The effects of inferencing strategy instruction on students ability to make and justify inferences while reading narrative texts (IR)
This quasi-experimental study was aimed to analyse the effects of inferencing strategy instructions on the students' ability to make inferences and justify reasons while reading narrative texts. This study used two types of inferencing strategies which required students to work in two different...
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| Format: | thesis |
| Language: | eng |
| Published: |
2016
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| Subjects: | |
| Online Access: | https://ir.upsi.edu.my/detailsg.php?det=839 |
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| Summary: | This quasi-experimental study was aimed to analyse the effects of inferencing strategy instructions on the students' ability to make inferences and justify reasons while reading narrative texts. This study used two types of inferencing strategies which required students to work in two different conditions. The first strategy was the Key-Infer-support (KIS) strategy involving students to work individually. The second strategy was the Think-Pair-Share (TPS) strategy which allowed students to complete tasks in pairs. The samples of this study consisted of 120 form four students of two secondary schools in the district of Temerloh, Pahang and they were assigned to two treatment groups and two control groups. The treatment groups were inducted with the strategy lessons and the control groups were inducted with the traditional presentation-practice-production (PPP) teaching method. The instruments used in this study were pre-test and post-test scripts. The scores from the pre-test and post-test were analysed quantitatively and qualitatively using one-way ANOVA to determine the effects of direct strategy instruction on the students' ability to make inferences, to justify inferences and the different sentence patterns students made when they justify inferences. The effects of direct strategy instruction on the treatment groups were compared to the control groups by examining the significance of mean scores before and after the treatments were carried out. The research findings showed that direct instruction of strategies improved the ability of students in making inferences and justify reasons. However, it was discovered that different types of interactions, individual and pair collaboration did not significantly influence the students' ability in making inferences and justify reasons. Different patterns of justifying reasons sentences as either contributing to the success or failure in making appropriate inferences were also identified. Direct strategy instruction provides an option for learners to learn and improve at mastering specific skills in reading. |
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