期刊名称：Vision: Journal of Language and Foreign Language Learning
印刷版ISSN：2252-8385
电子版ISSN：2541-4399
出版年度：2016
卷号：5
期号：1
页码：149-168
DOI：10.21580/vjv5i1864
语种：English
出版社：English Education Department, Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang
摘要：This investigation examined the use of Literacy-Instructional Category on students’ reading comprehension. Particularly, there are two objectives of the study. The first is to explore the students’ writing improvement when they engaged in the first cycle of reading activities by employing literacy instructional categories. The second is to explore the students’ reading comprehension by using instructional categories. Thirty students from English Department of IAIN Salatiga participated in the study and they were in the third semester. A classroom action research was employed to answer the research problems. Three cycles were done to complete this action research. Based on the score result gathered from the cycles, the students’ reading comprehension improved. The student’s scores were not more than sixty because they did not understand intensively rereading activities in cycle one. But students’ score increased in cy- cle two and cycle three. In cycle three, rereading activities followed transformed practice (critical framing) lead the better improvement in their reading comprehension.
