Artykuły w czasopismach: „Reading in English”

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Bristow, J. "Reading Tennyson (Again)". English 35, nr 153 (1.09.1986): 279–84. http://dx.doi.org/10.1093/english/35.153.279.

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Rayan, K. "Resistance in Reading". English 41, nr 171 (1.09.1992): 249–53. http://dx.doi.org/10.1093/english/41.171.249.

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Jabbar. S, Abdul. "Inroduction to Reading Skill in English". Paripex - Indian Journal Of Research 3, nr 3 (15.01.2012): 29–31. http://dx.doi.org/10.15373/22501991/mar2014/9.

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Small, I., i J. Guy. "Re-Writing 'Re-Reading English'". English 39, nr 163 (1.03.1990): 49–59. http://dx.doi.org/10.1093/english/39.163.49.

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Nurlaelawati, Iyen, i Shofa Dzulqodah. "READING ALOUD STRATEGIES IN READING ENGLISH TEXTS". Indonesian Journal of Applied Linguistics 3, nr 2 (2.01.2014): 89. http://dx.doi.org/10.17509/ijal.v3i2.663.

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김경훈 i 임미란. "Improving English Reading Competence through Extensive Reading". English21 25, nr 1 (marzec 2012): 155–68. http://dx.doi.org/10.35771/engdoi.2012.25.1.007.

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Sooyeong Jeong. "English Reading Education Through Silent Sustained Reading". English21 27, nr 2 (czerwiec 2014): 227–53. http://dx.doi.org/10.35771/engdoi.2014.27.2.010.

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Wulandari, Windha Aestetika, Utari Praba Astuti i Furaidah. "The English Reading Habits of English Language Education Undergraduate Students at English Department". JoLLA: Journal of Language, Literature, and Arts 1, nr 6 (30.06.2021): 707–16. http://dx.doi.org/10.17977/um064v1i62021p707-716.

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Abstract: Good reading habits help comprehension and logic because they can empower to absorb material analytically, critically, and reflectively. However, the technique for encouraging an interest in reading, particularly in schools and universities, has not obtained the best outcomes. In this case, family, community, and educational institutions simultaneously play a significant role in promoting English Foreign Language students' enthusiasm for reading. Therefore, the aim of this study is to determine how ELE undergraduate students reading habits in English Department, Universitas Negeri Malang. This type of research used descriptive qualitative. The data collection technique used was a questionnaire form and distributed via Google form. The questionnaire discussed students' attitudes towards reading, purpose of reading, reading frequency, and reading preferences. The results showed that most of the ELE undergraduate students have high reading habit. However, students’ reading habits still need to be improved. It is shown that the students like reading as an indispensable part of their lives because of the reading treatment they get from an early stage of age. It makes them have a positive attitude towards reading, they also have a purpose for reading, and increase their reading preferences. Furthermore, they also need to increase their frequency of reading practice and the number of books read. Keywords: reading habits, English Language Education (ELE), English Department Abstrak: Kebiasaan membaca yang baik dapat membantu pemahaman dan logika karena dapat memudahkan untuk menerima materi secara analitis, kritis, dan reflektif. Namun, teknik yang digunakan untuk mendorong minat membaca, khususnya di sekolah dan universitas, masih belum mendapatkan hasil yang terbaik. Dalam hal ini, keluarga, masyarakat, dan lembaga pendidikan secara bersamaan memiliki peran penting dalam mendorong minat membaca Bahasa Inggris siswa. Oleh karena itu, tujuan dari penelitian ini adalah untuk mengetahui bagaimana kebiasaan membaca mahasiswa Jurusan Bahasa Inggris Universitas Negeri Malang. Jenis penelitian yang digunakan adalah deskriptif kualitatif. Teknik pengumpulan data yang digunakan adalah kuesioner dan disebarluaskan melalui google form. Kuesioner tersebut membahas sikap siswa terhadap membaca, tujuan membaca, frekuensi membaca, dan preferensi membaca. Hasil penelitian menunjukkan bahwa sebagian besar mahasiswa juusan pendidikan Bahasa Inggris memiliki kebiasaan membaca yang tinggi. Namun, kebiasaan membaca siswa masih perlu ditingkatkan lagi. Terlihat bahwa siswa menyukai membaca, karena sebagai bagian yang tak terpisahkan dari kehidupan karena mereka telah dilatih membaca sejak usia dini. Oleh karena itu, mereka memiliki sikap positif terhadap membaca, mereka juga memiliki tujuan untuk membaca, dan meningkatkan preferensi membaca mereka. Selain itu, mereka juga perlu meningkatkan frekuensi latihan membaca dan jumlah buku yang dibaca. Kata kunci: kebiasaan membaca, Pendidikan Bahasa Inggris, Jurusan Sastra Inggris

