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The journal of Ultimate Research and Trends in Education
Available online at: https://journal.unilak.ac.id/index.php/UTAMAX/

Vol. 1, No. 2, March 2019, pp. 89-97

Improving Reading Insights on Web Contents Based: A Survey on the

Strategies Used by EFL Students

Risa Lestari & Syahdan Syahdan

Universitas Lancang Kuning, Pekanbaru. Indonesia

risalestari021@gmail.com

ARTICLE HISTORY

Received : 2019-01-18

Revised : 2019-06-28

Accepted : 2019-07-18

KEYWORDS

Students strategies

Reading web content

Global reading strategies

Problem solving strategies

Support reading strategies

ABSTRACT

Implementing strategies of content chosen on the internet is a core aspect of
achieving goals in expanding reading material. This study aims to investigate
what are the strategies used by students on extending reading web content. This
research is in the form of a survey at the English Department, Faculty of
Teacher Training and Education, Universitas Lancang Kuning. There were 95
out of 126 EFL students selected randomly as participants from reading class. A
set of Likert-scale questionnaires, adopted from Mokhtari and Reichard (2002),
was used to collect the data. It consisted of 30 questions divided into three
strategies: Global Reading Strategies, Problem Solving Strategies, and Support
Reading Strategies. To answer the research questions, descriptive statistics
(SPSS 16) were used to analyze EFL students’ strategies on extending reading
web content questionnaires. The findings reveal that students' dominant strategy
is the Problem Solving Strategies got from the mean score of 4.11 and a
Standard Deviation of 0.98. It can be categorized into a high level. It means that
the majority of students have a homogenous strategy for extending reading web
content. The study also reveals that students believe that the content on the
internet somehow is the right source of learning. Therefore this study
highlighted that students have implemented a reading strategy to make them
easier to understand a text's contents.

1. Introduction

There are four skills in English Education,

speaking, writing, listening, and reading. Reading is

one of the skills that students need in achieving

learning targets. The purpose of reading is to see

students' abilities in developing insight, seeking

information, the meaning of reading for interest and

pleasure. The advantage of reading, we will get much

information, both online and offline. One of the

benefits of reading we will find a new vocabulary, the

meaning of reading in the text. Therefore, we must

understand the meaning of vocabulary in the reading

to get valid information. Reading can be defined as a

process to understand the meaning of the written text

(Richards and Schmidt, 2010).

In understanding online reading skills, research is

conducted on reading strategies among English

learners when conducting teaching and learning in the

classroom (Corio, 2003). Online reading is becoming

more common for students in recent years. Students

often turn to the internet before reading a book to

gather information, read online for fun and study, and

use online material to complete the task. Based on

studies, the EFL reading strategy consists of three

categories: global, problem solving, and support. The

global strategy functions to manage student

understanding based on determined planning when

reading text. Then, problem-solving strategies are

events that involve a helpful strategy when reading

parts of the text that are considered problematic.

Supporting strategies is a reading event that uses

dictionaries, images, videos to understand the text's

contents while reading. (Poole, 2010). Further,

Sophisticated technology makes it easier for us to get

or reach information available throughout the world.

One of these technologies is the internet.

Technological developments have changed the human

way of thinking. The internet has entered almost every

educational institution in every world (Jusoh and

Abdullah, 2015). The internet is a form of wireless

network that we can use to find the information

needed.

Moreover, we can connect remotely with everyone

worldwide and be easily accessed by all included

students. However, the teacher should sort out the

appropriate information, including articles provided in

it. It is because some articles widespread on the

internet are not worth reading, especially for students.

The development of web-based English instructional

materials to promote independent learning is practical

and responded positively to lecturers and students.

