| dc.description.abstract | R
e
a
ding
in
Eng
li
sh
a
s
a
F
or
e
i
g
n
L
a
n
g
u
a
g
e
(E
F
L
)
c
ontribut
e
s
a
pa
rt
of
e
ssential
skil
ls
to
be
tau
g
ht
be
sides
the
other
skil
ls.
I
n
othe
r
wor
ds,
re
a
di
ng
a
lm
ost
domm
inate
s
a
ll
the
students‘
a
c
ti
vit
ies
be
fo
re
ha
ving
oth
e
r
skil
ls.
C
onc
e
rnin
g
re
a
din
g
,
C
a
rr
e
l
e
t.
a
l
(1995
:1)
state
that
―
F
or
m
a
n
y
students,
r
e
a
din
g
is
b
y
f
a
r
the
most
im
porta
nt
of
the
four
skil
ls
in
a
for
e
ig
n
lan
g
ua
ge
‖
.
Th
rou
g
h
re
a
ding,
students
a
re
a
ble
to
lea
rn
spea
kin
g
,
li
stening
,
a
nd
wr
it
in
g
.
Gr
e
ll
e
t
(1996
:3),
state
s
that
re
a
din
g
c
ompre
he
nsion
is
t
he
pr
oc
e
ss
of
unde
rsta
nding
a
wr
it
ten
tex
t.
W
he
n
stud
e
nts
re
a
d
a
wr
it
ten
tex
t,
the
y
must
be
a
ble
to
ge
t
a
ll
the
infor
mation
fr
om
the
tex
t.
F
u
rthe
rmor
e
,
the
y
must
c
ompre
h
e
nd
t
he
wor
ds,
s
e
ntenc
e
s,
a
n
d
pa
ra
gr
a
phs
in
o
rde
r
to
ga
in
the
mea
ning
of
the
whole
tex
t
.
As
state
d
b
y
H
e
nning
s,
(1997
:269)
re
a
ding
re
quire
s
unde
rsta
ndin
g
wo
rd
s
,
s
e
ntenc
e
s
,
a
nd
pa
r
a
g
ra
p
h
s
to
c
ompre
h
e
nd
mor
e
c
ompl
e
x
mea
ning
.
This
re
se
a
rc
h
wa
s
a
n
e
x
pe
rimen
tal
r
e
se
a
rc
h.
T
h
i
s
r
e
s
ea
r
c
h
w
a
s
c
o
n
du
c
t
e
d
to
i
n
v
e
s
t
i
g
a
t
e
t
h
e
e
ff
e
c
t
o
f
u
s
i
n
g
Dire
c
ted
R
e
a
din
g
Thinki
ng
A
c
ti
vit
y
(D
R
T
A)
stra
te
g
y
on
re
a
din
g
c
ompre
h
e
nsion
a
c
hiev
e
ment
o
f
the
ten
th
g
r
a
de
students
a
t
S
MAN
A
rja
s
a
J
e
mber
in
the
201
2
/201
3
a
c
a
d
e
mi
c
y
e
a
r
.
T
h
e
po
pu
l
a
t
i
o
n
o
f
t
h
i
s
r
e
s
ea
r
c
h
w
a
s
t
h
e
t
e
n
t
h
y
ea
r
s
t
ud
e
n
t
s
o
f
S
M
A
N
Ar
j
a
sa
J
e
m
b
e
r
i
n
t
h
e
2012/2013
aca
d
e
mi
c
y
e
a
r.
Homog
e
nit
y
test
w
a
s
d
one
to
know
the
homo
g
e
n
e
it
y
o
f
the
populati
on
a
nd
to
de
ter
mi
ne
the
re
se
a
rc
h
s
a
mpl
e
s.
The
re
sult
of
th
e
homog
e
n
e
it
y
test
wa
s
a
na
l
y
z
e
d
using
AN
OV
A
a
nd
the
r
e
sult
showe
d
th
a
t
‗F
‘
w
a
s hi
g
h
e
r th
a
n
F
tabl
e
(
5.1
4>
2.05)
.
I
t
m
e
a
ns
t
h
a
t
t
h
e
p
o
pu
l
a
t
i
o
n
w
a
s
h
e
t
e
r
o
g
e
n
e
o
u
s
.
T
h
u
s
,
t
w
o
c
l
a
s
s
e
s
wh
i
c
h
h
a
d
t
h
e
c
l
o
s
e
s
t
m
e
a
n
s
c
o
r
e
w
e
r
e
c
h
o
s
e
n
a
s
t
h
e
r
e
s
p
o
n
d
e
n
t
s
o
f
t
h
e
r
e
s
e
a
r
c
h
.
T
h
e
c
a
l
c
u
l
a
t
i
o
n
r
e
v
e
a
l
e
d
t
h
a
t
t
wo
c
l
a
ss
e
s
w
h
i
c
h
h
a
d
t
h
e
c
l
o
s
e
s
t
m
ea
n
s
c
o
r
e
w
e
r
e
X
1
a
n
d
X
2.
