Reading Comprehension of Descriptive Text

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ENHANCING THE STUDENTS’ READING COMPREHENSION OF DESCRIPTIVE TEXT BY USING QUANTUM READING AT THE STUDENTS OF CLASS VIII G OF MTs N 1 KUDUS IN THE ACADEMIC YEAR 20132014 (A CLASSROOM ACTION RESEARCH) SKRIPSI

ENHANCING THE STUDENTS’ READING COMPREHENSION OF DESCRIPTIVE TEXT BY USING QUANTUM READING AT THE STUDENTS OF CLASS VIII G OF MTs N 1 KUDUS IN THE ACADEMIC YEAR 20132014 (A CLASSROOM ACTION RESEARCH) SKRIPSI

Firstly, the writer would like to praise highly and express his gratitude to Allah SWT the almighty, the most merciful, the eternal hope, who has given him his mercy, guidance, and accompaniment, and allowed him to accomplish this skripsi. This skripsi belongs to a Classroom Action Research (CAR) and is entitled “Enhancing the Students’ Reading Comprehension of Descriptive Text by Using Quantum Reading at the Students of Class VIII G of MTs N 1 Kudus in the Academic Year 2013/2014 (A Classroom Action Research) ”.
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THE READING COMPREHENSION OF DESCRIPTIVE TEXT OF THE EIGHTH GRADE STUDENTS OF SMP NU AL MA’RUF KUDUS TAUGHT BY USING CRAZY PROFESSOR READING GAME IN ACADEMIC YEAR 20112012

THE READING COMPREHENSION OF DESCRIPTIVE TEXT OF THE EIGHTH GRADE STUDENTS OF SMP NU AL MA’RUF KUDUS TAUGHT BY USING CRAZY PROFESSOR READING GAME IN ACADEMIC YEAR 20112012

Based on data analysis, it is found that the reading comprehension of descriptive text before they got Crazy Professor Reading Game is low. While the ability to read students' understanding of descriptive text after they got Crazy Professor Reading Game is classified as good. T-test calculations show to>tt. The calculation of t-observation shows 5.55 is higher than t-table 2.042 with a significant level of 0.05. This means that there are significant differences between students' mastery of reading comprehension Eighth Grade Students of SMP NU AL MA’RUF Kudus who taught before and after being taught by using the Crazy Professor Reading Game.
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USING TEXT-RELATED PICTURE TO INCREASE STUDENTS’ READING COMPREHENSION OF DESCRIPTIVE TEXT

USING TEXT-RELATED PICTURE TO INCREASE STUDENTS’ READING COMPREHENSION OF DESCRIPTIVE TEXT

Abstract: Reading as one of the language skills needs to be developed at various levels of education so that students are able to understand the contents of the reading well, especially texts that use the English language. This study aims to discuss one way to solve students’ problem in reading descriptive text which is by using text-related picture. The text used is descriptive text. In this activity, the teacher shows the picture that is related to the text that will be given. The teacher asks the students about the pictures and brainstorms their knowledge about the picture. Therefore, it is expected to the English teachers to be able to develop the students' reading skill by using the right strategy so that the students can understand the English reading texts quickly and easily. Through this image media teachers can guide students to the text to be learned. Finally the authors hope this paper can be useful for English teachers as an alternative strategy applied in teaching reading.
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THE EFFECT OF RECIPROCAL TEACHING ON STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION OF DESCRIPTIVE TEXT.

THE EFFECT OF RECIPROCAL TEACHING ON STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION OF DESCRIPTIVE TEXT.

