PROFILES AND INSTRUCTIONAL INTERVENTIONS OF READING COMPREHENSION: A Study of Upper Primary School Students in Urban Sub District BCL in Bandung, Indonesia

Sri Tiatri (2009). PROFILES AND INSTRUCTIONAL INTERVENTIONS OF READING COMPREHENSION: A Study of Upper Primary School Students in Urban Sub District BCL in Bandung, Indonesia PhD Thesis, School of Education, The University of Queensland.

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Author Sri Tiatri
Thesis Title PROFILES AND INSTRUCTIONAL INTERVENTIONS OF READING COMPREHENSION: A Study of Upper Primary School Students in Urban Sub District BCL in Bandung, Indonesia
School, Centre or Institute School of Education
Institution The University of Queensland
Publication date 2009-11
Thesis type PhD Thesis
Supervisor Dr. Carol Christensen
Associate Professor Nanette Bahr
Total pages 320
Total colour pages 10
Total black and white pages 310
Subjects 13 Education
Abstract/Summary International studies have shown the reading competence of Indonesian students to be relatively low compared to other countries. Considering the importance of reading comprehension, the current research has two aims. The first is to provide some insight into the identification of students’ difficulty with reading. The second is to investigate the implementation of innovative methods for teaching reading comprehension in the Indonesian educational context. Both studies were conducted in state upper grade primary schools in Urban Sub District BCL in Bandung, Indonesia. Study One profiled students’ reading performance. Five measurement instruments were developed, written in Indonesian language. The construction of mental models was also introduced. Two hundred and sixty five Grade Five students from eight schools were measured for their competence in decoding, prior knowledge, comprehension monitoring, construction of mental models, reading comprehension specifically related to a particular topic, and their general reading comprehension. The students’ reading performance profiles were very varied. They showed the importance of each component for the achievement of reading comprehension. The profiles also showed the ability for each component of reading comprehension to compensate each other’s function to enable the students to perform well in reading comprehension. The best-fit model for the data accounted for 47% of students’ performance in reading comprehension. Study Two compared instructional interventions, and examined the way each method worked in the Indonesian educational context. The three instructional intervention methods were Reciprocal Teaching (RT), Instruction prompting students to develop Mental Models (IMM), and Instruction in Question Answering (IQA). Participants were one hundred and twelve students in the Sixth Grade from three primary schools. There were three groups in each school. Group 1 received RT followed by IMM (RT-IMM), Group 2 received IMM followed by RT (IMM-RT), and Group 3 received IQA. Group 3 was considered as the control group, since IQA is the traditional method widely adopted in Indonesia. Instruction was separated into 2 phases. Each phase consisted of four sessions of 30 minutes each over a two-week period. The implementation of IMM-RT tended to improve general reading comprehension more than other methods (RT-IMM and IQA). Interestingly, individuals who had a low performance in the pre-test for construction of mental models, improved their performance in the construction of mental models following implementation of RT at the first phase. The results support a conclusion that the IMM-RT combination is potentially effective for the enhancement of students’ reading comprehension. However, further results showed that, in order to implement RT and IMM in a common state school classroom in Indonesia, the teacher’s ability to manage and organise the group becomes crucial. Study Three was designed to validate the IMM-RT instructional intervention for improving performances of students with reading comprehension inadequacies, by addressing the limitations found in Study Two. Result showed that IMM-RT had potential for improving students’ performance in reading comprehension. The findings of the current study provide some understanding of reading comprehension in an Indonesian educational context. Moreover, the findings will add to the repertoire of educators about issues that need to be considered in implementing innovative methods for enhancing Indonesian students’ reading comprehension.
Keyword reading comprehension
prior knowledge
comprehension monitoring
mental model
reciprocal teaching
question answering
Indonesian context
Additional Notes 10 pages printed in colour: 99, 136, 139, 141, 191, 193, 195, 197, 240-241 5 pages printed in landscape: 175, 197, 207, 212, 213

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Created: Mon, 24 May 2010, 09:19:08 EST by Ms Sri Tiatri on behalf of Library - Information Access Service