eprintid: 16453
rev_number: 7
eprint_status: archive
userid: 3861
dir: disk0/00/01/64/53
datestamp: 2022-08-16 12:01:32
lastmod: 2022-08-16 12:01:32
status_changed: 2022-08-16 12:01:32
type: thesis
metadata_visibility: show
creators_name: Hidayati, Poppy Sofia
title: Speed Reading: University EFL Students’ Strategies and Perceptions
ispublished: pub
subjects: C
divisions: 88103
keywords: Speed Reading, EFL Students, reading comprehension
abstract: EFL reading classes are often teacher-centered and focus on direct knowledge transmission, the emphasis is often put on the production of comprehension rather than the processing skills. The present study attempted to maximize the students’ participation in evaluating themselves by using speed reading program, to find out the strategies the use in the reading process, and to know the students’ perceptions on speed reading in order to enhance their reading comprehension in English. The participants of the study were twenty one students of English Education Study Program of Faculty of Teachers Training and Educational Sciences, in the fifth semester of 2017/2018 academic year.  The method used for this study was qualitative case study research design. This design involved collecting data abut and from the students by means of reading different types of English texts, answering the comprehension questions, putting the result of the speed and comprehension in the graphs, writing a reflection journal regarding the process of reading and answering the interview. Their graphs, reflection journals, and the result of interview were analyzed to find out how the students read the texts, how the achievement of the comprehension was, what strategies they used during the reading process and what perceptions they have toward the speed reading program.  Based on the results of students’ reading rate and reading comprehension, although the average rate cannot achieve the ideal speed 300 wpm, the sign of the students’ improvement was seen both on the students’ reading speed rate and also the reading comprehension. Findings from the students’ journals and interview showed that most of the students did not think the reading strategies when they got a text, they used to see the tittle and just read it. Most of them still read slowly and even re-read the whole passage to measure the understanding for difficult texts, but when it came to the easier and interesting texts they read it once and faster. Some students had already applied skimming, scanning, and previewing. It can be concluded that the students that the students actually had used some cognitive strategies by applying some techniques while they read, and as they involved in thinking about their own reading process, doing the self-monitoring and self-evaluation, it means that they used metacognitive strategies. This study also reveals that although the students’ reading rate remains low, they are not poor readers. At this level, they have acquired some reading skills and strategies, and by recognizing their own weaknesses, they have tried to improve themselves to get better.
date: 2018-02-26
date_type: completed
full_text_status: public
institution: Universitas Muhammadiyah Prof Dr. HAMKA
department: Sekolah Pascasarjana
thesis_type: masters
thesis_name: other
referencetext: BIBLIOGRAPHIES
Abdelrahman, M. and Bsharah, M. 2014. The effect of speed reading strategies on developing reading comprehension among the 2nd secondary students in English language. English Language Teaching ISSN 1916-4742 E-ISSN 1916-4750 ; Vol.7, No. 6. Canadian Center of Science and Education.
Alderson, J.C. 2000. Assessing reading. London: Cambridge University Press
Anderson, Nl. 1999. Exploring second language reading. Toronto: Heinle & Heinle Publishers.
Buzan, T. 2003. The speed reading book. London: BBC Worldwide Limited.
Chang, A. 2010. The effect of a timed reading activity on EFL learners: speed, comprehension, and perceptions. Reading in a Foreign Language, Vol. 22, No. 2 284- 303
Dyson, Mary. and Haselgrove, Mark. 2000. The effects of reading speed and reading patterns on the understanding of text read from screen. Journal of Research in Reading, ISSN 0141-0423: Vol. 23, Issue 2
De Debat, E. 2006. Applying current approaches to the teaching of reading. A Journal in English Teaching Forum Volume 44 Number 1. USA.
Fazal, S. Majoka, M. Irumjabeen. Khan, M. 2015. Impact of speed reading intervention on students’ learning second language. Proceedings of ISER 6th International Conference, Sydney, Australia. ISBN 978-93-85465-99-4
Harmer, J. 2007. How to Teach English. London : Pearson Education Limited.
Hung, Shao-Ting. 2009. Promoting Self-assessment Strategies: An Electronic Portfolio Approach.Asian EFL Journal. Accessed on June 2009.
Grellet, F. 2010. Developing reading skill. Cambridge: Cambridge University Press.
Guthrie, J.T; Wigfield, A; Perencevich, K.C. 2004. Motivating reading comprehension. New Jersey: Lawrence Erlbaum Associates, Inc.Publishers.
Iser, W. 1980. The act of reading: Theory of aesthetic response. London: The John Hopkins University Press, Ltd.
Konstant, T. 2003. Speed reading. London: McGraw- Hill.
Langan, J. 2002. Reading and study skills. New York: McGraw- Hill.
Mackey, A. & Gass, S.M. 2005. Second language research: methodology and design.
Mahwah New Jersey: Lawrence Erlbaum Associates Inc.
citation:   Hidayati, Poppy Sofia  (2018) Speed Reading: University EFL Students’ Strategies and Perceptions.  Masters thesis, Universitas Muhammadiyah Prof Dr. HAMKA.   
document_url: http://repository.uhamka.ac.id/id/eprint/16453/1/SPS_INGGRIS_1609069003_POPPY%20SOFIA%20HIDAYATI.pdf