Top PDF The Effect of Multipass Strategy on Students’ Reading Comprehension at Senior High School Level

The Effect of Multipass Strategy on Students’ Reading Comprehension at Senior High School Level

The Effect of Multipass Strategy on Students’ Reading Comprehension at Senior High School Level

Abstract Being able to read in English is very important. Success in reading is the most necessary because it is a basic tool of education. Based on the syllabus of Islamic Senior high School Hidayatul Mubtadiin (MAHM), it is hoped that students should comprehend monolog texts in narrative, spoof and hortatory exposition forms well. After doing preliminary observation at MAHM, some of the students of the second year still had low ability in their reading comprehension. The dominant factors influencing their low reading comprehension are the lack of vocabulary and teaching strategy of reading comprehension. From the two of dominant factors, the researcher is interested to investigate about teaching reading comprehension. Thus, the researcher conducted a research on the effect of Multipass strategy on Reading comprehension. This research investigates studentsreading comprehension taught by using multipass strategy at MAHM Siak Sri Inderapura. The design of this study was Quasi- experimental research by post-test only. The subject of this research was the second year students of MAHM. The total population was 42 students, and the sample was 42 students. Data were collected by using a test. Then, the data were analyzed by using t-test formula. It was found that there was a significant effect of using multi pass strategy on studentsreading comprehension at MAHM.
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The correlation between students’ reading comprehension achievement and writing achievement in senior high school level

The correlation between students’ reading comprehension achievement and writing achievement in senior high school level

The inability a student or learner to comprehend a text can give adverse impact in the future. Students have to realize the side effect in their future if they are unable to have a good comprehension ability. Students or language learners can try some other ways to improve their reading ability. According to Miller (1991) [9] , there are some steps for readers to comprehend texts well: (1) finding the main idea of the passage, (2) evaluation what the author has said, (3) paraphrasing the paragraph, (4) summarizing, (5) questioning.

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The Effect of using Think-Ink-Pair-Share (TIPS) Strategy on Students’ Reading Comprehension at State Senior High School 2 Rangsang Pesisir Kepulauan Meranti

The Effect of using Think-Ink-Pair-Share (TIPS) Strategy on Students’ Reading Comprehension at State Senior High School 2 Rangsang Pesisir Kepulauan Meranti

Read the text to answer question 22-23! Text 7. Niagara Falls Niagara Falls is a famous area of waterfalls. It is one of the most beautiful natural wonders of North America. It is on the Niagara River, about halfway between Lake Erie and Lake Ontario. The Niagara River forms part of the border between Canada and the United States. At Niagara Falls, Ontario, Canada is on one side of the river, and the U.S. state of New York is on the other side. Niagara falls really has two waterfalls. The Horseshoe Falls are in Canada, and the American Falls are in the United States. The Niagara River drops into steep gorge or canyon, at the falls. Most of the water flows over the Horseshoe Falls. They are not as high as the American Falls, but they are 2.600 feet (792 meters) wide – about 0.5 mile (0.8 kilometer). The American Falls are about 1.000 feet (305 meters) wide. Beyond the falls are the Whirlpool Rapids. There, the powerful swirling water has carved a bowl out of the rock. At night, colored light shine on the thundering falls. About 10 million people visit Niagara Falls each years.
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THE EFFECT OF USING WHAT, WHERE, WHEN, WHO, WHY

(FIVE W’s) STRATEGY ON STUDENTS’ COMPREHENSION

IN READING NARRATIVE TEXT

AT SENIOR HIGH SCHOOL

4 PEKANBARU

THE EFFECT OF USING WHAT, WHERE, WHEN, WHO, WHY (FIVE W’s) STRATEGY ON STUDENTS’ COMPREHENSION IN READING NARRATIVE TEXT AT SENIOR HIGH SCHOOL 4 PEKANBARU

involves understanding vocabulary, see in the relationship among word and concepts, organizing ideas, recognizing the author purpose, making judgment and evaluating. 6 In other words, The reader could develop her guessing ability to the word which is not familiar by relating the close meaning of unfamiliar to the information and the topic of the paragraph. Lems, et.al. state that reading comprehension is the ability to construct meaning from given written text. 7 It means that for the success of reading comprehension, the learner is able to identify the meaning and understand the content from the text.
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Chinese senior high school EFL students’ metacognitive awareness and reading-strategy use

