The Effect of Bumper Stickers Strategy to Improve Students"™ Reading Comprehension Viewed from Students"™ Reading Interest
DOI:
https://doi.org/10.26418/jeep.v5i1.71190Keywords:
Reading Comprehension, Descriptive Text, Bumper Stickers Strategy, Reading InterestAbstract
Reading is essential for information acquisition, but students often struggle with understanding descriptive writing. To improve reading comprehension, educators could employ the Bumper Sticker strategy, using color-coded lists to help students grasp the text's main ideas. This study reports the effectiveness of the bumper sticker reading strategy in fostering students' reading interests. The quasi-experimental study comprised two groups of seventh-grade students, each consisting of 40 students. Data were gathered through a reading interest questionnaire and a multiple-choice reading comprehension test. Results reveal that the Bumper Sticker strategy effectively enhances reading comprehension aligned with students' interests. Notably, the conventional strategy also improves comprehension in alignment with students' interests. Lastly, the Bumper Sticker strategy is particularly effective for highly interested students. The recommendation is to employ the bumper sticker strategy, enabling students to create color-coded lists, thereby enhancing their comprehension of the material.
References
Al-Rimawi, S., & Al Masri, A. (2022). The level of reading comprehension skills of students with learning disabilities in Jordan. Journal of Educational and Social Research, 12(1), 234-245. https://doi.org/10.36941/jesr-2022-0019
Cartwright, K. B. (2023). Executive skills and reading comprehension. Guilford Publications.
Dalman. (2013). Keterampilan membaca. Rajawali Press.
Feber, J. (2008). Active word play: Games and activities that build vocabulary. Maupin House Publishing, Inc.
Grabe, W. (1991). Current developments in second language reading research. TESOL Quarterly, 25(3), 375–406. https://doi.org/10.2307/3586977
Guo, Y. (2017). Teaching reading comprehension by using bumper stickers strategy. English Language Teaching. 10(2), 204-213.
Hanani, S. (2013). Sosiologi pendidikan keindonesiaan. Ar-Ruzz Media.
Harlika, D., Aminuyati, A., & Achmadi, A. (2019). Hubungan minat membaca dengan hasil belajar siswa di SMP. Jurnal Pendidikan dan Pembelajaran Khatulistiwa (JPPK), 8(7), 178-186.
Jaradat, A. (2016). Content-based analysis of bumper stickers in Jordan. Advances in Language and Literary Studies, 7(6), 253-261. https://doi.org/10.7575/aiac.alls.v.7n.6p.253
Johari, I. (2018). Teaching reading comprehension by using bumper stickers strategy for junior high school students. Proceeding IAIN Batusangkar. 1(2), 235-238.
Julianti, Regina, & Salam, U. (2020). Improving students’ comprehension in reading descriptive text using student team achievement divisions (STAD) technique. Journal of English Education Program, 1(2), 130-142. http://dx.doi.org/10.26418/jeep.v1i2
Kartika, S., Husni, H., & Millah, S. (2019). Pengaruh kualitas sarana dan prasarana terhadap minat belajar siswa dalam pembelajaran pendidikan agama Islam. Jurnal Penelitian Pendidikan Islam, 7(1), 113. https://doi.org/10.36667/jppi.v7i1.360
Murphy, D. J. (2005). Using bumper stickers to teach persuasion: Fun, cheap, and effective. The English Journal, 95(1), 85-90.
Nasri, M., & Biria, R. (2017). Integrating multiple and focused strategies for improving reading comprehension and L2 lexical development of Iranian intermediate EFL learners. International Journal of Applied Linguistics and English Literature, 6(1), 311-321. https://doi.org/10.7575/aiac.ijalel.v.6n.1p.311
Rahmawati, D. N. (2022). Analysis of reading interest and motivation in reading ability to literal comprehension in narrative story texts on 5th graders of SD Negeri Pantirejo 1 Sragen. Unpublished Thesis. Universitas Negeri Solo.
Riyani, I., Regina, & Wardah. (2023). Student’s perception toward the use of Moodle-reader for improving reading comprehension. Journal of English Education Program, 4(1), 11-18. http://dx.doi.org/10.26418/jeep.v4i1.55203
Sari, P. A. P. (2020). Hubungan literasi baca tulis dan minat membaca dengan hasil belajar bahasa indonesia. Journal for Lesson and Learning Studies, 3(1), 141–152. https://ejournal.undiksha.ac.id/index.php/JLLS/article/view/24324
Silberman, M. L. (2005). 101 Ways to make training active. (2nd ed.). Pfeiffer, an Imprint of Wiley.
Sin, S. L., & Siahpoosh, H. (2020). Looking at the impact of the flipped classroom model on reading comprehension of Iranian EFL learners. Arabic Language, Literature & Culture, 5(2), 14, http://dx.doi.org/10.11648/j.allc.20200502.12
Slameto. (2015). Belajar dan faktor-faktor yang mempengaruhi. Rineka Cipta.
Sugiyono. (2019). Metode penelitian kuantitatif, kualitatif, dan R&D. Alphabet.
Sugiyono. (2020). Metode penelitian kualitatif. Alfabeta.
Tobing, I. R. A. (2013). The relationship of reading strategies and self-efficacy with the reading comprehension of high school students in Indonesia (Doctoral dissertation, University of Kansas). Retrieved from https://kuscholarworks.ku.edu/handle/1808/15094
Westwood, P. (2008). What teachers need to know about teaching methods. Ligare.
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Journal of English Education Program
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright aims to protect the specific way the article has been written to describe an experiment and the results. Journal of English Education Program (JEEP) is committed to its authors to protect and defend their work and their reputation and takes allegations of infringement, plagiarism, ethical disputes, and fraud very seriously. Under the terms of the Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0), author(s) retain copyright and grant the journal the right of first publication (online and print) with the work simultaneously. We use the ShareAlike (SA) component in addition to the Attribution (BY) and NonCommercial (NC) components, as follows:
BY (attribution): Users are allowed to share, distribute, and redistribute the published article in any medium or format, with identification of the authors and its initial publication in this journal. Authors are encouraged to post and distribute their articles immediately after publication (e.g., institutional or public repositories, personal websites). Authors are allowed to enter into additional contractual arrangements for the non-exclusive distribution of the published article and an acknowledgment of its initial publication in this journal.
NC (non-commercial): Users are not allowed to use the article commercially without the permission of the authors. Authors agree explicitly that the published article is indexed worldwide in databases, repositories, and indexation services, even if these services operate on a commercial basis. Authors grant Journal of English Education Program (JEEP) explicit the right to include the published articles in databases, repositories, and indexation services.
SA (ShareAlike): If user(s) remix, transform, or build upon the material, they must distribute their contributions under the same license as the original (CC BY-NC-SA 4.0).
