Detail A Case Study of Enhancing Inference Skills in Reading Comprehension through Directed Reading-Thinking Activity   Oleh:  Prima, Reisa Dewita ; Hidajat, Lanny Jenis: Article from Proceeding Dalam koleksi: The 61st TEFLIN International Conference : English Language Curriculum Development: Implications for Innovations in Language Policy and Planning, Pedagogical Practices, and Teacher Professional Development, Solo, 7 - 9 October 2014, page 736-739 . Topik: Directed reading–thinking activity; inference skills; reading comprehension Fulltext: A CASE STUDY OF ENHANCING INFERENCE SKILLS IN READING.pdf (6.95MB) Isi artikel This study aimed at examining the effectiveness of the directed reading–thinking activity (DRTA) to enhance L2 learners’ inference skills in reading. 69 students of two classes in a junior high school in Jakarta participated in this study. Each class was randomly assigned into the experimental and control group. The experimental group was treated through the DRTA method and the control group was taught by using the regular method. Both the experimental and control groups were given the pre-test and post-test. The reading materials given in the treatment, pre-test, and post-test were the same for both groups. The result of the post-test showed that the mean score of the experimental group (M = 19.14) was significantly higher than that of the control group (M = 15.29) (t (44.155) = 3.867, p<0.05). Correspondingly, the chi-square test showed that there were significant differences between the experimental and control group in the ability to answer the inferential comprehension questions in the post test. The result indicated that DRTA was more effective than the ordinary method for enhancing L2 learners’ inference skills in reading. Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Kembali

Copyright © 2006, 2007 Unika Atma Jaya, all rights reserved