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1
Hamdani, Beny. "TEACHING READING THROUGH RECIPROCAL TEACHING METHOD." Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics 7, no. 1 (2020): 23. http://dx.doi.org/10.22219/celtic.v7i1.11936.
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This paper aims to investigate whether the university students who are taught reading through Reciprocal Teaching Method achieve better in reading ability than those who are taught through Direct Reading Thinking Activities. The design of this study is a quasi-experimental, non-randomized control group, pretest-posttest since it is conducted in a classroom setting that the subjects have been organized into classes. The subject of the study was the fourth term of university students of English education study program consisting 30 university students. The instrument of this research was a test as Pre-test and Post-test in the form of reading comprehension questions. The data analysis used Independent T-Test. Based on the result of the calculation of post-test from experimental and control groups, the alternative hypothesis (Ha) was accepted. The result of the study shows that the use of the Reciprocal Teaching Method can improve the university students’ reading ability. It proves the hypothesis of the study that students who are taught reading through the Reciprocal Teaching method achieve better in reading ability than those who are taught through Direct Reading Thinking Activities. Based on this result, it can be concluded that the Reciprocal Teaching Method can be used as an alternative method to teach reading, so that the students are able to understand the texts comprehensively. It also makes the university students more active in the teaching learning process and can improve their ability as well.
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Rodli, Moh, and Hari Prastyo. "Applying Reciprocal Teaching Method in Teaching Reading." Studies in Linguistics and Literature 1, no. 2 (2017): 112. http://dx.doi.org/10.22158/sll.v1n2p112.
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<p><em>Reading is one of English language skills considered</em><em> more</em><em> important </em><em>in this modern world, </em><em>so reading get</em><em>s</em><em> more emphasize than other skills. Although </em><em>receiving more attention than other language skills in English classroom, the result of students</em><em>’</em><em> reading comprehension achievement is still far from</em><em> </em><em>expectation. To help students comprehend English reading texts and have better achievement in reading skill, </em><em>Reciprocal Teaching</em><em> </em><em>method</em><em> can be an alternative to offer. </em><em>The </em><em>Reciprocal Teaching</em><em> </em><em>method </em><em>as an instructional activity that takes place in the form of dialogue, which is structured by the use of four </em><em>steps</em><em>: predicting, clarifying, question generating, and summarizing. Students learn to use four strategies to increase their understanding of the text being read</em><em>. This method is useful for improving students’ reading effectiveness</em><em>, </em><em>in addition to help students better remember what they read. </em><em>This paper highlights the </em><em>Reciprocal Teaching</em><em> </em><em>method</em><em> and its use as an alternative to improve students’ reading comprehension achievement. </em><em></em></p>
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Rahmasari, Brigitta Septarini, and Agnes Ery Swasti. "TEACHING READING USING CIRC METHOD." Journey: Journal of English Language and Pedagogy 5, no. 2 (2022): 304–9. https://doi.org/10.33503/journey.v5i2.579.
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The research objectives are describing the use of the CIRC (Cooperative Integrated Reading Comprehension) method to teach reading and finding the strengths and weaknesses of CIRC to teach reading to young learners. This research is applied in qualitative research with a descriptive analysis model. The data collecting is done by observation, interview, and documentation. In analyzing data, it is done by data reduction, data display, and conclusion drawing and verification. The result of this research shows the implementation of CIRC Method to teach reading are: (1) partner reading, (2) story grammar and related writing (3) word out loud, (4) word meaning, (5) story retell, and (6) spelling. Meanwhile, the advantages of CIRC method in teaching reading are first, the students are easy to understand the material. Second, the students have the motivation to learn to read more. Third, the situation of the class is fun. Fourth, students pay more attention and are more focused on learning. Besides, the challenge of CIRC method in teaching reading is sometimes the students are confused by the teacher’s explanation and instruction.
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Komariah, Endang, Putri Ace Riaula Ramadhona, and Tengku Maya Silviyanti. "Improving reading comprehension through Reciprocal Teaching Method." Studies in English Language and Education 2, no. 2 (2015): 88. http://dx.doi.org/10.24815/siele.v2i2.2693.
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This study is aimed at discovering the benefits of the Reciprocal Teaching Method (RTM) in the reading classroom, finding out the achievements of students after four comprehension training sessions of using RTM, and exploring the perceptions of students on the use of RTM. This method uses four comprehension strategies: predicting, questioning, clarifying, and summarizing, to help learners monitor their development of reading comprehension by themselves. Students work in groups of four or five and the members are divided into five roles which are the leader, predictor, clarifier, questioner, and summarizer. The subjects were 24 students from the twelfth grade at a high school in Banda Aceh. Observations, tests, documents and interviews were collected to get the data. The results showed that the students were more active and productive in the reading classroom after RTM sessions and their reading proficiency improved. They learnt how to apply several of the strategies from RTM while reading. The results also showed that they preferred this method for teaching-learning reading compared to the conventional one. Therefore, teachers are suggested to consider using this method for teaching reading that instils the students on how to apply the four comprehension strategies used in reading.
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Yuskar, Bobby Octavia, Marsandi Manar, and Suhono Suhono. "Using Four Reading Methods (FRM) in Teaching Intensive Reading Class (IRC) to Enhance Students’ Reading Skill." Bulletin of Science Education 3, no. 2 (2023): 60. http://dx.doi.org/10.51278/bse.v3i2.520.
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This research focuses on teaching Intensive Reading (IR) using Four Reading Methods (FRM) to students of English Department. The subject of this research are twenty students divided into two groups, ten male and ten female participants. Each student had to read certain texts intensively and delivered a presentation explaining the information obtained from the text in limited time. The method used in this research is qualitative research that paid attention to the utilization of Four Reading Methods (FRM) as one of teaching techniques utilized by the researcher in teaching Intensive Reading Class (IRC) to students English Department. Each method was interconnected to each other as unity that helped students in presentingtheir learning outcomes obtained from particular reading passage they had already read intensively. The scoring was obtained according to the score from each method. This teaching technique was compiled by the researcher from a number of reliable resources. The Four Reading Methods (FRM) as a solution to enhance the reading skills of the students and to improve their presentation skills when they deliver their learning outcomes in the form of presented materials. There were numerous theories utilized by the present study in order to have solid scientific background. The theories were taken from several scholars who already conducted researchers in teaching intensive reading in class. The aim of this research is to provide a solution to fellow lecturers in providing flexible methods as an alternative in teaching Intensive Reading (IR) to their students. In addition, three previous studies in teaching reading were incorporated as significant contribution to enrich the quality of this research.
 Keywords: Four Reading Method, Intensive Reading Class, Reading Skill
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YILDIZ, Mine, Meryem ÖZDEMİR CİHAN, Engin KURŞUN, Selçuk KARAMAN, Elif AKAN, and Ömer YILAR. "Whole Language Method or Phonics Method for Better Reading? An Eye-tracking Study." Participatory Educational Research 11, no. 1 (2023): 121–41. http://dx.doi.org/10.17275/per.24.8.11.1.
