Singgih Prastawa

Determinant of Success English Reading Skills Among University Students: Remedial and Challenge Strategies

Introduction

Determinant of success english reading skills among university students: remedial and challenge strategies. Explore determinants of English reading success among university students. Research reveals learning processes, facilities, and lecturer activities significantly impact skills, offering remedial strategies.

Abstract

Reading comprehension skill is important requirement that must be possessed by college students in learning English. To support college students reading skill development, the role of lecturer and learning materials are crucial. This research aims to find empirical evidence the effect of learning process, college students activities, university facilities, and lecturer activities on English reading skills. This study applied quantitative method with causally associative approach. College students majoring of Management, Faculty of Economics, Universitas Slamet Riyadi Surakarta were being populations in this study. The research sample consisted of 110 college students and was selected through the use of purposive sampling. Partial Least Squares-Structural Equation Modeling (PLS-SEM) is used in the data analysis with SmartPLS. The result of this study indicate that learning process, university facilities and lecturer activities have significant effect on English reading skills in Faculty of Economics, Universitas Slamet Riyadi Surakarta. On the other hand, college students activities had no effect on English reading skills. The implication of this research is lecturer to be more creative in the use of technological media in learning that can make college students enjoy learning more. This research also provides valuable insights for educational institutions aiming to sustain and improve university quality by focusing on learning process and university facilities as key drivers of success.

Review

This study investigates the critical determinants influencing English reading skills among university students, a topic of significant relevance for academic success. The research clearly articulates its aim: to empirically assess the impact of the learning process, student activities, university facilities, and lecturer activities. Employing a quantitative, causally associative approach with a robust statistical method like PLS-SEM, the study offers a methodologically sound framework for analyzing complex relationships. The explicit definition of the population (Management students, Universitas Slamet Riyadi Surakarta) and sample size (110 students) contributes to the transparency of the research design, providing a solid foundation for its findings. While the study presents valuable insights, some areas could benefit from further clarification or consideration. The title's mention of "Remedial and Challenge Strategies" creates an expectation that these specific strategies would be central to the investigation, yet the abstract primarily focuses on broader determinants like learning processes and facilities, without detailing how these strategies were integrated or evaluated as variables. Additionally, the use of purposive sampling, while practical, limits the generalizability of the findings beyond the specific context of the institution studied. Acknowledging this limitation and discussing its implications for broader applicability would enhance the paper's scholarly rigor. A brief elaboration on the specific nature of "college students activities" measured would also provide greater clarity. Despite these minor points, the research yields highly pertinent results. The finding that learning process, university facilities, and lecturer activities significantly impact English reading skills offers actionable intelligence for educational institutions. The unexpected non-effect of "college students activities" also presents an intriguing area for further qualitative or quantitative exploration. The practical implications are clear: lecturers should embrace creative technological media, and institutions must prioritize the learning process and facilities to sustain and improve educational quality. This study serves as a strong foundation for future research, which could delve deeper into the specific strategies mentioned in the title, explore the "student activities" variable more granularly, or replicate the study in diverse contexts to enhance the generalizability of these important findings.

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