS verse 20 to analyze the result of the research. The result showed that there was significant difference between experimental class ( Mean = 60, SD = 7,32 ) and control class (Mean = 29.7, SD = 15.4). In other words, there was a significant effect of CSR on reading comprehension at eighth grade of SMPN 2 Tinondo.

ENHANCING STUDENTS’ READING COMPREHENSION THROUGH READ, COVER, REMEMBER, RETELL (RCRR) STRATEGY

This research aimed to improve students’ learning activity and reading comprehension at the Tenth Grade Students of SMK N 8 Bandar Lampung. This research used Classroom Action Research (CAR) with 34 students as the subjects. The researcher used both test and non-test to collect quantitative and qualitative data. The result indicated that there was an improvement both students’ students’ learning activity and their reading comprehension. Therefore, RCRR strategy is useful for English teachers to enhance students’ learning activity and reading comprehension.

The Correlation Between Students’ Vocabulary Mastery and Reading Comprehension at the Eighth-Grade Students of SMPN 2 Sojol

The research aims to determine whether there was a correlation between vocabulary mastery and reading comprehension. The study used a simple random sampling technique, namely, taken 30 students in class VIII B. However, the correlation criterion between 0.60 and 0.80 was considered very high. The researchers concluded that rxy = 0.797 and N 30 at a 5% correlation significance is 0,361. Therefore, based on the Pearson Product Moment formula, compared to the rtable, the study found that rcount higher than rtable (0.361), the average Ho was rejected, and Ha was accepted. To sum up, the final results exhibited a correlation between students' vocabulary mastery and reading comprehension.

Teaching Reading Strategies Implemented on Student's Reading Comprehension at a Vocational High School

Reading is one of the four necessary important language skills among those skills in learning English as a second or foreign language (ESL/EFL). Pressley & Afflerbach (1995) cited in Erlando (2017) states that good readers should not solely read the text to comprehend a text, but also it should be connected with past experiences. It will ease the students to understand reading material when the knowledge is absorbed first. The research reflects upon teaching reading strategies introduced by Vacca & Vacca (1999) in analyzing the teaching strategies implemented on students’ reading comprehension at a vocational high school, SMK Negeri 2 Batu. A case study is used with the aim to describe teaching reading strategies applied by the teacher by conducting an interview with the English Teacher and observing teaching reading strategies implementation in class at SMK Negeri 2 Batu. The subject of the research is first-year students of AHP A, SMK Negeri 2 Batu consisting of 28 students. It is found that three teaching strategies, scaffolding strategy, question and answer relationship (QARs), and think-aloud strategy, are implemented sequentially.

The Correlation Between Genre of Texts and Students’ Reading Comprehension in Arabic Lenguage of the Eight Class of MTs Ummul Quro Pamekasan

This study focused on the topic, some problems of study have been formulated. They are: Is there any correlation between the genre of texts and students’ reading comprehension in Arabic language of the eight class of MTs Ummul Quro Pamekasan? And How significantthe correlation between the genre of texts and students’ reading comprehension in Arabic language of the eight class of MTs Ummul Quro Pamekasan. This research applies quantitative approach because the data will be studied is in the form of numerical data. The population of this study is the students in eight class of MTs Ummul Quro Pamekasan. There are 4 classes with about 116 students in total. From the results of the research conducted, it can be concluded that there is an any correlation between the genre of texts with students’ reading comprehension in Arabic language of the eight class of MTs Ummul Quro Pamekasan. With a "" = 0.94, it is greater than the "r" table product moment both at 95% intervals and at 99% intervals where N = 20is 0.44 and 0.56. After researchers have consulted with the level of interpretation, it there significant the correlation between the genre of texts with students’ reading comprehension in Arabic language of the eight class of MTs Ummul Quro Pamekasan  with very strong interpretation.

