Effectiveness of Itsdras In Developing Children’s Reading Habit, Sight Words, and Literacy  

Oleh:

Diem, Chuzaimah Dahlan ; Ihsan, Diemroh

Jenis: Article from Proceeding
Dalam koleksi: The 62st TEFLIN International Conference: Teaching and Assessing L2 Learners in the 21st Century, Denpasar, 14-16th September 2015, Book 2, page 732-740.
Topik: literacy skills; read aloud; reading habit; sight words; text structures
Fulltext: hal 732.pdf (15.04MB)

Isi artikel

The main objective of this study was to find out whether the use of Informational Text Structures during Read-Aloud Strategy (ITSDRAS) could develop fifth graders’ reading habit, sight words, and English literacy skills. Forty pupils were selected as sample based on their prior reading comprehension achievement and were then divided equally into an experimental group and a control group. All of the pupils were given a reading habit questionnaire, an English sight-words test, and literacy skills tests which cosisted of listening, reading, speaking, and writing. After the experimental group pupils were given intervention for 32 meetings using ITSDRAS, it was found that there were significant improvements in the pupils’ achievements of the three variables measured. When the achievements of the two groups were compared, it also showed that there was a significant mean difference between them which leads us to the conclusion that ITSDRAS is effective in developing young learners’ reading habit, sight words, and literacy in English language teaching (ELT).

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