Schoology-Aided Instruction: Measuring the Effectiveness for Student-Teachers’ Reading Comprehension Achievement

Firdaus, Masagus; Mayasari, Santi

doi:10.33394/jollt.v10i3.5311

Cited by 9 publications

(10 citation statements)

References 14 publications

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“…Besides, the materials offered a brief and clear description related to the approaches of the book, parts of the book, themes in every chapter, and supporting appendices that can be found at the back of the book. This page also served information about how to use the book for competencies (Firdaus & Mayasari, 2022). The next page was a Map of the Book.…”

Section: The Results Of Product Development Chapter Designmentioning

confidence: 99%

“…Teaching reading skills in middle schools is a challenging because lecturers need certain and appropriate reading materials (Rafi et al, 2021;Eliata & Miftakh, 2021). To increase student reading understanding, teachers need to prepare a proper reading text for students (Alfatihah & Tyas, 2022;Firdaus & Mayasari, 2022;Selim & Islam, 2022). When choosing reading texts, English teachers should consider such as the suitability of the content (Zano, 2022), students must learn interesting and attractive texts and suitable for their learning purposes (Anwar & Sailuddin, 2022).…”

Section: Introductionmentioning

confidence: 99%

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Developing the Prototype of Text-Based Learning Materials for the Teaching of Reading Skills at the Middle Schools

Habibi¹,

Jupri²,

Dehghani

2022

JOLLS. Lang. Liter. Studies

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The objectives of this research are to find out the learning needs of students of VIII grade in improving their reading skills and to develop suitable reading learning materials using a genre-based approach for students in the second semester of the middle schools. This research is categorized into research and development (R & D). The steps of this research are needs analysis, product development, evaluation by the expert, revision, and final product design. The data were in the form of quantitative data obtained using a questionnaire and qualitative in the form of open-ended questions, then the reading materials were revised based on the experts’ suggestions. This study indicated each chapter contained: chapter number and chapter title, let's start, let's learn the model, let's work together, let's create and improve, follow-up, let's reflect, let's summarize, and mini dictionary as that the appropriate supplementary reading materials concerning the text-based reading materials were successfully developed through development models, namely Define, Design, Develop, and Disseminate (Four-D Model). Finally, the developed materials are considered appropriate for the subjects of the study based on the results from the expert judgment questionnaire. The aspects of this questionnaire were content, instructional design, language, learning resources, and graphics. It can be concluded from this data that each aspect of the developed materials was considered "feasible" according to the expert.

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Section: The Results Of Product Development Chapter Designmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Developing the Prototype of Text-Based Learning Materials for the Teaching of Reading Skills at the Middle Schools

Habibi¹,

Jupri²,

Dehghani

2022

JOLLS. Lang. Liter. Studies

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“…In the contextual approach (CTL), the teacher's role is to control and administer the reading class to work in discovering new information for students. The new knowledge, information, and reading strategies are obtained by self-discovery, not obtained from the teacher (Firdaus & Mayasari, 2022;Khonamri et al, 2021). This can be seen in the reading activities in class where students use the English dictionary to find the meaning of vocabulary that they do not understand.…”

Section: Discussionmentioning

confidence: 99%

The Effectiveness of Contextual Teaching and Learning in Improving Students’ Reading Comprehension

Utami¹,

Yahrif²,

Rosmayanti³

et al. 2023

JOLLT

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Contextual teaching and learning is one of the outstanding approaches that can help students understand the meaning of teaching materials based on personal, social, and cultural contexts. Due to this, students can have the knowledge and skills to actively build their understanding of the materials. Therefore, this study aims to find out the effectiveness of contextual teaching and learning in improving students' reading comprehension at SMP Negeri 2 Mappakasunggu Takalar. This study involved 56 students of seventh-grade students. This study used a quasi-experimental with two classes, the experimental class, and the control class. Data was collected through a reading test that was given to students before and after giving the Contextual Teaching and Learning method. In analyzing the data, the researchers used the SPSS version 22. The results of data analysis showed that the post-test mean value was 26.04 compared to without using CTL or conventional in the control class, the post-test mean value was 23.71. In addition, the calculation results of the SPSS version 22 application showed that the value of the t-count calculation was 2.3. Compared with table df = 54, namely (2.0) the significance level was 5%, t count > t table, then Ha was accepted and Ho was rejected. In other words, accept the alternative hypothesis (Ha) and reject the null hypothesis (Ho) to test both variables. From the results of hypothesis testing, it was proven that There was a significant effect between the use of contextual learning.

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“…These processes are an effort to justify the students' understanding of the text being studied. What is expected of this skill is that learners can apply their understanding of the language to obtain information from reading and become accustomed to understanding the content of the interlocutor's message in oral production (Firdaus & Mayasari, 2022;Haerazi et al, 2021). The success of students participating in learning and increasing their knowledge is strongly influenced by their reading ability.…”

Section: Introductionmentioning

confidence: 99%

CIRC Learning Model for Reading Comprehension of French Language

Adawiyah

2023

JOLLT

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Reading comprehension is a third language skill that must be mastered after speaking. What is expected of this skill is that learners can apply their understanding of the language to obtain information from reading. However, the reality found in the class shows that many learners complain about the difficulty of understanding sentences in a text, especially in the French language. This study aims to determine whether the CIRC model improves students' French reading comprehension before and after learning using the CIRC model. The use of the CIRC model for Reading Comprehension aims to improve the quality of students’ comprehension in obtaining French textual information. Its application to French reading comprehension is based on previous similar studies which state that this model is appropriate to be applied to improve reading comprehension skills. The research method of this study is a qualitative study with a classroom action research design. There were two cycles in this study, Cycle 1 was a research procedure before the CIRC model was applied and Cycle 2 was after the model was applied. Direct observations were made in the classroom during the RC learning process. Four learning steps that maximize individual abilities in group learning such as (1) the Planning phase, (2) the Implementation phase, (3) the Observation phase, and (4) the Reflection phase, produce a 5% increase in the value of the learning process. It is a certainty to apply this model for French reading comprehension to help learners understand a text well.

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Schoology-Aided Instruction: Measuring the Effectiveness for Student-Teachers’ Reading Comprehension Achievement

Cited by 9 publications

References 14 publications

Developing the Prototype of Text-Based Learning Materials for the Teaching of Reading Skills at the Middle Schools

Developing the Prototype of Text-Based Learning Materials for the Teaching of Reading Skills at the Middle Schools

The Effectiveness of Contextual Teaching and Learning in Improving Students’ Reading Comprehension

CIRC Learning Model for Reading Comprehension of French Language

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