Examining the Reading Performance and Problems among Students in Indonesian Higher Education

This study focused on analyzing the common errors made by students in their English writing skills. The study employed a descriptive research design, involving 100 EFL university students as participants. The primary data collection method was a writing test, and the collected data were analyzed using error analysis techniques. The findings showed that the most common errors made by the students were related to grammar, vocabulary, and spelling. The most common grammatical errors were associated with subject-verb agreement, verb tense, and articles. In terms of vocabulary errors, the study identified prevalent mistakes such as the incorrect use of word forms, inappropriate collocations, and confusion between homophones. Additionally, the analysis of spelling errors revealed that phonetic spelling mistakes were the most common, followed by misspelling of homophones and confusion of vowels. These findings highlight areas where students commonly struggle with their English writing skills and emphasize the crucial need for targeted instructional strategies to effectively address these challenges and improve students' proficiency in English writing.

Section: Introductionmentioning

confidence: 99%

Decoding the Challenges: A Study of English Writing Errors Among EFL Students

Isma,

Rasmin,

Samsudin

2023

“…Reading comprehension was very important for students. Students may find English challenging if they lack fundamental skills, especially when it comes to comprehending written texts (Isma & Nur, 2023). Reading comprehension is not just reading aloud.…”

Section: Introductionmentioning

confidence: 99%

“…Reading plays a vital role in a student's overall language development. Students' reading abilities form the foundation for success in other language-related areas (Isma & Nur, 2023). Whether it is comprehending a novel, following classroom instructions, or tackling complex academic texts, reading proficiency is a key tool for effective communication and learning (Isma & Baharuddin, 2022).…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Listen-Read-Discuss (LRD) on Students’ Reading Comprehension

Kondo,

Nugroho,

Imansari

2023

This study aimed to assess the effectiveness of the Listen-Read-Discuss (LRD) strategy in improving students' reading comprehension at SMAN 2 Majene. A quasi-experimental design was used with a population of 277 tenth-grade students. The sample, consisting of 60 students, was selected using convenience sampling. The assessment instrument comprised 20 multiple-choice questions administered to both the experiment and control groups before and after the treatment. The results revealed that the students' average pre-test scores in the experimental group were categorized as poor, with a mean score of 44.33. However, their post-test scores significantly improved to a good level, with a mean of 73.83. Similarly, the control group showed poor pre-test scores with a mean of 44.67, but their post-test scores improved to a good level, averaging 71.83. In conclusion, the students demonstrated enhancement in reading comprehension. The significant value of the pre-test and post-test results for both groups was 0.000, which is less than 0.05. Therefore, the t-test value was smaller than 0.05, confirming that the Alternative Hypothesis (Ha) was accepted, and the Null Hypothesis (H0) was rejected, indicating a significant effect of the LRD strategy on the reading comprehension of tenth-grade students at SMAN 2 Majene.

“…Humans, as social beings, rely on interaction to fulfill their various life needs, and language plays a crucial role in this context . Language serves as a fundamental tool for communication and conveying ideas (Herdiyanti, 2020;Isma & Baharuddin, 2022;Isma & Nur, 2023). In essence, it is a structured system of human communication that encompasses both spoken and written expressions, utilizing sounds to construct meaningful units like morphemes, words, and sentences to effectively share information and messages (Isma, Hermansyah, et al, 2023;Pane, 2018).…”

Section: Introductionmentioning

confidence: 99%

Analyzing Deixis of English Speech by Kim Namjoon (BTS) at the United Nations

Susanti,

Lestari,

Wafa

2023

Humans, as social beings, naturally interact to fulfill various life needs. This study aimed to analyze different deixis types in Kim Namjoon's speech and understand their meanings. The research employed Stephen C. Levinson's Theory and utilized a descriptive qualitative method with a content analysis approach. The findings revealed five deixis categories in Kim Namjoon's speech: personal, spatial, temporal, discourse, and social. These were distributed as follows: 129 (65.8%) personal deixis, 15 (7.7%) spatial deixis, 10 (5.1%) temporal deixis, 31 (15.8%) discourse deixis, and 11 (5.6%) social deixis. In total, 196 deixis instances were identified in Kim Namjoon's speech. His speech, titled "Speak Yourself," aimed to inspire young people to embrace self-love, discover their inner voices, and confidently express themselves to the world. The significance of this research lies in enhancing our understanding of deixis and its role as a linguistic resource, particularly in terms of usage and significance within utterances.