It is because the teacher still used the lecture method which can not improve students’ achievement in reading com prehension. The teacher did not want tried to use the new method to make students more active and can improve their reading comprehension. Skills students should have knowledge in many aspects especially in academic terms. One of the ways to get more knowledge is by reading, because without reading they will find difficulties to get knowledge and without knowledge the students will find difficulties in achieving the good score.
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Improping student's reading comprehension of descriptive text through textual teaching and learning (CTL)

Improping student's reading comprehension of descriptive text through textual teaching and learning (CTL)

In conducting teaching learning process, the teacher should follow the curriculum recommended. It is line with the Decree of the Minister of Education number 22/ 2006 about the national content standard composed by BNSP. It is mentioned that “teaching learning process of English language consists of four skills; they are Listening, Speaking, Reading, and Writing. 1 Listening and reading are called receptive skills, since they only receive the word without producing the words. Speaking and writing are called productive skills, because those skills produce words in different ways. By producing the words they can express their feeling or message in verbal or non verbal. As one of four language skills, reading has own characteristic. Reading provides some activities to help the reader comprehend the written expressions. The reader can get a lot of knowledge, information, enjoyment, or even problem solution.
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THE READING COMPREHENSION OF DESCRIPTIVE TEXT OF THE TENTH GRADE STUDENTS OF MA NU NURUL ULUM JEKULO KUDUS IN ACADEMIC YEAR 2011 2012 TAUGHT BY USING SUGGESTOPEDIA

THE READING COMPREHENSION OF DESCRIPTIVE TEXT OF THE TENTH GRADE STUDENTS OF MA NU NURUL ULUM JEKULO KUDUS IN ACADEMIC YEAR 2011 2012 TAUGHT BY USING SUGGESTOPEDIA

The subject of the research was the tenth grade students of MA NU Nurul Ulum Jekulo Kudus of academic year 2011/ 2012 who are taking English subject. This research was hypothesized that Suggestopedia can enhance reading comprehension of tenth grade students of MA NU Nurul Ulum Jekulo Kudus in academic year 2011/2012. The design of this research was experimental research because it is to find out whether there is effect relation to the variable or not. And There was only one experimental group in this research.
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THE EFFECT OF EXPERIENCE TEXT RELATIONSHIP (ETR) ON STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION OF DESCRIPTIVE TEXT.

THE EFFECT OF EXPERIENCE TEXT RELATIONSHIP (ETR) ON STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION OF DESCRIPTIVE TEXT.

Harmer (2003:208) states that students sometimes have low expectation in reading comprehension. They find it difficult to comprehend the content of the text, and they feel bored and so it reduces the motivate of students. It is caused by some factors, they are: the difficulties of certain words, and they got difficulties to convey the meanings to the whole paragraph, and also the topic is not interesting, and the less of concentration.

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1 THE EFFECTIVENESS OF RECIPROCAL TEACHING IN TEACHING READING COMPREHENSION OF DESCRIPTIVE TEXT

1 THE EFFECTIVENESS OF RECIPROCAL TEACHING IN TEACHING READING COMPREHENSION OF DESCRIPTIVE TEXT

Reciprocal teaching is a technique which gives the priority to a process of comprehends text by using four steps which is done by the teacher and the students to build their speculation about the text. Reciprocal teaching is an instructional model which is first developed by Pallinscar and Brown in 1984. As stated by Klingner, J. K. & Vaughn, S. (1996, p. 276) the reciprocal teaching is an instruction that is developed to help students who can decode the language but have difficulty in comprehending the text. In this model, the students are taught to use the four strategies of predicting, questioning, clarifying and summarizing. This technique was originally designed to improve comprehension for middle school students who could decode but have difficulty comprehending text. Students will learn in group and the teacher will have the same role with the students during this activity. In order words, reciprocal teaching is regarded as an interaction between two people or more gain same purpose cooperatively.
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Buku Siswa Mata Pelajaran Bahasa Inggris Kelas X

