The document presents a research proposal that aims to investigate the correlation between students' motivation and reading comprehension at the 9th grade of SMPN 03 Kotabumi in the 2020/2021 academic year. It begins with an introduction that provides background on issues with students' reading comprehension and identifies their lack of vocabulary, practice, comprehension skills, and motivation. The study will focus on the correlation between motivation and comprehension. It reviews relevant theories and concepts, presents a framework and hypothesis, and describes the quantitative methodology that will include motivation and comprehension tests, validity and reliability analysis, and statistical analysis to test the hypothesis.
This document is a research paper written by Miysaa Salim Al-Nasseri that examines the effect of reading aloud activities on the reading comprehension of Grade 8 students in Oman. The paper consists of 5 chapters: introduction, literature review, methodology, findings and discussion, and conclusion. The introduction discusses the importance of reading aloud and outlines the aims, objectives, and research questions of the study. The literature review defines key terms and reviews previous research showing that reading aloud can lead to improved comprehension. The methodology chapter describes how the study will use document analysis to compare comprehension test scores of students who read aloud versus silently. Preliminary findings indicate students who read aloud and discussed the text scored higher on comprehension questions. The paper
This document outlines the background, objectives, research questions, and significance of a study investigating the use of self-questioning reading strategies to improve reading comprehension among Malaysian secondary school students. Specifically:
- The study aims to examine the pedagogical approach and effectiveness of self-questioning strategies, as well as student attitudes towards these strategies.
- Previous research found self-questioning to be an effective comprehension strategy, though it has not been extensively studied in Malaysia.
- The study aims to address the Malaysian education goal of developing critical thinking by applying self-questioning techniques in reading.
- Relevant theories discussed include schema theory, cognitive load theory, and self-questioning theory, which
This document discusses a study on the effect of schema theory on reading comprehension of fourth semester students in the English Language Education study program at Muhammadiyah University of Bengkulu. It provides background information on reading as an interactive mental process and introduces schema theory and its relationship to reading comprehension. The study aims to determine if there is a significant difference in reading post-test scores between students who were taught using schema theory and those who were not. It will use a quasi-experimental design and involve pre- and post-tests. The results are expected to provide insights into teaching techniques that can improve student reading motivation and comprehension skills.
The document reviews previous research on note-taking strategies and their benefits. Longman et al (1999) found that summarizing information aids student understanding and memory of lectures. Bates (2000) found that note-taking supports learning by working together with reading strategies. Dhann (2001) confirmed that note-taking helps students remember material and aids reviewing for assignments. Pearce et al (2003) used summarizing as a helpful way to understand main ideas and details. Boch et al (2005) found note-taking fulfills functions of recording information and aiding reflection to build an external memory. Ruschhaupt (2010) and Velliaris (2010) concluded note-taking is beneficial for organizing points, concentration
The effectiveness of direct learning in academic writing referred to students...Alexander Decker
(1) The study examined the effectiveness of three teaching methods (Direct Learning, Inquiry Learning, and Problem Based Learning) on academic writing skills and the influence of reading habits (high vs. low).
(2) It found that Direct Learning was the most effective method for improving academic writing, while Inquiry Learning and Problem Based Learning had similar effectiveness. High reading habits also had more influence on academic writing skills.
(3) Additionally, there was an interaction between the teaching methods and reading habits - the method's effectiveness depended on whether students had high or low reading habits.
The study was carried out to determine the effect of stop, think and talk activities on the performance of students in reading comprehension in junior secondary schools in Federal Capital Territory (FCT) Abuja. The study was carried out using a quasi-experimental pretest-posttest research design. The target population of the study comprised of 16,925 JSII students. A sample size of 100 JSII students from two secondary schools in the Federal Capital Territory (FCT) Abuja, were purposely sampled in the study. Sixty five (65) students from Government Junior Secondary School, Apo and thirty five (35) from Government Junior Secondary School, Garki were used for the study. Both groups of students were taught for six (6) weeks. Government Junior Secondary School, Apo was assigned as the experimental group while Government Junior Secondary School, Garki was assigned as the control school. Students were pre-tested to establish their homogeneity before the commencement of the treatment. They were taught for six (6) weeks and were tested using retelling test as an instrument. Data collected from students’ test scores was analysed using mean and standard deviation, while t-test was used to test the formulated null hypothesis at 0.05 level of significance. Findings of the study revealed that “stop, think and talk” activities had significant effect on students’ performance in reading comprehension. In fact, the experimental group which was exposed to stop, think and talk activities had better understanding of the reading comprehension passages given to them. The result further revealed that students in experimental group were more active, responsive and paid more attention to details concerning the main ideas in the passages read. Based on the findings, it was recommended that teachers should be encouraged to use “stop, think and talk” activities in reading comprehension lessons. Such activities should be provided before, during and after every reading comprehension passage to enhance and facilitate students’ reading abilities. Curriculum planners should provide activities that would encourage students to “stop, think and talk” to make reading comprehension lesson more purposeful and meaningful.