With the various supported activities and the relaxed

https://journal.unilak.ac.id/index.php/UTAMAX/
mailto:risalestari021@gmail.com

learning atmosphere and delivery methods, the web-

based English instructional materials effectively

promote students' independent learning (Rahman &

Noni, 2018). Also, the internet is a powerful medium

to upgrade students' literacy in which the Indonesian

literacy rate is in a low category. Nofita, Yudar and

Nursafira (2019) stated that digital technology is

advancing, and the increasing sophistication of digital

technology makes it easier to learn other languages

using a variety of methods. To improve this, all

parties should make Indonesian literacy better, like

facilitating students to read content easily accessed on

the web to emerge students' interest in reading content

that they need. Because the world is developing

rapidly into the digital era and Indonesia is also

significantly affected by technological developments.

In Indonesia, the number of internet users has reached

73 million people, or 295 of the population (The

Jakarta Post, 2015). In everyday life in society, we

find many uses and importance of the internet in

supporting our daily lives. The information we get is

also widely obtained through the internet and is one of

the sciences. What is more, the internet can exist as a

modern library for students. With the increasing

importance of the internet, more and more surfing to

get information from different web content available

and most importantly is the need for students to learn

independently and access knowledge that is not

dependent on the teacher.

There are many ways to access content that is

widespread on the internet in this century. We can use

Google or other information search engines that Tare

used to look for increasingly extensive references. It is

very closely related to the development and use of

internet technology for various needs, including

educational needs among students who need web

content provided on the internet and need broad

insight to support competence. Technological

processes and development over the years have

significantly shaped the way languages are taught and

learned (Tabatabaei & Gui, 2011).

Moreover, students who need web content

available on the internet require broad insights and

support students' competencies. For that reason, the

activities require many references to support their

learning and learning process and insights in reading

material among students. (Fountas & Pinnell, 2012a ;

Leu & Reinking, 2010 ; Guo, 2012). Fountas &

Pinnell (2012a) claim they can grow as readers as

they encounter challenging texts such as those found

on the internet. Also, Leu & Reinking's (2010)

research in online reading comprehension instruction

has demonstrated the effectiveness of modified.

Moreover, Guo (2012) contended that authentic

materials from the internet are precious because they

can generate greater interest among teachers and

students than traditionally structured materials.

Technology and web content that is widespread on the

internet will add interest and development of student

reading materials by the interests of their respective

reading material, such as humorous reading material.

We can read articles related to comedy. Sometimes,

improving abilities, such as English language skills,

tend to use their references and interests in a particular

field. For example, someone who likes humor articles,

then he will search many sites and read articles related

to humor.

As prospective teachers, students of English

Education study programs should have broader

insights on material related to their science and

include the ability to use internet network technology

to support them in facing the 21st century where

students increasingly use internet-based technology in

their daily needs. Hamuddin (2016) added that since

almost everyone nowadays uses technology to interact,

play, and learn on a daily basis, no one can deny that

ICT tools of education provide significant

significance and ease the process of teaching and

learning. As prospective teachers, especially for

English Language Study Program students, they

should have an appropriate strategy to improve

reading insights. Therefore, echoing the discussion

above, the researcher will investigate the strategy used

by students on extending their reading material

outside the Web-based class Faculty of Education and

Teachers Training Universitas Lancang Kuning with

highlighted the research questions “What are the

strategies used by EFL students on extending reading

web content Faculty of Education and Teachers

Training Universitas Lancang Kuning?”

2. Method

2.1 Research Design

The study in this research was quantitative

research. Creswell (2014) states that quantitative

research is an approach for testing objective theories

by examining the variables' relationship. This

quantitative research was designed as a survey study.

Survey research provides a quantitative or numeric

description of trends, attitudes, or opinions of a

population by studying that population sample. It is

categorized as cross-sectional studies using

questionnaires for data collection—with the intent of

generalizing from a sample to a population (Creswell

2014).

2.2 Research Setting and Participants

This research was conducted from 6th April until

28th June 2020 in English Department, Faculty of

Education and Teachers Training Universitas Lancang

Kuning in Academic Year 2019/2020. This campus is

located at Yos Sudarso St. KM. 8, Rumbai Pesisir,

Pekanbaru, Riau. This research population was the

English Department, Faculty of Education and

Teachers Training in Universitas Lancang Kuning in

Academic Year 2019/2020. The sample consists of 95

students from six classes which were from the second

and fourth semesters.

