Abstract

This study investigated the effect of reading strategies training on the students’ literal and inferential reading comprehension. The training involved three concrete strategies: predicting, text mapping, and summarizing. To achieve the purpose of this study, a quasi experimental design was selected with the experimental group being given reading strategies training and the control group being treated in a ‘business as usual’ mode. The subjects were students of two classes in a vocational senior high school in East Java, Indonesia (N=71). The students’ scores in the mid-semester teacher made test of English were used as the covariate to control possible initial differences between the two groups. Moreover, a test of reading comprehension was developed to measure the effect of the treatment. The analysis of covariance (ANCOVA) yielded that the experimental group outperformed the control group in both literal and inferential reading comprehension levels. Implications of this finding for classroom teaching are then discussed.

This work is licensed under a Creative Commons Attribution 4.0 License.