The Effectiveness of Pre-Reading Activities on Gifted Students: A Case on Low Achievement Students

Abstract

The main purpose of this study was to find out the effectiveness of using Pre-reading activities on students’ reading comprehension and their preference of Pre-reading activities. There were 55 first year college-aged students participating this study. The first experimental group was treated using Pre Reading Questioning, while the second experimental group using Pre Reading Vocabulary List. The primary data were collected from the students’ post-test, while the supporting data was gained through questionnaire. The primary data were collected, then analyzed by using independent t-test formula. The result of the t-test analysis was 0.041 (0.041<0.05), which means students who were taught using Pre-reading Questioning outperformed those who were taught using Pre-reading Vocabulary List in reading comprehension. From the questionnaire, Pre-reading Questioning gained higher preference from Pre-reading Vocabulary List. Pre-reading Questioning can make the students understand the text better and give them opportunity to practice thinking and analyzing than Pre-reading Vocabulary List. It means that applying Pre-reading Questioning is an effective way to teach reading comprehension.