A study on improving students’ reading comprehension using the Numbered Heads Together Technique

Sahardin, Rosnani; Mukarramah, Mukarramah; Hanafiah, Anwar

doi:10.24815/siele.v2i2.2696

Cited by 6 publications

(7 citation statements)

References 2 publications

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“…The students still found difficulties determining the main idea, finding the supporting details in each paragraph, getting implicit conclusions, discovering correct references, and comprehending the text due to limited vocabulary. Moreover, these problems are also reported in previous studies (Erdiana, Kasim, & Juwita, 2017;Gani, Yusuf, & Susiani, 2016;Komariah et al, 2015;Sahardin et al, 2015;Yusuf & Fauzan, 2016) that EFL learners in Indonesia are challenged with all reading problems. At the beginning of the semester, sometimes some students did not join the learning process.…”

Section: Reading Learning Process Using Nearpod Application 411 Preli...supporting

confidence: 77%

“…Reading comprehension focuses on understanding the content of the text. This active thinking process depends on readers' level of knowledge and comprehension skills (Sahardin, Mukarramah, & Hanafiah, 2015). Reading comprehension skills include determining the main idea, distinguishing details information, making inferences, and mastering vocabulary (Komariah, Ramadhona, & Silviyanti, 2015;Mikulecky & Jeffries, 2007;Nasir, Sofyan, & Haqqini, 2019;Sahardin et al, 2015;Sari, Fitriani, & Emafetery, 2019).…”

Section: Reading Comprehension Skillsmentioning

confidence: 99%

“…Considering the problems identified, in this stage, the researchers had the intention to enhance the online reading learning process that would increase the students' reading comprehension skills. Reading comprehension focuses on understanding the content of the text, and this active thinking process depends on readers' level of knowledge and comprehension skills (Sahardin et al, 2015).…”

Section: Reading Learning Process Using Nearpod Application 411 Preli...mentioning

confidence: 99%

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Enhancing EFL students’ reading learning process in COVID-19 pandemic through Nearpod

Pupah

Sholihah

2022

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This research aims to enhance students’ reading learning process using a genre-based approach during the COVID-19 pandemic through Nearpod. Action research with four stages was applied as a research design. The qualitative data were collected through interviews and teacher’s field notes, while the quantitative data were obtained by students’ reading pre-test and post-test. The qualitative data were analyzed by assembling the data, coding the data, building interpretations, and reporting the outcomes. Meanwhile, the quantitative data were analyzed using descriptive quantitative analysis. Findings demonstrated that students learned how to determine the main idea, make an inference, and distinguish detailed information from the texts. They also considered Nearpod as an accommodating and encouraging tool in learning. The teacher addressed how to reinforce the students’ reading learning process by deep consideration, preparation, and reflection to ensure that Nearpod worked properly. The statistical report of students’ scores for the pre-test and post-test showed improvement from 64.7 to 84.8. The average students’ post-test score was greater than the pre-test. This study revealed that the Nearpod program successfully supported the reading learning process for students because of its user-friendliness and it enabled teachers to monitor students’ progress during the teaching process.

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Section: Reading Learning Process Using Nearpod Application 411 Preli...supporting

confidence: 77%

Section: Reading Comprehension Skillsmentioning

confidence: 99%

Section: Reading Learning Process Using Nearpod Application 411 Preli...mentioning

confidence: 99%

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Enhancing EFL students’ reading learning process in COVID-19 pandemic through Nearpod

Pupah

Sholihah

2022

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“…For this reason, they paid equal attention to the elements of language when they read a text strategically. However, when searching to understand the meaning of a new word they consulted dictionaries equally for both types of reading, which is essential for developing the vocabulary of students and for assisting students to master L2 skills (Sahardin et al, 2015). The students paid more attention to sentence structures when they read a text strategically.…”

Section: Discussionmentioning

confidence: 99%

Extensive versus strategic reading for learning English at Khulna University, Bangladesh

Ahmed

Rahman

Obaidullah

2018

SiELE

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This article reports on a small-scale research study conducted to investigate the comparative utility of extensive reading versus strategic reading for learning English at the undergraduate level in the English Department at Khulna University, a government university in south-western Bangladesh. The study is based on the schema theory where background knowledge is the basis of comprehension. A pre-tested questionnaire was used to conduct a survey. Data was collected from 158 respondents, all undergraduate students in the English Department who were selected at random. The results of the study showed that strategic reading is more favorable to students compared to extensive reading for the purpose of learning ESL. Finally, the results showed that strategic reading was more effective than extensive reading for learning English. The paper concludes with a call for further large-scale studies.

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“…inferences, (4) find appropriate references, and (5) to understand the text because of their limited vocabulary. Nevertheless, reading problems is basically faced by all EFL learners in Indonesia (Erdiana et al, 2017;Gani et al, 2016;Komariah et al, 2015;Sahardin et al, 2015;Yusuf, et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Using think-aloud method in teaching reading skill

Yusuf

Nasir

Rohiman

2018

SiELE

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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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A study on improving students’ reading comprehension using the Numbered Heads Together Technique

Abstract: This study deals with improving the reading comprehension of junior

Cited by 6 publications

References 2 publications

Enhancing EFL students’ reading learning process in COVID-19 pandemic through Nearpod

Enhancing EFL students’ reading learning process in COVID-19 pandemic through Nearpod

Extensive versus strategic reading for learning English at Khulna University, Bangladesh

Using think-aloud method in teaching reading skill

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