Name: Ulfah Mariatul Kibtiah

Class: TBI 5E

NIM: 181230175

RESEARCH ON ELT

1. Students Reading Strategies At English Educational Department

Utami Dewi, Maryati Salmiah (2019)
 State of the art
Reading comprehension is one of the skills that students must have to enrich their
knowledge, especially students. There are two kinds of reading strategies: Top-
Down Strategy and Bottom-Up Strategy. in this study, the researcher discusses
these two strategies. The purpose of this study was to find out information about
the students' reading comprehension strategies applied by the students when they
were given reading comprehension texts.
 Gap analysis
Based on the writer observation, if students have a strategy that is in accordance
with the reading text that they must understand, then this of course can help every
student to get knowledge or information easily. With the use of appropriate
strategies, students can also shorten the time in reading to get the information or
knowledge needed.
Research related to reading comprehension was carried out by Aan Kahsanah and
Isah Cahyani from the Indonesian University of Education Bandung. This study
also provides advice so that readers can apply QAR to improve reading
comprehension. Describe observational data: use of time, use of dictionaries,
scribbles in the question sheet and answers, attitudes in answering questions and
writing in answering questions. Based on the observations of the researchers, the
five things will be described based on each researcher.
 Findings
The strategy that was used by the students were similar, though they were given
different types of text. Each students had their own strategy in reading
comprehension but most of the students used bottom – up strategy. A bottom-up
strategy will greatly help the reader understand if it is used for texts with low
vocabulary difficulties so that the reader will easily translate text or discourse but
if applied to texts or discourses with high vocabulary difficulties, this will result
in time running out wasted because it has to translate every difficult word that is
found in discourse or text. The top-down strategy looks more appropriate if
applied to all levels of text or discourse difficulties, this can be seen in the first
 comprehension text, the informants who apply this strategy get more correct
numbers than those using bottom-up.

2. READING JOURNAL AS A WAY TO IMPROVE STUDENTS’

COMPREHENSION TOWARD A TEXTBOOK READING MATERIAL
Menik Winiharti; Agnes Herawati; Esti Rahayu

 State of the art

Reading journal itself is one method that lecturers can use to improve students’
textbook reading comprehension ability. The use of reading journals may bring
students’ academic attainment to meet the standard competencies, and students
will ultimately perform better in their academic work where reading plays a
primary role. This study tries to explore the effects of reading journals toward the
comprehension of a textbook material.
 Gap analysis
Talking about tools that are used in gaining students' textbook reading
comprehension ability, research shows that some various tools can be applied,
such as reading and vocabulary inventory, qualitative reading inventory and
reading journal. Reading journal itself is one method that lecturers can use to
improve students' textbook reading comprehension ability. The use of reading
journals may bring students' academic attainment to meet the standard
competencies, and students will ultimately perform better in their academic work
where reading plays a primary role. This study tries to explore the effects of
reading journals toward the comprehension of a textbook material.

 Findings
The findings indicate that more than half of the participants appear to understand
the material well, and the task plays a certain role in improving students'
understanding. The most crucial thing is that most students think they get benefit
by writing the reading journal.

3. READING ALOUD STRATEGIES IN READING ENGLISH TEXTS

Iyen Nurlaelawati (2014)
 State of the art
Research on reading aspects in L1 and L2 contexts have gained attention for
decades. Particularly in learning L2, learners will undergo different language
 orthography systems (deep and shallow), that is the consistency between what a
sound is like and how it is written(Pinter, 2006).

 Gap analysis
Researchers explored strategies carried out by an Indonesian child when reading
aloud English text to identify reading errors that actually had a positive impact on
the child's English learning process, for example guessing words intelligently
when finding words that were foreign to him. The aim of the research is to find
out an Indonesian young language learner‘s strategies to read aloud English
stories. In relation to the strategies, overgeneralization, simplification by omission
and transfer were identified; and overgeneralization was the most frequent of all.

 Findings
From the observation, it could be concluded that there are several findings related
to the strategies to read aloud English texts. Generally, it covered three things
proposed by Littlewood (1984): overgeneralization, transfer, and simplification by
omission. Besides showing the occurrences of those three strategies, it also
showed that they were sometimes overlapping. In the study, an overlap of strategy
usage between transfer and simplification by omission could be observed.

4. GUIDED READING STRATEGY TO IMPROVE READING

COMPREHENSION
Iskandar Syahputera
 State of the art
According to Olson, et al. (2007:5) guided reading is a direct method of teaching
students a variety of reading strategies through teacher modeling and the students
then practice independently using materials supplied for their particular level. The
role of teachers is therefore to apply and to encourage the students to use suitable
strategies that are suited to the objectives of the teaching-learning process and to
the level of skills of the students.

