Sari, Andri Puspita (2017) Modeling relationships among selected dominant cognitive variables contributing to the efl reading comprehension of college students across comprehension levels / Andri Puspita Sari. Masters thesis, Universitas Negeri Malang.
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ABSTRACT Sari Andri Puspita. 2016. Modeling Relationships among Selected Dominant Cognitive Variables Contributing to the EFL Reading Comprehension of College Students across Comprehension Levels. Thesis. English Department of Education Graduate Program State University of Malang. Advisors (1) Prof. Dr. Gunadi Harry Sulistyo M.A. (2) Dr. Emalia Iragiliati M.Pd. Keywords modeling relationships selected dominant cognitive variables EFL reading comprehension The goal of this present study is to examine the best pattern of relationships among the four selected dominant cognitive variables (linguistic knowledge world background knowledge organizational text structure knowledge and reading strategy) to EFL reading comprehension of college students across comprehension levels. A path of variables was modeled to examine the correlation and contribution of the variables under investigation empirically. Two hundred and one students of English Department of several private universities were involved as the data sources of this current study. Two kinds of instruments were utilized a reading comprehension test and a reading strategy questionnaire. The former was employed to measure linguistic knowledge world background knowledge organizational text structure knowledge and reading comprehension variable the latter was used to explore students reading strategies. All the data were analyzed by using multiple-regression analysis through IBM SPSS 22 software. The result of the study revealed that linguistic knowledge consistently contributed to the EFL reading comprehension in all comprehension levels directly or indirectly while reading strategies were the second influential variable which contributed quite consistent except in the combined-level comprehension where there was no significant correlation there. Besides there was conversely no significant correlation of world background knowledge and organizational text structure knowledge to the EFL reading comprehension in the low-level comprehension. On the one hand among three blocks of path (model 1-3) the dominant variables contributed more significant in the high and low-level comprehension compare with other levels. The total contribution in all models overall was 59% (combined) and 100% (high mid and low) respectively. Above all all of selected dominant cognitive variables had a direct or indirect correlation to the EFL reading comprehension. To summarize in EFL reading comprehension the verified pattern relationships among the selected dominant cognitive variables are that EFL reading comprehension is initiated by linguistic knowledge followed by world background knowledge then it is mediated by organizational text structure knowledge and reading strategy based on the value of contribution as the best pattern that can predict as a successful framework in EFL reading comprehension. In addition to the theoretical perspective EFL reading comprehension is empirically revealed to be initiated by linguistic knowledge which is needed to activate the knowledge of the world and familiarized the understanding of text structure so that strategies in reading comprehension come up and facilitate naturally effectively and properly.
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S2 Pendidikan Bahasa Inggris |
| Depositing User: | library UM |
| Date Deposited: | 09 Aug 2017 04:29 |
| Last Modified: | 09 Sep 2017 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/58939 |
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