Chinese senior high school EFL students’ metacognitive awareness and reading-strategy use

capitalize on various available sources and utilize a multitude of strategies to achieve the goal of comprehension. Therefore, L2 researchers have made attempts at identifying a variety of reading strategies (e.g., Anderson, 1991; Block, 1986; Hudson, 2007). It needs to be pointed out, however, that most of the comprehension activities of efficient readers take place at the metacognitive level, as shown by recent research on the reading strategies used by successful and less successful readers (e.g., Carrell, Gajdusek, & Wise, 1998; Hudson, 2007). Researchers have begun to recognize the significant role of metacognitive awareness in reading comprehension. Metacognitive awareness, or metacognition, was first defined by Flavell (1979) as one’s ability to understand, control, and manipulate his own cognitive process to maximize learning. Applied to reading, such awareness entails readers’ “knowledge of strategies for processing texts, the ability to monitor comprehension, and the ability to adjust strategies as needed” (Auerbach & Paxton, 1997, pp. 240–41). This concept has offered great insights as to how learners manage their cognitive activities to achieve comprehension before, during, and after reading (Wenden, 1998).
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STAD AS A STRATEGY OF TEACHING READING COMPREHENSION IN JUNIOR HIGH SCHOOL

STAD AS A STRATEGY OF TEACHING READING COMPREHENSION IN JUNIOR HIGH SCHOOL

method gave significance difference in students’ improvement in their reading comprehension ability in all three subskills rather than students who taught with lecture method. Students who taught with cooperative learning, STAD, learned and worked together in team. They cooperated each other in understanding the material and also finished the worksheet. Students really paid attention and focused to the teacher during class presentation when they were assigned in team so they could do well in understanding the lesson material about recount text in reading comprehension. It had been proven by their achievement in reading comprehension that was improved from pre-test to post-test results. This is go together with the statement of Brown (2001:113) that pair work and group work are effective techniques for taking students’ focus off you as the center of attention and for getting them into an interactive frame of mind even at the most beginning level.
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Chinese senior high school EFL students metacognitive awareness and reading-strategy use

Chinese senior high school EFL students metacognitive awareness and reading-strategy use

incorporate on-line think-aloud protocols or interviews to further examine students’ actual strategy use. The other limitation is related to the way that metacognitive awareness is assessed in the scoring in this study. It is obvious that awareness of vocabulary in EFL reading is not assessed in this study despite research findings that scores on vocabulary size and depth of vocabulary knowledge are highly and positively correlated to reading comprehension and that scores on depth of vocabulary knowledge can make a unique contribution to the prediction of reading comprehension levels (Qian, 1999, 2002; Zhang & Annul, 2008). Qian (2002) called for recognizing the importance of improving learners’ depth of vocabulary knowledge in language learning. Finally, given that the participants in the study were from a key senior high school in China, their overall EFL proficiency may be relatively higher than those in other senior high schools, which might have indirectly contributed to their overall high usage of strategies.
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The Effect Of Speed Reading Instruction On Japanese High School Students English Reading Comprehension And Vocabulary Development

The Effect Of Speed Reading Instruction On Japanese High School Students English Reading Comprehension And Vocabulary Development

