Reading English Texts Research Articles

PENERAPAN PENDEKATAN WHOLE LANGUAGE DALAM MENINGKATKAN KEMAMPUAN MEMBACA DALAM TEKS BERBAHASA INGGRIS

One of the most influential fields in global communication is language. Language is a means of communication exchange that can cross between countries. Learning English is a subject that is considered difficult because English is not the mother tongue or national language used every day, this causes boredom. This type of research is conceptual research. By implementing the Whole Language approach, it is easier for students to read English texts. The aim of the research is to describe the application of the whole language approach in learning English. The results of this research are that the whole language approach in language learning is integrated or cannot be separated and each learning approach has advantages and disadvantages, including the whole language approach. However, this deficiency can certainly be overcome when educators can understand the components or how to apply a whole language approach.

Students’ Motivation and Perception in Reading English Texts

Students’ Motivation and Perception in Reading English Texts

Reading Comprehension and Test-Taking Strategies of Different Achievement Levels

The complexity of the reading process, which poses significant challenges for EFL and ESL learners, underpins this research into effective strategies for both reading comprehension and answering English reading texts. This qualitative phenomenological research aimed to explore the strategies that students use during reading activities and while taking reading comprehension tests. The study involved four fourth-semester students, differentiated by gender and achievement levels: a high-achieving female, a low-achieving female, a high-achieving male, and a low-achieving male. The research identified that students employed a variety of strategies, with 11 metacognitive strategies being used out of a possible 23, including determining word meaning, making connections, inferring, and summarizing. Additionally, four out of the five FIVES reading strategies were utilized: inference, vocabulary, summarization, and experience. High-achieving students employed more strategies, leading to better comprehension and higher test scores. For test-taking, strategies such as careful time management, revisiting difficult questions, and employing process-of-elimination techniques were noted. The effectiveness of both reading and test-taking strategies, along with factors like topic familiarity and the ability to make inferences, were crucial in determining reading success. These findings underscore the importance of targeted interventions that focus on teaching effective strategies, enhancing topic familiarity, and supporting students in developing robust test-taking strategies, particularly for low-achieving students.

Reading Habits and Comprehension: A Study of University Students

Understanding information from a foreign language especially English is crucial for foreign language learners. One of the ways to understand the information is by active reading comprehension. Reading comprehension and reading habits are two elements of learning a language. Reading comprehension is the basic skill that is completed by the other skills. The goal of this research is to determine the relationship between students' reading habits and students' ability in reading comprehension in the second semester at Muhammadiyah University of East Kalimantan. In this quantitative research with correlational research, the researcher applied questionnaires to assemble the data. The questionnaire measures students' reading habits and the test measures students' reading comprehension. Based on the statistical data, the population would be around 2,362 students, and the sampling technique that would be used is a simple random sampling technique. Based on the table size sample, with a margin of error of 5%, it is gained that the total sample would be 330 students. The result of the study was the positive and medium relationship between these variables namely reading comprehension and reading habits. This research hopefully can be one of the references for identifying the literacy level of university students particularly in reading English texts

The Correlation between Students’ Reading Comprehension Skill and Reading Interest in High School

This study investigates the correlation between reading comprehension skill and reading interest in high school students specifically in English texts. The main objective of this study is to examine the correlation between reading comprehension skill and reading interest in high school students especially in reading English texts. The population of this study consists of second-grade students of a public school in Kutai Kartanegara regency, with cluster sampling will be employed to determine the sample. An English comprehension test and questionnaire of reading interest will serve as the research instrument, and both correlation test and ANOVA will be utilized for data analysis to examine the correlation between reading comprehension skill and reading interest on students. After the data was analyzed with the correlation test, it showed no correlation between students’ reading comprehension and reading interest in high school. According to ANOVA, the result indicated significant differences between the group that has high level of reading interest and those that has low interest. Future research could explore additional variables that may impact reading interests, such as preferences for different genres, motivational factors, and instructional methods aimed at promoting reading for pleasure.

