خلاصة:
This study aimed at investigating the effect of Preview, Question, Read, Summarize (PQRS) Strategy on EFL students’ writing ability by considering their working memory capacity (WMC) levels. It involved Indonesian English as a foreign language (EFL) students of English Department in Universitas Negeri Malang, one of the leading universities in Indonesia. This study applied a quasi-experimental design and compared the writing ability of two intact groups of students. The data were collected by using writing tests and a WMC test. The results of the research revealed that there was a significant difference between the students who were taught by using the PQRS strategy and those who were not taught by using that strategy. However, there was no significant difference in the writing ability of the EFL students across WMC levels. Theoretically, this study supports the important roles of integrated reading-writing instruction in the teaching of writing. Pedagogically, in the teaching of writing, EFL teachers might apply the PQRS strategy as part of integrated reading-writing instruction to EFL students regardless of the difference in their WMC levels.
ملخص الجهاز:
Therefore, the integrated reading and writing instruction needs to be examined further by involving other factors which have the probability to affect the students’ success, more particularly individual differences in terms of working memory capacity (WMC) levels.
Research Questions In light of the aforementioned background, this study aimed to find out the effect of the PDRS strategy on the writing ability of Indonesian EFL students across working memory capacity levels.
Tuan (2012) conducted a study to investigate the extent to which an integration and reciprocal interaction of reading and writing was beneficial for the writing ability of EFL students at Ho Chi Minh City University of Finance-Marketing.
(view the image of this page) In Table 4, the analysis to know the difference between the group of students who are taught by using the PQRS strategy and control group on their writing ability shows that the F score is 4.
The next analysis is to answer the second research question about the effectiveness of PQRS strategy on students’ writing ability as observed from different working memory capacity levels, the result of the statistical computation is shown in Table 7.
Discussion The results of the study reveal that there is a significant difference on students’ writing ability between the students who are taught using the PQRS strategy and those who are not taught using that strategy.
The result of the present study also supports a study conducted by Muhammad (2010) who investigated the effect of integrated reading and writing instruction on the writing ability of the English Department students.