UPSI Digital Repository (UDRep)
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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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