Dealing with Common Challenges in Improving Reading Comprehension Skills for Indonesian Secondary School Students
DOI:
https://doi.org/10.34050/elsjish.v5i2.21042Keywords:
Reading Skill, Comprehension, Secondary School, StudentsAbstract
It is expected that Indonesian secondary school students learn to read in English for fulfilling school requirements (for both learning and testing). However, many students have a problem in reading textbooks caused by the lack of students’ understanding in answering the comprehension questions correctly. This leads to students' lack of interest in reading. Having collected the relevant pieces of literature and data, we concluded that students' motivation, the students' awareness of reading text genre, and the proper implementation of reading strategies are the effective solution to enhance Indonesian secondary students' reading comprehension skills. This study offers some important insights to the research in reading skills not only academically but in daily life. Moreover, the study is to facilitate English teachers in understanding students' reading comprehension problems, what strategies to apply in teaching reading and how to choose the suitable reading text genre to make their students achieve better in their academic performance and to make the students' love reading.
Keywords: reading skill, comprehension, secondary school, students
References
Afflerbach, P., Pearson, P. D., & Paris, S. G. (2008). Clarifying differences between reading skills and reading strategies. The Reading Teacher, 61(5), 364-373. Retrieved from https://doi.org/10.1598/RT.61.5.1
Agustin, S., Ariyanto, S., & Sukmaantara, I. P. (2013). The effect of using numbered head together technique on the eighth-grade students' reading comprehension achievement at SMPN 2 Tanggul Jember. Pancaran Pendidikan, 2(3), 201-210.
Almasi, J. F. (2003). Teaching strategic process in reading. New York, NY: The Guilford Press.
Ahmadi, M. R. (2017). The impact of motivation on reading comprehension. International Journal of Research in English Education, 2(1), 1-7.
Ahmadi, M. R., & Hairul, N. I. (2012). Reciprocal teaching as an important factor of improving reading comprehension. Journal of Studies in Education, 2(4), 153-173.
Barnes, M. A. (2015). What do models of reading comprehension and its development have to contribute to a Science of comprehension instruction and assessment for adolescents? In Improving reading comprehension of middle and high school students (pp. 1-18). Springer, Cham.
Beaufort, A., & Williams, J. A. (2005). Writing history: Informed or not by genre theory. Genre across the curriculum, 44-64.
Biancarosa, G., & Snow, C. E. (2004). Reading next: A vision for action and research in middle and high school literacy: a report from Carnegie Corporation of New York. Alliance for Excellent Education.
Bismoko, J., & Nation, I. S. P. (1974). Developments in the region Indonesia: 2 English reading speed and the mother-tongue or national language. RELC Journal, 5(1), 86-89.
Bråten, I., & Samuelstuen, M. S. (2004). Does the influence of reading purpose on reports of strategic text processing depend on students' topic knowledge? Journal of educational psychology, 96(2), 324. http://dx.doi.org/10.1037/0022 0663.96.2.324
Bruce, I., (2008). Academic writing and genre: A systemic analysis. London: Continuum.
Cahyono, B. Y., & Widiati, U. (2006). The teaching of EFL reading in the Indonesian context: The state of the art. TEFLIN Journal, 17(1), 36-58.
Campbell, M. B., & Kmiecik, M. M. (2004). The greatest literacy challenges facing contemporary high school teachers: Implications for secondary teacher preparation. Reading Horizons, 45(1), 1.
Carrell, P. L. (1998). Can reading strategies be successfully taught? Australian Review of Applied Linguistics, 21(1), 1-20.
Chang, M. M. (2005). Applying self-regulated learning strategies in a web-based instruction—an investigation of motivation perception. Computer Assisted Language Learning, 18(3), 217-230.
Coffin, C. (1997). Constructing and giving value to the past: An investigation into secondary school history. In F. Christie & J. R. Martin (Eds.), Genre and institutions: social processes in the workplace and school (pp. 196–230). London: Pinter.
