The Effectiveness of the Ice-Breaking Strategy in Enhancing Reading Comprehension among Second-Grade Intermediate Female Students in Reading and Texts
DOI:
https://doi.org/10.23813/FA/29/1/14Keywords:
Strategy, Ice-breaking, Reading comprehensionAbstract
Reading comprehension is a method of acquiring knowledge and interacting with learners, and it can be enhanced and developed through training and permanent practice.
Consequently, this research aims to find out the effectiveness of the ice-breaking strategy in reading comprehension among second-grade intermediate female students in the subject of reading and texts. To complete this objective, the researcher adopted an experimental method for the study, and she randomly selected a sample of 60 students, 30 students in the experimental group and 30 students in the control group. Before commencing the experiment, the researcher ensured that the two groups were statistically equivalent.
The researcher selected the research tool (reading comprehension test) according to the comprehension skills appropriate for the intermediate curriculum, which included: literal comprehension, inferential comprehension, contextual comprehension, and aesthetic comprehension. The test included 24 objective items, with three multiple-choice questions, rearrangement, and completion formats, relying on the reading text "Thoughts Sent in the Blue Spring" to develop the test according to reading comprehension skills. Then, the researcher extracted its validity and reliability.
Subsequently, the researcher analyzed the results based on the first hypothesis, which states that the experimental group students who studied the reading and texts subject using the ice-breaking strategy were better than the control group students who studied the same subject using traditional methods in the reading comprehension test. To achieve a more accurate conclusion confirming that the ice-breaking strategy has a significant impact on the students' performance in the post-test, the researcher used the t-test for related samples, considering the comparison was between the experimental group’s pre-test and post-test scores. The results showed a statistically significant difference in favor of the students who were exposed to the breaking strategy. That means the ice-breaking strategy has a significant effect on improving the reading comprehension of the students. Considering the results, the researcher drew several conclusions, recommendations, and suggestions.
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