ppt ed.pptx readin comprehesion and self eficacy in vocational higer education students in a private school academic year 2019 to 2020

EFL (English as a Foreign Language) reading comprehension refers to the ability of learners who are not native speakers of English to understand, interpret, and critically analyze texts written in English. It involves several cognitive processes, including:

Decoding: Recognizing and understanding individual words and phrases.
Literal Comprehension: Grasping the direct meaning of the text, including details like facts, main ideas, and supporting details.
Inferential Comprehension: Drawing conclusions, making inferences, and understanding implied meanings beyond the surface level of the text.
Critical Reading: Evaluating the content, analyzing the author’s intentions, perspective, tone, and the quality of the argument or information presented.
Synthesizing Information: Combining information from different parts of a text or from multiple sources to form a broader understanding.
EFL reading comprehension is often influenced by a learner's proficiency in English, their background knowledge of the subject matter, and their familiarity with different text structures or genres. It is typically taught in EFL courses to help students improve their academic or practical use of English for various purposes, such as passing exams, engaging with literature, or understanding professional documents.
It involves several cognitive processes, including:

Decoding: Recognizing and understanding individual words and phrases.
Literal Comprehension: Grasping the direct meaning of the text, including details like facts, main ideas, and supporting details.
Inferential Comprehension: Drawing conclusions, making inferences, and understanding implied meanings beyond the surface level of the text.
Critical Reading: Evaluating the content, analyzing the author’s intentions, perspective, tone, and the quality of the argument or information presented.
Synthesizing Information: Combining information from different parts of a text or from multiple sources to form a broader understanding.
EFL reading comprehension is often influenced by a learner's proficiency in English, their background knowledge of the subject matter, and their familiarity with different text structures or genres. It is typically taught in EFL courses to help students improve their academic or practical use of English for various purposes, such as passing exams, engaging with literature, or understanding professional documents.


It involves several cognitive processes, including:

Decoding: Recognizing and understanding individual words and phrases.
Literal Comprehension: Grasping the direct meaning of the text, including details like facts, main ideas, and supporting details.
Inferential Comprehension: Drawing conclusions, making inferences, and understanding implied meanings beyond the surface level of the text.
Critical Reading: Evaluating the content, analyzing the author’s intentions, perspective, tone, and the quality of the argument or information presented.
Synthesizing Information: Combining informa

1. THE CORRELATION BETWEEN READING SELF-EFFICACY AND STUDENTS’ READING COMPREHENSION INTRODUCTION . CHAPTER I 01 REVIEW OF THE RELATED LITERATURE CHAPTER II 02 RESEARCH METHODOLOGY . CHAPTER III 03

2. 1.1 Background of the Study The result of the student's English score is below the standard. T he final results of the first semester examination, the average X engineering class only scored 54 out of 75 completeness marks from 40 students. The lack of students’ motivated in learning affected students' interest in learning English. Reading plays important roles in students’ English learning. Reading helps the students to develop their vocabulary knowledge and increase their vocabulary size. Reading can also help students improve their spelling and writing skills. ( Harmer , 2010). L ack of confidence in English Students feels less confident in English because they think English is a difficult subject.. . CHAPTER I Reading comprehension difficulties are complex and reader difficulties may be related to a combination of factors such as biological, cognitive and behavioral ( Woolley, 2011:15).

3. 1.2 Identification of the Study 1. The students have difficulty in reading comprehension. 2. The student lack of confidence in English because of they think English is a difficult subject. 3. The students less of interesting in learning English because of they lack of motivation in learning.

4. The researcher focus on the two variables, they are reading self-efficacy and students' reading comprehension at SMK Al Jabar Batam grade X academic year 2020/2021 . 1.3 Limitation of the study

5. It may serve as references and a source of information for the further researcher who conduct the similar studies. 2. For the other researcher The student may learn about the important roles in students’ English learning. It can help students to solve their difficulties in learning English, especially in reading. 3.For the students The researcher's findings may be useful to the teachers at SMK Al- Jabar Batam as input on teaching foreign language learning English so that they can figure out how to solve a student's reading comprehension problem and accomplish in the goals of the language teaching learning English. 4. For the teacher 02 03 04 01 1.6 Significance of the Study This research was written to helps solve problems that exist in the object of study and to gain more knowledge about reading self-efficacy and student reading comprehension. 1. For the researcher

