Is The Effect Of Self-Assessment Cycle On A1 Learners Literal Reading Comprehension

Focus on reading skills, the 63% of students chose they hardly can identify the main idea from a text. They mentioned being able to easily recognize when reading connectors such as: and, but and first, second, then, and they present difficulties with connectors or and because. Regarding the common strategies they apply when reading, the use of the dictionary and re- reading are the decisions they make to solve a reading task. Although they chose the basic level, at the moment to explain that decision, at least 10 students argued to have difficulties when reading a text, therefore there was no relation between their choices on the level and their arguments.

Moreover, the diagnostic reading test confirmed that a 72.5% students have a low

To demonstrate how self-assessment cycle facilitate A1 learners to improve their literal reading comprehension performance. To assess the effect of self-assessment cycle on A1 learners’ literal reading comprehension in terms of speed, accuracy, and self-directed reading.

Rationale

According to Wren (2000), reading comprehension is not a natural process, citing as number one in his top ten myths influencing present-day reading instruction the idea that “learning to read is a natural process” (¶ 1). On the contrary, it requires students’ determination to succeed and advance in the reading process being aware of their strengths and weaknesses to set their own goals and strategies taking into account their needs and letting them assess their performance. Usually, “most of the learners are not aware of their abilities and potential to work by themselves to enrich their learning process.” even though self-directed learning allows learners to be more effective learners and social beings ( Abdulah, 2007,p.