An Investigation of reading strategies : think aloud protocol analysis  

Oleh:

Suparman, Ujang

Jenis: Article from Proceeding
Dalam koleksi: Teflin International conference 2005
Topik: Cognitive perspective; reading comprehension; comprehension problems; and comprehension strategies; think aloud
Fulltext: Suparman AN INVESTIGATION OF READING STRATEGIES.pdf (139.49KB)

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Perpustakaan Pusat (Semanggi) Nomor Panggil: 420.7 TEF Non-tandon: 1 (dapat dipinjam: 0) Tandon: 1

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The research problem raised is that whether there is a difference between “low proficiency readers” and “high proficiency readers” in the process of making sense of the ideas conveyed in a text, in the difficulties found during they were trying to make sense of the ideas, and in the strategies they employed to overcome the problems they encountered. The aim of the study is to investigate factors that make high and low proficiency readers different in comprehension of a text in English as a foreign language read by Indonesian EFL students. One group of students completed think aloud protocols. Twelve students from Semesters One, Three and Five of the English Study Program, at a University in Indonesia participated in the think aloud in two different groups: “High proficiency readers” and Low proficiency readers”. The study, which utilizes insights from cognitive perspectives, traces the readers’ reports of what was going on in their minds when they were trying to make sense of English texts. Think-aloud protocols were the primary research instrument. Each of the participants was asked to read four different texts and think aloud about what they experienced in relation to: (a) the ideas contained in the texts, (b) the comprehension problems that they encountered, and (c) the comprehension strategies they employed to overcome the problems. Based on the results of the data analysis, it is found that the “high proficiency readers” and the “low proficiency readers” were different in the three factors investigated. The “high proficiency readers” used integrated comprehension strategies. In contrast, the “low proficiency readers” used non-integrative comprehension strategies. Based on the findings of this study, implications are developed for further research and teaching in relation to reading comprehension in English as a foreign language, particularly in Indonesian contexts.

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