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Exploring the Use of Drawing Task to Enhance Students' Reading Comprehension

机译：探索使用绘图任务来提高学生阅读理解

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摘要

This study explores the use of drawing task in the implementation of task-based language teaching to teach reading comprehension. The result reported here is a part of an experimental study which sought to look at the contribution of different task types on the students' reading comprehension. One of the tasks was drawing task. This study involved one randomly selected class of the 10th year senior high school students in Padang (West Sumatera). The data were collected through reading test and observation. The result of the data showed that drawing task was the most successful task. It is indicated by the average score the students gained in the test; that is 95. The result of observation also revealed that drawing task was interesting for the students. There are some factors which may explain these findings. In addition to its attractive sense, Drawing Task offers more authenticity and creativity to the students to deal with their reading text and comprehension. This leads to high motivation and engagement in reading and doing the tasks. However, some challenges in Drawing Task implementation need to be taken into account such as preparation, task duration, and text types.
机译：本研究探讨了绘图任务在执行任务的语言教学中，以教导阅读理解。这里报告的结果是实验研究的一部分，该研究试图了解不同任务类型对学生阅读理解的贡献。其中一个任务是绘制任务。这项研究涉及Padang（West Sumatera）的第10年高中学生的一个随机选定的第10年级学生。通过阅读测试和观察来收集数据。数据的结果显示，绘图任务是最成功的任务。它表明学生在测试中获得的平均分数;这是95.观察结果也透露，绘制任务对学生有趣。有一些因素可以解释这些发现。除了有吸引力的感觉之外，绘图任务还为学生提供了更多的真实性和创造力，以处理他们的阅读文本和理解。这导致高动力和读取读取和完成任务。但是，需要考虑绘制任务实施的一些挑战，例如准备，任务持续时间和文本类型。

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