Damayanti, I. L. (2017). From storytelling to story writing: the implementation of reading to learn (R2L) pedagogy to teach English as a foreign language in Indonesia. Indonesian Journal of Applied Linguistics, 6(2), 229-242.
Day, R. (2002). Top ten principles for teaching extensive reading. Reading in a foreign language, 14(2), 136.
Delfi, S., & Yamat, H. (2017). Extensive reading in developing language competency for Indonesian EFL learners majoring in English. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 1(2), 153-164.
Devitt, A. J. (2004). Writing genres. SIU Press.
Dörnyei, Z., Csizér, K., & Németh, N. (2006). Motivation, language attitudes and globalisation: A Hungarian perspective. Multilingual Matters.
Esteria, A. (2017). The role of PQRST strategy to improve reading comprehension In Indonesia. In Prosiding Seminar Nasional Mahasiswa Kerjasama Direktorat Jenderal Guru dan Tenaga Kependidikan Kemendikbud 2016.
Feez, S. (2002). Heritage and innovation in second language education. Genre in the classroom: Multiple perspectives, 43-72.
Fitrisia, D., Tan, K. E., & Yusuf, Y. Q. (2015). Investigating metacognitive awareness of reading strategies to strengthen students' performance in reading comprehension. Asia Pacific Journal of Educators and Education, 30(1), 15-30.
Francis, H., & Hallam, S. (2000). Genre effects on higher education students' text reading for understanding. Higher Education, 39(3), 279-296.
Gambrell, L. B., Wilson, R. M., & Gantt, W. N. (1981). Classroom observations of task attending behaviors of good and poor readers. The Journal of Educational Research, 74(6), 400-404.
Gambrell, L. B. (2011). Seven rules of engagement: what's most important to know about motivation to read. The Reading Teacher, 65(3), 172-178.
García, T., & Pintrich, P. R. (1991). Student motivation and self-regulated learning: A LISREL Model.
Gottfried, A. E. (1990). Academic intrinsic motivation in young elementary school children. Journal of Educational Psychology, 82(3), 525.
Grabe, W., & Stoller, F. (2002). Teaching and researching reading. Harlow: Longman.
Grabe, W. (2009). Reading in a second language; moving from theory to practice. New York, NY: Cambridge University Press.
Guthrie, J. T. (2008). Reading motivation and engagement in middle and high school: appraisal and intervention. In J. T. Guthrie (Ed.), Engaging adolescents in reading (pp. 1-16). Thousand Oaks, CA, US: Corwin Press.
Guthrie, J. T., Wigfield, A., & VonSecker, C. (2000). Effects of integrated instruction on motivation and strategy use in reading. Journal of educational psychology, 92(2), 331.
Guthrie, J. T., Wigfield, A., Barbosa, P., Perencevich, K. C., Taboada, A., Davis, M. H., ... & Tonks, S. (2004). Increasing reading comprehension and Engagement through concept-oriented reading instruction. Journal of educational psychology, 96(3), 403.
Harahap, F. A. (2012). Improving students’ reading comprehension through Two Stay – Two Stray learning model. Transform Journal of English Language Teaching and Learning of FBS UNIMED, 1(1).
Heller, R., & Greenleaf, C. (2007). Literacy instruction in the content areas: getting to the core of middle and high school improvement. Washington, DC: Alliance for Excellent Education.
Hyons, S., (2002). Genre and ESL reading: A classroom study. In: Ann M. Johns (Ed.), Genre in the classroom: Multiple perspectives. Marwah, New Jersey: Lawrence Erlbaum Associates, Publishers. pp: 121-141.
Iftanti, E. (2012). A survey of the English reading habits of EFL students in Indonesia. Teflin Journal, 23(2), 149-164.
Janzen, J. (2002). Teaching strategic reading. Methodology in language teaching: An anthology of current practice, 287-294.
Johns, A. M. (2008). Genre awareness for the novice academic student: An ongoing quest. Language Teaching, 41 (2), 237–252.
Jones, S. R., Torres, V., & Arminio, J. (2006). Negotiating the complexities of qualitative research in higher education: fundamental elements and issues. New York: Routledge.
