THE IMPACTS OF MODELED-READING STRATEGY ON STUDENTS’ REASONING SKILL ABILITY

In spite of being included into receptive skill, reading is no longer considered as a passive activity learning. It known that readers should be actively engaged during the process in attempt to achieve comprehension. This study sought impacts application modeled increasing students’ reasoning both verbally and logically. Conducted by following quasi experimental characteristics, this employed one-group pretest post-test design. There were 23 college students involved samples who given pretest, teaching treatment, post-test. The instruments used two types test: verbal test logical test. Each set consists 10 questions. During data collection or test, 25 minutes answer each set, for posttest. Later, analyzed using normality t-test see if there any significance increase after treatment. results unveil skills enhance treatment with reading. First, ability increases from 34.7 77 65 83.4 average. conclusion, applying can expand cognitive sharpening their which are beneficial learning, especially