The document summarizes a research study on improving grade 6 students' comprehension of narrative texts through cooperative integrated reading at Calo Elementary School. The study found that only 25% of students were performing at an adequate level based on a pre-test. It then implemented cooperative integrated reading strategies including direct instruction, group activities, and writing exercises. A post-test found that the strategies improved students' comprehension levels. The study aimed to identify challenges students faced and develop plans to further enhance their comprehension skills.
The Effect of Schema Theory on Reading ComprehensionDhe Dhe Sulistio
This chapter introduces the background, research question, objectives, significance, limitations, and definitions of key terms for the study. The background discusses how reading is an active mental process that involves using both direct and implicit information. Three main reading models are described: bottom-up, top-down, and interactive. The research question aims to determine the effect of schema theory on reading comprehension for fourth semester students. The objective is to know if schema theory affects reading scores. The significance is that the results could help improve teaching techniques and student motivation. The study is limited to fourth semester students in one academic year. The hypothesis is that there will be a significant difference in reading scores between students who are given schema versus those who are not.
This document is a research paper written by Miysaa Salim Al-Nasseri that examines the effect of reading aloud activities on the reading comprehension of Grade 8 students in Oman. The paper consists of 5 chapters: introduction, literature review, methodology, findings and discussion, and conclusion. The introduction discusses the importance of reading aloud and outlines the aims, objectives, and research questions of the study. The literature review defines key terms and reviews previous research showing that reading aloud can lead to improved comprehension. The methodology chapter describes how the study will use document analysis to compare comprehension test scores of students who read aloud versus silently. Preliminary findings indicate students who read aloud and discussed the text scored higher on comprehension questions. The paper
This document outlines the background, objectives, research questions, and significance of a study investigating the use of self-questioning reading strategies to improve reading comprehension among Malaysian secondary school students. Specifically:
- The study aims to examine the pedagogical approach and effectiveness of self-questioning strategies, as well as student attitudes towards these strategies.
- Previous research found self-questioning to be an effective comprehension strategy, though it has not been extensively studied in Malaysia.
- The study aims to address the Malaysian education goal of developing critical thinking by applying self-questioning techniques in reading.
- Relevant theories discussed include schema theory, cognitive load theory, and self-questioning theory, which
This document discusses a study on the effect of schema theory on reading comprehension of fourth semester students in the English Language Education study program at Muhammadiyah University of Bengkulu. It provides background information on reading as an interactive mental process and introduces schema theory and its relationship to reading comprehension. The study aims to determine if there is a significant difference in reading post-test scores between students who were taught using schema theory and those who were not. It will use a quasi-experimental design and involve pre- and post-tests. The results are expected to provide insights into teaching techniques that can improve student reading motivation and comprehension skills.
The document reviews previous research on note-taking strategies and their benefits. Longman et al (1999) found that summarizing information aids student understanding and memory of lectures. Bates (2000) found that note-taking supports learning by working together with reading strategies. Dhann (2001) confirmed that note-taking helps students remember material and aids reviewing for assignments. Pearce et al (2003) used summarizing as a helpful way to understand main ideas and details. Boch et al (2005) found note-taking fulfills functions of recording information and aiding reflection to build an external memory. Ruschhaupt (2010) and Velliaris (2010) concluded note-taking is beneficial for organizing points, concentration
The effectiveness of direct learning in academic writing referred to students...Alexander Decker
(1) The study examined the effectiveness of three teaching methods (Direct Learning, Inquiry Learning, and Problem Based Learning) on academic writing skills and the influence of reading habits (high vs. low).
(2) It found that Direct Learning was the most effective method for improving academic writing, while Inquiry Learning and Problem Based Learning had similar effectiveness. High reading habits also had more influence on academic writing skills.
(3) Additionally, there was an interaction between the teaching methods and reading habits - the method's effectiveness depended on whether students had high or low reading habits.
