journal review pp tanya r

8/19/2019 Journal Review Pp Tanya r

1/37

The Efect o Assisted RR on Fluency andComprehension in Chinese FL Classrooms

Huien Chen and Ding YingNanjing University of Finance and Economics, China

( A!A" EFL #$%R"AL&

Eka Nur Fatmah (0203515025)

Indah Puji Lestari ( 0203515036)

I Gede Ara Anara (0203515026)

!usandari (020335150"3)

Created 'y

RE,!E-&


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OUTLINE OF THE JOURNAL


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ABSTRACT

Assisted Repeated Reading (ARR) has been found effective fo enhancingeading f!uenc" in FL c!assoo#s e!se$hee outside %hina& The pesent of thestud" atte#pts to !oo' into the effectiveness of the ne$!" intoduced teat#ent ini#poving the eading f!uenc" and co#pehension of %hinese %o!!ege Eng!ishstudents& e co#paed the Assisted Repeated Reading teat#ent a!teed

accoding to the %hinese %o!!ege Eng!ish c!assoo# bac'gound $ith the ER( Etensive Reading ) teat#ent $ide!" pacticed in %hinese FL c!assoo# on a*+,session,epei#ent basis& The esu!ts sho$ it has significant!" inceased ou!eanes- eading ate and co#pehension&

Key word: Assisted Repeated Reading, extensive reading,fluency, comprehension


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INTRODUCTION

The i#potant of f!uenc" in eading

The bac'gound of the stud" .

, /an" !eanes in %hinese FL c!assoo#s ead $od s!o$!"0 so the" fai! in

achieving co#pehension and inteest in eading&

, The eseaches tied to app!" #oe efficient $a"s of i#poving !eanes-eading f!uenc" need to be deve!oped in %hinese FL c!assoo# though

Assisted Repeated Reading (ARR) techni1ue&

Ob2ective of the stud" .

To find out $hethe and ho$ an Assisted Repeated Reading enhances%hinese %o!!ege Eng!ish !eanes- eading f!uenc" and conse1uent!" i#pove

thei eading co#pehension&


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LITERATURE RE3IE

The i#potant bet$een auto#aticit"0 f!uenc"0 and co#pehension oneading

4tong and $ea' eades

The effectiveness of Assisted Repeated Reading .

, Afte ARR teat#ents0 thee ae significant pogess in eading speed fothe pacticed tet ( %ave 5 Hoff#an0 6786 9 O-shea0 4inde!a0 andO-4hea0 678+9 Taguchi0 677: )

, Accoding to Taguchi0 Ta'a"asu,/aass and ;osuch (*


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RE4EAR%H ?UE4TION4

The eseaches co#paed the Assisted Repeated Reading #ode! $ith the

taditiona! etensive eading #ode!0 and the" deve!oped five 1uestions .

6& Is ARR effective fo deve!oping eading f!uenc" of %hinese co!!ege students@

*& Is ARR a!so effective fo i#poving fo i#poving eading co#pehension of

%hinese co!!ege students@

& Is ARR #ode! #oe effective than the taditiona! etensive Reading #ode! indeve!oping eading f!uenc" and co#pehension of %hinese co!!ege

students@

=& Is ARR #ode! as he!pfu! to the $ea'e eades as to the stonge eades@

+& Ho$ do %hinese co!!ege students peceive the effectiveness of ARR@


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METHODOLOGY


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PA#$I%IPAN$!


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*retestand -*)

a.eragesE&'erimentaru'* +/

%ntr Gru'* +0

+1 anthere&'erimentaru'


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+ateria ,r treatment

RR program

• $- .ks ,rmGraded %ee

Enish ,ast readinte&t.k ./ !hanhaiFrein LanuaeEduatin Press – he .k 1

– $he 1st e units ,.k 2

• Audita'e

ER program

• $- .ks ,rmGraded %ee

Enish ,ast readinte&t.k ./ !hanhaiFrein LanuaeEduatin Press – he .k 1

– $he 1st e units ,.k 2


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Instrument*retest and *osttest

