ENHANCING READING COMPREHENSION THROUGH COMIC IN VOCATIONAL SCHOOL

The integral function of reading in fostering scientific literacy is crucial for enhancing pupils' reading proficiency. The utilization of English comics as an instructional medium is anticipated to have a beneficial impact on pupils due to its inherent ability to evoke feelings of happiness among readers. The objective of this study is to enhance the reading comprehension abilities of students in class XI PL SMKN 4 Medan by utilizing English comics as a medium. The present study constitutes a classroom action research that adheres to the research processes outlined in the John Elliot model. These procedures encompass preparation, action, observation, reflection, and evaluation activities. The findings indicated that the mean score for students' reading comprehension fell within the medium range, with a pre-lesson average of 62.70 (57.70%) when utilizing English comic media. Following the acquisition of reading skills and comprehension through the utilization of English entertaining media during the initial phase, there was a noticeable enhancement in the mean reading comprehension proficiency of students, reaching 70 (69.23%). However, it is important to note that this achievement still falls within the moderate range. During the second cycle, there was an observed improvement in students' reading comprehension ability, as evidenced by an increase in the average value and a percentage of 81.54 (88.46%) falling inside the very high group

Online Teaching during the Covid-19 Crisis in Indonesia: Is It Effective?

The covid-19 plague compels ELT lecturers in Indonesia to move their teaching method from face-to-face to online teaching in a short time suddenly. However, the government has not fulfilled the facilities and infrastructure to do online teaching. This study investigated the effectiveness of online teaching implementation at the university level based on the English lecturers' perceptions. This study involved 46 lecturers from Indonesia in different areas, such as South Kalimantan, East Java, Central Java, West Java, Central Sulawesi, South Sulawesi, and Jakarta. The researcher used two instruments to collect the data: semi-structured interviews and questionnaires. The researcher made the data reduction and displayed to analyze the qualitative data, whereas for quantitative data, the researcher analyzed by statistical calculation. The findings of this study indicated that online teaching implementation was not effective yet. The English lecturers faced several significant challenges during online teaching implementation during the Covid-19 plague

EFEKTIVITAS MODEL PEMBELAJARAN RECIPROCAL TEACHING BERBANTU PENDEKATAN INKUIRI TERHADAP KEMAMPUAN BERPIKIR KRITIS DAN SELF EFFICACY PESERTA DIDIK PADA MATERI FISIKA SMAN 1 SIDOMULYO

ABSTRAK Penelitian ini bertujuan untuk mengetahui efektivitas model pembelajaran Reciprocal Teaching berbantu pendekatan Inkuiri terhadap kemampuan berpikir kritis dan self efficacy peserta didik pada materi fisika. Untuk mengukur kemampuan berpikir kritis peserta didik dilakukan tes dengan soal essay berjumlah 10 soal pada materi fluida dinamis.Untuk mengukur self efficacy peserta didik dilakukan uji angket berupa pernyataan sebanyak 20. Jenis penelitian yang dilakukan dalam penelitian ini adalah quasy experiment dengan desain non equivalent control group desain. Populasi pada penelitian ini adalah seluruh peserta didik kelas XI MIA di SMAN 1 Sidomulyo Lampung Selatan. Teknik pengambilan sampel menggunakan purposive sampling. Dengan kelas XI MIA 1 sebagai kelas eksperimen dan kelas XI MIA 3 sebagai kelas kontrol. Berdasarkan hasil perhitungan uji normalitas dan uji homogen, data yang diperoleh pada kemampuan berpikir kritis terdistribusi normal dan bersifat homogen, kemudian dilanjutkan uji hipotesis one way anova spss versi 22 menunjukkan taraf signifikasinya 0,001 ˂ 0,05 yang berarti bahwa H0 ditolak dan H1 diterima. Kemudian data pada angket self efficacy terdistribusi normal dan homogen pada hasil angket self efficacy dilakukan uji hipotesis menggunakan uji one way anova spss versi 22 menunjukkan taraf signifikasinya 0,000 < 0,05 yang berarti bahwa H0 ditolak dan H1 diterima. Hasil uji hipotesis tersebut menunjukkan bahwa kemampuan berpikir kritis dan self efficacy peserta didik sebelum dan sesudah menggunakan model pembelajaran Reciprocal Teaching berbantu pendekatan inkuiri terdapat perbedaan yang diuji menggunakan uji N- gain. Melihat hasil rata-rata post-test kemampuan berpikir kritis dan self efficacy peserta didik kelas eksperimen lebih besar dibandingkan kelas kontrol maka dapat disimpulkan bahwa model pembelajaran Reciprocal Teaching berbantu pendekatan inkuiri efektif dengan kategori sedang yang telah diuji menggunakan uji effect size. Kata kunci:Reciprocal Teaching, pendekatan inkuiri, kemampuan berpikir kritis, . self efficac