The study was carried out to determine the effect of stop, think and talk activities on the performance of students in reading comprehension in junior secondary schools in Federal Capital Territory (FCT) Abuja. The study was carried out using a quasi-experimental pretest-posttest research design. The target population of the study comprised of 16,925 JSII students. A sample size of 100 JSII students from two secondary schools in the Federal Capital Territory (FCT) Abuja, were purposely sampled in the study. Sixty five (65) students from Government Junior Secondary School, Apo and thirty five (35) from Government Junior Secondary School, Garki were used for the study. Both groups of students were taught for six (6) weeks. Government Junior Secondary School, Apo was assigned as the experimental group while Government Junior Secondary School, Garki was assigned as the control school. Students were pre-tested to establish their homogeneity before the commencement of the treatment. They were taught for six (6) weeks and were tested using retelling test as an instrument. Data collected from students’ test scores was analysed using mean and standard deviation, while t-test was used to test the formulated null hypothesis at 0.05 level of significance. Findings of the study revealed that “stop, think and talk” activities had significant effect on students’ performance in reading comprehension. In fact, the experimental group which was exposed to stop, think and talk activities had better understanding of the reading comprehension passages given to them. The result further revealed that students in experimental group were more active, responsive and paid more attention to details concerning the main ideas in the passages read. Based on the findings, it was recommended that teachers should be encouraged to use “stop, think and talk” activities in reading comprehension lessons. Such activities should be provided before, during and after every reading comprehension passage to enhance and facilitate students’ reading abilities. Curriculum planners should provide activities that would encourage students to “stop, think and talk” to make reading comprehension lesson more purposeful and meaningful.
The document summarizes a research study on improving grade 6 students' comprehension of narrative texts through cooperative integrated reading at Calo Elementary School. The study found that only 25% of students were performing at an adequate level based on a pre-test. It then implemented cooperative integrated reading strategies including direct instruction, group activities, and writing exercises. A post-test found that the strategies improved students' comprehension levels. The study aimed to identify challenges students faced and develop plans to further enhance their comprehension skills.
The Effect of Schema Theory on Reading ComprehensionDhe Dhe Sulistio
This chapter introduces the background, research question, objectives, significance, limitations, and definitions of key terms for the study. The background discusses how reading is an active mental process that involves using both direct and implicit information. Three main reading models are described: bottom-up, top-down, and interactive. The research question aims to determine the effect of schema theory on reading comprehension for fourth semester students. The objective is to know if schema theory affects reading scores. The significance is that the results could help improve teaching techniques and student motivation. The study is limited to fourth semester students in one academic year. The hypothesis is that there will be a significant difference in reading scores between students who are given schema versus those who are not.
1. There has been growing interest in research on the role of emotions in academic settings and how emotions shape student engagement and learning.
2. Six contributions to a special issue focus on the link between students' emotions and their academic engagement, examining how emotions emerge and influence engagement and achievement.
3. The studies use various theoretical perspectives and methodologies to assess specific emotions, affective states, and emotional traits and their relationship to engagement during learning activities like small group work and homework.
Digital Storytelling Project-Walden Universityholloway1
This presentation discusses analyzing literate environments and selecting appropriate texts for emergent and beginning literacy learners. It describes assessing learners' skills through tasks that evaluate story retelling, word recognition, and phonemic awareness. Lesson plans are presented that focus on listening comprehension, concepts about print for an emergent learner, and building fluency and comprehension for a beginning learner through inference, prediction, and recall activities.
The document discusses key aspects of literacy instruction for early readers. It defines literacy as the competence students acquire in both writing and reading. It emphasizes the importance of getting to know individual students' interests, motivation and reading levels through formal and informal assessments. The document also discusses selecting texts based on student assessments and differentiating instruction to meet student needs through interactive, critical and response perspectives that promote strategic reading and critical thinking.
This document summarizes a study that examines the effectiveness of the Students Team-Achievement Division (STAD) teaching method compared to direct instruction on students' reading ability, considering students' reading anxiety levels. It provides background on reading skills, STAD and direct instruction methods, and reading anxiety. The study aims to determine if reading achievement differs between the two teaching methods and between high and low reading anxiety students. It also examines potential interactions between method and anxiety. The methodology section describes the study site, research design, sampling, data collection/analysis, and hypotheses to be tested.
After analyzing cognitive and non-cognitive tests, the author found that students needed encouragement to become motivated readers. The author used the ERAS assessment to better understand student motivation and feelings about reading. Different types of texts were selected, including informational, narrative, and online texts, to fall on the semiotic portion of the Literacy Matrix due to students being English Language Learners. The author incorporates the interactive, critical, and response perspectives in lessons by focusing on sight words and decoding, discussing genre and author's purpose, and having students reflect on texts.
This document discusses how technology may support reading comprehension and the inductive teaching method. It first defines reading comprehension and the inductive method. It then reviews several studies that have investigated these topics. One study found that internet-based learning activities can make reading more enjoyable and promote higher-order thinking skills. However, another study found no significant gains in reading achievement from technology-based instruction when teachers did not set clear objectives. The document argues that when used appropriately, technology like the internet can support the inductive method by allowing students to gather more information to develop deeper understandings through categorization and determining relationships between concepts.