Perhaps in an effort to promote a more balanced approach to reading instruction, recent changes to the Japanese national curriculum for English (the Course of Study 2009 for Foreign Language, hereinafter, COS 2009) emphasize the role of reading “rapidly” (MEXT, 2009, p. 16) and developing a sufficient command of vocabulary to enable “guessing at the meaning of unknown words” (p. 17-18). But despite these changes to the curriculum, there is little cause for optimism that these changes will have a significant impact on the way reading is taught. One factor— of many—that Japanese teachers of English have frequently cited as an impediment to their adoption of policy- oriented teaching is a lack of classroom and curricular time resulting from the need to prepare students for university entrance examinations which they believe to contain mostly grammar and translation questions (e.g., Cook, 2009; Gorsuch, 2001; O‟Donnell, 2005; Sato & Kleinsasser, 2004; Underwood, 2011; Underwood & Hattori, 2011). Few studies in Japan have investigated the degree to which activities devoted to developing rapid reading could be effectively incorporated into the senior high school curricula (cf. Atkins, 2009; Crawford, 2008; Utsu, 2004, 2005 for research at the university level) or the potential benefits of these activities on general reading comprehension.
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Comprehension Strategy Instruction and Iranian High School EFL Learners' Reading Anxiety and Reading Comprehension

Comprehension Strategy Instruction and Iranian High School EFL Learners' Reading Anxiety and Reading Comprehension

The fact that the results of the present study indicated a significant improvement in the instructed group's reading performance at the time of post-test confirms the findings of previous researches which demonstrated that explicit reading strategy instruction leads to better performance (Anderson, 2005; Grabe, 2004). Our findings also echo Ahmadi and Pourhossein's (2012) study which indicated that reading strategies have a significant positive impact on the English reading comprehension proficiency since they assist learners in reading process. Likewise, Pressley and Harris (2006) found reading strategies beneficial in helping students perform better on reading comprehension tests. Dreyer and Nel (2003) arrived at the same results in their study of the effect of strategic reading instruction on learners' achievement. They found that students who received strategic training instruction attained both statistically and practically significantly higher marks on the reading comprehension. Moreover, Antoniou and Souvignier (2007) also found that explicit training had positive effects on reading comprehension, reading strategy knowledge and reading self-efficacy of students.
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The Effect of Using Paraphrase Passport Strategy on

Student’s Reading Comprehension in Narrative Text at

the Second Year Students of Senior High School Plus

BinaBangsa Pekanbaru

The Effect of Using Paraphrase Passport Strategy on Student’s Reading Comprehension in Narrative Text at the Second Year Students of Senior High School Plus BinaBangsa Pekanbaru

vi The research was conducted based on the problems faced by the students in learning English especially in reading narrative text. the research found that the students still had difficulties in comprehending the reading text. So, the researcher was interested in carrying out the research about this problem. In this case, the researcher provided Paraphrase Passport Strategy to help studentsreading comprehension of narrative text. the objectives of the research were to find out the studentsreading comprehension in narrative text at the second year of SMA Plus BinaBangsa Pekanbaru taught by using Paraphrase Passport Strategy, to find out the studentsreading comprehension of narrative text at the second year of SMA Plus BinaBangsa Pekanbaru Taught without using Paraphrase Passport Strategy and to find out whether or not there is a significant effect of using Paraphrase Passport Strategy on students reading comprehension of narrative text at the second year at SMA Plus BinaBangsa Pekanbaru.
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Correlation Between Attitude to Reading and Learning Strategy on Reading Used by Senior High School Students

Correlation Between Attitude to Reading and Learning Strategy on Reading Used by Senior High School Students

Riyanto (2015) states in reliance to the result of the study, the students’ attitude to language learning correlated to their reading comprehension. And Khandari (2015) states most of successful learners in learning reading comprehension applied cognitive and social learning strategies. Those statements imply that in reading succesful students posses positive attitude and use cognitive strategy. However, the implementaion of other strategies in reading is also important, especially the metacognitive strategies. Wen (2003) states that most of the comprehension activities of effective readers happened at the level of metacognition. From the previous and present researches, it is possible to predict that succesful student in reading will be the one who posseses positive attitude and implementing both cognitive and metacognitive strategies.
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Improving the students’ reading comprehension by using concept oriented reading instruction (cori) strategy at ten grade senior high school at Ma Hifzhil Quran Islamic Centre

Improving the students’ reading comprehension by using concept oriented reading instruction (cori) strategy at ten grade senior high school at Ma Hifzhil Quran Islamic Centre

