Abstract

The present study aims at investigating the relationship between text type and students’ comprehension performance. The researcher has used four text types (namely narrative, descriptive, expository, and argumentative) to check for the effect of text type on student’s performance in comprehension tests. The researcher found that the hypothesis that narrative text are the easiest to understand, the argumentative being the most difficult, and the other two types being of moderate difficulty, is a correct one.

Keywords

The article was added to IASJ on 2012-09-22

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