This document discusses enhancing self-directed language learning skills to improve learning efficiency. It begins with an introduction stating that self-directed learning involves learners setting their own goals, developing learning plans, and evaluating their progress. It then reviews literature on factors that can constrain self-directed learning, such as learners' attitudes, motivation, personality, self-efficacy, learning strategies, and external factors. The document also discusses the need to develop self-directed learning abilities in order to meet the demands of modern society, improve classroom teaching efficiency, support quality education, stimulate cooperation, and address issues with traditional middle school English learning modes.
The document discusses literacy perspectives and assessments for early readers. It describes getting to know students through formal and informal assessments like the MRP and SRI to understand their motivation and reading levels. The interactive perspective focuses on teaching reading strategies while the critical and response perspectives involve evaluating and responding to texts. Activities discussed include read alouds, visualizing, and literature journal responses. Research supports exposing students to different text types and teaching strategic reading skills.
The document discusses strategies for teaching early literacy skills to students in pre-K through 3rd grade. It covers assessing students' literacy skills, selecting appropriate reading materials, and teaching literacy using interactive, critical, and response perspectives. The goals are to help students become independent readers who can read accurately, fluently and comprehend text, think critically about what they read, and respond to and discuss texts in meaningful ways. Assessments and conferencing are used to identify student needs and guide instruction. A variety of engaging texts at different levels are selected to motivate students and support literacy development.
The document discusses creating a literate environment for early literacy learners from pre-K to 3rd grade. It emphasizes the importance of selecting engaging texts that meet students' literacy needs and abilities. Various assessment tools and activities are mentioned that can help teachers get to know their students as literacy learners. The document also discusses implementing different literacy lesson perspectives, including interactive, critical, and response perspectives, to develop students' reading comprehension and higher-order thinking skills. The goal is to create independent, strategic readers who can thoughtfully interact with and analyze different texts.
This document summarizes key points from a course on literacy for beginning readers. It discusses using reading inventories to understand students' strengths and weaknesses, selecting texts that are appropriate based on readability and other factors, implementing interactive literacy lessons using comprehension strategies, modeling critical thinking about texts and responding to them, and gaining feedback from parents about supporting students' literacy development at home. The document analyzes these topics and cites references used in the course.
This document summarizes a thesis that studied the use of the SQ4R reading comprehension strategy in an 11th grade class in Surakarta, Indonesia. It found that implementing SQ4R improved students' reading comprehension abilities and classroom behavior. Test scores increased from 42.67 pre-implementation to 64.22 after two cycles. The strategy helped students understand vocabulary, identify main ideas, and engage more in class. The classroom became less noisy and disruptive as well.
This document discusses key aspects of early literacy instruction for beginning readers in pre-K through 3rd grade. It addresses the importance of understanding students' motivation and engagement with reading through assessments. Teachers should learn about students' interests and reading abilities in order to select appropriate texts at the right level. The document also discusses interactive, critical, and response perspectives for literacy instruction, emphasizing comprehension strategies, examining texts critically, and personal engagement with reading.
The Implementation of SQ3R Strategy on Learning Reading Comprehensioniosrjce
IOSR Journal of Research & Method in Education (IOSRJRME) is an open access journal that publishes articles which contribute new results in all areas of research & method in education. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on advanced research & method in education concepts and establishing new collaborations in these areas.
The document discusses creating a literate environment for students and analyzing different perspectives on literacy learning. It addresses getting to know students' learning styles and needs, aspects of literacy development, using various assessments, selecting appropriate texts, incorporating informational texts and writing, and analyzing interactive, critical and response perspectives. The analysis reflects on how considering students' interests and needs, exposing them to different types of texts, and engaging them in interactive lessons helped create a literate environment.
Autonomous Learning And Critical Thinking Inspecting The Association Among E...Jennifer Daniel
This document summarizes a study that investigated the relationship between critical thinking (CT) and autonomy (AU) among 182 English as a foreign language (EFL) learners in Iran. The study found a significant positive correlation between students' CT and AU, using questionnaires to measure both constructs. This relationship suggests that developing EFL learners' autonomy and critical thinking abilities may help improve language learning.
The document summarizes a literacy teacher's presentation on effective literacy instruction strategies. It discusses using reading inventories and interest assessments to understand students' reading abilities and interests. It also covers selecting texts at students' reading levels that engage them, using interactive, critical, and response perspectives in teaching, and the benefits of modeling strategies like think-alouds. The teacher concludes she has learned how to create an optimal environment for students to grow as readers and writers.