The effectiveness of using online collaborative annotation based on reciprocal teaching instruction on students' reading comprehension at the Second Grade of SMP Khoiru Ummah Malang

ENGLISH: Reciprocal teaching (RT) strategy has been used to improve students’ reading comprehension in face to face learning. However, little was known about how to use RT with the use of annotation tool to comprehend texts in distance learning. The purpose of this study is to investigate the effectiveness of using Online Collaborative Annotation based on RT Instruction on students’ reading comprehension for junior high school students’. In the presents study the researcher used quantitative methodology with pre-experimental design. The data was collected from pre-test and post-test provided by 37 students of eight grade SMP Khoiru Ummah, resulting a total of 74 recordings found. To determine the effectiveness of the strategy, the data was analyzed by using Paired T-test with significance level (α) = 0.05 or 5%. The findings showed that the value of Paired T-test is 0.000 < 0.05.. it can be concluded that the Online Collaborative Annotation based on RT Instruction is effective to improve students’ reading comprehension. Thus, from a total of participant students showed that the post-test score improved after implementing RT strategy. Online annotation supported RT strategy by help students to discuss anytime and help them to review and revise their comprehension. INDONESIA: Strategi reciprocal teaching (RT) telah digunakan untuk meningkatkan pemahaman membaca siswa dalam pembelajaran tatap muka. Namun, sedikit yang diketahui tentang cara menggunakan RT dengan penggunaan alat anotasi untuk memahami teks dalam pembelajaran jarak jauh. Tujuan dari penelitian ini adalah untuk mengetahui keefektifan penggunaan Anotasi Kolaboratif Online berdasarkan Instruksi RT terhadap pemahaman membaca siswa untuk siswa sekolah menengah pertama. Dalam penelitian ini peneliti menggunakan metodologi kuantitatif dengan desain pra-eksperimental. Data dikumpulkan dari pre-test dan post-test yang diberikan oleh 37 siswa kelas delapan SMP Khoiru Ummah, sehingga total 74 rekaman ditemukan. Untuk mengetahui keefektifan strategi, data dianalisis dengan menggunakan Paired T-test dengan taraf signifikansi (α) = 0,05 atau 5%. Hasil penelitian menunjukkan bahwa nilai Paired T-test adalah 0,000 < 0,05. maka dapat disimpulkan bahwa Anotasi Kolaborasi Online berbasis RT Instruction efektif untuk meningkatkan pemahaman membaca siswa. Dengan demikian, dari total peserta menunjukkan bahwa skor post-test meningkat setelah menerapkan strategi RT. Anotasi online mendukung strategi RT dengan membantu siswa berdiskusi kapan saja dan membantu mereka meninjau dan merevisi pemahaman mereka. ARABIC: تم استخدام استراتيجية التدريس المتبادل لتحسين فهم القراءة لدى الطلاب في التعلم وجهًا لوجه. ومع ذلك ، لا يُعرف الكثير عن كيفية استخدام RT مع استخدام أدوات التعليقات التوضيحية لفهم النص في التعلم عن بعد. كان الغرض من هذه الدراسة هو تحديد فعالية استخدام التعليقات التوضيحية التعاونية عبر الإنترنت استنادًا إلى إرشادات RT حول فهم القراءة لدى الطلاب لطلاب المدارس الثانوية. في هذه الدراسة ، استخدم الباحث المنهج الكمي بتصميم ما قبل التجربة. تم جمع البيانات من الاختبار القبلي والبعدي الذي أجراه 37 طالبًا في الصف الثامن من مدرسة خوارو الأمة المتوسطة ، بحيث تم العثور على إجمالي 74 سجلًا. لتحديد فعالية الاستراتيجية ، تم تحليل البيانات باستخدام اختبار T الزوجي بمستوى أهمية (α) = 0.05 أو 5٪. أظهرت النتائج أن قيمة اختبار T الزوجي كانت 0.000 <0.05. يمكن الاستنتاج أن التعليقات التوضيحية التعاونية عبر الإنترنت القائمة على إرشادات RT فعالة لتحسين فهم القراءة لدى الطلاب. وبالتالي ، من إجمالي المشاركين الذين أظهروا أن درجات ما بعد الاختبار قد تحسنت بعد تنفيذ استراتيجية RT. تدعم التعليقات التوضيحية عبر الإنترنت استراتيجيات RT من خلال مساعدة الطلاب على إجراء مناقشات في أي وقت ومساعدتهم على مراجعة ومراجعة فهمهم