The researcher also analyzed qualitative data to support the researchfinding beside the quantitative data. The qualitative data were organized from the, observation sheet and interview. All of these data indicated that thestudents given their attitude and responses during teaching-learning process.Observation sheet for the students, it could be concluded that the students wereactive during the teaching-learning process, although at the first meeting theywere not interest and confused about the meaning of the text and some of themwere shy and afraid of asking what they did not know. There were some studentsfound chatting and made some noisy. But the next meeting was better than theprevious meeting because they were less of mistakes. From interview, it wasfound that the student felt interesting in learning reading comprehension from day by day.
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Metacognitive Reading Strategy Training For High School Students

Metacognitive Reading Strategy Training For High School Students

This research was aimed to find out whether there is an effect of Metacognitive Reading Strategy Training (MRST) RQ WKH VWXGHQWV¶ UHDGLQJ FRPSUHKHQVLRQ. This research was carried out using a quantitative study with one group pre-test post- test design. The subjects numbering of 25 high school students were taken purposively. The instrument used was the reading comprehension test. This study used paired-sample t-test to analyze the effects of VWXGHQWV¶ UHDGLQJ comprehension. The result of the analyses indicated that there was a significant effect of VWXGHQWV¶ UHDGLQJ FRPSUHKHQVLRQ before and after metacognitive reading strategy training, within t-ratio 13.498 which means that it was higher than t-table 2.056. This finding indicates that the MRST was effective in impoving the studentsreading comprehension ability.
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Using self-monitoring strategy instruction to improve reading comprehension in high school students with learning disabilities

Using self-monitoring strategy instruction to improve reading comprehension in high school students with learning disabilities

The students were provided with explicit strategy instruction in both whole class and small group settings. During daily whole group instruction, the teacher modeled specific strategies such as making predictions about the story or making connections to the text. Instruction was provided on how to sequence stories and how to use graphic organizers to facilitate understanding. Three small groups were formed based on the previously administered anecdotal records which provided relative reading levels of the students. The groups were divided into students who scored above grade level on two or more of the assessments, students who scored below grade level on two or more of the assessments, and the remaining students were placed into the final group. The small groups each met with the instructor for 30 minutes one time a week. The sessions spanned nine weeks. During these small group instructional periods, students read preselected trade books. The instructor reinforced the use of using prior knowledge to make connections, making predictions as they read, and how to sequence important events within the story. Eilers and Pinkley (2006) found a significant difference between the pre- and post-test assessments of the Developmental Reading Assessment and the
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The Effect of Reciprocal Teaching Intervention Strategy on Reading Comprehension Skills of 5th Grade Elementary School Students with Reading Disabilities

The Effect of Reciprocal Teaching Intervention Strategy on Reading Comprehension Skills of 5th Grade Elementary School Students with Reading Disabilities

66 students participated in the present study. Each student participant met the following established criteria to be included in the study: (a) a diagnosis of RD by teacher's referral. Neurological scanning results indicated that those individuals were neurologically deficient (b) an IQ score on the Mental Abilities Test (Mosa, 1989) between 90 and 118 (c) reading performance scores at least 2 years below grade level (d) absence of any other disabling condition. Students were randomly classified into two groups: experimental (n= 33 boys ) and control (n= 33 boys).
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Increasing Students\u27 Reading Comprehension Through Cognitive Strategies of Senior High School of Sidenreng Rappang Regency

Increasing Students\u27 Reading Comprehension Through Cognitive Strategies of Senior High School of Sidenreng Rappang Regency

The division of cognitive strategies is rehearsal, organization, and elaboration. Rehearsal cognitive strategy is when the learners memorize the important ideas or concept by means of learning, underlie the important ideas, or write some parts of the text. Organization cognitive strategy is when learners arrange materials into frame order, which is a stock of words remembered by learners and ordered into meaningful categories. Sahrul (2014) has defined that cognitive strategies are practicing, receiving, and sending message strategies along with analyzing, reasoning, and creating the structure for input and output. These cognitive strategies are applied in order to achieve students’ improvement on the reading comprehension test. The relationship between facts on text is arranged into tables. The other ways are to underline the main ideas or concept of each paragraph, then arranging them into the new organization. Lastly, elaboration cognitive strategy is when students connect anything that is going to be learned with other things which are available.
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Using Picture Stories  to Improve Students’ Reading

