Reading Comprehension Skill By Using Cooperative Learning Type of Talking Stick

This research investigated how students' motivation to read correlates with their reading comprehension skills, focusing on first- and second-year students enrolled in the Education course, the Bachelor of Elementary Education (BEED) and Bachelor of Secondary Education (BSED) programs at Southern de Oro Philippines College for the School Year 2024-2025. The researchers employed a descriptive correlational research design with content analysis, along with a questionnaire to assess students' intrinsic and extrinsic motivation for reading, and the Philippine Informal Reading Inventory (PHIL-IRI) to evaluate their comprehension skills across different levels: literal, interpretive, inferential, and critical. The study involved 96 students through a stratified random sampling. Data were analyzed using Mean, Standard Deviation, and Pearson Product Moment Correlation Coefficient. Results showed that students have high intrinsic and moderate extrinsic motivation for reading. They performed best in understanding literal texts but struggled with critical comprehension involving higher-level thinking. Notably, a significant correlation existed between reading motivation and comprehension, indicating that while students were good at grasping basic information; however, they found it challenging to critically analyze and evaluate the material they read. The findings suggested that only extrinsic motivation like rewards positively associated with reading comprehension. Therefore, it is recommended that teachers may balance praise and grades with making reading enjoyable to improve motivation and comprehension skills.

This study aimed to examine the effect of interactive reading aloud (IRA) lessons on students’ reading comprehension levels, reading motivation, and reading fluency skills. A mixed experimental design was used to model the study. This study was conducted in a Turkish public school in the academic year 2017–2018, with 62 second-grade students, 22 in the first experimental group, 20 in the second experimental group, and 20 in the control group, and it lasted for 11 weeks. The IRA lessons within the research scope were performed by the researcher in one experimental group and by a second-grade teacher who was responsible for the class itself in the other experimental group. Reading Comprehension Rubric, Motivation to Read Profile scale, and Rubric for Reading Prosody were used as the data collection tool. The findings of the study revealed that reading comprehension, reading motivation, and reading fluency levels of the students in the experimental groups were higher than those of the students in the class, where lessons were taught on the basis of the current Turkish lesson curriculum. Furthermore, it was determined that IRA practices improved students’ levels of reading comprehension, reading motivation and reading fluency skills, independently of the practitioner.

The objectives of this study are to investigate the effects of Christian theological English reading using concept-oriented reading instruction to enhance reading comprehension and reading motivation of the undergraduate students. The samples were 29 second year students who studied at the Bangkok Institute of Theology, Christian University, in the first semester, academic year 2014 during 12 weeks. The paired-samples t-test was used to analyze the differences between the students’ mean scores of the Christian theological reading comprehension test and of the reading motivation questionnaire before and after the treatment. The findings shows that (1) the students’ posttest mean scores of Christian theological reading comprehension test are higher than the pretest mean scores at the significance level of p < .05 and (2) the students’ posttest mean scores of reading motivation questionnaire are higher than the pretest mean scores at the significance level of p < .05. Regarding reading motivation constructs, the mean scores increases at significant level of p < .05 in three affirming constructs: intrinsic motivation, self-efficacy, and prosocial interaction, and the significant decrease at significant level of p < .05 in only one undermining construct: perceived difficulty. Avoidance construct does not decrease significantly after the treatment, whereas antisocial interaction construct does not decrease either, and has low mean scores both before and after the treatment. This could be because the students with strong Christian beliefs are usually not supposed to have antisocial interactions toward other people based on the Christian great commandments. In conclusion, Christian theological English reading using concept-oriented reading instruction can enhance reading comprehension and reading motivation of undergraduate students.