THE INFLUENCE OF READING MOTIVATION AND READING SELF-CONCEPT ON READING COMPREHENSION ACHIEVEMENT OF THE EIGHTH GRADE STUDENTS OF STATE JUNIOR HIGH SCHOOL OF LEMPUING DISTRICT

This study aimed to find out the influence of students’ reading motivation and students’ reading self-concept on students’ reading comprehension achievement of the eighth grade students of state Junior High School of Lempuing District. In this study, 223 students of the eighth grade were chosen as the sample. This study applied the correlational causal effect quantitative research design. Questionnaire and test was used to collect the data. They were analyzed by using simple regression and multiple regression analysis. The result showed that (1) there was a significant influence of reading motivation on reading comprehension achievement of the eighth grade students of State Junior High School of Lempuing District, (2) there was a significant influence of reading self-concept on reading comprehension achievement of the eighth grade students of State Junior High School of Lempuing District, (3) there was significant influence of reading motivation on reading self-concept of the eighth grade students of State Junior High School of Lempuing District, (4) there was a significant influence of reading motivation and reading self-concept simultaneously on reading comprehension achievement of the eighth grade students of State Junior High School of Lempuing District.

THE APPLICATION OF MIND MAPPING TECHNIQUE TO INCREASE STUDENTS’ READING COMPREHENSION ACHIEVEMENT AT THE EIGHTH GRADE SMPN 38 PALEMBANG

Reading certainly has many purposes, one of which was by reading people can find out the information, increase knowledge and to expand horizons. Thus the writer tried to explore the use of mind mapping technique to know the significant improvement in students’ reading comprehension achievement in recount text after being taught with mind mapping technique and to know the significant mean difference in students reading comprehension between students who were taught by using mind mapping technique and those who were not. The research design in this study is a quasi-experimental design which the population of this study were students from two classes of eighth-grade of SMPN 38 Palembang which consisted of 32 students of each class. Data collection techniques used in this study were pre-test and post-test. Data were analyzed using t-test (paired sample t-test and independent sample t-test). The outcome of t-obtained in experimental group was higher than t-table (17.201>0.2913). Also, the results of each aspect in experimental group showed that there was improvement. Beside, there was also significant mean difference between students who were taught by using mind mapping technique and those who were not.The findings revealed that teaching reading by using mind mapping technique was effective toward students’ reading comprehension achievement in recount text at the eighth-grade students of SMPN 38 Palembang in the academic year of 2021/2022.

The Effectiveness of Comic Strip in Improving Students’ Vocabulary and Reading Comprehension

The purpose of this study was to discover there was a substantial effect of using comic strips on students’ vocabulary and reading comprehension in the tenth grade at SMK Lab Business School Kota Tangerang. The researcher used a quantitative method. In this study, pre-experimental research one-group pre-test post-test was used with 40 students as the sample, which was taken at non-random. The instruments for data collection were vocabulary and reading comprehension tests. The data distribution was not normal, so the researcher used Wilcoxon Signed Rank to analyze it. The Wilcoxon Signed Rank Test vocabulary and reading comprehension results of the above pre-test and post-test data were 0.000 less than 0.05. The mean score for the pre-test vocabulary was 58.12 and the mean score for the post-test vocabulary was 78.63. Meanwhile, the pre-test reading comprehension score was 58.12 and the post-test score was 78.63. It revealed a significant increase from the first to the second mean score. As a result, the findings of this study, which used comic strips to improve students’ vocabulary and reading comprehension in the tenth grade at SMK Lab Business School Kota Tangerang had a significant effect. This suggests that comic strips can be used as an alternative media in the process of teaching vocabulary and reading comprehension.Keywords: Comic Strip, Reading Comprehension, Vocabulary

WHAT ARE THE ROLES OF EDUCATIONAL ELECTRONIC TOOLS IN READING MOTIVATION? A LITERATURE REVIEW

Two main types of educational technology tools (ICT and DERs) are likely mediate and enhance reading motivation as well as reading comprehension through personalized activities and engaging activities. Though, technology provides students with various interactive features that can suit students’ learning style and learning level, framework and approaches like constructionist framework, top-down and bottom-up approaches, as well as learning from technology and learning with technology concepts will navigate learning activities on what ways and how the technologies are used in reading activities, thus improve students’ reading motivation, reading comprehension, and reading fluency. Reading motivation questionnaire alone might give insight to the researchers on the change of reading motivation before and after the intervention, but triangulating the data from questionnaire with the data from interview, observation, and students diary likely expands the information gauged in terms of students’ problems and difficulties in using the technologies, their preference regarding learning activities, and how the technologies with the approaches/concepts/approach can enhance learning, increase students’ reading motivation, comprehension, and fluency.