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This study aims to compare the reading skills of individuals who learned reading through the Phonics Method (PM) and those who learned reading through the Whole Language Method (WLM) in terms of silent and oral reading performance and processes. A causal-comparative design was followed to reveal the causal relationship between the methods of teaching reading and individuals’ silent and oral reading processes and performance. The data were collected from 136 undergraduate students in Türkiye in the 2019-2020 academic year through two reading comprehension tests and prosodic assessment of oral reading skills to evaluate their L1 reading performance, and an eye-tracking system to evaluate their silent and oral reading processes. According to the teaching literacy method, no significant difference was obtained in the participants' silent and oral reading comprehension tests. However, the PM group demonstrated better prosodic reading skills compared to the WLM group. Similarly, their silent and oral reading processes showed a significant difference in favour of the PM group. Therefore, it can be concluded that the readers who learned reading through the PM had a more favorable reader profile, particularly regarding their reading processes. This study provides direct and cogent support to the discussions in the literature on the effectiveness of these teaching reading methods.
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Wang, Ning. "Skillful Application of Layered Teaching Method in Senior High School English Reading." Learning & Education 10, no. 7 (2022): 197. http://dx.doi.org/10.18282/l-e.v10i7.3009.
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English reading, as an important part of high school English teaching, plays a great role in high school English teaching. 
 Therefore, English teachers should pay attention to the cultivation of students’ reading ability. In the actual teaching, the method of 
 teachers to cultivate students’ reading ability is relatively single, mainly through reading the text, which leads to the unsatisfactory 
 reading effect. The reason for this situation is that teachers do not take into account the differences between students, and the one 
 size fits all teaching method is difficult to improve students’ reading ability. In English reading, hierarchical teaching method is 
 adopted, which is combined with students’ reading ability, so that each student’s reading ability can be improved. Therefore, this 
 paper analyzes the application of layered teaching in senior high school English reading, hoping to provide reference for senior 
 high school English reading reform and improve the level of English reading teaching.
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Ratanaruamkarn, Siraprapha, Surachai Piyanukool, and Akkarapon Nuemaihom. "Trends in Teaching Critical Reading in the Thai Context." Theory and Practice in Language Studies 13, no. 2 (2023): 424–31. http://dx.doi.org/10.17507/tpls.1302.17.
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This study identifies and reviews recent research on trends in teaching methods and teaching levels for teaching critical reading skills in Thailand. Thirteen relevant studies were analyzed, including academic documents and research published between 2011 and 2022. The data were organized into two categories including the teaching methods and teaching levels. The results revealed eight popular teaching methods for teaching critical reading skills, including literature-based instruction, the group reading strategy (GRS), the QUEST analysis method, the multimodal tasks method, the content and language integrated learning (CLIL) model, the program for international student assessment (PISA) reading literacy assessment method, the applied linguistic-based method, and the survey, question, read, recite, record, react, and review (SQ5R) method. Moreover, critical reading is taught at three levels in Thailand: the university level, secondary school level, and elementary school level. This study is for those interested in finding an appropriate method for teaching critical reading in the Thai context.
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Sari, Afifah Linda, and Radityo Tri Nugroho. "TEACHING READING BY USING WFR (WARMING-UP FOR READING) TO INCREASE READING SKILL." JOURNAL OF ENGLISH TEACHING, APPLIED LINGUISTICS AND LITERATURES (JETALL) 1, no. 1 (2018): 32–46. https://doi.org/10.5281/zenodo.3525760.
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This research is aimed at describing the implementation of teaching reading by using WFR, to describe the problems of using WFR in teaching reading and to know the students’ response of the implementation of WFR. The result of this study is intended to give contribution to the teaching and learning English. The research was done to the second year students of SMP N 5 Banjarbaru. As the sample, the researcher took 40 students of IIA class. The data were collected through observation, interview and test. After collecting the data and analyzing them and describing the result of them by action research procedure, the researcher described the result of the research. The WFR was conducted in four meetings. It is appropriate in teaching reading and helps the students increasing/developing their reading skill. There are some problems faced by the students in teaching learning process: in which most of students have difficulties in arranging the sentence correctly, the students have difficulties in translating the word from English into Indonesian and Indonesian into English, the students do not understand the instruction of the worksheet, and the students have difficulties in finding the main idea of the text. During the teaching learning process from the first meeting until fourth meeting the response of the students is good. They were enthusiastic in every meeting. Evidently, the result of the hypothesis testing showed that the t- observation is always greater than the t-table; in degree of freedom N - 1 = 39 and level of significance 0,05. It means that there is a significant difference of the students’ achievement before and after the implementation of WFR. The conclusion is the teaching reading using WFR to the second year students of SMP N 5 Banjarbaru yields a good result. WFR is appropriate method in increasing the students reading skills and helpful in teaching-learning process.
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Buranova, Мadina. "Linguistic analysis of reading and teaching reading by literary translation." Общество и инновации 1, no. 1/s (2020): 501–5. http://dx.doi.org/10.47689/2181-1415-vol1-iss1/s-pp501-505.
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Today there are various methods of teaching a foreign language. All teaching methods are designed at different times to provide the need for a wide range of people to master a foreign language. Progress and fundamental changes in language learning methods are associated with innovations in the field of psychology of an individual and a group. The psychological factor of learning foreign languages is moving forward. Among the many methods of learning languages, one of the most popular was developed by Ilya Frank. The Frank reading method helps passively master a non-native language in a short period of time. This particular article deals with new method of teaching reading English based on Ilya Frank’s methodology.
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Xu, Yidan. "Stratified Teaching Method of English Picture Book Reading in Primary Schools." Journal of Contemporary Educational Research 5, no. 9 (2021): 103–8. http://dx.doi.org/10.26689/jcer.v5i9.2564.
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With the advancement of the new curriculum reform, many schools have put forward the idea of combing English reading with stratified teaching. Enhancing the effectiveness of reading English picture books is an important goal that most English teachers uphold when reforming the teaching of English reading. In order to achieve this goal, it is necessary to improve the teaching methods of reading. Reading picture books is an important way to improve students’ core competencies in English. However, at present, the method of teaching reading in primary school is simple; in addition, the teaching activities are not well organized. Therefore, in order to improve students’ core competencies in English, this article points out several issues in the teaching of English picture book reading and provides some pedagogical implications for the teaching in this aspect based on the stratified teaching method and classroom observation by including Class 1, Grade 2 students from a primary school in Leshan as the research subjects.
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Tampubolon, Menry Tampubolon. "The Relevancy of Teaching Method in Teaching Reading Comprehension with Syllabus and Lesson Plan A Case Study in Junior High Schools in Perbaungan." Journal of Applied Linguistics 1, no. 1 (2021): 1–11. http://dx.doi.org/10.52622/joal.v1i1.34.
