INCREASING STUDENTS’ READING COMPREHENSION SKILL BY USING WRITTEN TEXT BOOK
DOI:
https://doi.org/10.29407/jetar.v5i2.14500Keywords:
Reading, Reading comprehension, text bookAbstract
Abstract: The purpose of this article is deeply to investigate of some issues about increasing students’ reading comprehension skill by using written text. According to article that I use to support my article states that one of important point in increasing students’ reading comprehension skill is by giving them written text which can attract their interest, such as: comic, novel, short story, storytelling, etc. Some other issues about students’ reading skill are also interesting to be discussed, for example teaching reading methods, the benefits, and the problems which about students’ are reading skill by using written text. The high percentage of success in increasing students’ reading skill is really important to make sure that they have input in mastering or improving their English. However, increasing students’ reading comprehension skill is not easy and it needs to be discussed to figure the best way out.
Downloads
References
Syafi’I, M. L. (2015). Smart strategy to boost students’ reading comprehension.
Journal of English Education and Linguistics Studies, 1(2), 100-115. doi:
https://doi.org/10.30762/jeels.v2i1
Maharsi, I., Ghali, M. I., &Maulani, S. (2019). High school students’ reading
habit and perception on reading for pleasure. International Journal of Indonesian Education and Teaching, 1(3), 80-89.doi: https://doi.org/10.24071/ijiet.2019.030108
Muzammil, L., & Andy. (2017). Teaching proficiency through reading and
storytelling (TPRS) as a technique to foster students’ speaking skill.Journal of English Education and Linguistics Studies. 1(4), 19-36. doi: https://doi.org/10.30762/jeels.v4i1
Perkins, K. (2005). The effect of word frequency and contextual richness on ESL
students’ word identification abilities. Journal of Research in Reading, 2(6), 119-128. doi: 10.1111/j.1467-9817.1983.tb00246.x
Downloads
Published
How to Cite
Issue
Section
License
Authors who publish with this journal agree to the following terms:
1. Copyright on any article is retained by the author(s).
2. The author grants the journal, right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work’s authorship and initial publication in this journal.
3. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal’s published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
4. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
5. The article and any associated published material is distributed under the Creative Commons Attribution-ShareAlike 4.0 International License