No abstract

An effective reading comprehension process demands a strategy to enhance the cognitive ability to digest text information in the effort to elicit meaning contextually. In addition, the role of emotions also influences the efficacy of this process, especially in narrative text comprehension. This quasi-experimental study aims to observe students' performance in the Reading Comprehension Test resulting from Emotional Literacy-Based Reading Comprehension Strategy (ELBRCS), which is a combination of cognitive and affective strategies. This study involved 90 students, whereby 45 students were clustered in the Experimental Group and received the ELBRCS intervension. The remaining 45 students were placed in the Control Group and underwent the conventional strategy (prevalent classroom method).The students' reading comprehension performance was measured using the Reading Comprehension Test (RCT). The findings show that the experimental group received a higher score than the control group for RCT. The intervention has successfully increased student's Reading Comprehension from literal comprehension to higher levels of comprehension i.e. inferential, evaluative and appreciative levels, as indicated by Barret's Taxonomy.

The Covid-19 pandemic is an unexpected phenomenon that must be faced by the world. Apart from economy and social, the world of education is also affected. The implementation of education had to be adapted to these unforeseen circumstances when educational institutions had to be closed. Students had to attend lectures online from their respective residences, as did lecturers when face to face lectures were taken over by online lectures. Although, students and lecturers have difficulty adjusting to these new norms in the early stages, both parties need to adapt to these changes. Whether we like it or not, the implementation of virtual teaching and learning must be used as well. Accordingly, this paper was conducted to obtain student feedback on the implementation of virtual lectures conducted by course lecturers. Students who attended the lectures were asked to comment on the implementation during the 14 weeks of the lecture in PutraBLAST UPM. Overall, the findings of the study found that lecturers can adapt to these changes by using several teaching platforms that are appropriate to the situation of students and students are also able to follow lectures smoothly.