Search

One of the English language skills is reading. Reading is an activity in the cognitive process to get information in writing. Reading comprehension is a reading skill that is on a higher order. Reading comprehension is cognitive reading (reading to understand). There are many strategies for learning reading comprehension. One of them is the listen-read-discuss strategy. Listen-Read-Discuss (LRD) is a strategy that helps students build strong background knowledge to understand texts. The present study represents a meta-analysis of research results on the application of listening-reading-discussion strategies in reading comprehension. This meta-analytic study is a study that uses secondary data in the form of data from previous research findings. This research can be called follow-up research in the form of research reports and literature analyses. The tool of this research work is documentation, namely to obtain information about the application of the practice of listening-reading-discussing in reading comprehension. Data collection techniques were collected using a documentary technique. The technical data analysis used is descriptive, and to assess the sensitivity of the result of the so-called robust meta-analysis. From all 12 (twelve) studies, we can conclude that all studies show a good correlation with the listen/read/discuss (LRD) strategy in terms of reading comprehension. This means that LRD strategy helps learners to understand writing.

The present Meta-Analysis was conducted to synthesize information across similar studies. This research employed a descriptive qualitative approach. The data of this study was 23 similar studies which focused on correlation between vocabulary mastery and reading comprehension that involved 1135 sample. The data contained r and n. r is a coefficient value and n are respondents. In collecting the data, the researchers used five steps, namely: Collecting studies or meta-analysis materials; Calculate the effect size of each study; Estimate the summary effect or mean effect size; Moderator variable analysis; Publication bias evaluation. The software that was utilized to analyses the data was JASP. Since K = 23, so 5K+10 = 125. The fail- safe N value obtained is 4727.000, with a significant target of 0.05 and p < 0.001. Because the safe value of N > 5K+10, it can be concluded that there is no publication bias problem in the Meta-Analysis study.

The onset of the COVID-19 pandemic has obliged universities worldwide to shift to other modalities such as e-learning. Lecturers feel obliged to motivate and aspire their students virtually. This study explores the perceptions and experience of English education lecturers on the inevitable surge of virtual teaching during the Pandemic. This study was a qualitative interview study utilized an interpretive description approach. The data were generated by interviewing 19 English education lecturers based on defined evaluation criteria and an online learning environment. Participants were given ten open-ended interview questions to find out how lecturers undertook online teaching during unprecedented times and perceived some changes in the teaching and learning process. The findings showed three themes emerged from lecturers’ perspectives during the shift to online learning; those themes are the need for iterative process, revamp delivery, and the need to advance technology infrastructure. In addition, there were two (themes that characterize the participants’ experiences in implementing online learning: Agility and adaptability, identification of the underlying needs. All themes in this study emerged from obtained sub-themes. These findings indicated that the inevitable surge of online learning shapes lecturers’ teaching skills and attitude in the process of shifting to other modalities.

This study aims to determine the impact of video vlog on student’s vocabulary mastery for grade 8 junior high school students at SMP ADVENT Sei Bamban. The research method used is experimental research methods. Data were collected using pre-test and post-test where divided into two research classes; experiment and control group. As many as 16 students being in experiment group also 16 students in control group. In calculating the effectiveness of using video vlog on students vocabulary mastery for grade 8 junior high school students at SMP ADVENT Sei Bamban, researchers used Normalized Gain (N-Gain). The data analysis technique was assisted by SPSS. The results showed that the average value of the N-gain score for the experimental class is 81.553 or 81.5% which is included in the category of very effective. Meanwhile,The average N-gain score for the control class is 50.3744 or 50% is included in the effective enough category. Based on the result, it can be concluded that the use of video vlog on student’s vocabulary mastery for grade 8 junior high school students at SMP ADVENT Sei Bamban is very effective to improve students’ vocabulary mastery. This research can be a helpful teaching methods for teacher in teaching vocabulary to students.

Introduction: The purpose of the study is to find out the improvement of student’ reading comprehension through Directed Reading Thinking Activity Strategy. This study was designed to find out the answer to the following question: Is there any significant difference in reading comprehension achievement before and after giving DRTA treatment?. Method: The instrument used for this study is reading comprehension test, which contained 30 question and administreted to SMP Advent II Bandung.The respondent of this study is the 2nd year students of Junior High School consisted of 26 students. Result: The result of this study showed that class improved in their reading comprehension . In addition, There is a significant use through Directed Reading Thinking Activity Strategy.