• !etin 1* – #eadin m'rehensin4

– a.uar/ and struture4and

– e• !etin 2*

– ne 'assae ,r ,astreadin

– Fur 'assaes ,r are,u

readin m'rehensin

*rocedure

• A 'artii'ants tk a're7test (assessreadin a.iit/ 8readin s'eed)

• A,ter treatment4'artii'ants did'sttest9 – Finish ther 'arts

– Finish a 'assae ,r ,astreadin (3 times4rerded)Double and Blind markin -as ad'ted

and ke/ t ans-er ear/ .et-een themarkers s that markin reia.iit/ ud .e

uaranteed


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:uestinnaire

aim

• $ inestiate the t-e&'erimenta ru's;

interest in the E#methd

•


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!tatistia +ethd

• !P!! 1390

• Inde'endent > !am'es $ $est

• Paired > !am'es $ $est


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Predures

• %nduted ,rm t.er 2005 t end ,+a/ 2006 (t-ent/7e sessins)

• ne hur s'ent n the 'rram ,r a

ru's

• ?e,re treatment .ean4 the researherintrdued the 'rram detaied9

• ?th , ## and E# 'rrams -erearried ut ./ the same teaher9


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## $reatment


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$raditina E# treatment• Nt re@uired t re'eat the 'assae r

t read an -ith the audi7ta'e rrerd their readin time

• !tudents read the rst 'assae

sient/ and m'ete the reatedm'rehensin @uestins

• !tudents read the send and then

the third 'assae4 (a.e 'ress-as re'eated)

• $eaher heked and rreated the

students ans-er9


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/2 !s RR efecti.e or de.eloping reading3uency o Chinese college students 4

Ta'le 15 -ord *er )inutes o the /st and 16th RR sessions 'y*aired7samples T testsVariables ithin!gro"p #ean $D t p

%&'()*+&st session &&-./ *0.*1

!1.1/2 .+++ /3th session &01.0 11.+/

%/'()*+&st session &&/./ /.*3

!/.*3 .++- /3th session &*1./3 /&.0

Ta'le 05 Comparison o -ord *er )inutes 'et8eenpretest and posttest 8ithin each groupithin!gro"p （P#） Paired Di44erences

%ro"p & #ean $D t $ig.'/!tailed

Pretest &1-./ 1/.3

0.33/ .+++

Post!test /+0.-- 1-.+ %ro"p / #ean $D t $ig.'/!tailed

Pre－ test &*+.1 /2.+11.2-* .+++

Post!test &-0.-- 13.//

%ro"p * #ean $D t $ig.'/!tailed

Pretest &3.2/ 1-.11&.*&& ./++

Post!test &-1.0- 30.&*

+/9s and +1:s-ord *er)inutes gain issigni;cant at p=


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12 !s RR efecti.e or impro.ing readingcomprehension o Chinese college students

Ta'le B5 Comparison o the su'7reading comprehensionscores 'et8een pretest and post7test

ithin!gro"p #eas"res #ean $D t p

%& '()*+Pretest 30.3* &&.&1

!/.1&-- +.+//& post!test 0*.+ &/.3-

Pretest 1.3+ &+.-%/ '()*+ !*.31 +.++&/

post!test 3.+- &&.00

Pretest 30.2+ &1.33%* '()*+ !&.*/33 +.&31

post!test 0+./* &+./

The a.eragecomprehension scoreso the t8o RR groupsha.e increased

The diference'et8een the pretestand the post7test isstatistically signi;cant

p @ 2


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02 !s RR treatment more efecti.e than the traditional ERtreatment in de.eloping 'oth reading 3uency andcomprehension4B2 !s the RR model helpul to the 8eaer readers as to thestronger readers4 Ta'le 65 Comparison o the -ord *er )inutes a.erages on the pretest

and post7test 'et8een groups

!n the pretest= students in 'oth +/ and +0 achie.ed similar-ord *er )inutes a.erages2 (reer to the ta'le a'o.e

+/ are much aster than +0

means +/ ha.e achie.ed more 3uency gains than +0 throughthe RR treatment2 (reer to the ta'le a'o.e&

