1,014,012 research outputs found

    EXPLORING READERS’ STRATEGIES IN STAGES OF READING NARRATIVE TEXT: A REFLECTION OF EFL LEARNER AT IAIN SYEKH NURJATI CIREBON

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    Siti Andini 14121310354 Exploring Readers‟ Strategies in Stages of Reading Narrative Text: A Reflection of EFL Learner at IAIN Syekh Nurjati Cirebon. This study primarily intended to explore what strategies are commonly used by EFL learner in pre-, during-, and post-, reading narrative text. Strategies are a set of abilities under conscious control of the reader (Grabe and Stoller (2010:8)). Strategies are also purposeful. Some have quite specific purposes or goals. Reading strategies is important for helping readers to improve comprehension (McNamara (2007: 11)). This study focuses on what strategies are commonly used by EFL learner in pre-, during-, and post-, reading stages. As put in Hedgcock and Ferris (2009:162) activities in these stages are often neglected. In fact, interactive process between the reader and the text, including in pre-reading, during-reading, and post-reading stages are more important. The purpose of this study is to identify what strategies are commonly used by EFL learner in pre-, during-, and post-reading narrative text in English language teaching department of IAIN Syekh Nurjati Cirebon. This research also takes a qualitative method in analyzing data where the data obtained from interview from three respondents as primary source of the data. Then it is used to identify what strategies are commonly used by EFL learner in pre-, during-, and post-, reading narrative text. The result of this study, there are five strategies are commonly used by EFL learners in pre-reading narrative text; those are specifying a purpose for reading (20%), previewing the text (13%), predicting the contents of the text or section of text (20%), posing question about the text (20%) and guessing meaning of new word from context (20%). In during-reading stage there are seven strategies are commonly used by EFL learners; those are checking prediction (15%), finding answers to posed question (15%), rereading (14%), connecting text to background knowledge (14%), using discourse markers to see relationship (14%), paying attention to text structure (14%) and connecting one part of the text to another (14%). Finally, in post-reading stage there are six strategies are commonly used by EFL learners; those are summarizing information (16%), checking comprehension (16%), critiquing the author (17%), critiquing the text (17%), judging how well purposes for reading were met (17%) and reflecting on what has been learned from the text (17%). Strategies are commonly used by EFL learner in pre-, during-, and post reading narrative text only concerns on efferent stance because respondent‟s attention is concentrated on the plot as well as the complete text. Key Words: reading strategies, pre-reading, during-reading, post-reading, EFL learner

    The Effect of Three Phase Approach on Iranian EFL Learners’ Reading Comprehension

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    This research examined the strategies employed in the Three Phase Approach ( Pre-reading /During-reading / Post-reading ) stages of instruction language learning. This study aimed at determining the difference in the strategy use by each stage at Pre-Intermediate level. To fulfill the purpose of the study, a piloted sample Preliminary English Test (PET) was administered to a total number of 30 Iranian female teenage EFL learners at Kish Language School, Tehran. Then, the Homogeneity test was administered to a total number of 120 Iranian female teenage EFL learners and 80 learners were homogenized to pass the pre-test. The selected participants were then non-randomly assigned into three experimental groups: Pre-reading / During-reading / Post reading. In one of the groups, the pre-reading tasks, in the second group, the while-reading tasks and in the last group, the post-reading tasks were practiced through 10 sessions and at the end of the course, the participants in each group were given the reading section of another sample PET as a posttest to measure their reading comprehension. Subsequently, the mean score of all three groups and the control group on the posttest were compared which led to implying that the null hypothesis was supported. In other words, no significance Difference was found between the three experimental groups – pre, post and during reading – and the control group

    INCREASED READING SKILLS ALOUD USING MODELING STRATEGIES IN GRADE II STUDENTS OF SDN 009 SANGATA UTARA

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    The purpose of this research is ti find out the results of the use of modeling grade in SDN 009 Northen Sangatta. Specially for the improvement of reading aloud in the pre reading stage when reading the post reading stage with the modelling strategies of of second grade elementary school student 009 Northen Sangatta. This research methodology is a type of classroom action research, research procedures used are planning, action, observation, and reflection. This research uses three cycles one cycle twice meeting. The problems contained in the first cycle will be followed up by the second cycle research and the third cycle research.The results of this study are the ability of pre reading in the first cycle an average of 60,7 % , the twice cycle an average of 73,2 % and an average the third cycle of 81,8 %.  The ability to read aloud from the pre cycle test value which is used as the basic value obtained before the average action of 64,4 with sufficiently improved criteria in the first cycle of action of an average of 67,5 with sufficient criteria, increased cycle two by an average of 69,8 with the criteria are sufficient and increase in the average three cycle of 75,4 with good criteria. Post reading ability in cycle one is 64,2 % an average cycle two is 69,8 % and cycle three is 81,8 %. The conclusion that the application of modeling strategies can increase the ability to read aloud preweens when reading and post reading of second grade elementary school student 009 Northen Sangatta

