Proceedings of the 2nd Annual Conference on Social Science and Humanities (ANCOSH 2020)

Read, Encode, Annotate and Ponder (REAP) on Reading Comprehension

Authors
Agus Sholeh, Maria Fatima Osu
Corresponding Author
Agus Sholeh
Available Online 14 April 2021.
DOI
https://doi.org/10.2991/assehr.k.210413.022How to use a DOI?
Keywords
REAP strategy, reading comprehension, descriptive text
Abstract
The main purpose of this study was to find out the effect of Read, Encode, Annotate and Ponder (REAP) strategy towards the students’ reading comprehension. It helps students comprehend the text by connecting a text with their own words to enable them to communicate their understanding of the text. This research was quasi experimental research, the subjects were 51 students, divided into 22 students of control group and 29 students of experimental group was consisting. The data was analyzed by using independent t-test, the experimental class got higher score than control class. The mean score of experimental class was 80.34. The mean score for experimental class was 73.41 with the maximal score was 80 and the minimal score was 65. Based on the result of the t-test analysis was 0.000 that made REAP strategy effective on students reading comprehension to think more deeply about what they have read and get the gist of the text. Based on the result of the research, it could be concluded that the students who were taught by using REAP strategy gave the positive effect on students’ reading comprehension. This strategy is recommended to use in teaching reading comprehension.
Open Access
This is an open access article distributed under the CC BY-NC license.

Download article (PDF)

Cite this article

TY  - CONF
AU  - Agus Sholeh
AU  - Maria Fatima Osu
PY  - 2021
DA  - 2021/04/14
TI  - Read, Encode, Annotate and Ponder (REAP) on Reading Comprehension
BT  - Proceedings of the 2nd Annual Conference on Social Science and Humanities (ANCOSH 2020)
PB  - Atlantis Press
SP  - 92
EP  - 95
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.210413.022
DO  - https://doi.org/10.2991/assehr.k.210413.022
ID  - Sholeh2021
ER  -