The Effect of GIR on Motivation, Vocabulary Mastery, and Reading Comprehension Ability

Authors

  • Rochana Purba Nurfauzi SMPN 1 Bantarsari-Cilacap
  • Joko Priyana Universitas Negeri Yogyakarta

DOI:

https://doi.org/10.21831/lingped.v2i1.23754

Abstract

This research aims to: (1) describe the effect of GIR as a part of extensive reading; (2) compare the effectiveness between GIR and conventional learning; and (3) compare the effectiveness between GIR variation 1 and 2 on motivation, vocabulary knowledge and reading comprehension ability. The data were analyzed using: (1) the one sample t-test to investigate the effect of GIR; (2) the Helmert Contrast to investigate the difference in the effectiveness of GIR as well as the conventional technique; (3) the post-hoc test involving the Tukey to analyze which was more effective between GIR and conventional technique in students' motivation, vocabulary knowledge and reading comprehension ability. The results of the study show that: (1) GIR has a significant effect on all dependent variables; (2) GIR is more effective than the control group in improving all dependent variables, except GIR variation 1 in reading comprehension ability has equal effect with conventional technique; (3) there is no difference in the effectiveness of GIR variation 1 and 2 in terms of improving students' motivation, vocabulary knowledge, and reading comprehension skills.  

Key words: GIR, extensive reading, motivation, vocabulary knowledge, reading comprehension ability

References

¬¬¬¬Alderson, C. J., (2001). Assessing reading. Cambridge: Cambridge University Press.

Bamford, J. (1984). Extensive reading by means of graded readers. Reading in a Foreign Language Volume 2, No 2, Autumn 1984, pp 218-260.

Dorn, L. J. & Soffos, C.. (2005). Teaching for deep comprehension a reading workshop approach. Portland: Stenhouse Publishers.

Duffy, G. G. (2009). Explaining reading: a resource for teaching concepts, skills, and strategies.2nd.ed.New York: The Guildford Press.

Hirabe, R. d. B. & Feryok, A., (2013) A model of motivation for extensive reading in Japanese as a foreign language. Reading in a Foreign Language. April 2013 Volume 25. No.1, 72-93.

Prior, J. O., (2006). Nonfiction comprehension test practice. Huntington Beach: Shell Education.

Shanahan, T. (2006). The national reading panel report: practical advice for teachers. Naperville: Learning Point Associates.

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Published

2020-08-09

How to Cite

Nurfauzi, R. P., & Priyana, J. (2020). The Effect of GIR on Motivation, Vocabulary Mastery, and Reading Comprehension Ability. Lingua Pedagogia, 2(1), 30–46. https://doi.org/10.21831/lingped.v2i1.23754

Issue

Vol. 2 No. 1 (2020): MARCH

Section

Articles

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