Peningkatan Kemampuan Memahami Bacaan Melalui Pembelajaran Kooperatif Tipe Stad Pada Siswa Kelas X SMA Negeri 1 Sintang

Many of tenth grade students have difficulty in reading comprehension. This can be seen from the results of the test in the form of essays related to reading text comprehension where only 36% students scored above the minimum criteria. Another problem is that most students feel embarrassed or afraid to ask the teacher when they have learning difficulties. They more often ask their friends. Therefore, the writer raises the problem in this research whether the STAD (Student Team Achievement Divisions) type of cooperative learning model can improve students’ reading comprehension skills. The results showed that the learning model was effectively used in reading comprehension. This was evidenced by the increase in student activity in the learning process and test scores for learning outcomes after the implementation of this learning model. In the first cycle, student who achieve the minimum criteria were 58% with an average score of 70.19, the second cycle increased to 89% with an average score of 86.64, and in the third cycle all students had completed their studies with an average value is 92.39.

THE INFLUENCE OF EXTENSIVE READING STRATEGY AND READING INTEREST TOWARD STUDENTS’ READING COMPREHENSION OF ELEVENTH GRADE STUDENTS OF SMAN 1 TULUNG SELAPAN.

The objectives of the study are to find out whether or not(1) There is significant influence of extensive reading towards students’ reading comprehension between those who have height reading interest and those who have low reading interest at the eleventh grade students of SMA Negeri 1 Tulung Selapan (2) There is significant influence of conventional reading strategy toward the eleventh grade students’ reading comprehension between who those have high reading interest and those who have low reading interest at the eleventh grade students of SMA Negeri 1 Tulung Selapan. (3) There is significant influence of extensive reading strategy and conventional reading strategy towards the eleventh grade students’ reading comprehension between those who have high reading interest and those who have low reading interest at the eleventh grade students of SMA Negeri 1 Tulung Selapan.(4) There is significant interaction effect of extensive reading strategy and reading interest on students’ reading comprehension at the eleventh grade students of SMA Negeri 1 Tulung Selapan. This study used Saphiro-Wilk test and it used Levene's test in testing the homogenity. It was found that the significance value for homogeneity test (Levene’s test) was 0.021 which is lower than 0.05, therefore the data was not considered homogeny, so the writers took the equal variances not assumed on t-test. Next, the significance value for t-test was 0.000. It showed that there was a significant difference of extensive reading strategy and no treatment reading strategy on the eleventh grade students’ reading comprehension who have low reading interest because the sig. value was lower than 0.05. That means the null hypothesis (Ho3b) is rejected.

THE EFFECT OF THE BILINGUAL STORY BOOK ON STUDENTS’ READING COMPREHENSION ACHIEVEMENT

The main of this study  “was there any significant effect on the Second semester students’ reading comprehension achievement after being taught by using Bilingual Story Book and those who are not? The population of  this study was the second semester PGSD Study Program FKIP University PGRI of Palembang in academic year 2019/2020. The total number of the population was 120 students, The sample consisted of 36 students of 2O and 36 students of 2Q. The method of the research was the experimental method and the data were collected through written test in multiple choice form. The test was administrated twice as the pre-test and post-test. The result were analyzed by using t-test. The students’ average score of pretest in control class of 2O were 59.20 and 6.12. While the students’ average score of post test in experimental class of 2Q were 6.52 and 7.13. And By using those result, it was found that the result of this research based on her students’ average score of post test in experimental and control class was 4.779 that is higher than its the critical value. The null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted.

The Effect of Read, Cover, Remember, and Retell (RCRR) Strategy on Eighth Semester Students’ Reading Comprehension at English Study Program of Muhammadiyah University of Bengkulu

The purpose of this research is to determine the effect of Read, Cover, Remember, and Retell (RCRR) Strategy on students’ reading comprehension. This current study was carried out by using quasi experimental method. The subjects of this research were 14 Eight semester students of English Study Program of UMB . The instrument used in this study was a reading comprehension test consisted of pre-test and post-test. Pre-test was given before the treatment and post-test was given after the treatment. The result of the study show that there is an increased scores of students who used RCRR Strategy. After conducting the measuremnet, researchers found that T-count value was lower than T-table (1.1904 < 1.70562). However, the total score was 590 and mean score was 84.28 for experimental group, which was higher than the total score in the control group, 555 and mean score was 79.28. This indicate that RCRR has a significant effect on students reading comprehension skill.

