Partner Reading; Pumping up the Students’ Reading Comprehension?

Authors

  • Dedi Sumarsono Mandalika University of Education, Indonesia
  • Ahmad Hanan Universitas Pendidikan Mandalika, Indonesia
  • Abdul Kadir Bagis Mandalika University of Education, Indonesia
  • Ayumaryani P.P

DOI:

https://doi.org/10.33394/jollt.v8i3.2596

Keywords:

Partner Reading, Reading Comprehension

Abstract

Partner Reading is a cooperative learning strategy in which two students work together to read an assigned text. This leads the students to feel free to express their prior knowledge during the discussion with their pair. This study examined the effect of Partner Reading on students' reading comprehension. This research was an experimental study with one group pre-test and post-test design. The research was conducted at one of MTs in West Lombok. The independent variable of this research was a teaching strategy that is partner reading. Students' reading comprehension was considered as a dependent variable. This research used all of the population as the sample. The research was analyzed through a t-test with SPSS 21 software. The research reveals that teaching strategies used after treatment affect significantly on the students' reading comprehension as the sig- 2 tailed shows that it was less than 0.000 at the level of significance 0.05 and N=24. It can be concluded that partner reading affects students' reading comprehension.

Author Biographies

Dedi Sumarsono, Mandalika University of Education

English Language Education

Abdul Kadir Bagis, Mandalika University of Education

English Language Education

References

Aebersold, & Field. 1997. From Reader to Reading Teacher. Cambridge: University Press.

Ary D. et al. (2010). Introduction to Research in Education Eighth edition. USA. Wadsworth. Belmont, CA 94002-3098

Brevik, L. M. (2019). Explicit reading strategy instruction or daily use of strategies? Studying the teaching of reading comprehension through naturalistic classroom observation in English L2. Reading and Writing, 32(9), 2281–2310. https://doi.org/10.1007/s11145-019-09951-w

Brown, D. 2004. Language Assessment, Principles and Classroom Practices. New York: Pearson Education.

Burns and Roe and Ross. 1984. Teaching Reading in Today's Elementary School. NY: Houghton Mifflin Company.

Conderman, G., Bresnahan, V., & Hedin, L. (2011).Promoting active involvement in todays classroom. Kappa Delta Pi, 47(4), 174–180.)

Crawford, L. M. (2001). Teaching contextually: Research, Rationale, and Techniques for Improving Student Motivation and Achievement

Fuchs, D., Fuchs, L., Mathes, P., &Simmons, D. (1997) Peer assisted learning strategies: Making classroom more responsive to diversity. American Educational Research Journal, 34(1), 174-206.

Haerazi, H., & Irawan, L. (2020). The effectiveness of ECOLA technique to improve reading comprehension in relation to motivation and self-efficacy. International Journal of Emerging Technologies in Learning (IJET), 15(01), pp. 61-76. DOI: http://dx.doi.org/10.3991/ijet.v15i01.11495

Haerazi, H., Prayati, Z., & Vikasari, R. M. (2019). Practicing contextual teaching and learning (CTL) approach to improve students' reading comprehension in relation to motivation. English Review: Journal of English Education, 8(1), 139-146. https://doi.org/10.25134/erjee.v8i1.2011

Harris, K. R., Ray, A., Graham, S., & Houston, J. (2019). Answering the challenge: SRSD instruction for close reading of text to write to persuade with 4th and 5th Grade students experiencing writing difficulties. Reading and Writing, 32(6), 1459–1482. https://doi.org/10.1007/s11145-018-9910-1

Jang, B. G., & Ryoo, J. H. (2019). Multiple dimensions of adolescents' reading attitudes and their relationship with reading comprehension. Reading and Writing, 32(7), 1769–1793. https://doi.org/10.1007/s11145-018-9926-6

Johnson, D. W., Johnson, R. T., Smith, K. A. (2013). Cooperative Learning: Improving University Instruction By Basing Practice On Validated Theory. Journal on Excellence in University Teaching, 25 (3- 4), 85 - 118.

Kim, Y. S. G., & Piper, B. (2019). Cross-language transfer of reading skills: an empirical investigation of bidirectionality and the influence of instructional environments. In Reading and Writing (Vol. 32, Issue 4). Springer Netherlands. https://doi.org/10.1007/s11145-018-9889-7

Lee, K., & Chen, X. (2019). An emergent interaction between reading fluency and vocabulary in the prediction of reading comprehension among French immersion elementary students. Reading and Writing, 32(7), 1657–1679. https://doi.org/10.1007/s11145-018-9920-z

Lems, K., Miller, L. D., & Soro, T. M. (2010). Teaching reading to English language learners: Insights fromlinguistics. New York: The Guilford Press.

Lisbeth A. Dixon-Krauss. (1995) Partner Reading and Writing: Peer Social Dialogue and The Zone of Proximal Development. Journal of Reading Behavior, 27(1).

