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This time, I will compare the results of review Article of Journals related to reading skills in English Language.
This Article of Journal that had been reviewed by me, Aisyah Azahra.
Title: Improving Students’ Reading Comprehension Through Text Structure Tasks.
Author: Abdul Rohman
Link: https://www.researchgate.net/publication/316470121_Improving_Students’_Rading_Comprehension_Through_Text_Structure_Tasks
Introduction
Reading is one language skill, and in this research reading skills are enhanced by understanding the text structure. In English, a text structure is usually has a built-in “map” or something that can give directions to the readers, so that the readers know how the idea in a text is interrelated in transmitting its message to a reader. Some may consider the thought of ideas in a text to be important, but others suggest that they are somehow less important. The foundation for successful construction meaning is with conceptual knowledge, text structure knowledge, and knowledge of text processing strategies. Then there is another way to increase our comprehension of reading students’ is by doing text structure tasks. Why tasks? Based on one research done by Gordon & Hanauer (1955) show that testing tasks function as an additional information source which interacts in one four ways with the continuing development of the test taker’s mental mode: (a) integrating new information into a existing information structure; (b) constructing new information structure; (c) confirming an existing information structure; and (d) newly integrating existing information structure.
Theory
This article was published by Script Journal: Journal of Linguistic and English Teaching on April 2017. And this article is how we can improve our reading skills in English with using text structure. Maybe, the method by using the text structure in improving these reading skills is appropriate for applying in middle school.
This Article of Journal that had been reviewed by Annisa Fitri Amalia
Title: Improving Students' Reading Skill By Using Quantum Learning
Author: Wini Martika & Hermayawati
Link: https://doi.org/10.26486/jele.v2i2.227
Introduction
English is an International language and has important role in communication. For all students from elementary school to university level, reading skill is something obligatory since it is needed to support their learning process. Harmer (2007) stated that "reading as an experience dominated by the eyes and the brain, the eyes receive message and the brain then has to work out of the significance of these message". Teaching reading is one of important factors to get success in teaching English. Students can broaden their experience, develop new concept, resolve their problem, and extend their horizon of thinking by way of reading. Based on the journal five of seven students said that they can't understand the text. It caused they didn't use variation methods or strategies in teaching and learning process in the classroom and it made the students bored in the classroom. Based on the problem, the researcher implemented Quantum Learning as an alternative way to give variation to the students in teaching and learning process. QL could make students be pleased, be active, be interested in following learning process. QL is a learning method that gives important benefits, the students can be comfortable and motivated in joining the learning. It make the learning as a process to make the lesson become happy and useful.
Theory
This research used Kemmis and Taggart’s model (1988) with four steps, they were: planning, acting, observing, and reflecting. Planning was the first step in setting what was done such as set up a strategies or media and how to improve what was already happen before to be better.
Method
The researcher used Classroom Action Research (CAR). Mills (2003:1) mentioned that classroom action research action research is a method to collect information about how the teaching and learning process running, how the teachers teach and how their students learn in the classroom. In research, teacher and researcher worked together with observer to the learning process during implementation the method.
This Article of Journal that had been reviewed by Eti Dwi Andriani
Title: Herringbone and Tri Focus Steve Snyder Technique: The Techniques for Teaching Reading Comprehension Viewed from Students' Reading Habit
Author: Fathia Rosyida & M. Ali Ghufron
Link: https://files.eric.ed.gov/fulltext/EJ1183440.pdf
Abstract
Reading skill plays a pivotal role in the process of acquiring information. An appropriate teaching technique should be implemented in order to improve the students’ reading skill. This research aimed at revealing whether or not: (1) Herringbone technique (HT) is more effective than Tri Focus Steve Snyder technique (TFSST) to teach reading comprehension, (2) Students having high reading habit have better reading comprehension than those having low reading habit, and (3) there is an interaction between teaching techniques and students’ reading habit in teaching reading comprehension. This research was conducted in one State Junior High School in Indonesia. The research was a quasi-experimental study. The population was 75 students of the ninth-grade. Through cluster random sampling, the samples were chosen. The IX-A class was the experimental group and the IX-B class was the control group. The result of comparing HT and TFSST by using two-way Anova shows that Fobs was 436.6268 while the Fα with the significant level of 0.05 was 4.0471. Therefore, it implies that HT is more effective than TFSST in teaching reading comprehension. The result of comparing high and low reading habit by using two-way Anova shows that Fobs was 43.3862 while the Fα with the significant level of 0.05 was 4.0471.