 GAP Analysis
In order to have a clear understanding of the problems, the researcher thought that
a test should be done as part of a preliminary study. The preliminary study was
done with the students from the English Department of the Teacher Training
Faculty who were taking English II as a compulsory subject at Ar-Raniry State
Islamic University in Darussalam, Banda Aceh in the academic year 2014-2015.
At the start of the semester the new English II students were given a test in order
 to find out their skill level in reading comprehension. This test actually became
the preliminary phase of this research study.
This preliminary phase actually had two basic purposes.
First, it was aimed to find out the students current level of proficiency so that the
researcher could determine teaching materials that could be suitable with their
current level of proficiency. Secondly, it was aimed to measure the baseline level
of the reading ability of the students so that the researcher could determine
whether there had been any improvement in the abilities of the students after the
implementation of the Guided Reading Strategy (GRS) or not.

 Findings
Thus more than 85% of the students gave a good response to the implementation
of the GRS in the action of the cycles. Therefore it had met the criteria set in
success indicators in term of the students‟ response toward the implementation of
the GRS. Referring to the whole process of the implementation of the Guided
Reading Strategy starting from the first cycle to the second cycle, the researcher
thought that the research could be finalized in the second cycle since all of the
criteria set in the success indicators had been achieved. Overall, the results that
were expected to be reached in the criteria set in the success indicators had been
achieved well.

5. Improving Reading Comprehension Using Contextual Teaching and Learning

(CTL)
Yudha Aprizani (2016)

 State of the art

However students still had trouble learning English even though they had studied
English for many years, they still could not speak English fluently. These
problems must be overcome by teachers so that students can learn it well.
However students still had trouble learning English even though they had studied
English for many years, they still could not speak English fluently. These
problems must be overcome by teachers so that students can learn it well.
Most students have problems during the English lesson and so they give less
attention to the subject in the classroom. This made their learning less optimal,
therefore teachers must find ways and effective methods to gain their attention,
and further pay attention to their learning styles.

 GAP Analysis
The researcher had previously observed a teacher at a university who usually
taught English by using direct learning in his classroom, which his role is to
 model or demonstrates a procedure to the students. Therefore, the teaching and
learning process focused only on him as the centre of learning in the classroom.
He also used only the textbook provided by the university as the learning material
for English. In other words, the main approach in direct learning is modelling in
which the teacher demonstrates some procedure to the students. This made the
students to be passive in the teaching and learning process in the classroom. This
shows that the teacher was not creative in developing the English teaching
learning techniques and materials. Consequently, the researcher of this study was
interested in applying the Contextual Teaching and Learning (CTL) approach to
the classroom, especially in teaching English reading comprehension since this is
the skill that the students had the lowest scores in at the university.
Accordingly, in this research, the researcher focused on the comparison in the
results from students studying reading comprehension by using CTL with those
using direct instruction in an extensive reading class.
This study was aimed to find out whether teaching-learning reading
comprehension using Contextual Teaching and Learning (CTL) would get better
results than using Direct Instruction approach.
 Findings
The students’ scores were the data for the study of reading comprehension
comparing CTL and Direct Instruction. Based on the results of the study, the
researcher found that CTL was more effective than Direct Instruction because the
null hypothesis was rejected and the alternative hypothesis was accepted so that
CTL was found to be better for teaching reading skills. CTL encourages materials
that are related to the students’ surrounding so that it helps them use English
related to their daily activities.

6. Reading Comprehension Achievement: A Comparative Study between Science and

Social Science Students
Ida Muliawati (2017)

 State Of the art

This study was aimed at finding different achievements in reading comprehension
between the science and social science students at a senior high school in Banda
Aceh. It was also aimed at finding factors that influenced their achievements by
using a comparative study involving 40 second grade (year 11) students of the
school.

 GAP Analysis
 Based on the high school curriculum for second grade as mentioned in the KTSP
Model (Depdiknas, 2006) the standard of competency for reading comprehension
is to understand the meaning of short functional texts and essays in the form of
reports, narratives, spoofs and analytical and hortatory expositions of daily life
contexts in attempts to search for knowledge and understanding.
Following the above, the researcher decided to look for differences in the
students’ reading comprehension achievements in both programs. The researcher
wanted to compare the English reading achievements of the science students with
those of the social science students. She wanted to find out whether the students
in the two programs had different achievements in it, and she also wanted to find
out any factors that influenced such differences.
 Findings
The result from the t-test was 3.67 which were higher than t-table of 2.042 at the
level of significance of 0.05. This indicated that the levels of students’
achievement in reading comprehension in the two programs were quite different.
The study also found and discussed the factors that made positive differences in
achievement of these two groups of students in reading comprehension; they were
positive attitudes toward the language, high motivation and higher intelligence.

