The Effect of Literal Comprehension on the Higher Levels of Comprehension in Reading Skill: A Longitudinal Case Study
(1) Universitas Ngudi Waluyo
(2) Universitas Ngudi Waluyo
(*) Corresponding Author
Abstract
Comprehension in reading skill is generally divided into 4; literal, interpretive, critical and creative which has different indicators and types of questions from one to another. Literal reading, as the lowest level of comprehension is considered important to be mastered by students before they work with higher level of comprehension. This is a longitudinal case study aims to explain the effect of literal reading mastery on the higher levels. This study involved 15 students of English Literature students observed since they were in 1st semester to 4th semester. The instruments used are working sheets to measure students’ ability in each level of comprehension. The findings showed that students with good and very good mastery of literal comprehension worked good on interpretive, critical and creative level. The students with poor mastery of literal comprehension did not have good results on interpretive, critical and creative level. It revealed that literal comprehension has important role in building students’ comprehension before they continue to the next levels.
Keywords
Full Text:
PDFReferences
Cabral, A., & Tavares, J. (2002). Practising college reading strategies. The Reading Matrix, 2(3), 1–16.
Douglas, K. (2019). The reading lab : ‘ failure ’, dynamic teaching and reflective practice in growing the skill of reading. Higher Education Research and Development, 38(1), 124–141. https://doi.org/10.1080/07294360.2018.1538202
Kazemi, A., Bagheri, M. S., & Rassaei, E. (2020). Dynamic assessment in English classrooms : Fostering learners ’ reading comprehension and motivation. Cogent Psychology, 7(1). https://doi.org/10.1080/23311908.2020.1788912
Nanda, D. W. (2020). Poor reading comprehension issue in EFL classroom among Indonesian secondary school students : Scrutinizing the causes , impacts and possible solutions. Englisia: Journal of Language, Education, and Humanities, 8(1), 12–24. https://doi.org/10.22373/ej.v8i1.6771
Naniwarsih, A., & Andriani, A. (2018). The students’ ability in literal reading comprehension. Journal of Foreign Language and Educational Research, 1(1), 1–8.
Oakhill, J., Cain, K., & Elbro, C. (2015). Understanding and teaching reading comprehension: A handbook. Routledge.
Saadatnia, M., Tavakoli, M., & Ketabi, S. (2017). Levels of Reading Comprehension Across Text Types : A Comparison of Literal and Inferential Comprehension of Expository and Narrative Texts in Iranian EFL Learners. Journal of Psycholinguistic Research, 46(5), 1087–1099. https://doi.org/10.1007/s10936-017-9481-3
Šamo, R., & Mikulec, A. (2018). EFL reading metacomprehension from the developmental perspective: A longitudinal case study. Journal of Language and Education, 4(1), 105–116. https://doi.org/10.17323/2411-7390-2018-4-1-105-116
Sari, D. P. (2015). An analysis of students’ reading comprehension based on the four levels comprehension skills. Journal of Linguistics and Language Teaching, 3(1), 1–20.
Shemshadsara, Z. G., Ahour, T., & Tamjid, N. H. (2019). Raising text structure awareness : A strategy of improving EFL undergraduate students ’ reading comprehension ability Raising text structure awareness : A strategy of improving EFL undergraduate students ’ reading comprehension ability. Cogent Education, 00(00). https://doi.org/10.1080/2331186X.2019.1644704
Article Metrics
Abstract view : 1148 timesPDF - 1547 times
Refbacks
- There are currently no refbacks.
Copyright (c) 2022 English Language and Literature International Conference (ELLiC) Proceedings
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Electronic ISSN: 2579-7263
CD-ROM ISSN: 2579-7549
Published by
FACULTY OF FOREIGN LANGUAGE AND CULTURE
UNIVERSITAS MUHAMMADIYAH SEMARANG
Jl. Kedungmundu Raya No.18 Semarang, Central Java, Indonesia
Phone: +622476740295, email: [email protected]