Introduction
Many experts who conducted studies over the last three decades have changed our view of reading as a mere form of decoding process (Alyousef, 2006). The studies revealed that reading is not only a decoding process but also a process that involves both mental and physical activities, such as guessing meaning from context, defining expectations, making inferences, etc. In reading, people will try to find the meaning of what they read (Grasser, Singer, & Trabasso, 1994), and meaning is built through readers’ active cognitive interaction with the text (Nuttall, 2005). This active involvement of readers in the construction of meaning is reflected in their use of not only linguistic knowledge, but also background knowledge, world knowledge, personal experiences, and inferences during reading (Grabe & Stoler, 2002).
Theory
- Grabe (1991) describes reading as an active process of comprehending [where] students need to be taught strategies to read more efficiently (e. g., guess from context, define expectations, make inferences about the text, skim ahead to fill in the context, etc.
- Indonesian English teachers still find their students face difficulties in EFL reading comprehension even though they have implemented various teaching techniques to help their students to improve their reading skills (Gani, Yusuf, & Susiani, 2016; Harida, 2014; Mudra, 2016; Satriyani, Moerdibjon, & Prayogo, 2016; Yusuf, Fajrina, & Sari, 2016). As stated in the National Education Standards Board of Indonesia (Badan Standar Nasional Pendidikan Indonesia or BSNP) (2007), the goal of teaching English at Junior High Schools is to support the student in achieving their competencies to: (1) increase their communicative competencies, oral or written, to achieve functional literacy level: (2) have awareness about the importance of English to increase the Indonesian capability in competing with other nation in the world; and (3) increase students’ understanding of language and culture.
- According to Nunan (2003), reading is a fluent process of readers combining information from a text and their background knowledge to build meaning. Moreover, he explains reading as a meaningful interpretation of printed or written.
- Gallo (2007) mentions the indicators of reading habits are: (1) Attitude toward reading: the reason that a reader reports on the attitude and behavioural cognitive-affective attitude towards reading; (2) Reading frequency: the frequency at which a reader reports to read books in his unoccupied time; (3) The number of books that reader reports having read in the last three months; (4) Time spent on academic reading: the time that a reader reports to devote to reading books on his study subjects; (5) Motivation in the family environment: often reported by a reader on the purchase of books, recommending books and reading interest in the family; and (6) Motivation in the academic environment: the frequency a reader reports on the teacher using activities to promote contact with psychology literature.
Method
- Herringbone technique (hereafter, HT) because this technique can help students find out the main idea of the text. The herringbone is a technique that used to find the main idea and important information (explicit and implicit) in the text by asking six comprehension question; Who?, What?, When?, Where?, Why? and How? questions in visual diagram of a fish skeleton (Deegan, 2006; McKnight, 2010). Using the answer to the WH questions, the students write the main idea across the backbone fish diagram. McKnight (2010) defines HT as a graphic organizer that is used for establishing supporting details for a main idea. It is a tool to help students recognize the important relationships in the material of reading texts. This is done by answering the ‘who, what, when, where, why, and how’ questions of a text (Balajthy & Lipa-Wade, 2003) on a visual diagram of fish skeleton (Thaler, 2008). It facilities the student with an interesting pattern.
- Tri-Focus Steve Snyder Technique (hereafter, TFSST) to be compared with HT. Tri-Focus Steve Snyder Technique is a technique that prioritizes reading peripherals. It stresses fun reading activities. There is no direct correction for mistakes, since the main aim is building students’ interest and motivation. This technique can be taught to children to be able to develop their peripheral vision with tri focus training (De Porter, 2008).
