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All Journal At-Tarbawi : Jurnal Pendidikan, Sosial dan Kebudayaan
Azis, Musdizal
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Education Social Sciences Other

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Exploration of Factors Associated With Reading Strategy, Reading Anxiety and Reading Comprehension Ability among English Foreign Language Learners Azis, Musdizal; Wilymafidini, Okti
At-Tarbawi: Jurnal Pendidikan, Sosial dan Kebudayaan Vol 11 No 1 (2024): At-Tarbawi: Jurnal Pendidikan, Sosial dan Kebudayaan
Publisher : the Faculty of Education and Teacher Training of the Institut Agama Islam Negeri (IAIN) Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/tarbawi.v11i1.8205

Abstract

Based on empirical evidence, a significant portion of students encounter challenges in their reading skills. Specifically, many struggle with low reading comprehension, possess a limited vocabulary, and lack effective reading strategies. Moreover, students often experience anxiety while reading due to difficulties in grasping vocabulary and comprehending textual elements. In contrast, this study delved into the reading strategies and reading anxiety of EFL learners concerning their reading comprehension ability. Employing a correlational study design, the research revealed a correlation coefficient (R) of 0.418, indicating a moderate correlation between the independent variables (reading strategy and reading anxiety) and reading comprehension ability. Thus, it can be inferred that there exists a moderate correlation between students' reading strategies, reading anxiety, and their reading comprehension ability.
The Influence of Mix Freeze Group Strategy and Motivation Toward English Foreign Language Students’ Reading Comprehension Ability Azis, Musdizal; Suhaimi, Suhaimi
At-Tarbawi: Jurnal Pendidikan, Sosial dan Kebudayaan Vol 11 No 2 (2024): At-Tarbawi: Jurnal Pendidikan, Sosial dan Kebudayaan
Publisher : the Faculty of Education and Teacher Training of the Institut Agama Islam Negeri (IAIN) Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/tarbawi.v11i2.9789

Abstract

This research was aimed at knowing the students’ reading comprehension ability who were taught through mix freeze group strategy and conventional teaching; the reading comprehension of high motivated students who were taught through mix freeze group strategy and conventional teaching; the reading comprehension of low motivated students who were taught through mix freeze group strategy and conventional teaching; the interaction between both model of teaching and motivation toward students’ reading comprehensioan ability. This reserch was a quasi-experimental research by factorial 2x2 design. The data were collected by using test and questionnaire. Based on the research findings and data analysis, it can be concluded that: 1). Students’ reading comprehension ability who are taught through mix freeze groups strategy are better than those of conventional teaching. 2). High motivated students’ reading comprehension ability who are taught through mix freeze groups strategy are better than those of conventional teaching. 3). Low motivated students’ reading comprehension ability who are taught through mix freeze groups strategy are better than those of conventional teaching. 4) There is no interaction between mix freeze groups strategy and conventional teaching and motivation toward students’ reading comprehension ability. It means that mix freeze groups strategy and conventional teaching can be used without considering students’ pre-requisite motivation. The data shows that mix freeze groups strategy is more effective than conventional teaching. It could be concluded that students’ reading comprehension ability is not affected by motivation but mix freeze groups strategy.
Co-Authors Suhaimi . Wilymafidini, Okti