THE EFFECT OF READ, ENCODE, ANNOTATE, PONDER (REAP) STRATEGY AND READING INTEREST ON READING COMPREHENSION ACHIEVEMENT

Tarbawi: Jurnal Ilmu Pendidikan

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Title THE EFFECT OF READ, ENCODE, ANNOTATE, PONDER (REAP) STRATEGY AND READING INTEREST ON READING COMPREHENSION ACHIEVEMENT
THE EFFECT OF READ, ENCODE, ANNOTATE, PONDER (REAP) STRATEGY AND READING INTEREST ON READING COMPREHENSION ACHIEVEMENT
 
Creator Fadhli, Muhammad
Suhaimi, Suhaimi
Musdizal, Musdizal
 
Description Applying appropriate teaching strategy can give huge contribution to students’ achievement. This study investigated the effects of Read, Encode, Annotate, Ponder (REAP) strategy and reading interest on reading comprehension achievement (RCA) of the third semester students of English study program at IAIN Kerinci by applying experimental research method with factorial design. A questionnaire was distributed to the population to find out their reading interest level. Forty students were divided into Experimental and Control groups equally; they were given reading comprehension test as the pre-test and post-test to measure their RCA. The results indicated that REAP strategy significantly improved students’ RCA. Moreover, although the interaction effect between REAP strategy and reading interest on students’ RCA was not found, the mean difference of the post-test scores from the whole sample indicated that the achievement of High reading interest students were significantly better than Low reading interest students. These results suggest that English teachers should apply various appropriate teaching strategies and monitor students’ reading interest while teaching reading.  
Applying appropriate teaching strategy can give huge contribution to students’ achievement. This study investigated the effects of Read, Encode, Annotate, Ponder (REAP) strategy and reading interest on reading comprehension achievement (RCA) of the third semester students of English study program at IAIN Kerinci by applying experimental research method with factorial design. A questionnaire was distributed to the population to find out their reading interest level. Forty students were divided into Experimental and Control groups equally; they were given reading comprehension test as the pre-test and post-test to measure their RCA. The results indicated that REAP strategy significantly improved students’ RCA. Moreover, although the interaction effect between REAP strategy and reading interest on students’ RCA was not found, the mean difference of the post-test scores from the whole sample indicated that the achievement of High reading interest students were significantly better than Low reading interest students. These results suggest that English teachers should apply various appropriate teaching strategies and monitor students’ reading interest while teaching reading.  
 
Publisher Fakultas Tarbiyah dan Ilmu Keguruan Institut Agama Islam Negeri Kerinci
 
Date 2018-02-05
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
 
Format application/pdf
 
Identifier https://ejournal.iainkerinci.ac.id/index.php/tarbawi/article/view/189
 
Source Tarbawi : Jurnal Ilmu Pendidikan; Vol. 13 No. 2 (2017): Tarbawi; 7-19
2615-6547
1858-1080
 
Language ind
 
Relation https://ejournal.iainkerinci.ac.id/index.php/tarbawi/article/view/189/175
 

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