The effect written retelling strategy on reading comprehension for primary ESL learners
This study aimed to investigate the effects of written retelling strategy on readingcomprehension skills. This study also analyses the effects of written retelling strategy on pupilsunderstanding of the story structure. This study was conducted in a primary school in Ipoh. Thisstudy was conducted fo...
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| Format: | thesis |
| Language: | eng |
| Published: |
2020
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| Subjects: | |
| Online Access: | https://ir.upsi.edu.my/detailsg.php?det=6737 |
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| Summary: | This study aimed to investigate the effects of written retelling strategy on readingcomprehension skills. This study also analyses the effects of written retelling strategy on pupilsunderstanding of the story structure. This study was conducted in a primary school in Ipoh. Thisstudy was conducted for eight weeks. A quasi-experimental research design with pre-test andpost-test was adopted to carry out the study. Pre-test and post-test questions consisting ofstructural comprehension questions and written retelling were used to measure the effects ofwritten retelling strategy on the pupils achievement in reading comprehension and theirunderstanding of the story structure. The participants consist of forty eight Year Threepupils (N=48) who were equally distributed into experimental group and control group. An independent t-test was used to obtain the mean values and standard deviations. Mean scores ofthe post-test for both groups had resulted in significant gains made by the experimental group inanswering structural questions for reading comprehension (M=7.96, SD=2.798). The mean differencewas 2.28 compared to the control group (M=5.88, SD=3.51). The results also showed thatpost-test achievement was significantly higher in the overall understanding of the storystructure of the experimental group (M=4.29.SD=2.16) than the control group (M=1.75, SD=2.77) with a mean difference of 3.55. In conclusion, the written retelling strategy hadnotably increased the pupils ability to relate the stories read with their previous knowledge andexperiences. They were also able to retain information from the story and make better predictions,hence increased their abilities in answering the comprehension questions. An implication can bemade that the written retelling strategy has improved pupils' reading comprehension andenable them to understand elements of the story structure better. The results alsoindicate that written retelling could be a prospective reading strategy for ESL learners. |
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