Comprehension of the First Year of Senior High School 1

Bungoro

Using Picture Stories to Improve Students’ Reading Comprehension of the First Year of Senior High School 1 Bungoro

Kartini (1995) defines picture stories as a representation of something (a person, object, or scene) as a work of art that illustrate events, or stories, or situations. Pictorial story has at least two types of picture story without a word and a picture story with the word. In making a picture story there are several elements that must be considered is the element of artistry illustrations and media. Both of these elements must be used with caution in order to avoid disharmony, such images cannot support the content of a story or a story that is not relevant to the image. In addition, the creation of a conducive environment for all elements of the Indonesian people also would help in the achievement of education, especially the education of children at the elementary school level.
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The effect of communicative language teaching (clt) through small group discussion on students’ reading comprehension and writing ability  for senior high school

The effect of communicative language teaching (clt) through small group discussion on students’ reading comprehension and writing ability for senior high school

their ideas moved away from focus and sometimes did not have any supporting details because they had problems with vocabularies mastery. Besides, incorrect spellings and punctuation errors also frequently occurred in their writing. Besides in reading comprehension, the majority of students fail to determine the topics, main ideas, inferences, references and general structure of a text. Discussing reading, it is important to underline that reading is the act of interpreting printed and written words. Reading requires understanding and comprehending the means of print. According to Curriculum 2013, the purpose of teaching English at Senior High School is the students are expected to be able to have ability in 3 discourse categories; 1) Interpersonal, 2) Transactional, and 3) Functional, either spoken or written at the level of functional literacy, to perform the social functions in the context of personal life, social, cultural, academic, and professions, by using various forms of texts for basic literacy needs, with acceptable structure is coherent, cohesive and linguistic elements appropriately. One of the competences is the students are able to comprehend, proofread/correct, and write texts by using correct grammar.
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The Effects of Repeated Reading Strategy On Oral Reading Fluency and Reading Comprehension of Middle School Students

The Effects of Repeated Reading Strategy On Oral Reading Fluency and Reading Comprehension of Middle School Students

approach the text whereas the text contents are better understood. The use of reading strategies helps readers to comprehend text when it is difficult (Cantrell, Almasi, Carter, Rintamaa and Madden, 2010). The studies by Rasinski, Rikli and Johnston (2009), Archer, Gleason and Vachon (2003), Kluda and Guthrie (2008), Rasinski, Pdak, McKeon, Wilfong, Friedauer and Heim (2005), and Applegate, Applegate and Modla (2009) state students must focus their cognitive energy on word recognition and fluency as well as develop a high level of comprehension. Successful reading requires a proficiency at combining at least two critical skills. Decoding words effectively and thoroughly comprehending text are the imperative skills necessary in promoting successful reading (Griffith and Rasinski, 2004). Cognitive strategies with concrete representation need to be included in instruction to facilitate comprehension of a text. Thus, it is important to integrate reading fluency and comprehension into regular classroom instruction in literacy and other content areas. Given the importance of fluency and comprehension skills, there is a need for explicit fluency building strategies.
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Teaching Narrative Reading by Using the Sub-text Strategy for Islamic Senior High School Students

Teaching Narrative Reading by Using the Sub-text Strategy for Islamic Senior High School Students

In relation to this, however, comprehending a reading text is not an easy activity. Patel and Jain (2008) argue that reading is perhaps the most difficult language skill to teach for each involves so many different elements such as mechanical eye movement, grammar, vocabulary, and intellectual comprehension. Similarly, Cornoldi and Oakhill (1996) also state that a typical characteristic of children is often difficulty in understanding a written text. They do not seem to grasp the most important elements, the connection between the different parts, or to be able to search out the pieces of information they are looking for. In reading activities, students not only “read” but also do other activities unconsciously, such as thinking, interacting, speaking, listening, and writing. Difficulties and obstacles faced in the process of teaching and learning reading cannot be considered as the only reason for students to not be able to master their reading skills.
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