There is a clear relationship between interest in reading and the ability to read and comprehend recount texts 46.
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Reading Interest and Reading Comprehension: A student's interest in reading can significantly influence their reading comprehension 4. Students lacking reading interest may struggle to understand texts 4.
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Reading Interest as a Counterbalance: Interest in reading can help students overcome reading challenges 4.
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Strategies to Improve Comprehension: Employing strategies such as the Question-Answer Relationship (QAR) method can help students improve their reading comprehension of recount texts 35. The Experience Text Relationship (ETR) method may also improve reading comprehension of recount texts 27.
- https://core.ac.uk/download/pdf/300871845.pdf
- https://repository.uin-suska.ac.id/10045/1/2013_2013660PBI.pdf
- https://www.neliti.com/id/publications/214686/improving-students-reading-comprehension-of-recount-text-through-question-answer
- https://repository.uinjkt.ac.id/dspace/bitstream/123456789/59566/1/21170140000010_Abrizal%20-%20ABRIZAL%20MHS%202017.pdf
- https://jurnal.unbara.ac.id/index.php/JoLE/article/download/2433/1499/
- https://jurnal.radenfatah.ac.id/index.php/literal/article/download/19980/6611/63803
- https://ejurnal.iainpare.ac.id/index.php/inspiring/article/download/840/672
1. Interest in Reading and Reading Comprehension Ability
Interest in reading refers to a reader's motivation, enjoyment, and willingness to engage in reading activities.
Reading comprehension ability refers to a reader’s skill in understanding, interpreting, and analyzing written texts, in this case, recount texts (which typically retell past events in chronological order).
2. How They Are Related
Students who have high interest in reading are usually more engaged, which increases their reading frequency and exposure to various texts.
Frequent reading helps to improve vocabulary, text structure familiarity, and comprehension strategies, which directly enhances reading comprehension.
Specifically, in recount texts, which involve understanding sequences of events, interest can make students more attentive and eager to follow and process the storyline or event chronology.
3. Possible Research Hypothesis Example
H₀ (Null Hypothesis): There is no significant relationship between students’ interest in reading and their reading comprehension ability of recount texts.
H₁ (Alternative Hypothesis): There is a significant positive relationship between students’ interest in reading and their reading comprehension ability of recount texts.
4. Supporting Theories
Krashen’s Input Hypothesis: Students with higher interest are more likely to engage in extensive reading, which provides comprehensible input necessary for language acquisition and comprehension.
Affective Filter Hypothesis: When students are motivated and interested, their affective filter is low, making it easier for them to absorb and understand new information.
5. In Summary
Interest in Reading Reading Comprehension Ability
High Likely to be higher
Low Likely to be lower
Conclusion:
The relationship is usually direct and positive: The higher the interest in reading, the better the ability to comprehend recount texts.
Reading comprehension ability refers to a reader’s skill in understanding, interpreting, and analyzing written texts, in this case, recount texts (which typically retell past events in chronological order).
2. How They Are Related
Students who have high interest in reading are usually more engaged, which increases their reading frequency and exposure to various texts.
Frequent reading helps to improve vocabulary, text structure familiarity, and comprehension strategies, which directly enhances reading comprehension.
Specifically, in recount texts, which involve understanding sequences of events, interest can make students more attentive and eager to follow and process the storyline or event chronology.
3. Possible Research Hypothesis Example
H₀ (Null Hypothesis): There is no significant relationship between students’ interest in reading and their reading comprehension ability of recount texts.
H₁ (Alternative Hypothesis): There is a significant positive relationship between students’ interest in reading and their reading comprehension ability of recount texts.
4. Supporting Theories
Krashen’s Input Hypothesis: Students with higher interest are more likely to engage in extensive reading, which provides comprehensible input necessary for language acquisition and comprehension.
Affective Filter Hypothesis: When students are motivated and interested, their affective filter is low, making it easier for them to absorb and understand new information.
5. In Summary
Interest in Reading Reading Comprehension Ability
High Likely to be higher
Low Likely to be lower
Conclusion:
The relationship is usually direct and positive: The higher the interest in reading, the better the ability to comprehend recount texts.
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