Learning Tasks Design in Improving Reading Comprehension Ability of Informational Text of 5th Grade in Indonesia: An Interactive-compensatory Model Use

Abstract

In Indonesian context, based on the observation, 5th grade elementary school students in Bandung Regency had low reading comprehension ability for informational text. This can be seen from their low ability to express explicit meanings, define the main idea, search for keywords and retell the contents of the text with their own words. Given this circumstance, it is necessary to improve task design using particular learning models to improve students’ reading comprehension ability. Therefore this study was aimed at investigating the effect of the use of task design based on Interactive-Compensatory model to improve reading comprehension of 5th grade. The study used quasi experimental method. It applied observation, pre-test, post-test and interview to collect data. There were 136 samples of 5th grade participating in this study. The findings showed that there was a significant influence since there was a difference in sudents’ reading comprehension ability to read informational text before and after they were treated using task design based on the Interactive-Compensatory model.