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Type :thesis
Subject :LB Theory and practice of education
Main Author :Nur Dzaliffa Riza Ridzwan
Title :The effect written retelling strategy on reading comprehension for primary ESL learners
Place of Production :Tanjong Malim
Publisher :Fakulti Bahasa dan Komunikasi
Year of Publication :2020
Notes :with cd
Corporate Name :Universiti Pendidikan Sultan Idris
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PDF Full Text :Login required to access this item.

Abstract : Universiti Pendidikan Sultan Idris
This  study  aimed  to  investigate  the  effects  of  written  retelling  strategy  on  reading  comprehension skills. This study also analyses the effects of written retelling strategy on pupils’  understanding of the story structure. This study was conducted in a primary school  in  Ipoh.  This   study  was  conducted  for  eight  weeks.  A  quasi-experimental research design with pre-test and  post-test was adopted to carry out the study. Pre-test and post-test questions consisting of  structural  comprehension questions and written retelling were used to measure the effects of  written retelling strategy on the pupils’ achievement in reading comprehension and their  understanding of the story structure. The  participants  consist  of  forty  eight  Year  Three   pupils  (N=48)  who  were  equally distributed  into  experimental  group  and  control  group.     An  independent  t-test  was used to obtain the mean values and standard deviations. Mean scores of  the post-test for both groups had resulted in significant gains made by the experimental group in  answering structural questions for reading comprehension (M=7.96, SD=2.798). The mean  difference   was  2.28  compared  to  the  control  group  (M=5.88,  SD=3.51).  The results also showed that  post-test achievement was significantly higher in the overall understanding  of  the  story   structure  of  the  experimental  group  (M=4.29.SD=2.16) than  the  control  group  (M=1.75,  SD=   2.77)  with  a  mean  difference  of  3.55.    In conclusion, the written retelling strategy had  notably increased  the pupils’ ability to relate the stories read with their previous knowledge and  experiences. They were also able to retain information from the story and make better predictions,  hence increased their abilities in answering the comprehension questions. An implication can be  made that  the  written  retelling  strategy  has  improved  pupils'  reading  comprehension  and  enable  them  to  understand  elements  of  the  story  structure  better.  The  results  also  indicate that written retelling could be a prospective reading strategy for ESL learners.  

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