Exploring EFL Students' Experiences of Learning Reading Comprehension Through Community of Practice

Satria Aris Fadilah, Diah Retno Widowati, Fitri Awaliyatush Sholihah

Abstract


Students learning English as a foreign language (EFL) must develop reading comprehension skills as the foundation for future academic achievement and effective communication in this increasingly globalized world. Reading comprehension is crucial but many students learning English as a foreign language (EFL) face challenges that hinder their reading comprehension development. Therefore, there is still a lack of research that investigates how Communities of Practice facilitate EFL students’ reading comprehension from the perspective of learners’ experiences, particularly in Indonesian higher education contexts. This study aimed to explore EFL students’ experiences when learning reading comprehension through Community of Practice, including the challenges, the benefit and the role of Community of Practice in their learning reading comprehension. The researcher used narrative inquiry method to explore the EFL students’ experiences in learning reading comprehension through Community of Practice. Narrative inquiry was the study of experience as story. The participants of this study were two students of third semester in Universitas Islam Malang, the researcher used semi-structured interview as a data collection and analyzed thematically. The result showed that Community of Practice had a role to improve EFL students’ reading comprehension. This was implemented through peer support, collaborative discussion, vocabulary sharing, and scaffolding strategies. In conclusion, this result of this study showed that the CoP also provided opportunities for students to learn together, exchange ideas, and solve problems together, which helped students better understand reading materials.

Keywords : EFL Students, Reading Comprehension, Community of Practice


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