QAR: Strategy implementation for reading comprehension of recount texts

Erdiana, Nira; Kasim, Usman; Juwita, Nadia

doi:10.24815/siele.v4i2.8500

Cited by 5 publications

(5 citation statements)

References 7 publications

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“…The students still found difficulties determining the main idea, finding the supporting details in each paragraph, getting implicit conclusions, discovering correct references, and comprehending the text due to limited vocabulary. Moreover, these problems are also reported in previous studies (Erdiana, Kasim, & Juwita, 2017;Gani, Yusuf, & Susiani, 2016;Komariah et al, 2015;Sahardin et al, 2015;Yusuf & Fauzan, 2016) that EFL learners in Indonesia are challenged with all reading problems. At the beginning of the semester, sometimes some students did not join the learning process.…”

Section: Reading Learning Process Using Nearpod Application 411 Preli...supporting

confidence: 78%

Enhancing EFL students’ reading learning process in COVID-19 pandemic through Nearpod

Pupah

Sholihah

2022

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This research aims to enhance students’ reading learning process using a genre-based approach during the COVID-19 pandemic through Nearpod. Action research with four stages was applied as a research design. The qualitative data were collected through interviews and teacher’s field notes, while the quantitative data were obtained by students’ reading pre-test and post-test. The qualitative data were analyzed by assembling the data, coding the data, building interpretations, and reporting the outcomes. Meanwhile, the quantitative data were analyzed using descriptive quantitative analysis. Findings demonstrated that students learned how to determine the main idea, make an inference, and distinguish detailed information from the texts. They also considered Nearpod as an accommodating and encouraging tool in learning. The teacher addressed how to reinforce the students’ reading learning process by deep consideration, preparation, and reflection to ensure that Nearpod worked properly. The statistical report of students’ scores for the pre-test and post-test showed improvement from 64.7 to 84.8. The average students’ post-test score was greater than the pre-test. This study revealed that the Nearpod program successfully supported the reading learning process for students because of its user-friendliness and it enabled teachers to monitor students’ progress during the teaching process.

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Section: Reading Learning Process Using Nearpod Application 411 Preli...supporting

confidence: 78%

Enhancing EFL students’ reading learning process in COVID-19 pandemic through Nearpod

Pupah

Sholihah

2022

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“…It is essential for developing and comprehending other language skills, such as speaking, listening, and writing. According to (Grellet, 1981;Erdiana et al, 2017), reading comprehension is comprehending a written text by efficiently extracting the necessary information. A reader can discover the meaning, the main idea, the structure of the text, and other information from the text through reading.…”

Section: B Discussionmentioning

confidence: 99%

“…Experts' descriptions of reading comprehendsion reveal a wide range of meanings for the term. According to (Snow, 2002;Erdiana et al, 2017), reading comprehension is doing both things simultaneously in response to written language to derive meaning. As described by (Caldwell, Lumbantobing, et al, 2020), reading comprehension involves the reader's active participation in gaining and constructing meaning from text.…”

Section: Introductionmentioning

confidence: 99%

The Implementation of Task-Based Learning to Improve Students’ Ability in Reading Comprehension of Historical Events Through Recount Text

Lestari,

Gaffar

2023

jiip

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Learning English as a second language requires reading skills. The ability to read helps students gain information, expand their vocabulary, and solve problems better. However, many students need help understanding reading, especially in a second language. As a result, effective approaches are needed to improve students' reading comprehension. This study uses task-based learning methods (TBL) to improve students' understanding of reading historical events through text recount. This research is carried out using qualitative methods and class action research. Checklists of observations, field records, and interviews are the tools used. At SMK Terpadu Ad-Dimyati Bandung, 25 class ten students were involved in this study. Research results show that using TBL to learn to read and understand historical events through text recount has a positive effect. Students better understand reading and are more actively involved in learning activities. Students can use TBL to discover social functions, text structure, and language elements in recount text. In addition, they acquire new vocabulary and improve their ability to understand reading. According to this study, TBL may improve students’ reading comprehension in a second language. To help students understand difficult reading, teachers should use these learning strategies. Using texts that narrate historical events can also help students learn more about history and improve their reading skills.

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“…According to Agus Krisno (2016:130) learning that can be used to provide students with the concept of understanding difficult material and ican ibe iused ito idetermine ithe iextent iof istudents' iknowledge iand iabilities iin ithe material. The snowball throwing learning actively involved (Kasim, 2015). other people, and conveying these messages to their friends in a group.…”

Section: Understanding Of Snowball Throwingmentioning

confidence: 99%

The Effect of Snowball Throwing Model in Ability to Writing Recount Text at Class X of Sma Negeri Lawe Sumur Academic Year 2021/2022

Afria Devi Yanti,

Muhammad Tahir,

Meri Vancito

2024

Tuwah Pande

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The purpose of this study deals with the effect of snowball throwing model in ability to writing recount text at class X in SMA Negeri Lawe Sumur Academic Year 2021/2022. Its objective is to find out whether the use snowball throwing model has a significance effect in writing recount text. Population and samples used in this study were all students of class X total 36 students. The method used in this study is an experimental method with a one group as pretest and posttest design .This study was carried on using quantitave method. The data was analysed by using t-test. The researcher found the pretest mean = 50,97 , deviation standard = 2,87 and experienced an increase in the posttest mean = 78,47, deviation standart = 3,69. From this analysis, writer found that guided snowball throwing model has significane in teaching writing recount text. It can be proved by the result of the analysis showed that “ ” observed about 35,26 was higher than “ttable” about 2,030 with the level significance is 0,05% it implies that the teacher of English should use snowball throwing model in teaching writing recount text so that the teaching and learning process can be successful

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QAR: Strategy implementation for reading comprehension of recount texts

Cited by 5 publications

References 7 publications

Enhancing EFL students’ reading learning process in COVID-19 pandemic through Nearpod

Enhancing EFL students’ reading learning process in COVID-19 pandemic through Nearpod

The Implementation of Task-Based Learning to Improve Students’ Ability in Reading Comprehension of Historical Events Through Recount Text

The Effect of Snowball Throwing Model in Ability to Writing Recount Text at Class X of Sma Negeri Lawe Sumur Academic Year 2021/2022

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