THE ANALYSIS OF ENGLISH DEPARTMENT STUDENTS’ ABILITY IN MASTERING READING TEXT OF MUHAMMADIYAH ACEH UNIVERSITY
DOI:
https://doi.org/10.46244/geej.v7i1.990Keywords:
Intensive Reading Comprehension, Reading Text, AbilityAbstract
The aim of this study is at examining how well the students’ ability in mastering the text and the main idea, and how they could improve their ability in understanding the text especially to find out the main idea from the text. The object of this study was 10 students from semester I in Intensive Reading Comprehension class. The data was obtained from the result of students’ worksheets and questionnaires distribution. In finding out the result, The data was analyzed by using descriptive qualitative. The result shows that the students’ ability in mastering reading text was categorized in poor level of understanding main idea. Besides, the result of questionnaire indicated that the main problem in reading lesson is that the methods used and the class situation. Therefore, the students do self motivation to enrich and memorize new vocabularies as an effort in improving their reading understanding. The implication of this study is to give the input to the lecturer of Reading subject to apply the appropriate method and technique, and create a nice class environtment.
References
Arikunto. (2006). Prosedur Penelitian: Suatu Pendekatan Praktek. Jakarta: Rineka Cipta.
Catts, H. W., & Kamhi, A. G. (2017). Prologue: Reading comprehension is not a single ability. Language, Speech, and Hearing Services in Schools, 48(2), 73-76.
Cristiana, Y. Y. (2017). Mengatasi Masalah-Masalah Dalam Membaca Cepat. Accessed on6 Agustus2018.https://www.google.com/search?q=Cristiana+Ratri+Yuliani+%282017%29%2C+&ie=utf-8&oe=utf-8&client=firefox-b
Grabe, W., & Stoller, F. L. (2019). Teaching and researching reading. New York: Routledge.
Graesser, A. C., & Riha, J. R. (2018). An application of multiple regression techniques to sentence reading times. New methods in reading comprehension research (pp. 183-218). Routledge.
Ilustre, C. A. (2011). Beliefs about reading, metacognitive reading strategies and text comprehension among college students in a private university. Philippine ESL Journal, 7, 28-47.
Laily, R,N (2018). The Analysis on Students’ Difficulties in Doing Reading Comprehension Final Test Metathesis: Journal of English Language Literature and Teaching, 2 (2), 253–264.
McKeown, M. G., Beck, I. L., Sinatra, G. M., & Loxterman, J. A. (1992). The contribution of prior knowledge and coherent text to comprehension. Reading Research Quarterly, 27(1), 79-93.
Mokhtari, K., & Sheorey, R. (2002). Measuring ESL students' awareness of reading strategies. Journal of developmental education, 25 (3), 2-11.
Muslimaini, Wahyuni Fitria .(2017). Does REDW (Read, Examine, Decide,Write) Strategy EnhanceStudents’ Reading Comprehension?. Available online at : http://edujurnal.iainjambi.ac.id/index.php/ijer
Namaziandost, E., Esfahani, F. R., Ahmadi, S., & Yates, G. (2019). Varying levels of difficulty in L2 reading materials in the EFL classroom: Impact on comprehension and motivation. Cogent Education, 6(1), 1615740.
Pang, E. S., Muaka, A., Bernhardt, E. B., & Kamil, M. L. (2003). Teaching Reading. Belgium: International Academy of Education.
Petel, M. E., & Jain, P, M. (2008). English Language Teaching (Methods, Tools, & Techniques). Jaipur: Sunrises Publishers & Distributors.
Prastisi, Sri. (2009). Membaca. Semarang: Griya Jawi
Shih, Y. C., & Reynolds, B. L. (2018). The effects of integrating goal setting and reading strategy instruction on English reading proficiency and learning motivation: A quasi-experimental study. Applied Linguistics Review, 9(1), 35-62.
Tarigan, H. G. (2008). Membaca Sebagai Suatu Keterampilan Berbahasa. Bandung: Angkasa Bandung.
Wood, S. G., Moxley, J. H., Tighe, E. L., & Wagner, R. K. (2018). Does use of text-to-speech and related read-aloud tools improve reading comprehension for students with reading disabilities? A meta-analysis. Journal of learning disabilities, 51(1), 73-84.
Wijekumar, K. K., Meyer, B. J., & Lei, P. (2017). Web-based text structure strategy instruction improves seventh graders’ content area reading comprehension. Journal of Educational Psychology, 109(6), 741.
Younis, M. M. A. (2019). Critical Thinking Magnificence in Teaching Reading Comprehension. Teacher Education and Curriculum Studies, 3(4), 39.
Downloads
Published
How to Cite
Issue
Section
License
All works published in the Getsempena English Education Journal (GEEJ) are licensed & copyrighted under a Creative Commons Attribution-NonCommercial 4.0 International License. The editorial board of the GEEJ shares common vision with Universitas Bina Bangsa Getsempena as a Publisher in providing unrestricted access to knowledge and education for all and thereby follows Open Access Policy to showcase its content. The GEEJ follows open access copyright and licensing policy on the principle that making research freely available to the public supports a greater global exchange of knowledge.
Universitas Bina Bangsa Getsempena and the GEEJ adhere to a Creative Commons Attribution-NonCommercial 4.0 International License. The authors submitting and publishing in the GEEJ agree to the copyright policy under a Creative Commons Attribution-NonCommercial 4.0 International License. Under this license, the authors published in the GEEJ retain the copyright, and all other authors using the content of the GEEJ are required to cite author(s) and publisher in their work.