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This study aims to describe the relevancy of teaching method in teaching Reading Comprehension with Syllabus and Lesson Plan in Junior High Schools in Perbaungan. The relevance that used is the relevance of an assumption to a context. The subjects of this study are the five English teachers of four Junior high Schools in Perbaungan. The instruments for collecting data used are : observations, treatment and the method of this study is qualitative research method. The data was taken after giving treatment. After conducting the research, it was found that two teachers used KWL Method in teaching Recount text, one teacher used PORPE Method in teaching Narrative text and they applied their teaching methods in teaching learning process in teaching Reading Comprehension are relevance with Lesson Plan and Syllabus result the students’ achievement in reading comprehension is high and above KKM ( Kriteria Ketuntasan Minimal / Minimal Completeness Criteria), one teacher applied his teaching method in teaching learning process in teaching Reading Comprehension is not relevance with Lesson Plan and Syllabus and one teacher did not apply a teaching method in teaching learning process in teaching Reading Comprehension. Key words : Relevancy, Teaching Method in Teaching Reading Comprehension, Syllabus, Lesson Plan.
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Nix, Kemie. "The "Great Knock" Method of Teaching Reading." Lion and the Unicorn 16, no. 1 (1992): 134–40. http://dx.doi.org/10.1353/uni.0.0148.
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Walid, Ahmad Taufik, Abdul Muin, and Fitri Hilmiyati. "The Effectiveness of Quantum Teaching Method in Teaching Reading Comprehension." English Education, Linguistics, and Literature Journal 2, no. 1 (2023): 34–41. http://dx.doi.org/10.32678/ell.v2i1.6393.
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The research is conducted based on the statement of problems. The question of this research is how the effectiveness of the quantum teaching method in teaching reading comprehension at Madrasah Tsanawiyah Sabilu El-Muhtadin? to answer the question, the researcher used quantitative research by implementing quasi experimental design as the research method. The population of this study was the students of ninth grade of MTS Sabilu El-Muhtadin Pandeglang. The sample was divided into two groups, namely control group and experimental group. There were 30 students in control group and 30 students in experimental group. The experimental group was taught by using Quantum teaching method and control group was taught without using Quantum teaching method. After conducting the treatments and evaluating both pre-test and post-test have given, the researcher found that there was significant influence of using quantum teaching method to improve reading comprehension. After collecting and calculating the data, the value of tobservation is bigger than ttable. tobservation = 4.5> ttable = 1.67 (5%), so Ho is rejected, and Ha is accepted. In other words, there is significant difference between group which use Quantum teaching method and group which did not use Quantum teaching method.
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Wang, Siyu. "Studies on English Reading Teaching Methods on College Students." Lecture Notes in Education Psychology and Public Media 76, no. 1 (2024): 17–23. http://dx.doi.org/10.54254/2753-7048/76/20241063.
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College students will face more and more English textbooks and papers in their studies and research, so reading quickly and efficiently is an ability that college students should have. However, for most students, it is a challenge for them. Because the traditional reading teaching methods, based on English scores, do not truly improve their reading ability, even students with better English scores cannot understand the text content correctly. Therefore, this paper will introduce three reading methods that are different from the traditional one: the Problem-based learning (PBL) teaching method, the Narrative teaching method, and the Genre-based teaching method. The purpose is to change the teaching mode of the one-way output of core English knowledge by the teacher, take the students as the teaching centre, and improve reading ability as the teaching goal. Teachers will guide the students to master English knowledge in cooperative learning and to improve their reading ability with novel teaching methods.
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K.G., Aidamirova, and Ivanova S.A. "METHODS AND TECHNIQUES OF TEACHING CHILDREN WITH INTELLECTUAL DISABILITIES GLOBAL READING." ИННОВАЦИОННЫЕ НАУЧНЫЕ ИССЛЕДОВАНИЯ 2022. 11-4(23) (December 4, 2022): 92–99. https://doi.org/10.5281/zenodo.7396380.
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The article discusses methods and techniques of teaching children with intellectual disabilities to global reading. A large place in the work is occupied by the consideration of methods of teaching reading, the characteristics of four methods of teaching reading and their description are given. The paper analyzes the process of reading and the difficulties in mastering reading for children with intellectual disabilities. The main attention is paid to the method of global reading, the author of which is Glen Doman. The main part of the article reveals and describes the advantages that can be emphasized by teaching children with intellectual disabilities global reading. Special attention is paid to the use of manuals and cards, the algorithm of working with them.
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Wang, Cui. "The Practical Application of Task-Based Teaching Method in College English Reading Teaching." Journal of Education and Educational Research 8, no. 1 (2024): 292–94. http://dx.doi.org/10.54097/rjmr9223.
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The introduction of task-based teaching method in English teaching can effectively cultivate students' learning autonomy, improve students' English learning ability, and enable students to improve their English literacy in an all-round way. Task-based teaching method is applied in college English reading teaching, which divides English text reading into several targeted tasks, helps students absorb the knowledge points contained in reading smoothly, strengthens their knowledge practical application ability, helps improve their English application ability, and helps improve their learning level and professional accomplishment.
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Shahina, Bobokalonova. "ADVANTAGES AND DIFFERENCES OF TPRS METHOD FROM OTHER METHODS." Multidisciplinary Journal of Science and Technology 4, no. 12 (2024): 150–54. https://doi.org/10.5281/zenodo.14448769.
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The Teaching Proficiency through Reading and Storytelling (TPRS) method is a language acquisition technique that emphasizes storytelling and reading as the primary tools for teaching foreign languages. Unlike traditional methods, TPRS focuses on comprehensible input through interactive narratives, fostering a deeper connection to language. It encourages student engagement and promotes natural language acquisition by incorporating elements of humor, repetition, and context. This approach contrasts with conventional grammar-focused methodologies, offering a more immersive, communicative experience that enhances retention and fluency. The method has proven effective in increasing language proficiency, particularly in beginners and those seeking to improve conversational skills.
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Ding, Yue. "A Discussion on the Application of Task-based Teaching Method in High School English Reading Teaching." Scientific Journal of Technology 5, no. 7 (2023): 69–74. http://dx.doi.org/10.54691/sjt.v5i7.5292.
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Task-based teaching method is more and more widely used in high school English reading teaching, and teachers should pay attention to its application principles and strategies when using this teaching method. In this paper, for example, Unit 2 Healthy Eating, a compulsory part of the Humanistic Version, is divided into three parts: pre-reading, reading and post-reading, and tasks are set in each part. The tasks in the pre-reading section are to allow students to have a brief review of the content of the previous lesson and to introduce the reading topic of this lesson; the tasks in the reading section are to allow students to understand and analyze the structure and content of the text in depth, and the importance of the activities in the reading section can be appreciated from the number of tasks designed; and the tasks in the post-reading section are to allow students to produce an effective output of the learning in this lesson. Task-based teaching can break down the difficulty of junior high school students' English reading learning, let students experience the fun of collaboration with group cooperation, enliven the classroom atmosphere, and make the classroom sessions closely connected.
