It is already known that for being effective readers we need explicit strategy training and it is generally agreed that well-developed reading comprehension ability is the key to students' academic success .This comprehension ability is not a passive state which one possesses, but it is an active mental process which needs to be nurtured and improved. The study aims to explore the effectiveness of using summarization strategies makes any significant difference in EFL learners' level of comprehending English texts. It also aims to examine whether using summarization strategies at undergraduate level affect significantly the performance of male and female students' comprehension of texts. The data for this study were collected through two comprehension tests and a personal questionnaire from 40 English students who study at one of Payam Noor University branches in Isfahan. The data were analyzed descriptively and also inferentially. The overall findings of the study which enjoys pretest-posttest design indicated that after receiving summarization strategies training participants outperformed in posttest and there was not a significant difference between performance of female and male participants. The findings of the present study would help teachers and teacher trainers to construct and implement summarization strategies in EFL classes more effectively.

It is already known that for being effective readers we need explicit strategy training and it is generally agreed that well-developed reading comprehension ability is the key to students' academic success .This comprehension ability is not a passive state which one possesses, but it is an active mental process which needs to be nurtured and improved. The study aims to explore the effectiveness of using summarization strategies makes any significant difference in EFL learners' level of comprehending English texts. It also aims to examine whether using summarization strategies at undergraduate level affect significantly the performance of male and female students' comprehension of texts. The data for this study were collected through two comprehension tests and a personal questionnaire from 40 English students who study at one of Payam Noor University branches in Isfahan. The data were analyzed descriptively and also inferentially. The overall findings of the study whi...

This problem highlighted in this study is the low of reading comprehension of the students at MTsN Pucanglaban Tulungagung that is caused by (1) the students' difficulties to understand about meaning in the text; (2) the students'difficulties to read and spell it correctly whether in spoken form or written form.; (3) the lack of vocabulary. The research design in this study was pre-experimental research with one group pre-test post-test design. This design involves only one group by using pre-test and post-test as the instrument. The sample was VIII A class which consists of 34 students. The result showed that the students' mean score in teaching reading comprehension before they are taught using summary technique was 84.37. While the students' mean score after they are taught using summary technique was 90.43. By comparing significant level in t table at 0.05, it is known that t count is bigger than t table. Summary technique can be used as an alternative teaching technique to teach reading comprehension to the students at JHS level.

The study investigates the influence of summary writing in an FL on the development of students' EFL reading skills. Eighty university students participated in a six-month long quasi-experimental study. They were divided into an experimental and a control group, both of which followed the same syllabus and read the same texts. The difference between them was that the experimental group regularly wrote summaries of the texts they had read while the control group engaged in typical FCE reading tasks: multiple choice questions, true/false statements and matching. The development of students' reading skills was measured by assessing their level of comprehension before and after an EFL course involving summary writing. The study showed a statistically significant difference in the reading skills of the two groups suggesting that summarising has a positive influence on reading development. Progress in students' reading skills did not correlate with the quality of the summaries they wrote. Summary writing was shown to be highly beneficial for weaker readers. The results of the study might assist in the search for effective techniques for developing text comprehension in the FL classroom.

Summarizing appears to be an activity well suited to sensitizing advanced foreign language readers to the inner workings of a text and weaning them away from word-to-word decoding. Indeed, recent research has emphasized the importance of summarizing as an aid to reading comprehension (Cohen, 1987; Bernhardt, 1986; Brown et al., 1981). We were interested in using summary writing as a tool in promoting reading comprehension and hypothesized that students who gained practice in extracting the main points of a text would become more effective readers.The main purpose of the study was to determine whether the comprehension of students who were trained to summarize improved more than that of students who responded to short-answer questions. The researchers, who teach EFL (English as a foreign language) at Haifa University, taught 6 classes totalling 179 students. Three classes summarized 10 academic texts of general interest, while the other three classes answered short-answer questions on the same texts.At the same time we collected information on the students’ background in order to identify possible non-linguistic factors that may affect reading comprehension.Since the reading comprehension of all the classes improved significantly, it was not possible to say that either summarizing or the answering of questions was a major cause of this improvement. However, results suggest that writing summaries helped students read more efficiently. Results of MANOVA pointed to the conjoint effects of three factors: task (summary vs. short-answer questions), gender (male vs. female), and native language (Hebrew vs. Arabic).Perhaps the most interesting finding is that classroom discussion in which students negotiated the scoring key of both summaries and responses to short-answer questions (after handing in assignments) proved to be extremely valuable. This negotiation motivated students to become intensely involved with the text and more critical of their own responses.Lire et résumer des textes en langue étrangèreOn a demandéà des étudiants d'université de lire des textes anglais appartenant à leur domaine de spécialisation. En cours de lecture, généralement, les étudiants résument et retirent l'information essentielle des textes. Des recherches récentes ont montré que la compréhension de la lecture se développe par la pratique du résumé, mais qu'il est plus difficile de résumer des textes écrits dans une langue étrangère que dans sa propre langue.On a effectué une étude préliminaire pour examiner l'effet du résumé sur la compréhension de la lecture. Les chercheurs, enseignants d'anglais comme langue étrangtrèà l'Université de Haïfa, ont enseignéà 6 classes, soit un total de 179 étudiants. Le groupe expérimental de 3 classes a résumé 10 textes, tandis que le groupe témoin de 3 classes, a répondu à des questions à reponse courte portant sur les mémes textes. Il a été répondu, en hébreu et en anglais, à un pré-test et à un post-test consistant en un résumé et en questions à réponse courte. Les chercheurs ont évalué les résumés après discussion avec les étudiants.Puisque la compréhension de la lecture a augmenté significativement dans toutes les classes, il n'a pas été possible de dire que le fait de résumer est une cause majeure de cette amélioration. Toutefois, les résultats indiquent qu'il existe une tendance à ce que les étudiants ay ant eu à résumér obtiennent des niveaux plus élévés à l'examen final et à la fin du cours. Le sexe et l′appartenance ethnique se sont révélés être également des facteurs significatifs. Par conséquent, des facteurs sociolinguistiques aussi bien que des facteurs discursifs et psycholinguistiques, se révèlent avoir un effet sur la compréhension de la lecture.

This study aims to improve students’ reading comprehension skills using the text summarization technique in the 5th grade of SDN Kasunyatan. The subjects of this classroom action research (CAR) involved forty students. The data was collected using learning observation, reading comprehension tests, and documentation. The analysis of these data uses both qualitative and quantitative descriptive approaches. This study uses a text summarization technique as an action. The text summarization technique has four syntaxes. First is monitoring, which means that students read the text until they understand the reading material. Next is trimming down to take keywords from each paragraph, then combining these keywords and creating mind mapping. The last is calling; it means that students rewrite all things they remember about the reading text. This research shows that the text summarization techniques improved students’ reading comprehension skills, indicating an increase for each indicator.