The analysis of students’ reading and writing difficulties in learning english at universitas kristen indonesia

Naibaho, Lamhot

doi:10.29210/172700

Cited by 3 publications

(3 citation statements)

References 27 publications

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Section: Discussionmentioning

confidence: 99%

Writing-reading attainments onto underlying gaps and bonds as prone to communication skills follow-up

Olmos

Garcia

2023

Preprint

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This study aimed to look into the impact of educational practices on the reading and writing skills of learners, with a specific focus on the gaps and bonds in EFL learning while communication skills carried follow-ups. The study employed a mixed methodology, which embraced communication contexts placed in the teaching process, and self-perceptions of the participants in a multidimensional communication axis to collect data via surveys, observational forms and exploratory statistics. The results indicate that while there is a stable level of variation in terms of reading and writing achievement, there are setbacks in certain areas such as fill-in-the-blank questions in complex activities and sentence rewriting tasks. Additionally, the study found that providing students with picture clues can improve their performance. The study also suggests that blending both reading and writing skills in activities can lead to large linkages and improvements in performance.

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Section: Discussionmentioning

confidence: 99%

Writing-reading attainments onto underlying gaps and bonds as prone to communication skills follow-up

Olmos

Garcia

2023

Preprint

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“…These results suggest that over time, each unit was perceived as more tedious to follow in most cases based on responses, which does not represent a methodological problem, but an intrapersonal challenge for the participants in terms of motivation and sustainability. EFL learners' motivation rates can turn into a drop-off when mastering a set of language skills (Naibaho, 2022). In addition, there is a high appreciation of the didactic aids that were given before a test, being perceived positively for the clearer understanding of the students owing to realized burdens they felt to take a test after a lecture in almost all units.…”

Section: Discussionmentioning

confidence: 99%

Bettering writing-reading attainments as to underlying gaps and bonds in EFL learners

Olmos

Garcı́a

2023

RADEN

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With the emergence of new learning approaches, it has become more troublesome learners can pragmatically learn in the long run, especially when learning a foreign language is involved. Flaws and deficiency in learning arises in most cases of EFL classroom where the development language skills like reading and writing are inconclusive. This study aimed to look into the impact of educational practices on the reading and writing skills of learners, with a specific focus on the gaps and bonds in EFL learning while communication skills carried follow-ups. The study employed a mixed methodology, which embraced communication contexts placed in the teaching process, and self-perceptions of the participants in a multidimensional communication axis to collect data via surveys, observational forms and exploratory statistics. The results indicate that while there is a stable level of variation in terms of reading and writing achievement, there are setbacks in certain areas such as fill-in-the-blank questions in complex activities and sentence rewriting tasks. Additionally, the study found that providing students with picture clues can improve their performance. The study also suggests that blending both reading and writing skills in activities can lead to large linkages and improvements in performance.

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“…Reading is an umbrella term that involves a set of complex and interrelated activities to comprehend and read text about language to be successful in education (Baker et al, 2019;Yapp et al, 2023). Reading skills are also defined as cognitive ability in which a person can understand the Text being read, and the content gives meaning to the reader (Naibaho, 2022;Neugebauer & Blair, 2020) Some studies report that most of the students still encounter difficulties in reading. Ismail et al (2017) contended that reading difficulties are related to reading comprehension, which is related to background knowledge, cultural knowledge, and knowledge of text type.…”

Section: Introductionmentioning

confidence: 99%

The Effect of the Neurological Impress Method in Teaching Reading Comprehension

Ilham

2024

PJEE

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This study aims to 1) analyse the effectiveness of the Neurological Impress Method in teaching reading at a junior high school in Lingsar, West Lombok.. This study used a quasi-experimental design with a non-equivalent control group design. The researcher employed two classes in this study, control and experimental classes. This research has 30 students as the sample of study in which each class consists of 15 students. The reading test is utilized for collecting the data as the research instrument. Sampling was carried out using cluster random sampling. The data was analysed using SPSS 12 which the data collected from the pre-test and post-test design. The results showed that the use of the neurological impress method affected students' reading skills. Students' reading achievement before being taught using the neurological impress method in reading texts is generally low, as shown by the average score of 40.76. Students reading achievement after being taught by using the neurological impress method is better than before. This can be seen from the mean value of 67.13. Statistical analysis using paired sample t-test using SPSS 12, indicated by t (0.05) t-table value is (0.000) and t-value or t-count (0.000). It was lower than the 0.05 level. The alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected. Therefore, this research is expected to provide implications for implementing the neurological impress method for teaching reading skills in junior high schools in Indonesia to encourage the improvement of the neurological impress method on a large scale.

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The analysis of students’ reading and writing difficulties in learning english at universitas kristen indonesia

Cited by 3 publications

References 27 publications

Writing-reading attainments onto underlying gaps and bonds as prone to communication skills follow-up

Writing-reading attainments onto underlying gaps and bonds as prone to communication skills follow-up

Bettering writing-reading attainments as to underlying gaps and bonds in EFL learners

The Effect of the Neurological Impress Method in Teaching Reading Comprehension

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