THE NATURE AND POTENTIAL OF DIGITAL COLLABORATIVE READING PRACTICES FOR DEVELOPING ENGLISH AS A FOREIGN LANGUAGE

This study investigates the integration of a digital annotation tool (DAT) into an advanced English as a foreign language reading course. Informed by the recent research, the goals of the study are to exhibit the nature of L2 learners’ engagement in digital social reading practices and illustrate the linguistic benefits of such practices for L2 learning from a learner perspective. In response to these objectives, mixed-method research was employed. The analysis of the data including digital annotations and learners’ reflection journals reveal that learners’ engagement within collaborative reading environments is linked to factors such as the quality of posts rather than the quantity. In terms of perceived linguistic gains, the findings indicate that digital collaborative reading enabled learners to achieve a perceived development in reading, writing, and vocabulary. The study concludes by suggesting further research to examine the use of DAT in L2 teaching and learning settings, which highlight the extent of factors influencing L2 learners’ engagement in digital social reading practices

Is Internet Reciprocal Teaching the Remedy for Saudi EFL Learners’ Reading Difficulties During the Covid-19 Pandemic?

The aim of this study was to investigate the applicability of Internet Reciprocal Teaching (IRT) for remedial English reading instruction in the EFL context, specifically for the purpose of overcoming the reading difficulties encountered by low-achieving Saudi students majoring in English at the University of Jeddah. The treatment phase lasted three months and, due to the COVID-19 pandemic and the resulting shift to online teaching, the instruments used were an online pre- and post-test of reading comprehension, an IRT dialogue rubric downloaded on the Blackboard platform that is used for online teaching, as well as a phone interview conducted with randomly selected students from the sample. The findings indicated significant improvements in the reading comprehension of the Saudi learners participating this study, as reflected in the students’ effective use of the different IRT strategies and the significant results of the post-test. However, despite the proved effectiveness of IRT in strengthening reading comprehension, some challenges were voiced by the participants. These include computer competency, familiarity with online courses and, most notably, their linguistic difficulties with English, which justified their resorting to their native language (Arabic) as one way of demonstrating their comprehension. Finally, the paper draws pedagogical implications from the research results

THE EFFECTIVENESS OF RECIPROCAL TEACHING AS READING COMPREHENSION INTERVENTION: A SYSTEMATIC REVIEW

Background and Purpose: This paper presents a comprehensive review of the research on reading comprehension interventions for ESL learners. Although numerous reviews have reported the effectiveness of reciprocal teaching in improving reading outcomes, only few reviews focused on the use of these strategies in ESL contexts. Hence, this review identified, evaluated and synthesized relevant literature in search of the effectiveness of reciprocal teaching and the features that are associated with improved reading comprehension outcomes. &nbsp; Methodology: Guided by Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), a thorough search was performed on five major databases using the search terms “reciprocal teaching” or “reciprocal reading” and “reading comprehension” or “text comprehension”. &nbsp; Findings: The comprehensive search resulted in a total of 18 articles. The analysis coded these articles&nbsp; into eight main themes with four main themes concentrated on the features of the reciprocal teaching interventions: (a) purposes, (b) learning environment, (c) comprehension-monitoring, and (d) scaffolding, and another four main themes on the outcomes of the interventions: (e) results, (f) comprehension outcome measures, (g) reading strategies, and (h) conceptual change. &nbsp; Contributions: Conclusively, reciprocal teaching fulfilled the key features of effective intervention as significant gains were mostly observed in the research using reciprocal teaching as intervention. The versatility of reciprocal teaching makes the technique adaptable to learners of varying backgrounds, ages and levels of education. &nbsp; Keywords: reciprocal teaching, reading strategies, interventions, ESL learners, comprehension. &nbsp; Cite as: Dew, T. P., Swanto, S., &amp; Pang, V. (2021). The effectiveness of reciprocal teaching as reading comprehension intervention: A systematic review.&nbsp; Journal of Nusantara Studies, 6(2), 156-184. http://dx.doi.org/10.24200/jonus.vol6iss2pp156-18

