An Analysis of Ability in Comprehending Reading Text of Seventh Semester Students at English Department of FBS Universitas Negeri Padang

Octavia, Shanty; Jufri,

doi:10.2991/assehr.k.200306.022

Cited by 3 publications

(3 citation statements)

References 2 publications

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“…(2) interpretive comprehension, with activities such as organizing reading information and the relationship between reading content, understanding the details implied in the reading, making reading inferences, and concluding the reading content. (3) critical understanding, with the activities such as comparing the information in the Text with the reader's background (Nadirah et al, 2020;Octavia & Jufri, 2019) Based on the results of observation of students' reading skills at SMPN 2 Lingsar West Lombok, students have difficulties improving their reading skills because they seldom do the reading activity at school. Besides, the students have difficulties reading with good intonation, and they also have difficulties producing words.…”

Section: Introductionmentioning

confidence: 99%

The Effect of the Neurological Impress Method in Teaching Reading Comprehension

Ilham

2024

PJEE

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This study aims to 1) analyse the effectiveness of the Neurological Impress Method in teaching reading at a junior high school in Lingsar, West Lombok.. This study used a quasi-experimental design with a non-equivalent control group design. The researcher employed two classes in this study, control and experimental classes. This research has 30 students as the sample of study in which each class consists of 15 students. The reading test is utilized for collecting the data as the research instrument. Sampling was carried out using cluster random sampling. The data was analysed using SPSS 12 which the data collected from the pre-test and post-test design. The results showed that the use of the neurological impress method affected students' reading skills. Students' reading achievement before being taught using the neurological impress method in reading texts is generally low, as shown by the average score of 40.76. Students reading achievement after being taught by using the neurological impress method is better than before. This can be seen from the mean value of 67.13. Statistical analysis using paired sample t-test using SPSS 12, indicated by t (0.05) t-table value is (0.000) and t-value or t-count (0.000). It was lower than the 0.05 level. The alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected. Therefore, this research is expected to provide implications for implementing the neurological impress method for teaching reading skills in junior high schools in Indonesia to encourage the improvement of the neurological impress method on a large scale.

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Section: Introductionmentioning

confidence: 99%

The Effect of the Neurological Impress Method in Teaching Reading Comprehension

Ilham

2024

PJEE

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“…Chen stated that reading is as a very complex process that needs the readers' activeness to be participated in conveying meaning [5]. Further, reading can also be said a process of interaction and communication between readers and texts [6]. In addition, Hung and Ngan defined reading is as basic skill that can increase students' vocabulary, speaking and writing, and finally can help them to master their target language [7].…”

Section: Introductionmentioning

confidence: 99%

The Students’ Difficulties in Understanding English Text in the Covid-19 Pandemic Era

Harida¹,

Sinaga²,

Siregar³

et al. 2022

Proceedings of the 3rd International Conference on Educational Science and Teacher Profession (ICETeP 2021)

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This article explores the difficulties of the students in reading English texts in learning at the Covid-19 Pandemic Era and the efforts done by the English teachers. The research has been done by using a qualitative approach by using reading tests and interviews as the instruments of research. The data that have been obtained were analyzed by reading, grouping, coding, and interpreting. Based on the result, it was found that the students have difficulties in determining idea, understanding vocabulary, finding detail information, and making inferences. There are some teacher's efforts to solve of students' difficulties in reading comprehension. They are: explaining more detail, giving new vocabulary, and not allowing the students to speak Arabic language when studying English. The dominant factor that made students difficult in reading English text is that they usually speak Arabic language in classroom. Based on the findings it can be stated that the students had difficulties in understanding English texts, even though they studied English in the pandemic era. However, the teachers had tried to minimize the difficulties by giving more explanation and example to get the information from the text. It is suggested that the teachers in boarding school must give more interesting model to teach the students reading, and also giving the students authentic reading materials to make them being easier to get the ideas from the text.

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“…3) Critical Understanding. (with activities such as: assessing an event based on the rules of certain norms, comparing the information in the text with the reader's background) (Aritonang, Lasmana, & Kurnia, 2019;Levine, 2019;Nadirah, Asrifan, Vargheese, & Haedar, 2020;Octavia & Jufri, 2020).…”

Section: Introductionmentioning

confidence: 99%

Collaborative Strategic Reading Effect on Reading Comprehension by Considering Learners’ Cognitive Styles

Siahaan

Rahmat

Nuruddin

2022

ERJEE

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The use of collaborative tactics based on Moodle is quite effective in assisting students in improving their reading comprehension. Moodle is an online education platform that creates a unique learning environment for students to learn in. Students are split into two groups based on their attitudes toward information from outside sources: field-independent learners and field-dependent learners. The Independent Learner has a self-sufficient mentality and is not depending on others. The dependent learner, on the other hand, is a student who is completely reliant on the people or her immediate surroundings. The goal of this research is to see how collaborative techniques based on Moodle and Cognitive Styles affect students' reading comprehension. It divides the participants into two groups at random: an experimental group that received CSR through Moodle, and a control group that received CSR without Moodle. The GEFT (Group Embedded Figures Test) is used to see if the participants' cognitive styles are field-independent or field-dependent. Furthermore, a two-way ANOVA and descriptive test are used to analyze the data. The results of ANOVA test revealed that the learners' reading comprehension was influenced by CSR and cognitive styles. This study suggests that English teachers use Moodle for CSR with cognitive types to help students improve their reading comprehension. Finally, the descriptive test's average differences revealed that CSR with Moodle is better for learners with independent cognitive styles than for those with dependent ones. CSR without Moodle, on the other hand, is best for dependent learners.

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An Analysis of Ability in Comprehending Reading Text of Seventh Semester Students at English Department of FBS Universitas Negeri Padang

Cited by 3 publications

References 2 publications

The Effect of the Neurological Impress Method in Teaching Reading Comprehension

The Effect of the Neurological Impress Method in Teaching Reading Comprehension

The Students’ Difficulties in Understanding English Text in the Covid-19 Pandemic Era

Collaborative Strategic Reading Effect on Reading Comprehension by Considering Learners’ Cognitive Styles

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