Synthesizing

Ways to Improve Students' Writing Skills

       Writing skills are one's skills to produce written messages from words, into sentences, into text, into a whole where the reader can understand the meaning or purpose of the writer. Writing skills is one of the English language skills that is quite important. Because, writing in English requires a lot of knowledge about the rules in writing itself, it also depends on the text we are going to write. In English, there are many kinds of texts, such as descriptive text, narrative text, recount text, report text and others. Each text, has different writing rules. Writing is also an activity that involves an iterative process, and requires a long period of thought in making the initial concept. Therefore, writing skills in English are very important to be improved. There are several journal articles that discuss how to improve students' writing skills. First, according to Milatasari (2013), argues that the process of learning English, especially in writing skills based on inquiry, can improve students' writing skills. Inquiry-based learning can be applied by teachers in learning to write in English. And teachers get good feedback from students in using learning questions based on teaching writing.

       Second, based on Dewi (2013), explaining that using cartoon films can improve students' writing skills in writing narrative texts. Third, guided writing is one way that can improve students' writing skills. In this guided writing, the teacher directs and teaches students who have difficulty using correct grammar, difficulty in developing ideas while writing, and lack of vocabulary knowledge. So, with guided writing, students' writing skills can be improved (Aryningtyas, Susilohadi, and Sarosa, 2013). Furthermore, fourthly, Imastuti, Sujoko and Suparno (2014) suggested that the use of a series of images in teaching writing in English can improve students 'attitudes toward the writer's skills, and also can increase students' motivation and confidence in writing activities during the teaching and learning process.

       And the last or fifth, Nugraha, Susilohadi and Pudjobroto (2014), they use the four-square writing method as a way to improve students' writing skills. And they argue that the use of four-square writing method applied in teaching writing in English can improve students' writing skills. From various strategies, ways or methods used to improve writing skills in English. Everything is good, appropriate and can provide changes that improve students' writing skills in English. However, it should be noted that the application implemented must be appropriate at the educational level (such as junior high school or senior high school), student feedback after the application of the method, and school facilities and infrastructure that support the use of methods in learning to write in English. In essence, if we want to improve students' writing skills in English. The teacher must be willing to use interesting learning methods, tools, or media that are easy to understand by students and students' writing skills in English can be improved.

Writing Skills from Journal Articles (video)

Hello everyone

How are you all?

hopefully in good condition^^

This time, I will share a video from the results of my discussion Aisyah Azahra (1810631060248) with my friend Windi Melia Putri (1810631060148).

Incidentally, we both discussed about writing skills in English

Enjoy watching🙂

Thank you for your watching😊

Journal Articles about Writing Skills

Improving Students' in Writing through Inquiry based Learning

Journal articles written by Yuniati Ulfah Milatasari with the title Improving Students' in Writing through Inquiry based Learning published in 2013. This journal article aims to investigate whether the application of inquiry-based learning can improve students' writing abilities or not, and to identify the strengths and weaknesses of the application of inquiry-based learning. According to Sanjaya (2010: 196) inquiry-based learning is the arrangement of learning activities based on critical thinking and analysis to find and find solutions to problems. By using inquiry-based techniques, students can better understand the writing process. The subjects of this study were 39 students from class X, SMA Negeri 3 Sukoharjo. By using the action research method which means social site research in the field of education that uses the power of personal thought to identify problems and find solutions. This research also uses action research which uses two cycles, and each cycle consists of: planning, acting, observing and pondering. In collecting data, researchers use observations, questionnaires, interviews and tests. The results showed that the learning process based on inquiry can improve the ability of their writing skills. Inquiry-based learning can be applied by teachers in teaching writing in English. And the teacher receives a good response in using learning questions based on teaching writing.

Source: https://www.neliti.com/publications/61041/improving-students-ability-in-writing-through-inquiry-based-learning

The Use of Cartoon Films to Improve Students' Skill in Writing Narrative Text

Vivit Kumala Dewi in 2013, her journal article entitled The Use of Cartoon Films to Improve Students' Skill in Writing Narrative Text. Explain how to improve students' skills in writing narrative texts using media in the form of cartoons. The purpose of this study is to find out whether students' writing skills in writing narrative texts can be improved by using cartoon films, and to determine the effectiveness of the teaching and learning process when using cartoon films in teaching narrative texts. Writing will be able to help in mastering other skills and in mastering full English. Cartoons are considered as audiovisual media that can motivate students in learning English, especially in writing. The subjects of this study were students of class VIII B, SMP Negeri 1 Sidoharjo. The research method used was classroom action research. According to Cohen and Manion in Nunan (1992: 18), suggested that classroom action research is how researchers can identify and solve problems in certain environments. In collecting data, researchers used qualitative and quantitative data collection. Qualitative by describing the results of the study, while quantitative by comparing the results of the previous exam or pre-test with the results after the study or post-test. The results of the study show that students' skills in writing narrative texts have improved using cartoon films. While the results of quantitative research show that students have increased in post-test with the previous score of 70.66 increasing to 74.90.