This Article of Journal that had been reviewed by Nisrina Ramadanti
Title: Literacy Programs efficacy for developing childrens' early reading skills in familiar language in Zambia
Author: Francis K. Sampa, Emma Ojanen, Jari Westerholm, Ritva Ketonen & Heikki
Lyytinen
Link: https://doi.org/10.1080/14330237.2018.1435050
Introduction
Use of the familiar language to acquire early literacy is an international standard and is especially well-founded among readers whose familiar language is clear (Aro & Wimmer 2003; Seymour, Aro & Erskine 2003). This method has been implemented in school settings in Zambian and evidence is needed on the effectiveness of Zambian reading acquisition programs using familiar language for literacy education (Tambulukani & Bus, 2011, Ojanen et al., 2013, Serpell, 2014). Many studies (e.g., Kaani & Joshi, 2013; Tambulukani & Bus, 2011; Ojanen et al., 2013; Serpell, 2014) support the familiarity of the language of instruction and its impact on learning to read. This research contrasts the efficacy of a phonics-based reading instruction system and an alternative language experience approach centered program for second grade learners in Zambia to develop reading skills.
Theory
Zambia has implemented the Primary Reading Program (PRP) and the Primary Literacy Program (PLP) for literacy in seven common indigenous languages; Cinyanja, Icibemba, Chitonga, Kiikaonde, Silozi, Lunda and Luvale. According to the Global Monitoring Report (2016), most children in Africa learn and take language school exams that they do not talk at home and this may impede their reading progress and affect their reading test results. The Primary Reading Program (PRP, introduced from 1999 to 2013) is a language learning program in which learners gain literacy by building on the oral language they have already learned to read and write. The Primary Literacy Program (PLP) is a phonics-based reading program aimed at developing literacy through the development of letter-sound links in a common language. Start by learning each of the five vowels and the combining them with consonants to build syllables and words. Clark (2013) identified the phonics-based approach as focussing on a decoding process in which learners are taught to break down written language into small and simple components by recognizing and storing letter sounds and assembling letter sequences.
Method
Based on this journal, one method of teaching English especially reading can be done using the literacy method, this literacy is expected to add vocabulary, optimize brain work, add insight and new information, etc.
This Article of Journal that had been reviewed by Alifia Salsabila Ramo
Title: Developmental Relations Between Reading Comprehension and Reading Strategies
Author: Marloes M. L. Muijselaar, Nicole M. Swart, Esther G. Steenbeek-Planting, Mienke Droop, Ludo Verhoeven & Peter F. de Jong
Link: https://doi.org/10.1080/10888438.2017.1278763
Introduction
Reading comprehension is dependent on several cognitive and linguistic processes. Verhoeven and Perfetti (2008) distinguish letter- and word-level processes, students have to be able to read accurately and fluently. Also, knowledge of the meaning of the words in the text is necessary to understand a text. According to Pressley (2002), good text comprehension emerges if a reader is able to predict what the text may be about, relates information in the text to background knowledge, asks questions while reading, monitors the understanding of the text, and summarizes what is being read. For these metacognitive processes, or reading strategies, to be used during text comprehension, metacognitive knowledge of reading is an important prerequisite. The current study focused on the relations between metacognitive knowledge about reading, or knowledge of reading strategies, and reading comprehension.
Metacognition concerns knowledge regulation of cognitive processes in learning activities (Brown, 1978; Flavell, 1979). It develops as children get older, that is, older children have higher levels of metacognitive knowledge about reading and are more skilled in regulating and monitoring their reading comprehension process. The relation between reading strategies and reading comprehension has also been examined through intervention studies. An effect of reading comprehension on reading strategies is also to be expected because children learn from texts. A specific problem in studies on the relations between reading strategies and reading comprehension is how the knowledge and use of reading strategies are measured. Some studies used a reading comprehension test on which the child had to apply specific reading strategies.
The general aim of this study was to investigate the developmental relations between reading comprehension and reading strategies. Because it is commonly known that reading fluency, vocabulary, and working memory are important predictors of reading comprehension, we controlled for these variables in our analyses.
