The Problems Faced by Senior High School Students in Reading Narrative Text
DOI:
https://doi.org/10.17977/um064v1i112021p1508-1522Keywords:
reading comprehension problems, survey, narrative textAbstract
Abstract: Reading comprehension is an essential skill that students need to master. It helps students to develop their knowledge, skill, and memory to prepare for real life challenges. However, students in Indonesia still experience reading comprehension problems. Both PISA and the National Reading Index show that Indonesian students’ literacy in Indonesian text is low. Previous research also indicate that most Indonesian students do not understand English texts especially narrative text. This study aimed to identify what problems the senior high school students faced in reading English texts and how many percent of them faced reading comprehension problems. The design of the study was a survey. The findings of this research reveal that 52% of the students had problems in vocabulary and 43.2% of the students had problems in background knowledge when reading English texts. Therefore, the students need to exercise more on their vocabulary and background knowledge skills by reading more narrative text.
Keywords: reading comprehension problems, survey, narrative text
Abstrak: Pemahaman membaca adalah keterampilan penting yang harus dikuasai oleh siswa. Ketrampilan tersebut dapat membantu siswa untuk mengembangkan pengetahuan, keterampilan, dan memori mereka untuk menghadapi tantangan di kehidupan nyata. Namun, siswa di Indonesia masih mengalami masalah dalam memahami bacaan. Survey dari PISA dan Indeks Literasi Nasional menunjukkan bahwa literasi siswa Indonesia dalam teks bahasa Indonesia masih rendah. Penelitian sebelumnya juga menunjukkan bahwa sebagian besar siswa Indonesia tidak memahami teks bahasa Inggris terutama teks naratif. Penelitian ini bertujuan untuk mengidentifikasi masalah apa yang dihadapi siswa sekolah menengah atas dalam membaca teks bahasa Inggris dan berapa persen dari mereka yang masih ada masalah di pemahaman bacaan. Desain penelitian ini adalah survei. Temuan penelitian ini mengungkapkan bahwa 52% siswa memiliki masalah dalam kosakata dan 43,2% siswa memiliki masalah dalam pengetahuan latar belakang saat membaca teks bahasa Inggris. Oleh karena itu, siswa perlu lebih banyak melatih kosakata dan keterampilan pengetahuan latar belakang mereka dengan membaca lebih banyak teks naratif.
Kata kunci: permasalahan dalam memahami bacaan, survei, teks naratif
References
Amalia, R. (2017). Teaching reading comprehension in narrative by using character map strategy to the eight grade students of SMP Azzawiyah Tanjung Batu. Jurnal Pendidikan dan Pengajaran, 4(1), 24–39. Retrieved from http://jurnal.radenfatah.ac.id/index.php/edukasi/article/view/1525
Andini, Y., Hadriana, & Delfi, S. (2017). The correlation between grammar mastery and reading comprehension of the second grade students of SMPN 12 Pekanbaru. Jurnal Online Mahasiswa Fakultas Keguruan Dan Ilmu Pendidikan Universitas Riau, 4(1), 1–10. Retrieved from https://jom.unri.ac.id/index.php/JOMFKIP/article/view/13349/12913
Andri, Supardi, I., & Suhartono, L. (2015). Teaching reading comprehension in narrative text using numbered heads together technique. Journal Pendidikan dan Pembelajaran Khatulistiwa, 4(11), 70–83. Retrieved from https://jurnal.untan.ac.id/index.php/jpdpb/article/view/12384
Cain, K., & Oakhill, J. (2011). Matthew effects in young readers: Reading comprehension and reading experience aid vocabulary development. Journal of Learning Disabilities, 44(5), 431–443. doi: https://doi.org/10.1177/0022219411410042
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). London, New York: Routllege Falmer.
Cordeur, M. L. (2010). The struggling reader: Identifying and addressing reading problems successfully at an early stage. A Journal of Language Learning, 26(2), 77–89. doi: https://doi.org/10.5785/26-2-23
Dahliana, S. (2016). Partnership activity in EFL reading classroom. Englisia Journal, 3(2), 83. Retrieved from https://jurnal.ar-raniry.ac.id/index.php/englisia/article/view/1022/930
Davoudi, M., & Yousefi, D. (2015). Comprehension Breakdown: A Review of Research on EFL Learners‟ Reading Difficulty and Problems. International Journal of Language and Applied Linguistics, 58–72. Retrieved from http://www.khatesefid.com/journal/wp-content/uploads/2015/07/58-721.pdf
Dymock, S. (2007). Comprehension strategy instruction: Teaching narrative text structure awareness. The Reading Teacher, 61(2), 161–167. doi: https://doi.org/10.1598/RT.61.2.6
Data Pokok Pendidikan Kementrian Pendidikan dan Kebudayaan Kabupaten Ponorogo. (2020). Dapo Kemendikbud (online). Retrieved December 1, 2020, from dapo.kemdikbud.go.id
Elbro, C., & Buch-Iversen, I. (2013). Activation of background knowledge for inference making: Effects on reading comprehension. Scientific Studies of Reading, 17(6), 435–452. doi: https://doi.org/10.1080/10888438.2013.774005
Garcia-Castro, V. (2020). The effects of vocabulary knowledge in L2 semantic lexical engagement: The case of adult learners of English as a second language. Indonesian Journal of Applied Linguistics, 10(1), 261–270. doi: https://doi.org/10.17509/ijal.v10i1.25068
Gunning, T. G. (2002). Assessing and correcting reading and writing difficulties. Boston: Allyn & Bacou.
