The purpose of the study is to discover the relationship between the use of reading strategies and reading achievement among EFL students in Indonesia. It involves 56 EFL university students majoring in English by providing questionnaire of Survey of Reading Strategies (SORS) in order to know the use of reading strategies; and Reading Comprehension Test (RCT) to measure their reading achievement or reading ability. The reading strategies were classified into Global, Problem Solving, and Supporting strategies. Meanwhile, the RCT was 35 multiple choice test items. The findings of the study reveal that (1) the EFL students are active strategies users; they prefer problem-solving strategies more than global and supporting strategies; (2) there is a significant correlation between the overall reading strategy use and the students reading achievement; (3) the problem-solving strategies are the predictive factors of the students' reading achievement. In conclusion, the more the students apply the problem-solving strategies in reading activities, the better their ability to understanding the texts.
This study aims to explore the difference between the field independent (FI) and field dependent (FD) learners in the area of EFL critical reading skills. To this end, 60 undergraduate EFL students who had taken and passed the Critical Reading course involved as the subjects. The Group Embedded Figure Test (GEFT) was administered to classify the students’ cognitive styles into FI and FD groups. Furthermore, to measure the students’ critical reading skills, the critical reading comprehension test (CRCT) in the form of multiple choice questions was developed and administered. The test items were focused on assessing students’ analytical and inferential skills of reading texts, specifically on determining the main idea, the purpose, the tone, making an inference and taking conclusion. The findings indicate that there is a statistically significant difference in the critical reading skills between FI and FD students. More specifically, the differences are in determining the main idea, determining the purpose, making an inference, and taking the conclusion of the texts in the CRCT. Pedagogically, selecting appropriate reading texts to be used in Critical Reading course practice for developing the students’ critical reading skills will be beneficial for both of FI and FD students.
One of the focuses of education today is assessment oriented to the higher-order thinking skills. This skill encourages students could be able to think critically, analytically, systematically, particularly in the context of problem-solving, communicating, and collaborating with peers. However, not all educators have been able to construct the items test based on the skill needed. The purpose of this community service is to provide the knowledge related to the construction of item tests that oriented to the higher-order thinking skills of 45 Senior High School teachers. The methods used to achieve this objective were lecture, question answer, discussion, and presentation. The result showed the trainees understood the nature of the construction of the test-oriented to the higher-order thinking skill in the learning process. From the four meetings done, the trainees could be able to classify and construct the tests oriented to the lower-order thinking skill, medium-order thinking skill, and higher-order thinking skill.
In East Manggarai Regency, NTT there are still many schools that haven’t a school website. One of them is SMA Negeri 1 Poco Ranaka. The purpose of this community service is to develop a school website for SMA Negeri 1 Poco Ranaka. This school website development activity is carried out with Focused Group Discussions, presentation of materials, and website development. The results of this activity indicate that partners' understanding of the importance of the school website has increased so that the collaboration to develop school websites can be established. In addition, the developed school website prioritizes features that suit the needs of the school, both for communication purposes with stakeholders and to facilitate school promotions.
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