PRWR: Evidence of Its Effectiveness in Teaching Academic Content-Area Reading Across English Proficiency
Keywords:
Recite strategy, micro reading skills, academic content-area reading, English proficiency
Abstract
This factorial quasi-experimental 22 study aimed to corroborate the effect of PRWR strategy compared to Translation and Reading Aloud on students’ academic content-area reading comprehension as observed from their English proficiency. The interaction between the strategy and English proficiency was also examined. Data were obtained from a reading comprehension test, a TOEFL PBT Equivalent test, and a questionnaire on students’ perception towards the PRWR strategy. Both the reading test and the questionnaire were expert validated and tried out, whereas the TOEFL PBT Equivalent test was conducted under the auspices of an English institute. 58 sophomore students at a state university in Malang, Indonesia, served as the subjects of the study. This turned out that first; students taught by the PRWR strategy have better reading comprehension than that of by Translation and Reading Aloud. Second, students with high English proficiency taught by the PRWR strategy have better reading comprehension than that of taught by Translation and Reading Aloud. Third, there was no interaction between reading strategy and English proficiency. All in all, the employment of the PRWR strategy was highly recommended in academic content-area reading comprehension.References
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Winarsih. (2013). Improving the Reading Comprehension Skill of the Junior High School Students through the PQRST Strategy. Unpublished Sarjana Thesis. Malang: Faculty of Letters of State University of Malang.
Bernhardt, E. (2005). Progress and Procrastination in Second Language Reading. Annual Review of Applied Linguistics, (Online). 25(1): 133-150, doi:10.1017/S0267190505000073, retrieved on November 4, 2015.
Brown, H.D. (2004). Language Assessment: Principles and Classroom Practices. New York: Pearson Education.
Cui, Y. (n.d). L2 Proficiency and L2 Reading: Consolidating the Linguistic Threshold Hypothesis,
Language and Literacy Graduate Students Conference, (Online). (http://web.uvic.ca), retrieved on November 4, 2015.
Dalton-Puffer, C. (2007). Discourse in Content and Language Integrated Learning (CLIL) Classrooms. Amsterdam: John Benjamin Publishing.
Fitriani, I. (2015). PANORAMA Reading Strategy and Second Language Content-Area Reading Comprehension Skill of Students across Cognitive Styles and Gender. Unpublished Magister Thesis. Malang: Graduate Program in English Language Teaching.
Fordham, N.W. (2006). Crafting Questions that Address Comprehension in Content Reading. International Reading Association, (Online). 49(5): 390-396, (http://search.proquest.com), retrieved on November 4, 2015.
Graham, S., and Hebert, M. (2011). Writing to Read: A Meta-Analysis of the Impact of Writing and Writing Instruction on Reading. Harvard Educational Review, (Online). 81(4): 710-785, (http://infotrac.galegroup.com), retrieved on November 18, 2015.
Haeriyanto, A.I. (2012). Improving the Reading Comprehension Skills of the Eleventh Graders of MA Nurul Jadid Paiton Probolinggo through PQRST Strategy. Unpublished Magister Thesis. Malang: Graduate Program in English Language Teaching.
Indahyanti, Y. R. (2008). Improving Reading Comprehension of Eleven Graders of MAN 3 Malang through SQ3R Strategy. Unpublished Sarjana Thesis. Malang: Faculty of Letters of State University of Malang.
Jiang, X. (2011). The Role of First Language Literacy and Second Language Proficiency in Second Language Reading. The Reading Matrix,(Online). 11(2): 177-190. (http://search.proquest.com), retrieved on November 4, 2015.
Khasanah, S. (2011). Improving Reading Comprehension of the Eleventh Grade Students of MA Al-Anwar Sumenep through SQ3R Strategy. Unpublished Magister Thesis. Malang: Graduate Program in English Language Teaching.
Landi, N. (2009). An Examination of Relationship between Reading Comprehension, Higher-level and Lower-level Reading Sub-skills in Adults. Reading & Writing, (Online). 23(x): 701-717, (http://springerlink.com), retrieved on April 4, 2015.
Langan, J. (2002). Reading and Study Skills. New York: McGraw-Hill.
Mihara, K. (2011). Effects of Pre-Reading Strategies on EFL/ESL Reading Comprehension. TESL Canada Journal, (Online). 28(2): 51-73, (http://infotrac.galegroup.com), retrieved on November 18, 2015.
Miqawati, A.H., and Sulistyo, G.H. (2014). The PQRST Strategy, Reading Comprehension, and Learning Styles. Indonesian Journal of Applied Linguistics, (Online). 4(1): 123-139, (http://ejournal.upi.edu), retrieved on September 03, 2015.
Park, G. (2013). Relations among L1 Reading, L2 Knowledge, and L2 Reading: Revisiting the Threshold Hypothesis. English Language Teaching, (Online). 6(12): 38-47, doi:10.5539/elt.v6n12p38, retrieved on November 4, 2015.
Peraturan Pemerintah Republik Indonesia Nomor 19 Tahun 2005 tentang Standar Nasional Pendidikan. 2005. Jakarta: Departemen Pendidikan Nasional.
Pinner, R. (2013). Authenticity of Purpose: CLIL as a Way to Bring Meaning and Motivation into EFL Context. Asian EFL Journal, (Online). 15(4): 138-159, (http://www.asian-efl-journal.com), retrieved on May 3, 2015.
Pribadi, G.S. (2013). Using SQ3R Reading Strategy to Improve Reading Comprehension of Tenth Graders at SMA Negeri 1 Srengat. Unpublished Sarjana Thesis. Malang: Faculty of Letters of State University of Malang.
Salkind, N.J. (2000). Statistics for People who Hate Statistics. California: Sage Publication.
Setyawan, A.R. (2010). Improving the Reading Comprehension ability of the Ninth Grade Students of SMPN 1 Kalipuro Banyuwangi through the SQ3R Strategy. Unpublished Magister Thesis. Malang: Graduate Program in English Language Teaching.
Shen, M.Y. (2015). Developing EFL Learners’ Academic Reading Skills-Diagnostic and Needs Analysis through Action Research. Asian EFL Journal, (Online). 17(1): 117-137, (http://www.asian-efl-journal.com), retrieved on May 3, 2015.
Sulistyo, G.H. (2011). Reading for Meaning: Theories, Teaching Strategies and Assessment. Malang: Pustaka Kaiswaran.
Sulistyo, G.H. (2013). Assessing Non-English Department Students’ Mastery of Academic Content Area Reading. Jurnal Ilmu Pendidikan, 19(1): 36-49.
Widyastono, H. (2014). Pengembangan Kurikululum di Era Otonomi Daerah: Dari Kurikulum 2004, 2006, ke Kurikulum 2013.Jakarta: Bumi Aksara.
William, M, and Burden, R.L. (1997). Psychology for Language Teachers: A Social Constructivist Approach. Cambridge: Cambridge University Press.
Winarsih. (2013). Improving the Reading Comprehension Skill of the Junior High School Students through the PQRST Strategy. Unpublished Sarjana Thesis. Malang: Faculty of Letters of State University of Malang.
Published
2018-06-27
How to Cite
Lubis, A., & Sulistyo, G. (2018). PRWR: Evidence of Its Effectiveness in Teaching Academic Content-Area Reading Across English Proficiency. Dinamika Ilmu, 18(1), 75-90. https://doi.org/10.21093/di.v18i1.1070
Section
Articles
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