Buku Siswa Mata Pelajaran Bahasa Inggris Kelas X

If you go to Batu city in East Java, do not forget to visit Cuban Rondo. Cuban Rondo is a must-see waterfall because of it spectacular scenery. The irst amazing natural charm to enjoy is the huge greenish rock. The gigantic rock and its vegetation that surrounds the waterfal soar high into the sky. The top of the rock bends inward so that when we stand close to the waterfal, we will feel as if we were inside of a gigantic cave or a bowl giant. The greatness of the nature will make you feel very small and price God The second scenery to enjoy is the waterfall itself. from the top of the soaring rock, huge amount of water continuously falls down, splash on the large black stones at the bottom of the waterfall, and forms a shallow small lake and stream. The water in the lake and stream crystal clear and icy cold. The wind that blow the falling water and the splash produce millions of tiny droplets of water. The wind can blow your boat. The droplets covers the small lake and visitors in mist. Yes, you will get wet. But you can go to the mall. When the sunlight shine through the cold tiny droplets, you will see rainbows on the earth, not in the sky, that seems close enough to you the senery is breathtaking. End the trip with something that can warm you up. In the rest area, you can buy roasted sweet corns. If that is not enough, you can also buy drinks hot delicious and meatball soup hot. When you go home, leave nothing in the area but your footsteps and bring home only your memory unforgettabel about the beautiful Cuban Rondo Waterfall.
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The Use of Directed Reading Teaching Activity in teaching Narrative Text Reading– A Case of Eighth Graders Students of SMP Negeri 19 Semarang

The Use of Directed Reading Teaching Activity in teaching Narrative Text Reading– A Case of Eighth Graders Students of SMP Negeri 19 Semarang

The concept of reading comprehension could be bottom-up and top-down approaches. Nunan (1989:33) mentions that with the bottom-up approach, the reading is viewed as a process of decoding written symbols, working from smaller units (individual letter) to larger ones (words, clauses and sentences). According to Olson and Diller (1982: 42), what is meant by reading comprehension is a term used to identify those skills needed to understand and apply information contained in a written material. This statement is supported by Harris and Sipay (1980: 179), who say that reading comprehension ability is taught to be a set of generalized knowledge acquisition skills that permits people to acquire and exhibit
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THE EFFECT OF V DIAGRAM TECHNIQUE ON STUDENTS` READING COMPREHENSION ACHIEVEMENT IN DESCRIPTIVE TEXT.

THE EFFECT OF V DIAGRAM TECHNIQUE ON STUDENTS` READING COMPREHENSION ACHIEVEMENT IN DESCRIPTIVE TEXT.

Novilda Angela Saragih. 2113121052. The Effect of V Diagram Technique on Students’ Reading Comprehension Achievement in Descriptive Text. A Thesis. Faculty of Languages and Arts, State University of Medan. 2015. This study deals with the effect of V Diagram Technique on students’ comprehension achievement in reading descriptive text. The objective of the study is to find out whether this technique significantly affects the students’ comprehension achievement in reading descriptive text or not. This study was conducted by using experimental design. The population of the study was the students of grade XI of SMA Negeri 1 Percut Sei Tuan in the academic year 2015/2016, where there were 5 classes of XI Science (IA) and there were two classes were selected as the sample by applying cluster random sampling. The sample was divided into two groups. The Control group (XI.MIA 1) was taught by conventional method, while the experimental group (XI.MIA 2) was taught by applying V Diagram Technique. The data of the study were obtained from the students’ score of reading test. To determine the reliability of the test, the writer used Kuder Richardson formula (KR20). Based on the data calculation, it was showed that the coefficient of reliability of the test was 0.69. It showed that the test was reliable and the reliability was high. There were two data used in this study namely pre-test and post-test. The data were analyzed by applying t-test formula. After analyzing the data, the result of the study showed that t-observed (5.6) was higher than t-table (2.00) (t- observed ˃ t -table) at the level of significance of α = 0.05 and at the degree of freedom (df) = 58. It can be concluded that V diagram technique significantly affects on the students’ comprehension achievement in reading descriptive text or in other words the hypothesis is accepted.
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THE EFFECT OF CONTEXTUAL GUESSING TECHNIQUE ON STUDENTS READING COMPREHENSION ACHIEVEMENT IN DESCRIPTIVE TEXT.

THE EFFECT OF CONTEXTUAL GUESSING TECHNIQUE ON STUDENTS READING COMPREHENSION ACHIEVEMENT IN DESCRIPTIVE TEXT.

All praises and the greatest thankfulness to almighty Allah SWT who has blessed, given time opportunity, health and mercy to the writer in finishing this thesis entitled “The Effect of Contextual Guessing Technique on Students’ Reading Com prehension Achievement in Descriptive Text” to fulfill the requirements for the degree of Sarjana Pendidikan (S.Pd) at English Department, Faculty of Language and Arts, State University of Medan.

