The Relationship Between Students' Reading Attitude With the Result of Reading Comprehension

Rafi, Muhammad; Islam, Aang Fatihul; Cahyani, Dian Anik

doi:10.33394/jollt.v9i4.4008

Cited by 11 publications

(8 citation statements)

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“…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).…”

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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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: 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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“…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. This activity also helps students to get to know and know how to pronounce the new vocabulary they get (Putri et al, 2021;Rafi et al, 2021). Thus, the application of CTL in reading directs students to apply several important components in learning such as questioning and inquiry activities.…”

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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“…The study from Jang & Ryoo (2019), discover that attitudes toward reading and reading comprehension showed a strong connection. The other study is from Rafi et al (2021), claims that attitudes toward reading of the students and their reading comprehension were positively correlated.…”

Section: Correlation Between Students' Reading Attitude and Their Rea...mentioning

confidence: 96%

The Correlation Between Students’ Reading Attitude and Their Reading Comprehension

Nisak

2023

JETLAL

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The act of comprehending a text is known as reading comprehension. The aim is to fully comprehend what is being described in the text. L2 reading may be influenced by a variety of factors, one of them is reading attitude. A learner's reading attitude, which affects whether they enjoy or hate reading, may have an impact on their reading skills through how involved they are with their reading. The aim of this study is to determine whether or not reading comprehension and student attitudes are correlated. A total of 48 junior high school students in the eighth grade participated in this study. The data was collected by distributing a reading attitude questionnaire and reading comprehension TOEFL Junior Test. The result found that the students’ reading attitude was fairly good (M = 3.40) and their reading comprehension was mostly at B1 level (M = 288.35). However, the result of Pearson Correlation showed that there is a weak correlation between students’ reading attitude and their reading comprehension (r = .279, p = 0.055). The students believe that reading can give them a positive impact, yet they do not really like the activity of reading.

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The Relationship Between Students' Reading Attitude With the Result of Reading Comprehension

Cited by 11 publications

References 1 publication

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

The Correlation Between Students’ Reading Attitude and Their Reading Comprehension

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