AN ANALYSIS OF TYPES SENTENCE PATTERNS ON READING TEXTS OF SMU TEXTBOOK PUBLISHED BY GRAFINDO MEDIA PRATAMA

Learning another language provides great pleasure. The four most tangible and visible factors involved in classroom teaching are learners, the teacher, the book and the physical surroundings. So that, it can be awarded that book is one of the most important factors determining the success of learning. Textbook can support what teacher explains to the students. In reading, students cannot only concentrate on the vocabulary, but also have to know the structure of sentences. Based on the statement above, the writer wants to know what kind types of sentences and the most dominant types of sentences used in reading texts of SMU textbook published by Grafindo Media Pratama. The purpose of the study is to investigate about types of sentences and the most dominant types of sentences on reading text of SMU textbook published by Grafindo Media Pratama. Besides, the result of this study will give contribution to the English teacher in order to select textbook and insert structure segment while teaching reading. Moreover, the limitation of the study is only to find types of sentences and to find the most dominant types of sentences on Reading Text of SMU Textbook published by Grafindo Media Pratama. The present study is descriptive design. The researcher uses simple random sampling, because it is to give the same opportunity to every member of population to be selected as sample. And the sample is 8 passages. The writer uses documentation study as an instrument to collect the data. Thus, the procedures of collecting data are two kinds of analysis, namely: grammatical analysis and frequency of occurrence analysis. Based on research finding, the writer concludes that Reading Texts of SMU Textbook published by Grafindo Media Pratama use four types of sentences (simple, compound, complex and compound-complex sentences) and the most dominant types of sentences is complex sentence. In conclusion, complex sentence often appears in reading text, usually reading text of SMU

Readers’ cognitive processes during IELTS reading tests: evidence from eye tracking

The research described in this report investigates readers' mental processes as they complete onscreen IELTS (International English Language Testing System) reading test items. It employs up-to-date eye tracking technology to research readers' eye movements and aims, among other things, to contribute to an understanding of the cognitive validity of reading test items (Glaser. 1991; Field forthcoming). Participants were a group of Malaysian undergraduates (n=71) taking an onscreen test consisting of two IELTS reading passages with a total of 11 test items. The eye movements of a random sample of these participants (n=38) were tracked. Questionnaire and stimulated recall interview data were also collected, and were important in order to interpret and explain the eye tracking data. Findings demonstrated significant differences between successful and unsuccessful test-takers on a number of dimensions, including their ability to read expeditiously (Khalifa and Weir. 2009). and their focus on particular aspects of the test items and the reading texts. This demonstrates the potential of eye tracking, in combination with post- hoc interview and questionnaire data, to offer new insights into the cognitive processes of successful and unsuccessful candidates in a reading test. It also gives unprecedented insights into the cognitive processing of successful and unsuccessful readers doing language tests. As a consequence, the findings should be of value to teachers and learners, and also to examination boards seeking to validate and prepare reading tests, as well as psycholinguists and others interested in the cognitive processes of readers

A STUDY ON GENDER-BASED INDIVIDUAL DIFFERENCES AND READING STRATEGIES ON READING COMPREHENSION AT UNIVERSITY OF MUHAMMADIYAH MALANG

In general, this study is to reveal the impact of individual differencestoward reading comprehension. For the limitation of the study, the researcherinvolves gender and reading strategies as the exogenous variables (independentvariables) and reading comprehension as the endogenousvariable (dependantvariable).This study is quantitative employing t-test independent sample andregression. The subjects of the study are 152 students at University ofMuhammadiyah Malang. The procedure to collect the data in this study involvedtwo kinds of instruments which were a set of test and a set of questionnaire. Thetest is used to collect the data related to the students reading comprehension.Meanwhile, the questionnaire is distributed to participants in order to find outreading strategy used by the participants. All the data obtained from theparticipants are statistically calculated, analyzed and described by utilizing SPSS16.0.Based on the data analysis, it revealed that the female students performedbetter than their female counterparts as the mean score showed68.1184 and58.9342 respectively. In addition, in terms of reading strategies, 64 students out of152 were high user of reading strategies; their score ranged from 102-105.Furthermore, the vast majority of the students showed either medium orsatisfactory level in reading comprehension, 30.3 per cent and 35.5 per centrespectively. The correlation coefficient between students‟ reading strategies andtheir reading comprehension ability was .58. It means that there a significant orpositive correlation between both of them.Due to several weaknesses found in this study, several recommendationsare made for the future researchers who have interest to conduct similar studies.First, in terms of the sampling, this study involves only 152 participants, furtherstudy needs to involve bigger number of participants, especially by fulfilling therecommended ration of sampling with 20:1 ratio. Using the proposed number ofthe participants may avoid bias to the results of the study. Furthermore, in termsof the sampling techniques, the future researchers are suggested to use randomsampling techniques in order to provide more generalized findings. . Furthermore,future researchers are suggested to consider other factors of individual differencessuch as age, aptitude, motivation, learning styles, or personality to provide moremeaningful interpretation