This study examines the content of constructivist learning paradigms in the textbook and students' understanding of the Introduction to Education course. Data collection methods are the textbook, student answer documentation, focused review session and assignment of student resume. The textbook analysis found five substances of constructivist learning paradigm, namely the nature of human, lifelong education, learning independence, the role of information technology, and the integration of educational benchmarks, which are parts of the textbook chapters. Analysis of the answers to the tasks, quizzes and student exams indicates that the students' understanding of the substance of this material is still medium or partial but has increased significantly after a focused review session was held, i.e. 75% or more students have a good and complete understanding. From the results of this study, it is suggested that (1) the textbook of Introduction to Education is rewritten, to put the five substances of constructivist learning paradigm as separate chapters so as to obtain their broader and deeper study portion; and (2) the materials not yet understood well by the students should be reviewed through a focused review session.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
1. There has been growing interest in research on the role of emotions in academic settings and how emotions shape student engagement and learning.
2. Six contributions to a special issue focus on the link between students' emotions and their academic engagement, examining how emotions emerge and influence engagement and achievement.
3. The studies use various theoretical perspectives and methodologies to assess specific emotions, affective states, and emotional traits and their relationship to engagement during learning activities like small group work and homework.
Digital Storytelling Project-Walden Universityholloway1
This presentation discusses analyzing literate environments and selecting appropriate texts for emergent and beginning literacy learners. It describes assessing learners' skills through tasks that evaluate story retelling, word recognition, and phonemic awareness. Lesson plans are presented that focus on listening comprehension, concepts about print for an emergent learner, and building fluency and comprehension for a beginning learner through inference, prediction, and recall activities.
The document discusses key aspects of literacy instruction for early readers. It defines literacy as the competence students acquire in both writing and reading. It emphasizes the importance of getting to know individual students' interests, motivation and reading levels through formal and informal assessments. The document also discusses selecting texts based on student assessments and differentiating instruction to meet student needs through interactive, critical and response perspectives that promote strategic reading and critical thinking.
This document summarizes a study that examines the effectiveness of the Students Team-Achievement Division (STAD) teaching method compared to direct instruction on students' reading ability, considering students' reading anxiety levels. It provides background on reading skills, STAD and direct instruction methods, and reading anxiety. The study aims to determine if reading achievement differs between the two teaching methods and between high and low reading anxiety students. It also examines potential interactions between method and anxiety. The methodology section describes the study site, research design, sampling, data collection/analysis, and hypotheses to be tested.
After analyzing cognitive and non-cognitive tests, the author found that students needed encouragement to become motivated readers. The author used the ERAS assessment to better understand student motivation and feelings about reading. Different types of texts were selected, including informational, narrative, and online texts, to fall on the semiotic portion of the Literacy Matrix due to students being English Language Learners. The author incorporates the interactive, critical, and response perspectives in lessons by focusing on sight words and decoding, discussing genre and author's purpose, and having students reflect on texts.
This document discusses how technology may support reading comprehension and the inductive teaching method. It first defines reading comprehension and the inductive method. It then reviews several studies that have investigated these topics. One study found that internet-based learning activities can make reading more enjoyable and promote higher-order thinking skills. However, another study found no significant gains in reading achievement from technology-based instruction when teachers did not set clear objectives. The document argues that when used appropriately, technology like the internet can support the inductive method by allowing students to gather more information to develop deeper understandings through categorization and determining relationships between concepts.
This document discusses enhancing self-directed language learning skills to improve learning efficiency. It begins with an introduction stating that self-directed learning involves learners setting their own goals, developing learning plans, and evaluating their progress. It then reviews literature on factors that can constrain self-directed learning, such as learners' attitudes, motivation, personality, self-efficacy, learning strategies, and external factors. The document also discusses the need to develop self-directed learning abilities in order to meet the demands of modern society, improve classroom teaching efficiency, support quality education, stimulate cooperation, and address issues with traditional middle school English learning modes.
The document discusses literacy perspectives and assessments for early readers. It describes getting to know students through formal and informal assessments like the MRP and SRI to understand their motivation and reading levels. The interactive perspective focuses on teaching reading strategies while the critical and response perspectives involve evaluating and responding to texts. Activities discussed include read alouds, visualizing, and literature journal responses. Research supports exposing students to different text types and teaching strategic reading skills.
The document discusses strategies for teaching early literacy skills to students in pre-K through 3rd grade. It covers assessing students' literacy skills, selecting appropriate reading materials, and teaching literacy using interactive, critical, and response perspectives. The goals are to help students become independent readers who can read accurately, fluently and comprehend text, think critically about what they read, and respond to and discuss texts in meaningful ways. Assessments and conferencing are used to identify student needs and guide instruction. A variety of engaging texts at different levels are selected to motivate students and support literacy development.
