Penggunaan strategi membaca teks akademik dalam kalangan pelajar peringkat tertiari (IR)
The objective of this study is to investigate the use of reading strategies for academic text among tertiary level students. There were 12 respondents selected voluntarily to give information for this study. A 2, 004 words academic text were used as an instrument of this study. The researcher used t...
Saved in:
| Main Author: | |
|---|---|
| Format: | thesis |
| Language: | zsm |
| Published: |
2009
|
| Subjects: | |
| Online Access: | https://ir.upsi.edu.my/detailsg.php?det=932 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | The objective of this study is to investigate the use of reading strategies for academic text among tertiary level students. There were 12 respondents selected voluntarily to give information for this study. A 2, 004 words academic text were used as an instrument of this study. The researcher used two methods of data collection, they were: think aloud protocol and text retelling protocol. Respondents were asked to read the passage individually and do the think aloud protocol based on their readings. Later on, they do the reading for the second time before they were asked to do the text retelling protocol. The readings and retelling were recorded for transcription. Findings show that respondents have been using 17 types of reading strategies to understand the text. There were three types of reading strategies used frequently by the respondents, they were elaborating strategies (36.37%), rereading strategies (22.61%) and paraphrase strategies (20.39%). This study found that the use of reading strategies among respondents is still below average. Although the number of reading strategies used were quite high, nearly 50% of reading strategies used were lower cognitive level strategies. More over, the use of metacognitive reading strategies was very low, 0.29%. According to the text retelling protocol findings the lower achievers respondents tend to retell the elaborating statements of the text compared to the superordinate statements. |
|---|