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THE READING COMPREHENSION IN DESCRIPTIVE TEXT OF THE SEVENTH GRADE STUDENTS OF MTs NEGERI GEMBONG PATITAUGHT BY USING CIRC (COOPERATIVE INTEGRATED READING ANDCOMPOSITION) METHOD IN THE ACADEMIC YEAR 20112012

THE READING COMPREHENSION IN DESCRIPTIVE TEXT OF THE SEVENTH GRADE STUDENTS OF MTs NEGERI GEMBONG PATITAUGHT BY USING CIRC (COOPERATIVE INTEGRATED READING ANDCOMPOSITION) METHOD IN THE ACADEMIC YEAR 20112012

The writer did the research for the seventh grade students of MTs NegeriGembongPati in the academic year 2011/2012.This research used the one group pretest posttest design.There were 145 students. Here, the writer uses cluster random sampling technique to determine the sample. Finally, the class for the experimental group is VII B. Pre-test is given to the students in the experimental groups. Then, they are taught descriptive texts by using CIRC method and then are given a post-test

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IMPROVING STUDENTS’ READING COMPREHENSION ON DESCRIPTIVE TEXT BY USING JIGSAW

IMPROVING STUDENTS’ READING COMPREHENSION ON DESCRIPTIVE TEXT BY USING JIGSAW

discussion section in the expert groups became shorter and forced the teacher to struggle in guiding the group discussion because all the expert groups needed to have a discussion about the purposive topics. In addition, the information inside of the text was not explored well by the students during the discussion and let them to become lack in comprehending the text. In the discussion, there were certain students in which truly learned and discussed between them. This caused all of group members got different income of information that needed to deliver in their home groups later. Moreover, there were only several students who brought their dictionary so it took long time to find the meaning of words they did not know, some students disturbed their other friends and wasting the time by only waiting the turn to use the dictionary. These problems impacted to the students’ assessment result in the first cycle in which they got 60.75 in the average that was not a good result because almost of the students were not pass the standard’s score. Third problems were the students’ participations during the lesson. Students was mostly passive in the first cycle in which they did not ask many questions and did not involve during the discussion. Yet they tended to be passive when the teacher asked them to discuss or to conclude the lesson. In the questions section there were none of the students asking to the teacher. These were proved by the observation list in which the writer filled.
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THE EFFECT OF CONCEPT MAPPING STRATEGY ON STUDENTS’ READING COMPREHENSION ACHIEVEMENT IN DESCRIPTIVE TEXT.

THE EFFECT OF CONCEPT MAPPING STRATEGY ON STUDENTS’ READING COMPREHENSION ACHIEVEMENT IN DESCRIPTIVE TEXT.

Specifically, students also found difficulties in reading comprehension. They found difficulties to extract the idea and informations included in a text. They often focused on a long written text and read the text repeatedly to find the key concepts. It made students trapped in boredom and even frustration. They did not know how to find the purpose of their reading. Written text is hard to remember and it forces students to read it again and again to find an information. The problems are caused by the teacher who did not encourage them to activate their prior knowledge in pre- reading activity.
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IMPROVING STUDENTS DESCRIPTIVE TEXT IN READING COMPREHENSION BY APPLYING SKIMMING METHOD.

IMPROVING STUDENTS DESCRIPTIVE TEXT IN READING COMPREHENSION BY APPLYING SKIMMING METHOD.

Johnton (1980:20) states that reading comprehension as a complex behavior which involves conscious and unconscious use of strategies, including problem solving strategies, to build a model of the meaning which the writer is assume to have intended .In teaching reading, instructors need to be involved in helping language learner acquire the literate skill which aid them in comprehending texts in English standard.

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THE EFFECT OF START WITH SIMPLE STORIES EXTENSIVE READING (SSS ER) METHOD ON STUDENTS READING COMPREHENSION ACHIEVEMENT IN NARRATIVE TEXTS.

THE EFFECT OF START WITH SIMPLE STORIES EXTENSIVE READING (SSS ER) METHOD ON STUDENTS READING COMPREHENSION ACHIEVEMENT IN NARRATIVE TEXTS.

