Students’ Difficulties in Making Inference in Reading Narrative Passages at the Social Elevent Grade of Sman 1 Curup

Abstract

This study aimed to find out the students’ difficulties in making inference in reading narrative passages in making inference in reading narrative passages. The population of this study included the eleventh graders of SMAN 1 Curup, and the students of XI SOS 4, which consisted of 34 students, became the research sample. For the instrument, the researcher used reading test which consisted of 40 questions and questionnaire which consisted of 30 items. The result showed that the students’ overall difficulty in making inference in reading narrative passages belonged to “moderate” category. It was proved by the students’ reading error mean score which was 47.5. The students’ highest difficulty was on inferences about the author’s attitude (5.88%, or “very high”).

The Problems Faced by Physiotherapy Students and Their Causes in Completing Reading Comprehension Section of ITP TOEFL

“…Fifthly, the students had difficulty in answering the question about inference question (23.6%). This research result was in line with the research results conducted by Perez-Amurao (2011) and Warnidah (2016). In Perez-Amurao's research ( 2011), the problem faced by the students in inference question included extremely difficult question and was ranked as the second most difficult question as most of the students faced difficulty at integrating the information beyond the text provided as well as interpreting the text well.…”

“…Based on the explanation above, it is seen that the findings of the current research have both similarities and differences with the previous researches. The similarity is that this study is along with the finding of several previous studies (Maizarah, 2019;Halim & Ardiningtyas, 2018;Asrida, 2019;Nurhayati, 2016;Warnidah, 2016;Perez-Amurao 2011) that students had problems with scanning, vocabularies in-context, factual question, reference question, inference question of reading comprehension section of TOEFL. In contrast, the finding of this current study is contradictory with the findings of the other previous studies (Fajri, 2019;Maizarah, 2019;and Perez-Amurao, 2011) that students did not have serious problems on main idea, negative question, and reference question.…”

The interface between unitary hypothesis and componential approach to testing reading skills: do subjects show similar levels of performance with respect to specific reading sub-skills in tests representing both theories? Descriptive correlational study

“…Educ. (2022) 7:22 out the implied meaning beyond the text (Davoudi, 2005;Preszler, 2006;Warnidah & Suwarno, 2016). Even so, both groups seemed to have less difficulty with the particular sub-skill.…”

“…For example, Morley (2009) and Baker and Ellece (2011) studied lexical cohesion in rhetorical structures and discourse analysis while Khaleel (2010) focused on presupposition triggers. At the same time, Davoudi (2005), Preszler (2006), and Warnidah and Suwarno (2016) seemed to take interest in inference making skills and difficulties associated with them. Similarly, Jitendra et al (2001) Wanna Asian.…”

The Interface between Unitary Hypothesis and Componential Approach to Testing Reading Skills: Do Subjects Show Similar Levels of Performance with Respect to Specific Reading Sub-Skills in Tests Representing both Theories? Descriptive Correlational Study

“…Despite these differences, they seemed to have less di culty with recognizing implications and making inference (85% & 72%). Making inference may require learners to read between the lines and work out the implied meaning beyond the text (Preszler, 2006;Warnidah & Suwarno, 2016;Davoudi, 2005). Even so, both groups seemed to have less di culty with the particular sub-skill.…”