The document discusses creating a literate environment for early literacy learners from pre-K to 3rd grade. It emphasizes the importance of selecting engaging texts that meet students' literacy needs and abilities. Various assessment tools and activities are mentioned that can help teachers get to know their students as literacy learners. The document also discusses implementing different literacy lesson perspectives, including interactive, critical, and response perspectives, to develop students' reading comprehension and higher-order thinking skills. The goal is to create independent, strategic readers who can thoughtfully interact with and analyze different texts.
This document summarizes key points from a course on literacy for beginning readers. It discusses using reading inventories to understand students' strengths and weaknesses, selecting texts that are appropriate based on readability and other factors, implementing interactive literacy lessons using comprehension strategies, modeling critical thinking about texts and responding to them, and gaining feedback from parents about supporting students' literacy development at home. The document analyzes these topics and cites references used in the course.
This document summarizes a thesis that studied the use of the SQ4R reading comprehension strategy in an 11th grade class in Surakarta, Indonesia. It found that implementing SQ4R improved students' reading comprehension abilities and classroom behavior. Test scores increased from 42.67 pre-implementation to 64.22 after two cycles. The strategy helped students understand vocabulary, identify main ideas, and engage more in class. The classroom became less noisy and disruptive as well.
This document discusses key aspects of early literacy instruction for beginning readers in pre-K through 3rd grade. It addresses the importance of understanding students' motivation and engagement with reading through assessments. Teachers should learn about students' interests and reading abilities in order to select appropriate texts at the right level. The document also discusses interactive, critical, and response perspectives for literacy instruction, emphasizing comprehension strategies, examining texts critically, and personal engagement with reading.
The Implementation of SQ3R Strategy on Learning Reading Comprehensioniosrjce
IOSR Journal of Research & Method in Education (IOSRJRME) is an open access journal that publishes articles which contribute new results in all areas of research & method in education. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on advanced research & method in education concepts and establishing new collaborations in these areas.
The document discusses creating a literate environment for students and analyzing different perspectives on literacy learning. It addresses getting to know students' learning styles and needs, aspects of literacy development, using various assessments, selecting appropriate texts, incorporating informational texts and writing, and analyzing interactive, critical and response perspectives. The analysis reflects on how considering students' interests and needs, exposing them to different types of texts, and engaging them in interactive lessons helped create a literate environment.
Autonomous Learning And Critical Thinking Inspecting The Association Among E...Jennifer Daniel
This document summarizes a study that investigated the relationship between critical thinking (CT) and autonomy (AU) among 182 English as a foreign language (EFL) learners in Iran. The study found a significant positive correlation between students' CT and AU, using questionnaires to measure both constructs. This relationship suggests that developing EFL learners' autonomy and critical thinking abilities may help improve language learning.
The document summarizes a literacy teacher's presentation on effective literacy instruction strategies. It discusses using reading inventories and interest assessments to understand students' reading abilities and interests. It also covers selecting texts at students' reading levels that engage them, using interactive, critical, and response perspectives in teaching, and the benefits of modeling strategies like think-alouds. The teacher concludes she has learned how to create an optimal environment for students to grow as readers and writers.
This study examines the content of constructivist learning paradigms in the textbook and students' understanding of the Introduction to Education course. Data collection methods are the textbook, student answer documentation, focused review session and assignment of student resume. The textbook analysis found five substances of constructivist learning paradigm, namely the nature of human, lifelong education, learning independence, the role of information technology, and the integration of educational benchmarks, which are parts of the textbook chapters. Analysis of the answers to the tasks, quizzes and student exams indicates that the students' understanding of the substance of this material is still medium or partial but has increased significantly after a focused review session was held, i.e. 75% or more students have a good and complete understanding. From the results of this study, it is suggested that (1) the textbook of Introduction to Education is rewritten, to put the five substances of constructivist learning paradigm as separate chapters so as to obtain their broader and deeper study portion; and (2) the materials not yet understood well by the students should be reviewed through a focused review session.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
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SEMINAR NADIA.pptx
1. THE CORRELATION BETWEEN STUDENTS’ MOTIVATION AND READING
COMPREHENSION AT THE NINTH GRADE STUDENTS OF
SMPN 03 KOTABUMI ACADEMIC YEAR 2020/2021
A RESEARCH PROPOSAL
BY
NADIA PURNAWATI
NPM 1688203022
UNIVERSITY OF MUHAMMADIYAH KOTABUMI
2. I. Introduction
1.1 Background of the Problem
Reading is an interactive process that goes on between the readers
and the text. Through reading, students can access every information
from written material and knowing everything they want from text.
