Research on the second-grade students' reading comprehension ability through fix-up options strategy implementation

Tiara Ulfah, Raudhatul Jannah

Abstract


Problems in reading comprehension are usually identified when the information obtained is incongruent with the reading text. Consequently, a reading strategy is made to support the comprehension ability. This study was aimed to determine the impact of reading comprehension ability on students of SMP Pos Keadilan Peduli Ummah (Henceforth called PKPU) and their responses to the implementation of the fix-up options strategy. It focused on improving reading comprehension by identifying the main idea, summarizing, making inferences, and interpreting vocabulary. A mixed-explanatory research design was used as the method of the study. Forty-four students of PKPU junior high school's second grade were involved as samples. They were split into two groups: experimental and control. The reading test was used, with data analyzed using SPSS 20 series for quantitative analysis and questionnaires analyzed using interactive analysis for qualitative analysis.  The findings showed a significant improvement in students' reading comprehension. The dominant aspects of improvement were making inferences and interpreting vocabulary. The students' responses were positive to applying fix-up strategies to improve their reading comprehension. Thus, using the fix-up options strategy was found to help students improve their reading comprehension ability.


Keywords


fix-up options strategy; reading comprehension; students’ responses

Full Text:

PDF

References


Angosto, A., Sánchez, P., Álvarez, M., Cuevas, I., & León, J. A. (2013). Evidence for top-down processing in reading comprehension of children. Psicología Educativa, 19(2), 83-88.

Brown, H.D. (2000). Teaching by principle, an interactive approach to language pedagogy New York: Longman.

Dole, J. A., Duffy, G. G., Roehler, L. R., & Pearson, P. D. (1991). Moving from the old to the new: Research on reading comprehension instruction. Review of educational research, 61(2), 239-264.

Duffy, G. G. (2009). Explaining reading: A resource for teaching concepts, skills, and strategies (2nd ed.). New York: The Guilford Press.

Elleman, A. M., & Oslund, E. L. (2019). Reading comprehension research: Implication for practice and policy. Policy Insights from the Behavioral and Brain Sciences, 6(1), 3-11.

Fu, B. (2015, December). Interactive reading model and college English reading. Paper presented at the 3rd International Conference on Education, Management, Arts, Economics and Social Science, Changsha, China.

Grabe, W. P., & Stoller, F. L. (2002). Teaching and researching reading. New York: Longman.

Hamra, A., & Syatriana, E. (2010). Developing a model of teaching reading comprehension for EFL students. Teflin Journal, 21(1), 27-40.

Herwanis, D., Zakaria, R., Renaldi, A., & Sari, I. (2021). The comparison between SQ5R and fix-up strategy in reading comprehension for EFL secondary level learners. Journal of Language Teaching, 9(3), 336-343.

Kucokoglu, H. (2013). Improving reading skills through effective reading strategies. Procedia-Social and Behavior Science, 70, 709-714.

Linse, C.T., & Nunan, D. (2005). Practical English language teaching: Young learners. New York: McGraw Hill.

Liu, F. (2010). A short analysis of the nature of reading English. English Language Teaching. 3(3), 152-157.

Miles, M. B., Huberman, A. M., & Saldana, J. (2014). A qualitative data analysis: A methods sourcebook (3rd ed.). California: SAGE Publication.

Moreillon, J. (2007). Collaborative strategy for teaching reading comprehension. Chicago: American Library Association.

Muhassin, M., Annisa, J., & Hidayati, D.A. (2021). The impact of fix-up strategy on Indonesian EFL learners' reading comprehension. International Journal of Instruction, 14(2), 253-270.

Qrqez, M., & Ab Rashid, R. (2017). Reading comprehension difficulties among EFL learners: The case of first and second-year students at Yarmouk University in Jordan. Arab World English Journal (AWEJ), 8(3), 421-431.

Owocki, G. (2003). Comprehension: Strategy for k-3 students. Portsmouth, NH: Heinemann.

Reutzel, D.R., & Cooter, R.B., Jr. (2006). Strategies for reading assessment and instruction: Helping every child succeed (3rd ed.). New Jersey: Prentice Hall.

Rojas, A. M., & Vargas, J. P. Z. (2017). Implementing collaborative learning to promote inference-making in a reading strategy course in English. Revista de Languas Modernas, 26, 319-334.

Rizqi, F., Nurkamto, J., & Asib, A. (2018). Reading strategies: The employment in academic reading and the teaching way. Indonesian Journal of Education,3(2), 63-70.

Sagirli, M., & Ates, H.K. (2016). Research on reading comprehension levels of fifth-grade students who learned to read and write for the first sound-based sentence method. Journal of Education and Training Students, 4(3), 63-71.

Shea, M., & Robert, N. (2016). The fives strategy for reading comprehension. Florida: Learning Science International.

Tovani, C. (2000). I read it, but don’t get it. Colorado: Stenhouse Publisher.




DOI: https://doi.org/10.24815/eej.v13i2.25581

Article Metrics

Abstract view : 0 times
PDF - 0 times

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

P-ISSN: 2085-3750

E-ISSN: 3025-9789 

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.