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North, Richard, Katherine O'Brien O'Keeffe, Sarah Larratt Keefer i Katherine O'Brien O'Keeffe. "Reading Old English Texts". Modern Language Review 96, nr 1 (styczeń 2001): 150. http://dx.doi.org/10.2307/3735731.

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Giovanelli, Marcello, i Jessica Mason. "Reading, Readers and English". English in Education 52, nr 1 (2.01.2018): 2–4. http://dx.doi.org/10.1080/04250494.2018.1421343.

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Gayk. "Early English Orthodoxies: Reading the English Reformations". Journal of English and Germanic Philology 112, nr 4 (2013): 495. http://dx.doi.org/10.5406/jenglgermphil.112.4.0495.

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Wu, Y. J., i G. Thierry. "Chinese-English Bilinguals Reading English Hear Chinese". Journal of Neuroscience 30, nr 22 (2.06.2010): 7646–51. http://dx.doi.org/10.1523/jneurosci.1602-10.2010.

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조영아 i 최훈. "The Effects of University Students’ English Reading Strategies on English Reading Proficiency." Studies in English Language & Literature 38, nr 1 (luty 2012): 327–51. http://dx.doi.org/10.21559/aellk.2012.38.1.016.

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Gardner, P. "On Reading Mozart' Letters". English 55, nr 211 (1.03.2006): 80–81. http://dx.doi.org/10.1093/english/55.211.80.

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이현정. "The Structural Relationship among Achievement Emotions, English Reading Strategies and English Reading Motivation on Reading Comprehension". New Korean Journal of English Lnaguage & Literature 61, nr 2 (maj 2019): 161–83. http://dx.doi.org/10.25151/nkje.2019.61.2.009.

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Muchtar, Naely. "Intensive reading and extensive reading in teaching reading comprehension". Lingua Pedagogia, Journal of English Teaching Studies 1, nr 2 (4.06.2020): 1–13. http://dx.doi.org/10.21831/lingped.v1i2.18687.

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The research investigated the implementation of Intensive Reading (IR) and Extensive Reading (ER) that is suitable for English class in Polytechnic that focuses on the ability of English practice. This research is a Classroom Action Research (CAR), which consists of three stages, namely pretest, treatment, and posttest. Based on the results of the pretest, it can be concluded that reading skill of the second semester students from Computer and Networking Engineering study program before the implementation of IR and ER method were still relatively low, in the classification of poor (25%) represented by 11 students and in very poor classification (18.2%) achieved by 8 students. After three times treatment by using three different articles for English reading text, the reading skill of students increased significantly in the presence of 2 students (4.5%) in the classification of very good and there were only 6 students were in poor and very poor classification. Based on posttest result, reading skill of students enhance significantly with 5 students (11.4%) were in very good classification.

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Nafilatul Janah, Karunia Eka, Mohammad Adnan Latief i Sri Andreani. "Exploring EFL Students’ English Reading Habits: Reading beyond Classroom Practice". JET ADI BUANA 6, nr 01 (30.04.2021): 17–31. http://dx.doi.org/10.36456/jet.v6.n01.2021.2967.

