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This research aimed to investigate the implementation of Read, Encode, Annotate and Ponder (REAP) strategy using technology to improve analytical exposition text comprehension of the private senior high school students. The research was in an experimental study with pre-test and post-test design. In experimental class consisted of 26 students and in the control class consisted of 26 students as the sample of this research. The data were collected by using reading comprehension test with multiplechoice form and analyzed by using t-test formula. The finding showed that there was a difference mean-score before and after using REAP Strategy. So, by implementing REAP Strategy to students' analytical exposition text comprehension at grade XI of private senior high school students in Indonesia in digitalization era, the students' reading comprehension improved. Moreover, it is suggested next researchers, to conduct a deeper exploration in teaching expositional texts using REAP strategy. [ABSTRACT FROM AUTHOR]

This paper is about dyslexia patients who cannot read, write, and speak. Developmental dyslexia is innate and due to genetic or hereditary factors. people with dyslexia will carry this disorder for the rest of their lives and cannot be cured. Not only do they have difficulties at reading, they also experience barriers to spell, write, and some other language aspects. However, dyslexic children have normal or even above average levels of intelligence. With special handling, the obstacles they experience can be minimized and acquired dyslexia occur due to interference or changes in the left brain hemisphere. [ABSTRACT FROM AUTHOR]

The purpose of the study is to discover the relationship between the use of reading strategies and reading achievement among EFL students in Indonesia. It involves 56 EFL university students majoring in English by providing questionnaire of Survey of Reading Strategies (SORS) in order to know the use of reading strategies; and Reading Comprehension Test (RCT) to measure their reading achievement or reading ability. The reading strategies were classified into Global, Problem Solving, and Supporting strategies. Meanwhile, the RCT was 35 multiple choice test items. The findings of the study reveal that (1) the EFL students are active strategies users; they prefer problem-solving strategies more than global and supporting strategies; (2) there is a significant correlation between the overall reading strategy use and the students reading achievement; (3) the problem-solving strategies are the predictive factors of the students' reading achievement. In conclusion, the more the students apply the problem-solving strategies in reading activities, the better their ability to understanding the texts. [ABSTRACT FROM AUTHOR]

This study discusses the development of Macromedia Flash-based media in order to improve the ability to understand and apply the knowledge of recitation, especially on nun-dead and tanwin legal materials in Pekanbaru City. The instruments used were comprehension and application tests, interviews, and student questionnaire responses. The results showed that the level of validity of Macromedia flash based Al-Qur'an learning media on nun dead reading material and tanwin grade IV MIN students was declared highly valid with a percentage of 84.55% by technology experts and 93.89% by material experts, the level of practicality of instructional media Al-Qur'an Hadith based on macromedia flash on dead reading material and tanwin students in grade IV MIN is stated to be in a very practical category with a percentage of practicality level of 89% in small classes, 89.85% in limited classes, and 92.81% in classes Extent and Understanding and explanation of dead and tanwin reading legal material is known that at the significance of 2 directions (2t-tailed) 0.000 <0.05 so there is a significant difference in the ability of posttest understanding and application of dead and tanwin reading law between control class students and experimental class students after using macromedia flash based learning media. [ABSTRACT FROM AUTHOR]

This research explores the correlation of first-year Indonesian university students’ metacognitive reading awareness and their reading comprehension in academic English texts. This study was conducted in a regional university in Yogyakarta - Indonesia where students came from many parts of Indonesia and recognised English as an additional language. A mixed method explanatory design was used to answer the study’s research questions administered to 373 student-participants of five humanities departments. Academic English reading tests were conducted using paraphrasing recall protocol and a survey on the students’ metacognitive awareness was managed. The findings indicated that there is no significant correlation between the students’ metacognitive reading awareness and their academic English reading comprehension. The students were categorised in low-cohort of reading proficiency although their metacognitive reading awareness scores were high. The students mainly used metacognitive reading awareness related to finding out the meaning of words which was confirmed in the focus group interviews with the students. This research is part of a PhD research at Charles Darwin University. [ABSTRACT FROM AUTHOR]

Students of social and natural sciences are expected to achieve different learning outcomes because they employ different language learning strategies and are exposed to different vocabulary. This research was aimed at finding evidence from empirical data to determine whether the differences in learning outcomes are statistically significant. The data for this research were collected by administering the Test of English as a Foreign Language (TOEFL) to 179 students from four state universities in Aceh, the northernmost province of Indonesia. The results of the test were analysed based on the components in each subtest. There are three parts in the listening comprehension section, 14 aspects in the structure and written expression section, and six skills in the reading comprehension section. The results show that significant differences were only found in part A (the short talk section) of the listening comprehension part and in the main idea skill section in the reading comprehension part. Students of natural sciences performed better when listening to a short academic talk, while social science students had a better general comprehension of non-discipline specific academic texts. [ABSTRACT FROM AUTHOR]