UPSI Digital Repository (UDRep)
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Abstract : Universiti Pendidikan Sultan Idris |
Acquiring reading comprehension is a very challenging task especially among English as a second
language readers as it does not only depend on the information in the printed text but also on
the activation of information or schemata in the reader’s mind. Schema theory proposes that a
reader’s background knowledge impacts memory, reading comprehension, interpretation
and reading rate. The purpose of this research was to investigate the impact of cultural
based texts on reading comprehension in a multi-racial setting. An exploratory case study research
design was used in this research. The retelling technique in written form and an interview
was used as instruments in this research to find out respondents’ comprehension of the
culturally familiar and unfamiliar texts. In addition, a comprehension test was administered
to gather data. The research instruments employed in this research were culturally
familiar and unfamiliar texts, retelling assessment, comprehension tests and an
interview. In addition three different forms of text were used to ensure that the form of
text did not impact the results of the study. Thus a thorough and an in-depth research was carried
out. The findings of the study shows that the existence of cultural schemata and the activation of
the appropriate schema are more important in determining the comprehensibility of a cultural based
text. The type of text only plays a secondary role. This research implicates that reading various
cultural texts in classrooms enriches students’ cultural schemata and thus teachers, examiners,
education policy makers and resource creators should play their role in assisting
students to
comprehend cultural based texts.
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