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Elyana, Kukuh, St Y. Slamet, and Sarwiji Suwandi. "Pengaruh Metode Mengajar Inquiry dan Minat Membaca Terhadap Kemampuan Menulis Cerita Pendek Siswa Kelas XI SMA Negeri Sekota Samarinda." Adjektiva: Educational Languages and Literature Studies 2, no. 1 (2019): 1–8. http://dx.doi.org/10.30872/adjektiva.v2i1.843.
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This research aims to find out the difference between teaching inquiry methods and teaching methods of two stay two strays; differences of students who have high and low interest in reading; as well as the interaction between teaching methods and reading interest in the ability to write short stories. The research method is a 2x2 factorial design experiment research, with the research population of all students of Samarinda City State High School. Research data is obtained through tests of writing short stories and reading interest questionnaires. Based on the analysis of data obtained results, there is a difference between students with teaching method inquiry and two stay two stray from the statistical results Fh = 21.57 > Ft = 4.01; there is a difference in ability between students interested in high reading and low reading interest with statistical results Fh = 15.12 > Ft = 4.01; There is an interaction between teaching methods and reading interest in short story writing skills with statistical results Fh = 6.41 > Ft = 4.01. The conclusion of this study is: the method of teaching inquiry is better than two stay two strays; high reading interest is better than low reading interest; there is also an interaction between teaching inquiry methods and reading interest in short story writing skills.
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Peni, Kitri Katon. "THE EFFECTIVENESS OF CONTEXTUAL TEACHING AND LEARNING TO TEACH READING COMPREHENSION VIEWED FROM STUDENTS’ INTELLIGENCE." IJOLTL: Indonesian Journal of Language Teaching and Linguistics 3, no. 2 (2018): 119–32. http://dx.doi.org/10.30957/ijoltl.v3i2.451.
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The research examines: (1) the effectiveness of Contextual teaching and learning (CTL) compared to grammar translation method in teaching reading, (2) effect of intelligence quotient to reading comprehension, and (3) interaction between teaching methods and the intelligence in teaching reading. The research was carried out at SMPN 14 Surakarta, using the experimental design assigning 72 students as sample. Data were collected using the documentary and test technique. To analyze the data, Multifactor Analysis of Variance (ANOVA) test of 2x2 and Tukey test were used. The results show that: (1) CTL was more effective than grammar translation method in teaching reading, (2) the students having high intelligence quotient had better reading comprehension than those having low intelligence, and (3) interactions occur between teaching methods and intelligence in teaching reading.
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Erawati Saragih, Enni, and Umia Ulfa Zalya. "INVESTIGATING TEACHERS’ TEACHING METHODS USED IN READING CLASSROM." ENGLISH JOURNAL 13, no. 2 (2019): 62. http://dx.doi.org/10.32832/english.v13i2.3779.
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To achieve better knowledge, students are expected to be able to read some books in a week. But nowadays, reading no longer becomes student’s habit. It seems because teachers teaching method is still need to be modified in order to get students attention and interest. This research aims to find out the methods used by the teacher in teaching reading and student response on the method. The research adopted descriptive-qualitative research method and in collecting the data observation and interview were used as the instruments of the research. After doing the research, the data found that there are two kinds of method are used by the teacher while he/she teaches reading classroom, namely; direct method and language experience approach (LEA). Meanwhile, the student response toward teacher reading method shown that most of students like teachers reading method, only few students dislike about teachers teaching methods.
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Janicka-Panek, T. "MODERN TEACHERS OF PRESCHOOL AND EARLY SCHOOL EDUCATION IN POLAND ABOUT THE METHODS OF READING (PEDAGOGICAL THEORY AND PRACTICE)." Aesthetics and Ethics of Pedagogical Action, no. 22 (December 27, 2020): 140–49. http://dx.doi.org/10.33989/2226-4051.2020.22.222014.
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The experimental article presents the results of a study of methods of teaching reading to primary school children in Poland. The author describes the methodology and results of an experimental study involving certified teachers with relevant professional experience working in rural and urban schools. Respondents had to 1) choose from a list of methods that they know; 2) refer teaching methods to the names of their creators and its corresponding description; 3) determine the reasons for choosing one or another method of teaching reading; 4) name the frequency of use of reading exercises and their types; 5) provide information about the sources from which the interviewed teachers receive knowledge of the methods of teaching reading.The author emphasizes that primary school teachers in vocational education study and have at their disposal many methods of teaching reading to primary school children (color and sound method, composition method, good start method, an alternative method, natural reading method, early reading method, reading instruction and writing using the phonetic letter-color method, etc.). However, most often only one of them is used - analytical-synthetic, and the others are used sporadically. It has been experimentally proven that teachers do not see a connection between the low reading competence of many younger students and the limited methodological tools they use. Research results indicate routine and stereotypical exercises to improve reading, which may also be the cause of low effectiveness of reading instruction. It is necessary to raise the issue of the determinants of the analyzed pedagogical situation and look for effective methods of teacher training.
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Muchtar, Naely. "Intensive reading and extensive reading in teaching reading comprehension." Lingua Pedagogia, Journal of English Teaching Studies 1, no. 2 (2020): 1–13. http://dx.doi.org/10.21831/lingped.v1i2.18687.
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The research investigated the implementation of Intensive Reading (IR) and Extensive Reading (ER) that is suitable for English class in Polytechnic that focuses on the ability of English practice. This research is a Classroom Action Research (CAR), which consists of three stages, namely pretest, treatment, and posttest. Based on the results of the pretest, it can be concluded that reading skill of the second semester students from Computer and Networking Engineering study program before the implementation of IR and ER method were still relatively low, in the classification of poor (25%) represented by 11 students and in very poor classification (18.2%) achieved by 8 students. After three times treatment by using three different articles for English reading text, the reading skill of students increased significantly in the presence of 2 students (4.5%) in the classification of very good and there were only 6 students were in poor and very poor classification. Based on posttest result, reading skill of students enhance significantly with 5 students (11.4%) were in very good classification.
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Rojabi, Ahmad Ridho. "Exploring Reciprocal Teaching Method on EFL Learners’ Reading Comprehension." VELES Voices of English Language Education Society 5, no. 2 (2021): 132–42. http://dx.doi.org/10.29408/veles.v5i2.3860.
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This research was carried out as the learning activities in the reading classroom were not yet effective. As a result, the student's ability to comprehend reading texts was poor. This study aims to improve the EFL students’ reading comprehension by implementing the Reciprocal Teaching Method (RTM), especially in comprehending IELTS reading texts. Classroom action research was conducted by following four stages; planning, implementing, observing, and reflecting the actions. The Reciprocal Teaching Method (RTM) consists of four stages; predicting, questioning, clarifying, and summarizing to engage the learners in groupwork activities, boost motivation, as well as enhance their comprehension. 28 learners from the English department who enrolled in the Reading course were selected as participants. Data were gathered through observations, tests, interviews, as well as document reviews. The results revealed that the Reciprocal Teaching Method (RTM) boosts students' ability to comprehend the IELTS reading texts and engages them during the teaching and learning process.
