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All Journal JURNAL TAHURI Pedagogika : Jurnal Pedagogik dan Dinamika Pendidikan
Simantuak, Jamaludin
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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A SURVEY OF ENGLISH DEPARTMENT STUDENT’S READING STRATEGY IN READING ACADEMIC ARTICLES Ferdinandus, Marcy S; Simantuak, Jamaludin
PEDAGOGIKA: Jurnal Pedagogik dan Dinamika Pendidikan Vol 12 No 2 (2024): Pedagogika: Jurnal Pedagogik dan Dinamika Pendidikan
Publisher : Prodi Pendidikan Guru Sekolah Dasar (PGSD) FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/pedagogikavol12issue2page581-595

Abstract

This study aims to find out the students’ strategies in reading academic articles, explain the student’s problems in reading academic articles and describe the ways the students used to solve the problems of students at the English Study Program of Pattimura University. The survey design and the quantitative method were used as the method in this study. The data was collected using a questionnaire and an In-depth Interview. The results showed that the students of the English Department mostly used the use of reading strategies when reading academic articles. The three categories of reading strategies GLOB, PROB and SUPP Strategies help the students when they are challenged to read academic articles. Furthermore, the students can improve their critical thinking when they use those strategies. The problems that the students faced when reading academic articles were they found unfamiliar words or phrases, and difficulty in covering the related ideas in the text and the content of the text. Poor vocabulary is the most problematic in reading academic articles. The way the students solved their problems was by guessing the meaning from context, using dictionaries, highlighting, scanning and skimming and mind mapping. Respondents agreed that using a dictionary or Google Translator as the alternative provided in these strategies can solve or handle the difficulties in the articles. They also said that without using these strategies when reading academic articles, can make them lose their concentration to understand the texts. Therefore, the results of this study provide insight for English students to make the correlation between their reading strategies and writing ability to make their critical review paper when reading academic articles.
Interplay Between Reading Strategies and Comprehension Challenges in Academic Reading: Insights from Indonesian EFL Learners Ferdinandus, Marcy Saartje; Simantuak, Jamaludin
Jurnal Tahuri Vol 21 No 1 (2024): February 2024
Publisher : Jurusan Pendidikan Bahasa dan Seni FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/tahurivol21issue1page1-19

Abstract

Reading academic texts in a second or foreign language involves substantial cognitive and linguistic demands, particularly for learners in English as a Foreign Language (EFL) contexts. Although various reading strategies, global, problem-solving, and support, have been widely theorized, their dynamic interaction with comprehension challenges remains underexplored, especially in Indonesian higher education. This study investigates the interplay between reading strategies and comprehension challenges among Indonesian EFL learners. Using a mixed-method design, 60 English Department students at Pattimura University were purposively selected. Quantitative data were collected through the Metacognitive Awareness of Reading Strategies Inventory (MARSI) and a researcher-developed Reading Comprehension Challenges Inventory, while qualitative data were obtained via semi-structured interviews with 10 participants. Quantitative results showed that global and problem-solving strategies were most frequently used, with their effectiveness varying by challenge type. Correlation and regression analyses revealed that global strategies aided conceptual connections, whereas problem-solving strategies addressed lexical and syntactic barriers. Thematic analysis showed that support strategies often failed with abstract concepts. These findings highlight an interactive, rather than linear, relationship between strategy use and comprehension challenges. The study contributes to applied linguistics by proposing a strategy–challenge interplay model and demonstrates the value of integrated methodological approaches for informing pedagogical practices in academic reading instruction.
Co-Authors Ferdinandus, Marcy S Ferdinandus, Marcy Saartje