Pre-Reading strategies on Reading comprehension of EFL Students

Malikhatul Lailiyah, Prilla Lukis Wediyantoro, Karlina Karadila Yustisia


This study investigated the role of background knowledge or schema in reading comprehension of the EFL students. Based on schema theory, comprehending a text is an interactive process between the reader’s background knowledge and the text. Therefore, to understand the text better, the reader should has enough background knowledge. This study focuses on three pre-reading strategies: pre-teaching new vocabularies, pictorial context, and pre-reading questioning. Participants were 46 students in two groups: experimental and control class. Before the treatment, in order to assess their knowledge of reading comprehension, a pre-test was given in both groups. During the treatment, experimental group received pre-reading strategies before reading the text, but control group did not. In analysing the data, independent t-test was used. The result indicated that there is significant difference between students who are exposed to pre-reading strategies and those who did not.


DOI: 10.26905/enjourme.v4i2.3954


pre-reading strategies, schema theory, reading comprehension

Full Text:



Al Rasheed, H. S. (2014). Examining the Effectiveness of Pre-Reading Strategies on Saudi EFL College Students' Reading Comprehension. English language teaching, 7(11), 79-91.

Brown, H.D. 2004. Language Assessment: Principles and Classroom Practices. White Plains: Pearson Education.

Frankel, K. K., Becker, B. L., Rowe, M. W., & Pearson, P. D. (2016). From “what is reading?” to what is literacy? Journal of Education, 196(3), 7-17.

Hudson, T. 1982. The effects of intended schemata on the “short circuit” in L2 reading: Non decoding factors in L2 reading performance. Language Learning, 32, pp. 1-31.

Hudson, T. 2007. Teaching Second Language Reading. Oxford: University Press.

Kuhi, D., Asl, M.H.,& Yavari, M. 2013. The Relationship between Awareness Raising Activities and Students’ Proficiency in Reading Comprehension of Culturally Bound Materials. Mediterranean Journal of Social Sciences Vol. 4 No. 3.

Mihara, K. 2011. Effects of Pre-Reading Strategies on EFL/ ESL Reading Comprehension. TESL Canada Journal Vol. 28 No. 2.

Nuttal, C. 1982. Teaching Reading Skills in a Foreign Language. Oxford: Macmillan Publishers.

Simin, S. 2012. The Effect of Pictorial Context on Reading Comprehension of EFL Readers. Elisir International Journal of Linguistics and Translation Vol. 45.

ter Beek, M., Opdenakker, M. C., Spijkerboer, A. W., Brummer, L., Ozinga, H. W., & Strijbos, J. W. (2019). Scaffolding expository history text reading: Effects on adolescents' comprehension, self-regulation, and motivation. Learning and Individual Differences, 74, 101749.

Veenman, S. 1984. Perceived Problems of Beginning Teachers. Review of Educational Research 54(2).

Wigfield, A.,& Guthrie, J.T. 2004. Relations of Children’s Motivation for Reading to the Amount and Breadth of their Reading. Journal of Educational Psychology 89.



  • There are currently no refbacks.

EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English
D3 English Program University of Merdeka Malang




Jl. Terusan Halimun 11B Malang, 65146, East Java, Indonesia

StatCounter - Free Web Tracker and Counter View My Stats




This work is licensed under a Creative Commons Atrribution-NonCommercial-NoDerivatives 4.0 International License.