“I Had No Idea He Was a Reader!”: Learning From Beginning English Teachers’ Implementation of the Adolescent Motivation to Read Profile Survey

2017 ◽  
Vol 60 (6) ◽  
pp. 701-704 ◽  
Author(s):  
Susan L. Groenke
Keyword(s):  
English Teachers ◽  
Motivation To Read ◽  
Motivation To Read Profile ◽  
Adolescent Motivation

scholarly journals IMPROVING STUDENTS’ READING COMPREHENSION OF THE TWELFTH GRADE STUDENTS OF SMA NEGERI 1 BATANG KUIS THROUGH GROUP INVESTIGATION METHOD

2017 ◽  
pp. 22-34
Author(s):  
Torang Maruli Sinurat ◽  
Anna Stasya Prima Sari ◽  
Novalina Sembiring
Keyword(s):  
Reading Comprehension ◽  
Data Analysis ◽  
Quantitative Data ◽  
English Teachers ◽  
Teaching Process ◽  
Motivation To Read ◽  
Investigation Method ◽  
Quantitative Data Analysis ◽  
Twelfth Grade ◽  
Share Information

Reading is not only about pronouncing written words correctly but also comprehending the text. It is not surprising that students have difficulties in reading comprehension. For example: Students cannot understand and share information of the text. Thus, there must be a method which can help them read effectively. Group Investigation method can help improve the students’ reading comprehension and motivation to read. The objectives of this research are to find out that Group Investigation method improves students’ reading comprehension and to describe the students’ responses towards learning teaching process of reading comprehension through the application of Group Investigation method. This research is Classroom Action Research (CAR) which was conducted by applying Group Investigation method to the twelfth grade students of SMA Negeri 1 Batang Kuis. After six meetings, it could be seen that there is a significant improvement of the students’ reading comprehension. The results of the tests showed that the students’ mean score in the pretest is 60.25 with 15.62% of the students who got score > 75, the students’ mean score in the formative test is 71.25 with 28.12% of the students who got score > 75, and the students’ mean score in the posttest is 78.87 with 71.87% of the students who got score > 75. The quantitative data analysis showed that there is a significant mean score increase from pretest to posttest, namely about 56.25%. The qualitative data analysis showed that the students’ responses towards the application of Group Investigation method in the learning teaching processes of reading comprehension on narrative texts are very positive. They agree that the application of Group Investigation method could help them improve their reading comprehension. It is suggested that English teachers apply Group Investigation method as an alternative to improve their students’ reading comprehension.

Motivation to Read Profile

1996 ◽  
Author(s):  
Linda B. Gambrell ◽  
Barbara Martin Palmer ◽  
Rose Marie Codling ◽  
Susan Anders Mazzoni
Keyword(s):  
Motivation To Read ◽  
Motivation To Read Profile

scholarly journals Solution-Focused Brief Therapy (SFBT) untuk meningkatkan motivasi membaca Murid Disleksia

2020 ◽  
Vol 10 (1) ◽  
pp. 28
Author(s):  
Fajriani Fajriani ◽  
Yulizar Yulizar
Keyword(s):  
Size Effect ◽  
Brief Therapy ◽  
Reading Motivation ◽  
Control Group ◽  
Motivation To Read ◽  
Solution Focused Brief Therapy ◽  
Motivation To Read Profile ◽  
Equivalent Control ◽  
Solution Focused ◽  
Dyslexic Students

