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Topic : EFL Students' Learning Strategies on Reading

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Topic : EFL Students' Learning Strategies on Reading

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Partisipan yang kedua adalah Nazla Nadyma, seorang mahasiswi semester 5 di prodi Pendidikan Bahasa Inggris, Unsil. Pengambilan data dilakukan secara daring dengan menggunakan platform Zoom meeting pada tanggal 16 November 2023.

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Topic: EFL Students' Learning Strategies on Reading 

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Topic: EFL Students' Learning Strategies on Reading 

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Partisipan yang pertama adalah Fajar Salam, seorang mahasiswa semester 5 di prodi Pendidikan Bahasa Inggris, Unsil. Pengambilan data dilakukan pada tanggal 14 November 2023 dengan wawancara yang dilakukan secara luring di kampus Universitas Siliwangi.

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1. She actively participates in reading activities, particularly in presentations, constituting a significant portion of her time.

2. She engages with a broad range of reading materials, including fiction, mysteries, psychology, and viral information, showcasing diverse interests.

3. She occasionally uses Google Translate for unfamiliar words but prioritizes understanding the context for effective comprehension.

4. She naturally incorporates new vocabulary by focusing on unfamiliar words encountered during reading, driven by a genuine interest in understanding the material.

5. She adopts a two-step approach to understand main ideas, emphasizing attention to headlines and, if needed, skimming for a quick overview.

6. She takes a patient approach when faced with challenging texts, reading slowly and repeating sentences to ensure a thorough understanding.

7. She applies critical thinking by evaluating the credibility of data in scientific articles and contrasting it with information from social media.

8. She evaluates the quality of argumentative points based on the author's credibility, data accuracy, and how well the data supports the presented arguments.

9. She's motivated to read in English to enhance fluency and expand vocabulary, reflecting an intrinsic drive for continuous language skill improvement.

10. She identifies factors enhancing engagement, such as easy accessibility to reading materials through the internet. Acknowledges personal factors, like having a goal or interest, as crucial in sustaining reading habits.

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1. Fajar engages extensively in reading outside of class, especially academic sources like journals and academic writing. He primarily reads online and finds himself frequently immersed in academic texts for assignments.

2. He enjoys creative writing in journals and stories in English for non-academic reading. However, for academic purposes, he prefers clear and relevant journal articles that directly correlate with the research he's conducting.

3. Faced with unfamiliar vocabulary, especially in creative writing or poetry, Fajar resorts to using a translation tool or a dictionary. He either translates the entire text or segments with words he finds difficult, sometimes making educated guesses when feeling lazy.

4. To remember new vocabulary, Fajar often notes down difficult words in comments or notes on his phone. This method helps him recall and revise these words later, ensuring a better grasp of academic terms.

5. When identifying main ideas, especially in creative writing, Fajar looks for them primarily at the beginning of paragraphs. He indicates that most main ideas are usually introduced at the start. He focuses on detail within the paragraphs, often pinpointing important information there.

6. Fajar tackles difficult texts by reading them repeatedly, sometimes translating specific sections he struggles with. He also seeks diverse perspectives by discussing the text with peers to gain better clarity or understanding, particularly in ambiguous or complex texts.

7. In academic texts, he evaluates the validity and credibility of the information based on the reliability of the resources used, focusing on facts, evidence, and their correlation with the writer's argument. He also discusses different perspectives with peers to refine his conclusions.

8. Fajar is motivated to read because he believes it's crucial for understanding course material. He considers it a necessity, especially for academic tasks. He feels reading enhances comprehension and ensures the completion of his assignments.

9. Factors that enhance Fajar's engagement with reading include a competitive atmosphere where falling behind is not an option, academic requirements demanding extensive reading, and the necessity to understand academic vocabulary. Factors that hinder engagement include challenging vocabulary, lengthy readings that can be overwhelming, and complex structural texts.

10. Fajar employs several strategies to enhance his reading experience, including a competitive drive to stay current and avoid falling behind. Additionally, the academic obligation in the fifth semester motivates him to engage extensively with readings, especially academic journals, ensuring continuity in his academic tasks. Conversely, hindrances arise from missing vocabulary, crucial for understanding academic texts, and extensive reading materials, particularly thick or numerous texts that can induce feelings of laziness. Moreover, complex structures within certain readings or journals pose challenges, requiring expert-level comprehension and making it harder to extract main ideas, ultimately impeding his reading process.