The Action Research of Literary Instruction Connected with Reading Aloud and Discussion

2016 ◽  
Vol 53 ◽  
pp. 213-251
Author(s):  
Ji-Hyun Nam
Keyword(s):  
Action Research ◽  
Reading Aloud ◽  
Literary Instruction

scholarly journals STUDENTS IMPROVEMENT OF READING ALOUD THROUGH PHONOLOGICAL MODELING TECHNIQUES AT SDN 02 PANGGAHAN IV CLASS

2018 ◽  
Vol 7 (2) ◽  
pp. 121
Author(s):  
Mimi Sri Irfadila
Keyword(s):  
Elementary School ◽  
Action Research ◽  
Reading Skills ◽  
Reading Aloud ◽  
Fourth Grade ◽  
Modeling Technique ◽  
Teaching Reading ◽  
Fourth Grade Students ◽  
Modeling Techniques ◽  
Classroom Action Research

Learning the Indonesian Language, specially reading aloud in Elementary School must use various techniques. This causes, less motivated students to learn independently and less ability in reading aloud. The solution to resolve problems is apply of modeling phonological techniques in teaching reading aloud. This technique aims at improving reading skills. The phonological modeling technique can be applied by focusing on the pronunciation of phonemes. This research is a classroom action research using descriptive methods. The population are all of student at SDN 02 Paninggahan. The sample is fourth grade students of SDN 02 Paninggahan.The concluded of the research are: 1) learners are more motivated to participate in learning Indonesian language with phonological modeling techniques.  2) Increased thoroughness every aspect / indicator on the first cycle and second cycle increased. The increase occurred in the pronunciation of the phoneme /f/, /u/, /a/, /i/, /k/, and /n/.

scholarly journals Meningkatkan Kemampuan Siswa dalam Membaca Teks dengan Menggunakan Metode Reading Aloud di Kelas III SDN. No. 028/XI Tanjung Tahun 2017/2018

2019 ◽  
Vol 19 (2) ◽  
pp. 368
Author(s):  
Hardianto Hardianto
Keyword(s):  
Action Research ◽  
Student Learning ◽  
Reading Aloud ◽  
Learning Activities ◽  
Average Score ◽  
Class Iii ◽  
Reading Methods ◽  
Reflection Data ◽  
Third Grade Students ◽  
Classroom Action Research

This study aims to improve the ability of students to read texts by using aloud reading methods in class III SDN. No. 028 / XI Tanjung in 2017/2018. The research conducted was classroom action research conducted at SDN. No. 028/XI Tanjung. This research was conducted from July to November 2017. The study involved 15 third grade students. Classroom action research was conducted in two cycles (Cycle I and Cycle II) and each cycle consisted of two meetings with four activities namely planning, implementation, observation, and reflection. Data was collected by test and observation techniques. Furthermore, the data is processed and analyzed using a simple statistical test. The results of the study show that the use of reading aloud methods can improve students' ability to read texts in grade III SDN. No. 028/XI Tanjung in 2017/2018 which can be seen from the increase in learning activities and improvement in learning outcomes. Student learning activities are getting better. The average score obtained by students also increased from 56.50 (pre-action) to 65.00 (cycle I) and 74.50 (cycle II). In addition, student learning completeness also increased from 33.33% (pre-action) to 60.00% (cycle I) and 86.67% (cycle II). Thus, the reading aloud method can be used as a method to improve students' ability to read texts.

scholarly journals Improving English Pronunciation of Adult ESL Learners through Reading Aloud Assessments

2015 ◽  
Vol 9 (2) ◽  
pp. 107
Author(s):  
Siti Nurani ◽  
Amrina Rosyada
Keyword(s):  
Action Research ◽  
Data Center ◽  
Communication Skill ◽  
Reading Aloud ◽  
Note Taking ◽  
Adult Esl ◽  
English Pronunciation ◽  
Esl Learners ◽  
Operation Center ◽  
Conceptual Meaning

Communication skill nowadays becomes a must that everyone should master. The agreement of such conceptual meaning in communication should meet the same perception among speakers. One of the tools to improve one’s communication skill is by learning pronunciation through Reading Aloud for misperception emerged from mispronunciation can be avoided. This research aims at improving English pronunciation through reading aloud in the form of short texts. The research was carried out in Statistics Data Center (BPS) by employing A Classroom Action Research with two cycles of assessments. There were 20 IT engineers of Networking Operation Center with various background of knowledge as an object of the research. The data was collected by observation, note taking, and test. Questionnaire is designed and administered to identify the participants’ core and frequency of English tasks and also to investigate participants’ previous experiences with English. Findings show that there is an improvement on participants’ pronunciation skill through Reading Aloud as it can be seen from the increase of a mean score on the second cycle with 77.75 that is considered as good predicate.

The Impact of Subjective and Objective Hearing Loss on Cognition and Memory in Older Adults

2015 ◽  
Vol 20 (2) ◽  
pp. 49-57 ◽  
Author(s):  
Yvonne Rogalski ◽  
Amy Rominger
Keyword(s):  
Older Adults ◽  
Hearing Loss ◽  
Reading Aloud ◽  
Cognitive Testing ◽  
Professional Collaboration ◽  
Cognitive Screening ◽  
Speech Language Pathologist ◽  
Text Passage ◽  
The Impact ◽  
Audiologic Evaluation

For this exploratory cross-disciplinary study, a speech-language pathologist and an audiologist collaborated to investigate the effects of objective and subjective hearing loss on cognition and memory in 11 older adults without hearing loss (OAs), 6 older adults with unaided hearing loss (HLOAs), and 16 young adults (YAs). All participants received cognitive testing and a complete audiologic evaluation including a subjective questionnaire about perceived hearing difficulty. Memory testing involved listening to or reading aloud a text passage then verbally recalling the information. Key findings revealed that objective hearing loss and subjective hearing loss were correlated and both were associated with a cognitive screening test. Potential clinical implications are discussed and include a need for more cross-professional collaboration in assessing older adults with hearing loss.

The Direction of Affective Priming as a Function of Trait Anxiety When Naming Target Words With Regular and Irregular Pronunciation

2004 ◽  
Vol 51 (3) ◽  
pp. 180-190 ◽  
Author(s):  
Michael P. Berner ◽  
Markus A. Maier
Keyword(s):  
Trait Anxiety ◽  
Reading Aloud ◽  
Naming Task ◽  
Affective Priming ◽  
Priming Effects ◽  
Expected Effect ◽  
Negative Affective Priming ◽  
Whole Word ◽  
German Data ◽  
Target Words

Abstract. Results from an affective priming experiment confirm the previously reported influence of trait anxiety on the direction of affective priming in the naming task ( Maier, Berner, & Pekrun, 2003 ): On trials in which extremely valenced primes appeared, positive affective priming reversed into negative affective priming with increasing levels of trait anxiety. Using valenced target words with irregular pronunciation did not have the expected effect of increasing the extent to which semantic processes play a role in naming, as affective priming effects were not stronger for irregular targets than for regular targets. This suggests the predominant operation of a whole-word nonsemantic pathway in reading aloud in German. Data from neutral priming trials hint at the possibility that negative affective priming in participants high in trait anxiety is due to inhibition of congruent targets.

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