This study was aimed at investigating the students’ English reading comprehension on the basis of the importance of prosodic reading in university level by first, measuring the levels of reading prosody and reading comprehension, characterizing the acoustic characteristics produced by the students, and at last associating the first variable to the second variable. Prosodic reading levels were measured by using Multidimensional Fluency Scale, containing four dimensions. To explore the six types of syntactically complex structures produced by the students orally, this study conducted a descriptive analysis, only focused on some features. The findings showed that the students experienced moderate level of reading prosody and reading comprehension. Also, it could be reported that a significant correlation was found between the two variables. The study reported that prosodic reading contributed to reading comprehension with r-obtained .538. A thorough analysis explained that some other related predictors influenced students’ comprehension, like difficulties in recognizing the vocabulary, lack of knowledge to review the four types of sentences, and the length of the passage. Among four dimensions, only pace and expression & volume did contribute to reading comprehension much. Different pause structures produced by the students and the native speakers were clearly identified. This was shown as many students had a long pause and sound hesitate due to their inability to decode the words. Moreover, most of them could not comprehend the sentence structure of the text, when to pause, which words were needed to be stressed, and the intonation used. As a result, they read in a two-three phrases and declined to notice where the endings of sentences and clauses were definitely stated. These results confirmed that pause structure commits as a pivotal factor in determining students’ reading comprehension.

No abstract

The use of technology has been growing rapidly in recent years. The technology applies to support the success of language learning, for example, providing web-based learning, mobile-based learning, educational videos, stimulation, online learning platforms, and many more.  Learning attitude also determines to achieve the language learning goals. Then, the complexity of English writing causes the students’ denial to take English writing classes. This study aimed at finding out whether there was a significant correlation among ICT writing. Seventy-one students of the English Education Study Program got involved in this correlational study. The data were gained from primary and secondary sources; those are a 15-item ICT use questionnaire, a 20-item learning attitude questionnaire, and documentation of students’ writing. The findings reported that there was a significant correlation among the three variables statistically since the significant value was 0.006 (< 0.05). The value of adjusted r2 was 0.114 which means ICT use and learning attitude contributed 11.4 % to the students’ English academic paragraph writing.Key words: ICT, learning attitude, academic paragraph writing

Research on blended learning in reading course especially is limited. This study aimed at revealing the implementation of blended learning in reading course for undergraduate EFL students at one public university in South Sumatera and the students’ perceptions on the e-learning incorporated in the blended learning in the reading course. The study was carried out through a qualitative method using a case study approach. The first semester students, consisting of 13 female and 5 male students, majoring in English Education Study Program at a public university in South Sumatera participated in this study. The researchers used observations, documents, and semi-structured interviews to collect the data. The collected data were analyzed qualitatively. The findings covered two major issues in accordance with the research questions: the implementation of the blended learning and students’ perceptions of the e-learning. The findings showed that in the reading course, 4 meetings were conducted with e-learning and 12 others were employed in the classroom with various activities. In terms of students’ perceptions, the students reported some advantages and challenges that they encountered in e-learning. This study also provided some implications and recommendations for further research.