THE EFFECT OF ORDINARY CRUCIAL SKILL TO IMPROVE UNIVERSITY STUDENTS’ ACADEMIC READING SKILLS
Abstract
Previous surveys on college academic reading often utilized questionnaires and lacked in-depth analysis to assess students' reading skills. This present study involving 80 students of Universitas Pahlawan assessed students’ academic reading skills using Correlation Test, Manova Test, and Duncan Test. In addition to examine the importance of these skills, this study also identified the need to have adequate academic reading skills. The gap between the pre-test and post-test signified the significant effects on reading skill, analysis and evaluation, reading strategies and efficiency, and influential factors. However, comprehension skills, linguistic discourse, and knowledge did not have a significant effect. Furthermore, this study also discusses the implications for researchers and for the practices of the course.
References
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Brown, C. J. (2017). Flipping the ESL/EFL academic reading classroom: A group leader discussion activity. Innovations in Flipping the Language Classroom: Theories and Practices, 147–168. https://doi.org/10.1007/978-981-10-6968-0_11
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Cherif, A. H., Adams, G. E., Movahedzadeh, F., & Martyn, M. A. (2015). Why Do Students Fail? Academic Leaders’ Perspectives.
Cooter, R. B. (1994). Assessing affective and conative factors in reading. Reading Psychology, 15(2), 77–90. https://doi.org/10.1080/0270271940150201
Cox, S. R., Friesner, D. L., & Khayum, M. (2003). Do Reading Skills Courses Help Underprepared Readers Achieve Academic Success in College? Journal of College Reading and Learning, 33(2), 170–196. https://doi.org/10.1080/10790195.2003.10850147
Flippo, R. F. (2008). Handbook of College Reading and Study Strategy Research. Handbook of College Reading and Study Strategy Research. https://doi.org/10.4324/9780203894941
Flowerdew, J., Peacock, M., Cobb, T., & Horst, M. (2012). Reading academic English: Carrying learners across the lexical threshold. In Research Perspectives on English for Academic Purposes (pp. 315–329). Cambridge University Press. https://doi.org/10.1017/cbo9781139524766.024
French, M., Taverna, F., Neumann, M., Paulo Kushnir, L., Harlow, J., Harrison, D., & Serbanescu, R. (2015). Textbook Use in the Sciences and Its Relation to Course Performance. College Teaching, 63(4), 171–177. https://doi.org/10.1080/87567555.2015.1057099
Goodman, K. (1988). The reading process. In Interactive Approaches to Second Language Reading (pp. 11–21). Cambridge University Press. https://doi.org/10.1017/CBO9781139524513.005
Gorzycki, M., Howard, P., Allen, D., Desa, G., & Rosegard, E. (2016). An Exploration of Academic Reading Proficiency at the University Level: A Cross-Sectional Study of 848 Undergraduates. Literacy Research and Instruction, 55(2), 142–162. https://doi.org/10.1080/19388071.2015.1133738
Graesser, A. C., & Forsyth, C. (2013). Discourse Comprehension. Oxford University Press. https://doi.org/10.1093/oxfordhb/9780195376746.013.0030
Hannon, B. (2012). Understanding the relative contributions of lower-level word processes, higher-level processes, and working memory to reading comprehension performance in proficient adult readers. Reading Research Quarterly, 47(2), 125–152. https://doi.org/10.1002/RRQ.013
Harker, W. J. (1987). Book Review: The Reading Process. Journal of Education, 97(3), 80–80. https://doi.org/10.1177/002205742309700314
Hartshorn, K., Evans, N., Egbert, J., & Johnson, A. M. (2017). Discipline-Specific Reading Expectation and Challenges for ESL Learners in US Universities. Undefined.
Hermida, J. (2009). The Importance of Teaching Academic Reading Skills in First-Year University Courses. The International Journal of Research and Review, 3.
