Developing reading strategies in elementary EFL classrooms

Manoli, Polyxeni; Μανώλη, Πολυξένη

doi:10.12681/eadd/31804

Cited by 3 publications

(4 citation statements)

References 317 publications

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“…The result of this study also strengthens the idea that scanning strategy is more likely applicable to be used in level of secondary school students since the reding comprehension of narrative obliged in that level as it is proven by Rambe (2017) or Fauzi (2018. Although it was found also study that proved potential outcome of reading comprehension in level of elementary such as from Manoli (2018), the researchers believed scanning strategy required lots of practice which is fitter for middle school students to explore.…”

Section: Discussionmentioning

confidence: 99%

“…In fact, it was known for long time ago that Maxwell (1972) had given basis of knowledge, urgency, and assumption towards scanning strategy that may improve the reading ability. Manoli (2018) also did study of reading strategy which included scanning strategy. In context of Indonesia, a study, for example from Tamsi, Zuhri, and Kurniasih (2013) had found the samples of students in SMAN 21 Surabaya responded good to the use of scanning strategy in reading activity.…”

Section: Literature Reviewmentioning

confidence: 99%

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The Application of Scanning Strategy in Teaching Students’ Reading Comprehension of Narrative Text

Komara

Dewi²

2021

JELTL

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This research investigates the application of scanning strategy in teaching ninth-grade EFL students’ reading comprehension of narrative text. The aim is to know whether the use of scanning strategy gives tremendous effect to the ninth-grade students’ reading comprehension of narrative text or not. The researchers proposed scanning because it is potential and powerful strategy to lift students’ better narrative text reading understanding. To prove that, the quantitative method is used in this study by conducting quasi-experimental design which involved two classes of ninth-grade students at one private secondary school in Bekasi. The experimented class was around 34 students as well as the controlled class which was around 34 students. The researchers used pre-test and post-test reading narrative text instruments within 20 questions that were asked by the WH-question pattern to collect the data. After the data have been collected, the researchers fulfilled the standard pre-requisite analysis of Normality and Homogeneity before the hypothesis statistic test. At the end, the hypothesis statistic findings showed that tobserved was known by score 6.905 while ttable was obtained 1.996 in the level of 5% significance. Because of tobserved was higher than ttable, itcan be concluded that the application of scanning strategy is effective in teaching the ninth-grade students’ reading comprehension of narrative text at one private secondary school in Bekasi.

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

The Application of Scanning Strategy in Teaching Students’ Reading Comprehension of Narrative Text

Komara

Dewi²

2021

JELTL

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“…Another primary challenge associated with utilising graphic organisers is the selection of an appropriate type for a given text (Manoli, 2019). This is because not all graphic organisers are equally effective for all types of texts.…”

Section: Selection Of An Appropriate Gomentioning

confidence: 99%

The Effectiveness of Graphic Organisers for Improving Reading Comprehension in ESL Learners: A Systematic Literature Review

Hon,

Mukundan

2023

APJFES

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The objective of this study is to examine the effects of graphic organisers (GOs) as an instructional tool for enhancing reading comprehension among ESL learners. This paper presents a systematic review of related topics over the past decade, from 2015 to 2020, and found 31 journal papers that fulfilled the research criteria, representing the scholarly work in this field. These studies were published in journals indexed in Google Scholar, Eric, ProQuest, and JStor, and were selected according to a set of inclusion and exclusion criteria. The current literature review reveals that graphic organisers help learners visually organise and structure information, making complex concepts and relationships more accessible. They promote active engagement with the content as well as support the identification of main ideas, supporting details, and relationships between concepts. This enhanced comprehension leads to better retention and understanding of the material. However, the effectiveness of graphic organisers is influenced by issues such as visual literacy challenges, lack of familiarity with GOs, low cognitive level, and selection of an appropriate GO. In conclusion, our findings suggest that incorporating graphic organisers in language learning can be a valuable tool for educators to enhance their students’ reading comprehension skills. By considering the influencing factors, educators can tailor their teaching methods to optimise the benefits of graphic organisers.

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“…Different from the study conducted by (Abrami et al, 2008), identical studies were administered with upper primary school students separately in Belgium and Greece. (Manoli, 2013) was a scientist responsible for the Greek research, while the research in Belgium was under the control of (Tiruneh, De Cock, & Elen, 2018). These two scientists conducted identical research with similar subjects, yet slightly distinct approach.…”

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confidence: 99%

Reading Strategy’s Failure to Deliver toward Reading Comprehension

Efendy¹,

Sulistyo²

2019

Jur.Pend.Teo.Pen.Peng.

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Abstract: The aim of study is investigating the relationship between Support Reading Strategy and reading comprehension. Consequently, the research method to deploy was simple linear regression. Meanwhile, because the population target of the study was all public senior high school students in the municipal area of Malang, East Java, Indonesia, the sample consisted of 301 students from three different schools. Inferring from parametric statistical analysis involving data obtained by conducting Survey of Reading Strategy (SORS) and reading test, the finding indicates that Support Reading Strategy fails to be in good favor toward students’ reading comprehension.Abstrak: Penelitian ini bermaksud mengungkap hubungan antara Support Reading Strategy dan kemampuan memahami bacaan. Untuk itu, peneliti menggunakan metode penelitian regresi linear sederhana. Sementara itu, karena target populasi adalah seluruh siswa SMA negeri di Kota Malang, Jawa Timur, Indonesia, sampel penelitian berjumlah 301 siswa dari tiga sekolah yang berbeda. Berangkat dari analisis statistik parametrik yang mengolah data dari Survey of Reading Strategy (SORS) dan uji kemampuan membaca, temuan penelitian menunjukkan bahwa Support Reading Strategy tidak mampu membuktikan korelasi positif yang signifikan terhadap kemampuan siswa dalam memahami bacaan.

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Developing reading strategies in elementary EFL classrooms

Cited by 3 publications

References 317 publications

The Application of Scanning Strategy in Teaching Students’ Reading Comprehension of Narrative Text

The Application of Scanning Strategy in Teaching Students’ Reading Comprehension of Narrative Text

The Effectiveness of Graphic Organisers for Improving Reading Comprehension in ESL Learners: A Systematic Literature Review

Reading Strategy’s Failure to Deliver toward Reading Comprehension

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