هدفت هذه الدراسة إلى معرفة فاعلية مدخل قراءة الصورة في تنمية الفهم القرائي والمهارات الحياتية في مقرر لغتي الجميلة لطالبات الصف السادس الابتدائي في منطقة الباحة في المملكة العربية السعودية. ولتحقيق هدف الدراسة. تم استخدام المنهج شبه التجريبي باعتباره الأقرب لتحقيق هدف الدراسة لمعرفة أثر العامل التجريبي (فاعلية مدخل قراءة الصورة) على (تنمية الفهم القرائي والمهارات الحياتية) على المجموعة التجريبية. وقد تم إعداد أداة الدراسة والمتمثلة في الاختبار التحصيلي، حيث تم تقسيم الطالبات إلى مجموعتين المجموعة التجريبية والتي سيتم تطبيق الدراسة عليها، والمكونة من (37) طالبة، والمجموعة الضابطة والمكونة من (37) طالبة. وقد أظهرت الدراسة العديد من النتائج، والتي من أهمها: توصلت الدراسة إلى (23) مهارة من مهارات الفهم القرائي اللازمة لطالبات الصف السادس في مقرر لغتي الجميلة بمدارس منطقة (مدينة الباحة)، تم إدراجها في خمسة مجالات رئيسة، وهي: (مهارات الفهم الحرفي، ومهارات الاستنتاج الحرفي، ومهارات الفهم النقدي، ومهارات الفهم التذوقي، ومهارات الفهم الإبداعي)، بالإضافة إلى توصل الدراسة إلى (10) مهارات من المهارات الحياتية اللازمة لطالبات الصف السادس في مادة اللغة العربية بمدارس منطقة الباحة (مدينة الباحة)، وقد أظهرت نتائج التحليل الإحصائي وجود فروق ذات دلالة إحصائية بين متوسطي درجات طالبات المجموعتين التجريبية والضابطة في مهارات الفهم القرائي، ومهارات الحياة البعدي لصالح المجموعة التجريبية، مما يعني أنَّ توظيف مدخل الصور يحدث فاعلية واضحة في تدريس الطالبات. وقد أوصت الدراسة بالعديد من التوصيات والتي من أهمها: دعوة القائمين على تخطيط المناهج في المملكة العربية السعودية إلى إعادة النظر في بناء نشاطات التعليم، والعمل على توازن مهارات الفهم القرائي، ومهارات الحياة في جميع المجالات بشكل متوازن ووفق منهجية محددة.

This study aimed to enhance our understanding of the biological sex gap in the reading motivation of students by focusing on the role of gender variables. 303 Chilean secondary students (51% female) completed self-report questionnaires. Structural equation models were employed to assess whether gender identity mediated the relationship between biological sex and reading motivation (reading self-concept and value) and to examine the differential effects of gender identity and reading-gender stereotypes on the reading motivation of male and female students. The results indicated direct effects of biological sex but no indirect effects. Multi-group analysis revealed that for female students, adherence to reading-gender stereotypes positively influenced reading self-concept, whereas for males, it negatively affected reading value. Implications for promoting equity in the teaching and learning of reading in secondary education are discussed.

The study was intended to explore the effect of visualized reading content on students’ reading motivation. This study was an experimental study. The present study was an experimental study with pretest-posttest design. This study was conducted in one junior high school in Singaraja and 32 students were involved. The result of analysis found that students reading motivation was better after the implementation of visualized reading content. Thus, it can be said that there is a significant mean difference between students in reading motivation before and after the implementation of visualized reading contents. Teachers are encouraged to implement visualized reading content in order to enhance students’ reading motivation.

