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All Journal Edukasi: Jurnal Pendidikan dan Pengajaran IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature EDUVELOP (Journal of English Education and Development) Al-Ta'lim Ekspose: Jurnal Penelitian Hukum dan Pendidikan TLEMC (Teaching and Learning English in Multicultural Contexts) MEDIASI Jurnal Kajian dan Terapan Media, Bahasa, Komunikasi International Journal of Research on English Teaching and Applied Linguistics BABASAL English Education Journal Borneo International Journal of Islamic Studies Palakka : Media and Islamic Coummunication Teaching English and Language Learning English Journal International Journal of English Language and Pedagogy
Herman Resyadi
Institut Agama Islam Negeri Bone
Religion Arts Humanities Chemistry Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Journal : Teaching English and Language Learning English Journal

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Literal Reading Comprehension Improvement through Texts Containing Idiomatic Expressions among Senior High School Students Satriani; Resyadi, Herman; Arni Arsyad Sultan
Teaching English and Language Learning English Journal Vol. 5 No. 3 (2025): December
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v5i3.9265

Abstract

This study investigates the improvement of senior high school students’ literal reading comprehension through the use of texts containing idiomatic expressions. The objective of this research is to determine the extent to which idiomatic expression texts can enhance students’ literal comprehension of written materials. A quantitative approach was employed using a pre-experimental design with a one-group pre-test and post-test model. The participants were 20 Grade X students at MA Tinco during the 2023/2024 academic year. The results show that the average pre-test score for literal reading comprehension was 46.70, with a standard deviation of 5.440, a minimum score of 35, and a maximum score of 56. After the intervention, the average post-test score increased to 86.65, with a standard deviation of 7.506, a minimum score of 74, and a maximum score of 98. These findings indicate a significant improvement in students’ literal reading comprehension after being taught using idiomatic expression texts. Hypothesis testing with a paired sample t-test produced a t-value of 17.533, exceeding the critical t-table value of 1.725, with a p-value of 0.000. Since the p-value was less than 0.05, the null hypothesis (H₀) was rejected, and the alternative hypothesis (Hₐ) was accepted. The N-Gain analysis yielded an average score of 74.38, categorizing the intervention as “moderately effective.” Therefore, it can be concluded that the use of texts containing idiomatic expressions is moderately effective in improving the literal reading comprehension of Grade X students at MA Tinco.
Literal Reading Difficulties among freshmen Indonesian EFL Students: A Survey-Based Investigation Resyadi, Herman; Syam, Ferawaty
Teaching English and Language Learning English Journal Vol. 6 No. 1 (2026): February
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v6i1.10058

Abstract

Literal reading, which involves understanding information explicitly stated in a text, is a foundational component of reading comprehension and is essential for higher-level reading skills. Despite its importance, limited research has examined students’ challenges at this basic level of comprehension in the Indonesian EFL context. This research employed quantitative descriptive. The participants were 68 first-year university students enrolled in an English course at a university in Indonesia. Data were collected using a self-developed questionnaire consisting of eight Likert-scale. The findings reveal that many students experience persistent difficulties in literal reading comprehension. High proportions of neutral responses across items indicate uncertainty and inconsistent confidence in processing explicitly stated information in English texts. Difficulties were particularly evident in sentence-level comprehension, identifying textual relationships, and verifying information based on clear textual evidence. Although understanding basic WH-information appeared less problematic, students’ overall literal reading skills remained unstable. The conclusion is that literal reading skills cannot be assumed to be fully developed among university-level EFL learners. Explicit instruction, targeted vocabulary support, and structured reading activities are recommended to strengthen students’ foundational reading comprehension.
Co-Authors Adisaturrahimi, Andi Andi Muhammad Yauri Arni Arsyad Sultan Ary Putra Sanusi Basri, Nurfajriah Darmawati Fitriansyah Darwis, Nirwana Darwis, Nirwana Dea Serly Safitri Evi Sohriani Ferawaty Syam Irmayani Irmayani Marlia, Marlia Muhammad Yani Mustaqimah Mustaqimah Nini Sarmila Nurfajriah Basri Rahmat Rustan Rustan Rustan, Rustan Satriani Sri Rahayu Juniati Sultan, Arni Arsyad Sundari, Deny Suparto, Windy Puspitasari Suraidah, Ainun Syam, Ferawaty Uswatunnisa