7. The Effect of Partner Reading Strategy on Reading Comprehension

Yanti Kristina Sinaga,Herman,Putri Laura Siahaan (2020)

 State Of the art

As an international language especially in globalization era, the user of English
has increased in our country. It motivates every people to learn English with the
aim so that they can face the globalization era and communicate with another
people from many countries in the world like for business, economy, technology,
science, etc. Patel and Jain (2008:6) state that “English is the international
language. International English is the concept of the English language as a global
means of communication in numerous dialects, and also the movement towards an
international standard for the language. It is spoken all over the world”.
Meng (2010:501) as cited in Herman, Sibarani and Pardede (2020:86) and
WIbowo, et al. (2020) stated that English reading has always been regarded as
one of the main aims in English teaching in colleges and universities, because it
can objectively reflect the students’ abilities to acquire the language.
 GAP Analysis
Based on the researchers’ experience in observation at the grade eight of SMP N 7
Pematangsiantar, the researchers found that the students had many problems in
reading comprehension, Some of the students had difficulties to comprehend the
main idea of the reading text, some of the students were not able to find the
 meaning of vocabulary in reading text, and some of students were not able to
make inference form the text.
This research was conducted in investigating whether Partner Reading Strategy
affects on students’ Reading Comprehension ability in descriptive text.
 Findings
The total score of pre-test in control group is 1065, mean 34.35 and the total score
of post-test in control group is 1355, mean is 45,16, meanwhile the total score of
pre-test in experimental group is1525, mean is 49.19 and the total score of post-
test in experimental group is 2470, mean is79.67. The finding indicates that the
value of t-test exceeds the value of t-table (8.77> 1,67), at the level of significant
p = 0,05 and the degree freedom df= 60. The finding implies that the alternative
hypo research is accepted. In other words, there is a significant effect of Partner
Reading Strategy on the students reading comprehension.

8. Developing Supplementary Reading Materials for Grade 11 Students at a

Multimedia Study Program
Nunun Nuki Erfiani, Ngadiso, Suparno (2019)

 State Of the art

English in vocational secondary school has different objectives, core competence,
and basic competence, which cause the needs of the students in learning English
specifically. Therefore, English in vocational secondary school is categorized as
English for Specific Purposes (ESP) where the students study English in order to
carry out particular roles (see Richards, 2001) which are appropriate to their study
programs and future jobs.

 GAP Analysis
During the researchers’ informal talk and interviews with students at one of the
multimedia study programs in Mangelang, Indonesia, said that they need English,
especially in the mastery of reading to understand multimedia learning material
such as the instructions to run certain multimedia software. Spratt et al. (2005)
state that reasons influence how and why people read texts, so these students
should be provided with appropriate reading materials to meet their needs or to
satisfy their reading reason.
In order to meet students’ need in learning English, one of the vocational
secondary schools in Magelang uses a published textbook. Ideally, a publisher
should provide materials that cut across the curriculum and put the interests and
background of all learners into consideration (Omoto & Nyongesa, 2013).
However, based on the researchers’ initial document analysis of the textbook, it
was found that the textbook does not meet the interests and background of these
students. It is true that the existing textbook was specifically designed for
 vocational secondary school students, but it still covers general learning materials
for all study programs in vocational schools.
This research is aimed at developing a supplementary reading material to fulfill
students' need in one of the multimedia study program at Mangelang, Indonesia,
for learning reading.

 Findings
The findings show that the existing textbook used to teach reading contains
general English material and it is less specific to be used for the
students at the program. Therefore, it implies that there should be
supplementary reading materials for the teacher to develop reading to
meet the needs of these students.

9. Prose Reading: The Influence of Text-Reader Factors

Revathi Gopal, Che Ton binti Mahmud (2019)
 State Of the art
The term Young Adult Literature (YAL) emerged in the late 1960s. It refers to
realistic fiction that addresses problems, issues, and life circumstances which are
of interest to young readers aged approximately between 12 to 18 (Bucher &
Hinton,2014).
 GAP analysis
During the researchers’ informal talk and interviews with students at one of the
multimedia study programs in Mangelang, Indonesia, said that they need English,
especially in the mastery of reading to understand multimedia learning material
such as the instructions to run certain multimedia software. They also need
English to support their field practice in some areas such as Web Development,
Game Development, and Learning Media Development. It is now clear that they
need to learn specific English to explore their multimedia learning material.
Considering what happens in one of the schools in Magelang, it is necessary for
the researchers to propose a possible solution which may bridge the gap between
general English materials provided by the school and the students’ needs. In other
words, a variety of efforts to achieve successful teaching is needed (Natsir &
Anisati, 2016). Therefore, the researchers developed supplementary reading
materials for grad 11 students in the multimedia study program to help them
achieve good English competency. This article aimed to know the improvement
of students’ reading
comprehension of narrative text after using High Five strategies and common
factors influenced the changes of students’ reading comprehension of text.
 Findings
The findings show that text-reader factors affect text comprehension. The factors
include pictures, font, the author, glossary, text organization, cover of the book
and the length of the literary prose forms. The reader factors are related to the
 students’ life background, interest, and motivation in reading. The study implies
that these text-reader factors must be met to ensure improved reading
comprehension ability among students.