Th
e
tot
a
l
number
of
the
re
spo
nde
nts
wa
s
76
students
that
c
onsi
sted
of
38
students
of
X
1
as
the
e
x
pe
rimen
tal
gr
oup
that
wa
s
taug
ht
re
a
ding
b
y
usin
g
Dire
c
te
d
R
e
a
ding
Thinki
ng
A
c
ti
vit
y
(
DRTA)
stra
te
g
y
,
while
t
he
c
o
ntrol
g
roup
c
onsi
sted
of
38
students
of
X
2
that
wa
s
t
a
u
g
ht
re
a
ding
b
y
usi
n
g
Qu
e
sti
on
Answ
e
r
stra
t
e
g
y
.
0
T
h
e
p
r
i
m
a
r
y
d
a
t
a
o
f
t
h
i
s
r
e
s
ea
r
c
h
w
e
r
e
c
o
ll
ec
t
e
d
f
r
o
m
t
h
e
s
t
ud
e
n
t
s
‘
s
c
o
r
e
o
f
re
a
din
g
c
ompre
h
e
nsion
t
e
s
t
,
wh
i
l
e
t
h
e
s
upp
o
r
t
i
n
g
d
a
t
a
o
f
th
i
s
r
e
s
ea
r
c
h
w
e
r
e
g
a
i
n
e
d
t
h
r
o
u
g
h
i
n
t
e
r
v
i
e
w
a
n
d
d
o
c
u
m
e
n
t
a
t
i
o
n
.
T
he
p
r
im
a
r
y
d
a
t
a
w
e
r
e
c
o
ll
ec
t
e
d
a
n
d
t
h
e
n
a
n
a
l
y
ze
d
b
y
u
s
i
n
g
t
t
e
s
t
f
o
r
m
u
l
a
.
T
h
e
r
e
s
u
l
t
i
n
d
i
c
a
t
e
d
t
h
a
t
t
h
e
v
a
l
ue
o
f
t
s
t
a
t
i
s
t
i
c
w
a
s
2.86
,
while
the
t
table
with
the
sig
nific
a
nt
leve
l
of
5%
a
nd
the
de
gr
e
e
o
f
fr
e
e
dom
(D
f)
of
74
wa
s
1
.67.
The
va
lue
of
t
test
wa
s
2.86
a
nd
it
wa
s
hig
he
r
than
1.67
(
2.86
>
1.67)
.
The
r
e
for
e
,
the
null
h
y
pothesis
(H
o)
whic
h
wa
s
for
mul
a
ted:
―
ther
e
is
no
sig
nific
a
nt
e
f
f
e
c
t
of
u
s
i
ng
Dire
c
ted
R
e
a
ding
Thi
nking
A
c
ti
vit
y
(
DRTA
)
stra
te
g
y
on
the
tenth
g
ra
d
e
student
s‘
re
a
ding
c
ompr
e
he
nsi
on
a
c
hiev
e
ment
a
t
S
M
AN
Ar
ja
sa
J
e
m
b
e
r
i
n
t
h
e
2012/2013
aca
d
e
m
i
c
y
ea
r
‖
w
a
s
r
e
j
ec
t
e
d.
On
the
othe
r
ha
nd,
the
for
mul
a
ted
a
lt
e
rna
ti
ve
h
y
pothesis
(
Ha
):
―
ther
e
is
a
sig
nifi
c
a
nt
e
ff
e
c
t
of
u
s
i
ng
Dire
c
ted
R
e
a
din
g
Thinki
ng
Ac
ti
vit
y
(
DRTA
)
st
r
a
te
g
y
on
the
tenth
g
r
a
de
students‘
re
a
din
g
c
ompre
h
e
nsion
a
c
hieve
m
e
nt
a
t
S
M
AN
Ar
ja
s
a
J
e
m
b
e
r
i
n
t
h
e
2012/2013
aca
d
e
m
i
c
y
ea
r
‖
wa
s a
c
c
e
pted.
T
h
e
r
e
s
e
a
r
c
h
r
e
s
u
l
t
s
p
r
o
v
e
d
t
h
a
t
t
h
e
r
e
w
a
s
a
s
i
g
ni
f
i
c
a
n
t
e
ff
ec
t
o
f
u
s
i
ng
Dire
c
ted
R
e
a
din
g
Thinki
ng
Ac
ti
vit
y
(
D
R
TA
)
stra
te
g
y
on
the
tenth
g
r
a
de
students‘
re
a
din
g
c
omp
re
he
nsion
a
c
hieve
ment
a
t
S
M
AN
A
rj
a
s
a
J
e
m
b
e
r
i
n
t
h
e
2012/2013
aca
d
e
m
i
c
y
ea
r
.
T
h
e
r
e
f
o
r
e
,
i
t
i
s
r
ec
o
mm
e
n
d
e
d
f
o
r
t
h
e
E
n
g
l
i
s
h
t
eac
h
e
r
to
a
p
p
l
y
Dire
c
ted Re
a
ding
Thinki
ng
A
c
ti
vit
y
(
DRTA
)
stra
te
g
y
a
s
a
n
a
l
t
e
r
n
a
t
i
ve
stra
te
g
y
in
t
eac
h
i
n
g
r
e
a
d
i
n
g
. | en_US |
