Teaching Reading Comprehension Through Genre-Based Approach (GBA) at Senior High School

Gunawan, Gunawan

doi:10.30650/ajte.v4i1.3224

Cited by 2 publications

(2 citation statements)

References 10 publications

(13 reference statements)

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“…Therefore, when implementing the 2013 curriculum, the students' reading literacy scored low in PISA 2015 -2018, and so will the next PISA test. This result is in line with several studies related to the use of genre-based approach for teaching reading which found that the genre-based approach can increase reading comprehension (Fitrawati, 2012;Gunawan, 2022;Montero-Arévalo, 2019;Muh. Said & Munawir, 2022;Nabella & Rini, 2023), yet, reading literacy is not about comprehension only but also how the comprehension from reading is used for various life purposes, dealing with text.…”

Section: Discussionsupporting

confidence: 91%

Can the Merdeka Belajar curriculum really improve students’ reading literacy?

Zaim,

Zakiyah

2024

J. appl. linguist. lit.

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Merdeka Belajar curriculum is the brand-new curriculum implemented in Indonesia in response to the low reading literacy of students. Many discussed the features and the implementation of the Merdeka Belajar curriculum and claim that implementing the current curriculum is effective in improving students' reading literacy due to its features, such as simpler yet in-depth materials and flexible time for learning outcome accomplishment; however, there is not yet any empirical evidence provided to prove the claim. This descriptive research was undertaken to provide empirical evidence of that claim as the curriculum has just been implemented. Twelve teachers across senior high schools in West Sumatera were willingly involved in this study. The data were collected through a written interview, in which the teachers answered ten relevant questions. Their responses about the implementation of the Merdeka Belajar curriculum were analyzed qualitatively. The findings established new facts that answered the research question from the teachers' point of view. First, compared to the 2013 curriculum implementation, they did not only see the implementation of the Merdeka Belajar curriculum as advantageous but also disadvantageous. Even few of them found it run-of-the-mill. Second, when implementing the current curriculum, the teacher developed strategies to increase students' reading literacy and interest. They began by supplying multiple materials, designing fun but exhaustive learning instructional activities, varying the assessments, and building reading corners with captivating books to read. Third, after a year of implementation, the students' reading literacy tended to stay the same, even though it did improve a little for some students. These were because the teachers still experienced problems regarding curriculum, school, and time. In summary, implementing the Merdeka Belajar curriculum cannot improve students' reading literacy.

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Section: Discussionsupporting

confidence: 91%

Can the Merdeka Belajar curriculum really improve students’ reading literacy?

Zaim,

Zakiyah

2024

J. appl. linguist. lit.

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“…As mentioned by Styati & Khasanah (2022), reading activity needs a strategy and media to help the students understand the meaning of words in the text The second problem is motivation. Students' lack of motivation can cause lack of interest in reading so that it fosters a sense of laziness (Gunawan, 2022). The third problem has become one of background knowledge.…”

Section: Introductionmentioning

confidence: 99%

The Problem Faced by Students of Islamic Education in Reading Islamic Comprehension Text

Suryani

2022

ERJEE

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Students are often concerned with accuracy in pronouncing words when reading and not entirely focused on the content of what is being read. This study aims to find out the problems faced in reading comprehension (Islamic reading text) by employing descriptive quantitative approaches. The method used in this study was the descriptive quantitative which translates data into numbers.The sample was 59 students of the Islamic Education study program Raden Fatah Islamic State University Palembang. Furthermore, the data were gathered by using test and questionnaire as the instrument via Google form. The result showed that most students failed reading comprehension assessments due to a lack of vocabulary, poor grammatical proficiency, difficulty in understanding long phrases and material, lack of media learning or family assistance, and lack of information about reading comprehension. In conclusion, the data obtained from the test showed that the Islamic students still have difficulties in reading comprehension tests.

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Teaching Reading Comprehension Through Genre-Based Approach (GBA) at Senior High School

Cited by 2 publications

References 10 publications

Can the Merdeka Belajar curriculum really improve students’ reading literacy?

Can the Merdeka Belajar curriculum really improve students’ reading literacy?

The Problem Faced by Students of Islamic Education in Reading Islamic Comprehension Text

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