The role of peer tutoring integrated with KWL charts in the development of students’ inferential skills

Abstract

Peer Tutoring is a widely used method of teaching English. Peer tutoring, a pedagogical strategy that has the potential to assist Indonesian advanced students in developing inferential understanding by combining it with KWL charts, has, however, received little attention in the context of Indonesian EFL (English as a Foreign Language). The aims are first to know the implementation of peer tutoring and KWL Charts in reading. Second, to know whether or not there is a significant difference in students’ inferential understanding. Third, to know the factors affecting students’ inferential understanding. Fourth, to know the students’ attitudes toward the role of PT integrated with KWL charts in developing inference skills. For these purposes, 54 advanced students participated in the project. This research utilizes a mixed-method design, combining (a) one group pretest-posttest design, with (b) a qualitative study. The researcher uses various data collection methods, including pretest-posttests, interviews and questionnaires. The paired sample t-test was used to interpret the quantitative data. To analyze qualitative data, the researcher uses descriptive analysis. The study shows that peer tutoring integrated with KWL benefits students’ positive attitudes toward reading comprehension. Moreover, there is a significant difference in students’ inferential understanding when using peer tutoring integrated with KWL.

Keywords:

• Inferences
• KWL charts
• peer tutoring
• positive attitude
• teaching strategies

Reviewing Editor:

• Serafina Pastore, Education, Psychology, Communication, Università degli Studi di Bari Aldo Moro, Italy

Subjects:

• Classroom Practice
• Classroom Management & Organization
• Adult Education and Lifelong Learning

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

The research received funding from (Balai Pembiayaan Pendidikan Tinggi) BPPT and Lembaga Pengelolaan Dana Pendidikan (LPDP) Indonesia.

Notes on contributors

Brigitta Septarini Rahmasari

Brigitta Septarini Rahmasari is a Doctoral Student at the Language and Literature Education Department, Universitas Negeri Surabaya, Indonesia. She obtained her Master’s degree in English Education from the Sebelas Maret University, Indonesia. Her research interests include Learner Autonomy, Critical Reading and Teaching English for Young Learners.

Ahmad Munir

Ahmad Munir is an Associate professor at Doctoral program of Language and Literature Education, Universitas Negeri Surabaya, Indonesia. His research interest is in the areas of language learning, curriculum and material development, teacher education and teacher professional development.

Him’mawan Adi Nugroho

Him’mawan Adi Nugroho is an Associate professor at Doctoral program of Language and Literature Education, Universitas Negeri Surabaya, Indonesia. His research interest is in the areas of language learning, curriculum and material development and teacher professional development.