10. Learning of Reading Comprehension through reading workshop in the Industry 4.0
Ruli Setiyadi, Uus Kuswendi, Muhammad Ghiyats Ristiana, (2019)

 State of the art

Reading comprehension is still considered as a part of new literacy required to
encounter the Industry 4.0. Reading comprehension in this era is related to
reading the data presented in technology. In addition to students’ ability to
understand readings, students sort positive and negative information in a reading
through reading comprehension. Students can also get used to utilize the internet
access to read various information and stories.
 GAP analysis
Berdasarkan temuan UNDP dalam Human Development Index tahun 2010,
kondisi minat baca di Indonesia masih sangat rendah, mengingat Indonesia berada
di peringkat 112 dari 175 negara. Hal ini sejalan dengan hasil survei UNESCO
(United Nation Education Society and Cultural Organization) tahun 2011 yang
mengungkapkan bahwa indeks membaca masyarakat Indonesia sangat rendah,
yaitu hanya berkisar 0,001 (Anita, Nenden, & Nana, 2017). . Ini menunjukkan
bahwa satu dari seribu orang Indonesia memiliki minat baca yang tinggi.
Mengacu pada hal tersebut di atas, upaya untuk meningkatkan kemampuan
membaca khususnya pemahaman membaca perlu terus dilakukan. Menurut
McMaster, Espin, & Van den Broek (2014), pemahaman bacaan adalah proses
memperoleh makna secara aktif dengan melibatkan pengetahuan dan pengalaman
pembaca yang berkaitan dengan isi bacaan. Pemahaman membaca dalam konteks
Revolusi Industri 4.0 terkait dengan perolehan informasi dari media massa
berbasis online.
 Findings
The findings in this research, the conclusion is that the online magazine-based
reading workshop model had an effect on the primary school students' reading
comprehension skills. The reading workshop model facilitated students to develop
their reading comprehension skills. Then, the students developed reading
comprehension skills through online magazines. The Industrial Revolution 4.0
that begins expanding into education realm needs developed by introducing
students to the use of technology.

11. High Five Strategy to Improve Students’ Reading Comprehension

Susi Purnama Sari1, Hermawati Syarif, Jufrizal (2019)
  State of the art
Different from the previous article the uniqueness of this article using the high
five strategies strategy. questioning; third, analyzing text structure; fourth,
creating mental images; and the fifth, summarizing. These five strategies are
believed having the best impact to teach reading comprehension. Granger (2004)
stated that recognizing the pattern of organization is important in reading for
comprehension. They assume that the authors present their ideas in certain
patterns to make sense. From this opinion, teaching text structure or pattern of
organization is urgently needed. Heckelman (1969) stated on his article that the
general public has shown great concern about he state of reading in the school.
Understanding the pattern will enable the students to find the location of the topic
sentence, main idea, supporting details, sentence connectors, and concluding
sentence.
 GAP analysis
The previous research wrote by smith & Goodman (1991) entitled On the
Psycholinguistic Method of Teaching Reading stated that Students will be able to
read and comprehend the reading text fluently if they are able to predict what they
are going to read. There also Alyousef (2006) entitled Teaching Reading
Comprehension to ESL/EFL Learners, stated on his article that reading can be
seen as an inteactive process between a reader and a text which leads
automatically.
The differences between this study with the previous one is that, Both of those
researches told us how to comprehend reading fluently but doesn’t define the best
strategy to achieve it. Therefor this reseach is quitely important to discuss because
it define the strategies how to comprehend rading fluently.
 Findings
The result showed that in two cycles to answer these research questions: first, the
students’ mean score improved 22,44 point or 26%; second, these improvements
were influenced by students’ reading interest and motivation, materials selection,
and reading strategies. In conclusion, this research showed that the use of High
Five Strategy could improve students’ reading comprehension of narrative text at
XI IPA 2 of Senior High School 1 Merangin Jambi.

12. The Impact of Motivation on Reading Comprehension

Mohammad Reza Ahmadi (2017)

 State of the art

Motivation is one of the important factors which impact greatly on language
learning. One of the most important factors which receives the special focus in
foreign language teaching is reading motivation. More recently, studies on
reading motivation have also gained much interest.
 This paper is different from other papers because it discusses several discussions
at once. The researcher will going to consider the impact of reading motivation on
reading comprehension. In this paper, the researcher explains the terms reading
motivation, different types of motivation, reading comprehension, and different
models of reading comprehension. The review of this study showed that reading
motivation had a considerably positive effect on reading comprehension activities.