2.3 The Technique of Data Collection

In order to collect the data, the researcher used an

online questionnaire that was Google From. The

questionnaire consisted of 30 questions for students,

divided into global reading strategies, problem-

solving strategies, and support reading strategies. Also,

the researcher used the Likert scale for collecting the

data. It means, every item in the questionnaires

consists of 5 choices, that is, “Always," "Often,"

"Sometimes," "Seldom," and "Never."

2.4 Data Analysis

The data collected were analyzed using the SPSS

statistical package. A descriptive statistics analysis

was carried out in order to see the mean score of

students’ answers. It can be seen on the chart below

(Creswell 2012):

Measures of Central Tendency: Central Tendency

indicates one number that summarizes the entire set of

data/measurements central to the complete set. It

describes the center position of any distribution for a

given data set. The researcher analyzes the frequency

of the data point in the distribution, describing it using

a mean, median, and mode that measures the analyzed

data set's most common patterns. It is the most

informative description of the characteristics of any

population (Sharma, 2019).

There are three central tendency measures: a)

Mean: the sum of the variables' values/the total

number of values; b) Median: the middle value; c)

Mode: the most often occurring value.

Measures of Dispersion or Variation: This

provides information about the range or spread of the

values described for a variable. It analyzes the spread

out of distribution that is set for a data set. For

example, the measures of central tendency can give

the average of a given data set. However, it cannot

describe how the distribution of the data set was done.

The key measures of dispersion are as follows: a)

Variance indicates the dispersion of scores around the

mean.

To calculate the score is easy, find the difference

between the mean and the raw score for each

individual, square the value for each individual, sum

the squared for all individuals, and divide by the total

number of individuals. b) Range: It is defined as the

difference between the smallest and the immense

value of the complete data set; c) Standard Deviation:

It measures the average distance between each

quantity and means, which is how the set of data

spreads out from the mean. A high standard deviation

means that the data points are spread at more

comprehensive values, whereas a low standard

deviation means that the data points are close to the

mean.

The measure of relative standing is statistics that

describe one score relative to a group of the score.

Two frequently used statistics are the percentile rank

and z score. A percentile range of a particular score is

the percentage of participants in the distribution with

scores at or below a particular score. Another measure

of relative standing is the standard score. A standard

score (z score) is a calculated score that enables a

researcher to compare scores from a different scale. It

involves the transformation of a raw score into a score

with relative meaning.

After analyzed the data by using Descriptive

Statistics, the researcher continued to analyse it by

categorized them into Katz and Kahn range

Likertscale (1978) as follows:

Table 1. The Range of Likert Scale

This range level is importantly used to identify

the category of the scores, whether in "Low" or

"Moderate," or "High," in order to know the

homogeny or heterogeneous of the students' strategies

on extending reading web content.

3. Findings

3.1 What strategies are used by students to extend

their reading on EFL students' web content at the

Department of English Education Universitas

Lancang Kuning

3.1.1 Students reviewing reading strategies for
purposes

There are three strategies subscales or factors: Global

Reading Strategies, Problem-Solving Strategies, and

Support Reading Strategies.

No Range Category

1 1.00 – 2.49 Low

2 2.50 – 3.99 Moderate

3 4.00 – 5.49 High

Table 2. Global Reading Strategies

Number

of Questions

Statements N M SD

1 I have a purpose in mind when I read the online

text on extending reading material.

4.44 0.71

4 I review the online text, looking at length and

organization.

4.14 0.76

5 I use the text's typographical features (bold,

italics, headings, colors, and fonts) to identify

relevant information.

3.91 1.00

8 When choosing online content, I decide what

to read carefully and what I can choose to

ignore.

4.00 0.91

11 I use the pictures and other graphics on the

sites to help increase my understanding.

3.78 0.88

13 I use context clues to help me better

understand what I am reading online.

3.85 0.95

14 I critically analyze and evaluate the

information I find in online texts

95 3.72 1.01

16 I check to see if I understand when I find new

information.

4.06 0.90

17 I use context clues to help me better

understand what I am reading.

