Improving Students' Reading Comprehension of Report Text with KWL Strategy

Farha, Nudiya Afiya; Rohani, Rohani

doi:10.15294/elt.v8i1.30244

Cited by 11 publications

(15 citation statements)

References 6 publications

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“…Behavioral, modelling, and neuroimaging experiment involved the process of reading (Cattinelli et al, 2013). Farha & Rohani (2019) state that reading is a language skill that is very important to support success in obtaining knowledge or information. When reading, the primary cognitive or reasoning process works (Zhou et al, 2021).…”

Section: The Process Of Reading and Reading Interestmentioning

confidence: 99%

“…Study about reading and vocabulary did quantitatively by several experts. One of them is the study conducted by Farha & Rohani (2019). They reported that reading cognition could improve the students' sense of a text, motivating, and word stock (Farha & Rohani, 2019).…”

Section: The Relationship Between Reading Interest and Vocabularyacquisitionmentioning

confidence: 99%

“…One of them is the study conducted by Farha & Rohani (2019). They reported that reading cognition could improve the students' sense of a text, motivating, and word stock (Farha & Rohani, 2019). If the students understand the vocabulary, they can easily comprehend the text and build their reading interest (Fitria, 2019).…”

Section: The Relationship Between Reading Interest and Vocabularyacquisitionmentioning

confidence: 99%

See 2 more Smart Citations

Reading Interest Strength and Vocabulary Acquisition of EFL Learners: A Meta-Analysis

Santi

Kholipa

Putri

et al. 2021

JLLS

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The purpose of this study was to examine the relationship between reading interest strength and vocabulary acquisition in English as a Foreign Language (EFL) learners through a systematic review and meta-analysis of eleven relevant studies conducted over the last decade, from 2010 to 2020. This study attended by the guidelines of PRISMA. Several stages conducted, such as; identifying the problem, collecting the data, screening, assessing the data, and extracting the data. The data was gathered from peer-reviewed journal articles indexed in databases such as Google Scholar, DOAJ, and Science Direct. Jamovi 1.6.7 was applied to analyze the data. This study aimed to report findings of a meta-analysis assessing correlation among reading interest and vocabulary acquisition. The result obtained was a relatively high relation in reading interest and vocabulary acquisition with pooled correlation = .485 (95% CI = .120 to -.850). The workings between variables were positive, which meant the students read more and increased vocabulary acquisition. Reading lots of text could improve students' vocabulary acquisition. The reading interest strength could develop vocabulary acquisition for EFL learners.

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Section: The Process Of Reading and Reading Interestmentioning

confidence: 99%

Section: The Relationship Between Reading Interest and Vocabularyacquisitionmentioning

confidence: 99%

Section: The Relationship Between Reading Interest and Vocabularyacquisitionmentioning

confidence: 99%

See 1 more Smart Citation

Reading Interest Strength and Vocabulary Acquisition of EFL Learners: A Meta-Analysis

Santi

Kholipa

Putri

et al. 2021

JLLS

View full text Add to dashboard Cite

show abstract

“…In this step, the readers are required to write down all the information that they gained while reading certain text. Farha & Rohani (2019) found that the use of KWL strategy in senior high school could improve students' reading comprehension on report text. Moreover, this study found that the students were more active and participative when the learning process took place.…”

Section: Introductionmentioning

confidence: 96%

Teaching Reading with KWL Strategy during Online Learning

Widyari¹,

Ratminingsih

Saputra

2022

JoES

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This current study aimed at investigating the effect of KWL strategy towards the reading comprehension of second grade students at SMA N 1 Kintamani in online learning. This research was an experimental research with pre-test and post-test control group design. By involving XI IPS 1 as the control group which taught by using conventional method and XI IPS 2 as the experimental group which taught by using KWL strategy in teaching reading. The obtained data were descriptively and inferentially analyzed by using SPSS 23.0. In pre-test, the study found the experimental group (M= 56.28) showed higher mean score of reading comprehension rather than the control group (55.87). The result of t-test also revealed that the mean difference between experimental and control group in pre-test was not significant (α=>0.05). Furthermore, in post-test the experimental group got better reading comprehension achievement than the control group. The result of the study found that the experimental group (M=74.32) got higher mean score of reading comprehension compared to control group (M= 61.16). The result of t-test also confirmed that the mean difference between experimental and control group in post-test was significant (α=<0.05. In conclusion, KWL strategy gave a significant effect on the reading comprehension of second grade students at SMAN 1 Kintamani.

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“…Unfortunately, because English is not the first language in Indonesia, some Indonesian people are having difficulties in taking this test, which one of the sections is the Reading Comprehension section. Farha & Rohani (2019) have stated that "Reading is the process of connecting written symbols with reader's knowledge to comprehend the content of the text. "As Abboud & Hussein (2011) found that "The difficulty in time allotted for each section with percentages shows that Listening Comprehension section has 70% difficulty percentage, Structure and Written Expression section has 68% difficulty percentage, and Reading Comprehension section has 77% difficulty precentage."…”

Section: Introductionmentioning

confidence: 99%

Teaching and learning process of test-taking strategies in answering reading comprehension section

Zulmaini

2021

ELTF

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The study was aimed at finding the difficulties faced by test takers in Reading Comprehension section of TOEFL and describing the teaching and learning process of test-taking strategies of Reading Comprehension section of TOEFL. This study used qualitative research design. To collect the data, the researchers used document analysis and observation as the instrument of the study. The subjects of this study were the students or test takers and a teacher or tutor in TOEFL preparation class. The study showed the range of difficulty faced by students or test takers are skill 6 (57.14%), skill 8 (50%), skill 7, 9, 10, and 11 (33.3%), skill 3 (31%), skill 4 and 12 (16.7%), skill 1 (8.3%), and skill 5 (0%). In teaching and learning strategies, the Planning Strategy was applied in skills 1, 3, 9, 6, 7, 4, 5, and 8. Monitoring Strategies was applied in in skills 1, 3, 9, 6, and 4. Comprehending strategy was used in skills 1, 3, 6, 7, 4, 10, and 11. Retrieval Strategy was applied in skills 9, 5, and 8. Socioaffective strategy was applied in skill 9. Test-wiseness strategy was applied in skills 1, 3, and 9. Based on findings, the researchers found that there is still high percentage of difficult skills faced by students or test takers and more than one strategies were applied in almost every skill of the Reading Comprehension Section of TOEFL.

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Improving Students' Reading Comprehension of Report Text with KWL Strategy

Cited by 11 publications

References 6 publications

Reading Interest Strength and Vocabulary Acquisition of EFL Learners: A Meta-Analysis

Reading Interest Strength and Vocabulary Acquisition of EFL Learners: A Meta-Analysis

Teaching Reading with KWL Strategy during Online Learning

Teaching and learning process of test-taking strategies in answering reading comprehension section

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