 GAP analysis
According to Seymour and Walsh (2006), motivation affects learners’ reading
comprehension activities. While it has a significant role in language learning,
many do not know its great importance in reading comprehension. Reading
motivation helps EFL learners read more efficiently. This has also been supported
by Wang (2008) and Rosenfeld, Leung, and Oltman (2001) who emphasized that
learners who learn a foreign language should develop their reading ability for the
better comprehension of written texts.
According to Kintsch (1998), van Dijk and Kintsch (1983), and Pourhosein
Gilakjani and Sabouri (2016), reading comprehension is the process of
constructing meaning from text. The aim is to understand a text rather than to
acquire meaning from individual words or sentences.
Ahmadi, Hairul, and Pourhosein Gilakjani (2012) stressed that reading
comprehension is one of the significant elements in language learning because it
provides the foundation for a substantial amount of learning in EFL learners.
 Findings
Motivation is one of the key factors to assist learners reading comprehension.
Motivation helps both performance and understanding of one’s reading
comprehension. This paper showed that the explicit instruction of motivation is a
practical tool to improve learners’ reading comprehension. One of the significant
consequences of this study is that EFL learners should be motivated to increase
their reading comprehension ability and become proficient readers. Reading
motivation can lead to the improvement in language learning performance for
different levels of learners irrespective of what learning context they are in. On
the whole, it can be stated that EFL teachers should go beyond their traditional
roles by providing opportunities for their EFL learners to become motivated and
substantially improve their reading comprehension proficiency.

13. Implementation of Reading Guide Strategy in Global Climate Change Material for
Enhancement of Student Learning Outcome
Miftahul Arozaq, Aman M, Amin Sunarhadi (2017)

 State of the art

 Reading guide learning is part of the application of active learning approach
emphasizes the participation of higher learners so as to create a conducive
learning atmosphere. Reading Guide aims to help students be more focused and
easy to understand lessons delivered by teachers. One of the internal factors that
influence learning outcomes is how the students' attention level in learning. The
Reading Guide serves to focus students' attention so as to concentrate fully and
easily understand the lessons conveyed by the teacher.
 GAP research
In this study, the researcher explained one of the learning strategies to integrate
climate change into school materials through reading guides. The reading guide is
part of applying an active learning approach. This research was conducted to
emphasize the participation of students so as to create a conducive learning
atmosphere. Reading Guide aims to help students to be more focused and easier to
understand the lessons conveyed by the teacher. The research objectives are; 1).
How to study climate change material before using the reading learning guide 2).
What are the results of studying climate change material after using reading
learning guides.
 Findings
The result of this research is the result of study of climate change material before
using the average reading guide learning is 41,22. After studying climate change
materials using learning guide guidance, there is an increase of learning result to
an average of 53.11. The conclusions obtained from this study indicate that
learning using the reading guide is affective.

14. International Journal of Research Improving Reading Comprehension through

Extensive Reading: the case of WCU 2 nd year English Majoring students
Addise Abame, Molalign Biraga , Tsegaye Abe , Samson Fantu (2017)

 State of the art

Reading has got different definitions throughout history, and it is one of the most
fundamental skills in a language. As to Smith (1994b) cited
in Mikeladze (2014), reading is explained as: "Transfer of meaning from mind to
mind. The reader gets the meaning by reading. In this process the reader, the
writer and the text are involved. " It involves a process of active interpretation of
what is written. In other words, reading is defined as the ability to make sense of
written or printed symbols. Meaning, reader uses symbols to tiger information in
his / her memory, and this information is used to construct sense full
interpretation of writer's massage.

 GAP research
 Particularly, it was attempted to (a) identify the effect of extensive reading
strategy on reading comprehension of English majoring students. Moreover, it
was proposed (b) to identify which reading strategy (i. e. extensive or intensive)
that learners use more frequently so as to improve their reading
comprehension. In the classroom, there were 38 students who were taking
courses. There was only one section: 2nd year English majoring students in the
university. In language learning, extensive reading is contrasted with intensive
reading, which is slow, careful reading of a small amount of difficult text.
According to the researchers’ experience, we are doubtful that the target group
applies extensive strategies of reading accordingly. So, the main intension of this
study was to improve students’ reading comprehension through applying
extensive reading strategy that has been used and advocated by many scholars in
language learning process.

 Findings
So, the results of the research can be concluded that extensive reading has benefits
positive effect on student reading comprehension, and intensive reading strategies
most often used by students. So, even though the teacher is playing their part
regarding this matter, they must participate read texts such as short stories, novels,
poetry and others more in teaching reading understanding in the context of an
EFL classroom, and they have to encourage students and create they are aware of
the importance of using it extensively reading strategies outside the classroom for
the better increased reading comprehension.

