APPLYING STRATEGY-BASED INSTRUCTION ON IMPROVING STUDENTS' READING COMPREHENSION ABILITY, STUDENTS' MOTIVATION, AND SELF-REGULATED LEARNING

Imam Sudarmaji, Yulia Ayu Lestari, Bambang Afriadi
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引用次数: 1

Abstract

This present study is set out to examine and investigate the effect of using Strategy-Based Instruction as a new approach to teaching reading comprehension, students' motivation, and self-regulatory of students at SMK Lab Business School Tangerang. 30 students were used as a sample. To complete the aim of this study, a quasi-experimental approach is used as a one-group pretest-posttest and regression analysis. Students' motivation, self-regulated learning, and reading comprehension were assessed for all students in the treatment. Analyses examined treatment effects on reading comprehension, motivation, and self-regulated learning. Results from this strategy-based instruction treatment did not reveal statistically significant results for the effect of reading comprehension ability. There was no significant difference between observed and expected motivation and self-regulated learning frequencies on reading comprehension ability. However, there was a different value between the pretest and post-test of reading comprehension ability.
运用策略教学提高学生的阅读理解能力、学习动机和自主学习能力
本研究旨在检验和调查SMK Lab商学院唐格朗分校采用基于策略的教学作为一种新的阅读理解、学生动机和自我调节教学方法的效果。30名学生被用作样本。为了完成本研究的目的,使用准实验方法作为一组前测、后测和回归分析。对所有接受治疗的学生的动机、自主学习和阅读理解进行了评估。分析考察了治疗对阅读理解、动机和自主学习的影响。这种基于策略的教学处理的结果并没有显示出对阅读理解能力影响的统计学显著结果。在阅读理解能力方面,观察到的动机和预期的自我调节学习频率之间没有显著差异。然而,阅读理解能力的前测值和后测值存在差异。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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