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All Journal RETORIKA: Jurnal Ilmu Bahasa Lingua Cultura Englisia Journal LLT Journal: A Journal on Language and Language Teaching IJoLE: International Journal of Language Education Jurnal Pengabdian Pada Masyarakat Dinamisia: Jurnal Pengabdian Kepada Masyarakat WIDYA LAKSANA VELES Voices of English Language Education Society Indonesian Journal of EFL and Linguistics JEELS (Journal of English Education and Linguistics Studies)
Sebastianus Menggo
Universitas Katolik Indonesia Santu Paulus Ruteng
Agriculture, Biological Sciences & Forestry Arts Humanities Decision Sciences, Operations Research & Management Education Engineering Languange, Linguistic, Communication & Media Social Sciences Other

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Journal : VELES Voices of English Language Education Society

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Think-Aloud Protocol Analysis: Revealing The Student's Problem in Reading Comprehension Ni Wayan Krismayani; Sebastianus Menggo
VELES Voices of English Language Education Society Vol 6 No 2 (2022): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v6i2.5782

Abstract

Readers should integrate information from the text they are reading with their existing knowledge since reading is a process of building meaning and language expansion. Without improving reading abilities, it is hard to succeed in the teaching and learning process and develop a more thorough understanding, a perceptive attitude, and creative thinking to reach reading achievement. The purpose of this study is to outline the issues that cropped up while reading. In this descriptive-qualitative study, the researchers identified, analyzed, and characterized the readers' mental processes for reading comprehension. Thirty students were taken randomly from three classes enrolled in the Intermediate Reading Course of the English Language Education Study Program, Universitas Mahasaraswati Denpasar. The finding showed that the students encountered four main problems: Inability to understand word, phrase, and sentence processing (78.1%); having weak syntactic parsing (83.3%), less inference (81.7), and inadequate self-monitoring (84%). The reading lecturers are suggested to determine the student’s reading comprehension needs and employ relevant tips in the reading course, such as creating good connections, making predictions, visualizing, making inferences, self-questioning, and summarizing. The results are expected to give a useful contribution to strengthen reading theory and the lecturers in analyzing students’ reading comprehension problems.
Co-Authors Agnetis Basir Arnoldus Helmon Eliterius Sennen Fatmawati Fatmawati Hendrikus Midun Hieronimus Canggung Darong Inosensius Sutam Leonardus Par Mariana Jediut Ni Wayan Krismayani Pius Pandor Rizki Adiputra Taopan Robertus Ansi Sabina Ndiung Stanislaus Guna Tobias Gunas Yakobus Sandiawan Asman Yosefina Helenora Jem Yosefina Helenora Jem Yosefina Rosdiana Su Yustus Sentus Halum