An analysis on difficulty levels of English reading materials for EFL extensive reading classroom in UIN Sunan Gunung Djati Bandung: Students' reading motivation and comprehension

Pujantari, Lani (2022) An analysis on difficulty levels of English reading materials for EFL extensive reading classroom in UIN Sunan Gunung Djati Bandung: Students' reading motivation and comprehension. Sarjana thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

Students’ reading skills can be increased through an extensive reading activity involving enjoyment. However, the students have to use the right difficulty level of reading material that can optimally increase their reading skills. Using the right difficulty of reading material is important, as it will determine how students’ reading skills would improve. However, some students may perceive a level difficulty of reading material different from others. Therefore, this study aims to: (a) investigate the difficulty level of the text used by fourth-semester EFL students in UIN Sunan Gunung Djati Bandung. (b) identifies the students’ perspectives regarding the contribution of different text difficulty levels to their reading motivation. (c) identifies the students’ perspectives regarding the contribution of different text difficulty levels to their reading motivation and comprehension. Qualitative data was obtained through document analysis with Miyazaki EFL Readability Index Formula. Additionally, questionnaires were distributed to find out the students’ perspectives regarding the contribution of different text difficulty levels to their reading motivation and comprehension. Lastly, an interview was also conducted to get deeper information regarding the research. The results of this study show some of them saw the contribution of the relatively easy difficulty level in their ability such as enhance their vocabulary knowledge, activate their background knowledge, skim and scan, summarize and make references, and gain grammar and structure knowledge. The relatively difficult reading material shares the same contributions, except most of the students gain more focus and could not skim. Additionally, both extrinsic and intrinsic motivation are also seen in their reading. In conclusion, most of the students read the relatively difficult reading material than the relatively easy reading material. The students from both categories mostly shares similar perspectives regarding the contribution of difficulty levels on their reading comprehension and motivation. This study can be used as a reference for teachers to consider the difficulty level of students’ reading material that could develop students' reading comprehension and motivation.

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