Theory
Children are taught reading strategies such as predicting, asking questions, and summarizing. In addition, they learn to pay attention to important characteristics of the text, such as titles and connections as well as connecting words. Then they are also taught the AK-Reading Comprehension test, a series of English standard tests to measure reading comprehension in grades one through six. The AK-Reading Comprehension Test 456, for fourth, fifth and sixth grade students, was used at the beginning of fourth grade in this study. The test contained a booklet consisting of seven short texts (122-288 words), 44 questions, and answer sheets. The AK-Reading Comprehension Test consists of narrative and expository texts, and questions have a true / false or multiple choice format with four answer choices.
Method
We tested whether there were unique effects of reading strategies measured at the beginning of fourth grade on reading comprehension measured at the end of fifth grade, and whether there were unique effects of reading comprehension measured at the beginning of fourth grade about reading strategies measured at the end of Class five. This research was conducted in a group of fourth grade children, because they were able to read fluently and the development of metacognition and reading comprehension education had just begun and fourth grade was also considered a critical point where children's learning of reading changes learning to read. Consists of 312 fourth grade students. These children come from 13 classes from 12 elementary schools in the Netherlands. Children receive reading instructions from the end of class 2 or beginning of class 3 and so on. The teacher spends 1 to 2 hours reading comprehension every week. To measure reading comprehension, the text Progress in the Study of International Reading Literacy (PIRLS; Mullis, Martin, Gonzalez, & Kennedy, 2003) and two tests from the AK-Reading Understanding test (Aarnoutse & Kapinga, 2006) were selected. PIRLS contains some reading comprehension text. From these texts, three texts were used for this study. At the beginning of Class 4, one narrative text ("Enemy Pie") and one expository text ("Mystery of the Giant Tooth") was used. At the end of Class 5, another narrative text ("Little Lump of Clay: An Unbelievable Night") and the same expository text are given. Each text is between 814 and 920 words and contains 13 to 16 questions that accompany it. In these texts, four levels of understanding are examined: (a) focus on and take information that is stated explicitly; (b) make direct conclusions; (c) interpret and integrate ideas and information; and (d) examine and evaluate content, language and textual elements. Each text contains multiple choice and open-ended questions. The multiple choice questions contain four choices, from which children are asked to choose the right. Children receive 1 point for each question with multiple choices answered correctly. Before starting the test, children are given an explanation of how to answer various questions. Children are asked to read the text silently and complete all questions while the text is available throughout the assessment. Most children complete the test within 40 minutes. Knowledge of reading strategies is measured by Reading Comprehension Questionnaire (Gruwel & Aarnoutse, 1995). Questionnaire items focus on what needs to be done before, during, and after reading the text (eg, "What can I do before reading?"); questions about strategies that can be used to monitor the reading process (eg, "How can I check if I understand the text?"); and questions that test strategies that can be used when a child does not understand the meaning of a word or (part of) a text (for example, "If I don't understand a sentence, the best thing I can do is ..."). The questionnaire contained 30 questions. Before starting the questionnaire, three sample questions were given. The score is the number of questions answered correctly. For analysis, subscale scores are used.
Comparison of Article of Journal we had been reviewed
The similarities: The Article of Journal that we had read, everything is the same in the problems about reading skills in English Language.
The differences: The difference lies in how to surmount the problem. According to review Article of Journal by Annisa: Based on the problem, the researcher implemented Quantum Learning as an alternative way to give variation to the students in teaching and learning process. And then, According to review Article of Journal by Eti: The researcher compare Herringbone technique (HT) and Tri Focus Steve Snyder technique (TFSST) in teaching and learning process. According to review Article of Journal by Nisrina: This research contrasts the efficacy of a phonics-based reading instruction system and an alternative language experience approach centered program for second grade learners in Zambia to develop reading skills and the researcher explained that Zambia has implemented the Primary Reading Program (PRP) and the Primary Literacy Program (PLP). According to review Article of Journal by Alifia: The current study focused on the relations between metacognitive knowledge about reading, or knowledge of reading strategies, and reading comprehension. The relation between reading strategies and reading comprehension has also been examined through intervention studies. Students are taught reading strategies such as predicting, asking questions, and summarizing. And then they are also taught the AK-Reading Comprehension test, a series of English standard tests to measure reading comprehension.
I hope the above writings can be useful
Greetings writer,
Aisyah^^
