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The Effectiveness of Pre-Reading Activities on Gifted Students: A Case on Low Achievement Students.

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Title: The Effectiveness of Pre-Reading Activities on Gifted Students: A Case on Low Achievement Students.
Authors: WEGANOFA, Riza1 rizaweganofa@unikama.ac.id, PRATIWI, Nataria2 natariapratiwi22@gmail.com, LISKINASIH, Ayu3 ayuliskinasih@unikama.ac.id, SULISTYO, Gunadi Harry4 gunadi.hs@gmail.com
Source: Journal for the Education of Gifted Young Scientists. Mar2020, Vol. 8 Issue 1, p510-513. 13p.
Subject Terms: *Pre-reading experiences, *Reading comprehension, *Academic achievement, Questionnaires, T-test (Statistics)
Abstract: The main purpose of this study was to find out the effectiveness of using Pre-reading activities on students' reading comprehension and their preference of Pre-reading activities. There were 55 first year college-aged students participating this study. The first experimental group was treated using Pre-reading Questioning, while the second experimental group using Pre-reading Vocabulary List. The primary data were collected from the students' post-test, while the supporting data were gained through questionnaire. The primary data were collected, then analyzed by using independent ttest formula. The result of the t-test analysis was 0.041 (0.041<0.05), which means students who were taught using Pre-reading Questioning outperformed those who were taught using Pre-reading Vocabulary List in reading comprehension. From the questionnaire, Pre-reading Questioning gained higher preference from Pre-reading Vocabulary List. Pre-reading Questioning makes the students understand the text better and gives them opportunity to practice thinking and analyzing than Pre-reading Vocabulary List. It means that applying Pre-reading Questioning is an effective way to teach reading comprehension. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:The main purpose of this study was to find out the effectiveness of using Pre-reading activities on students' reading comprehension and their preference of Pre-reading activities. There were 55 first year college-aged students participating this study. The first experimental group was treated using Pre-reading Questioning, while the second experimental group using Pre-reading Vocabulary List. The primary data were collected from the students' post-test, while the supporting data were gained through questionnaire. The primary data were collected, then analyzed by using independent ttest formula. The result of the t-test analysis was 0.041 (0.041<0.05), which means students who were taught using Pre-reading Questioning outperformed those who were taught using Pre-reading Vocabulary List in reading comprehension. From the questionnaire, Pre-reading Questioning gained higher preference from Pre-reading Vocabulary List. Pre-reading Questioning makes the students understand the text better and gives them opportunity to practice thinking and analyzing than Pre-reading Vocabulary List. It means that applying Pre-reading Questioning is an effective way to teach reading comprehension. [ABSTRACT FROM AUTHOR]
ISSN:2149360X
DOI:10.17478/jegys.644812