6. CHAPTER II REVIEW OF RELATED LITERATURE Reading Comprehension Definition of Reading Comprehension The Importance of Reading Micro and Macro Skills of Reading Comprehension Assessment Reading Comprehension Indicator of reading comprehension Theory Description 01 Reading Self-efficacy Definition of Self-Efficacy Definition of Reading Self-Efficacy Characteristic of Reading Self-efficacy Assessment of Reading Self-Efficacy

7. Definition of Reading Comprehension R eading comprehension involves understanding, gaining meaning and interpreting the text depends on a variety of reader-related, text-related, and situational factors . De Corte et al (2001) 02 Reading comprehension is the process of making meaning from text . Woolley (2011:15 ) 01 Reading comprehension is the process to understanding what is being read in the text by representing of meaning from overall text ideas. 03

8. The Importance of Reading S ome researchers believe that reading facilitates language development ( Martin-Chang & Gould, 2008). Reading helps the students to develop their vocabulary size knowledge and prior knowledge. Reading can also help students improve their spelling and writing skills. (Harmer, 2010).

9. Brown (2004:187) stated that the micro and macro skills below represent the spectrum of possibilities for objectives in the assessment of reading comprehension. Micro skills - Discriminate among the distinctive graphemes and orthographic patterns of English. - Retain chunks of language of different length in short-term memory. - Process writing at an efficient rate of speed to suit the purpose. - Recognize a core of word, and interpret word order patterns and their significance. - Recognize grammatical word classes (nouns, verb, etc.) systems (tense, agreement, pluralization ) patterns, rules, and elliptical forms. - Recognize that a particular meaning may be expressed in different grammatical forms . - Recognize cohesive devise in written discourse and their role in signaling the relationship between and among clauses. Micro and Macro Skills of Reading Comprehension

10. Brown (2004:187) stated that the micro and macro skills below represent the spectrum of possibilities for objectives in the assessment of reading comprehension. Macro-skills Recognize the rhetorical forms of written discourse and their significance for interpretation. Recognize the communicative functions of written texts, according to form and purpose. Infer context that is not explicit by using background knowledge. From described events, ideas, etc., infer links and connections between events, deduce causes and effects, and detect such relations as main idea, supporting idea, new information, given information, generalization, and exemplification . Distinguish between literal and implied meanings. Detect culturally specific references and interpret them in a context of the appropriate cultural schemata. Develop and use battery of reading strategies, such as scanning and skimming, detecting discourse markers, guessing the meaning of words from context, and activating schema for the interpretation of text. Micro and Macro Skills of Reading Comprehension

11. Assessment Reading Comprehension Researcher will use TOEFL reading comprehension with multiple choice formats to collect data because it is suitable for use in a large enough number of respondents and can be given to respondents directly or sent via internet.

12. Infographic Style Indicator of reading comprehension The indicator of reading comprehension according Brown (2004:206) as follows:

13. Definition of Self-Efficacy Bandura argues that Individuals with high self-efficacy are more likely to persevere in face of difficulties, are more likely to perceive a difficult situation as a challenge, and be less affected by setbacks or failure than individuals with low self-efficacy 02 Self-efficacy refers to beliefs in one's capabilities to organize and execute the courses of action required to produce given attainments. Albert Bandura (1997:3) 01

14. Definition of Reading Self-Efficacy Reading Self-efficacy means an individuals' beliefs that they are capable of carrying out an action to achieve a particular goal in reading skills. 02 R eading self-efficacy as one’s evaluation of the extent to which one believes one can complete a specific task of reading. Ferrara (2005) 01

15. Characteristic of Reading Self-efficacy Style High Self-Efficacy Learners feel confident about solving a problem Recognize that errors are a part of learning Believe that their own abilities will improve as they learn more Low Self-Efficacy Not confident in their ability to improve their reading skills. Student don’t try hard because they believe that any effort will reveal their own lack of ability Students may not perform actively in the learning process when they are challenged with some tasks.

16. Assessment of Reading Self-Efficacy The research adapted from Epcacan and Demirel (2011) in Yoğurtçu (2013) and “The Scale of Belief Self-Efficacy Reading Comprehension” (SSERC) 27 items.