Pretest ( #ean $D t p

%& 5s %* *+ 5s *+ &1-./ 5s &3.2/ 1/.3 5s 1-.11 !&.+-/ ./22

%/ 5s %* *+ 5s *+ &*+.1 5s &3.2/ /2.+1 5s 1-.11 !/.2-+ .++0

%& 5s %/ *+ 5s *+ &1-./ 5s &*+.1 1/.3 5s /2.+1 /.+31 .+3

Post!test ( #ean $D t p

%& 5s %* *+ 5s *+ /+0.-- 5s &-1.0- 1-.+ 5s 30.&* /.1+3 +.+&-

%/ 5s %* *+ 5s *+ &-0.-- 5s &-1.0- 13.// 5s 30.&* .&0+ .2-1

%& 5s %/ *+ 5s *+ /+0.-- 5s &-0.-- 1-.+ 5s 13.// /.*2* .+/+

no signi;cantdiference'et8een +/and +0 at p @ 2

1


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02 !s RR treatment more efecti.e than the traditional ERtreatment in de.eloping 'oth reading 3uency andcomprehension4B2 or 8hether the RR model is as helpul to the 8eaerreaders as to the stronger readers4 Ta'le 65 Comparison o the -*) a.erages on the pretest and

post7test 'et8een groups

+1:s progress in 3uency is greater than +02 -hile in the pretest=+0 are o'.iously aster than +1 (reer to the ta'le a'o.e&

means +1 has caught up 8ith +0 as ar as reading rate isconcerned or +1 ha.e achie.ed more 3uency gains than +0 o.erthe diferent treatments2 (reer to the ta'le a'o.e


%& 5s %* *+ 5s *+ &1-./ 5s &3.2/ 1/.3 5s 1-.11 !&.+-/ ./22

%/ 5s %* *+ 5s *+ &*+.1 5s &3.2/ /2.+1 5s 1-.11 !/.2-+ .++0

%& 5s %/ *+ 5s *+ &1-./ 5s &*+.1 1/.3 5s /2.+1 /.+31 .+3


%& 5s %* *+ 5s *+ /+0.-- 5s &-1.0- 1-.+ 5s 30.&* /.1+3 +.+&-

%/ 5s %* *+ 5s *+ &-0.-- 5s &-1.0- 13.// 5s 30.&* .&0+ .2-1

%& 5s %/ *+ 5s *+ /+0.-- 5s &-0.-- 1-.+ 5s 13.// /.*2* .+/+

theirdiference isstatistically

signi;cant atp@2


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02 !s RR treatment more efecti.e than the traditional ERtreatment in de.eloping 'oth reading 3uency andcomprehension4B2 or 8hether the RR model is as helpul to the 8eaerreaders as to the stronger readers4 Ta'le 65 Comparison o the -*) a.erages on the pretest and post7

test 'et8een groups

suggest that the RR treatment helps the relati.ely stronger

readers more than the relati.ely 8eaer readers in gaining reading

3uency2 (reer to the ta'le a'o.e&


%& 5s %* *+ 5s *+ &1-./ 5s &3.2/ 1/.3 5s 1-.11 !&.+-/ ./22

%/ 5s %* *+ 5s *+ &*+.1 5s &3.2/ /2.+1 5s 1-.11 !/.2-+ .++0

%& 5s %/ *+ 5s *+ &1-./ 5s &*+.1 1/.3 5s /2.+1 /.+31 .+3


%& 5s %* *+ 5s *+ /+0.-- 5s &-1.0- 1-.+ 5s 30.&* /.1+3 +.+&-

%/ 5s %* *+ 5s *+ &-0.-- 5s &-1.0- 13.// 5s 30.&* .&0+ .2-1

%& 5s %/ *+ 5s *+ /+0.-- 5s &-0.-- 1-.+ 5s 13.// /.*2* .+/+

the diference'et8een them inthe post7test

-ord *er)inutes a.erageis signi;cant at

p@2


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02 !s RR treatment more efecti.e than the traditional ERtreatment in de.eloping 'oth reading 3uency andcomprehension4B2 or 8hether the RR model is as helpul to the 8eaerreaders as to the stronger readers4 Ta'le G5 a comparison o comprehension scores on the su'7reading tests

