Applying Text Feature Walks Strategy in Higher Education to Improve Students' Reading Comprehension

Autor/in	Ayu, Mutiara
Titel	Applying Text Feature Walks Strategy in Higher Education to Improve Students' Reading Comprehension
Quelle	In: Journal of English Teaching, 7 (2021) 3, S.354-365 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2087-9628
Schlagwörter	Reading Comprehension; Second Language Learning; Second Language Instruction; English (Second Language); Reading Improvement; Teaching Methods; Comparative Analysis; Higher Education; Critical Reading; Feedback (Response); Virtual Classrooms; Private Colleges; Undergraduate Students; Pretests Posttests; Reading Tests; Multiple Choice Tests; Foreign Countries; Palestine + Suchen Sie Ihr Suchwort? Leseverstehen; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Hochschulbildung; Hochschulsystem; Hochschulwesen; Kritisches Lesen; Privathochschule; Lesetest; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Ausland; Palästina
Abstract	Reading is prominent aspects in written communications which are commonly used as formal communication, especially for students at a higher level of education. They are required to be able to understand more textbooks and informational texts either in English. Unfortunately, reading in English is still considered as big problem for them because they have lack of vocabulary to comprehend the ideas of the texts and lack of practice given by the teacher. As a result, it is believed that teaching strategy needed to help students in teaching reading. This study was conducted to investigate the efficacy of text feature walks strategy in helping students in higher education to improve their critical reading comprehension through the expository texts. It also explored the feedback from students related to the implementation of Text Feature Walks in the virtual classroom. There were 40 students of English Education Study Program in a private university becoming the sample in this study and they were equally divided into experimental and control groups. To measure their improvement in reading comprehension, all students were given pre- and post-reading tests in the form of multiple choice. The data obtained were analyzed by using paired sample and independent sample t-tests. The results of paired sample t-test showed that there was a significant improvement in reading (Md=33.13, p=0.000) in experimental group. In addition, the result of independent sample t-test indicated that there were significant difference in reading (Md=39.70, p=0.000) of both groups. (As Provided).
Anmerkungen	Journal of English Teaching. Fakultas Keguruan dan Ilmu Pendidikan (FKIP) UKI, Jalan Mayjen Sutoyo No. 2, Cawang, Jakarta, Timur, 13630, Indonesia. Tel:+62-21-8092425 ext. 310, 315; e-mail: jet@uki.ac.id; Web site: http://ejournal.uki.ac.id/index.php/jet
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01