THE EFFECTIVENESS OF DIRECT AND INDIRECT WRITTEN CORRECTIVE FEEDBACK IN EFL WRITING PERFORMANCE

Ida Farida Sachmadi, Lia Maulia Indrayani, Ryan Hara Permana

Abstract


Reading competency is a critical element to be success in learning in university level. This study aims to measure reading proficiency levels of first year students using five-component skills involving measures of (1) vocabulary knowledge, (2) drawing inferences and predictions, (3) knowledge of text structure and discourse organization, (4) identifying the main idea and summarizing skills, and (5) identifying supporting information. The participants are 117 freshmen undergraduate students, 73 students from Nursing Faculty and 44 students from Cultural Sciences Faculty majoring Japanese language enrolled  at the Universitas Padjadjaran in academic year 2016-2017. The data are collected through a reading comprehension pre-test. The results of this study indicate that there is a mixed and wide variation of students reading competency levels when students’ first enter the university and that a significant number of first year entrants are inadequately prepared for university reading.


Keywords


reading competency,reading proficiency level, students of Unpad

Full Text:

PDF

References


Asgari, A., & Mustapha, G. Bin. (2011). The type of vocabulary learning strategies used by ESL students in university Putra Malaysia. English Language Teaching, 4(2), 84.

Basoglu, E. B., & AKDEMIR, Ö. (2010). A comparison of undergraduate students’ English vocabulary learning: Using mobile phones and flash cards. TOJET: The Turkish Online Journal of Educational Technology, 9(3).

Brown, A., & Dowling, P. (2001).Doing research/reading research: A mode of interrogation for teaching. London, England: Routledge Falmer.

Collins, S., & Tajika, H. (1996). Do EFL learners make instrumental inferences when reading? Some evidence from implicit memory types. JALT (Japan Association for LanguageTeaching) Journal, 18, 27-39.

Gillet, J. W., Temple, C. A., Crawford, A. N., & Temple, C. (2011). Understanding reading problems: Assessment and instruction. Pearson Higher Ed.

Grabe, W. (2003). Using discourse patterns to improve reading comprehension. JALT 2002 at Shizuoka Conference Proceedings. Tokyo: Japan Association for Language Teaching.

Grabe, W. (2009). Reading in a second language: Moving from theory to practice. New York, NY: Cambridge University Press.

Grabe, W., & Stoller, F. (2011). Teaching and researching reading. New York, NY: Longman.

Hazenberg, S., & Hulstijn, J. H. (1996). Defining a minimal receptive second-language vocabulary for non-native university students: An empirical investigation. Applied Linguistics, 17(2), 145-163.

Ikeno, O. (2002). Text structure prediction in L2 reading and working memory. JACET Bulletin, 35, 105-116.

Jamalipour, S., & Farahani, A. A. K. (2015). The Effect of Vocabulary Knowledge and Background

Jiang, X., & Grabe, W. (2007). Graphic organizers in reading instruction: Research findings and issues. Reading in a Foreign Language, 19(1), 34-55.

Kintsch, W. (1998). Comprehension: A framework for cognition. New York, NY: Cambridge University Press.

Kintsch, W., & Rawson, K. A. (2005). Comprehension. In M. J. Snowling & C. Hulme (Eds.),The science of reading: A handbook (pp. 209-226). Malden, MA: Blackwell Publishing.

Kintsch, W., & van Dijk, T. A. (1978). Towards a model of discourse comprehension and production. Psychological Review, 85(5), 363-394.

Koda, K. (2005). Insights into second language reading: A cross-linguistic approach. New York, NY: Cambridge University Press.

Laufer, B. (2001). Reading, word-focused activities and incidental vocabulary acquisition in a second language. Prospect, 16(3), 44–54.

McNamara, D. S. (Ed.). (2007). Reading comprehension strategies: Theories, inventions and technologies. New York, NY: Lawrence Erlbaum.

Muramoto, T. (2000). Daini gengo no bunsho rikai katei ni oyobosu shujukudo no eikyo [The effects of second-language proficiency on text comprehension]. Science of Reading, 44(1), 43-50.

Ntereke, B., & Ramoroka, B. (2016). Reading competency of first year undergraduate students at University of Botswana: a case study.


Refbacks

  • There are currently no refbacks.


Copyright (c) 2017 Proceedings of ISELT FBS Universitas Negeri Padang

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

This Proceedings is Currently indexed by:

Google Scholar.