Retelling Strategy towards Students’ English Reading Comprehension at Senior High Schools

Authors

  • Rudiawan Rudiawan SMAN 1 Jonggat, Indonesia
  • Jupri Jupri Undikma, Indonesia

DOI:

https://doi.org/10.33394/jollt.v8i4.2815

Keywords:

Retelling Strategy, Reading Comprehension

Abstract

It was found that the majority of the students felt reluctant, nervous, and shy to read, especially when they were asked to read in front of their friends. The research objective is to find out how the use of the retelling-based instruction strategy can increase the students’ reading comprehension and find out the participants’ perceptions on the Retelling as a technique used to improve their reading comprehension. This research was experimental research that deals with utilizing the independent variable (the retelling technique) toward learners’ reading comprehension. Fifty-two students were involved in this study. The XI-A class was taken as the experimental class, and XI-B was treated as the control class. The research shows that it is significantly different in teaching English by using a retelling strategy to improve the students’ reading comprehension. The sig. (2-tailed) is 0.000 is lower than the significant level (0.05). Thus, the retelling strategy can improve the students’ reading comprehension in SMAN 1 Jonggat, Praya, Central Lombok. The t-test is higher than the t-table, 8.04 < 1.67. This also certainly concludes that there is a significant difference in teaching reading by using retelling strategy and not using retelling strategy. There is a positive contribution to the teaching of English reading comprehension by using retelling strategy in the SMAN 1 Jonngat, Praya, Central Lombok. All 25 students in the experimental class were happy and enjoyed reading by using the retelling strategy.

Author Biography

Rudiawan Rudiawan, SMAN 1 Jonggat

English Language Education

References

Anderson, N. J. (2005). L2 learning strategies. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 757-771). Mahwah, NJ: Lawrence Erlbaum Associates.

Anthony, R. J., Johnson, T. D., Mickelson, N. I., & Preece, A. (1991). Evaluating literacy: A perspective for change. Portsmouth, NH: Heinemann.

Beers, K. (2000). Reading skills and strategies: Reaching reluctant readers. Elements of Literatures Series: Grades 6-12. Austin: Holt, Rinehart and Winston.

Benson, V., & Cummins, C. (2000). The power of Retelling: Developmental steps for building comprehension. WA: The Wright Group.

Bernhardt, E. B. (1991). Reading development in a second language: Theoretical,

empirical and classroom perspectives. Norwood, NJ: Ablex.

Block, C. C., & Pressley, M. (2003). Best practices in comprehension instruction. In L. M. Morrow, L. B. Cambrell, & M. Pressley (Eds.), Best practices in literacy instruction (pp. 111-126). NY: The Guilford Press.

Cullinan, B. E., Harwood, K. T., & Galad, L. (1983). The reader and the story:

Comprehension and response. Journal of Research and Development in Education, 16, 29-38.

Dudukovic, N., Marsh, E., & Tversky, B. (2004). Telling a story or telling it straight: The effects of entertaining versus accurate retellings on memory. Applied Cognitive Psychology, 18, 125-143.

French, M. M. (1988). Story retelling for assessment and instruction. Perspectives forTeachers of the Hearing Impaired, 7, 20-22.

Gambrell, L. B., Koskinen, P. S., & Kapinus, B. A. (1991). Retelling and the reading comprehension of proficient and less-proficient readers. Journal of Educational Research, 84(6), 356-362.

Gambrell, L. B., Malloy, J. A., & Mezzoi, S. A. (2007). Evidence-based best practices for comprehensive literacy instruction. In L. B. Gambrell, L. M. Morrow, & M. Pressley (Eds.), Best practices in literacy instruction (pp. 11-29). NY: The Guilford Press.

Gambrell, L. B., Morrow, L. M., & Pressley, M. (2007). Best practices in literacy

instruction. NY: The Guilford Press.

Gambrell, L. B., Pfeiffer, W., & Wilson, R. (1985). The effects of Retelling upon reading comprehension and recall of text information. Journal of Educational Research, 78, 216-220.

Hu, H. (1995). Bringing written Retelling into ESL, English as a second language, writing class. Journal of Developmental Education, 19(1), 12-14.

Hurley, J. (1986). Classroom techniques for teaching oral proficiency. Youngtown, OH: Youngtown University. (ERIC Document Reproduction Service No. ED 280 303)

Kintsch, W. (2004). The construction-integration model of text comprehension and its implications for instruction. In R. B. Ruddell, & N. J. Unrau (Eds.), Theoretical models and processes of reading (pp. 1270-1328). Newark, DE: International Reading Association.

