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Enhancing reading comprehension through metacognitive reading strategies and peer tutoring among year 7 students at a home school centre / Nadiah Halim, Marina Mohd Arif and Kaarthiyainy Supramaniam

Many students in Malaysia lack proficiency in the English language, from difficulty understanding the meaning of the text to inferring the text. The use of explicit instruction to introduce reading comprehension skills are also rarely employed in the classroom. This study investigated how metacognit...

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Main Authors: Halim, Nadiah, Mohd Arif, Marina, Supramaniam, Kaarthiyainy
Format: Article
Language:English
Published: Faculty of Education 2020
Subjects:
L Education (General)
Primary Education
Online Access:https://ir.uitm.edu.my/id/eprint/6716/1/6716.pdf
https://ir.uitm.edu.my/id/eprint/6716/
https://education.uitm.edu.my/ajue
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spelling my.uitm.ir.67162022-09-15T01:41:17Z https://ir.uitm.edu.my/id/eprint/6716/ Enhancing reading comprehension through metacognitive reading strategies and peer tutoring among year 7 students at a home school centre / Nadiah Halim, Marina Mohd Arif and Kaarthiyainy Supramaniam Halim, Nadiah Mohd Arif, Marina Supramaniam, Kaarthiyainy L Education (General) Primary Education Many students in Malaysia lack proficiency in the English language, from difficulty understanding the meaning of the text to inferring the text. The use of explicit instruction to introduce reading comprehension skills are also rarely employed in the classroom. This study investigated how metacognitive reading strategies and peer tutoring improved Year 7 students’ reading comprehension at a home-school centre. A total of 20 Year 7 students took part in this research, whereby 10 students were placed in the controlled group and 10 students in the experimental group. Students in the experimental group were exposed to 12 weeks of training on metacognitive reading strategies and peer tutoring session. In addition, IGCSE reading comprehension, learning journals and a semi-structured interview were employed to collect data from the experimental group. A paired sample t-test was conducted to analyse the quantitative data of this study whereas document analysis and thematic analysis were used to analyse the qualitative data. The results obtained from this study indicated that metacognitive reading strategies have assisted students to use suitable techniques to comprehend the reading text and answer the reading comprehension questions. In addition, peer tutoring aids student by having their peers translate meaning of the texts in their native language, explain how to properly use the metacognitive reading skills as well as provide guidance and support in the classroom. Therefore, the findings of this study are significant as it suggests the difficulty of students to adapt to new strategies in a short time; hence, they should be exposed at primary level. Faculty of Education 2020-04 Article PeerReviewed text en https://ir.uitm.edu.my/id/eprint/6716/1/6716.pdf Enhancing reading comprehension through metacognitive reading strategies and peer tutoring among year 7 students at a home school centre / Nadiah Halim, Marina Mohd Arif and Kaarthiyainy Supramaniam. (2020) Asian Journal of University Education (AJUE), 16 (1). pp. 1-10. ISSN 1823-7797; 2600-9749 https://education.uitm.edu.my/ajue 10.24191/ajue.v16i1.8981 10.24191/ajue.v16i1.8981 10.24191/ajue.v16i1.8981
institution Universiti Teknologi Mara
building Tun Abdul Razak Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Teknologi Mara
content_source UiTM Institutional Repository
url_provider http://ir.uitm.edu.my/
language English
topic L Education (General)
Primary Education
spellingShingle L Education (General)
Primary Education
Halim, Nadiah
Mohd Arif, Marina
Supramaniam, Kaarthiyainy
Enhancing reading comprehension through metacognitive reading strategies and peer tutoring among year 7 students at a home school centre / Nadiah Halim, Marina Mohd Arif and Kaarthiyainy Supramaniam
description Many students in Malaysia lack proficiency in the English language, from difficulty understanding the meaning of the text to inferring the text. The use of explicit instruction to introduce reading comprehension skills are also rarely employed in the classroom. This study investigated how metacognitive reading strategies and peer tutoring improved Year 7 students’ reading comprehension at a home-school centre. A total of 20 Year 7 students took part in this research, whereby 10 students were placed in the controlled group and 10 students in the experimental group. Students in the experimental group were exposed to 12 weeks of training on metacognitive reading strategies and peer tutoring session. In addition, IGCSE reading comprehension, learning journals and a semi-structured interview were employed to collect data from the experimental group. A paired sample t-test was conducted to analyse the quantitative data of this study whereas document analysis and thematic analysis were used to analyse the qualitative data. The results obtained from this study indicated that metacognitive reading strategies have assisted students to use suitable techniques to comprehend the reading text and answer the reading comprehension questions. In addition, peer tutoring aids student by having their peers translate meaning of the texts in their native language, explain how to properly use the metacognitive reading skills as well as provide guidance and support in the classroom. Therefore, the findings of this study are significant as it suggests the difficulty of students to adapt to new strategies in a short time; hence, they should be exposed at primary level.
format Article
author Halim, Nadiah
Mohd Arif, Marina
Supramaniam, Kaarthiyainy
author_facet Halim, Nadiah
Mohd Arif, Marina
Supramaniam, Kaarthiyainy
author_sort Halim, Nadiah
title Enhancing reading comprehension through metacognitive reading strategies and peer tutoring among year 7 students at a home school centre / Nadiah Halim, Marina Mohd Arif and Kaarthiyainy Supramaniam
title_short Enhancing reading comprehension through metacognitive reading strategies and peer tutoring among year 7 students at a home school centre / Nadiah Halim, Marina Mohd Arif and Kaarthiyainy Supramaniam
title_full Enhancing reading comprehension through metacognitive reading strategies and peer tutoring among year 7 students at a home school centre / Nadiah Halim, Marina Mohd Arif and Kaarthiyainy Supramaniam
title_fullStr Enhancing reading comprehension through metacognitive reading strategies and peer tutoring among year 7 students at a home school centre / Nadiah Halim, Marina Mohd Arif and Kaarthiyainy Supramaniam
title_full_unstemmed Enhancing reading comprehension through metacognitive reading strategies and peer tutoring among year 7 students at a home school centre / Nadiah Halim, Marina Mohd Arif and Kaarthiyainy Supramaniam
title_sort enhancing reading comprehension through metacognitive reading strategies and peer tutoring among year 7 students at a home school centre / nadiah halim, marina mohd arif and kaarthiyainy supramaniam
publisher Faculty of Education
publishDate 2020
url https://ir.uitm.edu.my/id/eprint/6716/1/6716.pdf
https://ir.uitm.edu.my/id/eprint/6716/
https://education.uitm.edu.my/ajue
_version_ 1744357190023512064
score 13.211869

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