THE EFFECTS OF SRSD WITH MNEMONIC TRAP ON EFL UNIVERSITY STUDENTS’ READING COMPREHENSION SKILL
Abstract
Keywords
Full Text:
PDFReferences
Abdelhaleem, S. A. M. (2022). The effect of trap paraphrasing strategy on improving secondary stage students’ efl reading comprehension of authentic texts. (Vol. 119,). https://doi.org/10.21608/maed.2022.288892
Apriyani, M., & Almunawaroh, N. F. (2019). Teaching reading comprehension by using rap (read- ask-put). E n g l i s h E m p o w e R, 4(2), 29.
Chandler, B., & Hagaman, J. (2020). Pre-Service teacher implementation of strategy instruction: effects on the comprehension of middle school students. The Journal of Special Education Apprenticeship, 9(1), 7.
Espinoza, C. M. P. (2020). Read Ask Put Strategy And Reading Comprehension (UNIVERSIDAD TÉCNICA DE AMBATO; Vol. 7). UNIVERSIDAD TÉCNICA DE AMBATO. Retrieved from http://repository.radenintan.ac.id/11375/1/PERPUS PUSAT.pdf%0Ahttp://business-law.binus.ac.id/2015/10/08/pariwisata-syariah/%0Ahttps://www.ptonline.com/articles/how-to-get-better-mfi-results%0Ahttps://journal.uir.ac.id/index.php/kiat/article/view/8839
Hagaman, J. L., Casey, K. J., & Reid, R. (2016). Paraphrasing strategy instruction for struggling readers. Preventing School Failure, 60(1), 43–52. https://doi.org/10.1080/1045988X.2014.966802
Jang, M., Aavakare, M., Nikou, S., & Kim, S. (2021). The impact of literacy on intention to use digital technology for learning: A comparative study of Korea and Finland. Telecommunications Policy, 45(7), 102154. https://doi.org/10.1016/j.telpol.2021.102154
Jozwik, S. L., Cuenca-Carlino, Y., Mustian, A. L., & Douglas, K. H. (2019). Evaluating a self-regulated strategy development reading-comprehension intervention for emerging bilingual students with learning disabilities. Preventing School Failure, 63(2), 121–132. https://doi.org/10.1080/1045988X.2018.1523126
Kazemi, A., Bagheri, M. S., & Rassaei, E. (2020). Dynamic assessment in english classrooms: fostering learners’ reading comprehension and motivation. Cogent Psychology, 7(1). https://doi.org/10.1080/23311908.2020.1788912
Lee, S., Kuo, L. J., Xu, Z., & Hu, X. (2022). The effects of technology-integrated classroom instruction on K-12 English language learners’ literacy development: A meta-analysis. Computer Assisted Language Learning, 35(5–6), 1106–1137. https://doi.org/10.1080/09588221.2020.1774612
Li, H., & Gan, Z. (2022). Reading motivation, self-regulated reading strategies and english vocabulary knowledge: which most predicted students’ english reading comprehension? Frontiers in Psychology, 13(December), 1–15. https://doi.org/10.3389/fpsyg.2022.1041870
Mama, A. A. (2023). Measuring the impact of e-portfolio assessment on the moroccan undergraduate efl students’ reading skill at the university of moulay ismail: a case study. Teaching in Higher Education, 8(2), 145–158.
McKeown, D., FitzPatrick, E., Ennis, R. P., & Sanders, S. (2021). Self-Regulated strategy development: a framework for effective instruction across the content areas. Learning Disabilities Research and Practice, 36(3), 184–187. https://doi.org/10.1111/ldrp.12256
Özdemir, Y., & Kiroğlu, K. (2022). A different technic in the teaching of reading comprehension strategy: self-regulated strategy development model. Kastamonu Eğitim Dergisi, 30(2), 398–410. https://doi.org/10.24106/kefdergi.820460
Que, S. R., & Wakim, V. A. (2020). Using RAP (Read, Ask, Put) Strategy to improve students’ ability in reading comprehension at class viii2 of smp negeri 2 dobo. matai: international Journal of Language Education, 1(1), 23–38. https://doi.org/10.30598/matail.v1i1.2770
Rogers, M., Hodge, J., & Counts, J. (2020). Self-Regulated strategy development in reading, writing, and mathematics for students with specific learning disabilities. Teaching Exceptional Children, 53(2), 104–112. https://doi.org/10.1177/0040059920946780
Rojas, H. H. (2022). Factors affecting reading comprehension among grade 5 pupils in poo Elementary School. 8(5), 2022.
Salas, N., Birello, M., & Ribas, T. (2021). Effectiveness of an SRSD writing intervention for low- and high-SES children. Reading and Writing, 34(7), 1653–1680. https://doi.org/10.1007/s11145-020-10103-8
Sanders, S., Jolivette, K., & Harris, C. (2021). Improving the reading comprehension skills of systems-involved youth: a preliminary investigation of an underserved population. Learning Disabilities Research and Practice, 36(3), 201–212. https://doi.org/10.1111/ldrp.12254
Sanders, S., Jolivette, K., Rollins, L. H., & Shaw, A. (2021). How to “TRAP” Information: A reading comprehension strategy for students with emotional and behavioral disorders. Teaching Exceptional Children, 53(6), 450–458. https://doi.org/10.1177/0040059920981099
Sanders, S., Losinski, M., Ennis, R. P., Lane, J., White, W., & Teagarden, J. (2020). Use of Self-Regulated Strategy Development to Improve Comprehension of Elementary Students with and At-Risk for E/BD. Education and Treatment of Children, 43(1), 21–33. https://doi.org/10.1007/s43494-020-00003-5
Septia, N. W., Indrawati, I., Juriana, J., & Rudini, R. (2022). An analysis of students’ difficulties in reading comprehension. EEdJ: English Education Journal, 2(1), 11–22. https://doi.org/10.32923/eedj.v2i1.2519
Surayatika, D. (2018). The Use of RAP strategy in improving reading comprehension of efl students. Global Expert: Jurnal Bahasa Dan Sastra, 7(1), 33–38. https://doi.org/10.36982/jge.v7i1.522
Teng, (Mark) Feng. (2020). Young learners’ reading and writing performance: Exploring collaborative modeling of text structure as an additional component of self-regulated strategy development. Studies in Educational Evaluation, 65(March), 100870. https://doi.org/10.1016/j.stueduc.2020.100870
Washburn, E. K., Abdullah, S., & Mulcahy, C. A. (2021). Effects of a paraphrasing strategy on the text comprehension of fourth-grade striving readers. Elementary School Journal, 121(4), 586–608. https://doi.org/10.1086/714035
DOI: https://doi.org/10.30743/ll.v7i2.8188
Refbacks
- There are currently no refbacks.
Fakultas Sastra
Universitas Islam Sumatera Utara (UISU), Medan
Jl. Sisingamangaraja Teladan Medan 20217
Telp. (061) 7869911, e-mail: language_literacy@sastra.uisu.ac.id