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THE EFFECTS OF RECIPROCAL TEACHING ON ENGLISH READING - page 66 / 233

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for 100 items. Consequently, the test time for the reading part is approximately 50

minutes (Commission on Higher Education, 2006). In this study, to investigate the

participants’ reading ability, only the English reading comprehension part of the National

English Entrance Examination 2004 was used as both the pretest and posttest (see

Appendix A).

The reading section of the National English Entrance Examination 2004 aimed to

assess the reading comprehension of high-school students. Although the test was

distributed online, no answer key was available. In addition, the entrance examination

system has changed since 2005, and most 12th-grade students prepared themselves for the

new entrance examination system. The new procedure consists of the admission system in

which the O-NET (Ordinary National Education Test) and A-NET (ADVANCED National

Education Test).

Reading Strategies Questionnaire (RSQ).

The purpose of the Reading Strategies Questionnaire was to investigate the

metacognitive reading strategies the participants employed in reading. The researcher

developed and adapted the RSQ from Anderson’s questionnaire (2003) and Phakiti’s

questionnaire (2003). Phakiti’s original questionnaire consisted of 40 items and was used

to investigate the reading strategies students used while taking exams. Anderson’s

original questionnaire, on the other hand, counted 15 items and was used to investigate

students’ cognitive and metacognitive reading strategies. The three main metacognitive

reading processes of planning, monitoring, and evaluating, were the 20 strategies that

students used in English reading texts, as presented below in Table 3.1. The questionnaire

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