Progressive outcomes of collaborative strategic reading to EFL learners

Gani, Sofyan A.; Nurbaiti, Nurbaiti; Susiani, Rini

doi:10.1016/j.kjss.2016.08.004

Cited by 21 publications

(25 citation statements)

References 3 publications

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“…Based on our initial study from informal interviews from a number of students at a junior high school in Banda Aceh, they informed that the common difficulties faced in understanding reading texts are caused by lack of vocabulary, difficult to identify main idea, understanding how to refer words in the text and detail of text. These problems were also faced by students in research previously conducted by Komariah et al (2015), Gani et al (2016), Natsir and Anisati (2016), and Yusuf et al (2016). They have used various techniques and methods to overcome these problems.…”

Section: Introductionmentioning

confidence: 99%

QAR: Strategy implementation for reading comprehension of recount texts

Erdiana

Kasim

Juwita

2017

SiELE

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The objective of this research is to find out whether QAR strategy is effective in reading comprehension of recount text. This research uses experimental research design. This research took place at Madrasah Tsanawiyah Negeri Model Banda Aceh. A second grade class was chosen as the research sample, which consisted of 36 students. The research instrument used to gather the data was a set of essay tests, which were divided to pre-test and post-test. The result of the research was analyzed by using paired t-test formula. The calculation result shows that the observed t value is less than t lower critical vaue in the t distribution table (-5.624 2.030) at the 0.05 level of significance with 35 degree of freedom. It means that null hypothesis (H0) is rejected, which proves that Question Answer Relationship strategy effectively improves the second grade students’ reading comprehension of recount text.

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Section: Introductionmentioning

confidence: 99%

QAR: Strategy implementation for reading comprehension of recount texts

Erdiana

Kasim

Juwita

2017

SiELE

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“…Unfortunately, for EFL learners in Indonesia, this is easily said than done. English teachers in the country still find their students struggling with difficulties in English reading comprehension and have implemented various techniques to help their students to improve their reading skills (Gani, Yusuf, & Susiani, 2016;Harida, 2014;Mudra, 2016;Satriyani, Moerdibjon, & Prayogo, 2016) Linse (2005) outlines reading as a set of skills that requires making sense and interpreting meaning from the printed words. Reading is a complex activity that encompasses both of process and product.…”

Section: Introductionmentioning

confidence: 99%

Developing the EFL Students’ Reading Comprehension By Employing Herringbone Technique

2016

Self Cite

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This research aims to find out whether Herringbone Technique can developEFL students’ reading comprehension or not, especially in finding the main idea and supporting details in a recount text. The literature notes that Herringbone is known to be one of the techniques that can helpstudents to find important information and main idea in a text by seeking for answers on six comprehension questions on a diagram, viewed such as a fish’s skeleton. The sample of this research was 30 second grade junior high school students. The researchers employed simple random sampling to choose the sample. It further used the quantitative experimental approach with the pre-experimental design in the form of one group pre-test-post-test design.Pre-test was given before treatments, while post-test was given after the students were taught reading by using the Herringbone Technique. Each pre-test and post-test consisted of ten questions. The statistical formulas were used to analyze the data from the students tests’ scores. The mean score of pre-test was 59 and the post-test was 76. Futhermore, the result of t-test was 10.15, while the critical value of 0.05 significant level was 2.045, with the degree of freedom of 29. Since t-test (10.15) was higher than t-table (2.045), this study concludes that this technique could increase the EFL students’ reading comprehension.Despite in practice the researchers found that this technique decreased the students’ efforts in note-taking, however it did not inhibited them in obtaining improved scores in their reading tests.

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“…Some issues with it have been studied by some researchers. Yusuf, Natsir, and Hanum (2014), Gani, Yusuf, and Susiani (2016), and Komariah, Ramadhona, and Silviyanti (2015) have said reading comprehension is still a problem for most Indonesian students in achieving good English. Similarly, Sinambela, Manik, and Pangaribuan (2015) have said that students' proficiency in English reading comprehension was not good enough and this was due to inadequate vocabulary, poor reading techniques and boring teaching techniques used by their teachers.…”

Section: Muliawati Reading Comprehension Achievement: a Comparatimentioning

confidence: 99%