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Disertasi

Effects of summary writing strategies using booksnaps and ms-word on efl students’ reading comprehension across critical-creative thinking skills / Elva Yohana

Abstrak
Yohana Elva. 2024. Effects of Summary Writing Strategies Using BookSnaps and MS-Word on EFL Students rsquo Reading Comprehension across Critical-Creative Thinking Skills. Dissertation Doctoral Program in English Language Teaching Faculty of Letters Universitas Negeri Malang. Advisors (I) Prof. Bambang Yudi Cahyono M.Pd. M.A. Ph.D. (II) Prof. Dra. Nunung Suryati M.Ed. Ph.D. (III) Dr. Utari Praba Astuti M.A. Keywords BookSnap Critical-Creative Thinking Skills Microsoft Word Reading Comprehension Summary Writing The current study attempts to reveal the effects of summary writing strategies through BookSnaps and MS-Word platform on the EFL students rsquo reading comprehension by considering their level of critical-creative thinking skills (CCTS). Dealing with the effectiveness of the two summary writing strategies many previous studies reported that the strategies improve both the students rsquo reading and writing skills effectively. Integrating the learning theories into a computer-based learning is greatly lacking among the existing summary writing tools. Hence there is a pressing need to embed summary writing through BookSnaps (SW-BS) and summary writing through MS-Word (SW-MS) as asynchronous applications to enhance the students learning experience. Therefore the purposes of this study are to know (1) the effect of using summary writing through BookSnaps (SW-BS) and summary writing through MS-Word (SW-MS) on students rsquo reading comprehension achievement (2) the effect of the high achievers rsquo CCTS using SW-BS and SW-MS on students rsquo reading comprehension achievement (3) the effect of the low achievers rsquo CCTS using SW-BS and SW-MS on students rsquo reading comprehension achievement (4) the effect of the high and low achievers rsquo CCTS using SW-BS on students rsquo reading comprehension achievement. (5) the effect of the high and low achievers rsquo CCTS using SW-MS on students rsquo reading comprehension achievement (6) the relationship among SW-BS SW-MS students levels of CCTS and students rsquo reading comprehension achievement. The research method employed was experimental research using the factorial design. The subjects of the study involved the 4th semester students of English Teaching Department Faculty of Teacher and Education UIN Sayyid Ali Rahmatullah Tulungagung. The sample of the study was assigned randomly sampling in which the experimental groups consist of 37 students and 37 students. The instruments employed to identify the students rsquo level of critical-creative thinking skills are the modified combination of the Watson-Glaser Critical Thinking Appraisal (WGCTA) and the Creative Thinking-Figural test which was developed by Torrance (TTCT-F) that become the Critical-Creative Thinking Skills Test (CCTS). The rubric of summary writing and the Paterson rsquo s Master TOEFL Reading Skills test were administered to measure students rsquo reading comprehension. Factorial ANOVA was employed to analyze the data. The first RQ there was a positive effect of using SW-MS technique than the SW-BS technique in terms of EFL students rsquo reading comprehension score. In addition from the second RQ revealed that there was a positive effect of high achievers rsquo CCTS in the SW-MS technique than high achievers rsquo CCTS in SW-BS technique in terms of EFL students rsquo reading comprehension score. Furthermore the answer of the third RQ that there was a positive effect of low achievers rsquo CCTS in the SW-MS technique than low achievers rsquo CCTS in SW-BS technique in terms of EFL students rsquo reading comprehension score. Dealing with the fourth RQ it was found that there was a positive effect of high achievers rsquo CCTS in the SW-BS technique than low achievers rsquo CCTS in SW-BS technique in terms of EFL students rsquo reading comprehension score. Dealing with the fifth RQ it was found that that there was a positive effect of high achievers rsquo CCTS in the SW-MS technique than low achievers rsquo CCTS in SW-MS technique in terms of EFL students rsquo reading comprehension score. Finally from the last RQ it can be concluded that there was no significant relationship between the two teaching techniques (SW-BS and SW-MS) the high and low students rsquo level of CCTS and the students rsquo reading comprehension achievement. In conclusion the current study provided the empirical evidence that the SW-MS strategy is more effective to improve the EFL students rsquo reading comprehension compared to the SW-BS strategy regardless their CCTS level (high and low). It indicates that any level of students rsquo CCTS get benefit from either SW-MS technique or SW-BS technique in improving their reading comprehension achievement. The implication of the current study to English Language Teaching are the current study gives contribution to ELT theory (the Cognitivism Theory) the present study discussed the high CCTS it was empirically proven that the use of SW-MS is more effective than SW-BS in improving students rsquo reading comprehension and this research deals with teaching reading comprehension and the last but not least is about carrying out the placement test on the basis of students rsquo CCTS. English lecturers and teachers are recommended to integrate BookSnaps or MS-Word with the teaching language skills if they employed any kind of teaching techniques that activate the cognitive process. For future researchers with similar interest in conducting research using summary writing style to improve reading comprehension in the context of TEFL are recommended to consider the drawbacks of the study.

Informasi Detail
DDC
Rd 420.84 YOH e
Prodi
Universitas Negeri Malang. Program Studi Pendidikan Bahasa Inggris, .
Deskripsi Fisik
xvi, 94 lembar. : ilus. ; 30 cm.
Bahasa
No Reg
00037/RD/25
Edisi
Disertasi(Pascasarjana)--Universitas Negeri Malang. 2024
Subjek
1. BAHASA INGGRIS - MAMBACA PEMAHAMAN
2. BAHASA INGGRIS - BERPIKIR KRITIS
3. BAHASA INGGRIS - BERPIKIR KREATIF
4. ENGLISH - READING COMPREHENSION
Pembimbing
1. Prof. Drs. Bambang Yudi Cahyono, M.pd, M.a., Ph.d.; 2. Dra. Nunung Suryati, M.ed., Ph.d; 3. Dr. Utari Praba Astuti, M.a.
Lampiran Berkas