Source: https://www.neliti.com/publications/60989/the-use-of-cartoon-flms-to-improve-students-skill-in-writing-narrative-texts

Improving Students' Writing Skills by Using Guided Writing

The next journal article was written by Yeny Aryningtyas, Gunarso Susilohadi and Teguh Sarosa in 2013, entitled Improving Students' Writing Skills by Using Guided Writing. This journal article explains how to improve writing skills using guided writing and can increase student motivation. The purpose of this study is to find out whether guided writing can improve student writing skills and whether it can increase student motivation. In writing skills, sometimes students experience difficulties such as the correct use of grammar, difficulty in developing ideas when writing, and low student vocabulary mastery. The subject of this research is the second grade students of SMP Negeri 1 Karanganyar, this study was conducted from August 2012 to October 2012 and the research method used was classroom action research, classroom action research conducted for teaching writing better than before in the learning process. The technique in collecting data in this study with qualitative data and quantitative data. Qualitative data collection by collecting data, comparing data, building interpretations and collecting results. While quantitative data are collected by comparing the results of the average test scores before the study (pre-test) with the average scores after the study (post-test). And the results of the study showed that students experienced an increase in writing skills using guided writing. And quantitative data also shows an increase in the average value of students based on pre-test and post-test results.

Source: https://www.neliti.com/publications/60567/improving-students-writing-skill-by-using-guided-writing

Improving Students' Writing Ability in Narrative Text Using Picture Series

Journal article with the title Improving Students' Writing Ability in Narrative Text Using Picture Series written by Martias Wahyuning Imastuti, Sujoko and Suparno in 2014. This journal article discusses the use of picture series in learning to write narrative text writing activities. The purpose of this study was to determine the state or atmosphere of the class when the implementation of the implementation of the series of images in teaching writing and to find out the improvement of students' abilities in writing skills in writing narrative texts using picture series. An explanation of writing ability is one's ability to produce written messages from words, into sentences, into text, into a whole where the reader can understand their meaning or intent. The subjects of this study were twenty four class VIII A SMP Negeri 2 Ampel Boyolali. The method used is classroom action research, where researchers use observation techniques and not observation in collecting data. Data collection using quantitative data is to compare the results of pre-test with post-test results. And the results of this study show that using a series of images in teaching writing can improve students' attitudes towards writing skills and also increase students' motivation and confidence in writing activities during the teaching and learning process by comparing the results of students' average scores, namely pre-test scores 70.2 and post-test results 70.68.

Source: https://www.neliti.com/publications/60129/improving-students-writing-ability-in-narraative-text-using-picture-series

The Use of Four Square Writing Methods to Improve Students' Writing Skills

Arifin Wahyu Setyo Nugraha, Gunarso Susilohadi and A. Handoko Pudjobroto, in their journal article entitled The Use of Four Square Writing Methods to Improve Students' Writing Skills, in 2014. This journal article describes the use of the four square writing method in improving students' writing skills. This journal article aims to find out whether the use of the four square writing method can improve students' writing abilities and to determine student motivation when the four square writing method is implemented in class. Writing is a skill that is quite difficult and according to Harris (1993: 10), writing is an activity involving an iterative process, requiring a long period of thought in making the initial concept. The subjects of this study were twenty-four seventh grade students of SMP Negeri 1 Banjarejo. The method used is classroom action research. This study uses qualitative and quantitative data in its data collection techniques. Qualitative data by observing, questionnaire and interview, while quantitative data by comparing the results of pre-test with post-test. The results of this study are the four square writing method implemented in teaching writing can improve students' writing skills. Also supported by the results of quantitative data, the mean score of the pre-test was 50.65, while the average post-test score was 73.42.