17. First , research was conducted by Yoğurtçu (2013), this study was about the impact of self-efficacy perception on reading comprehension on academic achievement. The second research was conducted by Hasan Bagci (2020) entitled “Investigation the Relationship between Metacognitive Awareness of Reading Strategies and Self-Efficacy Perception in Reading Comprehension in Mother-tongue: Sample of 8th Graders”. The last previous study is from Selen & Budak (2020) entitled “Self-efficacy Perceptions Scale for Reading Comprehension of 4th Grade Students in Primary School: Validity and Reliability Study”. Review of related student

18. D D D D D Rationale / Theoretical Framework Many factors are influencing students in reading, one of them is students ’ self- efficacy, the belief that people can do some tasks at different levels of knowledge and skills. It takes main roles in the academic achievement and reading comprehension of the students. Thus, this proposal will review the correlation of reading self-efficacy and students’ reading comprehension.

19. Hypothesis Style Ha : There is a correlation between reading self-efficacy and students’ reading comprehension at Smk al- jabar grade X academic year 2020/2021. Ho: There is no correlation between reading self-efficacy and students’ reading comprehension at Smk Al- Jabar grade X academic year 2020/2021

20. Research Method In this study, the researcher wants to know the correlation between reading self-efficacy and students’ reading comprehension in SMK Al Jabar grade X academic year 2020/2021 . Researcher will use quantitative method, it because in this study use data in number or ordinal . One type of research in the statistics method is correlation research CHAPTER III

21. CHAPTER III The research will take place at SMK Al Jabar Batam . It is located at Bengkong STM Al Jabar no 1, Batam Kota districts, Kota Batam , Kepulauan Riau. The study will be held July 2021 where the researcher focus on second semester tenth grade students of SMK Al Jabar Batam Place of the Study Time of the Study

22. CHAPTER III Variable of the Study There are two variables involved: R eading self-efficacy and student’ reading comprehension. Reading self-efficacy as an independent variable that gives an effect to other variables, it is symbolized by X. While students’ reading comprehension as the dependent variable, it means the value whose depends on and influenced by other variables, symbolized by Y.

23. CHAPTER III Population, Sample, and Sampling Technique The number of the population is 85 students, so there will be 68 respondents who will be the sample of this research. In this study, the researcher will use simple random sampling where it is to know about the correlation between reading self-efficacy and students’ reading comprehension.

24. CHAPTER III TECHNIQUE OF COLLECTING DATA The Reading Self-efficacy questionnaire, the research adapted from Epcacan and Demirel (2011) in Yoğurtçu (2013) and “The Scale of Belief Self-Efficacy Reading Comprehension” (SSERC). There are 27 questions. V alidity Test of Reading Self-Efficacy To measure the validity the relationship reading self-efficacy and students’ reading comprehension, the researcher will use product moment correlation. The instrument reliability testing will use the Cronbach Alpha formula because this instrument is to determine the reliability of the scale, and a principle component analysis was used to analyze its construct validity.

25. CHAPTER III TECHNIQUE OF COLLECTING DATA For the reading test was adapted from TOEFL test by Longman in Phillips (2001:359 ). It consisted of 40 multiple choice items. Validity Test of Reading Comprehension, Pearson Product Moment Reability Test. Cronbach Alpha formula.

26. CHAPTER III TECHNIQUE OF COLLECTING DATA For the reading test was adapted from TOEFL test by Longman in Phillips (2001:359). It consisted of 40 multiple choice items. Validity Test of Reading Comprehension, Pearson Product Moment Reaility Test. Cronbach Alpha formula.

27. D D D D D Technique of Analyzing Data 1. Normality Test the researcher will use chi square. According to Sugiyono (2013:107 ). 2. Hypothesis Test to measure the correlation both the two variables the researcher will use pearson product moment formula. . Interpretation correlation by Sugiyono (2013:231)

28. D D D D D Technique of Analyzing Data 3 . Statistical Hypothesis Ha : Ha : ρ ≠ 0 (if r count > from r-table ) There is a correlation between reading self-efficacy and students’ reading comprehension at Smk Al Jabar batam grade X academic year 2020/2021. Ho : Ho : ρ = 0 (if r count < from r-table) There is no correlation between reading self-efficacy and students’ reading comprehension at Smk Al- Jabar Batam grade X academic year 2020/2021 .

29. D D D D D The research adapted from Epcacan and Demirel (2011) in Yoğurtçu (2013) and “The Scale of Belief Self-Efficacy Reading Comprehension” (SSERC) 27 items.

30. D D D D D For the reading comprehension test was adapted from TOEFL test by Longman in Phillips (2001:359). It consisted of 40 multiple choice items.

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