Strategies Training in the Teaching of Reading Comprehension for EFL Learners in Indonesia

Autor/inn/en	Mistar, Junaidi; Zuhairi, Alfan; Yanti, Nofita
Titel	Strategies Training in the Teaching of Reading Comprehension for EFL Learners in Indonesia
Quelle	In: English Language Teaching, 9 (2016) 2, S.49-56 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Reading Strategies; Teaching Methods; Second Language Learning; Second Language Instruction; English (Second Language); Foreign Countries; Control Groups; Statistical Analysis; Inferences; Vocational Education; High School Students; Scores; Language Tests; Reading Tests; Reading Comprehension; Experimental Groups; Vocational High Schools; Metacognition; Indonesia + Suchen Sie Ihr Suchwort? Reading strategy; Leselernstufe; Lesetechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Statistische Analyse; Inference; Inferenz; Ausbildung; Berufsbildung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Language test; Sprachtest; Lesetest; Leseverstehen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Indonesien
Abstract	This study investigated the effect of reading strategies training on the students' literal and inferential reading comprehension. The training involved three concrete strategies: predicting, text mapping, and summarizing. To achieve the purpose of this study, a quasi experimental design was selected with the experimental group being given reading strategies training and the control group being treated in a "business as usual" mode. The subjects were students of two classes in a vocational senior high school in East Java, Indonesia (N = 71). The students' scores in the mid-semester teacher made test of English were used as the covariate to control possible initial differences between the two groups. Moreover, a test of reading comprehension was developed to measure the effect of the treatment. The analysis of covariance (ANCOVA) yielded that the experimental group outperformed the control group in both literal and inferential reading comprehension levels. Implications of this finding for classroom teaching are then discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01