The Use of Three-Level Guide Strategy in Teaching English Narrative Text: A Classroom-Based Research

Dewi Furwana, Andi Tenrisanna Syam, St. Hartina
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Abstract

The researcher intended to find out and describe the application of the three-level guide strategy in increasing the students reading skill of narrative text. Through classroom based research, the researcher had conducted nine meetings for three cycles. The participant of this research was the seventh grade students of junior high school. 33 students of VII-2 class were involved in this research, the researcher used observations and objective tests as her instrument. The data were collected and analyzed qualitatively and quantitatively. The researcher calculated the quantitative data from tests in each cycle through Microsoft excel. The researcher used classroom observation checklist to find out the students participation in learning. There was no improvement in students reading test scores in cycles 1 and 2. However, in cycle 3, students' reading test scores increased. In cycle I the students average score was 48.78, the students average score in cycle II was 58.28, and in the last cycle, the average score was 73.4. The researcher reveals that the three-level reading guide strategy increases students reading skills. This research is useful for teachers, students, and further researchers.
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三级引导策略在英语叙事语篇教学中的运用——基于课堂的研究
本研究旨在探讨和描述三级引导策略在提高学生叙事文本阅读技能方面的应用。通过基于课堂的研究,研究人员进行了三个周期的九次会议。本研究的参与者是初中七年级的学生。33名VII-2班的学生参与了这项研究,研究人员使用观察和客观测试作为工具。对数据进行了定性和定量的收集和分析。研究人员通过Microsoft excel计算了每个周期测试的定量数据。研究者使用课堂观察量表来了解学生的学习参与情况。在第1和第2周期,学生的阅读测试成绩没有改善。然而,在第三周期,学生的阅读测试成绩有所提高。在第一个周期中,学生的平均得分为48.78,第二个周期的学生平均得分为58.28,上一个周期的平均得分是73.4。研究表明,三级阅读指导策略可以提高学生的阅读技能。这项研究对教师、学生和进一步的研究人员都很有用。
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发文量
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审稿时长
12 weeks
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