5.2 Participants Determination Method
The subjects of this research are the students of class X-4 in SMA Negeri Rambipuji Jember in the 2013/2014 academic year. The respondents are chosen purposively. Purposive method is the method used in selecting sample based on the specific purpose of the investigator Fraenkel et al (2012:100). There are six classes at SMA Negeri Rambipuji Jember. Based on the English teacher information, the X4 students have the most problem in reading skills, especially in comprehending the text. To prove that information, the researcher conducting pre-test in that class and the test results show that there are only 45% out of 31 students achieved the passing grade. She adds that X4 students also have less participation during the teaching learning process. It means that the students have low motivation on learning reading and English as well. That condition need to be solved by providing good solution for them. So, that is why X4 students is chosen as the participants.
5.3 Operational Definition of the Key Terms
The operational definitions provide some definitions of the variables in this research. It is needed to avoid ambiguity and different interpretations of the concepts used in this research. It is very important to make the readers understand the idea in this study. The definitions need to be defined in this study are explained below:
5.3.1 Reading Comprehension
Reading comprehension means understanding a written text by extracting the required information from it as efficiently as possible. In this case reading comprehension refers to the students’ ability in comprehending the reading text covering word comprehension, sentence comprehension, paragraph comprehension and text comprehension.
5.3.2 R...
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...searcher had been conducted an interview in preliminary study with the English teacher of tenth grade at SMA Negeri Rambipuji Jember.
5.5.4 Documentation
According to Bell (2005: 125) document is a general term for an impression left on a physical object by a human being. Research can involve the analysis of photographs, films, videos, slides and other non-written sources, all of which can be classed as documents, but the most common kinds of documents in educational research are written as printed or manuscript sources. Arikunto (2006: 158) confirms that documentation is written documents. It can be in form of books, reports, daily notes. In this research, documents are the names of the research subjects and the students’ previous scores in reading comprehension test of class X-4. It will be used to compare the result of the test before the action research done.
...t comprehension, it is important to analyze and view all aspects of the text, this will ensure the education you’re receiving, as well as the personal ties you make while reading.
It is not only the contribution by the teachers that determine the performance of students, but other factors, for example, the reading materials and the students’ background. T...
Comprehend is basically means “to understand something.” This is because in order for you to write something, you must understand what the passage is about and then start brainstorming some ideas of what to write about. In Stephen King’s essay, Reading to Write, King wrote, “If you want to be a writer, you must do two things above all others. Read a lot and write a lot. There’s no way around these two things that I’m aware of, no shortcut.” (King 221). This proves that, reading can help you to comprehend of what you’re going to write about. However, if you don’t read, you are more than likely to have a problem of what the passage is about and to be able to understand of what the main idea of the passage
The purpose of this study is to determine if there is an effective strategy for teaching reading comprehension for learners with autism that can be implemented in a public school classroom. As an autistic support teacher for six years, I have seen students with autism struggle with reading comprehension. Hours are spent on implementing direct instruction in order that students will be able to decode text on grade level. Often some students will be able to decode text at their instructional grade level, but are unable to answer a question about what happened in a passage they just read. It is evident that the students face a struggle understanding what they read. Ricketts (2011) noted that the point of reading is to comprehend what is in the text not simply to decode the words on a page.
Using reading strategies successfully is important in constructing meaning from text. Good readers employ many strategic reading skills automatically throughout the reading process, before, during and after. Some of these skills are cognitive which involves cognition or thinking, while others are metacognitive involving reflection or thinking about thinking. Strategic readers employ both cognitive and metacognitive skills, including but not limited to, previewing text, understanding text structures, activating prior knowledge, making connections, making predictions, drawing inferences, summarizing, and monitoring comprehension (Tompkins, 2011).
Reading comprehension refers to the ability to decipher the meaning of written text. There are three required elements needed for adequate understand of written material: a knowledge of word...