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Oo, Tun Zaw, Anita Habók, and Krisztián Józsa. "Qualifying Method-Centered Teaching Approaches through the Reflective Teaching Model for Reading Comprehension." Education Sciences 13, no. 5 (2023): 473. http://dx.doi.org/10.3390/educsci13050473.
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The purpose of this study was to qualify method-centered teaching approaches by investigating the effects of the reflective teaching model for reading comprehension (RTMRC) on ninth-grade students’ English reading comprehension achievement in Myanmar. Three kinds of method-centered teaching approaches, namely reciprocal teaching, interactive teaching, and questioning, were qualified, compared, and examined while using the RTMRC. A quasi-experimental research design was used. The participants included 458 ninth-grade students, five English teachers, and 10 peer observers. Pre- and post-tests, a student questionnaire, and an observation scheme were used to assess the effectiveness of the RTMRC over 15 weeks. Structural equation modeling, Rasch analysis, analysis of covariance (ANCOVA), effect size (Cohen’s d), and various descriptive statistics revealed that the teachers’ reflections on the instructional context were very effective for student reading comprehension achievement, the students appreciated interactive teaching the most, students’ achievements for the literal, inferential, and evaluative comprehension questions were the highest, and the RTMRC was more effective than other traditional teaching methods. In essence, the RTMRC can assist English language teachers in improving their students’ reading comprehension.
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Hidayat, Dadan. "The Effect of Speed Reading on Students’ Reading Comprehension." Journal of English Education Studies 2, no. 1 (2019): 12–22. http://dx.doi.org/10.30653/005.201921.28.
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This research investigated the effect of speed reading on students’ reading comprehension. The writer used quantitative as the research method and used the quasi experiment as a research design. The writer used experimental class to imply the speed reading method and control group for the other technique in teaching reading. For collecting the data the writer gave the pre – test for experimental and control group, then administrated the treatment for experiment class , finally the researcher administrated the post – test to find out the improvement of speed reading method for the student . Based on the writer interpretation it is concluded that hypothesis is accepted.it is suggested that the teacher should imply the speed reading method in teaching reading because research finding proved that speed reading gave more improvement in reading comprehension that the other technique in teaching reading and the speed reading method was more interesting than conventional method.
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Yusuf, Syamsul Bahri, Chairina Nasir, and Chentenei Lapenia Ningsih Rohiman. "Using think-aloud method in teaching reading skill." Studies in English Language and Education 5, no. 1 (2018): 148–59. http://dx.doi.org/10.24815/siele.v5i1.9898.
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Think-Aloud Method is believed to assist language learners in improving their reading comprehension. The objective of this study is to know whether students’ reading comprehension particularly in identifying main idea and supporting details, identifying reference, making inference and interpreting vocabulary. The sample was the students of class eight-5 of of SMP Negeri 17 Banda Aceh. This study was one group pre-test and post-test design. Based on the findings, the mean score of pre-test was 38.15and post-test was78.89. The critical value of t-table 0.05. The significant levels was1.71, the t-test value is higher than the critical value of t-table (4.75>2.05). The reading aspects that were improved the most were detailed information, main idea and inference. For the other aspects, such as vcabulary and reference were also improved, but not as much as the three aspects above. It means that the use of Think-Aloud Method could significantly improve the ability of the second grade students of SMPN 17 Banda Aceh in reading, especially in descriptive text. In conclusion, Think-Aloud Method can be used to improve the student’s ability in reading.
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Yiting, Wen. "Research on the Improvement of Reading Teaching Ability in Lower Primary Grades." Journal of Higher Education Teaching 1, no. 3 (2024): 272–74. http://dx.doi.org/10.62517/jhet.202415344.
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Reading teaching plays a vital role in the initial stage of primary school, which can promote the accumulation of Chinese characters, the exercise of writing, and the expansion of knowledge in the reading of students in the lower grades, so as to lay the foundation for future Chinese learning. Besides, it is also clearly emphasized in the Chinese curriculum standards that reading teaching is the main component of Chinese teaching, and it is also a major form and method of classroom teaching, and it is necessary to pay attention to cultivating students' reading habits and reading ability. Therefore, the teaching of reading in the early grades should not be neglected, but it has been found that the guidance of reading teaching to help students is not an easy task. This paper investigates and analyzes the current situation of reading teaching in the lower grades of primary school to find better teaching strategies to promote the self-growth of students in the lower grades. The author adopts the questionnaire survey method and literature research method to investigate, and puts forward the methods and strategies to promote reading learning in lower grades based on the current situation of reading teaching in primary schools.
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Long, Xin. "Application of PBL Teaching Method to Junior High School English Reading Pointing to Higher Order Thinking." Frontiers in Science and Engineering 5, no. 3 (2025): 209–16. https://doi.org/10.54691/jcg42984.
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Reading is the best way to input language learning, and reading teaching plays an integral role in English teaching in junior high school. However, the traditional way of teaching reading has already reduced the enthusiasm and initiative necessary for students to learn reading. With the deepening exploration of classroom reform, PBL (Project-based learning) teaching method has been widely used in English teaching in recent years. It is a student-centered, real problem-and project-driven approach to learning that aims to develop students’ skills in independent learning, problem solving, teamwork, and critical thinking. The application of PBL teaching method to junior middle school English reading teaching plays a great role in stimulating students’ reading interest, cultivating independent learning ability and enhancing cooperative spirit.
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Abrori, Alfina, Muhammad Hifdil Islam, and Beny Hamdani. "The Effectiveness of Reciprocal Teaching Method on Students’ Reading Comprehension in Descriptive Text." JADEs Journal of Academia in English Education 4, no. 1 (2023): 71–88. http://dx.doi.org/10.32505/jades.v4i1.5755.
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This research aims to investigate whether the students who are taught reading in descriptive text through Reciprocal Teaching Method achieve better in reading ability than those who are taught through Conventional Teaching Method and to explain about the advantages that students will get when using Reciprocal Teaching Method in improving students’ reading comprehension . The design of this study was quasi experimental, control class, pretest-posttest because it was conducted in two classrooms. The subjects of the study are tenth grade high school students consisting of 28 students in MAN 2 Probolinggo. They are divided into two classes, namely control class consists of 14 students and experimental class consists of 14 students. The data analysis used Independent T-Test. Based on the result of the calculation of post-test from experimental and control groups, the alternative hypothesis (Ha) was accepted. The result of the study shows that the use of the Reciprocal Teaching Method can improve the students’ reading ability. The Reciprocal Teaching Method gives the students more advantages in improving reading skills compared to Conventional Teaching Method. It proves the hypothesis of the study that students who are taught reading through the Reciprocal Teaching method achieve better in reading ability than those who are taught through Conventional Teaching Method. With the advantages gained from the Reciprocal Teaching Method, students can easily to understand and improve their reading ability. Based on this result, it can be concluded that the Reciprocal Teaching Method can be used as an alternative method to teach reading, so that the students are able to understand the texts comprehensively. It also makes the students more active in the teaching learning process and can improve their ability as well.
