Personal Reading Histories for Personal Reading Interest

Delfi, Syofia; Jismulatif, Jismulatif; Diah, Fangiana Safitri

doi:10.31258/jes.4.3.p.694-704

Cited by 4 publications

(4 citation statements)

References 6 publications

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“…There are no single, universal strategies for increasing vocabulary. Since they first learned to recognize words through reading, students have been exposed to a variety of vocabulary learning strategies (Delfi, 2020).…”

Section: Introductionmentioning

confidence: 99%

The Correlation between Vocabulary Learning Strategies and Vocabulary Mastery

Nurhayati,

Lolong

2024

IMEIJ

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The purpose of this study is to determine the correlation between vocabulary learning strategies and vocabulary mastery. A questionnaire was distributed to students of class VIII A, B, C and D of SMP Advent Airmadidi to determine the level of use of vocabulary learning strategies and vocabulary mastery. To answer the research questions, descriptive mean analysis and Pearson Correlation Coefficient Correlation were used to answer the research questions. The research findings revealed that: (1) the level of students' vocabulary learning strategies was 3.41, indicating a moderate level; (2) the level of students' vocabulary mastery was 82.44 indicating good vocabulary mastery; and (3) the p value = 0.781, and r = 0.028, indicating that there was no significant correlation between vocabulary learning strategies and vocabulary mastery. The interpretation of the research findings shows that although there is no significant correlation between vocabulary learning strategies and vocabulary mastery, the use of various vocabulary learning strategies still contributes positively to students' vocabulary mastery. Therefore, teachers can expand the vocabulary learning strategies they use in the classroom, as well as provide more focused support to students in choosing and applying strategies that suit their individual learning strategies

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Section: Introductionmentioning

confidence: 99%

The Correlation between Vocabulary Learning Strategies and Vocabulary Mastery

Nurhayati,

Lolong

2024

IMEIJ

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“…In general, descriptive text is a text that describes people, places, and things. Descriptive text is one of the functional texts that is quite difficult for students to learn (Jismulatif, 2020). Many students have difficulty in reading.…”

Section: Introductionmentioning

confidence: 99%

DEVELOPING CofiD-20 GAME FOR TEACHING READING COMPREHENSION TO THE TENTH GRADE STUDENT: RESEARCH AND DEVELOPMENT

Irawan,

Supriyono,

Fauzi

2022

josar

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The purpose of this study was to determine the game as a medium for learning reading comprehension that focuses on descriptive text, to determine English reading skills for learning reading comprehension, and to determine the ability of teachers and students' responses to the use of these media for learning reading comprehension in high school. The researcher adapted Sugiyono's research and development framework as a research reference. Adaptation is formulated in three phases, namely: basic research; design and development; and perception and finalization tests. The results showed that the game-based learning media had been validated by media and material experts and the responses of teachers and students had been carried out. The results of media experts 88.5% are included in the "Very Valid" category and an average of 81.3% material experts are included in the "Very Valid" category. The average teacher response was 87.2% included in the "Very Good" category and the average student response was 87.75% included in the "Very Good" category. From the results of the research above, it can be concluded that CofiD-20 Game as a learning media is valid and feasible to be used as a learning medium for learning reading comprehension.

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“…Ihata & T. Ihata, 2017;Ulker, 2019). In view of the foregoing, the current research addresses only the Reading section in tests (Bilikozen & Akyel, 2014;Delfi et al, 2020;Grabe & Jiang, 2018;Pollock, 2018).…”

Section: Introductionmentioning

confidence: 99%

Online Reading Skills as an Object of Testing in International English Exams (IELTS, TOEFL, CAE)

Ivanova¹,

Иванов²

2021

INT J INSTRUCTION

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The present article addressed the issue of university teachers' working experience in the field of class-oriented online teaching English in higher educational institutions. The central aim of this study was a detailed description of the system for assessing reading skills utilized in English proficiency tests (CAE (C1), TOEFL, IELTS), as well as a comprehensive analysis of testing results. As a part of a thorough investigation, the article detailed three major reading modes and tasks most commonly used in such tests (scan-reading, skim-reading, and in-depth reading). Besides, in order to obtain reliable conclusions about the reasonability of the test tasks, the study took into account the tests' duration, the number and types of tasks, as well as the length of reading passages proposed. The research population comprised 622 second-year students from all faculties of the

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Personal Reading Histories for Personal Reading Interest

Cited by 4 publications

References 6 publications

The Correlation between Vocabulary Learning Strategies and Vocabulary Mastery

The Correlation between Vocabulary Learning Strategies and Vocabulary Mastery

DEVELOPING CofiD-20 GAME FOR TEACHING READING COMPREHENSION TO THE TENTH GRADE STUDENT: RESEARCH AND DEVELOPMENT

Online Reading Skills as an Object of Testing in International English Exams (IELTS, TOEFL, CAE)

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