Abstract
This research investigated how Indonesian EFL learners attributed their successes and failures in reading comprehension and whether or not there was any correlation between attributional beliefs and EFL learners’ monitoring strategies in reading. The researchers distributed Attributional Beliefs Questionnaire (ABQ) and Reading Monitoring Strategies Questionnaire (RMSQ) to undergraduate students in the third semester (n=36) of a private university in Kupang, the capital city of East Nusa Tenggara (NTT) Province. The data were analyzed using Pearson Correlation scale. Six students were selected to be interviewed to obtain qualitative data. Based on the results, 56% of students attributed their successes and failures in reading to the internal factors (efforts and strategies) rather than the external ones (reading text and learning environment). There was a moderate and insignificant correlation between attributional beliefs and reading monitoring strategies with r=0.51. It indicated that students need to regulate themselves and navigate their learning based on their attributional beliefs or they would experience learned helplessness. This research offered two implications for the teaching of reading among Indonesian EFL learners. In order to gain a greater opportunity to experience more reading success, language teachers were recommended to introduce attribution concepts and implement all reading strategies to their students.
Highlights
Being literate requires English as a Foreign Language (EFL)learners to be able to read English words and understandFlorida, N.A. & Mbato, C.L. (2020)
The implication of this study is that teacher should explain the attribution concept in the classes and help students practice all reading strategies and how to monitor their progress. This current study focused on finding answers to these two research questions: (1) How do Indonesian EFL learners perceive their attributional beliefs in reading comprehension? (2) Is there any correlation between attributional beliefs and EFL learners‟ monitoring strategies in reading? To this second research question, the following null hypotheses were formulated: (1) H0: There is no significant correlation between attributional beliefs and EFL learners‟ monitoring strategies in reading (2) H1: There is a significant correlation between attributional beliefs and EFL learners‟ monitoring strategies in reading
Indonesian EFL learners perception on attributional beliefs in reading comprehension This study found that Indonesian EFL learners attributed their success or failure in reading comprehension to two major factors: internal and external
Summary
Being literate requires English as a Foreign Language (EFL)learners to be able to read English words and understandFlorida, N.A. & Mbato, C.L. (2020). Learners to be able to read English words and understand. The influence of attributional beliefs on Indonesian EFL learners‟ reading comprehension. Their meaning, and to have the ability to perform High Order Thinking skills (HOTs) in reading. In order to achieve success in reading, EFL learners must be able to comprehend the meaning, raise questions and solve the problems or in other words, be metacognitively active (cf Bria & Mbato, 2019; Mbato, 2013; Syafi‟i, 2015). A study from Ahmadi et al (2013) underlines the use of metacognitive reading strategies to understand the meaning of the text and construct meaning from the context either consciously or unconsciously
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