Students' Reading Boredom Coping Strategies and Reading Performance: From Gender Perspective

Abstract

Reading is considered as beneficial and motivating language skill required to achieve English proficiency. Despite of its importance, mastering the reading skill is challenging, because it requires good ability to comprehend the meaning from the texts. According to OECD, there are still many students across the world are reported to have little interest in reading and lacking motivation to read, one dominant factor affecting reading interest and motivation is reading boredom. Therefore, it is important to conduct study concerning reading boredom coping strategies and its effect on reading performance based on gender perspective. This study was conducted using qualitative approach and descriptive design. The study was implemented on 4 students consisting of high achiever and a low achiever from both gender, male and female students. The data was collected through interview and transcribing the data. The collected data then analyzed using qualitative data analysis that includes data reduction, organization, display and interpretation to answer the research questions. According to the study, although students' experiences with reading boredom varied, they all have a propensity to give up reading out of boredom. For content related factors high achievers stated that it has an impact on reading boredom. In terms of reading purpose, male students read for pleasure, whereas female students read with specific goals in mind, while for psychological factors impact all students, exceptional performers are not impacted by boredom but rather by assignments. High achievers deal with boredom more often, yet they still have difficulties. Male students believe that reading performance is determined by their reading activities, while female students believe that reading achievement influences grades.

Keywords : Reading, boredom coping strategies, performance