Howard, P. J., Gorzycki, M., Desa, G., & Allen, D. D. (2018). Academic Reading: Comparing Students’ and Faculty Perceptions of Its Value, Practice, and Pedagogy. Journal of College Reading and Learning, 48(3), 189–209. https://doi.org/10.1080/10790195.2018.1472942
Jordan, R. R. (2011). Academic reading. In English for Academic Purposes (pp. 143–148). Cambridge University Press. https://doi.org/10.1017/cbo9780511733062.011
Joseph, L. M., & Schisler, R. (2009). Should Adolescents Go Back to the Basics? Remedial and Special Education, 30(3), 131–147. https://doi.org/10.1177/0741932508315646
Kintsch, W. (2019). Revisiting the Construction—Integration Model of Text Comprehension and its Implications for Instruction. In Theoretical Models and Processes of Literacy (pp. 178–203). Routledge. https://doi.org/10.4324/9781315110592-12
Linderholm, T., & Van den Broek, P. (2002). The effects of reading purpose and working memory capacity on the processing of expository text. Journal of Educational Psychology, 94(4), 778–784. https://doi.org/10.1037/0022-0663.94.4.778
Liu, X., & Brown, G. T. L. (2019). Investigating students’ perceived cognitive needs in university academic reading: a latent variable approach. Journal of Research in Reading, 42(2), 411–431. https://doi.org/10.1111/1467-9817.12275
Lockhart, T., & Soliday, M. (2016). The Critical Place of Reading in Writing Transfer (and Beyond): A Report of Student Experiences. Pedagogy Critical Approaches to Teaching Literature Language Composition and Culture, 16(1), 23–37. https://doi.org/10.1215/15314200-3158589
Lopez, L. C., Clark, P. M., & Winer, G. A. (2012). The Relationships of Two Cognitive Styles to Reading Speed and Comprehension. Http://Dx.Doi.Org/10.1080/00221325.1979.10534075, 135(2), 229–235. https://doi.org/10.1080/00221325.1979.10534075
Macalister, J. (2010). Investigating Teacher Attitudes to Extensive Reading Practices in Higher Education: Why Isn’t Everyone Doing It? RELC Journal, 41(1), 59–75. https://doi.org/10.1177/0033688210362609
Moore, T., Morton, J., & Price, S. (2011). Construct validity in the IELTS academic reading test: a comparison of reading requirements in IELTS test items and in university study.
Nhapulo, M. A., Simon, E., & Van Herreweghe, M. (2017). Enhancing academic reading skills through extensive reading. Southern African Linguistics and Applied Language Studies, 35(1), 17–40. https://doi.org/10.2989/16073614.2016.1267578
Oleinik, A., Kirdina-Chandler, S., Popova, I., & Shatalova, T. (2017). On academic reading: citation patterns and beyond. Scientometrics, 113(1), 417–435. https://doi.org/10.1007/s11192-017-2466-z
Poole, A. (2019). Reading Strategies and Academic Success: The Case of First-Semester College Males. Journal of College Student Retention: Research, Theory & Practice, 21(1), 2–20. https://doi.org/10.1177/1521025116685094
Pretorius, E. J. (2005). English as a second language learner differences in anaphoric resolution: Reading to learn in the academic context. In Applied Psycholinguistics (Vol. 26, Issue 4, pp. 521–539). Cambridge University Press. https://doi.org/10.1017/S0142716405050289
Richard Paul, B., & Elder, L. (2008). The Thinker’s Guide to How to Read a Paragraph The Thinker’s Guide to A Companion to: The Thinker’s Guide to How to Write a Paragraph The Foundation for Critical Thinking Based on Critical Thinking Concepts & Tools How to Read a Paragraph The Art of Close Reading.
