The Effectiveness of Reading, Encoding, Annotating, and Pondering (REAP) Strategy in Improving Students’ Reading Skill

Abstract

Reading skill is a crucial skill for both English as a Second Language (ESL) and English as Foreign Language (EFL) students. To improve the students’ reading skill, Reading, Encoding, Annotating, and Pondering (REAP) strategy becomes an alternative strategy to be applied in teaching reading. Therefore, this study was aimed to identify the effectiveness of applying REAP strategy in improving students’ reading skill. The study was conducted on second semester students of English education department of University of Islam Malang. The method used in this study was Quasi-Experimental research that used 2 classes, consists of one control class and one experimental class. The researcher did a treatment by applying Reading, Encoding, Annotating, and Pondering (REAP) strategy to the experimental class, while on the other hand, conventional method or lecturer-centered was applied in the control class. The result of the study showed that the T-test of this research is 58 and the T-table of this research is 2.926. It can be seen from the calculation of reading test result between the experimental class and the control class, Ho is rejected, and the Ha is accepted because 58 > 2.926 or the T-test > T-table, and p= 1,367 > 0,05. It meant that Reading, Encoding, Annotating and Pondering (REAP) was effective to improve students’ reading skill, and there was a significant difference between students who taught by applying REAP strategy and those who did not.