Strategi Membaca Mahasiswa Ph.D Universitas Liverpool

Thursday, January 24, 2019

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Strategi Membaca Mahasiswa Ph.D Universitas Liverpool

Sydney Jones Library, University of Liverpool

Walaupun sudah memenuhi kriteria yang dipersyaratkan untuk dapat mengenyam pendidikan di negara berbahasa Inggris termasuk mempunyai prestasi-prestasi akademik yang gemilang dan sudah memenuhi skor tes bahasa Inggris internasional (TOEFL iBT dan IELTS), kebanyakan dari mahasiswa internasional yang berasal dari banyak sekali latar belakang akademik yang tidak sama masih perlu berjuang keras untuk memahami dan menyesuaikan diri dengan sistem pembelajaran yang gres bagi mereka. Penggunaan taktik membaca yang sesuai, olehnya, menjadi krusial dalam memmenolong mereka dalam mengatasi keterbatasan tumpuan untuk dapat berprestasi di lingkungan akademik yang tidak sama itu. 

Dari banyak sekali taktik membaca, diberikut beberapa taktik yang umum diterapkan oleh mahasiswa Indonesia yang sedang menempuh pendidikan doktor di Universitas Liverpool. 

• I have a purpose in mind when I read
• When text becomes difficult, I pay closer attention to what I am reading. 
• When text becomes difficult, I re-read to increase my understanding. 
• When reading, I decide what to read closely and what to ignore.
• I read slowly and carefully to make sure I understand what I am reading.
• I adjust my reading speed according to what I am reading. 

Sementara taktik yang paling jarang dipakai ialah:

• When text becomes difficult, I read aloud to help me understand. 
• I try to picture or visualize information to help remember what I read.
• When reading, I translate from English into my native language. 

Strategi lainnya yang juga cukup sering dipakai diberikut.

• I think about what I know to help me understand what I read.
• I take notes while reading to help me understand what I read.
• I think about what I know to help me understand what I read. 
• I take an overall view of the text to see what it is about before reading it. 
• I think about whether the content of the text fits my reading purpose. 
• I review the text first by noting its characteristics like length and organization.
• I try to get back on track when I lose concentration.
• I underline or circle information in the text to help me remember it.
• I use reference materials (e.g. a dictionary) to help me understand what I read.
• I use tables, figures, and pictures in text to increase my understanding.
• I stop from time to time and think about what I am reading. 
• I use context clues to help me better understand what I am reading.
• I paraphrase (restate ideas in my own words) to better understand what I read.
• I use typographical features like bold face and italics to identify key information.
• I critically analyze and evaluate the information presented in the text.
• I go back and forth in the text to find relationships among ideas in it.
• I check my understanding when I come across new information.
• I try to guess what the content of the text is about when I read.
• I ask myself questions I like to have answered in the text.
• I check to see if my guesses about the text are right or wrong.
• When I read, I guess the meaning of unknown words or phrases.
• When reading, I think about information in both English and my mother tongue.

Source: An article by Nashriyah, MA on "A Study on Students' Reading Strategies" with three Indonesian Ph.D students studying at Liverpool University and one at Liverpool John Moores University as the research subjects.

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