4.11 0.96

23 I think about whether the online text fits with

my purpose text.

3.96 0.83

24 I think about what I already know to help me

understand what I am reading online.

4.02 0.71

25 I try to guess what the content of the text is

about when I read it.

3.49 1.08

26 I take an overall view of the content to see

about what before reading it.

3.93 0.93

Table 6 shows the data that potrays Global

Reading Strategies. It shows that “I have a purpose in

mind when I read the online text on extending reading

material” (M=4.44) is the top of Global Reading

Strategies.

On the contrary, statement “I try to guess what

the content of the text is about when I read” (M=3.49)

is the lowest Global Reading Strategies. In addition,

the researcher used SPSS 16.0 to analyze the data to

get the scores of descriptive statistics. The scores of it

can be seen as follow:

Based on the result of descriptive statistics above,

it can be seen that generally, the strategies of students

in the English Department, Universitas Lancang

Kuning, Global Reading Strategies are categorized

into the moderate level. In addition, the table above

shows that the total of global reading strategies 376.00,

mode of students’ score is 4.00, a median of students'

score 3.72, the variance of students' score is 0.166,

and for standard deviation is 0.407 The score of

standard deviation means that all of the answers from

respondents is same or homogenous. The average

student's score is 3.95, which means that global

reading strategies are categorized into Moderate.

Therefore, it can be said that most of the students had answered all of the items in a range of often.

Table 3. Problem Solving Strategies

Number

of Questions

Statements N M SD

2 I read slowly and carefully to be sure I

understand what I am reading.

4.31 0.73

3 I try to get back on track or see the other

content when I lose concentration.

4.17 0.82

12 When text challenging to get, I pay closer

attention to what I am reading

95 4.03 0.92

15 I adjust my reading speed according to what I

am choosing online.

4.09 0.90

18 I try to guess the meaning of unknown words

or phrases.

4.11 0.85

19 I try to picture or visualize information to

help me remember what I am reading.

4.01 0.91

21 When text becomes difficult, I re-read it to

increase my understanding.

4.16 0.85

29 I stop from time to time and think about what

content I choose.

4.04 0.98

Table 7 shows the data that portrays problem-

solving strategies. It shows that “I read slowly and

carefully to be sure I understand what I am reading”

(M=4.31) is the top of students get the main ideas and

conclusion in a passage with scanning and skimming.

On the contrary, the statement “I try to picture or

visualize information to help me remember what I am

reading.” (M=4.01) is the lowest problem-solving

strategy. Also, the researcher used SPSS 16.0 to

analyze the data to get the scores of descriptive

statistics. The scores of it can be seen as follow:

Based on the result of descriptive statistics above,

it can be seen that generally, the strategies of students

in the English Department, Universitas Lancang

Kuning, problem-solving strategies are categorized

into a moderate level. In addition, the table above

shows that the total of problem-solving strategies

348.00, mode of students’ score is 4.00, the median of

students' score 4.11, the variance of students' score is

0.311, and for standard deviation is 0.558 The score

of standard deviation means that all of the answers

from respondents is same or homogenous. The

average student's score is 3.66, which means that

problem-solving strategies are categorized into

Moderate. Therefore, it can be said that most of the

students had answered all of the items in a range of

often.

Table 4. Support Reading Strategies

Number

of Questions

Statements N M SD

6 I print a copy of the online text that I choose

to write on it and make notes.

3.65 0.98

7 I use the link to reference materials (like

dictionaries) to help me when I do not

understand what I choose.

4.08 0.90

9 I scroll up and down in the online text to

remember and connect information.

4.13 0.85

10 I paraphrase (say in my own words) what I

read online

95 3.92 0.87

20 When choosing content, I translate from

English into my native language.

3.94 0.88

22 I take notes while reading to help me

understand what I choose.

3.75 0.92

27 I write summaries to reflect on key ideas in

the text.

4.21 0.78

28 I underline or circle information in the content

to help me remember it.

4.04 0.83

30 I ask myself questions I like to have answered

in the text.

