EFL STUDENTS’ COMPREHENSION IN READING DESCRIPTIVE TEXT
Keywords:
Reading Comprehension, EFL, Descriptive TextAbstract
This study was conducted at Warta Bakti Catholic Senior High School Kefamenanu aims at finding out students' reading ability of descriptive text and analyzing factors affecting their reading ability. 25 students were the sample of this study. The descriptive method was applied in this study. The results showed that there are 8 students categorized as very good level of ability, 6 students are categorized as good level of ability, 5 students are categorized as enough level of ability, and 6 students are categorized into less level of ability. Thus, the result of this study revealed that the second-grade students of Warta Bakti Catholic Senior High School Kefamenanu have a good level of ability in reading descriptive text. Based on the interview result it was found that the students are not motivated enough in reading. Some students admit that they are easily getting bored in reading a long text to answer the questions. In line with the research result, the researcher suggests the English teachers to provide more motivation to all students in learning English, especially on students’ reading skills of descriptive text. On the other side, the students have to practice more in reading English text especially descriptive text.
References
Bozorgian, H. (2012). The relationship between listening and other language skills in international English language testing system. Theory and Practice in Language Studies, 2(4), 657–663.
Chamot, A. U. (2005). Language learning strategy instruction: Current issues and research. Annual Review of Applied Linguistics, 25, 112–130.
Clarke, M. A., & Silberstein, S. (1977). Toward a realization of psycholinguistic principles in the ESL reading class 1. Language Learning, 27(1), 135–154.
Elviana, R., Inderawati, R., & Mirizon, S. (2020). Developing interactive multimedia for teaching descriptive texts based on Palembang local culture. Indonesian EFL Journal, 6(1), 19–26.
Guthrie, J. T., Wigfield, A., Barbosa, P., Perencevich, K. C., Taboada, A., Davis, M. H., Scafiddi, N. T., & Tonks, S. (2004). Increasing reading comprehension and engagement through concept-oriented reading instruction. Journal of Educational Psychology, 96(3), 403.
Harvey, S., & Goudvis, A. (2007). Strategies that work: Teaching comprehension for understanding and engagement. Stenhouse publishers.
Hedgcock, J. S., & Ferris, D. R. (2018). Teaching readers of English: Students, texts, and contexts. Routledge.
Hilbert, M., & López, P. (2011). The world’s technological capacity to store, communicate, and compute information. Science, 332(6025), 60–65.
Jun Zhang, L. (2001). Awareness in reading: EFL students’ metacognitive knowledge of reading strategies in an acquisition-poor environment. Language Awareness, 10(4), 268–288.
Kubota, R. (2011). Questioning linguistic instrumentalism: English, neoliberalism, and language tests in Japan. Linguistics and Education, 22(3), 248–260.
Mann, W. C., & Thompson, S. A. (1988). Rhetorical structure theory: Toward a functional theory of text organization. Text-Interdisciplinary Journal for the Study of Discourse, 8(3), 243–281.
McKay, S. L. (2002). Teaching English as an international language: Rethinking goals and perspectives. New York: Oxford University Press.
Nababan, P. W. J. (1991). Language in education: The case of Indonesia. International Review of Education, 37, 115–131.
Nash-Ditzel, S. (2010). Metacognitive reading strategies can improve self-regulation. Journal of College Reading and Learning, 40(2), 45–63.
Pearson, P. D., & Gallagher, M. C. (1983). The instruction of reading comprehension. Contemporary Educational Psychology, 8(3), 317–344.
Ramadan, O. A. (2017). The impact of reciprocal teaching strategies on the learners reading comprehension, strategy use and attitudes.
Ratna Sari, E. (2019). Improving the students’ reading comprehension of the descriptive text through contextual teaching and learning method at eighth grade of Mts Muhammadiyah Metro. IAIN Metro.
Rogoff, B. (1994). Developing understanding of the idea of communities of learners. Mind, Culture, and Activity, 1(4), 209–229.
Sandelowski, M. (2010). What’s in a name? Qualitative description revisited. Research in Nursing & Health, 33(1), 77–84.
Sreena, S., & Ilankumaran, M. (2018). Developing productive skills through receptive skills–a cognitive approach. International Journal of Engineering & Technology, 7(4.36), 669–673.
Webb, S. (2005). Receptive and productive vocabulary learning: The effects of reading and writing on word knowledge. Studies in Second Language Acquisition, 27(1), 33–52.
Wise, J. C., Sevcik, R. A., Morris, R. D., Lovett, M. W., & Wolf, M. (2007). The relationship among receptive and expressive vocabulary, listening comprehension, pre-reading skills, word identification skills, and reading comprehension by children with reading disabilities.
Wu, H., Garza, E., & Guzman, N. (2015). International student’s challenge and adjustment to college. Education Research International, 2015.
