Abstract
This quasi experimental study aims to investigate how written retelling technique affects the reading comprehension of university students having different personality learning styles (introverted vs. extroverted). A reading comprehension test and a questionnaire were utilized to collect the data. Two groups of students were involved in the study, with the experimental group receiving the treatment of being taught using a written retelling technique and the control group being taught using the oral retelling technique. The results of the study revealed that the first group of students showed better performance in reading comprehension test than the latter group. Even though there was a significant difference between the extroverted and the introverted students in reading comprehension achievement, the findings suggest that written retelling technique was more effective regardless of the personality learning styles. Permalink/DOI: dx.doi.org/10.17977/um015v45i12017p027
Highlights
This quasi experimental study aims to investigate how written retelling technique affects the reading comprehension of university students having different personality learning styles
The first hypothesis to be tested is the main effect of the written retelling technique on students’ reading comprehension by using Mann-Whitney in SPSS 16 program by testing the following statistical hypothesis: H0: there is no significant difference in reading comprehension between students taught using written retelling technique and those who are taught using oral retelling technique
It can be said that the mean rank of the post-test score for the experimental group was greater than the mean rank of the post-test for the control group
Summary
This quasi experimental study aims to investigate how written retelling technique affects the reading comprehension of university students having different personality learning styles (introverted vs. extroverted). Even though there was a significant difference between the extroverted and the introverted students in reading comprehension achievement, the findings suggest that written retelling technique was more effective regardless of the personality learning styles. Abstrak: Penelitian quasi-eksperimental ini bertujuan untuk menyelidiki bagaimana dampak teknik written retelling (menceritakan kembali sebuah teks dalam bentuk tulisan) terhadap reading comprehension (kemampuan memahami bacaan) dari mahasiswa dengan personality learning styles berbeda (introvert vs ekstrovert). Meskipun terdapat perbedaan signifikan antara mahasiswa ekstrovert dan introvert dalam tes, hasil penelitian mengindikasikan bahwa teknik written retelling lebih efektif daripada oral retelling terlepas dari personality learning styles mahasiswa. In a further investigation, examining specific reading techniques to promote comprehension for the instructional sequences which can be employed in teaching reading for EFL is required (Grabe & Stoller, 2002)
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