The Effectiveness of Pre-Reading Activities on Gifted Students: A Case on Low Achievement Students

Year 2020, Volume: 8 Issue: 1, 501 - 513, 15.03.2020

Riza Weganofa , Nataria Pratiwi Ayu Liskinasih Gunadi Harry Sulistyo

https://doi.org/10.17478/jegys.644812

Cited By: 2

Abstract

The main purpose of this study was to find out the
effectiveness of using Pre-reading activities on students’ reading
comprehension and their
preference of Pre-reading activities. There
were 55 first year college-aged students participating this study. The first
experimental group was treated using Pre Reading Questioning, while the second
experimental group using Pre Reading Vocabulary List. The primary data were
collected from the students’ post-test,
while the supporting data was gained through questionnaire. The primary data
were collected, then analyzed by using independent t-test formula. The result of the t-test analysis was 0.041 (0.041<0.05), which means students who were taught using Pre-reading
Questioning outperformed
those who were taught using Pre-reading Vocabulary List in reading comprehension.
From the questionnaire, Pre-reading Questioning
gained higher preference from
Pre-reading Vocabulary List. Pre-reading Questioning can make the students
understand the text better and give them opportunity to practice thinking and analyzing than Pre-reading
Vocabulary List. It means
that applying Pre-reading Questioning is an effective way to teach reading
comprehension.

Keywords

pre-reading activities, questioning, vocabulary list, low achievement students

Supporting Institution

Indonesian Ministry of Research, Technology, and Higher Education under the Higher Education Partnerships Grant in 2019

Thanks

Indonesian Ministry of Research, Technology, and Higher Education under the Higher Education Partnerships Grant in 2019

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