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Huda, Feri, and M. Alimul Huda. "Teaching Reading Using PQRST Method with Power Point Media." Journal of Development Research 6, no. 1 (2022): Process. http://dx.doi.org/10.28926/jdr.v6i1.217.
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The problem with student reading comprehension is that it is difficult to translate reading comprehension sentences, as English contains multiple tenses as well as vocabulary. Many students often find it difficult due to poor grammatical structure and vocabulary. Teaching methods are usually not very interesting for students. They say the instructor uses the traditional method (GTM). One alternative solution to this problem is PQRST with PowerPoint media. This method has been studied to see if it works effectively for learning to read. This study adopted a quasi-experimental procedure using a non-randomized pre-test and post-test design. As a result, it was found that the PQRST method using PowerPoint media is an effective method for reading comprehension instruction because it exhibits better reading comprehension than the conventional method.Keywords: teaching reading, PQRST, PowerPoint
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Irgasheva, Guzal. "IMPROVING INTENSIVE READING COMPREHENSION THROUGH TASK-BASED LEARNING." Educational Research in Universal Sciences 1, no. 7 (2023): 303–6. https://doi.org/10.5281/zenodo.7508640.
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This paper addresses the problem of enhancing one of the challenging skills - intensive reading. In the initial stage, the history of teaching reading skills by professionals are analyzed, their methods and techniques which were implemented through years and their actuality of today’s teaching system. The approach of teaching reading through task-based learning and the importance of intensive reading in today’s education are discussed. We will take a look at historical background of teaching reading. Meanwhile, there is a reading method which is suggested by an author of this paper.
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Tsai, Shuo-Chang, Shu-Yu Wang, and Hui-Ping Lai. "Evaluating Learning Effectiveness towards Online Learning: Application of Design Thinking and Reading Comprehension for Case Reading on Economic Issues during COVID-19." International Journal of Education and Practice 10, no. 3 (2022): 287–99. http://dx.doi.org/10.18488/61.v10i3.3143.
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This study focuses on developing an effective online teaching strategy to improve students' cognition engagement and application ability by applying design thinking and case readings on current economic issues for private university students in Taiwan during the COVID-19 pandemic. The teaching method combines design thinking and the reading comprehension process by the two principles of divergence and convergence. The design thinking method provides stepwise guidance for building understanding and analyzing competence on current economic issues. The reading comprehension process strengthens students' reading skills and learning capability. This combination increases student engagement and concentration in economic case readings during online learning. The research participants comprised 189 first-year students studying economics courses. After implementing the innovative teaching strategies, the results show that the more students are involved in frequent readings, the better are their economics semester grade. The findings revealed that their post-quiz scores improved significantly, and the semester grade increased by 3.44 points. Increasing the reading engagement on current economic issues cases also affected the learning outcomes for absentees. Using design thinking to introduce case reading comprehension, empathy has been suggested as an essential factor affecting the effectiveness of reading learning. This theoretical model can offer directional insights and guidance on developing an effective strategy in online economics education.
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Khodijah, Siti, and Labibah Labibah. "TEACHING READING USING TALKING STICK." PROJECT (Professional Journal of English Education) 2, no. 1 (2019): 40. http://dx.doi.org/10.22460/project.v2i1.p40-45.
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Language is the most important aspect in human interaction. People communicate and interact with other using the language. In global community, English has become an international language that is used by many people around the world. Reading is one of English language skills and it is one of the ways to learn English. Reading activity should get more attention. It is because there are many students who get some difficulties in understanding a text. In this research inform the using of talking stick in teaching reading. The objective of this research was to find out whether there was any significant difference in improvement the reading ability of recount text of the tenth grade students of SMK Rosma Karawang in academic year 2018/2019 by using talking stick method. The method used was quantitative method. In this research the writer used pre-experimental design of one group pretest and posttest. The data were analyzed by using paired sample test and processed by using SPSS 23 for windows. The results of the research showed there was significant increase of student’s reading ability.Keywords: Teaching, Reading, Talking Stick
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Novianty, Melisa, and Muhammad Fahmi Fadly. "METHODS OF TEACHING READING COMPREHENSION FOR ESL AT MTS FAJAR SIDDIQ." Enrich: Jurnal Pendidikan, Bahasa, Sastra dan Linguistik 5, no. 1 (2024): 25–35. http://dx.doi.org/10.36546/enrich.v5i1.1194.
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Reading is one way to enable students and teachers to broaden their horizons in thinking and behaving. The more you read, the better you will be in all your actions in daily life. In this case, the writer gives information for some methods of teaching reading comprehension for English Second Languagu (ESL). Therefore, the teachers can use the methods when they teach about reading. Hopefully, these methods will not only make the studensts but also Eglish teachers enthusiastic in learning reading comprehension. Besides, this ESL focus to junior high school students. The teachers of English teach reading by giving some methods in learning process. Moreover, the writer gave questionnaire for the students to know about the condition in their class. The result of questionnaire showed that 52.9 % students like to study and 52.9% like to read English. Therefore, in this case, the teacher of English should give high motivation and introduce the method of learning English, especially Readiing comprehension achievement. In order, the students will love to read in English more.
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Li, Yixuan. "The Application of Situational Teaching Method in Middle School English Reading Classes." Education Reform and Development 6, no. 7 (2024): 192–97. http://dx.doi.org/10.26689/erd.v6i7.7744.
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With the deepening of the new curriculum standards and quality education in the secondary education stage, secondary school English teaching no longer only focuses on students’ English grades and vocabulary reserves, but also emphasizes the cultivation of students’ English application ability. English reading is an important part of middle school English education. In order to improve the quality and effectiveness of middle school English reading teaching, teachers should use emerging teaching methods such as situational teaching to further stimulate students’ interest and enthusiasm in English learning. This article will analyze the application value and principles of situational teaching methods in middle school English reading classes and explore the application strategies of situational teaching methods in middle school English reading classes.
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Yi, Yana. "Research on English Teaching Reading Quality Evaluation Method Based on Cognitive Diagnostic Evaluation." Security and Communication Networks 2022 (May 4, 2022): 1–12. http://dx.doi.org/10.1155/2022/1865451.
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In order to improve the evaluation effect of English teaching reading quality, this paper applies the cognitive diagnosis evaluation algorithm to the teaching reading quality evaluation process. Moreover, this paper compares the verification effects of Q-matrix from the perspective of nonparameterization and parameterization and considers their performance through simulation research. In addition, this paper applies the method to multilevel scoring empirical data to verify the effectiveness of the cognitive diagnostic evaluation algorithm. Finally, this paper combines cognitive diagnosis and evaluation algorithms to construct an English teaching reading quality evaluation system. The experimental research results show that the English teaching reading quality evaluation method based on cognitive diagnostic evaluation proposed in this paper can effectively improve the reading quality of English teaching.