15. Reading Comprehension Difficulties Among EFL Learners in Higher Learning

Institutions

Hamza Al-Jarrah & Nur Salina Binti Ismail (2018)

 State of the art

One of the most significant problems faced by instructors is reading deficiency in
English texts among the university students, which reflects the students' poor
academic performance. In addition, Shiotsu, and Weir (2007) stated that the
younger's level of syntactic knowledge plays a role in their understanding of
reading materials. In other words, learners with insufficient knowledge might not
be able to achieve a higher level of reading ability. Therefore, readers need L2
syntactic knowledge to integrate their background knowledge and word's meaning
(Koda, 2005).
 GAP research
Learners who do not understand reading material cannot enjoy reading. Along
with that, lack of understanding might be as a result of insufficient knowledge of
 vocabulary. This indicates that there is a strong correlation between reading
comprehension and vocabulary knowledge. Therefore, EFL learners must acquire
an adequate knowledge of vocabulary to comprehend text. This study aims
to investigate reading comprehension difficulties among EFL learners in higher
learning institutions.

 Findings
This study concludes that the reading comprehension difficulties faced by Arab
EFL learners in the selected institutions could affect their English
language proficiency and academic performance. To find solutions to these
difficulties, there is a need for shared efforts of English language teachers,
instruction policy makers, public and private bodies responsible for
educational policy learning and implementation, and the EFL learners.

16. The Use of Reading Strategies in Developing Students' Reading Competency among
Primary School Teachers in Malaysia

Majdi Abdullah Ahmad AD-Heisa, Syakirah Mohammed, K.A. Sharmella a / p

Krishnasamy Jenan H. Issa (2010)

 State of the art

One important aspect of teaching reading has been overlooked, that is the need to
teach students the appropriate reading strategies. Closer inspection of the Primary
School Syllabus specification reveals that the reading skills to be taught such as
word attack skills and reading for main ideas were specified.

 Gap analysis
Children in elementary school, especially where reading instruction focuses on
constructing meaning, learn to find main ideas, to skim, and to re-read first as
deliberate actions and, with practice, later accomplish the same actions with less
effort and awareness. In this view of learning, deliberate reading strategies
become fluent reading words, or find a main idea by using either skills or
strategies or both (Corno, 1989).
It can be assumed then that the awareness of reading strategies is of crucial
importance especially for beginning readers. Awareness helps the reader select a
certain path, the means to the goal, and the processes used to achieve the goal.
Being strategic enables the reader to examine the strategy, monitor its
effectiveness and revise one's goal or means if necessary.
 Some of the common reading strategies employed by teachers are pre-reading
strategies, while reading and post-reading strategies. The behaviors, which
designed to help students before, during, and after they read, categorize the
reading strategies. With sufficient practice, pre-reading strategies assist students
to overcome the common urge to begin reading a text closely right away.

 Findings
The findings of the study showed that while teachers were aware of the use of
reading strategies in developing reading competencies, they did not fully utilize
them in teaching reading to primary school students. Effective reading strategies
such as setting context, relating the text to students' schemata and predicting or
interpreting text were less frequently used. Apart from that, teachers also failed to
encourage readers' interaction with the text.
17. EXPLORING EFL TEACHERS’ STRATEGIES IN TEACHING READING
COMPREHENSION
Nurman Antoni (2010)
 State of the art
Reading comprehension skills are important for English language learners,
especially for students who learn English as a foreign language. Reading
comprehension is a process that involves the orchestration of the readers’ prior
knowledge about the world and about language.
 Gap analysis
Although many previous research reports have given a comprehensive portrait on
teaching strategies of reading comprehension, the researcher think that it is
important to explore more about the teachers’ strategies used and the students’
responses toward their teachers’ strategy on teaching reading comprehension. In
this case, this study focused to examine the three English teachers and their
students who were learning reading comprehension in appropriate texts at one
junior high school. This study is aimed to explore EFL teachers’ strategies in
teaching reading comprehension and the students’ responses toward their
teachers’ strategies in teaching readin comprehension at one junior high school in
Riau. This study employed a qualitative research design which is a case study
using three data collection techniques; observation, interview and questionnaire.
All of the data were analyzed by using three major phases of analyses: data
reduction, data display, and conclusion drawing and verification (Miles and
Huberman:1994). This study revealed that the teachers have used teaching
reading comprehension strategies in three reading stages: pre-reading, while-
reading and post-reading stage. It also revealed that in general, the students’
responses to their teachers’ strategies were good enough which were classified
 into low-level association responses and partly-formedknowledge structure
responses.

