BACKGROUND KNOWLEDGE IN EFL READING COMPREHENSION: LECTURERS' PERSPECTIVE & CLASSROOM STRATEGIES

abdullah miftachul irvan

Abstract


Abstract: This article aims to find out three main sectors related to background knowledge in reading comprehension. The lecturers' perspective about the role of background knowledge, the instructional strategies they employ to activate students' background knowledge, and the difficulties they encounter when activating students' background knowledge. The research design of this study was descriptive qualitative study. Eleven reading lecturers from five different universities in Indonesia participated in this study. Two instruments were used: an online Google Form questionnaire adapted from Al-Jahwari and Al-Humaidi (2015), and an online semi-structured interview. The researcher analyzed the summary, conclusion based on the online data from the online Google Form questionnaire and online interview session. The results of this research indicated an intense agreement about the role of background knowledge in text comprehension, a serious reliance on some techniques and a clear connection about the difficulties of resources such as students’ low linguistic competence and lack of lecturers training on background knowledge theory and its instructional techniques.

Keywords: background knowledge, classroom strategies, and reading comprehension.

Full Text:

PDF

References


Al-Jahwari, Yahya.,&Al-Humaidi, Salma. (2015). Prior knowledge in EFL reading comprehension: Omani teachers’ perspectives & classroom strategies. Australian International Academic Centre, Australia, doi:10.7575/aiac.ijalel.v.4n.1p.169

Pei-shi, WENG. (2012). The effect of background knowledge on EFL learners’ reading comprehension. Sino-US English Teaching, ISSN 1539-8072 September 2012, Vol. 9, No. 9, 1516-1523

Murtha, Jacqueline. (2017).Background knowledge: a study of the effects background knowledge: a study of the effects background knowledge has on comprehension. Theses and Dissertations, Rowan University.https://rdw.rowan.edu/etd/2357

John R. Kirby, (2007) Reading comprehension: Its nature and development. Reseearch Gate, https://www.researchgate.net/publication/242598620

FKIP.2019-2020. Panduanpenulisanskripsi. Malang: UNISMA

GunartiYulfani (2016). The use of background knowledge strategy to improve reading comprehension on the eighth year students of smp muhammadiyah 2 sawangan magelang in the academic year 2015/2016.Salatiga: UIN

Stephanie, Wessels. (2012). The importance of activating and building knowledge. University of Nebraska-Lincoln , swessels2@unl.edu

Teresa Cox, (1988). The importance of background knowledge as a factor in second language reading comprehension.

Martin G. Levine Ed.D. George J. HausPh.D (1985). The effect of background knowledge on the reading comprehension of second language learners. https://doi.org/10.1111/j.1944-9720.1985.tb00971.x

Oxford. (2011). Oxford Learner’s Pocket Dictionary. New York: Oxford University Press.

M. Bojovic. (2010). Reading skills and reading comprehension in English for specific purposes.University of Kragujevac, Serbia.

Association for Psychological Science – APS (2020).A lack of background knowledge can hinder reading comprehension. Kristen Lacaillade, Educational Testing Service (ETS), at 609-524-8172, klacaillade@ets.org

Eid Alhaisoni. (2017). Prior knowledge in EFL reading comprehension: Native and nonnative EFL teachers’ perceptions, classroom strategies and difficulties encountered. International Journal on Studies in English Language and Literature (IJSELL) Volume 5, Issue 1, January 2017, PP 30-41

FauzulEtfita. (2014). Improving students’ reading comprehension of descriptive texts through cognitive strategy at grade vii-2 of smpn 1 IndraPrajaTembilahan. Published Sarjana Thesis: UniversitasNegeri Padang. http://ejournal.unp.ac.id/index.php/linguadidaktika/index

Kathleen C. Stevens. (1980). The effect of background knowledge on the reading comprehension of ninth graders. Journal of Reading Behavior 1980, Vol. XII, No. 2

Amy L. Moore, M.A. (2017). Reading comprehension: Cognitive skills, strategies, and interventions.19 (2), 29-32.

Headley, K. N., & Dunston, P. J. (2000).Teachers' choices books and comprehension strategies as transaction tools. The Reading Teacher, 54(3), 260-268.

Dayze, F. (2004).The role of prior background knowledge in the reading comprehension of EFL Brazilian college students and American college students. Unpublished PhD dissertation The Pennsylvania State University.

.


Refbacks

  • There are currently no refbacks.