THE EFFECT OF USING REPEATED READING STRATEGY TOWARD STUDENTS’ READING COMPREHENSION
pemahaman membaca
DOI:
https://doi.org/10.36665/elp.v7i2.636Keywords:
Repeated reading strategy, Reading comprehension, effectivenessAbstract
This study was intended to find out the effectiveness of repeated reading strategy toward students’ reading comprehension. This quantitative research done due to some problems found during reading class. First, the teacher used the conventional strategy since the teacher acted as the center of the class. Then, the students showed a little comprehension in reading, such as finding the main idea, reference, or inference of the text. Last but not least, the teacher admitted that the students often doubt about finding out the moral value of the text, because it was not written on the text. After doing treatment by implementing repeated reading strategy, researcher found that students’ reading comprehension was improved. It was showed that t-obtained was higher than t-table (6,872>2,064). Hence, there is a significant effect of repeated reading strategy toward student reading comprehension.
References
Bastug, M., & Keskin, H. K. (2014). The role of text length in repeated reading. European Journal of Educational Studies.
Bouguebs, R. (2005). The Effect of Repeated Reading on Reading Fluency. Mentauri University.
Dotson-Shupe, E. C. (2017). The Impact of Repeated Reading on the Comprehension Level of Eight Eighth Grade Students at the Middle School Level. ProQuest Dissertations and Theses, 195. https://search.proquest.com/docview/1986758963?accountid=14548%0Ahttps://julac.hosted.exlibrisgroup.com/openurl/HKU_ALMA/SERVICES_PAGE??url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&genre=dissertations+%26+theses&sid=ProQ:ProQuest+Diss
Harmiati. (n.d.). the application of choral and repeated reading strategy to improve the reading ability of the second year students at SMPN 2 Pitu Riase Sidrap regency.
Hastuti, Y., Kardena, A., & Chio, E. (2020). Students’ Difficulties in Translating Narrative Text From English Into Indonesia At Iain Bukittinggi. ETERNAL (English, Teaching, Learning, and Research Journal), 6(1), 135. https://doi.org/10.24252/eternal.v61.2020.a12
Lee, J., & Yoon, S. Y. (2017). The effects of repeated reading on the fluency and comprehension skills of elementary-age students with learning disabilities. Journal of Learning Disabilities, 50(2), 213–224.
Nurhadi Maya, A., Eliza, & Safitri, L. (2020). an Analysis of Transitivity in Reading Text for Second Grade Students’ of Senior High School. ELLTER Journal, 1(2), 8–13. https://doi.org/10.22236/ellter.v1i2.5449
Otto, W. (1979). How to Teach Reading. Addwason-wesleypubl washing company, inc.
Roza, V., & Khairani, Z. (2019). Students’ Attitude Toward Extensive Reading at English Education Study Program in IAIN Bukittinggi. https://doi.org/10.4108/eai.17-10-2019.2289774
S.J, L. & S. (1974). Toward a theory of automatic information processing in reading. DC Express.
Sugiono. (2009). MetodePenelitianPendidikan (Pendekatan, Kuantitatif, Kualitatif, dan R&D). Alfabete.
Suryabrata, S. (1990). PsikologiPendidikan. PT Rajawali.
Sya’ban, W., & Reflinda, R. (2021). Guided Reading Approach to Reach Students’ Reading Comprehension: A Descriptive Qualitative Research. https://doi.org/10.4108/eai.14-9-2020.2305687
Syafitri, W. (2018). PROBLEMS IN LEARNING READING (Case Study: Islamic Banking Students of IAIN Bukittinggi). Journal Educative : Journal of Educational Studies, 3(1), 39. https://doi.org/10.30983/educative.v3i1.540