 Findings
Then, as found in the results and analysis from the questionnaire data, it can be
concluded that, basically almost of the students believed that all of the teachers
had created some extent strategies in teaching reading strategies. They realized
that besides it was clear enough for them, the teachers strategies could help them
to understand the reading text selection. It is the covert responses which related to
the students’ perception after the learning process.

18. Improving the Students’ Reading Skill through Translation Method

Hijril Ismail, Juang Kurniawan Syahruzah, Basuki (2017)

 State of the art

In teaching and learning reading skill there are a number of particular problems
which will need to be addressed. The first problem is reading comprehension. The
problems are related to background knowledge, cultural knowledge, and
knowledge of text type.
Other way to increase the students’ comprehension is by doing the text structure
tasks. What the students do is doing the text structure tasks orally. Why tasks?
One research done by Gordon & Hanauer (1955) show that testing tasks functions
as an additional information source which interacts in one four ways with the
continuing development of the test taker’s mental model: (a) integrating new
information into an existing information structure; (b) constructing new
information structure; (c) confirming an existing information structure; (d) newly
integrating existing information structure.
 Gap analysis
A reader uses background knowledge to integrate new information from a text
into his
prior information. In addition, cultural differences affect reading comprehension.
An unfamiliar cultural context and content knowledge of culture and knowledge
of vocabulary cause problems in reading, because the students do not clearly
understand the other culture. In addition, an inadequate knowledge of text type is
a problem in reading texts. The text type such as newspaper articles, fairy tales,
and business letters, if the students do not know what kind of the text, they cannot
understand what the text is about. The problem involves difficulties with words.
 Finding
The finding of the research shows that the implementation of translation improves
the students’ reading skill in the teaching process and the test result. The result of
 evaluation which carried out in end of the cycle I obtained that the lowest score is
40 and the highest score is 82 then the average score is 58.1, cycle II gets the
lowest score is 50 and the highest score is 85 then the average score is 60,9, and
cycle III get the lowest score is 60 and the highest score is 85 and the average
score is 65.8.

19. Improving Students’ Reading Comprehension Through Text Structure Tasks

Abdul Rohman (2017)

 State of the art

The teacher takes one example of the story genre, its text structure orientation and
reorientation and guides students to understand what events happened in the story.
By asking questions to students, the teacher is able to see whether the student is
able and understands to answer the question or not.

 Gap analysis
Realizing that the researcher has struggled with the problem of teaching text
understanding to a classroom full of students who come from diverse cultural and
language backgrounds, the researcher has to take responsibility and take my
individual initiative for improving the classroom in which the researcher work.
The facts show that his students find difficulties in understanding text; therefore,
some efforts have to be conducted to improve the students’ reading
comprehension. These are the reasons why the researcher is interested in
conducting his study titled Improving Students’ Reading Comprehension through
Text Structure Tasks
 Findings
Presenting the reading materials is the main task of the teacher in teaching reading
comprehension. The teacher may use a wide range of procedures in presenting the
reading materials in the classroom. The findings of the study showed that Action
Plans was applied in whilst-reading stage.

20. The effect of shared reading strategy using digital photo story and achievement
motivation on students’ reading comprehension on seventh grade students of SMP
Negeri 6 Singaraja.
Luh Putu Dian Kresnawati, P.K. Nitiasih, N.M. Ratminingsih. (2013)
  State of the art
Shared reading strategy using digital photo story and achievement motivation.
The data were analyzed using two-way ANOVA and Tukey Test.
 Gap analysis
The main purpose of this study is to know the effect of shared reading strategy
using digital photo story and achievement motivation on students’ reading
comprehension.
 Findings
The results showed that: (1) there was a significant difference on students’
reading comprehension between students who were taught by shared reading
strategy using digital photo story and conventional reading strategy, and (2) there
was a significant interactional effect between shared reading strategy using digital
photo story and students’ achievement motivation on reading comprehension, (3)
there was a significant difference between the students’ reading comprehension
achievement of the students with high achievement motivation when they were
taught by shared reading strategy using digital photo story and conventional
reading strategy, and (4) there was a significant difference between the students’
reading comprehension achievement of the students with low achievement
motivation when they were taught by shared reading strategy using digital photo
story and conventional reading strategy.

2.

 State of the art

Brown (2004) says that reading is a process of negotiating meaning. The reader
brings to the text a set of schemata for understanding it, and it takes the product of
that interaction. In second language teaching and learning, Nunan (1999) defines
reading as a process of reconstructing meaning rather than decoding form, and the
reader only resorts to decoding if other means fail. Mareilon (2007) states that
reading is making meaning from print and from visual information. But reading is
not simple. Reading is an active process that requires a great deal of practice and
skill. Reading is a fluent process of reader combining information from a text and
their own background knowledge to build meaning (Nunan, 2003). Other way to
increase the students’ comprehension is by doing the text structure tasks. What
the students do is doing the text structure tasks orally. Why tasks? One research
 done by Gordon & Hanauer (1955) show that testing tasks functions as an
additional information source which interacts in one four ways with the
continuing development of the test taker’s mental model: (a) integrating new
information into an existing information structure; (b) constructing new
information structure; (c) confirming an existing information structure; (d) newly
integrating existing information structure.

