Abstract
The objective of this research is to find the difficult skills in TOEFL reading text faced by the students of English Language Education Study Program of Islamic University of Ogan Komering Ilir Kayuagung. The subject of this research was students English Department Isalamic University Ogan Komering Ilir To conduct this study, the descriptive qualitative was used. To collect the data, TOEFL reading test and interview were used. To analyze the data, data reduction, data display, and drawing conclusion or interpretation. The result of the study showed that students had difficulty finding main idea questions (66.6%), organization ideas (72%), stated detail question (60%), unstated detail question (62%), implied detail question (75%), transition question (74%), reference (56%), vocabulary (54.5%), question about where in the passage (55%), and tone purpose (63%). It was happened because most of the students did not like reading scientific text, had low motivation, and had limitation vocabulary.
Highlights
Reading is a very useful activity in human life
Reading comprehension is the way of getting the meaning of the text in which the reader should understand what the writer means so that the reader obtains the significant message of the text
The difficult skills faced by the students in reading section in TOEFL for students majoring in English, it was found that most of English students had the difficulty in implied details question with the average percentage 75%, in transition question, the average percentage was 74%, in the organization of ideas with the average percentage 72%, in main idea questions with the average percentage 66.6%, in tone or purpose question with the average percentage 63%, in unstated detail questions with the average percentage 62%, in stated detail question with the average percentage 60%, in reference question with the average percentage 58.6%, in question about where in the passage with the average percentage 55%, in vocabulary question with the average percentage 54.6%
Summary
Reading is a very useful activity in human life. As stated by Candra (2014), one of the ways to enlarge learners’ knowledge of language, cultures, and the world is through reading. Gilakjani (2016, p.229) adds that reading refers to the interactional way of the readers’ to develop a meaningful interpretation from the passage using appropriate reading strategies. As stated by Candra (2014), one of the ways to enlarge learners’ knowledge of language, cultures, and the world is through reading. Gilakjani (2016, p.229) adds that reading refers to the interactional way of the readers’ to develop a meaningful interpretation from the passage using appropriate reading strategies. In other words, reading is crucial to be required by all students in the world to enlarge language cognition, acculturation, and the world by doing recitation various reading materials. Kibry (2007) explains that to know and comprehend the passage we read, reading comprehension is involved. It is the prerequisite for meaningful learning from the text. Reading comprehension is the way of getting the meaning of the text in which the reader should understand what the writer means so that the reader obtains the significant message of the text
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