'et8een groups

+/ and +0 are not signi;cantly diferent rom each other on 'oth teststhough on pretest= +0 outperormed +/ slightly= 8hile on post7test= thesituation 8as ust the opposite= 8hich may indicate that +/:s progress

in comprehension is relati.ely greater than +0:s (reer to the ta'lea'o.e&

+1:s progress in comprehension is statistically important= 'ecause +1:sa.erage comprehension scores on the pretest are much lo8er than +/and +0:s 8hile on the post7test +1 did as 8ell as +/ and +0 (reer tothe ta'le a'o.e&


%& 5s %* *+ 5s *+ 30.3* 5s 30.2+ &&.&1 5s &1.33 !.+2+ .*-

%/ 5s %* *+ 5s *+ 1.3+ 5s 30.2+ &+.-+ 5s &1.33 !/.11 .+&0

%& 5s %/ *+ 5s *+ 30.3* 5s 1.3+ &&.&1 5s &+.-+ /./&1 .+*&


%& 5s %* *+ 5s *+ 0*.+ 5s 0+./* &/.3- 5s &+./ &./+0 ./**

%/ 5s %* *+ 5s *+ 3.+- 5s 0+./* &&.00 5s &+./ !.1++ .0&

%& 5s %/ *+ 5s *+ 0*.+ 5s 3.+- &/.3- 5s &&.00 &.311 .*+-

a signi;cantdiference at

p= 2


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62 Ho8 do Chinese college students percei.e theefecti.eness o RR treatment= students9 perceptions o theefecti.eness o RR method4

Ta'le >5 FreIuency o studentsJ response to Iuestionnaireitems

K*@ *ositi.e "/@ "eutral "1@ "egati.e

%& %/ Fre6"enc7Variables

Positi5e (e"tral (egati5e Positi5e (e"tral (egati5e Total 8

9 & /1 3 & /3 1 & 0+ P)2/ (&)&3 (/)*

9 / /& 2 & /& 2 & 0+ P)-+ (&)/- (/)*

9 * /1 * * /* * 1 0+ P)-2 (&)&+ (/)&/

9 1 /& * 0 &3 2 - 0+ P)0+ (&)&2 (/)//

93 2 /& & - &- 0 0+ P)/3 (&)0* (/)&/

90 /1 3 & /- & / 0+ P)23 (&)&+ (/)3

9- 2 /& & &+ & & 0+ P)*+ (&)0- (/)*

92 &+ & & /+ & 0+ P)*/ (&)03 (/)*

9 & / &- * &+ 0+ P)0+ (&)2 (/)*/

9&+ /3 1 & /* - + 0+ P)2+ (&)&2 (/)/

9&& /& + /& - / 0+ P)-+ (&) /- (/)*

9&/ /1 * * /* 1 * 0+ P)-2 (&)&/ (/) &+


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%ntinueB99

The students: response to 5

/2 /70 sho8s that most students (*@1M= >M& thin RRtreatment is conduci.e to the impro.ement o their reading rate=comprehension and moti.ation2

12 B76 seems to tell us that most students (*@GM= G6M& sho8s most students consider

reading 8hile listening to the audio7taped .ersion to 'e highly'ene;cial or reading comprehension= 'ut it seems to ha.e lessefect on enhancing their reading interest and reading rate2

B2 sho8s 8hile most o them (*@G


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/2 !s RR efecti.e or de.elopingreading 3uency4

Table 2: WPM of the RR sessions

,aria'les

-ithin7group

)ean D t p

G1(ND30)

1st sessin

119

2

3693"

7"9"2 9000

25th sessin 16"96 ""902

G2(ND30)

1

st

sessin

11292

293572935 900

25th sessin

13"925

2196


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!s RR efecti.e or de.elopingreading 3uency4

Table 3: WPM Pretest vs Posttest

-ithin7+roup

(-*)& *aired Diferences

Gru' 1 +ean !C t!i9 (27taied)

Pretest 1"92 "295 69552 9000Pst7test 2069 "90


Pretest 1309" 290"

"93 9000Pst7test 169 "5922


Pretest 1592 "9""19311 9200

Pst7test 1"96 56913


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Efecti.e orEfecti.e ornot4not4

De.elopment o Reading Fluency

Repeated Reading (RR) is effective in developing reading

fluency.

