Effects of Scaffolded Voluntary Reading on EFL Students' Reading Comprehension

Autor/inn/en	Sholeh, Agus; Setyosari, Punaji; Cahyono, Bambang Yudi; Sulthon
Titel	Effects of Scaffolded Voluntary Reading on EFL Students' Reading Comprehension
Quelle	In: International Journal of Instruction, 12 (2019) 4, S.297-312 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Comparative Analysis; Reading Comprehension; Scaffolding (Teaching Technique); Pretests Posttests; Recreational Reading; Private Colleges; College Students; Foreign Countries; Reading Achievement; Teaching Methods; Reading Strategies; Indonesia + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Leseverstehen; Häusliche Lektüre; Privathochschule; Collegestudent; Ausland; Leseleistung; Teaching method; Lehrmethode; Unterrichtsmethode; Reading strategy; Leselernstufe; Lesetechnik; Indonesien
Abstract	This research aimed to find out the effect of Scaffolded Voluntary Reading (SVR) as a special treatment to cope with reading crisis that cannot be solved simply by reading comprehension courses in formal curriculum. Comprehension scaffolding is normally implemented in class as a strategy but in this research, it is transformed into Self-Checking Comprehension Scaffolding (SCCS) to accompany voluntary reading and to scaffold students' comprehension. This research applied quasi-experimental with pre-test post-test control group design that involved 129 Indonesian private university students of English language education. They were divided into two groups: 69 students in the experimental group and 60 students in the control group. The students in the experimental group were treated with SVR provided with SCCS and those in the control group were treated with voluntary reading without SCCS. The data were analyzed using t-test and the result showed that 1) the treatment significantly influenced students' achievement in EFL reading comprehension and 2) SVR promoted the students' self-selected reading, independent reading, and student-centered learning. The finding implies that the students who did SVR with SCCS comprehended better than those without SCCS. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01