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All Journal Journal of Education and Learning (EduLearn) Dimas: Jurnal Pemikiran Agama untuk Pemberdayaan Journal on English as a Foreign Language (JEFL) LET: Linguistics, Literature and English Teaching Journal JURNAL PENDIDIKAN GLASSER SALEE: Study of Applied Linguistics and English Education Jurnal Pendidikan Bahasa Inggris Proficiency Jurnal Abdimas Le Mujtamak Studies in English Language and Education

Santi Erliana, Santi

State Islamic College of Palangka Raya

Author-ID : 561638

Religion Humanities Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Social Sciences Other

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CORRELATION BETWEEN READING STRATEGIES AND READING MOTIVATION TO READING COMPREHENSION OF THE THIRD SEMESTER STUDENTS AT THE ENGLISH EDUCATION STUDY PROGRAM OF STAIN PALANGKA RAYA Erliana, Santi
LET: Linguistics, Literature and English Teaching Journal Vol 5, No 2 (2015)
Publisher : English Department of Faculty of Tarbiyah and Teachers Training

Experts believe it takes more than just reading aloud or read word by word to achieve the comprehension level since reading takes the occurrence of interaction between knowledge existing in a learnerâs mind (prior knowledge) and the new knowledge from the information being read in the text, takes the use of strategies in reading, and the readersâ awareness in monitoring their comprehension and in using appropriate strategies to deal with their problems in comprehending texts. Their studies recommend readers to utilize strategies in reading and to have motivation in learning reading to achieve better comprehension. The present study aims at examining the correlation between reading strategies and reading comprehension, correlation between reading motivation and reading comprehension, correlation between combinations of reading strategies and reading motivation toward reading comprehension. The study used quantitative design, particularly correlational. 46 third semester students at the academic year 2014/2015 were taken as the sample of the study. The data were taken from reading strategies and reading motivation questionnaires and reading achievement test. The finding indicates the significant simultaneous correlation between reading strategies and reading motivation toward reading comprehension of the third semester students. The finding recommends the utilization of strategies in reading and to build reading culture for the students, the teaching of reading using strategy instruction which provide opportunities for the students to utilize reading strategies and to have more positive response toward reading for the lecturers, and Classroom Action Research using strategy instruction for better reading comprehension for the future researcher.Â

IMPROVING LITERAL AND INFERENTIAL COMPREHENSION USING KNOW-WHAT TO LEARN-LEARNED (KWL) STRATEGY Erliana, Santi
LET: Linguistics, Literature and English Teaching Journal Vol 4, No 2 (2014)
Publisher : English Department of Faculty of Tarbiyah and Teachers Training

This paper highlights the findings of a study which was undertaken at the Institute for Islamic StudiesÂ (hencefort STAIN) of Palangka Raya. The aim of the study was to describe how the teaching of reading using reading strategy Know-What to learn-Learned (henceforth K-W-L) strategy can improve reading comprehensionÂ for the fifthÂ semester students of the English education study programÂ in STAINÂ PalangkaÂ RayaÂ in academic year 2013/2014. 26 fifth semester students from English education study program were taken as the subject of the study. The data were taken from observation, field notes, questionnaire, and achievement test. The result reveals that the K-W-L not only improves comprehension but also increase motivation in learning.

Experts believe it takes more than just reading aloud or read word by word to achieve the comprehension level since reading takes the occurrence of interaction between knowledge existing in a learner?s mind (prior knowledge) and the new knowledge from the information being read in the text, takes the use of strategies in reading, and the readers? awareness in monitoring their comprehension and in using appropriate strategies to deal with their problems in comprehending texts. Their studies recommend readers to utilize strategies in reading and to have motivation in learning reading to achieve better comprehension. The present study aims at examining the correlation between reading strategies and reading comprehension, correlation between reading motivation and reading comprehension, correlation between combinations of reading strategies and reading motivation toward reading comprehension. The study used quantitative design, particularly correlational. 46 third semester students at the academic year 2014/2015 were taken as the sample of the study. The data were taken from reading strategies and reading motivation questionnaires and reading achievement test. The finding indicates the significant simultaneous correlation between reading strategies and reading motivation toward reading comprehension of the third semester students. The finding recommends the utilization of strategies in reading and to build reading culture for the students, the teaching of reading using strategy instruction which provide opportunities for the students to utilize reading strategies and to have more positive response toward reading for the lecturers, and Classroom Action Research using strategy instruction for better reading comprehension for the future researcher.

This paper highlights the findings of a study which was undertaken at the Institute for Islamic Studies (hencefort STAIN) of Palangka Raya. The aim of the study was to describe how the teaching of reading using reading strategy Know-What to learn-Learned (henceforth K-W-L) strategy can improve reading comprehension for the fifth semester students of the English education study program in STAIN Palangka Raya in academic year 2013/2014. 26 fifth semester students from English education study program were taken as the subject of the study. The data were taken from observation, field notes, questionnaire, and achievement test. The result reveals that the K-W-L not only improves comprehension but also increase motivation in learning.

Co-Authors Bambang Yudi Cahyono Bayu Hendro Wicaksono Dellis Pratika, Dellis Komariah, Refi Masrul Sari, Putri Sulastri Permata Sri Yuliani Sulistiyana, Levika Egita UMMI RASYIDAH Utami Widiati Yazid Basthomi Yeni Suryani Zaitun Qamariah, Zaitun

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Journal : LET: Linguistics, Literature and English Teaching Journal