Analysis of Differences in Students' Thinking Styles on Reading Comprehension of the Third Semester Students at IAIN Parepare

Indirwan Priyatno N; Kalsum Kalsum; Muhammad Yunus Nurdin; Jumardin Muchtar

doi:10.56185/jelita.v5i1.668

Indirwan Priyatno N Institut Agama Islam Negeri Parepare, Indonesia
Kalsum Kalsum Institut Agama Islam Negeri Parepare, Indonesia
Muhammad Yunus Nurdin CLC Timora, Malaysia
Jumardin Muchtar Universitas Muhammadiyah Buton, Indonesia

DOI: https://doi.org/10.56185/jelita.v5i1.668

Keywords: Reading Comprehension, Student Thinking Style, Third Semester Students

Abstract

The aims of this study were to find out the thinking styles of the third semester students of English Education at IAIN Parepare. It is also to know the type of dominant thinking style possessed by the third semester students of the IAIN Parepare English Study Program. This research has significance for teachers, students and future researchers. This study uses a quantitative descriptive. The research sample was 20 Semester III students of the English Education Program at IAIN Parepare. The instruments used were questionnaires and quantitative analysis. The results of the data show that the thinking style of the third semester students of English Education at IAIN Parepare refers to the indicators showing the chosen global style of 28.74% with a focus on general reading texts. Local style is 29.45 % by paying attention to details and specific information on reading texts, external style is 19.52% by collaborating with other people in answering reading tests. Internal style is 22.29 % by preferring to rely on personal activities in reading. The dominant type of thinking style possessed by third semester students of the English Language Study Program IAIN Parepare refers to indicators showing that local style becomes the dominant thinking style by paying attention to details, solving problems by following certain rules, preferring to do reading assignments. projects and implement their own ideas. Evidenced by the dominant score with 29.45 %.

Downloads

Download data is not yet available.

References

Arikunto, S. (2013). Dasar-Dasar Evaluasi Pendidikan. Bumi Aksara (PT Bumi Aksara).

Gilakjani, A. P., & Sabouri, N. B. (2016). Learners’ Listening Comprehension Difficulties in English Language Learning: A Literature Review. English Language Teaching, 9(6), 123–133.

Humaera, I., Sardi, A., Akbal, F. A., Syahban Amir, A., Hasyim, R., & Noni, N. (2021). EFL Students’ Entrepreneurial Tendencies: Is It a Misdirected Issue? 1(1). https://doi.org/10.35877/454RI.eduline001

Humeniuk, I., Kuntso, O., Popel, N., & Voloshchuk, Y. (2021). Mastering listening comprehension at ESP classes using Ted Talks. Advanced Education, 27–34.

Kalsum, K., Sardi, A., & Andini, N. (2023). THE QUALITY OF SUMMATIVE TEST MADE BY EFL TEACHER. Inspiring: English Education Journal, 6(1), 46-57.

Kristiawan, D., Carter, C., & Picard, M. (2022). IMPACT OF CALL PROFESSIONAL DEVELOPMENT FOR EFL MATERIALS ON TEACHER AGENCY AND TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) IN INDONESIAN ISLAMIC SCHOOLS. Teaching English with Technology, 22(3–4).

Langi, R., Liando, N. V, & Olii, S. T. (2022). An Assessment on Readability of Reading Text in English Summative Test for Fifth Grade SMP Negeri Tompaso. JoTELL: Journal of Teaching English, Linguistics, and Literature, 1(2), 291–304. https://ejurnal.unima.ac.id/index.php/jotell/article/view/3503

Rahmati, J., Izadpanah, S., & Shahnavaz, A. (2021). A meta-analysis on educational technology in English language teaching. Language Testing in Asia, 11(1). https://doi.org/10.1186/s40468-021-00121-w

Ramadani, A., Kalsum, K., Sardi, A., & Agussalim, A. (2024). Pronunciation Ability Improvement by Resso Application at The Parepare Senior High School Students. JELITA, 5(1), 243-254.

Sardi, A., Atmowardoyo, H., & Weda, S. (2017). The Distinct Types of Diction Used by the EFL Teachers in the Classroom Interaction. International Journal of Science and Research, 6(3), 1061–1066. https://doi.org/10.21275/ART20171558

Sardi, A., Haryanto, A., & Weda, S. (2017). The Distinct types of diction used by the efl teachers in the classroom interaction. International Journal Of Science and Research (IJSR), 6(3), 1061-1066.

Sardi, A., & Mujahidah. (2020). Could I be Illogical? (Cibi Guide) For Non-Native Speakers (Irana, Ed.; 1st ed.). IAIN Parepare Nusantara Press. http://repository.iainpare.ac.id/1645/

Sardi, A., Surahmat, Z., & Nur, S. (2022). The Washback of Intensive TOEFL Training Program (ITTP) on Student’s Learning Motivation. ELS-JISH: Journal on Interdisciplinary Studies in Humanitiesournal on Interdisciplinary Studies in Humanities, 5(4), 593–597. https://doi.org/https://doi.org/10.34050/elsjish.v5i4.24570

Sardi, A., Kalsum, K., Rauf, W., & Hasyim, S. (2023). Enhancing Students’ Writing Skills through the Implementation of the Seven Nucleus Approach in Teaching Tenses. Seltics Journal: Scope of English Language Teaching Literature and Linguistics, 6(1), 39-47.

Sugiyono. (2012). Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif, dan R&D. Alfabeta.

Yang, X. (2020). On the Application of Computer Aided Technology in Business English Reading Class. Journal of Physics: Conference Series, 1574(1). https://doi.org/10.1088/1742-6596/1574/1/012054

Zhang, D., & Wang, X. (2017). The Effects of the CALL Model on College English Reading Teaching. International Journal of Emerging Technologies in Learning, 12(2). https://doi.org/10.3991/ijet.v12i12.7954