Pre-Service Physics Teachers’ Reading Comprehension Ability on the

Concept of Statistical Physics Delivered in English Textbook

Ade Yeti Nuryantini

, Wahyuni Handayani

, RullyAgungYudhiantara

, Ihsan Abdul Nasir

, Abdul

Holik

, Parlindungan Sinaga

Physisc Education Departement

English Education Departement

Universitas Islam NegeriSunanGunungDjati Bandung

Jl. A. H. Nasution No. 105 Cipadung Bandung Indonesia

Universitas Islam Nusantara

Jl. Soekarno Hatta No. 530 Bandung Indonesia

Physisc Education Departement

UniversitasPendidikan Indonesia

Jl. Setiabudhi No.229 Bandung Indonesia

Keywords: Concept, English textbooks, Pre-service teachers, Reading comprehension, Statistical physics.

Abstract: The unavailability of statistical physics books delivered in Bahasa Indonesia has encouraged students to

learn and understand the concept of statistical physics delivered in English textbooks. This study was aimed

at investigating pre-service physics teachers’ summarising ability, reading comprehension ability to

understand statistical physics textbooks delivered in English and their difficulties concerning reading

comprehension. The study involved 76 pre-service physics teachers. A test was constructed with nine items to

measure their reading comprehension. Also pre-service teachers were given questionnaire to investigate their

reading comprehension difficulties. The results show that they had not summarized the passage but

translated them. When it came to reading comprehension, they performed low ability in English reading

comprehension. Their reading comprehension difficulties had something to do with the vocabulary mastery

as the most significant burden and their low reading habit. There is a need to improve pre-service physics

teachers English textbook reading habit and their vocabulary mastery to boost their reading comprehension

on concepts of statistical physics delivered in English textbook.

1 INTRODUCTION

Higher education requires great reading assignment

for pre-service teachers. Unlike primary and

secondary school, University delivers more

challenging reading task to students to accomplish

their study. It promotes reading comprehension for

pre-service teachers for them to successfully deal

with the university academic life.

Reading activities cannot be separated from the

learning process in higher education. They become

paramount and play pivotal role to assist students in

fulfilling their study in university. Many projects and

assignment are requiring their reading

comprehension skill. Reading becomes very

important to the university students regarding

understanding the concepts being explored by them

when reading a particular text (O’Reilly and

McNamara, 2007; Cromley, Snyder-Hogan and

Luciw-Dubas, 2010).

Reading comprehension is at the heart of reading

activities. One is not considered successful reader

when he or she has not performed his/ her

comprehension on the text.

Several studies reported reading comprehension

benefits for students throughout their academic

life. Reading activities can improve the conceptual

performance on the field they were studying

(O’Reilly and McNamara, 2007; Cromley, Snyder-

Hogan and LuciwDubas, 2010) and can improve

student achievement in their field (Law, Chan and

Sachs, 2008), (Savolainen et al., 2008).

540

Nuryantini, A., Handayani, W., Yudhiantara, R., Nasir, I., Holik, A. and Sinaga, P.

Pre-Service Physics Teachers’ Reading Comprehension Ability on the Concept of Statistical Physics Delivered in English Textbook.

DOI: 10.5220/0008221200002284

In Proceedings of the 1st Bandung English Language Teaching International Conference (BELTIC 2018) - Developing ELT in the 21st Century, pages 540-546

ISBN: 978-989-758-416-9

Reading comprehension requires readers to

construct meaning from the text they are dealing

with. It implies that there should be interaction

between readers, text and the knowledge of the

reader. These interactions are paramount for reading

comprehension to exist. They constitute reading

comprehension and this interaction is considered as

a complex process since it consists of several sub-

processes that influence each other (Aarnoutse and

Schellings, 2003).

What makes successful reading comprehension?

Scholars have one thing in common that reading

comprehension requires reading strategies and

several sub-skill like summarizing activity. Reading

strategies do not belong to read objectives in a

particular reading activity. This has something to do

with the means or ways to achieve the reading

objectives (Aarnoutse and Schellings, 2003). One of

the ways to make reading comprehension is

summarizing skill.

