Development of Instructional Process Based on Dialogic Reading to Enhance Reading Competency and Reading for Enjoyment of Lower Secondary Student
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Abstract
This research aimed to (1) develop instructional procedures for reading based on dialogic reading strategies, and (2) evaluate the appropriateness of the developed instructional procedures. The research was conducted in two phases. Phase 1 involved an investigation of reading competence, reading for enjoyment, and dialogic reading strategies. Phase 2 focused on the development of instructional procedures based on these strategies and the evaluation of the procedures by three experts in relevant academic fields. The research instrument was an instructional procedure evaluation form using a five-point rating scale. Descriptive statistics, including mean and standard deviation, were employed for data analysis. The research findings revealed that instructional process developed based on the Dialogic Reading Strategy consists of three key steps: (1) setting objectives and preparing for reading, (2) responding to the text, and (3) evaluating and extending ideas from the reading. According to an expert validation process, the developed reading instructional steps were rated at a very high level of appropriateness (=4.77,S.D.=0.35) These steps may be effectively applied to enhance reading competence and reading for enjoyment for lower secondary school students
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