4.05 0.98

Table 4 shows the data that portrays support

reading strategies. It shows that “I write summaries to

reflect on key ideas in the text.” (M=4.21) is the top

of support reading strategies.

On the contrary, the statement “I take notes while

reading to help me understand what I choose”

(M=3.75) is the lowest support reading strategy. Also,

the researcher used SPSS 16.0 to analyze the data to

get the scores of descriptive statistics. The scores of it

can be seen as follow:

Based on the result of descriptive statistics above,

it can be seen that generally, the strategies of students

in the English Department, Universitas Lancang

Kuning, support reading strategies are categorized

into a moderate level. Also, the table above shows that

the total of support reading strategies 341.00, mode of

students’ score is 4.00, the median of students' score

4.00, the variance of students' score is 0.308, and for

standard deviation is 0.555 The score of standard

deviation means that all of the answers from

respondents is same or homogenous.

Also, the average student's score is 3.59, which

means that support reading strategies are categorized

into Moderate. Therefore, it can be said that most of

the students had answered the items in a range of

often.

Table 5. The score of Mean, Standard Deviation and Grand Mean of all the questions

Number

of Questions

Statements N M SD Grand

Mean

Global Reading Strategies

1 I have a purpose in mind when I read the

online text on extending reading material.

4.44 0.71

4 I review the online text, looking at length and

organization.

4.14 0.76

5 I use the typographical features of the text

(bold, italics, headings, colors, and fonts) to

identify relevant information

95 3.91 1.00

3,95

8 When choosing online content, I decide what

to read carefully and what I can choose to

ignore.

4.00 0.91

11 I use the pictures and other graphics on the

sites to help increase my understanding.

3.78 0.88

13 I use context clues to help me better

understand what I am reading online.

3.85 0.95

14 I critically analyze and evaluate the

information I find in online texts.

3.72 1.01

16 I check to see if I understand when I find new

information.

4.06 0.90

17 I use context clues to help me better

understand what I am reading.

4.11 0.96

23 I think about whether the online text fits with

my purpose text.

3.96 0.83

24 I think about what I already know to help me

understand what I am reading online.

4.02 0.71

25 I try to guess what the content of the text is

about when I read it.

3.49 1.08

26 I take an overall view of the content to see

about what before reading it.

3.93 0.93

Problem Solving Strategies

2 I read slowly and carefully to be sure I

understand what I am reading.

4.31 0.73

3 I try to get back on track or see the other

content when I lose concentration.

4.17 0.82

12 When text challenging to get, I pay closer

attention to what I am reading.

4.03 0.92

15 I adjust my reading speed according to what I

am choosing online.

4.09 0.90 4,11

18 I try to guess the meaning of unknown words

or phrases.

95 4.11 0.85

19 I try to picture or visualize information to help

me remember what I am reading.

4.01 0.91

21 When text becomes difficult, I re-read it to

increase my understanding.

4.16 0.85

29 I stop from time to time and think about what

content I choose.

4.04 0.98

Support Reading Strategies

6 I print a copy of the online text that I choose

to write on it and make notes.

3.65 0.98

7 I use the link to reference materials (like

dictionaries) to help me when I do not

understand what I choose.

4.08 0.90

9 I scroll up and down in the online text to

remember and connect information

95 4.13 0.85 3,97

10 I paraphrase (say in my own words) what I

read online.

3.92 0.87

20 When choosing content, I translate from

English into my native language.

3.94 0.88

22 I take notes while reading to help me

understand what I choose.

3.75 0.92

27 I write summaries to reflect on key ideas in

the text.

4.21 0.78

28 I underline or circle information in the content

to help me remember it.

4.04 0.83

30 I ask myself questions I like to have answered

in the text.

4.05 0.98

Based on the table above, it can be seen that

generally, the strategies of students in the English

Department, Universitas Lancang Kuning, Problem

Solving Strategies got the highest score (4.11). Based

on data obtained by several kinds of strategies that

students often use are “I read slowly and carefully to

be sure I understand what I am reading (M=4.31)

(SD=0.73), “I try to get back on track or see the other

content when I lose concentration” (M=4.17)

(SD=0.82), “When text becomes difficult, I re-read it

to increase my understanding” (M=4.16) (SD=85).