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Some previous studies have proven that having good reading habits is important for students. Regarding the importance of having good reading habits, it is essential that students who learn English as Foreign Language (EFL) to develop good English reading habits. If EFL students have good English reading habits, it will be much easier for them to receive language inputs and produce some language outputs after reading. The study is intended to investigate whether EFL students have good English reading habits as the fact that it is important for EFL students to develop good English reading habits. It covers the students’ general attitudes toward reading, the students’ amount of practice for reading English books, types of English materials the students read, topics of English texts the students read, number of English books the students read, the students’ purposes in reading English materials, and the students’ beliefs of English reading habits. This study uses descriptive research survey involving 154 EFL students of a state university in Malang, East Java, Indonesia. The results show that EFL students have developed good English reading habits, but they still need improvement in the frequency of reading practice and the number of books read. Besides, they have positive attitudes toward reading, various kinds of English reading texts and topics to read, various reading purposes, and positive beliefs toward English reading habits. However, it is found that some respondents have difficulties to give fast responses in answering the questions through the questionnaire platform used. Therefore, some suggestions are also given as the recommendations for future researchers related to this field of study.

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Jeon, Jongmin. "Extensive Reading in a Formal English Reading Class". English Teaching 63, nr 4 (grudzień 2008): 49–83. http://dx.doi.org/10.15858/engtea.63.4.200812.49.

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Grylls, D. "Valentine Cunningham., Reading After Theory". English 51, nr 201 (1.09.2002): 307–10. http://dx.doi.org/10.1093/english/51.201.307.

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Hammond, M. "Common Reading: Critics, Historians, Publics". English 58, nr 222 (14.07.2009): 264–66. http://dx.doi.org/10.1093/english/efp027.

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Rofi’i, Agus, i Noermanzah Noermanzah. "Reading Strategy on Internet for Enhancing Reading Profiency". Silampari Bisa: Jurnal Penelitian Pendidikan Bahasa Indonesia, Daerah, dan Asing 4, nr 1 (14.06.2021): 93–106. http://dx.doi.org/10.31540/silamparibisa.v4i1.1262.

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This study aim describes an overview of the research related to second language learners and reading strategies. It also considers the more recent research focusing on strategies of reading English texts on internet. The following questions are addressed: (1) what is strategy of reading English text? (2) What is the kind of reading strategy that appropriate for English text on Internet? (3) How is the strategy of reading English text applied on Internet for enhancing reading proficiency? The research method uses qualitative methods. It aims to find out the appropriate strategy in order to enhance reading proficiency. In collecting the data, the writer uses library research. The data analysis process has been carried out by reading the data, reducing, classifying, analyzing, and interpreting. Based on the results of the analysis, there are six strategies for reading proficiency on the internet to improve reading skills, namely predicting, previewing, scanning, skimming, reading for details, and speed reading. From the final result, the writers know the appropriate strategy of reading English text on internet is speed reading.

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김민정, 이승복 i 이희란. "L2(English) Reading Disabilitiesin Late Korean-English Bilinguals". Journal of speech-language & hearing disorders 17, nr 4 (grudzień 2008): 95–120. http://dx.doi.org/10.15724/jslhd.2008.17.4.007.

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Ferreira, Aline, Alexandra Gottardo, Christine Javier, John W. Schwieter i Fanli Jia. "Reading comprehension". Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 29, nr 2 (31.12.2016): 613–39. http://dx.doi.org/10.1075/resla.29.2.09fer.

