Analysis The Strategy In Improving Students Reading Comprehension of “ Content Area Reading and Learning” English Book

Evawati Nainggola(1*), Rebekka Basa Natalia Samosir(2), Ester Riska Sianturi(3), Erikson Saragih(4)
(1) English Language Study Program Faculty Of Teacher Training And Education Universitas Prima Indonesia
(2) English Language Study Program Faculty Of Teacher Training And Education Universitas Prima Indonesia
(3) English Language Study Program Faculty Of Teacher Training And Education Universitas Prima Indonesia
(4) English Language Study Program Faculty Of Teacher Training And Education Universitas Prima Indonesia
(*) Corresponding Author
DOI : 10.24256/ideas.v9i1.1897

Abstract

This research is intended to know whether the teaching and learning process of reading comprehension using the Content Area Reading and Learning English Book helps to develop students' understanding and people who want to master English language skills, one of which is reading, in overcoming reading comprehension problems using reading books will increase  structure or strategy.  This research uses qualitative methods. The writing of this scientific paper aims to find out what strategies are used in developing students' skills or abilities, as well as those who want to master the English reading skills which are the basis of English before reaching writing and speaking, and according to the application in the Content Area Reading and Learning English Book, and the results of the research strategy used in learning to read are small group teams towards clearly articulated goals.

 

Keywords


Reading, Strategy, English Book, Content Area Reading and Learning

References


Jonaria, E., & Ardi, P. (2020). Pre-service English Teachers’ Use of Reinforcement Strategy in Microteaching. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 8(1), 147 - 162. doi:https://doi.org/10.24256/ideas.v8i1.1146

diane, l., james, f., & nancy, f. (1989). content area reading and learning. london: lawrence erlbaum associates.

Nisya Anizar(1), B. N. (2019). TEACHERS’ STRATEGIES IN TEACHING SPEAKING AT SMP. Jurnal Edulingua | Vol 6. No.2. Desember 2019 , 6, 5.

Depdiknas. (2006). Standar Isi. Jakarta: Badan Standar Nasional Pendidikan. Flint. (2009). The teaching Process. Oxford: Oxford University Press

Fromkin, Victoria, Robert Rodman, and Nina Hyams. (2007). An introduction to Language. Eight Edition. Thomson Wadsworth. Boston, USA. Michael Rosenberg.

Houtveen, A. A. M., & van de Grift, W. J. C. M. (2007). Effects of cognitive strategy instruction and instruction time on reading comprehension. School Effectiveness and School Improvement, 18 (2), 173-190.

Ismail. (2017). The Contribution of English Gossip Magazine on Students’ Enthusiasm in Speaking Ability. Edumaspul. ISSN: 2548-8201 Vol. 1 (1), 1-14.

Ismail. (2017). Is it Application of Extended Writing Truly Push Writing Student Ability? Edumaspul. Vol. 1, (1), 15-24

Jabu, Baso. (2008). English Language Testing. Makassar: UNM Publisher

Karakas. (2006). The effect of PreReading Activities on ELT Trainee Teacher’s Comprehension of Short Stories. Retrieved on December 7th, 2010 from http://eku.comu.edu.tr/makaleler/3h tml

Lau. K.L. (2006). Implementing strategy instruction Chinese language classes; A school-based Chinese reading strategy instruction program. Educational Research, 48 (2), 195- 209.

Li, J., &Qin, X. (2006). Language learning styles and learning strategies of tertiary-level English learners in China. Regional Language Centre Journal, 37 (1), 67-90. ] Melillo. (2009).Expository Teaching. United States of America: Cambridge University Press.

Pressley, M. (2006). Reading instruction that works: the case for balanced teaching. New York: Guildford Press

] Sahrul, 2014. Applying Cognitive Reading Strategy to Develop Students Reading Comprehension. Makassar.UNM

Shang, H. F. (2007, May). Reading strategy training for the development of EFL reading comprehension. Proceedings of the 24th International Conference on English Teaching and Learning in the Republic of China (ROC-TEFL) 424-442, National Chengchi University, Taipei, Taiwan

Wernke, Stephan, Uta Wagener, Andrea Anschutz, Barbara Moschener. (2011). Assessing Cognitive and Metacognitive Learning Strategies in School Children: Construct Validity and Arising Question. The International Journal of Research and Review. Time Taylor International. Volume 6 Issue 2. References Anmarkrud, O., & Braten, I. (2009). Motivation for reading comprehension. Learning and Individual Differences, 19(2), 252–256. Asmidaryani, Firman, Gistituati, N. (2018).

Anmarkrud, O., & Braten, I. (2009). Motivation for reading comprehension. Learning and Individual Differences, 19(2), 252–256. Asmidaryani, Firman, Gistituati, N. (2018). The effectivenes of layanan informasi using contextual teaching and learning (CTL) approach to degree of students pornography trends. Proceeding International Conferences on Educational, Social Sciences and Technology, 133-144.

Becker, M., McElvany, N., & Kortenbruck, M. (2010). Intrinsic and extrinsic reading motivation as predictors of reading literacy: A longitudinal study. Journal of Educational Psychology, 102(4), 773–785.

Brown, F. (2000). The effect of an inquiry-oriented environmental science on preservice elementary teachers’ attitudes about science. Journal of ElementaryScience Education, 12(2), 1-6.

Cavallo, A. M. L., Miller, R. B., & Saunders, G. (2002). Motivation and affect toward learning science among elementary school teachers: Implications for classroom teaching. Journal of Elementary Science


Article Statistic

Abstract view : 66 times
PDF views : 102 times

How To Cite This :

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 Evawati Nainggola

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.