.png)
.png)
Teacher’s Perception on SQ4R in English Reading Comprehension Learning Using Zoom Application
Abstract
Learning strategy has an important role in English reading comprehension learning process. To comprehend the text, reading strategy focuses on students’ critical learning. The aims of the study to get teachers’ perception of SQ4R implementation in English reading comprehension learning through zoom application. The method of study used descriptive qualitative. Process of collecting data used observation and questionnaire. The data is taken from the teacher that taught English Reading Comprehension subject in semester two at English Department UIN Mataram. The data analysis used data reduction, data display, and concluding drawing. The result of finding shows that 80% showed a positive attitude towards the implementation of the SQ4R strategy in the English reading comprehension class. This can be seen also from the increase in students' reading comprehension skills. The study results have implications for the suitability of the SQ4R strategy in the reading class through online learning such as zoom
Keywords
Full Text:
PDFReferences
Al-Ghazo, A. (2015). The Effect of SQ3R and Semantic Mapping Strategies on Reading Comprehension Learning among Jordanian University Students. International Journal of English and Education, 4(3).
Ary, D., Jacobs, L. C., Sorensen, C., & Razavieh, A. (2010). Introduction to Research in Education (8 Edition). CA: Cengage Learning.
Başar, M., & Gürbüz, M. (2017). Effect of the SQ4R Technique on the Reading Comprehension of Elementary School 4th Grade Elementary School Students. International Journal of Instruction, 10(2).
Chang, A. C.-S., & Millett, S. (2015). Improving reading rates and comprehension through audio-assisted extensive reading for beginner learners. System, 52, 91–102. https://doi.org/10.1016/J.SYSTEM.2015.05.003
Chopdoen, A., Janbun, S., & Jun, W. (2017). SQ4R Reading Method in Teaching Chinese: A Case Study of 2nd Year Chinese Medicine Students at Chiang Rai College. In 10th International Conference of HUSOC Network.
Creswell, J. W. (2012). Research, Educational Planning, Conducting, and Evaluating Quantitative and Qualitative Research. (P. A. Smith & C. Robb, Eds.), Pearson (4th ed.). Boston.
Kocoglu, Z. (2010). WebQuests in EFL reading/writing classroom. Procedia - Social and Behavioral Sciences, 2(2), 3524–3527. https://doi.org/10.1016/J.SBSPRO.2010.03.545
Lin, C. (2014). Learning English reading in a mobile-assisted extensive reading program. Computers & Education, 78, 48–59. https://doi.org/10.1016/J.COMPEDU.2014.05.004
Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis; An Expanded Sourcebook. New Delhi: Sage Publication.
Mohammadian, Amir|Saed, Amin|Shahi, Y. (2018). The Effect of Using Video Technology on Improving Reading Comprehension of Iranian Intermediate EFL Learners. Advances in Language and Literary Studies, 9(2), 17–23. Retrieved from https://eric.ed.gov/?id=EJ1178257
Ninsuwan, P. (2015). The Effectiveness of Teaching English by Using Reading Aloud Technique towards EFL Beginners. Procedia - Social and Behavioral Sciences, 197, 1835–1840. https://doi.org/10.1016/J.SBSPRO.2015.07.243
Phantharakphong, P., & Pothitha, S. (2014). Development of English Reading Comprehension by Using Concept Maps. Procedia Social and Behavioral Sciences, Procedia - Social and Behavioral Sciences, 116, 497 – 501.
Piper, B., Zuilkowski, S. S., Kwayumba, D., & Strigel, C. (2016). Does technology improve reading outcomes? Comparing the effectiveness and cost-effectiveness of ICT interventions for early grade reading in Kenya. International Journal of Educational Development, 49, 204–214. https://doi.org/10.1016/J.IJEDUDEV.2016.03.006
Shahri, N., Vaziri, S., & Kashani, F. L. K. (2015). Effectiveness of Cognitive and Metacognitive Strategies and SQ4R Methods in Reducing Test Anxiety in Students. International Journal of Fundamental Psychology and Social Sciences (Fundamental Journal), 15(4).
Sinambela, E. (2015). Improving Students’ Reading Comprehension Achievement by Using K-W-L Strategy. English Linguistics Research, 4(3).
Susanti, R., & Agusni. (2013). Teaching Reading Comprehension Descriptive Text by Combining Polar Oppsite Strategy and SQ4R (Survey, Question, Read, Record, Recite and Review) Strategy at Junior High). Jurnal Mahasiswa Bahasa Inggris, 2(2).
DOI: https://doi.org/10.29408/veles%20journal.v4i2.2554
Refbacks
- There are currently no refbacks.
Copyright (c) 2020 VELES Voices of English Language Education Society
This work is licensed under a Creative Commons Attribution 4.0 International License.
VELES Journal is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Contact Us: VELES: Voices of English Language Education Society;
Address: Faculty of Language, Arts, and Humanities, Universitas Hamzanwadi
Jl. TGKH M. Zainuddin Abdul Majid no. 132 Pancor, Selong-Lombok Timur, NTB, Indonesia. Email: [email protected]