Tagauchi Ta!ayasu"Maass # $orsuch (2%%&)


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Table &: 'oparison of the sub"reading

coprehension beteen pretest # post"test

12 !s RR efecti.e or impro.ingreading comprehension4

-ithin7group

)easures

)ean D t p

G1 (ND30) Pretest 56953 1191" 729"1 090221Pst7test 6390 1295

G2 (ND30) Pretest "950 1097395" 090012

Pst7test 590 11966

G3 (ND30) Pretest 5690 1"955 7193255 0915"Pst7test 60923 1092


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Efecti.e orEfecti.e ornot4not4

Repeated Reading (RR) is effective in iproving reading

fluency.

*a+erge and ,auels (-/&) ,auels (-&)

Reynolds (2%%%)

02 impro.ement o readingcomprehension

The readers ith

autoated ord

recognition s!ills are

better at

coprehension.

RR treatent prootes

autoatic ord recognition

that can facilitate their

coprehension of ne

inforation.


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Table &: 'oparison of the WPM averages on

the pretest # post"test beteen groups

02 !s RR )ore Efecti.e than theTraditional ER )odel4

Pretest N Mean SD t p

$- vs $3 3% vs 3% -&/.2 vs -0.12 &2.0 vs &/.&& "-%/2 .211

$2 vs $3 3% vs 3% -3%.& vs -0.12 21.%& vs &/.&& "2./% .%%

$- vs $2 3% vs 3% -&/.2 vs -3%.& &2.0 vs 21.%& 2.%0& .%0

Post-test N Mean SD t p

$- vs $3 3% vs 3% 2%.// vs -/&./ &/.% vs 0.-3 2.&%0 %.%-/

$2 vs $3 3% vs 3% -/.// vs -/&./ &0.22 vs 0.-3 .-% .1/&

$- vs $2 3% vs 3% 2%.// vs -/.// &/.% vs &0.22 2.313 .%2%


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*retest +1 ? +0*ost7test +1 ? +0= 'ut it is notsigni;cant

Repeated Reading .s TraditionalEOtensi.e Reading

Repeated Reading (RR) is ore effective than Traditional

4pensive Reading in developing reading fluency and

coprehension.

*retest +/ +1*ost7test +/ ? +1


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B2 !s RR )odel as Helpul to the-eaer Readers as the tronger

Readers4

5t is hard to decide ho the effect of RR treatent on the

stringer readers is different fro that on the ea!er readers

*retest +/ +1*ost7test +/ ? +1

$26s coprehension gains

slightly e4ceed $-6s


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RepetitionThey believe that repetition enables the to read faster and

coprehend better.

7udio 7ssistance They don6t thin! that it is helpful for increasing reading speed.

TiingThose ho have positive attitude about the role of tiing can

a!e use of tiing to onitor their reading speed.

5nput

The aterials used for reading passage s deal ith a variety of

topics and are fit for their nglish level and bac!ground

!noledge but it is not 8uite interesting.

62 *articipantsJs ,ie8 a'out RRTreatment


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-. 7n RR odel can play an effective role in developing learners6 reading fluency

and coprehension in 'hinese 9* classroos.

2. The degree of the effectiveness of RR ay be influenced by the eleents involved

in the RR odel such as the ties of repetition and transfer to ne passages !indof input and the nuber of sessions.

3. The 7ssisted RR odel is an efficient solution to our concern that any 'hinese

'ollege nglish students cannot read fluently ainly due to poor ord

recognition.

&. The RR treatent is applicable because it is convenient for the teachers to design

and operate in class.

0. 5t is suggested that RR treatent is best suitable for first"year 'ollege nglish

students ho often coplain about their reading speed.

C$"CL%!$"


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