INTENSIVE READING APPROACH WITH MULTIMODALITY TO ENHANCE ESL READING COMPREHESNION SKILLS OF GRADE 6 BHUTANESE STUDENTS
Keywords:
English as a Second Language (ESL), Intensive Reading Approach with Multimodality, Reading Comprehension, Grade 6 Bhutanese StudentsAbstract
The research objectives of this study were to study and compare the achievement of reading skills and students’ satisfaction of ESL grade 6 Bhutanese students using an Intensive Reading Approach with multimodality. The target group consisting of 32 students in grade 6 were used as the research participants in this study. This mixed method of the quantitative and qualitative study was conducted to gather the required data. The instruments used to gather quantitative and qualitative data were reading comprehension tests (pretest and posttest) and semi-structured interviews respectively. The quantitative data were analyzed using paired samples t-test and qualitative data were analyzed using the thematic analysis technique. The analysis of the pretest and posttest scores showed remarkable students’ improvement in reading comprehension with the mean difference of 8.18 between the posttest (x̅=24.84) and pretest (x̅ =16.66). The difference was statistically significant at .01 level, indicating an increase in the posttest scores compared to the pretest. Subsequently, the data analyzed from the interview confirmed that the participants derived positive learning satisfaction using an Intensive Reading Approach with multimodality. Therefore, study recommends using intensive reading approach with multimodality as one of the learning strategies to improve the reading comprehension skills of students.
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