An Analysis of Students’ Reading Comprehension at an Islamic Institute in Jambi

Toni Indrayadi

Abstract


This study examines each reading comprehension indicator and reading comprehension in general. Forty-five first-semester students of the English Education Department at Public Islamic Institute Jambi, Indonesia, which comprised of twenty-one males and twenty-four females voluntarily participated in this study. They were purposively selected as the sample of the research. This study used six indicators of reading comprehension and reading comprehension in general data. The descriptive quantitative approach was employed in this study as the research methodology. The descriptive statistic of SPSS 23 was applied to analyze the mean and standard deviation of six reading comprehension and reading comprehension in general. The criteria referenced interpretation and norm-referenced interpretation investigated interval of six reading comprehension and reading comprehension in general. The result of descriptive statistics and criteria referenced interpretation, and norm-referenced interpretation analysis showed five reading comprehension indicators in terms of author purpose, topic details, reference, and vocabulary in context in moderate criteria, except the main idea in which in high criteria. The reading comprehension was in moderate criteria similar to five reading comprehension indicators. Therefore, English lecturers hope to select an appropriate strategy and be well prepared to teach reading.


Keywords


English student; Islamic institute; Reading comprehension

Full Text:

PDF

References


Aditomo, A., & Hasugian, E. J. (2018). Indonesian adolescents’ EFL reading comprehension: Gender differences and the influence of parental background. Indonesian Journal of Applied Linguistics, 8(2), 325–335. https://doi.org/10.17509/ijal.v8i2.13279

Al-Jarrah, H., & Ismail, N. S. (2018). Reading comprehension strategies among EFL learners in higher learning institutions. Arab World English Journal, 9(2), 315–328. https://doi.org/10.24093/awej/vol9no2.21

Audina, Y., Zega, N., Simarmata, A., Situmeang, K. V., & Tarigan, S. N. (2020). An analysis of teacher’s strategies in teaching reading comprehension. Lectura: Jurnal Pendidikan, 11(1), 94–105.

Basol, B., Özel, S., & Özel, Z. E. Y. (2011). The relationship between reading comprehension competence and word. Journal of European Education, 1(1), 35–42.

Broek, van den G. S. E., Takashima, A., Segers, E., & Verhoeven, L. (2018). Contextual richness and word learning: Context enhances comprehension but retrieval enhances retention. Language Learning, 68(2), 546–585. https://doi.org/10.1111/lang.12285

Dagostino, L., Carifio, J., Bauer, J. D. C., Zhao, Q., & Hashim, N. H. (2014). Assessment of a reading comprehension instrument as it relates to cognitive abilities as defined by Bloom’s Revised Taxonomy. Current Issues in Education, 17(1), 1–15.

Dakin, C. (2013). The effects of comprehension through close reading. St. John Fisher College.

Dartini, D. (2009). Improving students’ reading comprehension of narrative texts by using small group discussions at the grade X A MA KMI of Diniyyah Puteri Padang Panjang. Lingua Didaktika: Jurnal Bahasa Dan Pembelajaran Bahasa, 3(1), 13. https://doi.org/10.24036/ld.v3i1.7366

Firmayanto, R., Heliawati, L., & Rubini, B. (2020). Learning chemistry in english: The relationship between language skills and learning outcomes. Tadris: Jurnal Keguruan Dan Ilmu Tarbiyah, 5(2), 253–264. https://doi.org/10.24042/tadris.v5i2.6455

Fitri, F., & Rozimela, Y. (2020). An analysis of students’ reading comprehension of analytical exposition text in SMA Negeri 2 Batusangkar. Journal of English Language Teaching, 9(2), 405. https://doi.org/10.24036/jelt.v9i2.108613

Galloway, E. C. P. (2016). The development of core academic language and reading comprehension in pre-adolescent and adolescent learners. Harvard University.

Handayani, W., Setiawan, W., Sinaga, P., & Suhandi, A. (2018). Students’ reading comprehension skills of science and physics texts. Jurnal Inovasi Pendidikan IPA, 4(2), 203–211.

Hayikaleng, N., Nair, S. M., & Krishnasamy, H. N. (2016). Thai students’ motivation on English reading comprehension. International Journal of Education and Research., 4(6), 477–486.

Jayanti, F. G., & Norahmi, M. (2014). EFL: Revisiting ELT practices in Indonesia. Journal on English as a Foreign Language, 4(1), 5–14. https://doi.org/10.23971/jefl.v4i1.70

Kamalasari, K. (2017). Reading skills on finding the topic and the main idea. Proceedings of the 1st INACELT (International Conference on English Language Teaching), 15–16.

Karahan, B. Ü. (2017). The correlation of reading motivation & reading engagement with reading comprehension skills in 8th graders. European Journal of Education Studies, 3(9), 527–540. https://doi.org/10.5281/zenodo.898140

Kurniasih, E. (2011). Teaching the four language skills in primary EFL classroom. JET (Journal of English Teaching), 1(1), 71–81. https://doi.org/10.33541/jet.v1i1.53

Moeller, A. J., & Catalano, T. (2015). Foreign language teaching and learning. International Encyclopedia of the Social & Behavioral Sciences: Second Edition, 9(2), 327–332. https://doi.org/10.1016/B978-0-08-097086-8.92082-8

Pangestika, A. M. B. (2018). A small-sclae survey on reading motivation of undergraduate students. In Islamic University of Indonesia. Islamic University of Indonesia.

Pitaloka, N. L., & Anggraini, H. W. (2020). Blended learning in a reading course: Undergraduate EFL students ’ perceptions and experiences. Indonesian Research Journal in Education, 4(1), 43–57.

Rashid, T., Halim, M. F. A., Anuar, N. H. M., Ali, S. S. S., & Hussin, H. (2011). The effectiveness of teaching reference words using two strategies. Procedia - Social and Behavioral Sciences, 1(18), 170–179. https://doi.org/10.1016/j.sbspro.2011.05.025

Sulistiyo, U. (2015). Improving English as a foreign language teacher education in Indonesia: The case of Jambi University. RMIT University, Australia.

Wilawan, S. (2012). Fostering main idea comprehension among EFL learners through cognitive and metacognitive strategies. International Journal of Humanities and Social Science, 2(14), 46–54.

Yusny, R. (2013). ELT in Indonesian context: Issues and challenges. Englisia: Journal of Language, Education, and Humanities, 1(1), 81–99.




DOI: http://dx.doi.org/10.24042/tadris.v6i2.8511

Refbacks

  • There are currently no refbacks.


Bookmark and Share


Creative Commons License

Tadris: Jurnal Keguruan dan Ilmu Tarbiyah is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. p-ISSN 2301-7562 | e-ISSN 2579-7964