Teaching Reading Narrative Texts through Inking Your Thinking Strategy
Abstract
Abstract: The facts and phenomenon that most of senior high school students still encounter or face problems in understanding and answering the questions in reading texts led the researchers to conduct this quasi-experimental research, in line with teaching reading narrative through Inking Your Thinking strategy. This research is aimed at figuring out whether or not there is any significant difference in the tenth grade students’ reading comprehension achievements at SMA Negeri 2 Prabumulih among those who are taught by using Inking Your Thinking strategy and those who are not. To collect the data and to meet the objectives, the researchers used two kinds of tests (i.e. pretest and posttest) which were given to 62 students. To analyze the data, the researchers used T-test. The results of the difference analyses on experimental and control groups by using independent sample t-test showed that t-obtained was 4.839 greater than t-table which was 1.671 at the significant level p<0.05 in two tailed testing with df=60. It means that there was significant difference in students’ reading comprehension achievements among those who are taught by using Inking Your Thinking strategy and those who are not. In conclusion, Inking Your Thinking strategy can improve students’ reading comprehension achievements.
Keywords: inking your thinking strategy, reading comprehension, narrative text
Downloads
References
Cohen, L., Lawrence, M., & Keith, M. (2007). Research method in education. London: Routledge.
Donnelly, P. (2007). Inking Your Thinking Strategy: The Ultimate Meaning Making Strategy. Journal of Literacy Learning, 15(1), 3
Fraenkel, J. R., Wallen, N. E., & Hyun, H. (2012). How to design and evaluate research in education. San Francisco, McGraw-Hill Higher Education.
Gamble, N., & Yates, S. (2002). Exploring childrens’s liturature: Teaching tanguage and reading of fiction. New York, NY: SAGE Publication Inc.
Klinger, J. K. Vaughn, S., & Boardman, A. (2007). Teaching reading comprehension to students with learning difficulties. New York, NY: Guildford Press.
Medina, S. L. (2012). Effect of Strategy Instruction in an EFL Reading Comprehension Course: A Case Study. Profile Journal, 14(1),79-89.
Moore, D. K. (2005). Effective instructional strategies: from theory to practice. New Delhi, India: Sage Publication, Inc.
Nunan, D. (2003). Second language teaching & learning. New York, NY: Mc Graw Hill.
Richards, J. C., & Renandya.W. A. (2002). Methodology in language teaching: An antholohy of current practice. New York, NY: Cambridge University Press.
Snow, C. (2002). Reading for understanding: toward an R&D program in reading comprehension. Santa Monica, CA: RAND.
Sulaiman, MGS. (2017). Teach the Students not the books: A handbook of TEFL. Noerfikri: Palembang.
Wahidi, R. (2009). Genre of the Text. Retrieved January 3, 2018 from http://racmatwahidi.wordpress.com.
Zaida, N. (2009). Mandiri practice your English competence. Jakarta: Erlangga.
1. License
Use of articles will be governed by the Creative Commons Attribution - ShareAlike license as currently displayed on Creative Commons Attribution - ShareAlike 4.0 International License (CC BY-SA)
The author warrants that the article is original, written by stated author(s), has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright that is vested exclusively in the author and free of any third party rights, and that any necessary written permissions to quote from other sources have been obtained by the author(s).
ELT-Lectura Studies and Perspective in English Language Teaching's spirit is to disseminate articles published are as free as possible. Under the Creative Commons license, Halaman Olahraga Nusantara permits users to copy, distribute, display, and perform the work. Users will also need to attribute authors and ELT-Lectura Studies and Perspective in English Language Teaching on distributing works in the journal and other media of publications.
4. Rights of Authors
Authors retain all their rights to the published works, such as (but not limited to) the following rights;
1. Copyright and other proprietary rights relating to the article, such as patent rights,
2. The right to use the substance of the article in own future works, including lectures and books,
3. The right to reproduce the article for own purposes,
4. The right to enter into separate, additional contractual arrangements for the non-exclusive distribution of the article's published version (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal ELT-Lectura Studies and Perspective in English Language Teaching.
5. Co-Authorship
If the article was jointly prepared by more than one author, any authors submitting the manuscript warrants that he/she has been authorized by all co-authors to be agreed on this copyright and license notice (agreement) on their behalf, and agrees to inform his/her co-authors of the terms of this policy. ELT-Lectura Studies and Perspective in English Language Teaching will not be held liable for anything that may arise due to the author(s) internal dispute. ELT-Lectura Studies and Perspective in English Language Teaching will only communicate with the corresponding author.
6. Royalties
Being an open accessed journal and disseminating articles for free under the Creative Commons license term mentioned, author(s) aware that ELT-Lectura Studies and Perspective in English Language Teaching entitles the author(s) to no royalties or other fees.