IMPROVING STUDENTS’ READING COMPREHENSION THROUGH REHEARSAL STRATEGY
##plugins.themes.EpsilonTheme.article.main##
Satang*
Reading serves as the foundation for instruction in all aspects of language learning, including using textbooks for language courses, writing, revising, developing vocabulary, acquiring grammar, and utilizing computer-assisted language learning programs. The objectives of this study were to examine: (1) Whether the implementation of the Rehearsal Strategy enhances the reading comprehension skills of second-semester students at Muhammadiyah University of Makassar; (2) The students' perception regarding the utilization of the Rehearsal Strategy in improving reading comprehension. The study was conducted with second-semester students from the English Department at Muhammadiyah University of Makassar. A quasi-experimental design was employed, consisting of a pre-test, eight treatment sessions, and a post-test. Data were collected using a reading test and a questionnaire, and were analyzed using statistical methods such as independent sample t-test and frequency analysis of the questionnaire. The findings of the study revealed that the p-value of the independent t-test for the post-test scores was less than 0.05, indicating a significant difference in reading comprehension between students taught with the rehearsal strategy and those without it. The analysis of the questionnaire demonstrated that the students held a highly positive perception towards the implementation of the Rehearsal Strategy.
Banikowski, A. K., & Mehring, T. A. (1999). Strategies to enhance memory based on brain-research. Focus on Exceptional Children, 32(2), 1–16.
Blume, D. . (2010). RAP: A Reading Comprehension Strategy for Students with Learning Disability.University of Nebraska of Lincoln.
Burns. (1996). Teaching Reading in Today’s Elementary School. Sixth Edition Boston: Haouhton Miffing Company.
Cahyono, B. Y., & Widiati, U. (2006). The teaching of EFL reading in the Indonesian context: The state of the art. Teflin Journal, 17(1), 36–58.
Gay, L. R., & Airasian, P. (2006). Educational research: Competencies foranalysis and application. New York: PrenticeHall.
Güngör, A. (2008). Effects of drama on the use of reading comprehension strategies and on attitudes toward reading. Journal for Learning through the Arts, 4(1), 5.
Harmer, J. (2008). How to teach English (Vol. 62, Issue 3). Oxford University Press.
Hernandez. (2008). Reading Comprehension Strategy in Bilingual Students.A Research Report University Autonoma De Neuvo Leon (UANL).
Johnston, B., & Anderson, T. (2005). Information literacy and study skills. Citeseer.
Khaki, N. (2014). Improving reading comprehension in a foreign language: Strategic reader. Journal of Education, 14(2).
Maftoon, P., & Tasnimi, M. (2014). Using self-regulation to enhance EFL learners’ reading comprehension. Journal of Language Teaching and Research, 5(4), 844.
Mikulecky, B. S. (2008). Teaching reading in a second language. Pearson Education.
Nunan, D. (2002). Listening in language learning. Methodology in Language Teaching: An Anthology of Current Practice, 238–241.
Padly. (2013). The Efficacy of Workshop Model in Teaching Reading Comprehension. Unpublished thesis Graduated Program. Makassar: State University of Makassar.
Shang, F. . (2014). The Impact of Reading Strategy Use on EFL Reading Comprehension Performances. Journal vol, 10(4) 268-288.
Sugiono. (2010). Metode Penelitian Statistic. Pustaka Karya: Bandung.
