Students’ Abilities and Difficulties in Comprehending English Reading Texts at Secondary Schools; An Effect of Phonemic Awareness

Firman, Edi; Haerazi, Haerazi; Dehghani, Sadaf

doi:10.36312/jolls.v1i2.613

Cited by 12 publications

(15 citation statements)

References 26 publications

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“…In practice, students felt easy to find main ideas of reading texts as they have background knowledge. It in line with Firman et al (2021) who argue that students who have background knowledge of the text being read are easier to understand the meaning of the reading texts. Based on the results of the calculation process, it was proven by the mean score of students subjected to contextual teaching and learning activities was 26.09.…”

Section: Discussionsupporting

confidence: 71%

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The Effectiveness of Contextual Teaching and Learning in Improving Students’ Reading Comprehension

Utami¹,

Yahrif²,

Rosmayanti³

et al. 2023

JOLLT

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Contextual teaching and learning is one of the outstanding approaches that can help students understand the meaning of teaching materials based on personal, social, and cultural contexts. Due to this, students can have the knowledge and skills to actively build their understanding of the materials. Therefore, this study aims to find out the effectiveness of contextual teaching and learning in improving students' reading comprehension at SMP Negeri 2 Mappakasunggu Takalar. This study involved 56 students of seventh-grade students. This study used a quasi-experimental with two classes, the experimental class, and the control class. Data was collected through a reading test that was given to students before and after giving the Contextual Teaching and Learning method. In analyzing the data, the researchers used the SPSS version 22. The results of data analysis showed that the post-test mean value was 26.04 compared to without using CTL or conventional in the control class, the post-test mean value was 23.71. In addition, the calculation results of the SPSS version 22 application showed that the value of the t-count calculation was 2.3. Compared with table df = 54, namely (2.0) the significance level was 5%, t count > t table, then Ha was accepted and Ho was rejected. In other words, accept the alternative hypothesis (Ha) and reject the null hypothesis (Ho) to test both variables. From the results of hypothesis testing, it was proven that There was a significant effect between the use of contextual learning.

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Section: Discussionsupporting

confidence: 71%

“…One of the most difficult tasks of a language teacher in the context of teaching English as a foreign language is to grow students' attitudes toward reading (Dolba et al, 2022;Firman et al, 2021). It is caused by the limited time and other obstacles they face during the teaching and learning process.…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Contextual Teaching and Learning in Improving Students’ Reading Comprehension

Utami¹,

Yahrif²,

Rosmayanti³

et al. 2023

JOLLT

View full text Add to dashboard Cite

show abstract

“…The developed reading materials in this study consisted of five chapters. Textbased language learning was used as the approach to reading materials because this learning model is sutibale for reading activities by designing various reading tasks (Firman et al, 2021;Haerazi & Nunez, 2022). The tasks in every chapter were graded and sequenced well from easy to difficult.…”

Section: The Results Of Product Development Chapter Designmentioning

confidence: 99%

Developing the Prototype of Text-Based Learning Materials for the Teaching of Reading Skills at the Middle Schools

Habibi¹,

Jupri²,

Dehghani

2022

JOLLS. Lang. Liter. Studies

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The objectives of this research are to find out the learning needs of students of VIII grade in improving their reading skills and to develop suitable reading learning materials using a genre-based approach for students in the second semester of the middle schools. This research is categorized into research and development (R & D). The steps of this research are needs analysis, product development, evaluation by the expert, revision, and final product design. The data were in the form of quantitative data obtained using a questionnaire and qualitative in the form of open-ended questions, then the reading materials were revised based on the experts’ suggestions. This study indicated each chapter contained: chapter number and chapter title, let's start, let's learn the model, let's work together, let's create and improve, follow-up, let's reflect, let's summarize, and mini dictionary as that the appropriate supplementary reading materials concerning the text-based reading materials were successfully developed through development models, namely Define, Design, Develop, and Disseminate (Four-D Model). Finally, the developed materials are considered appropriate for the subjects of the study based on the results from the expert judgment questionnaire. The aspects of this questionnaire were content, instructional design, language, learning resources, and graphics. It can be concluded from this data that each aspect of the developed materials was considered "feasible" according to the expert.

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“…The strategy that emerged as the most frequently used to help the readers in comprehending the material and answering the questions correctly is the strategy "Finding Word Meaning in Context" followed by the other two as a potential strategy in reading comprehension namely understanding sequence and making predictions. It also helps students to improve vocabulary mastery (Firman et al, 2021;Baiq-Sumarni et al, 2022;Jupri et al, 2022). The reading comprehension assessment was conducted with the employment of time duration with a limit of 15 minutes.…”

Section: 5% 17mentioning

confidence: 99%

Reading Teachers: Reading Strategies Employed in Teaching Reading in Grade School

Dolba

Gula

Nunez³

2022

JOLLS. Lang. Liter. Studies

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The purpose of the study. The aims of this research are to determine the teachers' reading style, determine their reading speed, and determine which reading methods are the teachers' strengths and weaknesses utilizing a thorough evaluation of reading techniques from Hawker Brownlow Education. This study utilized the comprehensive assessment of reading strategies from Hawker Brownlow Education. This material is composed of four series of tests namely, Reading Comprehension 1- Historical Fiction, Reading Comprehension 2- History Article, Reading Comprehension 3- Kate Wrote About a Special Zoo, and Reading Comprehension 4- Email written by Carl with different reading passages using the same 12 reading strategies. It is found that readers can effectively comprehend when they use the following strategies namely, finding word meaning in context, understanding sequence, and making predictions. Therefore, the four series of assessments, show that there are varied ways of comprehending a material that might directly influence the duration and time limit allocated in reading and answering the material, the recurring events of the same material used, and the scheduling of reading comprehension tests.

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Students’ Abilities and Difficulties in Comprehending English Reading Texts at Secondary Schools; An Effect of Phonemic Awareness

Cited by 12 publications

References 26 publications

The Effectiveness of Contextual Teaching and Learning in Improving Students’ Reading Comprehension

The Effectiveness of Contextual Teaching and Learning in Improving Students’ Reading Comprehension

Developing the Prototype of Text-Based Learning Materials for the Teaching of Reading Skills at the Middle Schools

Reading Teachers: Reading Strategies Employed in Teaching Reading in Grade School

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