This research was aimed to improve students' reading comprehension ability through the visualization strategy, and also investigate students’ perception toward use of strategy. The subjects were 30 students class VIII at SMPN 1 Seputih Raman. One group pre-test post-test designs used in this research. instruments tests (pre-and post-test) questionnaires. result showed that student's average pro...

The purpose of this study to find out whether there is a significant effect GIST strategy teach reading comprehension in descriptive text seven grade students. This uses quantitative method. usedtrue experimental which took two classes randomly, VII I as class and H control class. instrument used test. result showed from mean the pretest 75.13 posttest 86.94. researchers ttest formula calculate...

Reading strategies that have been identified and recommended by recent literature can be classified into four categories: cognitive strategies, compensation strategies, memory strategies, and test-taking strategies. Research indicated that the use of appropriate strategies may improve reading comprehension. Research has also suggested that readers could be trained to learn and use reading strat...

Explicit reading strategies help low-knowledge readers make the inferences necessary to comprehend expository texts. Self-explanation is a particularly effective strategy, but it is challenging to monitor how well a reader is applying self-explanation without requiring the reader to externalise the self-explanations being generated. Studies have shown that different reading strategies vary in t...

The focus of the present study was to investigate the possible effects of sociocultural-based teaching techniques on EFL learners reading comprehension. The basic purpose was to clarify how learners reading comprehension and strategy use could be affected by the types of teaching techniques and how high and low proficiency learners profited from the intervention. Iranian EFL students were used ...

The study explored the role of metacognition in foreign language anxiety on a sample of 411 Taiwanese students of English as a Foreign Language. The reading strategy inventory was employed to evaluate the tertiary learners’ level of metacognitive awareness and a semi-structured background questionnaire was also used to examine the learners’ perceptions of their English proficiency and satisfact...

This paper reports on a study investigating the relationship between metacognitive strategy awareness in reading and reading ability in L1 and L2. Forty Malaysian secondary school students responded to a reading metacognitive awareness questionnaire. They also completed four sets of reading comprehension tests to determine their reading competence in L1 and L2. Results indicate that reading met...