“AT LEAST, I HAVE TO REPEAT FIVE TIMES” FREQUENT READING DIFFICULTIES

  • Nyak Mutia Ismail Syiah Kuala University
Keywords: Reading Difficulties, Retention, Comprehension, Decoding, Memory-Processing

Abstract

PISA’s result in 2016 shows that Indonesian country score in reading, 397, is still below PISA average score, 493. Although the rank increased, the below-average score denotes that the students are still less literate while reading is vital to all scholars. Most higher education students still encounter difficulties when reading, per se reading is profoundly essential in academes. This study is devoted to shed light on intrapersonal difficulties that higher students face in reading. Qualitative research method was employed involving 83 Economics students at Syiah Kuala University. The data collection process was carried out through questionnaire and interview procedures after which the data were analyzed using three-steps analysis. The result suggests that 91.5% of the students has difficulties in retention—where they tend to fail retrieving just-obtained information, discharge information found in passage(s) with prior knowledge, and cannot relate the information with real life experiences. Then 87% has comprehension difficulty where they are not optimally engaged while reading, confused with contextual meanings, main ideas and supporting details, and about what to expect from passage(s). Finally, 12% faces problems in decoding (regardless of Dyslexic symptoms) for which they still read word-by-word and occasionally despise punctuations. Generally, it leads to a discussion that problems in concentrating promote problems in memory-processing. The authors would gently suggest students to be trained to monitor and regulate their metacognitive ability during reading.

References

Bond, G.L., Tinker, M. A., Wasson, B. B., & Wasson, J. B. (1994). Reading difficulties: their diagnosis and correction, 7th edition. Needham Heights, MA: Allyn and Bacon.

Bryan, L. LearningRx.org. (2013). Dyslexia and reading problems. Retrieved from: http://www.learningrx.org/white-paper-dyslexia-and-reading-problems/

Collins, A., & Haviland, S. E. (1979). Children’s reading problems. Reading Education report, no. 8. Urbana-Champaign, IL: University of Illinois.

Denton, C. A. (2010). Reading Disabilities? Reading Difficulties? Dyslexia? Making Sense of it all. Retrieved from: https://www.meadowscenter.org/files/resources/cec10-denton.pdf

Froese, V. (1977). How to cause word-by-word reading. The Reading Teacher, 30(6), 611-615.

Grajo, L. & Candler, C. (2014). Children with reading difficulties: How occupatinal therapy can help. Early Intervention and School Special Interest Section Quarterly Newletter, July 28.

Hartney, R. N. (2011). Investigating reading difficulties in English second language of grade 3 learners in one primary school in the Khomas Education region of Namibia. Unpublished Master Thesis. Windhoek, University of Namibia.

Hlalethwa, B. D. (2013). Reading difficulties experienced by learners in the foundation phase in inclusive schools in Makapanstad. Unpublished master thesis. University of South Africa, Pretoria.

Miles, M.B., Huberman, A.M., & Saldana, J. (2013). Qualitative data analysis. London: SAGE publications.

Moats, L. C. (2005). How spelling supports reading. American Educators, Winter 2005/06. Retrieved from: www.aft.org/sites/default/files/periodicals/Moats.pdf

Mule, K. (2014). Types and cause of reading difficulties affecting the reading of English language: A case of grade four learners in selected schools in Ogong Circuit of Namibia. Unpublished Master Thesis. Windhoek, University of Namibia.

Program for International Student Assessments. (2016). Retrieved from: https://www.oecd.org/pisa/PISA-2015-Indonesia.pdf

Rasinski, T., Homan, S., & Biggs, M. (2008). Teaching reading fluency to struggling readers – methods, materials, and evidence. Reading and Writing Quarterly, 25(4), 192-204.

Smentin, S. A., & Maniam, M. (2015). Reading strategies among ESL Malaysian secondary school students. International Journal of Evaluation and Research in Education, 4(2), 54-61.

Wawryck-Epp, L., Harrison, G., & Prentice, B. (2004). Teaching students with learning difficulties and disabilities. Saskatchewan: Saskatchewan Learning.

Woodcock, R. (2011). Woodcock reading mastery tests, 7th edition. Circle Pines, MN: American Guidance Service.
Article Metrics
Abstract views: 42
pdf downloads: 38
Published
2017-11-30
How to Cite
Nyak Mutia Ismail. (2017). “AT LEAST, I HAVE TO REPEAT FIVE TIMES” FREQUENT READING DIFFICULTIES. Getsempena English Education Journal , 4(2), 127-135. https://doi.org/10.46244/geej.v4i2.743
Section
Articles