THE EFFECT OF READING PURPOSE ON READING COMPREHENSION OF GRADE XII STUDENTS OF MADRASAH ALYAH DINIAH PUTRI RIAU
Main Article Content
Abstract
The effect of reading purpose on the reading comprehension was studied at Madrasah Alyah Diniyah Riau.The aim was to know and identify the effect of reading purpose on the reading comprehension of 12th-grade students 2021 – 2022 Academic Year at Madrasah Alyah Diniyah Riau . A mixed-method approach and quantitative and qualitative of an ex-post-facto study was applied. The 42 of 12th-grade IPA and IPS students of Madrasah Alyah Diniyah Riau 2021–2022 academic year were taken as sample by using the purposive sampling technique. The instrument of questionnaire and a test of reading comprehension were used to collect the data. Hypothesis testing (t-test) were used to analyse the collected data. From the analysis result it was found that the t-value = 277,543 > t-table 1,689 with a sig. value of 0,000 < 0.05,it can be interpreted that reading purpose affected the reading comprehension of Grade XII students 2021 – 2022 Academic Year of Madrasah Alyah Diniyah Riau
Downloads
Article Details
References
Anderson, N. J. (2014). Developing Engaged Second Language Readers. Boston, MA: Heinle Cengage Learning.
Dewi, R. S., Hasanah, U., & Wahyudi, A. (2020). Reading Interest And Reading Comprehension. Talent Development, 10.
Eghtesadi, A. R., & Momeni, S. (2013). The effect of reading purpose on incidental vocabulary learning and retention among elementary Iranian learners of English. 12.
English, L., Barnes, M. A., Fletcher, J. M., Dennis, M., & Raghubar, K. P. (2010). Effects of reading goals on reading comprehension, reading rate, and allocation of working memory in children and adolescents with spina bifida meningomyelocele. Journal of the International Neuropsychological Society, 16(3), 517–525. https://doi.org/10.1017/S1355617710000123
Hyeok Jin Cheon & Jee Hyun Ma. (2014). The effects of reading purpose on reading comprehension and perceived difficulty. English Teaching, 69(2), 51–69. https://doi.org/10.15858/engtea.69.2.201406.51
Linderholm, T., Cong, X., & Zhao, Q. (2008). Differences in low and high working memory capacity readers’ cognitive and metacognitive processing patterns as a function of reading for different purposes. Reading Psychology, 69-85.
Linderholm, T., & van den Broek, P. (2002). The effects of reading purpose and working memory capacity on the processing of expository text. Journal of Educational Psychology, 94(4), 778–784. https://doi.org/10.1037/0022-0663.94.4.778
Mattew M. Thomas; Anthony V Manzo. (2001). Proficient reader characteristics: Relationships among text-dependent and higher-order literacy variables with reference to stage theories of intellectual development. University of Missouri--Kansas City.
Miranda, T., Williams-Rossi, D., Johnson, K. A., & Ed, M. (2011). Reluctant Readers in Middle School: Successful Engagement with Text Using the E- Reader. 1(6), 11.
Saraswati, N., & Wicaksono, M. (2021). Enhancing Reading Fluency and Comprehension in Oral Reading Through Reading Theatre. 2(2), 5.
Shaleh, Abdul Rahman & Muhbib Abdul Wahab. (2004). Suatu Pengantar. Jakarta: Prenada Media.
Suprayetno, E. (2020). Thematic Analysis in Physics Text Entitiled “Energy Can Neither Be Created Nor Destroyed.” 1(1), 6. https://talenta.usu.ac.id/lingpoet/article/view/4693. https://doi.org/10.32734/lingpoet.v1i1.4693
van den Broek, P., Tzeng, Y., Risden, K., Trabasso, T., & Basche, P. (2001). Inferential questioning: Effects on comprehension of narrative texts as a function of grade and timing. Journal of Educational Psychology, 93(3), 521–529., 521-529.