Learning Tasks Design in Improving Reading Comprehension Ability of Informational Text of 5th Grade in Indonesia: An Interactive-compensatory Model Use

Hardini, Tri Indri; Puspita, Ryan Dwi; Yudhiantara, Rully Agung

doi:10.17507/jltr.0903.15

Cited by 3 publications

(4 citation statements)

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“…These activities greatly affect the student's initial knowledge and their reading comprehension ability after they received treatment. This is in line with some previous research results (Amiryousefi, 2014;Ismail, 2015;Tracey, 2017). They found that during the learning process and after learning, most students in the experimental group had better reading comprehension, were enthusiastic, active, and enjoyed reading text using the ICM.…”

Section: The Effect Of Icm-based Integrated Thematic Learning Devices On Students' Reading Comprehension On Information Textsupporting

confidence: 94%

“…This model is a basic form to develop integrated thematic learning devices, particularly to enhance comprehension reading skills. Some research related to this Interactive-Compensatory model has been conducted by (Stanovich, 1980;Stanovich, 1984;Simpson et al, 1983;Rieben & Perfetti, 2013;McNeil, 2012;Amiryousefi, 2014;Ismail et al, 2015;Tracey & Morrow, 2017). In general, they stated that to improve students' reading comprehension to read informational text, ICM can be applied.…”

Section: Introductionmentioning

confidence: 99%

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The Development of Integrated Thematic Learning Devices Based on Interactive Compensatory Model to Improve Students’ Reading Comprehension in Islamic Elementary School

et al. 2020

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This study aims to examine the effect of using interactive compensatory model (ICM)-based integrated thematic learning tools to improve students’ reading comprehension of information text comprehension for fifth grade elementary school. This research was conducted in three stages. The first phase of the preliminary study included a literature study, field surveys and expert-validated initial product preparation. The second stage of development included limited trials and extensive trials through experimental methods. The third stage was product testing and socialization of the results to try out its efficacy. Data were obtained through observation, interviews, questionnaires and test (pre-test and post-test). This study used a sample of 504 grade fifth students in 12 elementary schools in Bandung Regency. The results of this study indicate that the use of ICM-based integrated thematic learning tools has a significant effect on students’ improvement for reading comprehension on information text for fifth grade elementary school. This is evidenced by the difference in students’ reading comprehension ability before and after learning using ICM-based integrated thematic learning tools. This research has implications for the ease with which teachers can achieve learning objectives with the support of teaching materials, media, worksheets and interesting and practical activities that can stimulate students to improve their reading comprehension skills.

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Section: The Effect Of Icm-based Integrated Thematic Learning Devices On Students' Reading Comprehension On Information Textsupporting

confidence: 94%

Section: Introductionmentioning

confidence: 99%

The Development of Integrated Thematic Learning Devices Based on Interactive Compensatory Model to Improve Students’ Reading Comprehension in Islamic Elementary School

et al. 2020

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“…In addition, Hardini et al (2018) also investigated 13 Indonesian primary-level students and 8 Indonesian teachers using a quantitative quasi-experimental research design. They found that the reading comprehension ability for the informational text of students who received learning task design based on the interactive compensatory model treatment increased compared to those in the control group who did not receive the same treatment.…”

Section: Previous Studiesmentioning

confidence: 99%

Reading Strategies in Enhancing Students’ Reading Comprehension: Are They Still Relevant?

Andi Rusgandi

2023

IJET

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Abstract. As a result of recent technological advancements, reading in the modern period has altered in more ways than only how students interact with textbooks. However, this technological advancement really has a detrimental effect on students' reading skills. Students tend to be lazy to read books and prefer to read entertainment stuff on cell phones where the language used is mostly informal. Due to the informal language that is often used in social media and messaging apps, students were struggling with a variety of issues such as a lack of pleasure in reading, a lack of critical thinking ability, a bad reading style, and a lack of strategy, all of which contribute to their ultimate demotivation to read. This review aims to discuss theories and previous studies related to the impact of implementation of reading strategies towards students’ reading comprehension. The findings of this review show that students’ reading comprehension are positively affected by the use of reading strategies. Therefore, it is clear that reading strategies effectively contribute a prominent improvement towards the students’ reading comprehension.

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“…Despite of the advance technology successfully brings transformation of reading appearance, the people interest of reading in Indonesia still low. It is showed based on the observation of 5th grade elementary school students in Bandung Regency that had low reading comprehension ability for informational text, which can be seen from their low ability to express explicit meanings, define the main idea, search for keywords and retell the contents of the text with their own words [1]. The awareness of people to read, especially for youth generation, need a lot of improvement.…”

Section: Introductionmentioning

confidence: 99%

Performance Comparison of Text Based Game Prototypes Using GTmetrix

Manuaba¹

2021

JGGAG

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Access to the internet and the advanced of technology allow people to experience in playing a game, not limited to their game console or through a PC, but also through their gadget like mobile-phones. Based on our initial study, a text-based game prototype has shown its potentiality as an alternative media to enhance youth literacy. The prototype has been developed in web-based platform that allow users to play this game through their mobile-phone. This paper describes an extend study to explore on how well the performance of text- based game prototype, when it was run online through a mobile device. For this purpose, a testing tool, named “GTmetrix” is used to review the performance of mobile device that run two different text-based game prototype platforms, which are Quest and Ink Platforms. For further comparison, this paper also included additional test scenario to see the performance of these two prototype platforms through a desktop device. These testing was conducted through different mobile network speeds (2G/3G/4G). Two different test approaches, PageSpeed and YSlow, were used to analyze the performance. Based on the results, it can be concluded that both prototype platforms are still compatible to be played through mobile devices, with Ink platform perform slightly better compare to the Quest platform in several test setting.

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Learning Tasks Design in Improving Reading Comprehension Ability of Informational Text of 5th Grade in Indonesia: An Interactive-compensatory Model Use

Cited by 3 publications

References 5 publications

The Development of Integrated Thematic Learning Devices Based on Interactive Compensatory Model to Improve Students’ Reading Comprehension in Islamic Elementary School

The Development of Integrated Thematic Learning Devices Based on Interactive Compensatory Model to Improve Students’ Reading Comprehension in Islamic Elementary School

Reading Strategies in Enhancing Students’ Reading Comprehension: Are They Still Relevant?

Performance Comparison of Text Based Game Prototypes Using GTmetrix

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