    PENERAPAN PENDEKATAN KONSTRUKTIVISME SEBAGAI UPAYA MENINGKATKAN KEMAMPUAN MEMBACA PEMAHAMAN INTERPRETATIF BAGI SISWA

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    Reading is an important language skill for students. Through reading, students are able to get  lots  of  information from various  reading sources. However, after observation and interview  are  conducted, it shows that the ability of interpretative  reading comprehension for the students still needs to be improved. Therefore,  the  researcher thinks that the improvement of the students’ ability in interpretative reading comprehension can be done by using constructivism approach.In relation with the effort to improve the ability in interpretative reading comprehension, the specific problem limitation studied is as follow. How far is the implementation of constructivism approach in pre reading stage, while reading stage, and post reading stage can improve the ability of interpretative reading comprehension for the students of the grade? In accordance with it, the specific objective of this research is to describe the implementation of constructivism approach in pre reading stage, while reading stage, and post reading stage.Keywords: Constructivism  approach, interpretative reading comprehensio

    TEACHERS’ STRATEGIES IN TEACHING READING COMPREHENSION

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    This research aimed to figure out the strategies used by the English teachers in teaching reading and how they applied the strategies. This research was designed as descriptive qualitative research. The research was conducted at Junior High School 09 Bengkulu City. Participants of the research were two English teachers who teach in second grade of that school. Each English teacher had eigh meetings that observed by the researcher. The instruments of the research were strategies checklist and interview. The instruments were used to figure out the strategies used and how the English teachers applied the strategies in teaching reading comprehension. The result of the data were analyzed and broken down into three stages; they were Data Reduction, Data Display, and Drawing Conclusion or Interpretation. The result showed that the teacher one used several strategies in teaching reading comprehension. The strategies were brainstorming, reading aloud, and asking for specific information. While the teacher two used nine strategies. They were encouraging the use of dictionaries, reading aloud, reread for checking comprehension, evaluating comprehension in particular tasks, and asking questions for specific information. Both teachers applied and combined the strategies divided into three stages of teaching reading comprehension. The stages were pre-reading stage, while reading stage, and post reading stage. The strategies applied were very effective in teaching reading comprehension in that school. It was proven by the students’ motivation, students’ attention, and teachers’ ease in teaching and learning process. Keywords: Reading Comprehension and Teachers’ Strategies

    PENGEMBANGAN MEDIA PEMBELAJARAN PUZZLE PADA MATERI MEMBACA PERMULAAN SISWA KELAS 1 SD NEGERI 77 PRABUMULIH

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    This study aims to: Produce reading mateirals which is validm, practical and effective, the method used is the R&D development method with the tessmer development model which consists of 2 stages, namely: the preliminary stage and the prototyping stage using a formative evaluation flow. Therefore, it can be concluded: (1) The design of puzzle learning media for the initial reading material for grade 1 students at SDN 77 Prabumulih Sumsel can be used to test its validity seen from the assessment at the self-evaluation stage, (2) Produce puzzle learning media on the beginning reading material that valid in score of 92, material expert validation obtained an average score of 98, and linguist validation obtained an average score of 95, (3) Produces puzzle learning media is effective with an average pre-test score of 54 while the average post-test score of 8

    Investigating the effect of textual enhancement in post-reading tasks on grammatical development by child language learners

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    This study examined the extent to which textual enhancement incorporated into the post-task stage of task-based reading lessons can promote development in second language (L2) grammatical knowledge. The participants were 49 child language learners who participated in task-based reading lessons in their own classroom contexts. They were randomly assigned to two groups, one being exposed to textual enhancement and the other not. The experiment adopted a multiple-exposure design involving six treatment sessions over three weeks. The target construction was the third person singular -s morpheme. Pretest-posttest development was assessed with a grammaticality judgement test. The results revealed a small but positive effect for textual enhancement. We attributed the relative success of textual enhancement to a combination of factors: use of a multiple-exposure design, the incorporation of textual enhancement into the post-task rather than the during-task stage, age of participants, and prior knowledge

    The Effectiveness of an Educational Program based on Reciprocal Teaching Strategy for Developing Reading Comprehension Skills among Lower Basic Stage Students at Public Schools at Al Aqaba Directorate of Education

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    The purpose of this study is to investigate the effectiveness of an educational program based on reciprocal teaching strategy for developing reading comprehension skills among lower basic stage students at public schools at Al Aqaba Directorate of Education, the study population consisted of all students in the third, fourth and fifth grades in Aqaba Governorate at Faisal II Elementary School for Boys and Salman Al Farsi Primary School for Boys, their number is about (430) students. The final sample of the study consisted of (60) students where two groups were formed: (30) students in the experimental group and (30) students in the control group. They were selected from among the students in the third, fourth and fifth grades in these two schools at Al Aqaba Directorate of Education. To achieve the objective of the study, three reading texts were used from the curriculum content in the third, fourth, and fifth grades to make sure of possession of pupils of correct reading skills, and test reading comprehension skills (prepared by the researcher), And the educational program based on a reciprocal teaching strategy to develop comprehension reading skills. The results of the study revealed statistically significant differences between the mean scores of the two groups, experimental and control in reading comprehension skills on the post-test is attributable to the educational program, for the benefit of the experimental group, this indicates improvement of the students marks who have been treated in reading comprehension. And also a lack of statistically significant differences between mean scores of experimental group members in reading comprehension skills on the post-test in the third, fourth, and fifth grades attributed to the educational program, this shows that the benefit of the program was the same degree or level. The results of the study: There are no statistically significant differences between the mean of the marks of the students of the experimental group in the skills of reading comprehension in Post-test and their marks on the follow-up test are attributed to the educational program. In the light of the results, a set of recommendations were made can be used to alleviate the difficulties of reading among basic school students. Keywords: Reciprocal Teaching Strategy, Lower Basic Stage Students, Reading Comprehension Skill
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