STUDENTS' READING BOREDOM COPING STRATEGIES AND READING PERFORMANCE: FROM GENDER PERSPECTIVE ACROSS PROFICIENCY LEVEL

Nidya Wisyarah, Diah Retno Widowati, Mochammad Imron Azami

Abstract


Abstract: Reading is the most beneficial and motivating of the four abilities needed to attain English proficiency. However, mastering the skill of reading is difficult, as it requires decent deliberation of meaning while reading the texts. Many students across the world are reported to have little interest in reading and lacking motivation to read, one prominent factor affecting reading interest and motivation is reading boredom. Therefore, it is important to conduct study regarding reading boredom coping strategies and its effect on reading performance based on gender perspective. This study was conducted on 4 students consisting of high achiever and a low achiever from both male and female. The data was collected through interview and analyzed using qualitative data analysis that includes data reduction, organization, display and interpretation. The study reveals that while students experience reading weariness differently, they all share a tendency to stop due to boredom. Reading boredom is influenced by content-related factors for high achievers but not low achievers. High achievers are motivated by assignments and do not experience boredom, while low achievers do. High achievers use more boredom coping strategies, but face challenges. Female students perceive reading achievement as influencing grades, while male students focus on reading performance.

 

Keywords: Reading, boredom coping strategies, performance


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References


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