However, as the one of the basic skills in English, reading is not
simply translated word by word. The readers should have concern
and pay attention when read a text to get the meaning and
information from the whole of text. In fact, most of the students still
have problems and difficulties in reading especially reading
comprehension.
3. 1.2 Identification of the Problem
1) The students of the ninth grade in SMPN 03 Kotabumi lack of
vocabulary
2) The students of the ninth grade in SMPN 03 Kotabumi lack of
practice in reading
3) The students of the ninth grade in SMPN 03 Kotabumi have
difficulties to comprehend the text while in reading activities
4) The students of the ninth grade in SMPN 03 Kotabumi have
lack of motivation to learn English
4. 1.3 Limitation of the
problem
In order to focus in the
research. The researcher
limits the problem on
the correlation between
students’ motivation and
reading comprehension
at the ninth grade
students of SMPN 03
Kotabumi academic
year 2020/2021.
1.4 Formulation of the
problem
The formulation of the
problem can be taken as
folows “is there any
significant correlation
between students’
motivation and reading
comprehension at the ninth
grade students of SMPN 03
Kotabumi academic year
2020/2021.
5. 1.5 Objective of the Research
The objectives of the research is to investigate whether there is any
significant correlation between students’ motivation and reading
comprehension at the ninth grade students of SMPN 03 Kotabumi
academic year 2020/2021
1.6 Uses of the Research
Theoretically
Practically
1. English Teacher
2. The Students
3. Researcher
4. Next Researcher
6. 2.1 Theory Review
2.1.1 The Concept of Reading
King and Johnston in Putra (2007:3) define reading is a learning
way for students to enrich their ability and knowledge because
reading is the process of deriving meaning from text.
Spratt et.al in Munawir (2018:51) defines reading as an activity
in which the readers respond to and make sense of a text being
read connected to their prior knowledge
In conclusion reading is a way for students can access
information from written material. Reading can also be defined
as a skill that must be mastered by students in order to get
information from various sources both in their learning process
and in daily life
II. THEORY REVIEW, FRAME OF
THINKING, HYPOTHESIS
7. 2.1.2 Concept of Reading Comprehension
Cooper in Rusmiati (2014:62) states that comprehension is a process
in which the readers may construct meaning by interacting with the
text.
According to Klingner (2007:2) reading comprehension is the
process of constructing meaning by coordinating a number of
complex processes that included word reading, word and world
knowledge, and fluency
In conclusion reading comprehension as the ability of constructing
meaning by interacting with the text to find the stated or unstated
idea from the text. Reading Comprehension is not only a process of
identifying the word but also a process of constructing and
understanding a meaning from a written material to get information
related to the text
8. 2.1.3 Types of Reading
According to Brown (2004:189) there are several types of reading such as:
– Perceptive reading
– selective reading
– Interactive reading
– Extensive reading
2.1.4 Reading Assessment
According to Brown (2006:206) a set of questions in reading text should
covers the comprehension of these features :
o Main idea (topic)
o Inference (implied detail)
o Grammatical features
o Detail (scanning for a specifically stated detail)
o Excluding facts not written (unstated details)
o Supporting ideas
o Vocabulary in context
9. 2.1.5 Concept of Report Text
Barker in Nuraeni (2016: 23) state that report text is a piece of
writing which aims to describe something in general way. Often it
is non-chronological and written in the present tense.
According to Pardiyono (2006:167) report text have three generic
structures, there are title, general statement, and description
In conclusion report text is a kind of text which describe about
information about something in the past or present by explaining
the general information which is used to report the information.
10. 2.1.6 Concept of Motivation
Acording to Harmer (2002:51) motivation is some kind of internal
drive which pushes someone to do things in order to achieve
something. Motivation appears when someone has a huge desire to
achieve the goal and usually come from inside
According to Takaloo & Ahmadi (2017:10) motivation is the first
thing students must have because when they have motivation in
reading, students will be more comfortable and interested in learning
process and make them more insightful
In conclusion motivation is internal drive which pushes someone to
do things in order to achieve something and it is appears when
someone has a huge desire to achieve the goal. Motivation is
responsible for why students decide to do something, how long they
are willing to survive and how hard they are going to pursue it.
11. 2.1.7 Classification of Motivation
According to Ur (1996:276) Motivation can be divided into two types,
intrinsic and extrinsic motivation
Intrinsic Motivation
Harmer (1989:51) state that intrinsic motivation comes from within
individual
Extrinsic Motivation
Ur (1996:277) State that Extrinsic motivation is that which drives from
the influence of some kind of external incentive, as distinct from the
wish to learn for its own sake or interest in the tasks
2.1.8 Function of Learning Motivation
According to Sardiman (2008:85) there are three functions of motivations.