Komariah, E., Ramadhona, P. A. R., & Silviyanti, T. M. (2015). Improving reading comprehension through reciprocal teaching method. Studies in English Language and Education, 2(2), 87-102.
Komiyama, R. (2013). Factors underlying second language reading motivation of adult EAP students. Reading in a Foreign Language, 25(2), 149-169.
León, J. A., & Escudero, I. (2015). Understanding causality in science discourse for middle and high school students. Summary task as a strategy for improving comprehension. In Improving reading comprehension of middle and high school students (pp. 75-98). Springer, Cham.
Linderholm, T. (2006). Reading with purpose. Journal of College Reading and Learning, 36(2), 70-80.
Logan, S., Medford, E., & Hughes, N. (2011). The importance of intrinsic motivation for high and low ability readers’ reading comprehension performance. Learning and Individual Differences, 21,124–128. doi:10.1016/j.lindif.2010.09.011
Lucas, R. I., Pulido, D., Miraflores, E., Ignacio, A., Tacay, M., & Lao, J. (2010). A study on the intrinsic motivation factors in second language learning among selected freshman students. Philippine ESL Journal, 4(1), 3-23.
Maman, M., & Rajab, A. A. (2016). The implementation of cooperative learning model" Number Heads Together"(" NHT") in improving the students' ability in reading comprehension. International Journal of Evaluation and Research in Education, 5(2), 174-180.
Martin, J.R., (1997). Analysing genre: Functional parameters, In: F. Christie and J. Martin (Eds.), Genre and institutions: Social processes in the workplace and school. London: Continuum, London: Continuum. pp: 3-39.
Mason, B. (2013). The efficient use of literature in second language education: free reading and listening to stories. Stories First, 33.
Massey, D. D. (2015). Reading history: moving from memorizing facts to critical thinking. In Improving reading comprehension of middle and high school students (pp. 19-47). Springer,Cham.
McGeown, S. P., Norgate, R., & Warhurst, A. (2012b). Exploring intrinsic and
extrinsic reading motivation among very good and very poor readers. Educational Research, 54, 309–322. doi:10.1080/00131881.2012.710089.
Mistar, J., Zuhairi, A., & Yanti, N. (2016). Strategies training in the teaching of reading comprehension for EFL learners in Indonesia. English Language Teaching, 9(2), 49-56. doi:10.5539/elt.v9n2p49
Mokhtari, K., & Reichard, C. A. (2002). Assessing students' metacognitive awareness of reading strategies. Journal of Educational Psychology, 94(2), 249.
Morgan, P. L., & Fuchs, D. (2007). Is there a bidirectional relationship between children's reading skills and reading motivation?, Exceptional children, 73(2), 165-183.
Narvaez, D. (2002). Individual differences that influence reading comprehension. Comprehension instruction: Research-based best practices, 158-175.
Nazir. 1988. Metode Penelitian. Jakarta: Ghalia Indonesia.
Negretti, R., & Kuteeva, M. (2011). Fostering metacognitive genre awareness in L2 academic reading and writing: a case study of pre-service English teachers. Journal of Second Language Writing, 20(2), 95–110. Retrived from https://doi.org/10.1016/j.jslw.2011.02.002
Olasehinde, M. O., Akanmode, O. A., Alaiyemola, A. T., & Babatunde, O. T. (2015). Promoting the reading culture towards human capital and global development. English Language Teaching, 8(6), 194-200.
Oxford, R., & Nyikos, M. (1989). Variables affecting choice of language learning strategies by university students. The Modern Language Journal, 73(3), 291-300.
Paltridge, B., 2002. Genre, text type, and the english for academic purposes (EAP)
classroom. In Ann M. Johns (Ed.), Genre in the classroom: multiple perspectives. Marwah, New Jersey: Lawrence Erlbaum Associates, Publishers. pp: 73-90.
Paris, S.G., Cross, D. R., & Lipson, M. Y. (1984). Informed strategies for learning: A program to improve children's reading awareness and comprehension. Journal of Educational Psychology, 76, 1239-1252.
