THE EFFECT OF READ, ENCODE, ANNOTATE, PONDER (REAP) STRATEGY AND READING INTEREST ON READING COMPREHENSION ACHIEVEMENT

  • Muhammad Fadhli Institut Agama Islam Negeri Kerinci
  • Suhaimi Suhaimi Institut Agama Islam Negeri Kerinci
  • Musdizal Musdizal Institut Agama Islam Negeri Kerinci

Abstract

Applying appropriate teaching strategy can give huge contribution to students’ achievement. This study investigated the effects of Read, Encode, Annotate, Ponder (REAP) strategy and reading interest on reading comprehension achievement (RCA) of the third semester students of English study program at IAIN Kerinci by applying experimental research method with factorial design. A questionnaire was distributed to the population to find out their reading interest level. Forty students were divided into Experimental and Control groups equally; they were given reading comprehension test as the pre-test and post-test to measure their RCA. The results indicated that REAP strategy significantly improved students’ RCA. Moreover, although the interaction effect between REAP strategy and reading interest on students’ RCA was not found, the mean difference of the post-test scores from the whole sample indicated that the achievement of High reading interest students were significantly better than Low reading interest students. These results suggest that English teachers should apply various appropriate teaching strategies and monitor students’ reading interest while teaching reading.  

Downloads

Download data is not yet available.
Published
2018-02-05
How to Cite
FADHLI, Muhammad; SUHAIMI, Suhaimi; MUSDIZAL, Musdizal. THE EFFECT OF READ, ENCODE, ANNOTATE, PONDER (REAP) STRATEGY AND READING INTEREST ON READING COMPREHENSION ACHIEVEMENT. Tarbawi : Jurnal Ilmu Pendidikan, [S.l.], v. 13, n. 2, p. 7-19, feb. 2018. ISSN 2615-6547. Available at: <http://ejournal.iainkerinci.ac.id/index.php/tarbawi/article/view/189>. Date accessed: 04 july 2020.
Section
Articles