NIM                 : 2003512008


Lin, L. F. 2010.The Impact of the Retelling Technique on Chinese Students’ English Reading Comprehension. Asian EFL Journal. Vol 12, Pp. 163-191. Available online on Retrieved on  October 7th  2012.

     Lin (2010) conducted a study on the impact of the retelling technique on Chinese Students’ English comprehension. The objective of the study was to examine whether retelling technique can enhance English comprehension among L2 readers especially for Chinese students from Taiwanese University or not. In the context of L2 learning, the teacher could implement best practice for teaching reading in order the L2 learners should not only promote memorizing linguistics symbol but also understand the ideas in the text. In order to reduce memorization, the retelling technique was a technique that the learners can engage in meaning reconstruction by generalizing text information, connecting details and referring to personal prior knowledge. Moreover, by using retelling technique, the students could comprehend and understand the text during reading that may influence what they retell after reading. Therefore, the present study asked participant to use retelling technique and examine how they understood the text during reading. The method  of the study  was quantitative method. The researcher made an experimental study with group. The samples are 2 groups . In the experimental group consisted of 65 students and in control group consisted of 61 students. The experiment and control groups received the same learning content, but the experimental group had the retelling technique, while the control group had conventional technique. The instruments that were used were test in 30 multiple choice and questionnaire that contained 14 items with Likert scale for each item, ( 1=strongly disagree, 2= disagree, 3=neutral, 4=agree, 5=strongly agree). The result of the study showed that retelling technique was significantly improved the participant’s text comprehension, since the retelling technique could enhance language learners’ ability to comprehend text, focused the readers’ attention on the key content, helped the  learners to distinguish  the main ideas and details in the context. Overall, the retelling technique could be the best enhance learners’ understanding of general concept in text both during and after reading.

Yang, A. 2007. Cultivating a Reading Habit: Silent Reading at School. Asian EFL Journal. Vol 9, Pp. 115-129. Available online on Retrieved on October 7th 2012.

     Yang(2007) conducted a study on cultivating a reading habit: silent reading at school. The objective of the study was to investigate the effectiveness of silent reading activities to the students and teachers in a Chinese school in Hongkong. By applying those activities in the morning for 15 minutes in every school day, it could cultivate students and teachers’ reading habit in order to make the communication ability of them will improve. Moreover, by conducting reading habit for 15 minutes in every school day, it could carry out a strong message to students and teachers to improve the language proficiency. Related to the method of the study,  the instruments were used were questionnaire and interview. In this case, the questionnaire was used twice. In the first questionnaire was conducted in September 2004, all the 36 teachers and the 108 students in total filled out 20 items. The questionnaire had been set on a modified likert-scale( 1= stringly disagree; 2=disagree; 3= agree;4 =strongly agree). The results were compared against in the same questionnaire that conducted in May 2005 by adding 5 items over the year. The second instrument was interview session in the form of audio-taped. The relevant materials were transcribed for reference. The result showed that Cultivating a Reading Habit: Silent Reading at School had a positive influence on their attitudes about reading. Results of the questionnaires and the interviews conducted for teachers and students, indicated that teachers and students saw the role of reading differently. This study concluded that students found it fruitful reading during school time, because it allowed them to cultivate a reading habit, and they could find time to do leisure reading when they grew older. Although there were different expectations of reading between teachers and students, they agreed that reading promoted language proficiency. The implication was that when reading had not been formed as a habit, holding up a book will be considered just part of school work. So ,the right way was doing the reading activity as a habit not as part of school work in order both  the students  and the teachers could  get the enjoyment of reading.

Li, Y.  & Wang, C. 2010 .An Empirical Study of Reading Self Efficacy and the Use of  Reading Strategies in the  Chinese EFL Context. Asian EFL Journal. Vol 12, Pp. 144-162. Available online on Retrieved on October 7th  2012.

      Li and Wang (2010) conducted  a study on  an Empirical Study of  Reading Self Efficacy and the Use of Reading Strategies in the Chinese EFL Context. The objective of the study was to explore the relationship between reading self-efficacy and the use of reading strategies and to find out how the former influenced the latter. In this study, self-efficacy was defined as people judgment of their capabilities to organize and conduct courses of action that required to reach the designed types of performances. While, reading strategy was defined as the conscious procedure that was used by the readers to enhance the text comprehension. Because the objective of this study was to explore the relationship between self-efficacy and the use of reading strategy, so it was an expectation that by conducting this study ,reading self-efficacy gave some positive  influence on the use of reading strategies and that fostering reading self-efficacy could improve the effectiveness. The method related to the participant and the instrument that were used in this study. The participant of the study were sophomore English major in Department of Foreign Languages.. Convenience sampling was used because the first author was a graduate student of the department. The total of the students participated in the study was 139 students. The participants were predominantly female with only 18 male students. The instrument used in this study included two questionnaire: reading self-efficacy questionnaire and the use of reading strategies questionnaire. For the reading self-efficacy questionnaire, there were originally 32 items in this questionnaire, 8 items were used  to measure self-efficacy in reading. While for the use of reading strategies questionnaire, there were 48 items randomly arranged in the questionnaire. The result of this study showed that reading self-efficacy gave some influences on the use of reading strategies and that fostering reading self-efficacy could improve the effectiveness of reading strategies instruction. In addition, reading strategies-highly self-efficacious readers reported significantly more use of reading strategies than those with low self-efficacy. In conclusion, reading self –efficacy was significantly positively related to the use of reading strategies.