THE EFFECTIVENESS OF COLLABORATIVE STRATEGIC READING (CSR) TO TEACH CONTENT AREA READING COMPREHENSION VIEWED FROM STUDENTS’ INTELLIGENCE

This research aims at revealing: (1) whether or not Collaborative Strategic Reading (CSR) strategy is more effective than lecturing strategy in teaching content area reading comprehension; (2) whether the students who have high intelligence have better content area reading comprehension ability than those who have low intelligence; and (3) whether there is an interaction between teaching strategies and intelligence in teaching content area reading. This experimental research was carried out in MAN 1 Bojonegoro in the academic year of 2012/2013 from September to November 2012. The population was the first semester of Rintisan Madrasah Bertaraf Internasional (RMBI) students in the academic year of 2012/2013. The number of population was three classes (72 students) that consisted of XI-Bilingual 1, XI- Bilingual 2, and XI-Bilingual 3. The samples were XI-Bilingual 2 as the experimental group and XI-Bilingual 3 as the control group. Each group consisted of 24 students. The experimental group was treated by using Collaborative Strategic Reading (CSR) Strategy, while the control group was treated by using Lecturing Strategy. The post-test was conducted in form content area reading comprehension test. Before the content area reading comprehension test was administered to the both groups, it was firstly tried out to non-sample class to know the validity and the reliability of the test. Then, the data from the post-test were described using descriptive statistics and were tested their normality and homogeneity. It was found out that the data were in normal distribution and homogeneous. After that, the data were analyzed using ANOVA and Tukey test. The data analysis shows that: (1) Collaborative Strategic Reading (CSR) Strategy is more effective than Lecturing Strategy in teaching content area reading; (2) Students with high intelligence have better content area reading comprehension ability than those having low intelligence; and (3) There is no interaction between teaching strategies and intelligence in teaching content area reading. Collaborative Strategic Reading (CSR) is an effective strategy in teaching content area reading for both high and low intelligence students. Therefore, it is recommended that: (1) teachers should be well-trained in using Collaborative Strategic Reading (CSR); (2) the students need to get accustomed to learning reading in content areas (science and social study); (3) the school needs to upgrade teachers’ competence; and (4) future researchers may conduct replication research with different sample and condition

Reading instruction in first-grade classrooms: Do basals control teachers?

This study describes first-grade teachers beliefs and practices about reading instruction. Drawing from interview and observational data, 16 teachers from four districts were placed on a continuum from skills-based to literature-based in relationship to their use of the basal. Only 2 teachers were found to rely solely on the basal, while 3 teachers enhanced the basal with literature, and 4 teachers used only literature in their reading instruction. Six teachers enhanced their basal use with additional skills and 1 teacher relied on skills only in her reading instruction. This diversity\u27 of teaching beliefs and practices was corroborated by questionnaire data from a larger sample of teachers. Next, a framework developed by Belenky, Clinchy, Goldberger, and Tarule (1986) was used to categorize teachers\u27 ways of knowing. The findings showed 1 teacher to be a silent knower, 6 were received knowers, 1 was a subjective knower, 7 were procedural knowers, and 1 was a connected knower. Results challenge Shannon\u27s (1987) hypothesis that basals deskill teachers while supporting Sosniak and Stodolskv\u27s (1993) view that teachers are more autonomous in their use of textbook materials

THE NON-ENGLISH LECTURERS’ READING COMPETENCE IN READING ENGLISH TEXT AT HIGHER EDUCATION IN CENTRAL JAVA

Abstract Nowadays, the government offers a lot of scholarships to non-English lecturers to study abroad. However, only a few that could get the scholarship due to their inability to communicate in English or to comprehend English texts. In this paper, therefore, the writers want to find out whether or not the non-English lecturers could get some benefits to comprehend the English texts after being given the manual book developed by the researchers. Besides, the researchers also want to find out the elements of the text that are easy or difficult to be understood by them. The method used in this research was experimental research with the population of non English lecturers at Kopertis Wilayah VI. One hundred (100) people from several universities in Central Java were taken as the sample. Two kinds of instrument for collecting the data, namely reading test and interview were used. Reading test material was taken from the modification of the TOEFL test with the intention to know the ability of non English lecturers in reading English texts and which elements of the text are difficult or easy to be mastered by the lecturers. The interview was used to know the lecturers’ perception on the appropriateness of the manual book given and whether they got some benefits from it