理解叙事文本:合作综合阅读与写作(CIRC)的有效性

M. Fariduddin, F. Parlindungan
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引用次数: 5

摘要

本研究的目的是调查采用合作综合阅读与写作(CIRC)教学法和非合作综合阅读和写作教学法的学生对叙事文本的阅读理解是否存在显著差异。选取49名学生作为样本,采用准实验、非随机的测试前和测试后设计。协方差分析表明,使用CIRC方法教学的学生在统计学上优于未进行叙事文本阅读理解的学生,(F(1,48)=13.56,p<.05)。这一结果表明,CIRC是一种有效的阅读理解教学方法,尤其是在叙事文本方面。由于本研究仅关注叙事文本,未来的研究者可能有兴趣寻求CIRC对其他文本类型的影响。然而,类似的研究也可以在更大人群的随机设计中进行。
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Comprehending Narrative Text: The Effectiveness of Cooperative Integrated Reading and Composition (CIRC)
The aim of this study was to investigate whether there was significant difference on the students’ reading comprehension of narrative text between those who were taught through Cooperative Integrated Reading and Composition (CIRC) method and those who were not. Forty-nine students were selected as the sample and quasi-experimental, non-randomized pre-test and post-test design were employed. The analysis of covariance showed that the students who were taught by using CIRC method statistically outperformed those who were not on their reading comprehension of narrative text, (F (1, 48) = 13.56, p < .05). This result implies that CIRC is an effective method to teach reading comprehension, particularly on narrative text. Since this study only focused on narrative text, future researchers might be interested to seek the effect of CIRC on other text genres. Similar study though may be conducted with a randomized design of larger population.
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