A SUMMARY OF

 STUDY ON THE READING SKIILS OF

EFL UNIVERSITY STUDENTS

 

Flora Debora Floris

Marsha Divina

Petra Christian University, Indonesia

 

Reading is important in inquiring English. Reading in pleasure is more effective that reading exposure.  Nuttal suggests that there are three major categories of reading, those are efficient reading skills, word attack skills, and text attack skills. McWorther (2002, pp 386-387, 397-398, 418-419) also adds other important reading skills namely distinguishing between fact and opinion, paraphrasing, and summarizing.

For the study, writer focused on the investigation of the reading skills of ten batch-2003-students studying at English Department of a private university in Surabaya. For data collection, writers used four steps. The first step was to analyze the kinds of reading skills which were taught in Reading One, Reading Two, Reading Three, and Reading Four classes at department. The second step was to develop two reading test. The third steps was piloting the two reading test. The next step was to distribute the reading tests to ten students who already passed all reading classes. The final step was to check and count the results of both reading test.

The writers focus on seventeen reading skills namely scanning, skimming, improving reading speed, structural clues: morphology (word part), structural clues: morphology (compound words), inference from context, using a dictionary, interpreting pro-forms, interpreting elliptical expression, interpreting lexical cohesion, recognizing text organization, recognizing presupposition underlying the text, recognizing implications and making inference, prediction, distinguishing between fact and opinion, paraphrasing, and summarizing.

The first test covered twelve kinds of reading skills: scanning, skimming, improving reading speed, structural clues: morphology (word part), structural clues: morphology (compound words), inference from context, using a dictionary, interpreting pro-forms, interpreting elliptical expression, interpreting lexical cohesion, recognizing presupposition underlying the text, recognizing implications and making inference, and summarizing. The second reading text was followed by interpreting elliptical expression, recognizing presupposition underlying the text, prediction, distinguishing between fact and opinion, paraphrasing, and summarizing.

As a result, the most difficult reading skill was recognizing text organization (72,5%). The second most difficult was paraphrasing (65%). The third was vocabulary skill. Inference was also the most difficult one (57%). The easier was scanning skill where there were only three wrong answers. The other reading skills which had low difficulty level were improving reading speed (10%) and recognizing presupposition underlying text (10%). The finding indicated that the respondents were good readers because they were able to read fast and in meaningful chunks.

The finding shows that each reading skill had different level of difficulty for the respondent. The writes suggest that further research could be conducted on a larger number of reading tests covering larger number of items each reading skill could be administered.

2 responses »

  1. ahmad sofwan mengatakan:

    This is great. Good summary and comments. Well done. (Sofwan)

Tinggalkan Balasan

Isikan data di bawah atau klik salah satu ikon untuk log in:

Logo WordPress.com

You are commenting using your WordPress.com account. Logout / Ubah )

Gambar Twitter

You are commenting using your Twitter account. Logout / Ubah )

Foto Facebook

You are commenting using your Facebook account. Logout / Ubah )

Foto Google+

You are commenting using your Google+ account. Logout / Ubah )

Connecting to %s