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The role of first language (L1) skills in second language (L2) achievement is often investigated to assist learners in acquiring their L2. There are several factors that may influence potential relations among Spanish and English measures (e.g., age of L2 acquisition, social status, among others). This study investigates relations among L1 and L2 variables for language learners. Specifically, it focuses on relations among oral language (vocabulary), reading (word reading and reading comprehension) variables and sociocultural variables (language dominance, acculturation, socio-economic status) in Spanish-English bilinguals, all of whom were attending school in a large metropolitan, English-speaking region in Canada. Results showed that in both English and Spanish, reading and oral language variables were related. Reading comprehension was related to word reading and vocabulary in the given language. Additionally, reading comprehension in Spanish was related to dominance in that language and to affiliation with the heritage culture.

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Hartatik, Sri Fatmaning, i Hernina Dewi Lestari. "Reading Experiences of Nonnative-English-Speaking Students Majoring in English Language Teaching". Journal of English Educators Society 1, nr 2 (19.11.2016): 105. http://dx.doi.org/10.21070/jees.v1i2.445.

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This study attempts to synthesize the findings of an Indonesian case study on reading experiences of nonnative-English-speaking ELT students. The researchers examined 36 students of bachelor program students using a descriptive qualitative design. The finding revealed that 55.6% of the students spent 2-3 hours reading, 27.7% spent 1-2 hours reading, while the rest 16.7% spent less than an hour reading. In term of genre, 69.4% of the students preferred scientific reading genre while 30.6% preferred fiction. Regarding the mode of reading materials, 86.1% of the students used printed material and the other 13.9% used digital reading material. The finding of this study presented that 75% of the students liked to read materials in their first language while the rest 25% preferred to read reading materials in English. About the students’ preference of reading activities, the data showed that 63.89% of the students chose activities such as a combination of doing preview, giving keywords, scanning, skimming, giving clarification, asking and answering questions, and making conclusions while 36.11% preferred reading activities involving a combination of brainstorming, conducting survey, reciprocal teaching, doing evaluation, making inference, re-reading, thinking aloud, and having discussion as the reading activities. In term of the place to read, 50% of the students read at home, 27.8% read in the classroom, and 22.2% read at the library. About the reading experience, 63.89% of students were satisfied while the other 36.11% thought that their reading experience was insufficient.

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Peng, Sixiang, Peerasak Siriyothin i Andrew Peter Lian. "Reading strategy use and reading proficiency of Chinese undergraduate students majoring in English". International Journal of Academic Research 6, nr 2 (30.03.2014): 69–74. http://dx.doi.org/10.7813/2075-4124.2014/6-2/b.11.

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Kovács, Gabriella. "Reading Strategies, Reading Comprehension, and Translation". Acta Universitatis Sapientiae, Philologica 10, nr 2 (1.11.2018): 55–67. http://dx.doi.org/10.2478/ausp-2018-0013.

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AbstractTranslators and language teachers are cultural and intercultural mediators, facilitators of intercultural transfers and border crossings between cultures. The abilities to understand, interpret, and produce written texts appropriately play an essential role in these professions. In the process of translation, source-language texts have to be understood and translated using the most appropriate target-language equivalents. Reading skills and awareness of reading strategies are equally essential for language teachers, who are expected to guide language learners in developing these skills. In this study, we intend to examine the reading habits and reading strategies used by a group of Hungarian translator and teacher trainees when dealing with texts written in English. Their reading comprehension performance will be assessed with a test and compared with their ability to translate English texts into Hungarian. Based on the literature and our personal experience in language teaching, teacher training, and translator training, we assume that students preparing for the above mentioned professions have a well-developed reading strategy awareness and that their reading comprehension skills in English strongly influence the ability to translate texts into their native language.

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조남호. "How to teach “English Reading?”". Studies in Linguistics ll, nr 20 (sierpień 2011): 279–300. http://dx.doi.org/10.17002/sil..20.201108.279.

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Barnett, Timothy. "Reading "Whiteness" in English Studies". College English 63, nr 1 (wrzesień 2000): 9. http://dx.doi.org/10.2307/379029.

