Working memory capacity, content familiarity, and  university EFL students’ reading comprehension

Heriyawati, Dwi Fita; Saukah, Ali; Widiati, Utami

doi:10.17509/ijal.v8i1.11458

Cited by 9 publications

(11 citation statements)

References 24 publications

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“…In this condition we can help the students to connecting between reading text and vocabulary mastery. It is in line with Heriyawati, Saukah, & Widiati (2018) who stated that knowledge (e.g. semantic and syntactic) help learners to predict words from sentence cues or to predict meaning; they have enough linguistic knowledge and background knowledge to read and understand the text without considerable difficulty.…”

Section: Introductionsupporting

confidence: 82%

The use of Learning Management System on University Students’ Vocabulary Mastery

Novitasari

Aprianto²,

Heriyawati

2018

linguista

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The development of learning media that is interesting and relevant to the education system in Indonesia, although the ability of learners is a barrier today. Various development efforts are always done to complement the process of material oblivion that has been given. Learning methods and learning media are two things that cannot be ignored. Having English skills will add value in the context of human resources. But in an academic environment, English is a foreign language that needs to be mastered not only in communication but also in terms of technology and science. The increasingly rapid technological development takes part in the learning development system. Many learning media are used to improve the ability of information or science. Furthermore, this study uses learning management system (LMS) as one of the technology media to improve students' vocabulary. The study focuses on the effort to improve vocabulary mastery by using learning management system. The subjects of this study were the second semester students from informatics department, Universitas Kanjuruhan Malang. The results of this study show that the students are easier to understand the vocabulary used in technology informatics fields. It can be seen that the results of their average of final score is 85.00 improved higher than the previous score, before the use of LMS in the teaching vocabulary, the score is 65.00. It is expected that the result of this study can be one of the alternative way to help students understand the vocabulary easily.

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Section: Introductionsupporting

confidence: 82%

The use of Learning Management System on University Students’ Vocabulary Mastery

Novitasari

Aprianto²,

Heriyawati

2018

linguista

Self Cite

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“…The discussion on learning strategy has been important in both language learning and teaching. Many language teachers rely on their belief that learners with strategic knowledge of language learning become more successful since they can study language efficiently; thus they learn a language more effortlessly (Alharbi, 2015;Heriyawati, Saukah, & Widiati, 2018;Nosratinia & Shakeri, 2013;Zarei, Esfandiari, & Akbari, 2017). Voluntary reading (VR) influences students' comprehension by involving interest and reading habit and they becomes a single factor most strongly associated with reading achievement, more than socio-economic status or any instructional approach (Hiemstra, 2006;Krashen, 2004;Stairs & Burgos, 2010;Zhang et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

Effects of Scaffolded Voluntary Reading on EFL Students’ Reading Comprehension

Sholeh¹,

Setyosari²,

Cahyono³

et al. 2019

INT J INSTRUCTION

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This research aimed to find out the effect of Scaffolded Voluntary Reading (SVR) as a special treatment to cope with reading crisis that cannot be solved simply by reading comprehension courses in formal curriculum. Comprehension scaffolding is normally implemented in class as a strategy but in this research, it is transformed into Self-Checking Comprehension Scaffolding (SCCS) to accompany voluntary reading and to scaffold students' comprehension. This research applied quasiexperimental with pre-test post-test control group design that involved 129 Indonesian private university students of English language education. They were divided into two groups: 69 students in the experimental group and 60 students in the control group. The students in the experimental group were treated with SVR provided with SCCS and those in the control group were treated with voluntary reading without SCCS. The data were analyzed using t-test and the result showed that 1) the treatment significantly influenced students' achievement in EFL reading comprehension and 2) SVR promoted the students' self-selected reading, independent reading, and student-centered learning. The finding implies that the students who did SVR with SCCS comprehended better than those without SCCS.

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“…Moreover, reading is generally perceived as the process of recognition and comprehension of written or printed ( Heriyawati, Saukah, & Widiati, 2018).…”

Section: Introductionmentioning

confidence: 99%

The Students’ Perception of Extensive Reading in Online Learning at FLSP Class

Raunaq

Mustofa

Habibah

2021

JEASP

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The purpose of this research aimed to know the students’ perception on their online Extensive reading learning. Survey design was used to conduct this study, and therefore, the questioner was constructed as the instruments of the study besides the researcher himself. The participants of this research were 44 students of first semester in the Accounting Department at FLSP class of University of Muhammadiyah Malang (Class A). The researcher adopted the questionnaire from a previous study conducted by Yogurtcu (2013), Tseng (2015), and Torres (2017), and the questionnaire showed the students’ perceptions of their online learning. The questionnaire consists of 20 statements and each statement has five alternative responses from 1 to 5: Strongly disagree, disagree, neutral, agree, and strongly agree. Google Form is the media to distribute the questionnaire due to the global pandemic of Covid 19. The results of the study indicate that students show positive response towards the use of Extensive reading in online learning. The students perceived that benefits of the activities had substantial effect on increasing their vocabularies, and students focused on educational evaluation they read during the semester. Based on the data, there are advantages, they are: we can complete to read the whole text, we can determine mind idea and supporting idea of the texts, The online reading activities helped me to get more interested in reading text, we can easily understand the text from online reading activities, and there is disadvantage, they are: distraction (Tools and Signal).

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Working memory capacity, content familiarity, and university EFL students’ reading comprehension

Cited by 9 publications

References 24 publications

The use of Learning Management System on University Students’ Vocabulary Mastery

The use of Learning Management System on University Students’ Vocabulary Mastery

Effects of Scaffolded Voluntary Reading on EFL Students’ Reading Comprehension

The Students’ Perception of Extensive Reading in Online Learning at FLSP Class

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