Aims: To investigate the best fit model of student reading motivation.
 Study Design: Descriptive-causal. 
 Place and Duration of Study: Department of Education (DepEd) Divisions of Cotabato, Koronadal, Kidapawan, Sultan Kudarat, and General Santos City during the school year 2022-2023.
 Methodology: Data were gathered through survey questionnaires. The 400 grade 10 respondents were chosen through stratified random sampling. A structural equation model wa used in accessing the sequence of inter-dependencies between independent and dependent variables.
 Results: The overall results showed a high level of student learning strategies, engagement, and reading motivation. It was also revealed that the variable of the attitude of students towards school showed a moderate level of reluctance and a low level of loneliness at school and belongingness of the participants. There is a significant relationship between the three variables: learning strategies, engagement, and attitude toward school in reading motivation. All variables have a significant correlation. Of the five models developed, model 5 had indices that were consistent and indicated the best fit to the data.
 Conclusion: The study proves the Achievement Goal Theory. Students’ motivation helps them develop a desire to learn and succeed. It goes that motivation is essential in reading. Likewise, high-level ability in learning strategy, engagement, attitude towards school, and reading motivation contribute to the motivation of students in reading.

This research objects to analyze the relation of students’ reading motivation and reading comprehension among junior high school students in Cimahi, West Java Province, Indonesia. Participants of this research were 33 students of eight grade at SMPN 5 Cimahi, the research was conducted with a quantitative approach and performed in Cimahi, Bandung. Based on the result show that, there is no significant correlation in Students’ Reading motivation because the data show the significant is 0,736 more than 0,05 (> 0,05). The result also show that there is no significant correlation in Reading comprehension because in the data show the significant is 0,376 more than 0,05 ( > 0,05). Beside on the data obtained from 33 students showed that high motivation of reading is 3,3%, medium motivation of reading is 96,7% and not low motivation of reading. Measurement of students reading motivation was done by using MRQ by Wigfeld, John and Guthrie (1996) and reading comprehension test used narrative text. However, the researchers give a suggestion for teacher to be able to create fun and interesting activity. Such as give interesting text book in reading comprehension, it will help the students to have high reading motivation to read more English text and understand the context.

This experimental research aimed to know the influence and difference of learning talk stick. The research design used is posttest-Only Control Group design. The population in this study were 348 students. Sampling technique using cluster Random Sampling. This study uses two class samples. Methods of data collection using tests and documentation. Data analysis using simple regression test and Independent Sample TtestTest using SPSS 21.0. The result of simple regression test data analysis is thitung> t table, so H0 rejected and Ha accepted which means there is influence of using cooperative learning type of talking stick to result of study of IPS student of class VIII SMPN 1 Karangrejo indicated by acquisition of tcount 4, 448>ttable 2, 042. The result of test data analysis of independent sample ttest is thitung>ttable, so H0 is rejected and Ha accepted which means there is difference of using cooperative learning type talking stick model to result of study of IPS student of class VIII SMPN 1 Karangrejoshown from the acquisition of thitung2, 363>ttable1, 990.

This study aims to determine differences in student learning outcomes learned through cooperative learning model type of talking stick with students who are taught conventional learning model. This research uses quasi experimental method with nonequivalent control group design. This research was conducted at 62 students in third class elementary school. The result of the research is before implemntation cooperative type learning model talking stick type in the experimental class and conventional model learning in the control class is obtained tcount<ttabel that is -0.430 <2.000 which means there is no significant difference civic education learning outcome. In the experimental class and control class after treatment obtained tcount<ttabel is 0.676 <2.000 which also means there is no difference civic education learning outcome. Thus, it can be conclude that cooperative learning model with talking stick can enhance elementary students’ achivement in civic education.

This study aims to examine the effect of the cooperative learning model Talking Stick on the learning independence of fourth-grade students at SDN 101927 Sekip. The research employed an experimental method with a pretest-posttest control group design. The findings revealed that the Talking Stick cooperative learning model significantly influenced students' learning independence. The average independence score in the experimental class utilizing the Talking Stick model was 82.2, with a standard deviation of 9.06, compared to the control class employing conventional methods, which recorded an average independence score of 51.67 and a standard deviation of 7.18. Hypothesis testing showed a calculated t-value of 0.06, which was compared to the critical t-value at a 5% significance level (0.245). The results confirmed that the hypothesis was accepted, indicating that the Talking Stick learning model effectively enhances students' learning independence. This study underscores the importance of implementing cooperative learning strategies to foster students' autonomy and engagement in the learning process.