Besides, the standard deviation score means that

all of the respondents' answers are the same or

homogenous. It means that Problem Solving

Strategies is categorized into High. Therefore, it can

be said that most of the students had answered the

items in a range of often.

4. Conclusion

The result shows that EFL students at the

Department of English Education Universitas

Lancang Kuning already have a strategy to use web

content to extend their reading. It can be seen they

always and often apply strategies to search for

something on the web. Students have a purpose in

mind when they want to read online to extend their

reading. Besides, the internet has many sources it can

help students to get information about reading

material. Trung Ngoc Dao (2014) claims With the

impact of modern technology and the internet,

educators and students have more opportunities to use

online reading resources.

Besides, most students also answered frequently

using and utilizing enhancements to find needed

references such as dictionaries, marking titles, and

underlining or circling important information. That

means students quickly get the references needed by

utilizing strategies. Support by Park & Kim (2011)

found that students employ diverse hypermedia

resources (e.g., videos, pictures) and computer

applications and functions (e.g., a spell checker,

highlighting texts) to facilitate their online reading.

Based on the results obtained, students often use a

strategy to find the content needed by entering

keywords to connect related information, scroll up

down the screen, looking for other content when

losing concentration. Support by Elizabeth Schmar

Dobler (2003) claims that internet readers have great

potential to gather information and almost unlimited

as via a link, or an Internet connection, readers can

access many sites related to the original idea or search

topic needed. Conducted by Guo S (2012) argues that

the material available from the internet is precious

because it can increase greater interest among teachers

and students than the material provided manually.

Another reason to use Internet resources in choosing

web sites Internet can give readers easy access to a

large amount of reading material and the sites

provided are also very large, so if we do not find what

we need, then sites that are available related to the

material we are looking for.

Besides, to make it easier found the content,

students often use strategies to change the text

contents from a foreign language into a native

language to comprehend the text's contents, making it

easy to interpret the content needed. Huang et al.

(2010) reported that second language online readers

predominantly used such support strategies as

translation, dictionary consultation, and highlighting.

Then, to understand the text's contents, students

must understand the sentence by sentence in a text.

The easiest way we have to do is re-read aloud a text

to get the text's meaning. Chun (2010) assumes that

few studies have investigated language learners'

online resources to activate background knowledge

during reading. It means, when online content

becomes difficult, students should enter the correct

keywords and so that online resources available on the

web can provide the appropriate content.

New vocabulary is found when reading online on

various resources to increase knowledge. Juan Pino-

Silva (2006) assumes that reading to get the vast

vocabulary and other skills needed to read fluently.

Ebner and Ehri (2013) assume that those who used

aloud thinking protocols in their research to maintain

online reader involvement in increasing their

vocabulary on the internet found that participatory and

independent learning strengthened flexibility when

they learned the meaning of words from various

online resources.

It is a commonly held belief in the twenty-first

century that critical thinking and debate are important

skills expected by both young and old generations.

(Marpaung et al. 2019). Also, critically reading and

evaluating information found can increase intelligence

in thinking. Leu et al. (2011) state that evaluating

information critically in reading material is an

essential aspect of online reading, which involves

students' ability to determine a text's accuracy and

recognize new information.

Overall, it can be concluded that students use three

strategies subscales or factors in reading online. Based

on the results obtained, several studies and previous

experts support the strategy in this study. Among

others, global reading strategies, problem-solving

strategies, and support reading strategies. The result,

problem-solving strategies dominant EFL students

used got from the grand mean score of 4.11 and a

standard deviation of 0.98. The majority of students

have a homogenous strategy on extending reading

web content. Reading strategies has more significant

potential to obtain information and make it easier for

students and teachers because online information

makes it easier to understand than manual learning.

5. Recommendation

Based on data obtained, reading online to develop

reading material and the impact of technological

development has an excellent opportunity for students

to utilize the resources available on the internet. For

future researchers, it is recommended to identify the

use of strategies in choosing web content in getting

reading material”.

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