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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Main Author:	Nur Dzaliffa Riza Ridzwan
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Language:	eng
Published:	2020
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spellingShingle	Nur Dzaliffa Riza Ridzwan The effect written retelling strategy on reading comprehension for primary ESL learners
description	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.
format	thesis
qualification_name
qualification_level	Master's degree
author	Nur Dzaliffa Riza Ridzwan
author_facet	Nur Dzaliffa Riza Ridzwan
author_sort	Nur Dzaliffa Riza Ridzwan
title	The effect written retelling strategy on reading comprehension for primary ESL learners
title_short	The effect written retelling strategy on reading comprehension for primary ESL learners
title_full	The effect written retelling strategy on reading comprehension for primary ESL learners
title_fullStr	The effect written retelling strategy on reading comprehension for primary ESL learners
title_full_unstemmed	The effect written retelling strategy on reading comprehension for primary ESL learners
title_sort	effect written retelling strategy on reading comprehension for primary esl learners
granting_institution	Universiti Pendidikan Sultan Idris
granting_department	Fakulti Bahasa dan Komunikasi
publishDate	2020
url	https://ir.upsi.edu.my/detailsg.php?det=6737
_version_	1747833301472641024
spelling	oai:ir.upsi.edu.my:67372022-02-15 The effect written retelling strategy on reading comprehension for primary ESL learners 2020 Nur Dzaliffa Riza Ridzwan 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. 2020 thesis https://ir.upsi.edu.my/detailsg.php?det=6737 https://ir.upsi.edu.my/detailsg.php?det=6737 text eng closedAccess Masters Universiti Pendidikan Sultan Idris Fakulti Bahasa dan Komunikasi Abdul Aziz, Azrilah & Jusoh, M.S. &, Omar & Amlus, Harith & Salleh.(2014).Construct Validity: A Rasch Measurement Model Approaches.International Journal of Arts & Sciences 9. 7-12.Abu Shamla, M. (2010). The Effectiveness of a Suggested Program Based on Prior Knowledge to DevelopEighth Graders' English Reading Comprehension Skills.MA thesis. Islamic University of Gaza.Available:.elibrary.iugaza.edu.psAhmad Mazli Muhammad. (2007). 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The effect written retelling strategy on reading comprehension for primary ESL learners

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