International Journal (Part 1)
Hello everyone, I’am come back
again. Okay, for this blog, I will continue my review after I finished review
the first journal before. Now, I will review the second journal, the topic will
be same about “reading skill”. The jornal expalin about reading comprehension
with the SCRATCH Program. Thus, I hope this is useful for you.
Okay, before I start the review of content, I will explain a little
about the journal.
Title :
Authors : Erdal PAPATGA Ali ERSOY
Published : March 2019
This journal has some components,
those are :
§
Introduction
§
Method
§
Process
§
Findings
§
Conclusion
and Discussion
§
Limitations
and Future Directions
§
References
So, I will review
about literature review on this journal.This is what I have reviewed from the
journal…
Introduction and Literature Review
Based on the journal, they take
some theories to complate and reinforce their research. They said that reading
comprehension is one of the important skills. Reading comprehension skill is an
important role in course achievement. Several assessment tools are developed
for the identification and handling of reading comprehension. According to
Ulusoy and Centinkaya (2012) stated that there are no reading evaluation test
standardized according to class and level and available to be used in Turkey.
In this jornal also said that RAND or Reading and Development have designed
Reading Study Group for a good reading comprehension test. This is creted for
various types of text and provide for different ages based on theoritical
structure and to be sensitive to social, cultural, and linguistic differences. This
is emphasized that formative assessment
in classroom can be better result for students in competences.
The reading comprehension is
called traditional show. On the contrary, the Sentence Verification Technique or
SVT is developed by using texts, can identify both reading and listening
comprehension skills. Based on the theory, SVT is the meaning is an image that
is formed in our minds as a results of the interaction from the reader’s prior
knowledge with the information received from the text. From what they say that
this theory assert that reading and listening comprehension can be measured by
mmental representations formed in the minds after reading or listening texts.
So, the preparation of SVT test, the text are rearranged that each consists of
twelve sentences with four types of each sentences. The new sentence and the
sentence structure of the text should be similar to each other. In the end, the
literatures that SVT tests is a useful technique for measuring reading
comprehension in english text. That is just like their have written, “SVT tests
are often used in measuring reading comprehension skills”(Durwin and Sherman,
2008).
In other hand, SVT is different
from MIT (Meaning Identification Technique). MIT is applied differently form
from SVT. The purpose is to eliminate the features that can reduce test
reliability while evaluating the meaning of the text. Also, it can be applied
in narrative and informative texts. The text for MIT must have problem, event, and
conclusion. The technique is consist of two types questions, those are “meaning
change” and “paraphrase types”. That statement is from Marchant. Moreover, the
students must answer the questions by considering the meaning of the text. The
MIT is consists of twelve sentences with six items from each of two sentence
types. They also have written that narrative text will be easier to compared
with informative taxt. Thus, the purpose of their study is to determine to what
extend the Meaning Identification Technique (MIT) can measure the comprehension
skills of 4th grade primary school in reading narrative and
informative text. Also, the readability of the texts are determined by Cloze
Test. It is to revive student’s interest.
Okay,
that’s all for today. Thank you for reading my blog.
Have
a nice day
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