Mubarok, H & Sofiana, N. (2017). Cooperative Integrated Reading and Composition (CIRC) and Reading Motivation: Examining The Effect on Students' Reading Ability. Lingua Cultura, 11(2), 121-126. http://dx.doi.org/10.21512/lc.v11i2.1824

Meisinger. E.B,et al (2004). Interaction Quality during Partner Reading. J Lit Res. 2004 June 1; 36(2): 111–140. Doi: https://doi.org/10.1207/s15548430jlr3602_1

Medar, A. S., & Kenchakkanavar, A. Y. (2015). Reading habits by the students of Karnataka Science College, Dharwad: a study. International Research: Journal of Library and Information, 5(3), 384-394.

Muliani, Maurisa S., & Nurusshobah. (2016). Intasc Standard Cores: Raising Students' English Modality Competence. Lingua Cultura, 10(2). 111-115. http://dx.doi.org/10.21512/lc.v10i2.929

Nurhafani. (2016). The effect of cooperative script method towards students' interest in reading. Journal of Languages and Language Teaching, 4(2) 36-47.

Nurkhairiyah. (2017). Improving students' reading comprehension through Peer-Assisted Learning Strategy (PALS) at grade XI.C of MA Pondok Pesantren Daarun Nahdhah Thawalib Bangkinang (PPDN-TB) J-SHMIC, Vol 4, No 1, February 2017.

Pranowo. (2018). Developing students' reading culture for academic reading level through metacognitive strategies. Lingua Cultura, 12(1), 67-75. https://doi.org/10.21512/lc.v12i1.2997

Rapp, D. N., van den Broek, P., McMaster, K. L., Kendeou, P., & Espin, C. A. (2007). Higher-order comprehension processes in struggling readers: A perspective for research and intervention. Scientific Studies of Reading, 11(4), 289–312.

Stahl, SA.; Holubec, K.; Crammond, B.(1997) National Reading Research Center, Reading Report No. 79.University of Georgia; Athens, GA: 1997. Fluency oriented reading instruction.)

Rathvon, N. (2008) Effective School Interventions, Second Edition. New York, NY Guilford Press.

Slavin, R. E. (1995). Cooperative Learning; Theory, Research, and Practice (2nd ed.). Massachusetts: Allyn & Bacon.

Snow.C.E. (2002 ) Reading for understanding toward a research and development program in reading comprehension. Published 2002 by RAND.1700 Main Street, P.O. Box 2138, Santa Monica, CA 90407-2138.

Suadiyatno, T., Firman, E., Hanan, A., & Sumarsono, D. (2020). Examining the effect of contextual teaching-learning and anxiety towards students' speaking skills. JOLLT Journal of Languages and Language Teaching, 8(1), 100-107. doi: https://doi.org/10.33394/jollt.v8i1.2266

Sumekto, D. R. (2018). Investigating the influence of think-pair-share approach toward students' reading achievement. Lingua Cultura, 12(2), 195-202.

Troyer, M., Kim, J. S., Hale, E., Wantchekon, K. A., & Armstrong, C. (2019). Relations among intrinsic and extrinsic reading motivation, reading amount, and comprehension: a conceptual replication. Reading and Writing, 32(5), 1197–1218. https://doi.org/10.1007/s11145-018-9907-9

Urquhart. A.H and Weir C.J. 1998. Reading in a Second Language: Process, Product and Practice. NY: Addison Wesley Longman

Vaughn, S., Chard, D., Bryant, D., Coleman, M., Tyler, B., LinanThompson, S., & Kouzekanani. (2000) Fluency and comprehension interventions or third-rade students. Remedial and Special Education 21(6), 325-335.

Wallace, C. 1996. Reading. Oxford: Oxford University Press.

Yu-hui, L., Li-rong, Z., & Yue, N., (2010). Application of schema theory in teaching college English reading. Canadian Social Science, 6(1), 59–65.

https://www.readingrockets.org/strategies/partner_reading

Downloads

Published

2020-07-27

How to Cite

Sumarsono, D., Hanan, A., Bagis, A. K., & P.P, A. (2020). Partner Reading; Pumping up the Students’ Reading Comprehension?. Journal of Languages and Language Teaching, 8(3), 297–306. https://doi.org/10.33394/jollt.v8i3.2596

Issue

Vol. 8 No. 3 (2020)

Section

Articles

Citation Check

License

License and Publishing Agreement
In submitting the manuscript to the journal, the authors certify that:

  1. They are authorized by their co-authors to enter into these arrangements.
  2. The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
  3. That it is not under consideration for publication elsewhere,
  4. That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
  5. They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
  6. They agree to the following license and publishing agreement.

Copyright
Authors who publish with JOLLT Journal of Languages and Language Teaching agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal. 
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.

Licensing for Data Publication

JOLLT Journal of Languages and Language Teaching uses a variety of waivers and licenses, that are specifically designed for and appropriate for the treatment of data:
Other data publishing licenses may be allowed as exceptions (subject to approval by the editor on a case-by-case basis) and should be justified with a written statement from the author, which will be published with the article.

Creative Commons License

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