Rumelhart, D. E. (2017). Schemata: The building blocks of cognition. Theoretical Issues in Reading Comprehension: Perspectives from Cognitive Psychology, Linguistics, Artificial Intelligence and Education, 33–58. https://doi.org/10.4324/9781315107493-4/SCHEMATA-BUILDING-BLOCKS-COGNITION-DAVID-RUMELHART
Sharma, A., Van Hoof, H. B., & Ramsay, C. (2019). The influence of time on the decisions that students make about their academic reading. Active Learning in Higher Education, 20(1), 79–92. https://doi.org/10.1177/1469787417731200
Stoffelsma, L., & Spooren, W. (2017). Improving the academic reading proficiency of university students in Ghana: an Educational Design Research approach. Language Matters, 48(1), 48–70. https://doi.org/10.1080/10228195.2017.1296017
Van Den Broek, P., & Espin, C. A. (2012). Connecting cognitive theory and assessment: Measuring individual differences in reading comprehension. In School Psychology Review (Vol. 41, Issue 3, pp. 315–325). Taylor & Francis. https://doi.org/10.1080/02796015.2012.12087512
Van den Broek, P., Lorch, R. F., Linderholm, T., & Gustafson, M. (2001). The effects of readers’ goals on inference generation and memory for texts. Memory and Cognition, 29(8), 1081–1087. https://doi.org/10.3758/BF03206376
Williams, R. L., Skinner, C. H., & Jaspers, K. E. (2007). Extending research on the validity of brief reading comprehension rate and level measures to college course success. The Behavior Analyst Today, 8(2), 163–174. https://doi.org/10.1037/h0100610
Yapp, D., de Graaff, R., & van den Bergh, H. (2021). Effects of reading strategy instruction in English as a second language on students’ academic reading comprehension. Language Teaching Research, 136216882098523. https://doi.org/10.1177/1362168820985236
Zulu, C. (2005). Academic reading ability of first-year students: What’s high school performance or prior exposure to academic reading got to do with it? Southern African Linguistics and Applied Language Studies, 23(1), 111–123. https://doi.org/10.2989/16073610509486377
Anderson, N. J. (2015). Academic Reading Expectations and Challenges. 109–124. https://doi.org/10.4324/9781315762654-13
Babapour, M., Ahangari, S., & Ahour, T. (2018). The effect of shadow reading and collaborative strategic reading on EFL learners’ reading comprehension across two proficiency levels. Https://Doi.Org/10.1080/17501229.2018.1465059, 13(4), 318–330. https://doi.org/10.1080/17501229.2018.1465059
Brown, C. J. (2017). Flipping the ESL/EFL academic reading classroom: A group leader discussion activity. Innovations in Flipping the Language Classroom: Theories and Practices, 147–168. https://doi.org/10.1007/978-981-10-6968-0_11
Carver, R. P. (1997). Reading for One Second, One Minute, or One Year From the Perspective of Rauding Theory. Scientific Studies of Reading, 1(1), 3–43. https://doi.org/10.1207/s1532799xssr0101_2
Cherif, A. H., Adams, G. E., Movahedzadeh, F., & Martyn, M. A. (2015). Why Do Students Fail? Academic Leaders’ Perspectives.
