The Effect Of Reading Strategy And Personality On Efl Students’ Reading Comprehension at STIE TRIBUANA
By interviewing four students at the Manajement Study Program in STIE Tribuana, the researcher found that the students face some problems when reading English texts. The problems found were important to be investigated because students’ reading comprehension play an essential part to improve their English ability from reading text. This research was conducted at STIE Tribuana. This research used descriptive quantitative approach. The respondents were divided into two groups: experimental group and comparison group. The experimental group was treated by using PQ4R strategy while comparison group was treated using CSR strategy. Each group consisted of 14 extroverted students and introverted students. The data were collected using reading test (35 items in the form of multiple choice) and personality questionnaire. The result revealed that there was no significant difference between students who use PQ4R and those who use Collaborative Strategic Reading (CSR) on their reading comprehension. The second one was there was no a significant difference between introverted students and extroverted students on their reading comprehension. The last one was that there was no a significant interaction between reading strategy and personality in their effect on students’ reading comprehension.
Bremer, C. D., Vaughn, S., Clapper, A. T. & Kim, H. 2002. Collaborative Strategic Reading: Improving Secondary Students Reading Comprehension Skill. National Center on Secondary Education and Transition. June 2001 vol. 1. Issue 2. P.1. From:https://www.utexas.edu/cola/centers/tlc/_files/conferences/newmedianewmaterials/using_collaborative.pdf. Retrieved on August 13, 2015
Dunn, D. S & Chew, S. T. 2006. Best Practice for Teaching Introduction to Psychology. London: Lawrence Erlbaum Associate.
Khaki, N. 2014. Improving Reading Comprehension in a Foreign Language: Strategic Reader. The Reading Matrix. V. 14, no.2. 2014. P. 188. http://www.readingmatrix .com/ \files/11-m9371u67.pdf. Retrieved on August 12, 2015.
Matthews, G., Deary, I. J. & Whiteman, M. C. 2003. Personality Trait. 2nd ed. The United Kingdom: The press syndicate of the university of cambridge.
McCown, M. A. 2013. The effects of Collaborative Strategic Reading on Informational Text Comprehension and Metacognitive Awareness of Fifth Grade Students. Published doctoral dissertation. Liberty Unversity.
Rathvon, N. 2004. Academic Intervension. Ed. Charles Spielberger. Encyclopedia of Applied Psychology, vol.1. Washington, D.C: Center City Consortium School.
Rekabdar, S., Behrouzi, P. & Hakhverdian, A. 2015. Irian Intermediate Extroverted vs. Introverted Learners and Metacognitive Strategies. International Journal of Educational Investigation. Vol.2, No.1:213-225, 2005. http://www.ijeionline.com/ attachments/article/35/IJEIonline. Retreived on August 15, 2015.
Richards, J. C & Renandya, A. W. 2002. Methodology in language teaching. New York: Cambridge University Press.
Suwita, A. 2014. Implementing Preview, Question, Read, Reflect, Recite, Review (PQ4R) Strategy to Enhance Students’ Reading Comprehension. Published Thesis of Graduate School of English Department, Sebelas Maret University. Repository UNS.
Copyright (c) 2021 Tiara Noviarini
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International 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.
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.
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.