Lailiyah, Malikhatul ORCID: https://orcid.org/0000-0001-9869-0502, Wediyantoro, Prilla Lukis ORCID: https://orcid.org/0000-0003-0052-8975 and Yustisia, Karlina Karadila (2019) Pre-reading strategies on Reading comprehension of EFL Students. EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English, 4 (2). pp. 82-87. ISSN 2502-5740

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Abstract

This study investigates the effectiveness of background knowledge or schema in reading comprehension of the EFL students. Based on schema theory, comprehending a text is an interactive process between the reader’s background knowledge and the text. Therefore, to understand the text better, the reader should has enough background knowledge. This present research focuses on three pre-reading strategies, namely: pre-teaching new vocabularies, pictorial context, and pre-reading questioning. Participants were 46 students in two groups: experimental and control class. During the treatment, experimental group received pre-reading strategies before reading the text, but control group did not. In analysing the data, independent t-test was used. The result indicated that the reading achievement of students who are exposed to pre-reading strategies showed significantly different than those who did not receive any treatment.

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