<p>Di Indonesia, prevalensi murid disleksia adalah 1% dari populasi murid sekolah dasar. Artinya, dari 50 juta murid, diperkirakan ada 5 juta murid yang mengalami disleksia. Disleksia adalah masalah kesulitan membaca yang terjadi pada anak-anak dengan penglihatan dan intelektual normal. Karena kesulitannya dalam membaca, murid disleksia cenderung memiliki motivasi membaca yang rendah. Motivasi membaca merupakan sebuah masalah besar yang akan menghambat pencapaian akademik, dan harus segera diselesaikan.. <em>Solution-Focused Brief Therapy </em>bisa menjadi alternatif penyelesaian masalah motivasi membaca yang dialami siswa disleksia sehingga mereka mampu berprestasi secara akademik, sesuai dengan kemampuan intelektual yang dimiliki. Oleh sebab itu, penelitian bertujuan untuk mengetahui seberapa besar efek <em>Solution-Focused Brief Therapy</em> (SFBT) dalam meningkatkan motivasi membaca murid disleksia. Penelitian ini menggunakan desain kuasi eksperimen dengan <em>Non Equivalent Control Group</em><em> Design </em>yang melibatkan 16 orang murid kelas tinggi pada salah satu sekolah dasar di Aceh Utara, Aceh, Indonesia yang berkemungkinan mengalami masalah disleksia. Untuk menentukan kemungkinan murid mengalami disleksia, digunakan instrumen <em>Senarai Semak Disleksia</em> yang disusun oleh Kementerian Pelajaran Malaysia (KPM) dan Universiti Sains Malaysia (USM). Motivasi membaca ditentukan oleh skor <em>Motivation to Read Profile</em> (MRP). Hasil penelitian menunjukkan bahwa terdapat peningkatan skor motivasi membaca murid yang telah mengikuti intervensi SFBT selama enam sesi, sebesar 106 poin, dengan <em>size effect</em> 1.181 yang berarti bahwa SFBT yang diberikan memberikan efek yang besar dalam meningkatkan motivasi membaca murid disleksia.</p><p><br /><em><strong><em>Abstract </em></strong>:There are 15% of elementary school students in the world are dyslexic. Dyslexia is a reading difficulty that occurs in children with normal vision and intellect. Dyslexic students certainly have reading motivation problems. Reading motivation is a big problem that will effect to academic achievement, and must be resolved immediately. Solution-Focused Brief Therapy (SFBT) can be an alternative to increase the reading motivationof dyslexic students, so that they can achieve according to their intellectual abilities. Therefore,  this study aims tp find out how much the effect of Solution-Focused Brief Therapy (SFBT) in increasing the reading motivation of dyslexic students. This study uses a quasi-experimental design with Non Equivalent Control Group Design, involving 16 high class students in one of the elementary schools in North Aceh, Aceh, Indonesia who are likely to experience dyslexia problems. To determine the possibility of dyslexia, researchers used the dyslexic checklist instrument compiled by the Malaysian Ministry of Education (KPM) and Universiti Sains Malaysia (USM). The level of reading motivation is determined by the Motivation to Read Profile (MRP) score. The results showed that there was an increase in the reading motivation score of students who had followed SFBT interventions for six sessions, totaling 106 points, with a size effect of 1.181 which meant the given SFBT had a great effect in increasing the reading motivation of dyslexic students.</em></p><p class="Normal1"> </p><p class="Normal1" align="center"><strong></strong><em><strong><em><br /></em></strong></em></p>

Motivation to Read Profile--Revised

2013 ◽  
Author(s):  
Jacquelynn A. Malloy ◽  
Barbara A. Marinak ◽  
Linda B. Gambrell ◽  
Susan A. Mazzoni
Keyword(s):  
Motivation To Read ◽  
Motivation To Read Profile

Exploring Adolescent Motivation to Read with an Online YA Book Club

2020 ◽  
Vol 59 (3) ◽  
pp. 260-275
Author(s):  
Mary-Celeste Schreuder ◽  
Rachelle S. Savitz
Keyword(s):  
Book Club ◽  
Motivation To Read ◽  
Adolescent Motivation

scholarly journals AN ANALYSIS OF THINK-PAIR-SHARE STRATEGY ON GOOGLE CLASSROOM IN READING AT SMKN 1 KUTA SELATAN

2021 ◽  
Vol 9 (2) ◽  
pp. 90-100
Author(s):  
K.P.D. Wijaya ◽  
N.M. Raminingsih ◽  
I.G. Budasi
Keyword(s):  
Research Design ◽  
Sampling Technique ◽  
English Teachers ◽  
Structured Interview ◽  
Research Subjects ◽  
Motivation To Read ◽  
Purposive Sampling ◽  
Teachers Perceptions ◽  
Interview Guide ◽  
Descriptive Qualitative

This study aimed at analysing the implementation of TPS strategy on Google Classroom in reading at SMKN 1 Kuta Selatan. Descriptive qualitative was used as a research design. A purposive sampling technique was applied to choose 3 English teachers and 117 students as the research subjects. An observation sheet, closed-ended questionnaires, and semi-structured interview guide were used to collect the data. The results show that the teachers create many forums on Google Classroom to implement TPS strategy, namely; posting a text, providing some questions, asking the students to work in pairs, and collecting the results of their discussion. Teachers' perceptions show that 84.37% are very good and 15.63% are good. While students' perceptions show that 8.82% are very good, 70,6% are good, and 20,58% are enough. Increasing students’ enthusiasm and motivation to read a text became one of the teachers' reasons for using TPS strategy on Google Classroom.

Using Multilinguistic Strategies to Improve Decoding in Older School-Age Students in a Contextualized and Motivational Approach

2017 ◽  
Vol 2 (1) ◽  
pp. 105-112 ◽  
Author(s):  
Ginger Collins ◽  
Julie A. Wolter
Keyword(s):  
Struggling Readers ◽  
Morphological Awareness ◽  
Reading Acquisition ◽  
Fourth Grade ◽  
School Age ◽  
Academic Vocabulary ◽  
Motivation To Read ◽  
Elementary Years

The multilinguistic skills of phonological, orthographic, and morphological awareness codevelop and appear to all be important for reading acquisition in the elementary years. By fourth grade, the academic vocabulary words to which students are exposed become more content-specific and frequently contain multiple morphological units. Struggling readers often lack motivation to read. The purpose of this article is to (a) review the evidence basis for providing multilinguistic instruction, and (b) provide a model for teaching multilinguistic strategies by using Latin and Greek roots within the context of creating superhero comics to promote decoding in an engaging manner.

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