THE EFFECT OF READ, ENCODE, ANNOTATE, PONDER (REAP) STRATEGY AND READING INTEREST ON READING COMPREHENSION ACHIEVEMENT

Applying appropriate teaching strategy can give huge contribution to students’ achievement. This study investigated the effects of Read, Encode, Annotate, Ponder (REAP) strategy and reading interest on reading comprehension achievement (RCA) of the third semester students of English study program a...

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Autores principales:	Muhammad Fadhli, Suhaimi Suhaimi, Musdizal Musdizal
Formato:	article
Lenguaje:	EN ID
Publicado:	Fakultas Tarbiyah dan Ilmu Keguruan IAIN Kerinci 2018
Materias:	Education L
Acceso en línea:	https://doaj.org/article/dd70b6f1a41944a9ae4e8cccb1d27d4a
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spelling	oai:doaj.org-article:dd70b6f1a41944a9ae4e8cccb1d27d4a2021-12-02T18:01:51ZTHE EFFECT OF READ, ENCODE, ANNOTATE, PONDER (REAP) STRATEGY AND READING INTEREST ON READING COMPREHENSION ACHIEVEMENT1858-10802615-6547https://doaj.org/article/dd70b6f1a41944a9ae4e8cccb1d27d4a2018-02-01T00:00:00Zhttps://ejournal.iainkerinci.ac.id/index.php/tarbawi/article/view/189https://doaj.org/toc/1858-1080https://doaj.org/toc/2615-6547 Applying appropriate teaching strategy can give huge contribution to students’ achievement. This study investigated the effects of Read, Encode, Annotate, Ponder (REAP) strategy and reading interest on reading comprehension achievement (RCA) of the third semester students of English study program at IAIN Kerinci by applying experimental research method with factorial design. A questionnaire was distributed to the population to find out their reading interest level. Forty students were divided into Experimental and Control groups equally; they were given reading comprehension test as the pre-test and post-test to measure their RCA. The results indicated that REAP strategy significantly improved students’ RCA. Moreover, although the interaction effect between REAP strategy and reading interest on students’ RCA was not found, the mean difference of the post-test scores from the whole sample indicated that the achievement of High reading interest students were significantly better than Low reading interest students. These results suggest that English teachers should apply various appropriate teaching strategies and monitor students’ reading interest while teaching reading. Muhammad FadhliSuhaimi SuhaimiMusdizal MusdizalFakultas Tarbiyah dan Ilmu Keguruan IAIN KerinciarticleEducationLENIDTarbawi, Vol 13, Iss 2 (2018)
institution	DOAJ
collection	DOAJ
language	EN ID
topic	Education L
spellingShingle	Education L Muhammad Fadhli Suhaimi Suhaimi Musdizal Musdizal THE EFFECT OF READ, ENCODE, ANNOTATE, PONDER (REAP) STRATEGY AND READING INTEREST ON READING COMPREHENSION ACHIEVEMENT
description	Applying appropriate teaching strategy can give huge contribution to students’ achievement. This study investigated the effects of Read, Encode, Annotate, Ponder (REAP) strategy and reading interest on reading comprehension achievement (RCA) of the third semester students of English study program at IAIN Kerinci by applying experimental research method with factorial design. A questionnaire was distributed to the population to find out their reading interest level. Forty students were divided into Experimental and Control groups equally; they were given reading comprehension test as the pre-test and post-test to measure their RCA. The results indicated that REAP strategy significantly improved students’ RCA. Moreover, although the interaction effect between REAP strategy and reading interest on students’ RCA was not found, the mean difference of the post-test scores from the whole sample indicated that the achievement of High reading interest students were significantly better than Low reading interest students. These results suggest that English teachers should apply various appropriate teaching strategies and monitor students’ reading interest while teaching reading.
format	article
author	Muhammad Fadhli Suhaimi Suhaimi Musdizal Musdizal
author_facet	Muhammad Fadhli Suhaimi Suhaimi Musdizal Musdizal
author_sort	Muhammad Fadhli
title	THE EFFECT OF READ, ENCODE, ANNOTATE, PONDER (REAP) STRATEGY AND READING INTEREST ON READING COMPREHENSION ACHIEVEMENT
title_short	THE EFFECT OF READ, ENCODE, ANNOTATE, PONDER (REAP) STRATEGY AND READING INTEREST ON READING COMPREHENSION ACHIEVEMENT
title_full	THE EFFECT OF READ, ENCODE, ANNOTATE, PONDER (REAP) STRATEGY AND READING INTEREST ON READING COMPREHENSION ACHIEVEMENT
title_fullStr	THE EFFECT OF READ, ENCODE, ANNOTATE, PONDER (REAP) STRATEGY AND READING INTEREST ON READING COMPREHENSION ACHIEVEMENT
title_full_unstemmed	THE EFFECT OF READ, ENCODE, ANNOTATE, PONDER (REAP) STRATEGY AND READING INTEREST ON READING COMPREHENSION ACHIEVEMENT
title_sort	effect of read, encode, annotate, ponder (reap) strategy and reading interest on reading comprehension achievement
publisher	Fakultas Tarbiyah dan Ilmu Keguruan IAIN Kerinci
publishDate	2018
url	https://doaj.org/article/dd70b6f1a41944a9ae4e8cccb1d27d4a
work_keys_str_mv	AT muhammadfadhli theeffectofreadencodeannotateponderreapstrategyandreadinginterestonreadingcomprehensionachievement AT suhaimisuhaimi theeffectofreadencodeannotateponderreapstrategyandreadinginterestonreadingcomprehensionachievement AT musdizalmusdizal theeffectofreadencodeannotateponderreapstrategyandreadinginterestonreadingcomprehensionachievement AT muhammadfadhli effectofreadencodeannotateponderreapstrategyandreadinginterestonreadingcomprehensionachievement AT suhaimisuhaimi effectofreadencodeannotateponderreapstrategyandreadinginterestonreadingcomprehensionachievement AT musdizalmusdizal effectofreadencodeannotateponderreapstrategyandreadinginterestonreadingcomprehensionachievement
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THE EFFECT OF READ, ENCODE, ANNOTATE, PONDER (REAP) STRATEGY AND READING INTEREST ON READING COMPREHENSION ACHIEVEMENT

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