Koskinen, P. S., Gambrell, L. B., Kapinus, B. A., & Heathington, B. S. (1988). Retelling:

A strategy for enhancing students’ reading comprehension. The Reading Teacher, 41(9), 892-896.

Leslie, L., & Caldwell, J. (2001). Qualitative Reading Inventory-3. New York: Longman.

Marsh, E. J. (2007). Retelling is not the same as recalling: Implications for memory. Current Directions in Psychological Science, 16(1), 16-20.

Marsh, E., & Tversky, B. (2004). Spinning the stories of our lives. Applied Cognitive Psychology, 18, 491-503.

Marsh, E., Tversky, B., & Hutson, M. (2005). How eyewitnesses talk about events: Implications for memory. Applied Cognitive Psychology, 19, 531-544.

McCormick, S., & Cooper, J. O. (1991). Can SQ3R facilitate secondary learning-disabled students’ literal comprehension of expository text? Three experiments. Reading Psychology: An International Quarterly, 12, 239-271.

Montague, M., Maddux, C. D., & Dereshiwsky, M. I. (1990). Story grammar and

comprehension and production of narrative prose by students with learning disabilities. Journal of Learning Disabilities, 23, 190-197.

Morrow, L. M. (1985). Retelling stories: a strategy for improving young children’s comprehension, concept of story structure, and oral language complexity. The Elementary School Journal, 85, 646-661.

Morrow, L. M. (1986). Effects of structural guidance in story retelling on children’s dictation of original stories. Journal of Reading Behavior, 18, 135-152.

Morrow, L. M. (1993). Using story retelling to develop comprehension. In K. Muth (Ed.), Children’s comprehension of text: Research into Practice. Newark, DE: International Reading Association.

Moss, B. A. (1997). Qualitative assessment of first graders’ Retelling of expository text. Reading Research and Instruction, 37(1), 1-13.

Moss, B. A. (2003). Exploring the literature of fact. New York: The Guilford Press.

Moss, B. A. (2004). Teaching expository text structures through information trade book retellings. The reading Teacher, 57(8), 710-718.

Moss, B., Leone, S., & Dipillo, M. L. (1997). Exploring the literature of fact: Linking reading and writing through information trade books. Language Arts, 74, 418-429.

Pauk, W. (2000). Six-way paragraphs: Introductory level (3rd Ed.). Singapore: McGrawHill Education.

Pellegrini, A. D., & Galda, L. (1982). The effects of thematic-fantasy play training on the development of children’s story comprehension. American Educational Research Journal, 19, 443-54.

Pressley, M. (2002). Conclusion: Improving comprehension instruction: A path for the future. In C. C. Block, L. B. Gambrell, & M. Pressley (Eds.), Improving comprehension instruction: Rethinking research, theory and classroom practice (pp. 385-400). CA: Jossey-Bass, A Wiley Imprint.

Richardson, J. S., & Morgan, R. F. (2003). Reading to learn in the content areas (5th ed.). Belmont, CA: Wadsworth/ Thomson Learning.

Rose, M. C., Cundick, B. P., & Higbee, K. L. (1984). Verbal rehearsal and visual

imagery: Mnemonic aids for learning disabled children. Journal of Learning Disabilities, 16, 353-54.

Stewig, J. W. (1985). Children’s literature: An impetus to composition. Houston, TX: Paper presented at Annual Meeting of the Texas Joint Council of Teachers of English. (ERIC Document Reproduction Service No. ED326899)

Taiwan Testing Center (n.d.). Retrieved September 28, 2008, from http://www.irt.org.tw/ Index.php?mod=irt-anylysis

Taylor, I. (1990). Psycholinguistics: Learning and using language. NJ: Prentice Hall. Tennessee Department of Education (2007). Retelling. Retrieved May 10, 2007, from http://www.state.tn.us/education/ci/cistandards2001/la/cicontentreading.pdf Tversky, B., & Marsh, E. (2000). Biased retellings of events yield biased memories. Cognitive Psychology, 40, 1-38.

Downloads

Published

2020-10-25

How to Cite

Rudiawan, R., & Jupri, J. (2020). Retelling Strategy towards Students’ English Reading Comprehension at Senior High Schools. Journal of Languages and Language Teaching, 8(4), 432–441. https://doi.org/10.33394/jollt.v8i4.2815

Issue

Vol. 8 No. 4 (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.