Improving Students’ Reading Comprehension By Implementing Top-Down Processing Strategy
DOI:
https://doi.org/10.30957/ijoltl.v9i3.801Keywords:
Improvement, Reading Comprehension, Top-Down Processing StrategyAbstract
This study entitled “Improving Students’ Reading Comprehension by Implementing Top-Down Processing Strategy”. Reading is an important skill that has to be taught in senior high school. From reading a text, the reader can get many knowledge and information. While, Top-Down Processing Strategy is one of strategies that can encourage students’ background knowledge to assist them in comprehending their reading. This study aimed at recognizing whether Top-Down Processing strategy increases students’ reading comprehension, and also to finding out students’ obstacles in learning reading comprehension by using Top-Down Processing strategy. To gain the data, the researchers conducted field research at SMAN 3 by implementing three techniques, namely: Experimental teaching, test and questionnaire. In choosing the sample the researcher used purposive sampling.
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References
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Ren, S. (2023). The Application of Schema Theory to the Teaching of Reading Comprehension. Journal of Education and Educational Research, 2(3). https://doi.org/10.54097/jeer.v2i3.7578
Smith, R., Snow, P., Serry, T., & Hammond, L. (2021). The Role of Background Knowledge in Reading Comprehension: A Critical Review. Reading Psychology, 42(3). https://doi.org/10.1080/02702711.2021.1888348
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van den Boer, M., Bazen, L., & de Bree, E. (2022). The Same yet Different: Oral and Silent Reading in Children and Adolescents with Dyslexia. Journal of Psycholinguistic Research, 51(4). https://doi.org/10.1007/s10936-022-09856-w
Blanton, A., Kasun, G. S., Gambrell, J. A., & Espinosa, Z. (2021). A Black mother’s counterstory to the Brown–White binary in dual language education: toward disrupting dual language as White property. Language Policy, 20(3). https://doi.org/10.1007/s10993-021-09582-4
Fogarty, R. J., Kerns, G. M., & Pete, B. M. (2020). Literacy Reframed: How a Focus on Decoding, Vocabulary, and Background Knowledge Improves Reading Comprehension. In Solution Tree.
Gayratbek, A., & Yuldashev, U. (2023). the Importance of Reading Skills in English Learning and the Role of Teachers in Reading Comprehension. Academic Research in Educational Sciences, 4(5).
Hattan, C., & Dinsmore, D. L. (2019). Examining Elementary Students’ Purposeful and Ancillary Prior Knowledge Activation When Reading Grade Level Texts. Reading Horizons, 58(2).
Koerich Rondon, T., & Braga Tomitch, L. M. (2020). EFFECT OF DIFFERENT PRE-READING ACTIVITIES ON PRE-INTERMEDIATE AND ADVANCED EFL STUDENTS’ READING COMPREHENSION. Revista (Con)Textos Linguísticos, 14(29). https://doi.org/10.47456/cl.v14i29.32230
Liu, T., Li, Y., Feng, M., Chen, Y., & Zhang, T. (2023). Understanding College Students’ Engagement in Mobile Reading for Sustainability in Education: A Case Study from China. Sustainability (Switzerland), 15(3). https://doi.org/10.3390/su15032848
Lupo, S. M., Strong, J. Z., Lewis, W., Walpole, S., & McKenna, M. C. (2018). Building Background Knowledge Through Reading: Rethinking Text Sets. Journal of Adolescent and Adult Literacy, 61(4). https://doi.org/10.1002/jaal.701
Merisuo-Storm, T., & Soininen, M. (2014). The Interdependence between Young Students’ Reading Attitudes, Reading Skills, and Self-Esteem. Journal of Educational and Social Research. https://doi.org/10.5901/jesr.2014.v4n2p122
Ngoc, N. T. M. (2016). Implementation of skimming and scanning techniques in teaching reading comprehension. Journal of Studies in Education ISSN.
Peñafiel Arcos, E. B. (2018). Reading: An overview prior to reading comprehension. SATHIRI, 4. https://doi.org/10.32645/13906925.256
Ren, S. (2023). The Application of Schema Theory to the Teaching of Reading Comprehension. Journal of Education and Educational Research, 2(3). https://doi.org/10.54097/jeer.v2i3.7578
Smith, R., Snow, P., Serry, T., & Hammond, L. (2021). The Role of Background Knowledge in Reading Comprehension: A Critical Review. Reading Psychology, 42(3). https://doi.org/10.1080/02702711.2021.1888348
Teng, F. (2020). The benefits of metacognitive reading strategy awareness instruction for young learners of English as a second language. Literacy, 54(1). https://doi.org/10.1111/lit.12181
Thi, N., & Ngoc, M. (2018). the Essential Roles of Skimming and Scanning Techniques in Teaching Reading Comprehension. International Journal of English Linguistics.
Tsai, R. M. R., & Huang, S. C. (2023). EFL reading strategies used by high school students with different English proficiency. Forum for Linguistic Studies, 5(3). https://doi.org/10.59400/fls.v5i3.1855
van den Boer, M., Bazen, L., & de Bree, E. (2022). The Same yet Different: Oral and Silent Reading in Children and Adolescents with Dyslexia. Journal of Psycholinguistic Research, 51(4). https://doi.org/10.1007/s10936-022-09856-w
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Published
2025-03-13
How to Cite
Abdul baqi, F., & Apriani, R. (2025). Improving Students’ Reading Comprehension By Implementing Top-Down Processing Strategy. IJOLTL (Indonesian Journal of Language Teaching and Linguistics), 9(3), 13–19. https://doi.org/10.30957/ijoltl.v9i3.801
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