Pressley, M. (2002). Metacognition and self- regulated comprehension. In A. E. Farstrup & S. J. Samuels (Eds.), What research has to say about reading instruction (pp. 291-309). Newark, DE: International Reading Association.
Riani, D. O. (2015). Collaborative Strategic Reading Implementation to improve students’ reading comprehension. English Review: Journal of English Education, 1(2), 231-239.
Rozimela, Y. (2014). The students' genre awareness and their reading comprehension of different text types. International Journal of Asian Social Science, 4(4), 460-469.
Rukmini, D. (2004). Genre analysis of the reading texts in BP textbook for SMA. Unpublished research report. Semarang: Lemlit-UNNES.
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67.
Salikin, H., Bin-Tahir, S. Z., Kusumaningputri, R., & Yuliandari, D. P. (2017). The Indonesian EFL learners' motivation in reading. English Language Teaching, 10(5), 81-90.
Santi, K. L., & Reed, D. K. (Eds.). (2015). Improving reading comprehension of middle and high school students (Vol. 10). Springer.
Sinambela, E., Manik, S., & Pangaribuan, R. E. (2015). Improving students’ reading comprehension achievement by using KWL strategy. English Linguistics Research, 4(3), 13-29.
Slamet,M. 2018. Meningkatkan Kemampuan Membaca Cepat Melalui Metode Latihan Di Kelas Viii A Smp Negeri 2 Darma. FON; Jurnal Pendidikan Bahasa dan Sastra Indonesia. Volume 13 Nomor 2 Tahun 2018
Snow, C. (2002). Reading for understanding: Toward an R&D program in reading comprehension. Rand Corporation.
Suryanto, S. (2017). An investigation on English reading comprehension problems in Indonesian cultural contexts. In International Conference on Education, Science, Art and Technology (pp. 200-205).
Sutherland-Smith W. (2002). Web-text: Perceptions of digital reading skills in the ESL classroom. Prospect, 17(1), 55-67.
Takase, A. (2007). Japanese high school students' motivation for extensive L2 reading. Reading in a foreign language, 19(1), 1-18.
Toledo, P.F., (2005). Genre analysis and reading of English as a foreign language: Genre schemata beyond text typologies. Journal of Pragmatics, 37 (7): 1059-1079. https://doi.org/10.1016/j.pragma.2005.01.002
Veel, R. (1997). Learning how to mean—Scientifically speaking: Apprenticeship into scientific discourse in the secondary school. In F. Christie & J. R. Martin (Eds.), Genre and institutions: Social processes in the workplace and school (pp. 161–195). London: Pinter.
Wang, J. H., & Guthrie, J. T. (2004). Modeling the effects of intrinsic motivation, extrinsic motivation, amount of reading, and past reading achievement on text comprehension between U.S. and Chinese students. Reading Research Quarterly, 39, 162–186.
Wigfield, A. (2004). Motivating reading comprehension: concept-oriented reading instruction. Routledge.
Wigfield, A., Guthrie, J. T., Tonks, S., & Perencevich, K. C. (2004). Children's motivation for reading: Domain specificity and instructional influences. The Journal of Educational Research, 97(6), 299-310.
Wilson, J. D., & Casey, L. H. (2007). Understanding the recreational reading patterns of secondary students. Reading Improvement, 44(1), 40-50.
Yulia, Y. (2013). Teaching challenges in Indonesia: motivating students and teachers’ classroom language. Indonesian Journal of Applied Linguistics, 3(1), 1-16.
Yuliandari, D. P., Salikin, H., & Kusumaningputri, R. (2016). Reading motivation of Indonesian EFL learners (Motivasi membaca pelajar EFL Indonesia).
Yunus, M., & Taslim. (2017). English lecturers’ perception of task-based reading teaching at ABA Universitas Muslim Indonesia. In The Asian EFL Journal Professional Teaching Articles, (98), 4-15.
Downloads
Published
Issue
Section
License
Copyright (c) 2022 Izzuddin A Hakim , Amazia Pravianti Tanuatmadja, Hodairiyah
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