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Gaies, Stephen J., Rod Revell i Simon Sweeney. "In Print: Reading Business English". Modern Language Journal 78, nr 2 (1994): 251. http://dx.doi.org/10.2307/329029.

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De Smyter, Sofie. "Reading for The English Patient". Orbis Litterarum 65, nr 5 (17.09.2010): 408–32. http://dx.doi.org/10.1111/j.1600-0730.2010.00994.x.

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Cohen, M. Michael. "A matter of reading English". American Journal of Medical Genetics 63, nr 3 (14.06.1996): 503–4. http://dx.doi.org/10.1002/ajmg.1320630303.

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Phindane, Pule. "Reading Skills Acquisition in English:". Journal of Psychology 5, nr 1 (lipiec 2014): 85–96. http://dx.doi.org/10.1080/09764224.2014.11885509.

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Hardy, B. "Re-reading Berryman: Power and Solicitation". English 40, nr 166 (1.03.1991): 37–46. http://dx.doi.org/10.1093/english/40.166.37.

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Easthope, A. "Reading the Poetry of Sylvia Plath". English 43, nr 177 (1.09.1994): 223–35. http://dx.doi.org/10.1093/english/43.177.223.

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Roberts, A. "'Geborish': A Reading of Landor's Gebir". English 45, nr 181 (1.03.1996): 32–43. http://dx.doi.org/10.1093/english/45.181.32.

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Earnshaw, S. "Novel Arguments: Reading Innovative American Fiction". English 45, nr 183 (1.09.1996): 276–81. http://dx.doi.org/10.1093/english/45.183.276.

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Day, A. "Ballard and Baudrillard: close Reading Crash". English 49, nr 195 (1.09.2000): 277–93. http://dx.doi.org/10.1093/english/49.195.277.

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Baker, A. "3rd Prize - A Hand At Reading". English 61, nr 234 (1.09.2012): 213. http://dx.doi.org/10.1093/english/efs038.

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Ngabut, Maria Novary. "READING THEORIES AND READING COMPREHENSION". Journal on English as a Foreign Language 5, nr 1 (10.03.2015): 25. http://dx.doi.org/10.23971/jefl.v5i1.89.

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In this article several reading theories in their relations to reading comprehension teachers and lecturers of English need to know are reviewed. At the theory level, three other Models of Reading, namely Bottom-Up, Top-Down, and Interactive are previously discussed to the Schema Theory. In reviewing the reading comprehension, the history of reading instruction, types and purposes of reading, and cognitive reading skills are discussed. Finally, it reviews six variables involved in the comprehension of English texts.Keywords: models of reading, schema theory, comprehension, background knowledge

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Sayakpaeva, М. S., V. Dzh Nasirova i N. Sharshenbek k. "HOW TO DEVELOP READING AND READING COMPREHENSION IN ENGLISH". Herald of KSUCTA n a N Isanov, nr 4-2020 (23.12.2020): 575–79. http://dx.doi.org/10.35803/1694-5298.2020.4.575-579.

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Mawati, Anis. "Factors Influencing Failure of Reading". Register Journal 1, nr 2 (1.11.2008): 197. http://dx.doi.org/10.18326/rgt.v1i2.1397.

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The objective of this research are: to find out the forms of failure of reading in English texts in English learning, to find out the factors influencing the failure of reading English texts in English learning, to find out how does the failure of reading English texts influence English learning process, to find out the ways of teacher to overcame failure of reading English texts in English learning among students. The result of the research are: The less time allocation of teaching and learning, The lack of students‟ self-confident in English learning because of the lack of vocabulary. The dominant factor influencing the failures of reading English texts in English learning are: the students‟ weak understanding of grammar and vocabulary. The teacher‟s effort to overcame reading failure are: asking the students to make exercise of English learning by working in groups, Asking the students to read English text and then asking the other students to scrutinize it. Keywords: Failure of reading ;English text ; English learning ; Teacher’s effort.

