ABSTRACT
Pratama, Silvan.2023. Student Perception on the Used of Reading Comprehension Apps as the Media to Learn TOEFL Reading. Graduating Paper. English Education Department. Teacher Training and Education Faculty. State Islamic University Salatiga. Counselor: Dr. Faizal Risdianto, S.S., M.Hum.
The purpose of the study was to find out what are the Cognitive, Affective and Conative aspect of student perception on the implementation of Reading Comprehension Apps to learn TOEFL Reading and to know what advantage and. The research was descriptive qualitative. The respondents of this research were 20 students of English Education Department of UIN Salatiga. The interview was conducted to collect the data. The data was validated using technical triangulations which are interview and documentation. After conducting the research, it is known that students enjoy learning English using reading comprehension applications. This application also influences increasing students' knowledge in TOEFL Reading and can be used as a medium in learning English, but it is less effective because it is constrained by advertisements that often appear. Students feel after using this application provides benefits in improving reading skills. On the other hand, students also feel disadvantages such as the many advertisements and waste of too much time and data connection.
INTRODUCTION
In this chapter, the discussion will focus on the introduction of the research which includes background of the study, problem statement, objective of the research, limitations of the study, significance of the research, definition of key terms and organization of graduation paper.
A. Background of Study
Nowadays, having English capability either spoken or written has become one of the requirements in enrolling university as well as test taker for getting job (Wathoni et al., 2022). The ability to master the English language in the globalization era is important because it is an international language that is widely used in many countries across the globe (Fajri, 2019). Speaking, reading, listening, and writing are the fundamental English skills we need to be proficient in. People may accomplish a number of things with the aid of basics English abilities. Taking an exam is one approach to finding out if we have mastered the English language. The TOEFL exam is the most well known standard test for English (Test of English as a Foreign Language).
A common assessment to assess a person's proficiency in English is the TOEFL, or Test of English as a Foreign Language. The outcomes of this exam can be used to determine a person's level of English proficiency. The Computer Based Test (CBT) was the first type of TOEFL, and it has four sections: listening, structure, writing, and reading. (Pulido, 2020). The credentials you receive from taking this test can also be used to apply for jobs
with organizations that need a TOEFL score. Additionally, both in our own nation and abroad, the TOEFL certificate can be utilized as one of the requirements for enrolling in postgraduate or doctorate programs (Badu, 2020). TOEFL has become one of the requirements for University students. According to Clark (2014), that ―the TOEFL test is used by more than 9.000 colleges, universities, and agencies in more than 130 countries to help them make admissions decisions‖.
An important key component of English is reading. Reading is an essential skill for academic success because university students must comprehend a large amount of information in a short period of time in order to achieve their academic goals (Klimova & Zamborova, 2020). It is frequently employed to obtain knowledge. It depends on the reader's objectives. According to Grabe and Stoller There are four purposes for reading. The first is to search for simple information; the second is to skim quickly; the third is to learn from text; and the fourth is to integrate information, write, and critique text.
In the TOEFL test, there are several types of reading that are tested, including factual questions, analogy questions, main idea questions, view point questions, detailed information, and others. However, with many types presented, it makes it difficult to understand the reading. Based on previous research conducted by Febriani (2019) stated that there are several problem faced by student while they conducted the test.
The first is a reading issue that affects reading comprehension. For instance, while reading print, readers are interpreting the text, determining what it means, how different portions relate to one another or to things they already know, forecasting what will happen next, and anticipating what purpose to read for. It also has to do with motivation. They find it challenging since it becomes much more challenging for them when they have no interest in the subject matter covered in the reading material. Additionally, readers may choose not to read if they are uninterested in the material. Third, it has to do with background information. It indicates that the pupils' prior knowledge, as well as their awareness of the world and its cultures, is lacking. The fourth factor is the absence of reading strategies. The way readers interpret or grasp a book, how they read, and what they do when reading comprehension is challenging are all factors. The fifth problem is related to language knowledge and is the next issue that students encounter when reading texts or articles. This problem is related to vocabulary and idiomatic usage, as well as grammar and the definition of some difficult words (Febriani et al., 2019).
In another research conducted by Wathoni (2022) In fact, out of a total of 50 reading difficulties with 25 students, it was proven that students' ability to solve the reading comprehension section was very low, and this student's grades were very low, 96% (Wathoni et al., 2022). They have several types of problems, including the problems of implied information, revealed details, terminology in context, main ideas, and determining meaning.
Even if they have been studying English, most Indonesian students may not understand what they read in various English texts (Dahliana, 2016). Dominantly when administering the test, they primarily saved time by reading the texts completely without using strategies. As a result of the test's difficulties, most students were unable to achieve a good TOEFL score. Even if the EFL Learners studied the strategies during the previous lecture, it will not help them master the reading test and achieve a high score (Wathoni et al., 2022). It is advised to use strategies when answering questions on the TOEFL reading part.
Students must be aware of the strategies and challenges that they may face during this test. As a result, they should be aware of some strategies that can help them deal with their problems and difficulties. Reading strategy refers to how readers interact with the text and how their reading influences their understanding of the text. (Kamil, 2020)
However, the technological innovation into education has made teaching reading skills in a foreign language more difficult (Klimova & Zamborova, 2020). Using technology is one of the ways we can improve our reading skills and TOEFL scores. Teachers could instill in students the ability to acquire English language skills by using various social media platforms (Siddig, 2020). Students require media to assist them in learning and performing exercises that they can take with them wherever they go (Agustini et al., 2018). According to the research conducted by Pratiwi (2021) reported that certain e-learning tools helped students practice TOEFL Structure and Written Expression more successfully, which was thought to have an impact on their TOEFL score because more practice led to higher results and autonomous learning (Pratiwi et al., 2021).
Therefore, the existence of this digital platform can be regardless of whether learning English is achieved. Therefore, researchers want to examine the Reading Comprehension application as a medium in learning TOEFL Reading. Based on the background above, the author will provide this paper with the title “Student Perception on the Implementation of Reading Comprehension Application as the Media to Teach TOEFL Reading”.
B. Problem Statements
In this study there are several problems to be investigated, including: 1. What are the Cognitive, Affective, and Conative aspect of student perception on the Reading Comprehension Apps implementation as the media to learn TOEFL Reading for sixth grade of students English Education Department at UIN Salatiga?
2. What are the advantages and disadvantages of using Reading Comprehension Apps in teaching TOEFL Reading for sixth grade for students English Education Department at UIN Salatiga?
C. Objective of the Research
Based on the problem statement above, the purpose of this research is: 1. To find out what are the Cognitive, Affective, and Conative aspect of student perception on the implementation of Reading Comprehension Apps to learn TOEFL Reading for sixth grade of students English Education Department at UIN Salatiga.
2. To find out what is the advantage and disadvantage of Reading Comprehension Apps to learn TOEFL Reading for sixth grade of students English Education Department at UIN Salatiga.
D. Limitation of the Research
In this study, researchers focused on the Cognitive, Affective, and aspect of student perception on the implementation of mobile applications as a medium for learning English for 6th grade students at UIN Salatiga. The focus of this study is on what is Cognitive, Affective, and Conative aspect of student perception on the implement reading comprehension applications in learning TOEFL Reading and the advantages and disadvantages that can be obtained from using these mobile apps. The subject of this study is limited to students who use the Reading Comprehension application in learning TOEFL Reading.
Source: http://e-repository.perpus.uinsalatiga.ac.id/19478/
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