Cooter, R. B. (1994). Assessing affective and conative factors in reading. Reading Psychology, 15(2), 77–90. https://doi.org/10.1080/0270271940150201
Cox, S. R., Friesner, D. L., & Khayum, M. (2003). Do Reading Skills Courses Help Underprepared Readers Achieve Academic Success in College? Journal of College Reading and Learning, 33(2), 170–196. https://doi.org/10.1080/10790195.2003.10850147
Flippo, R. F. (2008). Handbook of College Reading and Study Strategy Research. Handbook of College Reading and Study Strategy Research. https://doi.org/10.4324/9780203894941
Flowerdew, J., Peacock, M., Cobb, T., & Horst, M. (2012). Reading academic English: Carrying learners across the lexical threshold. In Research Perspectives on English for Academic Purposes (pp. 315–329). Cambridge University Press. https://doi.org/10.1017/cbo9781139524766.024
French, M., Taverna, F., Neumann, M., Paulo Kushnir, L., Harlow, J., Harrison, D., & Serbanescu, R. (2015). Textbook Use in the Sciences and Its Relation to Course Performance. College Teaching, 63(4), 171–177. https://doi.org/10.1080/87567555.2015.1057099
Goodman, K. (1988). The reading process. In Interactive Approaches to Second Language Reading (pp. 11–21). Cambridge University Press. https://doi.org/10.1017/CBO9781139524513.005
Gorzycki, M., Howard, P., Allen, D., Desa, G., & Rosegard, E. (2016). An Exploration of Academic Reading Proficiency at the University Level: A Cross-Sectional Study of 848 Undergraduates. Literacy Research and Instruction, 55(2), 142–162. https://doi.org/10.1080/19388071.2015.1133738
Graesser, A. C., & Forsyth, C. (2013). Discourse Comprehension. Oxford University Press. https://doi.org/10.1093/oxfordhb/9780195376746.013.0030
Hannon, B. (2012). Understanding the relative contributions of lower-level word processes, higher-level processes, and working memory to reading comprehension performance in proficient adult readers. Reading Research Quarterly, 47(2), 125–152. https://doi.org/10.1002/RRQ.013
Harker, W. J. (1987). Book Review: The Reading Process. Journal of Education, 97(3), 80–80. https://doi.org/10.1177/002205742309700314
Hartshorn, K., Evans, N., Egbert, J., & Johnson, A. M. (2017). Discipline-Specific Reading Expectation and Challenges for ESL Learners in US Universities. Undefined.
Hermida, J. (2009). The Importance of Teaching Academic Reading Skills in First-Year University Courses. The International Journal of Research and Review, 3.
Howard, P. J., Gorzycki, M., Desa, G., & Allen, D. D. (2018). Academic Reading: Comparing Students’ and Faculty Perceptions of Its Value, Practice, and Pedagogy. Journal of College Reading and Learning, 48(3), 189–209. https://doi.org/10.1080/10790195.2018.1472942
Jordan, R. R. (2011). Academic reading. In English for Academic Purposes (pp. 143–148). Cambridge University Press. https://doi.org/10.1017/cbo9780511733062.011
Joseph, L. M., & Schisler, R. (2009). Should Adolescents Go Back to the Basics? Remedial and Special Education, 30(3), 131–147. https://doi.org/10.1177/0741932508315646
Kintsch, W. (2019). Revisiting the Construction—Integration Model of Text Comprehension and its Implications for Instruction. In Theoretical Models and Processes of Literacy (pp. 178–203). Routledge. https://doi.org/10.4324/9781315110592-12
Linderholm, T., & Van den Broek, P. (2002). The effects of reading purpose and working memory capacity on the processing of expository text. Journal of Educational Psychology, 94(4), 778–784. https://doi.org/10.1037/0022-0663.94.4.778
Liu, X., & Brown, G. T. L. (2019). Investigating students’ perceived cognitive needs in university academic reading: a latent variable approach. Journal of Research in Reading, 42(2), 411–431. https://doi.org/10.1111/1467-9817.12275
Lockhart, T., & Soliday, M. (2016). The Critical Place of Reading in Writing Transfer (and Beyond): A Report of Student Experiences. Pedagogy Critical Approaches to Teaching Literature Language Composition and Culture, 16(1), 23–37. https://doi.org/10.1215/15314200-3158589
Lopez, L. C., Clark, P. M., & Winer, G. A. (2012). The Relationships of Two Cognitive Styles to Reading Speed and Comprehension. Http://Dx.Doi.Org/10.1080/00221325.1979.10534075, 135(2), 229–235. https://doi.org/10.1080/00221325.1979.10534075
Macalister, J. (2010). Investigating Teacher Attitudes to Extensive Reading Practices in Higher Education: Why Isn’t Everyone Doing It? RELC Journal, 41(1), 59–75. https://doi.org/10.1177/0033688210362609
Moore, T., Morton, J., & Price, S. (2011). Construct validity in the IELTS academic reading test: a comparison of reading requirements in IELTS test items and in university study.
