The Effectiveness of Repeated Reading Technique in Increasing EFL Students’ Reading Comprehension on Narrative Texts
Abstract
Reading ability is an important basic skill in the English language learning process. Reading not only helps students expand their vocabulary but also increases their understanding of language structures. However, many EFL (English as a Foreign Language) students still experience difficulties in effectively comprehending the content of reading passages, which impacts the development of their overall language skills. This research aimed to increase reading comprehension of narrative text by looking at the effectiveness of the Repeated Reading technique. The design used was quasi-experimental, involving sixty students of SMA Hasanuddin Wajak. The sample was divided into two groups: the experimental group, which received Repeated Reading treatment, and the control group, which did not receive Repeated Reading treatment. The instrument used in this study was a multiple-choice instrument. The data that had been obtained was analysed quantitatively using an independent sample t-test. The results stated a significant difference between students who received treatment and students who did not receive treatment. The value of (P = .000 < .05) shows that the use of the Repeated Reading method in the learning process of narrative text increases students' reading comprehension.
References
Al Ghafri, A. S. R., & Al Hosni, R. A. S. (2023). The Effect of Repeated Reading Strategy on Comprehension Among Grade Four School Students. Participatory Educational Research, 10(3), 21–36. https://doi.org/10.17275/per.23.42.10.3
Babadjanova, U. (2022). Repeated Reading as A Technique of Developing Fluency. International Journal for Research in Applied Science and Engineering Technology, 10(3), 845–846. https://doi.org/10.22214/ijraset.2022.40693
Butterfuss, R., Kim, J., & Kendeou, P. (2020). Reading Comprehension. Oxford Research Encyclopedia, Education, 1–24. https://doi.org/10.1093/acrefore/9780190264093.013.865
Catts, H. W. (2021). Rethinking How We Teach and Assess Reading Comprehension. EdArXiv (Education Archive), 89. https://doi.org/10.35542/osf.io/gafeq%0
EF Education First. (2024). EF English Proficiency Index. Accessed on December, 15 from https://www.ef.com/wwen/epi/regions/asia/indonesia/
Feruzi, S. M. (2021). Development of Reading Fluency from the Perspective of Automaticity Theory. International Journal of English Language Studies, 3(9), 23–27. https://doi.org/10.32996/ijels.2021.3.9.3
Fiskaryanti, A., Sutiyono, A., & Wahyuni, S. (2023). Improving Students’ Reading Comprehension Through Repeated Reading Technique at the Tenth Class of SMK Negeri 8 Bandar Lampung in Academic Year 2022/2023. Journal of English Education Students (JEES), 5(1), 9–14.
Ibrahim, M. W., Abdullah, U., & Amalia, H. (2024). Factors Causing Reading Comprehension Difficulties Among The Seventh Graders. PROJECT (Professional Journal of English Education), 7(2), 496–501.
LaBerge, D., & Samuels, S. J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6(2), 293–323. https://doi.org/10.1016/0010-0285(74)90015-2
Mustafa, M. (2018). The Use of Picture-Kwl Technique in Improving Students’ Reading Comprehension: A Cooperative Learning Approach. ELS Journal on Interdisciplinary Studies in Humanities, 1(4), 530–541. https://doi.org/10.34050/els-jish.v1i4.5765
Nasir, M., Syafitri, W., & Safitri, L. (2022). the Effect of Using Repeated Reading Strategy Toward Students’ Reading Comprehension. ELP (Journal of English Language Pedagogy), 7(2), 43–51. https://doi.org/10.36665/elp.v7i2.636
Pandey, S. R. (2023). Reading: An Active Language Learning Skill. Pragyaratna प्रज्ञारत्न., 5(1), 99–107. https://doi.org/https://doi.org/10.3126/pragyaratna.v5i1.59276
Roembke, T. C., Hazeltine, E., Reed, D. K., & Mcmurray, B. (2021). Automaticity as an Independent Trait in Predicting Reading Outcomes in Middle-School. Developmental Psychology, 57(3), 361–375. https://doi.org/10.1037/dev0001153.Automaticity
Romig, J. E., & Jetton, A. (2024). Effects of a Repeated Reading Intervention Delivered Online to Upper Elementary Students. Journal of Special Education Technology, 39(2), 163–173. https://doi.org/10.1177/01626434231184879
Rupley, W. H., Nichols, W. D., Rasinski, T. V., & Paige, D. (2020). Fluency: Deep roots in reading instruction. Education Sciences, 10(6), 1–11. https://doi.org/10.3390/educsci10060155
Setiorini, I., Suwartono, T., & Prasmoro, B. (2022). Reading and How To Teach It. KREDO : Jurnal Ilmiah Bahasa Dan Sastra, 5(2), 734–749. https://doi.org/10.24176/kredo.v5i2.7523
Taguchi, E., Gorsuch, G., & Mitani, K. (2021). Using repeated reading for reading fluency development in a small Japanese foreign language program. Pedagogies, 00(00), 1–18. https://doi.org/10.1080/1554480X.2021.1944866
Tindal, G., Nese, J. F. T., Stevens, J. J., & Alonzo, J. (2016). Growth on Oral Reading Fluency Measures as a Function of Special Education and Measurement Sufficiency. Remedial and Special Education, 37(1), 28–40. https://doi.org/10.1177/0741932515590234
Tiwasing, P., Galloway, L., Refai, D., Kevill, A., Kromidha, E., & Pattinson, S. (2023). The International Journal of Entrepreneurship and Innovation editors’ series: Advancing quantitative research in entrepreneurship. International Journal of Entrepreneurship and Innovation, 24(1), 3–6. https://doi.org/10.1177/14657503221148571
Ye, Z., Xie, X., Liu, Y., Wang, Z., Chen, X., Zhang, M., & Ma, S. (2022). Towards a Better Understanding of Human Reading Comprehension with Brain Signals. WWW 2022 - Proceedings of the ACM Web Conference 2022, 380–391. https://doi.org/10.1145/3485447.3511966
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
