Detail Unraveling Students' Difficulties in Comprehending Academic Medical Texts in English Bibliografi Author: RASIKAWATI, IRA ; Kurnia, Nany S. (Advisor) Bahasa: (EN )     Penerbit: Applied English Linguistics Program Graduate School Atma Jaya Catholic University of Indonesia     Tempat Terbit: Jakarta    Tahun Terbit: 2012     Jenis: Theses - Master Thesis Fulltext: Ira Rasikawati Thesis.pdf (2.16MB; 11 download) Ketersediaan Perpustakaan PKBB Nomor Panggil: T 168 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada     Lihat Detail Induk Abstract EAP reading instruction should effectively address the most urgent difficulties in reading omprehension and the specific needs of students, taking into consideration their English proficiency levels. Although key problems in L2 readings can be drawn from L2 reading research findings, generalization should never be made if a course is intended to meet the needs of a particular group. To determine curricular priorities, address the students’ problems appropriately, and better plan the EAP reading instruction at the UKRIDA Medicine Faculty, it is crucial to gain insights into the UKRIDA Medicine students’ academic reading comprehension process. The comprehension difficulties were studied through three methods namely retelling, interview, and observation. Two research questions were addressed in this research. The first question sought to identify the comprehension problems that the students encountered when they read academic medical texts in English. The second question aimed at examining any differences comprehension problems across three levels of English proficiency (low, intermediate, and high) with respect to their comprehension problems. The data gathered from the protocol analysis and observations suggested that the UKRIDA medicine students demonstrated serious difficulties related to vocabulary insufficiency, lack of ability to cope with complex syntax, and misconceptions. First, the students encountered significant difficulty with the vocabulary used in the texts. Both general utility and content specific vocabulary items were often misinterpreted or unstated. The students had limited vocabulary knowledge and recognition skills. Second, the students’ lack of ability to cope with complex syntax interfered their comprehension. The difficulty was mainly resulted from the inability to recognize embedded multiple clauses used in complex sentences. Lastly, the inappropriate use of prior knowledge affected their comprehension negatively. This incorrect preconception led to the danger of unfixed misconceptions. It was also found that the extent of comprehension problems varied across the different English proficiency levels. The aforementioned research findings suggested that reading instruction should be directed at improving the UKRIDA Medicine students’ knowledge of vocabulary and syntax and the ability to use the knowledge in reading context. To cope with the L2 reading difficulties, the students shall also enhance their cognitive and metacognitive skills. These skills are important to acquire since the students are expected to be independent readers as they enter college life. They will likely experience problem comprehending most of the academic texts in English if they cannot transfer their L1 reading skills to help them understand L2 reading texts. This study finding is in favor of the threshold hypothesis claiming that a minimum proficiency level in L2 acquisition is necessary to allow learners accessing their L1 reading skills. Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Lihat Sejarah Pengadaan  Konversi Metadata   Kembali

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