English Reading Comprehension Difficulties Of Ujian Tulis Berbasis Komputer (UTBK) By Senior High School at SMAS Pangeran Antasari Medan
Abstract
The purpose of this study was to determine the challenges that seniors in high school encountered when responding to reading comprehension questions on the UTBK exam. This study employed a qualitative methodology. Senior high school students who have taken the UTBK test were the subjects of this study. This research was conducted in SMAS Pangeran Antasari Medan, in class XII IPA, there are 32 students in it. According to the study's findings, high school students' lack of interest in reading made them bored when reading the text in front of them. It was also difficult for them to decipher the meaning of the text because they lacked the necessary vocabulary and didn't practice answering questions about reading comprehension. As a result, they believed that the UTBK test was too difficult for them. So this research, senior high school students must increase their practice of reading comprehension questions both at home and in class, as well as their interest in reading and vocabulary, to overcome these challenges. This will make it simpler for them to solve problems in the reading comprehension section.
Keywords: reading comprehension, UTBK
References
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Asrifan, A., Vargheese, K. J., Syamsu, T., & Amir, M. (2020). ESP course design: the need analysis on tourism department in Indonesia vocational high schools. Journal of Advanced English Studies, 3(2), 69–77.
Bereiter, C., & Scardamalia, M. (2018). Intentional learning as a goal of instruction. In Knowing, learning, and instruction (pp. 361–392). Routledge.
Cho, B., Woodward, L., & Li, D. (2018). Epistemic processing when adolescents read online: A verbal protocol analysis of more and less successful online readers. Reading Research Quarterly, 53(2), 197–221.
Chou, M. (2018). Speaking anxiety and strategy use for learning English as a foreign language in full and partial Englishâ€medium instruction contexts. Tesol Quarterly, 52(3), 611–633.
Cladis, A. E. (2020). A shifting paradigm: An evaluation of the pervasive effects of digital technologies on language expression, creativity, critical thinking, political discourse, and interactive processes of human communications. E-Learning and Digital Media, 17(5), 341–364.
Dastpak, M., Riasati, M. J., & Hadipourfard, E. (2021). Investigating IELTS Paper Mode vs. Computer Mode: Evidence from Academic Writing Test. Journal of Language and Translation, 11(2), 175–193.
Dincer, A., & Dariyemez, T. (2020). Proficient Speakers of English as a Foreign Language: A Focus-Group Study. IAFOR Journal of Education, 8(1), 83–99.
Eliata, N. M. A., & Miftakh, F. (2021). EMPHASIZING TEXT STRUCTURE STRATEGY INSTRUCTION TO SCAFFOLD 11TH GRADE STUDENTS’READING COMPREHENSION. Journal of Languages and Language Teaching, 9(4), 411–421.
Gerrig, R. J. (2018). Experiencing narrative worlds: On the psychological activities of reading. Routledge.
Goldenberg, C. (2020). Reading wars, reading science, and English learners. Reading Research Quarterly, 55, S131–S144.
Handayani, M., Perdana, N. S., & Ukhlumudin, I. (2021). Readiness of Teachers and Students to Take Minimum Competency Assessments. International Conference on Educational Assessment and Policy (ICEAP 2020), 73–79.
Handayani, T., & Maheswari, D. (2020). Diponegoro University Heading to become a Research University (Phase I–Phase IV) Between Expectation and Reality. E3S Web of Conferences, 202, 3026.
Hyland, K. (2018). Metadiscourse: Exploring interaction in writing. Bloomsbury Publishing.
Hyland, K. (2019). Second language writing. Cambridge university press.
Kamberi, L. (2019). TEACHING LISTENING SKILLS IN EFL CLASSES AT TERTIARY LEVEL. A CASE STUDY OF THE REPUBLIC OF NORTH MACEDONIA. Journal of Linguistic and Intercultural Education, 79.
Lo, P., Allard, B., Ho, K. K. W., Chen, J. C., Okada, D., Stark, A., Henri, J., & Lai, C. (2019). Librarians’ perceptions of educational values of comic books: A comparative study between Hong Kong, Taiwan, Japan, Australia and New Zealand. Journal of Librarianship and Information Science, 51(4), 1103–1119.
Lupo, S. M., Strong, J. Z., & Conradi Smith, K. (2019). Struggle is not a bad word: Misconceptions and recommendations about readers struggling with difficult texts. Journal of Adolescent & Adult Literacy, 62(5), 551–560.
McArthur, T., Lam-McArthur, J., & Fontaine, L. (2018). Oxford companion to the English language. Oxford University Press.
McKee, A. (2020). Textual analysis. In The media & communications in Australia (pp. 31–42). Routledge.
Mubarak, A. A., Cao, H., & Ahmed, S. A. M. (2021). Predictive learning analytics using deep learning model in MOOCs’ courses videos. Education and Information Technologies, 26(1), 371–392.
Musser, L. R. (2020). Older Engineering Books are Open Educational Resources. Journal of Online Engineering Education, 11(2), 8–10.
Perez, E., Karamcheti, S., Fergus, R., Weston, J., Kiela, D., & Cho, K. (2019). Finding generalizable evidence by learning to convince q&a models. ArXiv Preprint ArXiv:1909.05863.
Persada, S., Oktavianto, A., Miraja, B., Nadlifatin, R., Belgiawan, P., & Redi, A. A. N. P. (2020). Public perceptions of online learning in developing countries: A study using the ELK stack for sentiment analysis on Twitter. International Journal of Emerging Technologies in Learning (IJET), 15(9), 94–109.
Rao, P. S. (2019). The role of English as a global language. Research Journal of English, 4(1), 65–79.
Reimers, F., Schleicher, A., Saavedra, J., & Tuominen, S. (2020). Supporting the continuation of teaching and learning during the COVID-19 Pandemic. Oecd, 1(1), 1–38.
Roe, B., Smith, S. H., & Kolodziej, N. J. (2018). Teaching reading in today’s elementary schools. Cengage Learning.
Seyhan, A. A. (2019). Lost in translation: the valley of death across preclinical and clinical divide–identification of problems and overcoming obstacles. Translational Medicine Communications, 4(1), 1–19.
Tracy, S. J. (2019). Qualitative research methods: Collecting evidence, crafting analysis, communicating impact. John Wiley & Sons.
Virdiana, N. (2021). The Implementation of Critical Thinking Skills in English Online Learning in Senior High School. Jambi University-English Education Program.
Willingham, D. T. (2021). Why don’t students like school?: A cognitive scientist answers questions about how the mind works and what it means for the classroom. John Wiley & Sons.
Published
2022-12-26
Section
Articles