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Unmura, Herawati. "SCAFFOLDED READING EXPERIENCE (SRE) IN TEACHING READING COMPREHENSION." Journal of English Education, Literature and Linguistics 2, no. 1 (2019): 60–74. http://dx.doi.org/10.31540/jeell.v2i1.218.
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The scaffolded reading experience framework consists of a set of prereading, during-reading, and post-reading activities to use with any genre of text, including fiction and nonfiction. The aim of this study was the effectiveness of scaffolded reading experience in teaching reading comprehension to the students of Musi Rawas University? The method used in this research was quasi-experimental method. The population of this study was all of the students of Musi Rawas University. The sample of this study was students of accounting study progrom in first semester taken through convenience non random sampling. The data were collected through a written test. It was pre-test and post test. The data analyzed through t-test formula.
 From this study it was found that the students’ pre-test average score in the experimental group was 55 and in the control group was 53.91. Meanwhile the students’ post-test average score in the experimental group was 80 and the students’ average score in the control group was 75. In addition of t-obtained were 2.049 where the value of t-table was 1.684 at df 74 in significance level of 0.05 and with one-tailed testing.
 Since the value of t-obtained was higher than the critical value of the t-table (2.049>1.684), it can be concluded that, teaching reading comprehension by using scaffolded reading experience (SRE) to the students of Musi Rawas University was effective.
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Seon Ju Won. "Edificatory Narrative Reading and Narrative Instruction－Teaching Method." Journal of CheongRam Korean Language Education ll, no. 41 (2010): 449–74. http://dx.doi.org/10.26589/jockle..41.201006.449.
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Musdalifah, Musdalifah, Nuril Firdaus, and Fitriani Fitriani. "Improving Students’ Reading Ability Through Reciprocal Teaching Method." JOEY: Journal of English Ibrahimy 2, no. 2 (2023): 48–55. http://dx.doi.org/10.35316/joey.2023.v2i2.48-55.
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This study aims to determine the implementation of reciprocal teching method forimprovingthestudents reading ability at MTS Nurul Huda GondolBuleleng Bali. This is one of the method that can be applied by the teacher in teaching learning process. Through a reading ability that must be mastered by the students in learning English, it is important to be applied by the creative method while teaching learning process. This research conducts in Classroom Action Research (CAR) which consists of two cycles, each cycle included planning, implementing, observing, and reflecting. The cycle finishes when the indicators of success had achieved the completeness of learning set by the school. Completenessof learning for grade VIII subjects is 75%.The results show an increase of students' reading ability its learning outcomes in each cycle. The increase in learning outcomesshows in the pretest results with the percentage of completeness of learning 13,64% and there was an increase in the results of the post test cycle 1 to 40,91%, and an increase again in the results of the post test cycle 2 to 90,90 %. The increase in learning outcomes from the results of the pre-test , post-test cycle I to post-test cycle II was due to improvements in the reciprocal teaching method after evaluating the learning process activities and learning outcomes.From the results of observations in the learning process of students’ reading ability in the VIII grade of MTS Nurul Huda GondolBuleleng Bali, the students show a good response. Itconclude that learning using reciprocal teaching method.
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Khumaira, Khumaira, Ngadiso, Ngadiso,, and Sujoko Sujoko. "The Effectiveness of Using PQ4R Method on Teaching Reading Viewed From Students’ Intelligent Quotient (IQ)." English Education 6, no. 2 (2018): 129. http://dx.doi.org/10.20961/eed.v6i2.35934.
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<p>The aim of this research is to find out whether: (1) PQ4R Method is more effective than Direct Instruction Method to teach reading; (2) students who have high intelligence have better reading skill than those who have low intelligence; and (3) there is an interaction effect between teaching methods and students’ intelligence in teaching reading. The research method used in this study is an experimental method. This research took 24 students for the experimental group and 24 students for the control group. The research instrument used to collect the data in this study is test. The data were analyzed by using multifactor analysis of variance 2x2 and Tuckey test. The computation of the data shows that: (1) PQ4R is more effective than Direct Instruction to teach reading; (2) the students who have high intelligence have better reading skill than those who have low intelligence; and (3) there is an interaction between teaching methods and students’ intelligence in teaching reading.</p>
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Wahyudi, Ridwan, and Yenni Rozimela. "The Reciprocal Teaching and Reading Interest Impact on Students’ Reading Comprehension." Elsya : Journal of English Language Studies 6, no. 3 (2024): 209–30. http://dx.doi.org/10.31849/elsya.v6i3.22593.
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This study uniquely explores the combined impact of reciprocal teaching and reading interest on reading comprehension, an intersection rarely examined. This study investigates the effectiveness of the reciprocal teaching method and students’ reading interest on reading comprehension in an Integrated Islamic School. A quasi-experimental design was employed, involving 56 students divided into an experimental group (n = 29) and a control group (n = 27). The experimental group received reciprocal teaching, while the control group followed conventional methods. Reading comprehension was assessed using a standardized reading test, and reading interest was measured through a questionnaire. The data were analyzed using t-tests and correlation analysis. The findings revealed that the experimental group performed significantly better than the control group, achieving an average reading comprehension score of 91.92, while the control group scored 77.99. This difference was statistically significant, demonstrating a strong impact of reciprocal teaching on students' comprehension abilities (p < 0.001). Moreover, students with high reading interest in the experimental group demonstrated superior comprehension, with a mean score of 94.31, compared to 91.41 in the control group. The results demonstrate the effectiveness of reciprocal teaching in boosting reading comprehension, especially for students with a strong interest in reading. The study suggests that reciprocal teaching is a valuable method for enhancing reading engagement and comprehension, offering useful insights for educators and policymakers focused on improving literacy outcomes.
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Xiao, Lifang. "A Brief Analysis of Task-Based English Reading Teaching." Learning & Education 9, no. 3 (2020): 112. http://dx.doi.org/10.18282/l-e.v9i3.1593.
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Reading is an important input way in second language learning, and good reading ability isthe key to language learning. Reading teaching has always been valued, and teachers are constantly exploring new teaching methods, hoping to stimulate students’ interest in reading and improve their English reading ability. In recent years, the task-based teaching method has been more and more recognized. Task-driven learning enables students to solve problems and analyze problems to deepen their learning experience. Therefore, this paper will explore some literature review and teaching process of task-driven English reading teaching, and deeply understand the development and process of task-driven English reading teaching.
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Iwan, Iwan. "PEMBELAJARAN MEMBACA AL-QUR’AN DENGAN MENGGUNAKAN METODE QIRO’ATI DI TPQ AL-JIHAD KETAPANG TAHUN 2024." FIKRUNA Jurnal Ilmiah Kependidikan dan Kemasyarakatan 7, no. 1 (2024): 118–43. https://doi.org/10.56489/fik.v7i1.260.