 Gap analysis
These difficulties include problems with technical vocabulary, super ordinates,
synonyms, antonyms, and words with several meanings. Students will have great
difficulty in understanding the text as a whole because lack vocabulary. The aims
of this research are to find out how the implementation of translation can improve
the students 'reading skills and how the students' responses to the use of
translation method in the teaching and learning process. A reader uses background
knowledge to integrate new information from a text into his prior information. In
addition, cultural differences affect reading comprehension. An unfamiliar
cultural context and content knowledge of culture and knowledge of vocabulary
cause problems in reading, because the students do not clearly understand the
other culture. In addition, an inadequate knowledge of text type is a problem in
reading texts. The text type such as newspaper articles, fairy tales, and business
letters, if the students do not know what kind of the text, they cannot understand
what the text is about. The problem involves difficulties with words. To guide
students in learning with the text method, the teacher can ask questions related to
the text using wh-questions like who, where, when and what.

 Findings
The finding of the research shows that the implementation of translation improves
the students’ reading skill in the teaching process and the test result.
cycle I; 1) the application of translation method in teaching and learning
process can motivate students to learn particularly in reading
cycle II; 1) Answering WH question could assist students to answer many
questions about reading; 2) Practicing dialogue in teaching and learning process
could enhance students pronunciations; and 3) Find out the synonym and antonym
the words could be a bridge to increase the students’ vocabularies.
On the cycle III, the teacher carried out an evaluation by giving a multiple
choice test to the students.
The result of evaluation which carried out in end of the cycle I obtained
that the lowest score is 40 and the highest score is 82 then the average score is
58.1, cycle II gets the lowest score is 50 and the highest score is 85 then the
 average score is 60,9, and cycle III get the lowest score is 60 and the highest score
is 85 and the average score is 65.8.

3. In the teaching and learning process of reading skills there are some special problems that
will be faced and need to be addressed. The first problem is reading comprehension. The
problem is related to background knowledge, cultural knowledge, and text type knowledge.

Background knowledge is the students’ previous knowledge or knowledge of the world. If

students lack prior knowledge in reading a text, they cannot understand it because they do not
know what the tex is about. A reader uses background knowledge to integrate new information
from a text into his prior information. In addition, cultural differences affect reading
comprehension. An unfamiliar cultural context and content knowledge of culture and knowledge
of vocabulary cause problems in reading, because the students do not clearly understand the
other culture. In addition, an inadequate knowledge of text type is a problem in reading texts.
The text type such as newspaper articles, fairy tales, and business letters, if the students do not
know what kind of the text, they cannot understand what the text is about.
The second problem is lack of vocabulary knowledge. Usually students know the daily
vocabulary better than the vocabulary in the reading text. usually they find it difficult to
understand the meaning of the text because they only know a few vocabulary.

The The third problem is complex and very long sentences, The terms translation and
interpretation are often used interchangeably. While both activities involve transferring a
message between two different languages, translation refers to transfer between written texts and
interpretation refers to spoken discourse and the unrehearsed transfer of a spoken message from
one language to another (Richards &Schmidt, 2002).

Those descriptions above are the reasons to conduct the research entitled Improving the
Students’ Reading Skill through Translation method.

4. Perbedaan yang paling mendasar antara penelitian kuantitatif dan kualitatif adalah alur teori
dan data, dimana penelitian kuantitatif bermula dari teori yang dibuktikan dengan data lapangan;
sedangkan penelitian kualitatif berangkat dari data lapangan dan menggunakan teori yang sudah
ada sebagai pendukung, lalu hasilnya akan memunculkan teori dari data tersebut.
Penelitian kualitatif adalah penelitian yang bermaksud untuk memahami fenomena tentang apa
yang dialami oleh subjek penelitian misalnya perilaku, persepsi, motivasi, tindakan, dll secara
holistic, dan dengan cara deskripsi dalam bentuk kata-kata dan bahasa, pada suatu konteks
khusus yang alamiah dan dengan memanfaatkan berbagai metode alamiah. Sedangkan kuantitatif
metode pengukuran data kuantitatif dan statistika objektif melalui perhitungan ilmiah berasal
dari sampel orang-orang atau penduduk yang diminta menjawab sejumlah pertanyaan tentang
survei untuk menentukan frekuensi dan persentase tanggapan mereka. Dan proses menemukan
pengetahuan yang menggunakan data berupa angka sebagai alat menganalisis keterangan
mengenai apa yang ingin diketahui.