The Influence of Interactive Strategy and Student Motivation on Reading Comprehension ability of the Eighth grade Students of State Junior High School 3 of Rambang Dangku

This research was concerned with the The Influence of Interactive Strategy and Student Motivation on Reading Comprehension ability of the Eighth grade Students of State Junior High School 3 of Rambang Dangku”. In this study 60 students of Eight grade students of SMPN 3 Rambang Dangku in the academic year 2020/2021 were chosen as samples by means of two stage random sampling. This study applied factorial research design. The data were collected by using questionaire and test. The data were analyzed by using Paired Sample t-test, Independent Sample t-test, and Two-Way ANOVA. The results showed that, first, there was a significant influence in students’ reading comprehension taught by using intertactive strategy technique. Second, there was not any significant influence in students’ reading comprehension taught by conventional teaching technique. Third, there was significant influence in students’ reading comprehension students who have high and low learning motivation by using intertactive strategy technique and conventional teaching technique. Last, there is not any significant interaction effects of motivation on students’ narrative text comprehension taught by using intertactive strategy technique and learning motivation towards the students’ reading comprehension of SMPN 3 Rambang Dangku. So, intertactive strategy technique was effective for students who have high and low learning motivation.

THE INFLUENCE OF RUNNING DICTATION TECHNIQUE AND LEARNING MOTIVATION TOWARDS READING COMPREHENSION ACHIEVEMENT OF THE EIGHTH GRADE STUDENTS OF SMPN 35 PALEMBANG

This research was concerned with the influence of running dictation technique and learning motivation towards reading comprehension achievement of the eighth grade students of SMPN 35 Palembang. In this study 60 students of eighth grade students of SMPN 35 Palembang in the academic year 2020/2021 were chosen as samples by means of two stage random sampling. This study applied factorial research design. The data were collected by using questionaire and test. The data were analyzed by using Paired Sample t-test, Independent Sample t-test, and Two- Way ANOVA. From the two way ANOVA test results of 0.712 > 0.05, the results are obtained first, there was a significant influence in students’ reading comprehension taught by using running dictaton technique. Second, there was not any significant influence in students’ reading comprehension taught by conventional teaching technique. Third, there was significant influence in students’ reading comprehension students who have high and low learning motivation by using running dictation technique and conventional teaching technique. Last, there is not any significant interaction effects of motivation on students’ narrative text comprehension taught by using running dictation technique and learning motivation towards the students’ reading comprehension of SMPN 35 Palembang. So, running dictation technique was effective for students who have high and low learning motivation.

THE INFLUENCE OF RUNNING DICTATION TECHNIQUE AND LEARNING MOTIVATION TOWARDS READING COMPREHENSION ACHIEVEMENT OF THE EIGHTH GRADE STUDENTS OF SMPN 35 PALEMBANG

This research was concerned with the influence of running dictation technique and learning motivation towards reading comprehension achievement of the eighth grade students of SMPN 35 Palembang. In this study 60 students of eighth grade students of SMPN 35 Palembang in the academic year 2020/2021 were chosen as samples by means of two stage random sampling. This study applied factorial research design. The data were collected by using questionaire and test. The data were analyzed by using Paired Sample t-test, Independent Sample t-test, and Two- Way ANOVA. From the two way ANOVA test results of 0.712 > 0.05, the results are obtained first, there was a significant influence in students’ reading comprehension taught by using running dictaton technique. Second, there was not any significant influence in students’ reading comprehension taught by conventional teaching technique. Third, there was significant influence in students’ reading comprehension students who have high and low learning motivation by using running dictation technique and conventional teaching technique. Last, there is not any significant interaction effects of motivation on students’ narrative text comprehension taught by using running dictation technique and learning motivation towards the students’ reading comprehension of SMPN 35 Palembang. So, running dictation technique was effective for students who have high and low learning motivation.