Hamra, A., & Syatriana, E. (2010). Developing a model of teaching reading comprehension. Teflin, 21(1), 27–40. doi: http://dx.doi.org/10.15639/teflinjournal.v21i1/27-40
Jayanti, F. G. (2016). Reading difficulties: Comparison on students and teachers perception. Proceedings of Fourth International Seminar on English Language and Teaching, 4(1), 296–301. Retrieved from ejournal.unp.ac.id/index.php/selt/article/view/6939
Khoirunnisa, A. (2019). Students’ difficulties in comprehending narrative text. Teaching of English Language and Literature Journal, 7(2), 65–74. Retrieved from http://journal.um-surabaya.ac.id/index.php/Tell/article/view/3441/pdf
Latief, M A. (2017). Research method on language learning: An introduction. Malang: Universitas Negeri Malang
Masrai, A. (2019). Vocabulary and reading comprehension revisited: Evidence for high-, mid-, and low-frequency vocabulary knowledge. SAGE Open, 9(2). doi: https://doi.org/10.1177/2158244019845182
Nanda, D. W., & Azmy, K. (2020). Poor reading comprehension issue in EFL classroom among Indonesian secondary school students: Scrutinizing the causes, impacts and possible solutions. Englisia: Journal of Language, Education, and Humanities, 8(1), 12. Retrieved from https://jurnal.ar-raniry.ac.id/index.php/englisia/article/view/6771
Neuman, S. B., Kaefar, T., & Pinkam, A. (2014). Building background knowledge. The Reading Teacher, 68(2), 145–148. doi: https://doi.org/10.1002/trtr.1314
OECD. (2018). PISA 2018 Results: Indonesia. Paris: OECD Publishing.
Permendikbud No 69 Tahun 2013 tentang KD dan struktur kurikulum SMA-MA. Kemendikbud (onliine), (https://www.kemdikbud.go.id/), accessed on December 1st 2021
Sari, G. R., Santihastuti, A., & Wahjuningsih, E. (2020). Students’ perception on reading comprehension problems in narrative text. LLT Journal, 23(2), 342–353. Retrieved from https://e-journal.usd.ac.id/index.php/LLT/article/view/2211
Shanahan, T. (2013). Grammar and comprehension: Scaffolding student interpretation of complex sentences. Retrieved February 24, 2021, from www.shanahanonliteracy.com/2013/12/grammar-and-comprehensionscaffolding.html.
Smith, R., Snow, P., Serry, T., & Hammond, L. (2021). The role of background knowledge in reading comprehension: A critical review. Reading Psychology, 42(3), 214–240. Retrieved from https://www.tandfonline.com/doi/full/10.1080/02702711.2021.1888348
Snow, C. E. (2010). Reading comprehension: Reading for learning. In P. Peterson, E. Baker, & B. McGaw (Eds.), International encyclopedia of education, vol. 5 (pp. 413–418). Retrieved from https://www.scholars.northwestern.edu/en/publications/
Solihin, L., Utama, B., Pratiwi, I., & Novirina. (2019). Indeks Aktivitas Literasi Membaca 34 Provinsi. Jakarta: Pusat Penelitian Kebijakan Pendidikan dan Kebudayaan, Badan Penelitian dan Pengembangan, Kementerian Pendidikan dan Kebudayaan.
Stæhr, L. (2008). Vocabulary size and the skills of listening, reading and writing. Language Learning, 36(1), 139–152. doi: https://doi.org/10.1080/09571730802389975
Subasini, M & Kokilavani, B. (2013). Significance of grammar in technical English. International Journal of English Literature and Culture, 1(3), 56–58. doi: 10.14662/IJELC2013.022
Usman, B., Fata, I. A., & Pratiwi, R. (2019). Teaching reading through Know-Want-Learned (KWL) strategy: The effects and benefits. Englisia Journal, 6(1), 35. doi: https://doi.org/10.22373/ej.v6i1.3607
Zuhra. (2015). Senior high school students’ difficulties in reading comprehension. English Education Journal, 6(3), 430–441. Retrieved from http://jurnal.unsyiah.ac.id/EEJ/article/view/2584
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Mochamad Khalif Rizqon
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
