Paragraph shrinking as a strategy to improve reading comprehension
Abstract
This research was carried out to discover the effectiveness of using the paragraph shrinking strategy in improving students' reading comprehension, specifically in understanding general information, detailed information, reference, and vocabulary. The method of this was quasi-experimental design research. The population of this research was 224 students in the first grade of a junior high school. The results showed that students' average scores on general information increased from 410 in the pretest to 565 in the posttest. Likewise, their score of detailed information increased from 430 in the pretest became 605 in the posttest. Then, the students’ reference average score increased from 590 in the pretest become 610 in the posttest. Last, their vocabulary average score increased from 600 in the pretest to 630 in the posttest. Based on the results of the t-test, the df value was 29, and the deT value was 16.370. Based on the SPSS output of the table, the Sig. (2-tailed) had a p-value = 0.00, meaning that the p-value was <0.05. The researchers found that the null hypothesis (H0) was rejected. In conclusion, there is a significant improvement in students' reading comprehension after learning using the paragraph shrinking strategy.
Keywords
Full Text:
PDFReferences
Ayu, M. (2021). Applying text feature walks strategy in higher education to improve students’ reading comprehension. Journal of English Teaching, 7(3), 354- 365. https://doi.org/10.33541/jet.v7i3.3077
Damanik, A. S., & Herman, H. (2021). Improving students’ reading comprehension through Question Answer Relationship Strategy (QARS). Inovish Journal, 6(1), 84-101. Retrieved August 18, 2022, from http://ejournal.polbeng.ac.id/index.php/IJ/article/view/1949
Dhillon, B. P. S., Herman, H., & Syafryadin, S. (2020). The effect of skimming method to improve students’ ability in reading comprehension on narrative text. Linguists: Journal of Linguistics and Language Teaching, 6(1), 77-88. http://dx.doi.org/10.29300/ling.v6i1.2991
Fuchs, D., Cho, E., Toste, J. R., Fuchs, L. S., Gilbert, J. K., McMaster, K. L., Svenson, E., & Thompson, A. (2020). A quasiexperimental evaluation of two versions of first-grade PALS: One with and one without repeated reading. Exceptional Children 87(2), 141–162. DOI: 10.1177/0014402920921828.
Garcia-Melgar, A., East, J., & Meyers, N. (2021). Peer assisted academic support: A comparison of mentors’ and mentees’ experiences of a drop-in programme. Journal of Further and Higher Education, 45(9), 1163-1176, DOI: 10.1080/0309877X.2020.1851665.
Harmer, J. (2015). The practice of English language teaching. Pearson.
Harris, K. R., & Graham, S. (2015). Teaching reading comprehension to students with learning difficulties. The Guilford Press.
Herman, H., Ivantara, E. P., & Manalu, D. B. (2020). The effect of using cooperative script on student’s reading comprehension at grade eleventh of SMA Negeri 2 Pematangsiantar. Acitya: Journal of Teaching and Education, 2(2), 82-94. https://doi.org/10.30650/ajte.v2i2.1361
Kemendikbud. (2013). Permendikbud Nomor 65 Tahun 2013. Tentang Standar Proses. Kemendikbud.
Klingner, J. K., Vaughn, S., & Boardman, A. (2015). Teaching Reading Comprehension to Students with Learning Difficulties, 2/E. Guilford Publications.
Lisan, K. H. (2022). The role of peer-assisted learning strategies (pals) in enhancing students’ reading skills for second language acquisition. Edu-Ling: Journal of English Education and Linguistics, 5(2), 132-137. Retrieved September 15, from https://journals.unihaz.ac.id/index.php/edu-ling
Maki, K. E., Ittner, I., Sandra, M. P., Burns, M. K., Helman, L., & McComas, J. J. (2021) (2021). Effects of an abbreviated class-wide reading intervention for students in third grade. Contemporary School Psychology, 26, 359–367. https://doi.org/10.1007/s40688-020-00343-4.
