Improving the Students’ Reading Comprehension Using Tiered Tasks Strategy

Abstract

This research aimed to explain the students’ achievement in literal reading comprehension using Tiered Tasks Strategy, as well as to explain the students’ achievement in interpretative reading comprehension using Tiered Tasks Strategy. This research used Classroom Action Research and applied to cycles in the application, they are cycle 1 and 2 with 4 meetings in every cycle. The improvement of students’ ability to write narrative text using Tiered Tasks Strategy had an effective effect. The researcher found that before the application of tiered tasks strategy the students’ score is 52.53(fair) but after using the method the students’ score in cycle I is 62.14 and in the cycle, II become 77.18. So, the improvement of the students’ score of d-test to cycle I is 18.93% whereas the development of the students’ ability of d-test to cycle II is 47.80% and the improvement from cycle I to cycle II is 24.22%.Keywords: Reading, Tiered, Strategy

How Tiered English Instruction Affects Reading Comprehension of Thai Students in Mixed-Ability EFL Classrooms

“…The findings in the present study demonstrated a success in using tiered reading instruction to enhance reading comprehension of EFL secondary school students in Thailand. The positive effects found in the present study are consistent with previous findings (e.g., Aliakbari & Haghighi, 2014;Natsir & Asrawiah, 2013;Pasuy Pedroza & Mendieta Aguilar, 2013). The improvement of the reading comprehension, especially the two high levels of comprehension, suggests that all students, regardless of their existing reading ability, must have received adequate support during the instruction (cf.…”

“…Gregory, 2011;Tomlinson, 2000). This lends support to the argument that tiered instruction can enhance the learning of students in mixed-ability classrooms (see also Aliakbari & Haghighi, 2014;Amkham & Chinokul, 2010;García Fonseca & Casallas Gordillo, 2016;Magableh & Abdullah, 2020;Natsir & Asrawiah, 2013;Pasuy Pedroza & Mendieta Aguilar, 2013;Pourdana & Shahpouri Rad, 2017;Suthipiyapathra et al, 2019).…”

“…As a result, their reading comprehension was significantly improved (cf. Aliakbari & Haghighi, 2014;Natsir & Asrawiah, 2013;Pasuy Pedroza & Mendieta Aguilar, 2013).…”

“…Tiered instruction has been found to be an effective strategy for classrooms with diverse groups of learners (Bender, 2002;Coil, 2007;Narvaez et al, 2010;Pierce & Adams, 2003, 2004, 2006Turville et al, 2010). In the same line, tiered instruction has also been found to benefit second language (L2) learners in various aspects including overall learning achievement (Magableh & Abdullah, 2020;Suthipiyapathra et al, 2019), listening skill (Pourdana & Shahpouri Rad, 2017), speaking skill (García Fonseca & Casallas Gordillo, 2016), reading skill (Aliakbari & Haghighi, 2014;Natsir & Asrawiah, 2013;Pasuy Pedroza & Mendieta Aguilar, 2013), and writing skill (Amkham & Chinokul, 2010). The majority of these previous studies, however, focused on tiering one or two instructional elements and not all three.…”

“…Only a few studies on tiered instruction in reading classrooms have focused on tiering all three elements, most notably being Aliakbari and Haghighi (2014). Most other studies, however, have focused solely on tiering the product (e.g., Natsir & Asrawiah, 2013;Pasuy Pedroza & Mendieta Aguilar, 2013).…”