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IJSTR >> Volume 6 - Issue 10, October 2017 Edition

International Journal of Scientific & Technology Research  
International Journal of Scientific & Technology Research

Website: http://www.ijstr.org

ISSN 2277-8616

Reading Approach Use, Effectiveness And EFL Reading Comprehension In University Muhammadiyah Of Parepare

[Full Text]



Baharuddin, Elihami



cognitive approach; metacognitive approach; effectiveness; EFL Reading Comprehension



This study investigated Indonesian EFL learnersí approach of two reading approaches (cognitive and metacognitive), their perceived contact on effectiveness, and the association between reading approach and effectiveness on their English reading comprehension. Fifty-Three English-major freshmen from University Muhammadiyah of Parepare participated in these lessons. Two principal questions were addressed: (1) what is the most frequent use of reading approach reported by individual students? (2) Is there any significant association between reading approach and effectiveness on their English reading comprehension? To examine the effects of approach instruction on studentsí reading performance, a qualitative interview technique and quantitative research methods including a paired-sample t-test and Person Product Moment Correlation were used to estimate the relationship between reading approach use and effectiveness on studentsí reading accomplishment. Significance showed that the most frequent use of reading approach was found to be metacognitive approach, followed by the cognitive approach. In addition, there was a significant positive connection between reading approach and effectiveness on their English reading comprehension. Reading approach, on the other hand, was unrelated to reading achievement. Results of interview findings were analyzed to explore in-depth in sequence about the condition of approach used. The implications of these findings for implementing effective reading strategy instruction are discussed.



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