For some students, reading comprehension does not develop normally. Many factors play a part with having difficulties mastering each reading skill to understand text. Children who struggle with reading face the challenges of working at a slower rate, relying on interventions and adjusted instruction to meet individual needs, and experiencing great frustration (Afflerbach, Pearson, & Paris, 2008; Strickland, Boon & Spencer, 2013; Watson, Gable, Gear & Hughes, 2012). Once the basic reading and language skills are acquired and learned and problems with reading comprehension are identified, students can begin to make meaning of text. Researchers believe that using specific reading comprehension strategies help students understand text and become strategic readers.
Reed, Stephen K. (2007) Comprehension and Memory for Text. (7th Ed.), Cognition (pp. 271-298). Belmont: Thomson: Wadsworth
According to Irwin (as cited in Tompkins, 2015), comprehension is “a reader’s process of using prior experiences and the author’s text to construct meaning that’s useful to that reader for a specific purpose” (p. 215). “Comprehension is a creative, multifaceted process in which children engage with and think about the text” (Tompkins, 2015, p. 214). Readers use four levels of thinking literal, inferential, critical, and evaluative as they comprehend. The lowest level is literal comprehension. At this level readers identify the big ideas, sequence details, notice similarities as well as differences, and identify explicitly stated reasons. The highest level is evaluative and at this level readers integrate their own knowledge with the information presented in the text.
The simple view of reading indicates that reading comprehension skill depends on decoding skills and linguistic comprehension (Gough & Tunmer, 1986; Hoover & Gough 1990). First study that analyzes the efficiency of the two formulas: R = D × C (Hoover and Gough, 1990) and R = D + C (Dreyer and Katz, 1992).The second study presents that analyzes by adding a factor or speed of processing into the simple view of reading formula increases ability to predict reading comprehension.
1.1 vocabulary is a fundamental aspect of a reading comprehension. According to Payne and Whittaker (2006, p.96) explains, comprehension skill is the basic of academic task which possible to be the important approach to collect information.
Reading is multi-faceted and can be defined in many different ways. Reading is contextual, in that interpreting the material read is influenced by the reader’s personal experiences and background. Reading is multimodal, and can be expressed through newspapers, blogs, text messaging, social-media, advertisements and the various forms of literary genres. Much of how the reader comprehends their text depends on their purpose for reading. Are they reading for entertainment, to be informed or to be persuaded? Also how the text was chosen has great influence on reading. Was the text assigned or chosen by the reader themselves? Reading is a method of learning. Readers can extend their vocabulary; learn about historical figures, places around the world, and about human expressions and emotions. Multi-faceted nature of this definition of reading should be measured through multiple sources. Assessments should also give students multiple opportunities to express their connections to the
Comprehension is known as the heart of reading. It consists of several parts such as predicting, clarifying, questioning and summarizing, which play an important role in comprehension. Students who use multiple strategies when approaching a text are more likely to stop to look up a challenging word, reread and monitor their own comprehension. As opposed to the strategies that good readers use, many struggling readers do not approach a text with this frame of mind. Instead, struggling readers need to be taught comprehension strategies, through modeling, group work and using reciprocal teaching methods, such as picture walks. As stated in the Core “ A critical challenge in comprehension is that many students particularly struggling students not only fail to understand
Reading is one of the most important skills that should be mastered by students in learning English as a foreign language (EFL). Reading is one important way to improve your general language skills in English. Reading will help you to think in English, it enlarge your vocabulary, and improve your reading and writing skill in English (Mikulecky and Jefferies, 1996, p.1). The most common goal of reading is text comprehension, the construction of meaning that in some way corresponds to the author’s intended meaning (Ruddell, 2005, p.88).
In this information–driven age, preparing students to read a variety of texts with complete understanding should likely be one of our educational system’s highest priorities. Understanding is more than just the ability to produce information on demand (knowledge) or the ability to perform learned routines (skills). “Understanding is the ability to think and act flexibly with what one knows.” (Active Learning Practice for Schools, n. d.) A review of the literature in the area of reading comprehension of elementary-age students shows two principle areas of focus. There is a body of literature that examines the development of proficient vs. struggling comprehenders and another body of literature that compares methodologies for teaching reading comprehension.