Promoting Students' Reading Comprehension Through Explicit Reading Strategies
Abstract
Penelitian ini dilakukan untuk mengetahui aspek membaca apakah yang paling dipengaruhi oleh pembelajaran strategi membaca secara eksplisit and persepsi siswa tentang strategi tersebut. Desain penelitian ini adalah desain kelompok control pre-test post –test dua kelas; eksperimen dan kontrol. Instrumen pada penelitian ini berupa tes membaca dan kuesioner. Validitas instrumen diukur menggunakan validitas isi dan konstruk dan reliabilitas instrumen diukur menggunakan iteman. Subjek penelitian yaitu 2 kelas XI di SMA. Hasil analisis data menunjukkan bahwa dari 5 aspek membaca, tertinggi adalah aspek menentukan ide pokok dan terendah aspek memahami kosakata. Akhirnya, dapat disimpulkan bahwa pembelajaran strategi membaca secara eksplisit dapat mempengaruhi kemampuan membaca siswa.
This research was conducted to find out which aspect of reading comprehension was influenced most by explicit reading strategy instruction and to know the students’ perception about it. The design of this research was pre-test post-test control group design with two classes; experimental and control class. The instruments were reading test and questionnaire. This research used content and construct validity. To measure the reliability of the instrument, iteman was used. The subjects were two classes of eleventh year students of senior high school. The results of the data analysis showed that from five aspects of reading comprehension, determining main idea became the most improved aspect; in contrary understanding vocabulary became the least improved aspect. Then, concerning students’ perception towards explicit reading strategy instruction, the result showed that most of students perceived positively that explicit reading strategy instruction could improve their reading comprehension. Finally, it could be concluded that explicit reading strategies could affect the students’ reading comprehension.
Keywords: Explicit reading strategies, implicit reading strategies, reading comprehension.
Full Text:
PDFReferences
Aaron, P. G., & Joshi, R. M. (2000). The component model of reading: simple view of reading made a little more complex. London: Routledge.
Afflerbach, P. (1990). The influence of prior knowledge and text genre on readers’ prediction strategies. Journal of Reading Behavior, 22(2), 15-40.
Al-Darayseh, A. A., & Al-Imam Mohammad. (2014). The impact of using explicit/implicit vocabulary teaching strategies on improving students’ vocabulary and reading comprehension. Academy Publisher, 4(6), 1109-1118.
Alqahtani, A. M. (2015). Strategy intervention and reading proficiency in the saudi efl classroom. International Journal of Educational Research and Technology (IJERT), 6(2), 11-18.
Anderson, R. C., et al. (1985). Becoming a nation of readers: the report of the commission on reading. Washington. D. C. : The National Institute of Education, U.S Department of Education.
Cabardo. O. (2015). Reading proficiency level of students: basis for reading intervention program. Hagonoy National High School/Southeastern College: Padada, Inc.
Ellis., G., & Barbara, S. (1989b). Learning to learn English: teacher’s book. Cambridge: Cambridge University Press.
Enciso, U. O. (2015). Improving EFL students’ performance in reading comprehension through explicit instruction in Strategies. Rastros Rostros, 17 (31), 37-52.
Iwai Yuko. (2016). The effect of explicit instruction on strategic reading in a literacy methods course. International Journal of Teaching and Learning in Higher Education, 28(1), 110-118.
Jakarta (indonesia)- country note-skill matter: further results from the survey of adult skills. (2016). Retrieved from http://www.oecd.org/skills/skills-matter-9789264258051-en.htm. 13 Oktober 2018.
Lai, et al. (2008). Theory of reading strategies and its application by efl learners: reflections on two case studies. Taipei: Municipal University of Education
May. C. (2009). Explicit instruction of reading strategies that enable efl learners to achieve comprehension in reading : the case of third year lycée learners. Unpublished Dissertation. Constantine: Mentouri University.
Oxford, R. (1990). Language learning strategies: what every teacher should know. New York: Newbury House.
Oyetunji. C. (2013). Does reading strategy instruction improve students’ comprehension?. Per Linguam, 29(2), 33-55.
Rajabi, P. Et al. (2013). The impact of explicit vs implicit compensation strategy training on iranian EFL students’ reading comprehension performance. International Research Journal of Applied and Basic Sciences, 7(12), 869-874.
Salli, A. (2005). Perceptions of reading strategy use among the freshman. 14th european conference on reading. Zagreb, Croatia: Croatian Reading Association.
Souhila. R. (2013). The use of reading strategies in improving reading comprehension. Unpublished Dissertation. Ouargla: University Kasdi Merbah.
Taylor, A., Stevens, J., & Asher, J. W. (2006). The effects of explicit reading strategy training on L2 reading comprehension. In J. M. Norris & L. Ortega (Eds.), Synthesizing Research on Language Learning and Teaching (pp. 213-244). Philadelphia, PA: John Benjamins.
Refbacks
- There are currently no refbacks.
Copyright (c) 2019 U-JET
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.