Integrating reciprocal teaching in an online environment with an annotation feature to enhance low-achieving students’ English reading comprehension

[[abstract]]Reciprocal teaching (RT) has been used to improve English as Foreign Language (EFL) students ’ reading comprehension in face-to-face instruction. However, little was known about how they use the RT to comprehend English texts in an online environment. This study explored how the implementation of RT strategies with the use of an annotation tool to improve low-achieving students ’ English reading comprehension in an online environment. A total of 22 low-achieving EFL students participated in this study. The pre- and post- reading comprehension tests showed that the students ’ English reading comprehension improved after practicing RT strategies with annotation tools. Questioning and predicating strategies were ranked as the two most useful strategies, as both promoted successful collaborative reading among students. Summarizing and clarifying were less useful than questioning and predicting strategies because the low-achieving EFL students faced language difficulties when summarizing and clarifying. The annotations supported RT strategies by (1) establishing a collaborative environment for students to discuss RT strategies any time, (2) organizing and indexing reading content in multimodal forms, and (3) helping students review and revise their comprehension.[[notice]]補正完

Enhancing online reading comprehension in a blended learning context

El propósito de esta síntesis de investigación es explorar los efectos del aprendizaje híbrido en la comprensión lectora de los estudiantes de inglés como lengua extranjera. Dieciocho estudios de diferentes bases de datos fueron seleccionados para el análisis. Los criterios de inclusión y exclusión del estudio incluyeron a) estudios llevados a cabo en aulas EFL, ESL o ESP donde el inglés fuera la lengua meta, b) estudios publicados desde 2013 hasta 2020. Los hallazgos revelaron que el aprendizaje híbrido puede ser considerado práctico para mejorar la comprensión lectora de textos digitales. El estudio también reveló que las estrategias de lectura en línea son cruciales para mejorar la comprensión de textos. Sin embargo, se recomienda a los docentes incluir e integrar plataformas de aprendizaje digital diseñadas específicamente para reforzar las habilidades de lectura y la comprensión en los estudiantes. Finalmente, debido a la falta de estudios del aprendizaje híbrido en Latinoamérica, se sugiere más investigación de los efectos de este enfoque educativo en la comprensión lectora.This research synthesis aims to explore the effects of Blended Learning on students ́ online reading comprehension of English texts. Eighteen studies from different databases were selected for the analysis. The inclusion and exclusion criteria of the study included a) studies carried out in EFL, ESL, or ESP classrooms where English was the target language, b) studies published from 2013 to 2020. Findings exposed that Blended Learning could be considered practical to improve reading comprehension of digital texts. This study also revealed that online reading strategies are crucial to improving the comprehension of digital texts. However, it is recommended for teachers to include and integrate online learning platforms specifically designed to reinforce students’ reading abilities and comprehension. Finally, due to the lack of studies of Blended Learning in Latin America, further research on the effects of this educational approach on reading comprehension is suggested.Licenciado en Ciencias de la Educación en Pedagogía de los Idiomas Nacionales y ExtranjerosCuenc

Transition From Fragility to Sustainable Development: Case Study of Darfur in Sudan

AbstractDespite adopting the United Nations Sustainable Development Goals (SDGs), especially SDG-16, to transition the Sudan’s Darfur Region out of fragility, limited progress has been made in achieving peace and long term development. Prior studies investigated the reasons for the slow pace focusing on the factors driving fragility. None have examined the different visions of development organizations as a barrier to multi-stakeholder collaboration to achieve the SDGs. The purpose of this qualitative exploratory case study was to explore how development organizations’ perceptions of SDG-16 affect their collaboration as multi-stakeholders to implement the SDGs. The research question examined how the development organizations’ perceptions of SDG-16 affected their collaboration as multi-stakeholders implementing the SDGs in the fragile Sudan’s Darfur Region. The main data source was a review of SDG official documents and survey transcripts, complemented by key informant interviews with six officials of the development organizations working within the United Nations Country Team (UNCT) in Sudan to implement the SDGs. Data were analyzed using content analysis and inductive thematic coding informed by complexity theory and systems thinking perspective. Key findings were that fragmented understandings of SDG-16, weak leadership and loose governance structure of the UNCT impeded collaboration of the multi-stakeholders to achieve the SDGs. This study provided guideposts for policy makers’ decisions in designing awareness campaigns and training programs for future leaders of the UNCT as a multi-stakeholder governance platform for implementing the SDGs in Darfur leading to positive social change