Summarizing activity helps students to build

reading comprehension. In University level, it is

considered difficult activity when it comes to

reading comprehension. It is hard to summarize a

particular reading paragraph for example because

students face obstacle in identifying main idea and

significant detail within paragraph they are reading.

Summarizing activity is considered the most

challenging task for teachers to deliver to their

students. Teachers usually find what students write

for their summary redundant ideas and irrelevant

ideas when summarizing paragraph (Olson and

Valeri-Gold, 1991).

In Indonesian higher education context, reading

has not become a culture among pre-service physics

teachers. Instead of reading their academic material,

they prefer to listen to their lecturer’s explanation

in the classroom to learn the material on physics.

In several occasion, according to interview with

them, they expressed one problem in common. The

problem happens because they do not possess

reading habit for physics textbook delivered in

foreign language like English. This situation is not in

line with the importance of reading benefits and

advantages for pre-service physics teachers in

developing their knowledge and competencies.

In addition to reading comprehension difficulties,

other challenging task for the students to achieve is

summarizing ability. Summarizing requires several

things to accomplish by students when dealing with

particular paragraph or text. According to some

interview, they thought that summarizing has

something to do with translation the text from English

to Indonesian. This happens because they do not

know how to summarize a particular text.

The problems faced by students in reading

comprehension activities have been well-

documented in several journal publications.

Numerous studies have been conducted concerning

reading comprehension and some investigated

reading comprehension difficulties (Kozminsky and

Graetz, 1986), other studied intervention for reading

comprehension teaching (Woolley, 2008). Other

studies investigated reading strategies to be

implemented by students (Muijselaar et al., 2017),

and some studied on measuring reading

comprehension (Fletcher, 2009). Other issues to

consider when it comes to reading comprehension is

summarizing ability. Studies on summarizing have

been investigated by various scholars. Summarizing

boosts students reading comprehension (Bensousan

and Kreindler, 1990), teaching summarizing can be

delivered in cooperative learning among students to

perform summarizing activity (Olson and Valeri-

Gold, 1991).

In Indonesian higher education context, there is

a lack of research investigating pre-service physics

teacher reading comprehension on statistical physics

concept delivered in English. The present study tries

to fill in the gap. There are several research questions

that the present study addresses: How do pre-service

physics teachers perform in summarizing reading

passage? How do students perform in reading

comprehension on statistical physics concept? What

are the difficulties that pre-service teachers

encountered in reading comprehension?

2 LITERATURE REVIEW

2.1 Reading Comprehension

In University context, reading comprehension is

crucial because the central purpose of reading

activity is comprehension - constructing meaning

from text (Luckner, John L. & Handley, 2008).

Reading comprehension carries many benefits that

student can gain for their academic life. Its benefits

have been reported in several publications. There are

many benefits of reading comprehension namely: It

improve the conceptual performance (O’Reilly and

McNamara, 2007; Cromley, Snyder-Hogan and

Luciw-Dubas, 2010) and improve student

achievement (Law, Chan and Sachs, 2008)

(Savolainen et al., 2008). These two benefits are

helpful for students to deal with the assignment on

campus. Reading becomes very important to the

university students regarding understanding the

Pre-Service Physics Teachers’ Reading Comprehension Ability on the Concept of Statistical Physics Delivered in English Textbook

541

concepts being explored by them when reading a

particular text (O’Reilly and McNamara, 2007;

Cromley, Snyder-Hogan and Luciw-Dubas,

2010).

Reading comprehension is the ultimate goal

for readers in every reading activity. It requires

readers to perform high order thinking skill. It

means that readers need to construct meaning of the

text. This can be done by building interaction

between readers, text and the knowledge of the

reader (Aarnoutse and Schellings, 2003). This

interaction is considered as a complex process since

it consists of several sub-processes that influence

each other when performing reading activity

(Aarnoutse and Schellings, 2003).

Considering the immense challenge of reading

comprehension in building interaction among,

reader, text and the knowledge, readers should be

taught to apply reading strategies to achieve reading

comprehension. Without proper competence in

performing reading strategies, it is difficult for

students to achieve reading comprehension. These

reading strategies should be taught and trained in the

classroom (Muijselaar et al., 2017).