Reading Comprehension Difficulties on English Descriptive Text

Research aims were knowing about reading comprehending of reading difficulties on English text and the solutions. It was focus on five reading aspects in comprehending, they were main idea, topic sentence, vocabulary, inference, and referent. This research was a library approach with descriptive qualitative method. Research subject was relevant literatures sources and data on the same issue to reading comprehension difficulties on English text. the research show that learners have problematic in analyzing main point in every paragraph, confused in finding topic sentence, wrong words meaning matching, confused in making inference, could not finding inference in the reading text. From five aspects, the most difficult aspect was identifying main idea and vocabulary understanding because sometime it wrote implicitly. Solving this trouble, as the teachers, it was very important to teach the students using various reading strategies, and various types of reading text. for the students, they need to do more reading practice than before, as many as experiences and background knowledge in reading text, it was very useful to help them in comprehending English reading text. Students also must use reading strategy while reading the text, using dictionary or ask the teacher about unfamiliar words. Keywords: Difficulties; English Text; Reading Comprehension;.

Students’ Abilities and Difficulties in Comprehending English Reading Texts at Second Grade Students’ of SMA Negeri 1 Sakra Timur

Reading is one of the four language skills taught in English learning process. Reading comprehension is the process of making meaning from the texts. Reading comprehension is the ability of the students to read the English reading texts, process the texts, and understand its meaning and integrated with what the reader already knows. The students had still low ability and high difficulties in comprehend the text. This study deals with the abilities and difficulties of the students in comprehending English reading texts. This research study aimed (a) to know the students’ reading abilities in comprehending English text, (b) to find out the students’ difficulties in comprehending English text, (c) to identify factors of causing the students’ difficulties in comprehending English text. The research employed qualitative research method. Data were collected through documentation/worksheet test and interview by 25 students’ and English teacher at senior high school in Sakra Timur. Among other findings, the present study reports that the students’ ability in comprehending English reading texts focus on descriptive text was still low. They had got low ability because they had high difficulties in comprehending English text. The difficulties faced by the students were determining main idea, understanding vocabulary, difficulties in making inference, and to looking for the detail information. The factors were causing the students’ difficulties in comprehending consist of two factors internal and external. The internal factors consist of the student difficulties in understanding long sentence, inadequate instruction presented by teacher, and difficulties in understanding vocabulary). The external factor consists of school and house environment. The other problem is the students’ lack of motivation, lack of interest in English, and lack of participant in English learning process. Their low in reading comprehension was due to their difficulties in comprehension.

ANALYSIS OF THE SEVENTH GRADE STUDENTS’ DIFFICULTIES FACTOR IN READING COMPREHENSION AT SMPN 1 CAMPURDARAT

Reading is important in learning English. The ability to reading comprehension is an ability that is naturally not owned by a student. In practice, this process is seen as complex, so it is not impossible that learning in reading comprehension obstacles and problems when learning implement it. The aim of this research is to find out the causal factors of students' reading comprehension difficulties on descriptive text at the seventh grade of SMPN 1 Campurdarat. This research is a descriptive qualitative research. The subject of the research is seventh grade students of SMPN 1 Campurdarat in Academic Year 2022/2023. The techniques of collecting the data are interview and test. Data analyzing include data reduction, data display and drawing conclusions or verification, the researcher arranging the information described in order to draw conclusion. The result of the research shows that the factor of causing the students difficulties found in comprehending English reading text there are difficulty in understanding long sentence in the text, difficulty in using reading strategies, difficulty in Concentration, learner's background, house environment and school environment.