1. Encouraging people to do certain activities
2. Giving direction
3. Determining action
12. 2.1.9 Charasteristic of Motivation
Motivated students can be seen from the characteristics that exist
in that person. Sardiman (2008:83) suggests the characteristics of
people who are motivated as follows:
1. Diligent face the task
2. Ductile face of adversity
3. Shows interest in a variety of problems
4. More love to work independently
5. Fast bored on routine task
6. Maintain his opinion
7. Not easy to let go of these beliefs
8. Glad to slove the problem pf the questions
13. 2.1.10 Indicators of Motivation in Reading
According to Watkins and Coffey (2004:110 – 116) reading
motivation consists of eight factors that can be inferred as indicators
to measure students’ motivation such as :
1. Grade-compliance
2. Involvement
3. Social
4. Competition
5. Work Avoidance
6. Curiosity
7. Recognition
8. Efficacy
14. 2.1.11 Review of Related Research
The first research was conducted by Ratnasari (2017) from State
Islamic Institude of Surakarta, with the title “The Correlation
Study between Students’motivation and Reading
Comprehension”.
The second research was conducted by Matondang (2017) from
State Islamic University of Sumatera Utara, with the title “The
Correlation between Students’ Motivation and Achievement in
Reading Comprehension”.
2.2 Frame of Thinking
Students’ Motivation
(X Variable)
Reading Comprehension
(X Variable)
15. 2.3 Hypothesis
Null Hypothesis (H0)
There is no correlation between students’ motivation and
reading comprehension at the ninth grade students of
SMPN 03 Kotabumi academic year 2020/2021
Alternative Hypothesis (Hₐ)
There is correlation between students’ motivation and
reading comprehension at the ninth grade students of
SMPN 03 Kotabumi academic year 2020/2021.
16. III. Research Methodology
3.1 Research Method
QUANTITATIVE RESEARCH
Correlational Research Design
Students’ Motivation as independent
variable
Reading Comprehension as
dependent variable
17. 3.2 Population, Sample, and Sampling Technique
3.2.1 Population
All of the Ninth Grade Students in SMPN 03 Kotabumi
3.2.2 Sample
40 Students
3.2.1 Sampling Technique
Proportional Random Sampling Technique
19. 3.3.1 Research Instrument of Reading Comprehension
a. Conceptual Definition of Reading Comprehension
Reading comprehension is the ability of constructing meaning by
interacting with the text to find the stated or unstated idea from the
text
b. Operational Definition of Reading Comprehension
Operational definition is used to give information about the
variables which can be observed and measured. In this case, to
measure reading comprehension, the researcher will use multiple
choice test which consist of 50 items with four options; a, b, c, or d
c. Specification of Reading Comprehension
50 question that will be divided into five aspect that are. Main
idea, inference, reference, Supporting details, and vocabulary in
context.
20. 3.3.2 Research Instrument of Students’ Motivation
a. Conceptual Definiton of Students’ Motivation
Motivation is internal drive which pushes someone to do things in
order to achieve something and it is appears when someone has a
huge desire to achieve the goal.
b. Operational Definition of Students’ Motivation
Operational definition of students’ motivation is the score of
students’ motivation obtained from a questionnaire. To know
students’ motivation , the researcher will use questionnaire, which
consist of 45 items with five options; 1,2,3,4 and 5
c. Specification of Students’ Motivation
45 questions that will be divided into eight aspect that are ; grade-
compliance, involvement, social, competition, work avoidance,
curiosity, recognition, efficacy.
21. 3.4.1 Validity of Instrument
According to Arikunto (2010: 211), the test can be said to be valid if the instrument units
can be used to measure what should be measured. To measure the validity of the
instrument, this research will use construct validity.
1. The formula of Point Biserial correlation formula to Reading Comprehension Test
2. The formula of Pearson's Product Moment to Students’ Motivation Test
3.4.2 Reliability Instrument
Arikunto (2013: 221) reliability means that an instrument can be trusted as a data
collection tool because the instrument is good and even though the data is taken many
times the results will be the same or consistent.
1. The formula of Alpha formula of Product Moment correlation to reading
comprehension test.
2. The cornbach’s Alpha formula to reading motivation test
22. 3.5 Data Collecting Technique
1. Reading comprehension test
2. Students’ motivation test
3.6 Data Analysis
3.6.1 Normality Test
Liliefor’s formula
3.6.2 Homogeneity Test
Bartlett formula
3.6.3 Hypothesis Test
Pearson Product Moment formula
3.6.4 Significant Test
t-test Formula