Mardhaty, M. (2018). Improving reading comprehension of grade XI students at SMA Negeri 7 Palu through paragraph shrinking strategy. E-Journal of English Language Teaching Society (ELTS). 6(3). 3-5. Retrieved October 16, 2022, from http://jurnal.untad.ac.id/jurnal/index.php/ELTS/article/view/11520/8854
Melekoğlu, M. A. (2019). Evidence-based fluency interventions for elementary students with learning disabilities. European Journal of Education Studies. 6(5), 411-423. https://doi.org/10.5281/zenodo.3404991
Nurdianti, S., Rosita, R., & Fadloeli, O. (2019). Improving students’ reading comprehension through reciprocal teaching strategy on narrative text. PROJECT (Professional Journal of English Education), 2(2), 131-139. http://dx.doi.org/10.22460/project.v2i2.p131-139
Preast, J. L., Burns, M. K., Brann, K. L., Taylor, C. N., & Aguilar, L. (2019). Class-wide partner reading intervention for science comprehension. School Psychology Forum, 13(1), 29–40. Retrieved August 16, 2022, from https://eric.ed.gov/?id=EJ1217288.
Ridianto, (2018). Teaching reading by using paragraph shrinking strategy. Jurnal Educative: Journal of Educational Studies. 3(2). 177-180. http://dx.doi.org/10.30983/educative.v3i2.546
Ritter, C., Morrison, J. Q., & Sherman, K. (2020). Differential effects of self-graphing on self-monitoring of early literacy outcomes in kindergarten students. Journal of Behavioral Education, 1-19. DOI:10.1007/s10864-020-09390-6c.
Sagita, I. (2021). The effectiveness of paragraph shrinking technique in teaching reading to junior high school. Journal of English Development, 1(02), 14–22. https://doi.org/10.25217/jed.v1i02.1665
Santhanalakshmi & Naomi, V. (2021). Impact of Peer Assisted Learning Strategy (PALS) for learning enhancement of students at secondary level. Turkish Journal of Computer and Mathematics Education, 12(10), 7333-7336. DOI: https://doi.org/10.17762/turcomat.v12i10.5625.
Sinclair, A. C., Gesel, S. A., & Lemons, C. J. (2019). The effects of peer-assisted learning on disruptive behavior and academic engagement. Journal of Positive Behavior Interventions, 21(4), 238–248. https://doi.org/10.1177/1098300719851227.
Siregar, N. O., Afriazi, R., & Arasuli, A. (2019). The correlation between reading strategies and reading comprehension achievement of the sixth semester in English Education Study Program of Bengkulu University. JALL (Journal of Applied Linguistics and Literacy), 3(2), 122-132. Retrieved September 19, 2022, from https://jurnal.unigal.ac.id/index.php/jall/index
Sulistami, P., Pahamzah, J., Baratayaomi, W., & Syafriza, S. (2018). Improving students’ reading comprehension by using Peer Assisted Learning Strategies (PALS) in EFL contexts. International Journal of Language and Literature, 2(2), 52–59. DOI:10.23887/ijll.v2i2.16093.
Wahyuni, S. (2019). The student’s difficulties in reading comprehension at second grade at Islamic Senior High School Laboratorium Jambi. Thesis. English Education Program Faculty of Education and Teacher Training Islamic University of Sulthan Thaha Saifuddin Jambi.
DOI: http://dx.doi.org/10.26418/jeltim.v4i2.58432
Refbacks
- There are currently no refbacks.
Copyright (c) 2022 by the authors
License URL: https://jurnal.untan.ac.id/index.php/JELTIM/about/submissions#copyrightNotice
JOURNAL OF ENGLISH LANGUAGE TEACHING INNOVATIONS AND MATERIALS (JELTIM) is published by the Language Center of Universitas Tanjungpura in collaboration the with the English Language Teaching Materials (ELTeaM) association [Download MoU]. The publication of this journal is indexed by Arjuna (Sinta-2), Google Scholar, ROAD, Garuda, Scilit, Crossref, Research Gate, Copernicus, and Dimensions.
This work is licensed under a Creative Commons Attribution
NonCommercial-ShareAlike 4.0 International License.