Reading Challenges in Elementary School Students' English as a Foreign Language

This study looked into the types of comprehension-related reading issues that fourth-grade kids faced, the factors that influence reading difficulties, and the efforts made by these students, who were between the ages of 11 and 12, to overcome their reading difficulties. The study used a qualitative method to try to understand the reading challenges of English as a foreign language. Twenty-two fourth-graders served as the research subjects. Questionnaires, documentation, and interviews were employed in the data collection process. Qualitative data analysis was the method employed. The study's findings showed that 15 students had trouble reading and that they had trouble understanding English reading texts when they were given by their teachers. Fourth-grade pupils' difficulties reading English was caused by an internal factor: they were less motivated to learn English in class and had a smaller vocabulary. Regarding the external component, the school library contained no references to English-reading books. It is evident from the previous results that fourth-grade elementary school kids struggle with reading.

Students’ Motivation in Reading English Recount Texts in Junior High School

Reading is one of the important skills in learning English and motivation plays an important role in influencing reading outcomes and experiences. Students' motivation needs to be increased as it affects other skills in learning English. This study aims to determine the level of the students’ motivation in reading English Recount Text. The descriptive quantitative research was carried out in this study in order to collect information or data. The instrument used for data collection was the Reading Motivation Questionnaire (RMQ) developed by Wigfield. Thirty students at one reputable junior high school were participated on filling in 15 statements regarding motivation in reading English Recount Text. The finding indicated that students’ motivation in reading English recount texts was at a high level. The most significant reason comes from extrinsic motivation in reading Recount Text. This study is helpful for teachers to discover factors affecting students' motivation in reading Recount Text.

Needs analysis on learning material development of English specific purpose in teacher education elementary school program at Muhammadiyah University Palangkaraya

The aim of this investigation was to outline a need analysis for creating ESP teaching materials for students enrolled in the PGSD study program at Muhammadiyah University of Palangka Raya. This study concentrated on 40 subjects' demands for ESP material from their points of view. The result revealed that: (1) students (35%) joined ESP courses out of necessity to improve their English literacy and have a good job; (2) subjects (40%) believed they studied ESP to understand English text; (3) subjects (35%) experienced difficulty understanding the meaning of the text; and (4) subjects (50%) had trouble reading English text. (4) The findings suggested that (a) the half of learners (50%) would like to demonstration as their favorite classroom activities; (b) Browsing Internet (50%) as favorite activities to improve language skills (c) English movie was preferred dominantly (65%) as the media to perform language exposure; (d) Internet was liked best (65%) as source material; (e) 100 minute was preferred mostly (75%) as the suitable time for ESP learning; (f) product assessment was liked best (35%) as the appropriate model of assessment; and (g) the coverage topics liked best (40%) was texts related to the field of study.

Problems Encountered by Bachelor's Level Students in Reading English Texts

Reading textbooks is challenging as our school-level courses do not teach students how to improve their reading comprehension abilities. They simply memorize the word meaning and question-answers. Also, they have no idea in improving their reading skills. Reading comprehension is still crucial for their academic and personal success but it is being ignored which motivated me to research this issue. This study aimed to explore reading problems encountered by bachelor-level students in English texts. I selected four students studying compulsory English at the bachelor level as the participants purposively from two constituent campuses of TU in Rupandehi. I adopted the phenomenological research method and in-depth interviews as major research tools for collecting information using the thematic analysis technique. None of the previous research is expressive and specific on this issue so, I intend to explore it. This paper reveals students' limited and unfamiliar vocabulary, lengthy texts, unfamiliar and uninteresting text, lack of inference skills, problems with reading fluency, lack of background knowledge about the text, inadequate intensive reading practices, lack of exposure to printed materials, complex sentence structure, and lack of reading habit as problems in understanding of English texts. Hence, it may contribute to enhancing the problems that bachelor-level students face in reading English texts.