Source: https://www.neliti.com/publications/59860/the-use-of-four-square-writing-method-to-improve-students-writing-skill-an-actio

The Component of Article of Journal

Hello everyone, How are you? I hope you’re all well😇

This time, I’ll explain about the component of article of journal, also expound analysis results from the component of article of journal that had been read by me. And the title is…

Improving Students’ Reading Comprehension Through Text Structure Tasks

Abdul Rohman

Widya Gama Mahakam Samarinda University 

Abstract

       Reading skill is one of the four main language skills taught in the classes of the English Department of Faculty of Education of Islamic University of Malang (FKIP Unisma). The topic of this research was conducted to find out how texts structure tasks can improve the students’ reading comprehension. This research was using a classroom action research. It comprised four phases: planning, implementation, observation and reflection. The subject of the research were the four semester students of the English Department of FKIP Unisma in 2006 academic year. The primary finding of this research is the test result showed that the students’ mean score was 75.88 and the lowest score the students obtained was 65. The action was considered successful if the students’ mean score reached 75 or under the category B+, and the lowest score the students obtain was not less than 65.

Introduction/Literature Review

          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? And the most important past findings on this topic is 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.

Methods

         This research was categorized as Classroom Action Research (CAR), because this research was focused on the teaching and learning activities in the classroom. This action made to improve the students’ reading comprehension skill through text structure tasks. Two observers were needed to observe the class, because to avoid subjectivity in data collection. One observer observed the students’ activities and the other observer observed the teacher’s activity during the classroom instruction. The research was conducted at the English Department of FKIP Unisma which is located at Jalan MT. Haryono 193 Malang. The researcher was one of the teachers of the English program of Unisma; therefore he was familiar with this program. The subjects of this research were the fourth semester students who were taking reading IV. This research was using the fourth semester students for the subjects because they often complained that the new students did not have even moderate English background. This research was using qualitative method by observed the students’ activities and the teacher’s activity in the classroom.

Findings

        The teacher may use a wide range of procedures in presenting the reading materials in the classroom, such as Pre-Reading and Whilst-Reading Stage. (1) Pre-Reading. There were three activities that the teacher did in this stage. First, opening the lesson, the teacher usually did that by greeting the students by saying “Good Morning or Good Afternoon”. Second, checking the students’ attendance, to spend the time efficiently the teacher usually asked the captain who were absent. Third, activating the students’ schemata is the main part of the pre-reading stage. According to Vacca & Vacca (2005), schemata activation is the mechanism by which the students access what they know and match it to the information in the text. (2) Whilst-Reading Stage. There are some activities are done in the whilst-reading stage. First of all, the teacher passes out copies of question concerning to the text structure. The second time is for the students to identify the signal words. And then the discussion goes on to text structure identification. a) Step One. Asking type of writing the writer use. b) Step Two. Asking the students to find the way the writer organizes the text. c) Step Three. Asking the students to find how the text is developed. d) Step Four. Asking the students to work in pair and find how the idea is classified into groups. e) Step Five. Asking the students to find what the main idea of paragraph is. This task is asking the students read paragraph by paragraph and asking the students to find the main idea of each paragraph. f) Step Six. Asking the students to find how each paragraph is related to each other. g) Post-Reading Stage. In the post-reading stage, comprehension question are used as post test. This is done to reinforce the skill or knowledge gained in the lesson. This post test is also used to evaluate the effectiveness of the strategy the teacher uses, and to emphasizing the main points of the teaching.

Conclusion

   Text Structure Tasks which are prepared can improve the English students’ reading comprehension skill of Unisma. It is shown by the increasing students’ mean score 67.65 in pre-test to 75.88 in post-test. There are six steps done to improve the students’ reading comprehension through text structure tasks. That is: 1) asking the students the type of writing the writer  uses; 2) asking the students to find the way the writer organizes the text; 3) asking the students to find how the text is developed; 4) asking the students to work in pair and find how the idea is classified into groups; 5) asking the students to find what the main idea of paragraph is; and 6) asking the students to find how each paragraph is related to each other.

If you’re want to read the original article of journal, you can click the link below ⇣⇣⇣

https://www.researchgate.net/publication/316470121_Improving_Students’_Reading_Comprehension_Through_Text_Structure_Tasks 

Thank You for Reading 😉

Comparison of Article of Journal

Hello Everyone😉

Welcome to My Blog^-^

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^^

Journal, Article of Journal & Component of Article of Journal

• What is a Journal?

