Development of Reciprocal Teaching Model to Enhance Pedagogy Reading Comprehension for Undergraduate Students
Keywords:
Reciprocal Teaching Model, Pedagogy Reading Comprehension, Undergraduate StudentsAbstract
The purpose of this research aimed to examine the factors affecting pedagogy reading comprehension for undergraduate students. The data collected from the group of 150 students and 3 lecturers of Hechi University: Literature and Media College, Music and Dance College, and Teacher Education College. The research instruments were the questionnaire for student and interview protocol for lecturer. The data were statistically analyzed by finding frequency, mean and Standard Deviation (SD.) in quantitative data and used content analysis in qualitative data. The result revealed that the internal and external factors affecting are found to be at a high level.
The results of the research showed that the internal and external factors that affect reading ability for undergraduate students from the group of students are at a high level. Important for students to be aware of the benefits of reading to their careers, external factors that have a high level of response to students' questionnaires include providing feedback, using a variety of teaching methods, and the teaching environment. For the lecturers’ interview, it was found that the internal factors identified by the lecturer include the lecturer and the teaching methods, while the external factors identified by the lecturer include materials, evaluation, environment and class size.
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