IMPROVING STUDENTS’ LITERACY READING SKILL USING E-BOOK SYSTEM ON THE TWELVETH GRADE AT SMA BOSOWA SCHOOL MAKASSAR

This study aimed to determine to improve students’ Literacy Reading skill Using E-Book System of twelveth grade students of SMA Bosowa School Makassar. This study used a pre-experimental method. The Subject of this study were students of twelveth grade SMA Bosowa School Makassar semester in the academic year 2023/2024, with a sample of 10 students. Data collection was reading text using E-Book System. The research data collected through the test showed that the student's reading ability after the research was conducted, students were more interested in using the E-Book System in reading English text. Based on the results of the data analysis, it can be seen that the student's results in the pre-test were 64.00. Then after getting treatment, the students' pre-test scores increased to 85.55 in the post-test. It can be concluded that students' reading skills are improved on the students’. So it can be concluded that using the E-Book System can improve students' learning ability in reading English texts at SMA Bosowa School Makassar

The implementation of reciprocal teaching strategy in teaching critical reading

Low students’ interest in learning and reading English text influence to their critical reading ability. Teaching strategy is one of the solutions to solve the problem. An appropriate teaching strategy can influence to students’ interest in learning and reading English text. This study aims at describing the effect of reciprocal teaching strategy in teaching Critical and Evaluative Reading at second grade students of UIN Raden Mas Said Surakarta in the academic year of 2022/2023. Reciprocal teaching strategy consists of four activities, namely predicting, questioning, clarifying, and summarizing. The subjects are two classes of the second-grade students of English Education Study Program that consist of 60 students. The study used descriptive qualitative approach. Data were derived from observation and semi-structure interviews to the lecturer and students. The findings showed that the sequence activities of reciprocal teaching strategy encourage them to be more active and critical during teaching learning process. The activities that were done through working in group and sharing each other ideas help them overcome their difficulty during reading and facilitate them to be independent readers.

Students Perception on Teacher's Teaching Styles Affect Their Interest in Reading English Text

This study aims to investigate English teachers' teaching styles and their impact on students' interest in English texts. This study was conducted in one of the universities in Jakarta to find out whether students' perceptions of teachers' teaching styles affect their interest in reading English texts. This study is a qualitative research. The participants of this study were 10 students in the English Education Department who had completed the first to third semester reading course. The research data were collected through interviews. The qualitative data were analyzed using Miles and Huberman's theory. The results show that the teacher's teaching style has a clear impact on improving reading interest. In this case, as long as the teacher's reading style maintains active interaction, provides structure, feedback, and gives clear explanations, it can have an impact on students' interest in English texts.

Implementation of Metacognitive Strategies on Students' Ability to Read English Texts

Reading is one of the crucial language skills for learners, especially when they are learning English. English learners can usually read texts well, but many of them cannot understand the content of the text. This study aims to determine how to implement metacognitive strategies to learn reading skills. Results showed that students had a good awareness of metacognitive reading strategies. However, it did not affect students' reading comprehension test results much. This is because several other factors, such as interest, background knowledge of students, and teachers' role, also significantly influence students' reading comprehension. This study used a case study approach to its analysis. This research demonstrates the efficacy of self-planning, self-monitoring, and self-evaluation as three phases of metacognitive strategy execution. These steps are accomplished via friendly conversation with the pupils. Five pupils in particular shown exceptional levels of motivation, success, self-awareness, and independence in their reading comprehension and other academic endeavours.

Investigating External Causes for Lack of Reading Motivation among Private High School Students

This article investigates the critical issue of dwindling reading motivation among high school students in Surabaya, Indonesia, specifically focusing on English texts. Against the global context of the paramount importance of reading proficiency, the data reveal a troubling decline in reading interest, particularly evident among private high school students in metropolitan areas. The study advocates for implementing the multiple intelligences strategy and emphasizes the crucial role of teachers in fostering motivation and interest in reading English texts. Using a descriptive qualitative approach with participants from a Surabaya-based private high school, the research employs convenience sampling, incorporating interviews and observations for data collection. The findings spotlight external factors contributing to students' diminished motivation, encompassing unappealing book covers, underutilized free time, comprehension challenges, and limited book availability. The ensuing discussion underscores the necessity for targeted interventions by educators and policymakers, extending beyond academic success to cultivate a positive reading culture. Such a culture contributes to holistic student development, nurturing cognitive abilities, effective communication skills, and instilling a lifelong love for learning. In conclusion, the study emphasizes the profound implications of investing in a positive reading culture for the personal and intellectual growth of high school students in Indonesia.