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This research is a field study aiming to examine the preparation, implementation, and challenges in teaching Quranic reading using the Qiro'ati method at TPQ Al-Jihad Ketapang. The data collection methods employed in this study include observation, interviews, and documentation. Data analysis was conducted through four stages: data collection, data reduction, data presentation, and conclusion drawing. The results of the study show that: The preparation for teaching Quranic reading using the Qiro'ati method at TPQ Al-Jihad Ketapang is well-organized, as observed from the teaching preparation carried out by the teachers, such as muraja’ah (review) and ice-breaking activities. The implementation of Quranic reading lessons using the Qiro'ati method at TPQ Al-Jihad Ketapang runs effectively, as shown in the following steps: a. Habit formation. b. Opening activities, which include: 1) greeting, 2) student clapping rhythm (tepuk santri), 3) reciting Surah Al-Fatihah and the prayer before studying, and 4) repetition of readings. c. Core activities consist of: 1) guided reading (baca simak) led by the teacher and 2) student practice in front of the teacher. d. Closing activities involve reciting the khotmil Qur'an prayer, kafaratul majlis prayer, and shalawat busyro. The challenges in teaching Quranic reading using the Qiro'ati method at TPQ Al-Jihad Ketapang can be categorized into internal and external challenges: a. Internal challenges include a lack of understanding of Tajweed rules and students who are not yet familiar with Arabic letters (huruf hijaiyah). b. External challenges include the lack of parental support, limited use of teaching media, and low enthusiasm among students during lessons.
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Lovrović, Leonarda, and Cathy-Theresa Kolega. "Teaching Culture through Reading Literature in English Language Teaching." ELOPE: English Language Overseas Perspectives and Enquiries 18, no. 2 (2021): 185–203. http://dx.doi.org/10.4312/elope.18.2.185-203.
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English as a lingua franca (ELF) has become a standardized mode of communication between diverse sociocultural groups. Besides linguistic competence, English language learners should possess adequate intercultural competence to establish successful social relations worldwide. Therefore, one of the main objectives of English language teaching (ELT) has become the development of intercultural speakers (Byram 1997; Kramsch 1998). One way of achieving this is by using literature in the classroom because learners interpret literary texts from their personal experience and are thus engaged both at a cognitive and an emotional level. Their individual interpretations can nevertheless also lead to generalizations and enforcement of stereotypes about foreign cultures. Hanauer (2001) has developed a method called focus-on-cultural understanding to expose learners to different interpretations. The study explores whether his method can be successfully applied in the context of Croatian university education. The method has proven to be effective for raising learners’ cultural awareness, which could lead to further development of their intercultural competence.
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Sakia, Ria, and Ulsy Kulsum Marantika. "TEACHING READING USING JUMBLED SENTENCES." PROJECT (Professional Journal of English Education) 1, no. 4 (2018): 466. http://dx.doi.org/10.22460/project.v1i4.p466-471.
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Reading is important to getting information and the new experiences. Reading is one of the language skills because reading is an important factor that can affect one's activities to get new information and knowledge from reading activities. In this study inform the using of jumbled sentences in teaching reading. The objective of this study is to see and determine differences in student mastery in reading that use mixed sentences in class 2. The participant of this study is 29 students in tenth grade of SMK Rosma Karawang academic year 2018-2019. The method which it was applied in the quantitative method in this research. In this study, the writer applied a pre-experimental design from one group of pretest and posttest. Data analyzed in this research by paired sample test significantly p <0,05 then data analyzed and processed by a writer by using statistics data calculation of formula T-test by using SPSS v. 23 for windows.The result show there a statistically significant increase in students' reading ability.Keywords: Teaching, Reading, Jumbled Sentences
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Jaenah, Nur. "Teaching Reading Comprehension for Slow Learners." Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa 11, no. 2 (2024): 69. https://doi.org/10.17977/um029v11i22024p69-76.
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This research aims to describe data and information in detail and in depth regarding reading comprehension learning for slow learners at SDN Rambutan 01, East Jakarta. The research method used is a qualitative descriptive method through observation, interviews and documentation, using validity techniques, research persistence and triangulation techniques. The steps to analyze the data using the Milles and Hubberman model through the stages of data reduction, data display, and conclusion drawing/verification of the data and research findings. The results show that the design of reading comprehension learning tries to be adapted to the profile of slow learners, consisting of structuring the planning, process and evaluation stages of reading comprehension learning by educators for slow learners, as well as overcoming learning obstacles, so that learning is more responsive and helps overcoming learning obstacles, practicing academic skills that are lagging behind, increasing personal development, and increasing the learning achievement of slow learners. The explanation of the learning components observed is 1) Planning includes: relaxation of the 2013 curriculum, assessment, objectives, syllabus, lesson plans/ IEP, materials, media, learning resources and learning environment, 2) Process includes coordination between approaches and models, learning strategies, methods and instructions, 3) Evaluation includes aspects of objectives, types, techniques/methods, adaptation, results/implementation, and follow-up. Obtained research conclusions show that SDN Rambutan 01 already has a school policy in managing, compiling, and implementing reading comprehension lessons for slow learners quite well, with notes and continuous efforts to improve the quality of future learning.
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Muliati, Muliati, and Ulfah Syam. "PROMOTING DISCOVERY LEARNING METHOD FOR EFL STUDENTS IN READING COMPREHENSION." EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS 9, no. 2 (2020): 370–82. http://dx.doi.org/10.26618/exposure.v9i2.4083.
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This research aims to examine the impact of discovey learning method and to know the significance of discovey learning method on students’ reading comprehension. This research used pre-experimental method with one group in pre test and post test. The treatment conducted after the pre test and before post test. The impact of discovery learning method and the significance of discovery learning method would be considered in learning reading. This research is restricted to students’ reading comprehension in SMPN 01 Barru. The finding revealed that before applying discovery learning method students have difficulties in answering reading comprehension test. Meanwhile, after giving treatment and disrtributing post-test, the students have reading skill increase significantly. However, the students resource issues that are dominated by the difficulties in reading English, the limitation of vocabulary that they have, and the strategies that teacher used in teaching and learning reading. The Significance of the research are expected to provide data and information about the implementing of discovey learning method teaching and learning reading. By knowing the students’ comprehension in reading English, the teacher can apply designing material, strategies, and activities based on their students’ reading comprehension. It is obviously more effectively run the teaching and learning reading in the classroom.
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Zhou, Qian. "The Application of TBLT to English Reading Teaching in Junior High School." Region - Educational Research and Reviews 3, no. 2 (2021): 52. http://dx.doi.org/10.32629/rerr.v3i2.340.
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This paper demonstrates the restriction of traditional English reading teaching means, and further debates the feasibility and validity of TBLT in junior high school English reading teaching, which include the devise of reading teaching activities, the application of TBLT during teaching process in class and the evaluation of teachers and students after class. The intent of this paper is to dispose some drawbacks in English reading teaching in junior high school, in order to provide a feasible teaching method for English teachers and efficient learning methods for students.