This study examines the connection between secondary school students' reading comprehension skills, reading habits, and cognitive abilities. Given the increasing significance of reading comprehension for academic achievement, especially in high-stakes exams, it is essential to comprehend its cognitive and behavioural underpinnings. Examining the relationship between reading comprehension skills, cognitive capacities, and reading habits in secondary school-aged boys and girls is the goal of this study. In the Raichur district of Karnataka, 720 secondary school pupils participated in a descriptive quantitative study. Using stratified random sampling, participants were chosen. According to the study, comprehension of language structures, syntax, and cognitive processes like memory, attention, and problem-solving are all important components of reading comprehension. The main results showed that cognitive abilities correspond with both reading habits and comprehension skills and that reading habits significantly improve comprehension ability. The study offers insightful information for teachers, indicating that pupils' comprehension skills can be greatly enhanced by encouraging positive reading habits and comprehending cognitive development. Additionally, it provides helpful suggestions for enhancing instructional methods, like tailored interventions based on reading habits and cognitive profiles. In order to promote improved learning outcomes, the results also emphasize how crucial it is to incorporate cognitive skill development into language instruction.

This research is motivated by the low interest in reading and weak text comprehension skills among students, which are one of the main challenges in learning English. The main objective of this study is to analyze the effectiveness of the Problem-Based Learning (PBL) method in improving students' reading comprehension skills. This study uses a quantitative approach with a pretest-posttest control group design. The research subjects consisted of two classes, namely the experimental class taught using the PBL method and the control class taught using conventional methods. The results showed that the average reading comprehension score of students in the experimental class was significantly higher than that of the control class. The application of the Problem-Based Learning (PBL) model has a positive effect on students' reading comprehension skills. Students who learn through PBL are more active in the learning process because they are involved in solving problems directly related to the reading text. These findings prove that the PBL method is effective in improving students' reading comprehension skills. Thus, PBL can be used as an alternative reading learning strategy in teaching English in secondary schools.

Reading is an important activity that cannot be separated from human’s activity. As a student, reading becomes a vital aspect for helping them toward the learning. However, there are many factors that steal students’ attention from reading. In this research, the researcher wanted to find out how students’ motivation in this recent situation. The purpose of this study was aimed to analyse the students’ reading motivation and defined the type of students’ motivation in reading subject at English Department of UNP. The study was descriptive study using quantitative approach. The data were collected through a ready-made questionnaire “Motivation Reading Questionnaire” by Wigfield and Guthrie (1997). The subject of the study was 2016 English Education students from English Department of UNP. The samples of the study were chosen by using cluster random sampling technique. The result of this study showed that: (1) 2016 English Education Students have a good motivation in reading, because a half of the participant were in average level of reading motivation, followed by the high level of motivation, and there were only two students who have low motivation, (2) the students’ type of motivation were dominantly extrinsic motivation.

The purpose of this study is to verify the relationship among reading trend, reading motivation, reading attitude and self-directed learning of elementary school students. This survey was conducted from 351 students who were in fifth and sixth grades in one elementary school in Korea. Those instruments for measurement were reading trend test, reading motivation test, elementary reading attitude survey, and self-directed learning test. Correlation analysis method has been used to verify the relationship among the students' reading trend, reading motivation and reading attitude, and self-directed learning. The results of this study are the followings: First, the reading trend of elementary school students showed meaningful correlation relationships to selfdirected learning. Second, reading motivation was revealed as meaningful correlation relationships to self-directed learning. Third, reading attitude showed meaningful correlation relationships to self-directed learning. The result of the study will be the beginning of a more in-depth discussion on the relationships among the students' reading trend, reading motivation, reading attitude, and selfdirected learning since it suggests the need for a new strategy in affective and environmental domain of reading.