Another previous study conducted by Han (2009), in Spanish majoring of South Korea, found that SSS ER method is affected wel l to the students’ reading comprehension. The students could improve their vocabulary little by little. It really helps students to leave their habit to memorize vocabularies. After reading simple stories as much as possible, they would have many vocabularies. Then, they would be able to comprehend the text easily. It starts higher progress from the simple stories.

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A. Related Study - Effects of lexical simplification toward vocabulary mastery and reading comprehension of the Eleventh Grade IPA Students at SMA Muhammadiyah Palangka Raya - Digital Library IAIN Palangka Raya

A. Related Study - Effects of lexical simplification toward vocabulary mastery and reading comprehension of the Eleventh Grade IPA Students at SMA Muhammadiyah Palangka Raya - Digital Library IAIN Palangka Raya

By using lexical simplification reduce the perceived difficulty of texts. Perceived text difficulty in learning from text can be difficult. For a text to be effective at conveying information, students need to be both willing to read it (perceived difficulty) and capable of understanding its contents. Not all readers understand the information in the text they read. Of the text and their topics are often difficult and the reader would benefit from atext written in an easier form. Reducing the actual difficulty of a text in an efficient manner is a difficult task.And this effect was mainly due to worse scores for function words but not for content word. 29
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THE COMPARISON BETWEEN CIRC (COOPERATIVE INTEGRATED READING AND COMPOSITION) AND JIGSAW TO TEACH RECOUNT TEXT (An Experimental Research at 11th Grader Students of SMA N 1 Pegandon in the Academic

THE COMPARISON BETWEEN CIRC (COOPERATIVE INTEGRATED READING AND COMPOSITION) AND JIGSAW TO TEACH RECOUNT TEXT (An Experimental Research at 11th Grader Students of SMA N 1 Pegandon in the Academic

In order to master English, people need to learn the four language skills as of paramount importance in English; one of them is the reading skill. Because of it, the reading skill has become the subject that is taught for students at the school. Teachers use many kinds of teaching techniques to make students easily understand reading materials and finally they are able to read the text and understand it well. Jigsaw is the example of cooperative learning which is commonly used by teachers to teach reading in class. It contains more group discussion which gives students more chances to interact with their friends. Another example of cooperative learning technique which can be used to teach reading in class is CIRC. This technique is rarely used by teachers and it is also unfamiliar for the researcher, so the researcher conducted this Final Project in order to know which is more effective between CIRC and Jigsaw to teach reading especially to teach recount text.
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THE INFLUENCE OF USING SYNTAX SURGERY TECHNIQUE TOWARDS STUDENTS’ READING COMPREHENSION IN DESCRIPTIVE TEXT AT THE SECOND SEMESTER OF THE TENTH GRADE OF SMK GAJAH MADA BANDAR LAMPUNG IN THE ACADEMIC YEAR OF 2016/2017 - Raden Intan Repository

THE INFLUENCE OF USING SYNTAX SURGERY TECHNIQUE TOWARDS STUDENTS’ READING COMPREHENSION IN DESCRIPTIVE TEXT AT THE SECOND SEMESTER OF THE TENTH GRADE OF SMK GAJAH MADA BANDAR LAMPUNG IN THE ACADEMIC YEAR OF 2016/2017 - Raden Intan Repository

Firstly, the writer identify a sentence that causing difficulty. It may be a sentence that the students has spoken where the home language word order conflicts with English word order, or it may be a complex sentence in reading that is causing confusion. Write the sentence in sentence strip and reread the sentence aloud with the students, then cut the sentence apart in the place or places difficulty. In complex sentence, the teacher can cut the clause of the sentence.Rearrange the words in a pocket chart or on the chalk rail in the correct English sequence. Place “She was wearing a green sweater” on the chart and say. “This is the way we say it in English.” Reading the sentence with the correct Engli sh word order. Reaffirm the students’ knowledge of the home language by rebuilding the sentence in the original order and say. “This would be the right order or the words in Spanish” (or other language) “but we say it this way in English.” And
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