Reading strategies do not belong to read

objectives in a particular reading activity. These

have something to do with the means or ways to

achieve the reading objectives (Aarnoutse and

Schellings, 2003). Since they are means and ways to

achieve reading objectives, students should be

taught how to perform these strategies to achieve

reading objectives. They are crucial to be taught so

that students can overcome reading comprehension

difficulties by offering appropriate principles and

strategies (Woolley, 2008).

Reading strategies have been investigated by

many scholars in their publications. Some

scholars have proposed several reading strategies to

boost students’ reading comprehension. These

include applying DIME (the direct and inferential

mediation) in reading activity, using a question for

reading activity to improve comprehension (Koch

and Eckstein, 1991), (Smith, Holliday and Austin,

2010), (Cromley, Snyder-Hogan and Luciw-

Dubas, 2010), summarizing, making conceptual

maps, and applying comprehension monitoring

(Cromley, Snyder-Hogan and Luciw-Dubas,

2010).

Based on the previous research it can be

concluded that there are several reading strategies to

implement in the classroom namely DIME,

questioning, making conceptual map and

summarizing. This study investigated pre-service

teachers’ ability in summarizing strategy on reading

passages to improve their reading comprehension.

Students reading comprehension can be

measured by several approaches. Educational

experts and psychologists have offered multiple

approaches to measurement for reading

comprehension. Measuring reading comprehension

is not an easy task because it measures the product

of the process of reading comprehension and the

quality of comprehension (Cutting, Laurie E.;

Scarborough, 2006; Fletcher, 2009).

There are two types of readers in the context of

reading comprehension. Koch and Eckstein, (1991)

found that there are two types of readers when

dealing with reading passage, namely over optimism

and over pessimism. The former refers to those

students who are very confident in their reading

skills, while the latter refers to students who are not

confident and strongly disbelieve their reading skill.

These two types of readers exist in the classroom.

Students can be taught to be skilled readers in

reading activity. Skilled readers are able to draw

upon their knowledge of the topic and guide

their decision in dealing with reading difficulties.

They also apply traditional self- regulated reading

process meaning they set the goal, predict, monitor

and evaluate information for their reading purposes

(Coiro and Dobler, 2007). These abilities enable

readers to be skilled readers because they can predict,

monitor and evaluate information from the text they

read.

Important knowledge for skilled readers to

achieve reading comprehension is vocabulary

knowledge. Vocabulary mastery is crucial for

successful reading comprehension to take place. In

academic context there is a growing need to teach

academic vocabulary. It serves as tool for

communication in the disciplinary content. Teachers

are expected to provide more exposure toward

vocabulary use. In addition it requires students to

have ample opportunities to use the vocabulary as

they learn it (Nagy et al., 2012).

2.2 Summarizing

Summarizing trains readers to differentiate between

main and subordinate ideas in a particular paragraph.

It also promotes readers ability to draw inferences

and make judgment on a particular text. It belongs to

whole text and super macro level skill that readers

must learn (Bensousan & Kreindler 1990). It might

be harder for foreign language learners to summarize

because of their lack of confidence, slow reading,

concentration on micro level and ignorance of

schemata and ideas of macro level (Bensousan and

BELTIC 2018 - 1st Bandung English Language Teaching International Conference

542

Kreindler, 1990). These problems cause

summarizing difficulties on the parts of students.

Once they are able to manage these burdens they

can perform summarizing ability.

In higher education, summarizing is a need for

students to deal with academic material by

summarizing it. The challenge is bigger for the

students when they deal with foreign or second

language when summarizing a particular text.

Second language learners’ performance in

summarizing academic material is usually

challenged by their competence to apply bottom up

and top down reading activities (Kozminsky and

Graetz, 1986). Bottom-up and top-down reading

ability help students to summarize well a particular

text. To summarize successfully, students should

focus on the core of the problem by finding both:

keywords to find the essence of the problem and the

main idea in each paragraph to relate it to the main

idea in another paragraph (Wormeli, 2005; Jones,

2006). In other words, students will be successful in

summarizing a text when they are able to identify

keywords and main idea of a particular paragraph.