Journal is the publication of books that contain parts called article and is a type of scientific work. Journal is the result of published research or thought published by qualified and ethical science. In journal writing, technique and style are crucial. This would put them in a form that met the minimum scientific requirements, broadly applied to them, and aspirated all the results they had studied.

• What is an Article of Journal?

The article is the naming of manuscripts of a scientific work published in a journal. In journals, most articles have the same structure. Generally articles in a journal consists of titles, lines of possessions, abstractions, keywords, introductions, methods, results and discussions, conclusions and suggestions, and references. Article in a journal are compiled by the editor council in a perfect order of acceptance. Thus, journals are designated the ISSN standard series (International Standard Series Number).

• Component of Article of Journals

Articles for scientific journals are divided into two types, namely, study articles and conceptual ideas articles. Both articles have different components. The first component study article is a study report, and then the author examines the study’s report into a study. As for the conceptual ideas, however, the underlying ideas are the writer’s thoughts, or ideas, and these are coupled with those of the author or master. And the components of the article for a scientific journal generally consist of introduction, discussion, and conclusion. The contents of the components of personal written articles can be reproduced according to the purpose of the writer. 

References:

       Nasution, M. (2017). Teknik Penulisan Karya Ilmiah. Jurnal Nasional, 4. doi:10.13140/RG.2.2.15424.43526/1

       Tabrani, ZA. (2018). Menulis Artikel Ilmiah untuk Jurnal. doi:10.13140/RG.2.2.31714.38081

       Syabariyah, S. (2014). Jenis dan Komponen Artikel Ilmiah. Jurnal Keperawatan Indonesia, 6(2), pp.77-80

Link Article of Journal:

https://www.researchgate.net/publication/316470121_Improving_Students'_Reading_Comprehension_Through_Text_Structure_Tasks

"Strategies of Teaching Professional Vocabulary in Professional English"

Strategies of Teaching Professional Vocabulary in Professional English

This time, I will share the results of my analysis of the problems in learning English. Here get a journal entitled “Techniques of Teaching Professional Vocabulary with Special Reference to Vocabulary used in Media”. This journal emphasizes professional vocabulary, meaning vocabulary which in learning uses specific strategies or techniques. The problem here is student confusion due to lack of clear knowledge about professional vocabulary. This journal also discusses the importance of professional English vocabulary.

What is professional vocabulary? Professional vocabulary is a professional vocabulary that has a requirement that is vocabulary which is part of applied linguistics, but with the principles of its own terminologies theory. And has its own applied goals. Then, the importance of professional English vocabulary. Professional English is a special form of English that allows students to meet their urgent English language needs in certain vocations or professions. Professional English is different from general English. Where in professional English has professional vocabulary, consisting of vocabulary or special techniques of words and jargon. Based on the definition of the Oxford learner dictionary, jargon is “words or expressions used by people of certain professions or groups of people, and difficult for others to understand (p.693)”.

Furthermore, the strategy in teaching professional vocabulary. Usually the strategy used in teaching vocabulary is to use memorization strategies. But here, there are several strategies for teaching or learning vocabulary, namely using dictionaries, semantic mapping, deduction of meaning from context, affiliation, learning words to flash cards, word puzzles and reading comprehension. There are various advantages to using this strategy in vocabulary teaching. The use of dictionaries is an independent way of vocabulary teaching. Semantic mapping provides a visual that represents the relationship between words, this is an effective strategy in teaching vocabulary that makes students compare and distinguish words from the same category. The affiliation process helps students learn to define key vocabulary concepts with a focus on the word part. Learning vocabulary using flash cards is one of the easiest strategies in teaching vocabulary, using pictures can improve the learning process and make students find words. Then the most interesting vocabulary strategy is the word puzzle strategy. Reading comprehension is also a teaching strategy that is widely used because it can enable students to get information from texts that help explain the meaning of words or groups of words.

The most important key of all strategies is that if more students are exposed to words that are stronger in their understanding of words and their meanings, they will give many opportunities for students to use them, both verbally and in writing. The strategies or activities above are contrary to learning that uses memorization strategies. Because rote strategy is considered as a very old and conventional learning strategy. Through professional vocabulary learning strategies students can get more words in a fast or limited period. Can also prepare students if they have to use professional English in urgent situations.

Reference:

       Sarifa, N. (2018). International Journal of Linguistics, Literature & Translation. 1(4).

DOI: 10.32996/ijllt.2018.1.4.6