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Improving Reading Comprehension by using Experience Text Relationship (ETR)

ELS Journal on Interdisciplinary Studies in Humanities · Vol. 5 No. 2 (2022) · pp. 271–276

DOI
10.34050/elsjish.v5i2.21150
ISSN
2621-0835, 2621-0843
Published
2022-06-18
Publisher
Hasanuddin University
Language
en
License
creativecommons.org/licenses/by-nc-sa/4.0

Abstract

Comprehension is the main goal of reading. Reading comprehension is an attempt to understand, evaluate, and also recognize the author’s ideas in reading text. A reader needs comprehension to catch the content of message or information from the text. One of the alternative methods to improve the students’ reading comprehension is with Experience Text Relationship method. The purpose of this study is to improve the students’ reading comprehension, by implementing Experience Text Relationship (ETR). The method in this study is Classroom Action Research (CAR) which has several sequenced procedures including planning, action, observation, and reflection. The technique of data analysis is divided into two namely quantitative which came from the reading tests, and qualitative data which came from the observation sheets. The result of the study shows that the ETR technique is one of the most effective strategies for teaching English especially to improve students’ reading comprehension because the students had more chance to tell their stories that might be related to the materials that were taught.

Keywords

Collaboration network of the authors

4 authors · 6 co-authorship links · 5 across different organisations

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  • Universitas Sembilanbelas November Kolaka
  • Hasanuddin University
  • Khairun University
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
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Co-authorOrganisationJoint articles

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unhas.ac.id/index.php/jish/oai, first harvested 3 Nov 2026, last seen 8 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">Improving Reading Comprehension by using Experience Text Relationship (ETR)</dc:title>
	<dc:creator xml:lang="en">Astiantih, Susi</dc:creator>
	<dc:creator xml:lang="en">Hamid B, La Ode Muh. Idrus </dc:creator>
	<dc:creator xml:lang="en">Yetty</dc:creator>
	<dc:creator xml:lang="en">Pratiwi Sofyan, Windari Nurul </dc:creator>
	<dc:subject xml:lang="en">Reading</dc:subject>
	<dc:subject xml:lang="en"> Comprhension</dc:subject>
	<dc:subject xml:lang="en">ETR</dc:subject>
	<dc:description xml:lang="en">Comprehension is the main goal of reading. Reading comprehension is an attempt to understand, evaluate, and also recognize the author’s ideas in reading text. A reader needs comprehension to catch the content of message or information from the text. One of the alternative methods to improve the students’ reading comprehension is with Experience Text Relationship method. The purpose of this study is to improve the students’ reading comprehension, by implementing Experience Text Relationship (ETR). The method in this study is  Classroom Action Research (CAR) which has several sequenced procedures including planning, action, observation, and reflection. The technique of data analysis is divided into two namely quantitative which came from the reading tests, and qualitative data which came from the observation sheets. The result of the study shows that the ETR technique is one of the most effective strategies for teaching English especially to improve students’ reading comprehension  because the students had more chance to tell their stories that might be related to the materials that were taught.</dc:description>
	<dc:publisher xml:lang="en">Hasanuddin University</dc:publisher>
	<dc:date>2022-06-18</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unhas.ac.id/index.php/jish/article/view/21150</dc:identifier>
	<dc:identifier>10.34050/elsjish.v5i2.21150</dc:identifier>
	<dc:source xml:lang="en">ELS Journal on Interdisciplinary Studies in Humanities; Vol. 5 No. 2 (2022): June; 271-276</dc:source>
	<dc:source>2621-0835</dc:source>
	<dc:source>2621-0843</dc:source>
	<dc:source>10.34050/elsjish.v5i2</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://journal.unhas.ac.id/index.php/jish/article/view/21150/8288</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2022 Susi Astiantih, La Ode Muh. Idrus  Hamid B, Yetty Yatty, Windari Nurul  Pratiwi Sofyan</dc:rights>
	<dc:rights xml:lang="en">https://creativecommons.org/licenses/by-nc-sa/4.0</dc:rights>
</oai_dc:dc>