The purpose of this study is to find out if there is any significant difference in students’ reading comprehension enhancement between those who were taught using Listen-Read-Discuss strategy and those who were taught using Think-Pair-Share strategy. This study is a quantitative research method using comparative design by using pre-test and post-test. This study was designed to find out the answer to the following question: Is there any significant difference in students’ reading comprehension enhancement between those who were taught by Think-Pair-Share strategy and those who were taught by Listen-Read-Discuss strategy. The sample of this study was two classes of grade VIII SMPN 10 Cimahi, Bandung. Grade VIII F was taught using Think-Pair-Share and grade VIII was taught using Listen-Read-Discuss. The instrument used for this study was a reading comprehension test, which contained 39 multiple-choice questions. The result of this study showed from the mean score that both classes had an enhancement in their reading comprehension. In addition, there was no significant difference between those who were taught using TPS and those who were taught using LRD strategy. However, it meant that both strategies were efficient in enhancing students’ reading comprehension.

The purpose of this study is to find out the improvement of students’ vocabulary between those who were taught through WTB (Word Tree Branch) or IWW (Interactive Word Wall). This study used quantitative research method and comparative design by using pre-test and post-test. This study was designed to find out the answer to the following question: Is there any significant difference on the students’ vocabulary improvement between those who were taught through Word Tree Branch method and those who were taught through Interactive Word Wall method? The sample of this study are, two classes in grade VIII of SMPN 1 Parongpong, Bandung. They were divided into two classes, grade VIII H experienced Interactive word Wall and grade VIII J experienced Word Tree Branch. The instrument used for this study is vocabulary test, which contain 40 questions. The result of this study shows that the students who acquire WTB or IWW method were improved for their vocabulary, vocabulary categorized as “moderate” but there is no significant difference between those two groups of students ‘vocabulary improvement.  Keywords: WTB (Word Tree Branch) and IWW (Interactive Word Wall) Â

The purpose of this study is to find out whether there is a significant difference in reading comprehension achievement between those who are taught using the K-W-L (Know-Want to know-Learn) technique and those who are taught using the Conventional technique. In this study, the researcher used quantitative research. The participants of this study were students at SMP Negeri 1 Cisarua, Bandung. This study was conducted in ten meetings. This research was conducted in four steps: Pilot test, Pre-test, treatment (K-W-L technique) and post-test. After analyzing the data from the result of pre-test and post-test score it showed that there is significant difference in reading comprehension between those who are taught using K-W-L technique and those who are taught using conventional technique. Therefore, it can be concluded that the K-W-L technique as a teaching material has a positive impact in reading comprehension achievement.Key Word: K-W-L technique, Effectiveness, and Reading Comprehension.

The purpose of this study is to find student’s vocabulary enhancement using VSS strategy. This study used quantitative research method and experimental design. The sample of the study was the students of SMAN 1 Parongpong, Bandung in academic year 2016/2017. There were two classes in ten grades which were divided into the VSS group and conventional group with a total of 74 students. The result of this research was: normalized gain of VSS group is 0.423 while the group not taught by VSS is 0.385. And the data from T-Test found that the p-value Sig (tailed).(0.850)≥α(0.05). It means that Ho is accepted, Ha is rejected. Based on the result of the data there is no difference in student’s vocabulary enhancement between students who were taught using VSS group and students who were taught using conventional group. Keywords: Vocabulary Self-collection Strategy

 Abstract The aim of this research is to find out the better method between context-clue and read aloud instruction to enhance students’ vocabulary. This research is quantitative research with comparative design. The research was conducted in SMPN 1 Cisarua, Bandung Barat. Population on this research was 8 grader of Junior High School and the sample was 8A grader that contain 30 students and 8B grader contain 32 students. 8A was given Context-Clue Instruction treatment and 8B was given Read Aloud Instruction Treatment. Statistic test that researcher used was Mann-Whitney Test. The result of this research showed there is no significant difference in enhancing vocabulary ability between students who are taught through context-clue instruction and students who are taught through read aloud instruction. Keywords: Vocabulary ability, Context-Clue Instruction, Read Aloud Instruction