The effect of online pre-reading activities on students' reading comprehension with different reading proficiency levels / Arfan Fahmi

Fahmi, Arfan (2018) The effect of online pre-reading activities on students' reading comprehension with different reading proficiency levels / Arfan Fahmi. Doctoral thesis, Universitas Negeri Malang.

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v SUMMARY Fahmi, Arfan. 2018. The Effect of Online Pre-reading Activities on StudentsÔÇÖ Reading Comprehension with Reading Proficiency Levels. Dissertation, English Language Teaching Program, Doctorate Program, Universitas Negeri Malang, Promotor: (I) Prof. M. Adnan Latief, M.A., Ph.D., (II) Prof. Ali Saukah, M.A., Ph.D. (III) Prof. Dr. Nur Mukminatien, M.Pd Keywords: Online pre-reading activities, Blended learning, Reading comprehension, Reading Proficiency level Schema is the background knowledge on which the interpretation of a text depends. Schema is theorized to explain how readers use prior knowledge to comprehend and learn from a text. Schema activation is a process through various activities to stimulate readersÔÇÖ background knowledge prior to read and understand a text. It is an essential stage in text comprehension Schema activation is conducted in pre-reading stage encorporating some activities such as watching short video and responding to the tasks like answering questions, matching some vocabularies or phrases uttered with their possible meaning, and completing the story line chart. With limited time in classroom meeting and the advance of information technology, a new way of conducting pre-reading activities is offered in this study; online pre-reading activities. Therefore, reading course in this study involves online and in-classroom activities. This format recently has been known as blended learning. The dominance of blended learning over online and face-to-face learning on improving language proficiency has been widely proved. In response to that, this study attempts to investigate the effects of online pre-reading activities in two different blended learning formats; Format A with face-to-face learning in pre-reading and while-reading and asynchronous online learning in post-reading and Format B with face-to-face learning in while-reading and asynchronous online learning in pre-reading and post-reading on studentsÔÇÖ reading comprehension with different reading proficiency levels. Adapted MOODLE learning management system is employed to facilitate the asynchronous online learning. The two formats were tried out in a pilot study for four months before the implementation and showed a significant difference regardless the reading proficiency levels, mid reading proficiency, and low reading proficiency, however it was not in high proficiency in t-test measurement using the reading section in ITP Assessment Series. The real experiment utilizing counterbalance design was conducted in two different universities for four months. It involves 1 class with 30 freshmen in UNAIR and 1 class with 28 freshmen in UNMUH Surabaya. Every participant received Format A and Format B in different order for six weeks each, The participants in UNAIR receieved FA then FB, while the participants in UNMUH Surabaya received FB then FA. Mann Whitney test for diffrence was carried out to calculate the overall effects on reading comprehension in all levels as well as in each level to determine the interaction effects. vi Using Mann-Whitney test of difference, the results showed that the scores resulted from the participants learning in FA and in FB had .000 significance level and 95.03 achieved confidence. It is also true with high reading proficiency level with .013 significance level and 95.77 achieved confidence. Meanwhile, mid and low reading proficiency level showed .000 significance level with; 95.17 achieved confidence and 000 significance level with 95.01 achieved confidence. The implication of the finding suggest that FB (median=54.00) is better implemented in intensive reading course than FA (mean=51.50) regardless the participantsÔÇÖ reading proficiency levels of the participants The finding of this study provides scientific significance on the effect of schema activation in different blended learning formats on the studentsÔÇÖ reading comprehension and reading proficiency levels. Furthermore, this study tries to give meaningful insight both theoretically and practically on the area of schema activation in raeding instruction applying blended learning formats. There are a number of recommendations for the teachers and the future researchers. For the teachers, it is suggested to have more and various schema activation activities in reading instruction in the context of blended learning format for reading course comprising asynchronous online pre reading and post reading activities. However, some factors need careful account such as the studentsÔÇÖ readiness and the internet connection. For future researchers, it is recommended the findings of this study be used to seek and design the detailed in pre, while and post reading activities to make the students lerned in blended learning format. At last, future research studies can be directed to finding out the effect of various blended learning formats of various courses (content-based or skill-based) in language teaching studies across proficiency levels as a whole construct (not reading proficiency only).

Item Type: Thesis (Doctoral)
Subjects: L Education > L Education (General)
Divisions: Fakultas Sastra (FS) > Jurusan Sastra Inggris (ING) > S3 Pendidikan Bahasa Inggris
Depositing User: Users 2 not found.
Date Deposited: 28 Dec 2018 04:29
Last Modified: 09 Sep 2018 03:00

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