Students’ Ability and Difficulties in Understanding English Text (A Study at English Program IAIN Padangsidimpuan)

Harida, Eka Sustri

doi:10.15548/jt.v21i3.102

Cited by 11 publications

(9 citation statements)

References 2 publications

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“…Students practice to summarise texts improve their reading comprehension because they concentrate more on the text and theimportant information (Duke & Pearson, 2009b;McNamara, 2012). Summarising is an activity that empowers readers to separate unimportant and important information (Day, 2004;Dole, Duffy, Roehler, & Pearson, 1991;Harida, 2014;Kustati, 2017). Writing a summary gives an opportunity for students to paraphrase texts without changing the author"s viewpoint but using their own language (Bailey, 2014;Klingner, Vaughn, & Boardman, 2015;Mokhtari & Reichard, 2002;Wallace, Pearman, Hail, & Hurst, 2007) in a form of "coherent entity" (Pecjak, Podlesek, & Pirc, 2011).…”

Section: Summarisingmentioning

confidence: 99%

Summarising an Explanation Text with a Visual Representation as the Guidelines: How Does this Work to Represent Meaning?

Kigotho¹,

Fitriani²

2018

Al-Ta'lim J.

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Metacognition has been popular in reading area, especially when it is related to comprehension and the representation of meanings. Combining metacognitive strategies to represent meanings from a text has been done by previous scholars to help readers construct meaning. In this paper, we present students" drawings and writings as the results of successive visualisation and summarisation activities in the classroom. We intended to find out the extent to which students" visual representations can be the guideline for them to write summaries. By employing qualitative research method, we collected visual representations and summaries from 26 undergraduate students studying at the English Education Department of Syiah Kuala University. To understand students" drawings, we consulted some literature on visual literacy and multimodality; while for the analysis of students" writings, we reviewed some literature on functional model to language. Based on the analysis, a productive visual representation leads to a strong summary, and vice versa. This result is further discussed in this paper.

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Section: Summarisingmentioning

confidence: 99%

Summarising an Explanation Text with a Visual Representation as the Guidelines: How Does this Work to Represent Meaning?

Kigotho¹,

Fitriani²

2018

Al-Ta'lim J.

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“…Unfortunately, for EFL learners in Indonesia, this is easily said than done. English teachers in the country still find their students struggling with difficulties in English reading comprehension and have implemented various techniques to help their students to improve their reading skills (Gani, Yusuf, & Susiani, 2016;Harida, 2014;Mudra, 2016;Satriyani, Moerdibjon, & Prayogo, 2016) Linse (2005) outlines reading as a set of skills that requires making sense and interpreting meaning from the printed words. Reading is a complex activity that encompasses both of process and product.…”

Section: Introductionmentioning

confidence: 99%

Developing the EFL Students’ Reading Comprehension By Employing Herringbone Technique

2016

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This research aims to find out whether Herringbone Technique can developEFL students’ reading comprehension or not, especially in finding the main idea and supporting details in a recount text. The literature notes that Herringbone is known to be one of the techniques that can helpstudents to find important information and main idea in a text by seeking for answers on six comprehension questions on a diagram, viewed such as a fish’s skeleton. The sample of this research was 30 second grade junior high school students. The researchers employed simple random sampling to choose the sample. It further used the quantitative experimental approach with the pre-experimental design in the form of one group pre-test-post-test design.Pre-test was given before treatments, while post-test was given after the students were taught reading by using the Herringbone Technique. Each pre-test and post-test consisted of ten questions. The statistical formulas were used to analyze the data from the students tests’ scores. The mean score of pre-test was 59 and the post-test was 76. Futhermore, the result of t-test was 10.15, while the critical value of 0.05 significant level was 2.045, with the degree of freedom of 29. Since t-test (10.15) was higher than t-table (2.045), this study concludes that this technique could increase the EFL students’ reading comprehension.Despite in practice the researchers found that this technique decreased the students’ efforts in note-taking, however it did not inhibited them in obtaining improved scores in their reading tests.

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“…The last is Eka Sustri Harida. She conluded that students" reading comprehension are still low (Harida, 2014).…”

Section: Resultsmentioning

confidence: 99%

Students’ Reading Comprehension in Descriptive Text

Siregar

Harida

2021

EEJ

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This research is discussing about the students’ reading comprehension of the second year MTs.Muhammadiyah 22 Padangsidimpuan. This research employed descriptive quantitative research. Based on the result of the research, researcher got the description of the data was found that mean score was 56.76. It means that the students’ reading comprehension of the second year MTs.Muhammadiyah 22 Padangsidimpuan was categorized into enough ability. Then, from the result of the hypothesis testing, the researcher found that Zcount =-3.57Ztable 0.3264. It means the hypothesis was rejected. Thus, the result of mean scores the students’ ability in enough ability and actually it should be accepted hypothesis, but based on the result of that score it is rejected. So, maybe there is a mistake in instrument or in calculation.

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Students’ Ability and Difficulties in Understanding English Text (A Study at English Program IAIN Padangsidimpuan)

Cited by 11 publications

References 2 publications

Summarising an Explanation Text with a Visual Representation as the Guidelines: How Does this Work to Represent Meaning?

Summarising an Explanation Text with a Visual Representation as the Guidelines: How Does this Work to Represent Meaning?

Developing the EFL Students’ Reading Comprehension By Employing Herringbone Technique

Students’ Reading Comprehension in Descriptive Text

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