Abstract
An effective reading comprehension process demands a strategy to enhance the cognitive ability to digest text information in the effort to elicit meaning contextually. In addition, the role of emotions also influences the efficacy of this process, especially in narrative text comprehension. This quasi-experimental study aims to observe students’ performance in the Reading Comprehension Test resulting from Emotional Literacy-Based Reading Comprehension Strategy (ELBRCS), which is a combination of cognitive and affective strategies. This study involved 90 students, whereby 45 students were clustered in the Experimental Group and received the ELBRCS intervension. The remaining 45 students were placed in the Control Group and underwent the conventional strategy (prevalent classroom method).The students’ reading comprehension performance was measured using the Reading Comprehension Test (RCT). The findings show that the experimental group received a higher score than the control group for RCT. The intervention has successfully increased student’s Reading Comprehension from literal comprehension to higher levels of comprehension i.e. inferential, evaluative and appreciative levels, as indicated by Barret’s Taxonomy.
Highlights
Reading comprehension is a meaning making process that demands readers’ active role in integrating their schemata with the writers’ linguistic background with the help of repertoire strategies (Barr, Blachowicz, Katz & Kaufman, 2002; Harp, 2004)
The results of these studies are in tandem with the study by Talebinejad & Fard (2012) that unearths the significant relation between Emotional Quotient (EQ) and socio-economic status (SES) with reading comprehension, and parallels with the study by Motallebzadeh (2009) that finds a strong correlation between reading comprehension and all of the EQ domains
The result of this study clashes with the study by Rahimi et al (2011) that shows a negative result between EQ and reading capability, and the study by Zarafhan and Ardeshiri (2012) that observes the negative relationship between EQ with English language proficiency strategy
Summary
Reading comprehension is a meaning making process that demands readers’ active role in integrating their schemata with the writers’ linguistic background with the help of repertoire strategies (Barr, Blachowicz, Katz & Kaufman, 2002; Harp, 2004). According to Mahzan (2008), a strategy will facilitate and help reader achieve the reading goal much faster. In this context, an effective strategy, according to Spiro (1984) and Tang and Moore (1992), is a strategy that gives equal focus on cognitive, metacognitive and affective aspects. An effective strategy, according to Spiro (1984) and Tang and Moore (1992), is a strategy that gives equal focus on cognitive, metacognitive and affective aspects This is to ensure that the reading comprehension process is thinkingoriented and will lead to a high level of comprehension and optimal output–cognitively and affectively–especially in a narrative text comprehension. According to Barrett’s Taxonomy (Figure 1), ‘Appreciation’ is the highest level in the cognitive thinking hierachy
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