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Mawati, Anis. "Factors Influencing Failure of Reading". Register Journal 1, nr 2 (1.11.2008): 197–214. http://dx.doi.org/10.18326/rgt.v1i2.197-214.

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The objective of this research are: to find out the forms of failure of reading in English texts in English learning, to find out the factors influencing the failure of reading English texts in English learning, to find out how does the failure of reading English texts influence English learning process, to find out the ways of teacher to overcame failure of reading English texts in English learning among students. The result of the research are: The less time allocation of teaching and learning, The lack of students‟ self-confident in English learning because of the lack of vocabulary. The dominant factor influencing the failures of reading English texts in English learning are: the students‟ weak understanding of grammar and vocabulary. The teacher‟s effort to overcame reading failure are: asking the students to make exercise of English learning by working in groups, Asking the students to read English text and then asking the other students to scrutinize it. Keywords: Failure of reading ;English text ; English learning ; Teacher’s effort.

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Stewart, Sandra Lilian, i Maropeng Modiba. "The Reading Grannies". Journal of Interdisciplinary Studies in Education 8, nr 2 (30.12.2019): 147–72. http://dx.doi.org/10.32674/jise.vi0.725.

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This paper reports on an intervention intended to develop literacy amongst learners in a rural, state farm school situated in Kwa-Zulu Natal (KZN), South Africa. The principal and teachers in the school invited a group of volunteers, who named themselves the “Reading Grannies” into the school to model how to read an English text. The assumption was that listening to English read by first-language (L1) speakers, would expose learners to, for example, pronunciation, tone and expression and convey meaning better. In addition, both teachers and learners who were non-primary English speakers would develop an ear for the language and this would, in turn, help teachers to improve their teaching of English.

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Yang, Xiaoling. "On Non-English Majors’ Strategy Training in English Reading Comprehension". English Language Teaching 10, nr 10 (17.09.2017): 153. http://dx.doi.org/10.5539/elt.v10n10p153.

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This paper reviewed the literature of the previous research and questionnaire survey on reading strategy. Based on theories of psycholinguistics, a five-week experiment was carried out in order to probe into the effectiveness of strategy training. The experiment was designed to answer the following question: Can reading comprehension be improved by strategy training? Two groups of subjects from non-English majors participated in the experiment and questionnaire survey. Experimental group received training on reading strategies while control group didn’t. By comparing the results of the pretest and posttest of the two groups, the effectiveness of strategy training was examined. The results of data analysis indicated that both efficient and non-efficient readers use strategies to facilitate their reading and there was no significant difference between them with regard to strategy use in general, but some strategies were especially favored by the efficient readers and that reading competence could be improved by strategy training.

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Syahid, A., i Ulfah Khoirotunnisa. "Online English Comics as Reading Materials for English Language Education Department Students". European Journal of Educational Research 10, nr 3 (15.07.2021): 1359–69. http://dx.doi.org/10.12973/eu-jer.10.3.1359.

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Online English comic is one of reading material that can be used by students. Students should be triggered by interesting and understandable reading material to increase their reading motivation and English proficiency. The objective of this study is to discuss the benefits of online English comics as reading materials and to discover the applications and websites that are usually used by students to read online English comics. This study applied the descriptive qualitative study supported by interviews as a data-gathering technique. The results of this study showed the benefits of online English comics as reading materials. Those are adding language knowledge such as vocabulary and grammar, enhancing reading comprehension, building critical thinking, increasing creativity, and developing reading motivation. The second finding is about the applications and websites to read English comics that students prefer to read. There are some applications and websites that are usually used by students to read English comics. The applications are Webtoon and Ciayo Comic, and also the websites include Mangakakalot.com, Mangareaderapp.com, Mangazuki.info, and Mangapanda.com.

