This study aims to explain the relationship between student learning styles and student achievement in English Reading Comprehension and to determine how extents the teaching material meets the needs of students with different learning styles. Researchers conducted the One-Group Pretest-Posttest design where only one experimental group was given a pre-test and post-test. Data collection is done in several ways, namely by giving a questionnaire from Barsch Learning style inventory (1980), interviewing and conducting pre and post tests to determine the development of students' abilities before and after the presentation of the material. In addition, classroom observation was conducted to find out the classroom activities and students' participation toward teaching material given. The data revealed that the average of students' result in pre-test was 38.92 % while the result of the average of students' result in post-test was 68.58 %. It may say that the students' improvement in reading comprehension using the teaching material has a significant improvement. 100% of visual learners have improved the ability in English reading comprehension after being given the material. 100% of auditory learners also have an increase in the ability in English reading comprehension after the provision of teaching materials. Likewise with visual-auditory learners in which 100 percent of respondents experienced an increase. However, Zul Astri, Isnaeni Wahab, The Effect of Reading Teaching Material for ...216. only 80 percent of 100 percent kinesthetic learners experience an increase after the provision of teaching materials. There are many factors that influence the students. It can be in the form of internal factors that trigger students' motivation in learning English.
Literacy is one way to build and develop children's thinking skills that are important for students. However, students' literacy habits are still low. Therefore, schools as one of the three educational centers should implement a literacy culture to improve children's thinking skills. This study aims to examine information about the application of literacy culture in schools and to apply literacy using children's stories for students. This study uses a qualitative descriptive approach with a survey method. The subjects of this study were elementary school students. Data collection techniques through observation, interviews, and documentation. Data analysis through the stages of data reduction, data presentation, and concluding. The results showed that literacy activities in schools had been implemented with literacy fifteen minutes before the lesson started and used every corner of the school as a reading corner, while the implementation of literacy using storybooks was done by inviting students to read books with various story titles. Based on these results, it can be concluded that elementary schools already have a good literacy program and the application of literacy using storybooks can invite students to retell the story content and the moral values of the story. This research implies that schools should optimize their role as one of the three educational centers to build and develop literacy habits for elementary school students.
Local culture is the identity of an area where in this era its features are increasingly eroded by foreign cultures. It happened because of the ease with which foreign cultures enter and blend in with local cultures which can directly affect the cultural structure of the nation. Likewise with folklore as if forgotten. Folklore is one of the national cultural heritages which is a national honor with a diverse culture that must be introduced to students since elementary school. This study aimed to identify the children's stories based on local culture and implement literacy culture at SD Kartika XX-I Makassar. The approach used in this research was descriptive qualitative with survey method while the data collection techniques used were observation, documentation, interviews and questionnaires. Based on the data obtained, the researchers identified twelve children's story titles which were then carried out by literacy to elementary students of Kartika XX-I Makassar. The application of literacy culture in SD Kartika XX-1 Makassar by 1) distributing story books to students 2) reading about 15-20 minutes, 3) students identifying moral values contained in the story, 4) strengthening the moral values of the story children and the application of local culture in accordance with national values.
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