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Improving Students’ Reading Comprehension by Using Integrated Multimedia in MAN 1 Bandar Lampung

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This study examined the impact of integrated multimedia instruction on students’ reading comprehension achievement compared with the traditional print-based instruction. This research applied a quasi-experimental design involving two groups: experimental and control. In this experiment, there were 38 students assigned to the experimental group and 37 in the control group from 12th graders at MAN 1 Bandar Lampung. The experimental group received instruction that integrated text, picture, audio, video, and an interactive quiz in a single web post, whereas the control group used print-based instruction. Pre-test results showed relatively equal initial abilities with mean scores of 62.7 and 60.0 respectively for the experimental and control group, t = 0.697, p = 0.488. In comparison, after treatment, the average post-test score in the experimental group is remarkably higher at 83.3, while that of the control group is a mere 70.3, with t = 6.784; p-value = 4.38 × 10⁻⁹. This confirms that integrated multimedia instruction significantly improves students’ reading comprehension as compared to the print-based one. Integrating multiple media into a single web post tends to be more effective in bringing improvement to students’ reading achievement. This finding gives educators valued information on how to better use multimedia tools in order to improve reading instruction outcomes.

Integrating The Directed Reading Thinking Activity (DRTA) and The Survey, Question, Read, Recite and Reviews (SQ3R) Strategy to Enhance Students’ Reading Comprehension of Descriptive Text in Senior High School

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This research aims to find out whether there is any significant improvement in students’ reading comprehension after the students were taught through the integrated Directed Reading Thinking Activity (DRTA) and Survey, Question, Read, Recite and Reviews (SQ3R) strategy. This is a quasi-experimental research design that conducts a quantitative method with 30 students as the samples. The students were tested through the reading test before and after the treatment namely the integrated DRTA with SQ3R. The data were statistically analyzed using paired samples t-test through SPSS version 22. The finding shows that there is a significant improvement in students’ reading comprehension after the students are taught using the integrated Directed Reading Thinking Activity (DRTA) and Survey, Question, Read, Recite and Reviews (SQ3R) strategy. The average score in the pre-test is 54.33, while in the post-test, it is 72.53. The sig (2-tailed) is 0.000 which is lower than 0.05. It means that there is a significant difference between the score of pre-test and post-test. Then, it is suggested for teachers to apply this new integrated strategy at class because this is a very good choice to embrace students to the effective steps in answering the questions of reading comprehension. Last, this research could be a reference for further researchers who want to conduct similar researches.

Modifying The Think Pair Share Technique based on The Metacognitive Reading Strategy to Enhance Students’ Reading Comprehension

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A more effective teaching approach often emerges when the limitations of one technique are addressed by integrating another. The Think-Pair-Share Technique, while valuable, has its limitations, which can be effectively mitigated by incorporating the Metacognitive Reading Strategy. This study aims to determine the significant difference in reading comprehension achievement between students taught using a modified Think-Pair-Share technique based on the Metacognitive Reading Strategy and those taught with the original Think-Pair-Share technique. Using a quasi-experimental research design and quantitative methods, the study involved two classes from SMA N 12 Bandar Lampung, each consisting of 30 students. Data were analyzed using the Statistical Package for the Social Sciences (SPSS) version 22. The results indicate that while both classes showed improvements in reading comprehension, the experimental group, which used the modified Think-Pair-Share technique based on the Metacognitive Reading Strategy, demonstrated a significantly greater improvement compared to the control group. The t-value is 4.625 with a significance level of 0.000, which is below the 0.05 threshold. Thus, it is concluded that the modified Think-Pair-Share technique based on the Metacognitive Reading Strategy significantly enhances students’ reading comprehension.

Improving Reading Comprehension through Context Clues Strategy for the Eleventh Grade Students at Vo Thi Sau High School

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The goal of this study is to find out how effective teachers use Context Clues Strategy to improve reading skills for students at a high school in Ba Ria – Vung Tau province, Vietnam. The eleventhgrade students at Vo Thi Sau high school were the participants. The research method was classroom action research. The quantitative data was gathered during the tests. According to the results, 11 students (14.6%) passed the Mastery Minimum Criteria on the pre-test, whereas 53 students (70.6%) passed the post-test. The findings showed that student’s performance on the post-test had significantly improved. The comparison between the pre-test score (4.86) and the post-test score (7.41) demonstrated this improvement. As a result, Context Clues Strategy was a useful tool for teaching students reading comprehension. Lastly, some limitations and recommendations for further research are also mentioned. 

The Countervailing Effect of Language Proficiency and Cultural Adaptation on the Frequency of Cognitive-Metacognitive Strategies among EFL Readers

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This article is an attempt to investigate how advanced and high-intermediate learners of English receiving culturally familiar or nativized contents may differ in terms of both their performance in reading comprehension and the use of cognitive and metacognitive strategies. To this end, a total of 73 advanced and high-intermediate students of English were selected and assigned to two groups in order to acquire relevant data across different levels of language proficiency. Subsequently, the participants received culturally adapted texts with sociologically, semantically and pragmatically nativized contents in the form of narrative and expository texts. Following this step, the participants were given reading comprehension tests and cognitive-metacognitive questionnaires. While culturally familiar texts are generally believed to have facilitating impacts on the overall reading comprehension for all language groups, the findings of the present study suggest that the advanced learners of English may use these strategies more frequently compared to high-intermediate learners of English. These results may raise strong implications concerning the suitability and effectiveness of nativized or culturally adapted materials for learners at varying levels of language proficiency.