Teachers can teach their students how to

summarize effectively. They can train their students

several strategies for summarizing. These

strategies include: (1) Selecting content for reading

passages to summarize. Read the passages with

students or give students assignments; (2) Asking

them to experience reading the section passage

and train them to decide and erase minor or

pointless parts of the paragraph; (3) Telling students

to erase excessive parts in the passage they read;

(4) Reminding your students to substitute

superordinate terms or paraphrase (for instance, they

can change word flower by selecting daisies, tulips,

and roses); (5) Asking sudents to choose or create

topic sentence for their summary (Marzano,

Pickering and Pollock, 2001). This study applied

summarizing activity by applying these 5 steps

offered.

3 METHOD

This study employed descriptive since it was aimed

at investigating: pre-service physics teacher

performance in reading comprehension on concept of

statistical physics concept; and their difficulties in

reading comprehension. There were 76 participants

involved in this study. They were pre-service

physics teachers and were following the statistical

physics course in the seventh semester. They had

taken English subject delivered in the first semester.

Data were collected through test, questionnaire

and interview. Before administering test, participants

were trained to apply summarizing reading strategy

to accomplish English reading material (Cromley,

Snyder-Hogan and Luciw Dubas, 2010). They were

asked to summarize assignment taken from the book

Introduction to statistical physics (Huang, 2010).

Furthermore they presented and discussed the

summary in the class. After three meetings had been

conducted, their reading comprehension ability was

measured using the description test of nine

questions. In the test, each item contained a

paragraph of reading material related to statistical

material physics and it was followed by questions

consisting from two to four items. Test result data

was processed and presented for analysis. A

questionnaire was also conducted to find out their

reading comprehension difficulties.

4 FINDINGS AND DISCUSSION

There are several findings concerning pre-service

physics teacher performance in summarizing reading

passage, reading comprehension on concept of

statistical physics concept; and their difficulties in

reading comprehension. They will be organized into

three sections.

4.1 Summarizing Ability on Physics

Reading Passage Delivered in

English

This study found that all the students did not

summarize the reading passage. Instead of

summarizing, they did translate the reading passage.

They rewrite down everything that was printed on

the textbook. They provided Indonesian translation

for the English text that was supposed to be

summarized. It t urned out that what students

submitted was not the summary but the translation.

Their summarizing performance was poor

because they have several obstacles. Students did not

have a good command of English text reading

comprehension. Once they were asked to summarize

English statistical physics textbook, what they did

was not summarizing but translating the English

passage into Indonesia. Things got worse since they

used online translate application to accomplish their

assignment. This can be found from the erroneous

available in the result they submitted. There were

some improper sentence structures and some

statistical physical terms were misrepresented.

Pre-Service Physics Teachers’ Reading Comprehension Ability on the Concept of Statistical Physics Delivered in English Textbook

543

They failed to summarize the reading passage

because they did not apply summarizing steps. To

summarize successfully, students should focus on

keywords, main idea in each paragraph (Jones and

Bray, 1986; Wormeli, 2005). In the assignment they

fail to identify keywords and main ideas in a

particular paragraph. Based on this finding, teachers

are expected to overcome their summarizing

problem. Lecturers may offer student several

strategies like selecting content of reading, training

them to read and erasing excessive parts,

paraphrasing and creating topic sentence for their

summary (Marzano, Pickering and Pollock, 2001).

Summarizing skill boosts reading comprehension

as one of its advantages. Summary writing offers

several advantages. One of its advantages is that

students have to compile and recall the information

they got from reading sources. It measures students’

comprehension when they are reading. This

comprehension is crucial because the central

purpose of reading activity is comprehension -

constructing meaning from text (Luckner, John L. &

Handley, 2008)

4.2 Reading Comprehension Ability on

Reading English Passages Test

There were nine items of questions in the test to

measure students’ reading comprehension on the

reading passages provided in the test. Those nine

items referred to the reading passage content taken

from the textbook of classical statistics delivered in

English (statistics Maxwell Boltzmann). Students’

performances on the test would yield their reading

comprehension ability on the reading passages.

Their reading comprehension ability can be proven

by their performance in accomplishing the nine test

items questions. The value of the test results is

shown in Table 1.