Learners’ reception of translanguaging as a model for reading English L2 texts

Language is the mediator of two critical aspects of a child's education: identity and knowledge. Through language, learners can make sense of who they are and make sense of the world around them. However, the teaching of English second language in several schools in South Africa is such that a learner's identity, best described in their own indigenous languages, is not mirrored in the classroom and, in its place, a monolingual system (English-only) becomes central. Their acquired linguistic repertoire as multilingual learners is considered a hindrance to learning, not a resource. This paper assesses learners’ reception of translanguaging pedagogy as a model for reading English texts. It further seeks to take the debate about the paradox of translanguaging forward to determine if translanguaging is a unitary, differentiated system, or both. Exploring data in the form of class observations and interviews, the study reveals that translanguaging as a model for reading English L2 texts is well-received by learners as a practical and valuable pedagogical approach that can potentially improve English L2 performance. The results further establish the existence of both the unitary and the differentiated systems of translanguaging. In the end, the study's recommendations for transforming multilingual classrooms are discussed.

The Improvement of Reading Comprehension of English Texts by Slovak Learners Via Intervention Program

Our paper is concerned with improving reading comprehension by intervention or intervention program for reading comprehension for English language. This program facilitates the individual into thinking and learning, as well as their progress at the level of cognitive and metacognitive processes, emotional and social factors. Cognitive and metacognitive processes stimulate comprehension of written texts. Emotional and social factors support self-efficiency in the process of developing comprehension. With this, we have the opportunity to improve reading comprehension in a greater manner. The research goal of our paper is to find out the effect of intervention for improving reading comprehension skills of Slovak high school students, specifically in regards to reading English texts, as well as to find out the strength of improvement in reading comprehension and the duration of this improvement. Our selected research sample consists of Slovak ESL students with the proficiency level of B1 according to CEFR. Chosen research methods were a didactic test (test of reading comprehension for English language) and experiment (the intervention itself). Findings in particular research groups support the intervention’s efficiency.

Readability of Reading Texts for EFL Students at Al-Baha University

Reading is an important skill for EFL university students, as it reinforces their critical and analytical thinking. EFL university students rely on reading texts to expand their knowledge of the outside world and enhance their memory functions, enabling them to use the target language more effectively. EFL instructors depend on the reading texts as the basis for curricular and extracurricular activities to enhance their learners' language skills, enabling them to use the language in everyday situations. Therefore, selecting suitable English textbooks with appropriate reading texts is crucial for students' achievement and progress. Research in the areas of readability of textbooks and reading texts is very important to assess the appropriateness of different texts for learners. Many readability studies have focused on examining the suitability of readability formulas for measuring the readability level of texts provided to learners. This study measured the readability level of the reading texts of Evolve 4 special edition (published by Cambridge University Press) offered to EFL university students using online digital software that utilizes a set of the most commonly used readability formulas, including the Flesch Reading Ease Formula, Gunning Fog index, and Coleman Liau index. This study also used a set of cloze tests administered to female EFL university students, designed by the researcher to measure the readability level of the reading texts and provide suggestions and recommendations for EFL instructors who teach the textbook at the university level. The findings of this study show that the readability level of the reading texts in the English book Evolve 4 special edition is fairly challenging for EFL university students, as measured by a set of readability instruments. Consequently, the study recommends that EFL instructors should utilize a diverse set of teaching strategies and cooperative work methods to help their students read and understand the reading texts in Evolve 4 special edition. Moreover, EFL instructors should take into account significant factors that can affect the readability of English reading texts, such as learners' interest, prior background, style of the text, and the content itself. These considerations should guide instructors in tailoring their approach to maximize student learning outcomes.