LEARNING CELL METHOD (LCM) FOR THE TENTH GRADE STUDENTS OF SENIOR HIGH SCHOOL PALEMBANG IN PROMOTING THE STUDENTS’ ENGLISH ACHIEVEMENT

The aim of this study was to find out whether or not study was to find out whether using the learning cell method in teaching narrative text was effective or not to improve the students’ reading comprehension achievement of the tenth-grade students of Karya Ibu Senior High School of Palembang. Thi study applied pre-experiment method. The population of this study was all of the tenth grade students of Karya Ibu Senior High School of Palembang, in the Academic Year 2020/2021 with total number 120 students and 30 students were taken as sampl. In collecting the data, a written test of narrative texts was used, and the data were analyzed by using KR-21 The result of this study showed the students’ mean score in the post-test and pre-test of the test, the matched ttest calculation showed that the value of t-obtained was 21.12. The value of t-table was 1.699. It could be concluded that the value of t-obtained (21.12) was higher than the value of t-table. Then the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. It means that teaching narrative texts through Learning Cell method to promote the students’ reading comprehension achivement of the tenth grade students of Karya Ibu of Palembang was effective. Keywords: Teaching, Narrative Text, Learning Cell method.

Implementing Group Investigation to Learn Reading for Senior High School Students

Students’ boredom when it comes to reading long texts gives an impact on their comprehension of the text’s main idea due to the use of traditional teaching and learning techniques. Therefore, this study aims to describe how Group Investigation (GI) is implemented in teaching reading, as well as to find out the students’ responses toward GI in learning reading. This research focuses on finding out the evidence of how far the method affects students reading ability. The mixed-method between qualitative and quantitative approaches were used to conduct this research. The data obtained were from observation, questionnaire, interview, and documentation. The GI was conducted with group discussion and peer review. The result showed that 84.21% of students gave positive respond toward GI implementation. Based on the interview, students felt they were more motivated, engaged, and enjoyed during the reading skill lesson. Thus, GI is a good alternative to learn reading and help students’ reading comprehension as well as the class environment to be more active and joyful.

The effect of timing of pre-reading activities on high intermediate EFL learners’ reading comprehension

This study was carried on for the purpose of comparing EFL learners’ reading comprehension skill before and after the execution of timing different types of pre-reading activities. It was found that after applying the pre-reading activities the participants of the experimental group who were given some time to process the information given in the pre-reading activities before reading a text performed better in the post-test when balanced the differences with the presenting of the participants in the control group who were asked to start the reading task immediately after fulfilling the pre-reading activities. The researchers utilized Paired and independent samples t-tests to analyze the gathered data and find the answers to the posed research question. Based on the findings, although both groups showed improvement in the post-test more probably due to the outcome of pre-reading activities, the superior performance of the experimental group leads to the conclusion that timing these activities can assess the learners' process information before actually applying them in the reading process.

TEACHING READING COMPREHENSION THROUGH PEER TUTORING TECHNIQUE TO THE TENTH GRADE STUDENTS OF SMA SANTA MARIA KABANJAHE IN THE ACADEMIC YEAR OF 2020/2021

The aims of this study are to prove whether Peer Tutoring Technique can improve students’ reading comprehension and to know the students’ responses after being taught by using Peer Tutoring technique. This research is Classroom Action Research (CAR) which was conducted by Teaching Reading Comprehension Through Peer Tutoring technique to the Tenth Grade Students of SMA Santa Maria Kabanjahe Class X IPA II in the Academic Year of 2020/2021. The quantitative data analysis showed that the students’ mean score increased continuously from 46,42 in pre-test, 68,33 in formative test, and 80,38 in post-test. The percentage of the students’ score increased from pre-test to post-test was 69,69%. The qualitative data analysis showed that the students’ responses after being taught by using Peer Tutoring t echnique are very good. It can be seen from observation sheets and field notes; they felt more confident, enthusiastic and motivated to learn reading comprehension on narrative texts after Peer Tutoring technique was applied. The responses of students it can be seen from the total percentage of questionnaires strongly agree about 46,66% and followed by the highest percentage of agree about 46,06%. The Peer Tutoring technique was beneficial and effective for teaching reading comprehension. It is suggested that English teachers use Peer Tutoring technique as an alternative technique in teaching reading to the students in Senior High School in order to improve their students’ reading comprehension.