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Feng, Qian, i Liping Chen. "A Study on Teaching Methods of Reading Comprehension Strategies by Comparison between TEM-4 Reading Comprehension and IELTS Academic Reading Comprehension". Journal of Language Teaching and Research 7, nr 6 (1.11.2016): 1174. http://dx.doi.org/10.17507/jltr.0706.15.

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The ultimate purpose of Test for English Majors 4 (TEM-4) and International English Language Test System Academic (IELTS A) are to test students' English language application abilities. This paper made a comparative study between reading comprehension part in two tests. It points out that IELTS A, with its up-to-date and diversified types of writing, can reflect students’ real English level and ability to use English. IELTS reading requires that students adopt effective reading comprehension strategies to accurately and effectively extract the information and understand the meaning in the face of different types of English reading materials. Meanwhile, students can apply productive skills to use English language. It further puts forward 3 teaching methods of reading comprehension strategies: direct explanation, transactional method, interactive constructive method. It ends with factors teachers should take into consideration when teaching reading comprehension strategies. Three methods can be used in combination considering context of Chinese students’ English learning, teachers’ demonstration and effective group discussion and communication.

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Martínez, Rebecca S., Bryn Harris i Maryellen Brunson McClain. "Practices That Promote English Reading for English Learners (ELs)". Journal of Educational and Psychological Consultation 24, nr 2 (3.04.2014): 128–48. http://dx.doi.org/10.1080/10474412.2014.903192.

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Cheng, Hsiao-Fang. "Learning English: A Study of English Novel Reading Camp". Mediterranean Journal of Social & Behavioral Research 4, nr 2 (1.08.2020): 31–34. http://dx.doi.org/10.30935/mjosbr/9598.

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Hu, Min. "The Relationship between English Phonological Awareness of Chinese English Learners and Their English Skills". Theory and Practice in Language Studies 9, nr 1 (1.01.2019): 45. http://dx.doi.org/10.17507/tpls.0901.07.

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This study investigated the relationship between English phonological awareness (PA) of Chinese English learners and their three English skills (reading, spelling, and listening). Four-hundred college students participated in the study. The results of correlation and regression analyses demonstrated that: 1) overall PA correlated significantly with the three skills and predicted spelling strongly, listening intermediately, and reading weakly; 2) the three levels of PA had differential effects on English skills: reading was only significantly predicted by syllable awareness, spelling by onset-rhyme and phoneme awareness, and listening by all levels of PA; and 3) the predictive effects of tasks corresponded to the difficulty of the processing skill required by a task. This study has borne out a vital role of English PA in improving adult Chinese English learners’ English skills.

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Marpaung, Marlin Steffi. "Reading English Text on Screen vs Reading English Text on Printed-Book: A Phenomenological Study". Abstract Proceedings International Scholars Conference 7, nr 1 (18.12.2019): 1616–39. http://dx.doi.org/10.35974/isc.v7i1.2003.

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There are many people use smartphones, tablets and computers to read English text. The use of gadget is popular on students live not only for socializing but also to help them to improve their English skills especially reading. This study sought the preference of the students on reading English text which is reading on screen or reading on printed book. The respondents of this study were 1% from total students enrolled for the short semester at Universitas Advent Indonesia, academic year 2018/2019. Each respondent was the representative from 5 majors; 1 from Accounting, 1 from Management, 1 from System Information, 1 from Mathematic Education, and 1 from Technique Information. The respondents were chosen randomly using the ballot system. This study was a qualitative research. The semi-structured interviews were utilized with open-ended questions and consisted of 10 questions and some followed-up questions to simplify and to make it easy for the students to understand the questions. The interviews were recorded, transcribed, and analysed in order to find out the answer of the research questions. The result of the study showed that the students prefer reading on screen instead of paper because it is easy to access and easy to carry everywhere. Three of the respondents were chosen handphone as the easier tool to use when reading English text. Based on the result, it is recommended for the English teachers to combine the teaching English reading with interesting reading topic by using screens not only papers or textbooks.

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