Table 1: Students’ Reading Comprehension Scores on

Reading Passages concerning statistic Maxwell Boltzmann

Using Scale 100.

N 76

Mean 54.2

Median 51.4 __

Mode 47.2 __

Std. deviation 20.5 __

Variance 421.0__

Minimum 0.0 ___

Maximum 97.2 __

The average ability of students’ reading

comprehension on English reading passages is still

in the low category and it shows an average rating of

54.2. When viewed individually, it is found that the

students with the lowest score having the value of

0.0 and the highest score acquiring the value of 97.2.

To get the clear picture of the value distribution, a

frequency distribution is shown in Table 2.

Table 2: Frequency distribution of Students’ Reading

Comprehension Ability on Reading Passages concerning

Statistic Maxwell Boltzmann.

Interval Frequency Cumulative

percent

Percent

<54 39 51.3 51.3

55-59 11 14.5 65.8

60-64 5 6.6 72.4

65-69 3 3.9 76.3

70-74 2 2.6 78.9

75-80 6 7.9 86.8

81-85 3 3.9 90.8

86-90 5 6.6

97.4

91-95 1 1.3 98.7

96-100 1 1.3

100

The largest number of students falls in the value

interval below 54. This shows that there are a large

number of students who had poor reading

comprehension ability on English reading passage.

Students had trouble in understanding the content

of the reading passage which in turn affected their

performance to digest the content. To investigate the

cause of their poor reading comprehension, this

study investigated their difficulties in reading

comprehension on statistic physics book reading

delivered in English. The data concerning their

reading difficulties is shown in the following section.

4.3 Difficulties in Reading Statistical

Physics Textbooks Delivered in

English

To investigate students’ difficulties in reading

comprehension on English textbook for statistical

physics, this study conducted questionnaire

distributed to the students involved in this study. The

question says: "What are your difficulties in

understanding the statistical physic concepts

delivered in English textbook?" There are several

responses to this question and the most frequent

answers concerning lack of vocabulary. This study

found that students' difficulties in understanding the

statistical physics concept of English textbook is due

to their lack of vocabulary. Their vocabulary mastery

is far below the requirement to achieve reading

comprehension ability on the reading passage.

BELTIC 2018 - 1st Bandung English Language Teaching International Conference

544

As a result of students’ low vocabulary mastery,

they become pessimistic to read and try to

understand the content delivered in English

textbooks. Things get worse when students avoid

English textbooks for learning resources. In line

with this situation, Koch and Eckstein (1991)

found that there are two types of readers when

dealing with reading passage, namely over optimism

and over pessimism. The former refers to those

students who are very confident in their reading

skills, while the latter refers to students who are not

confident and strongly disbelieve their reading skill.

To overcome students’ difficulties on their low

vocabulary mastery, they translate English textbooks

using the online application such as google translate

(translate.google.co.id). Unfortunately the

application can meet the accuracy demand to

transfer the text meaning. Most of the time, the

application delivers inappropriate meaning for

particular terms. Having taken the wrong translation,

students risk themselves in comprehending the

content of the reading passages.

5 CONCLUSION

This study was aimed at investigating students’

summarizing ability, reading comprehension ability

and their difficulties in reading comprehension.

Participants in this study did not perform well in

summarizing the English passage. Instead of

summarizing, students translated the content of

reading they deal with. In a reading test, they had

poor performance to accomplish reading

comprehension test. This happened because they

were lack of vocabulary mastery and failed to

perform reading strategies to achieve solve reading

test. Last findings concern their difficulties to read

English textbook. They had one thing in common,

they had poor vocabulary comprehension.

Based on the findings of this study, there is a

need to improve pre-service physics teachers

competence in reading comprehension on Physics

concept delivered in English textbook. Their poor

performance might affect their future academic

achievement. There is a need on the part of the

university to solve these reading comprehension

problems. One of the possible effort is that English

subject should be designed to meet the objectives of

boosting pre-service physics teachers reading

comprehension ability.

This study has several limitations. Future study

can investigate pre-service physics teachers using

large-scale participants and different research

method to gain proper and sound findings

concerning pre-service physics teachers’ reading

comprehension ability

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