Nhapulo, M. A., Simon, E., & Van Herreweghe, M. (2017). Enhancing academic reading skills through extensive reading. Southern African Linguistics and Applied Language Studies, 35(1), 17–40. https://doi.org/10.2989/16073614.2016.1267578
Oleinik, A., Kirdina-Chandler, S., Popova, I., & Shatalova, T. (2017). On academic reading: citation patterns and beyond. Scientometrics, 113(1), 417–435. https://doi.org/10.1007/s11192-017-2466-z
Poole, A. (2019). Reading Strategies and Academic Success: The Case of First-Semester College Males. Journal of College Student Retention: Research, Theory & Practice, 21(1), 2–20. https://doi.org/10.1177/1521025116685094
Pretorius, E. J. (2005). English as a second language learner differences in anaphoric resolution: Reading to learn in the academic context. In Applied Psycholinguistics (Vol. 26, Issue 4, pp. 521–539). Cambridge University Press. https://doi.org/10.1017/S0142716405050289
Richard Paul, B., & Elder, L. (2008). The Thinker’s Guide to How to Read a Paragraph The Thinker’s Guide to A Companion to: The Thinker’s Guide to How to Write a Paragraph The Foundation for Critical Thinking Based on Critical Thinking Concepts & Tools How to Read a Paragraph The Art of Close Reading.
Rumelhart, D. E. (2017). Schemata: The building blocks of cognition. Theoretical Issues in Reading Comprehension: Perspectives from Cognitive Psychology, Linguistics, Artificial Intelligence and Education, 33–58. https://doi.org/10.4324/9781315107493-4/SCHEMATA-BUILDING-BLOCKS-COGNITION-DAVID-RUMELHART
Sharma, A., Van Hoof, H. B., & Ramsay, C. (2019). The influence of time on the decisions that students make about their academic reading. Active Learning in Higher Education, 20(1), 79–92. https://doi.org/10.1177/1469787417731200
Stoffelsma, L., & Spooren, W. (2017). Improving the academic reading proficiency of university students in Ghana: an Educational Design Research approach. Language Matters, 48(1), 48–70. https://doi.org/10.1080/10228195.2017.1296017
Van Den Broek, P., & Espin, C. A. (2012). Connecting cognitive theory and assessment: Measuring individual differences in reading comprehension. In School Psychology Review (Vol. 41, Issue 3, pp. 315–325). Taylor & Francis. https://doi.org/10.1080/02796015.2012.12087512
Van den Broek, P., Lorch, R. F., Linderholm, T., & Gustafson, M. (2001). The effects of readers’ goals on inference generation and memory for texts. Memory and Cognition, 29(8), 1081–1087. https://doi.org/10.3758/BF03206376
Williams, R. L., Skinner, C. H., & Jaspers, K. E. (2007). Extending research on the validity of brief reading comprehension rate and level measures to college course success. The Behavior Analyst Today, 8(2), 163–174. https://doi.org/10.1037/h0100610
Yapp, D., de Graaff, R., & van den Bergh, H. (2021). Effects of reading strategy instruction in English as a second language on students’ academic reading comprehension. Language Teaching Research, 136216882098523. https://doi.org/10.1177/1362168820985236
Zulu, C. (2005). Academic reading ability of first-year students: What’s high school performance or prior exposure to academic reading got to do with it? Southern African Linguistics and Applied Language Studies, 23(1), 111–123. https://doi.org/10.2989/16073610509486377
Published
2024-01-22
How to Cite
MASRUL, Masrul; ERLIANA, Santi.
THE EFFECT OF ORDINARY CRUCIAL SKILL TO IMPROVE UNIVERSITY STUDENTS’ ACADEMIC READING SKILLS.
Jurnal Pendidikan Bahasa Inggris Proficiency, [S.l.], v. 6, n. 1, p. 73 - 92, jan. 2024.
Available at: <https://ejournal.uniska-kediri.ac.id/index.php/PROFICIENCY/article/view/4500>. Date accessed: 22 dec. 2024.
doi: https://doi.org/10.32503/proficiency.v6i1.4500.
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Articles
