| dc.description.abstract | This research aims to find out three main sectors related to background
knowledge in reading comprehension. The lecturers' perspective about the role of
background knowledge, the instructional strategies they employ to activate students'
background knowledge, and the difficulties they encounter when activating students'
background knowledge.
The research design of this study was descriptive qualitative study. Eleven
reading lecturers from five different universities in Indonesia participated in this
study. Two instruments were used: an online Google Form questionnaire adapted
from Al-Jahwari and Al-Humaidi (2015), and an online semi-structured interview.
The researcher analyzed the summary, conclusion based on the online data from the
online Google Form questionnaire and online interview session.
The results of this research indicated an intense agreement about the role of
background knowledge in text comprehension, a serious reliance on some techniques
and a clear connection about the difficulties of resources such as students’ low
linguistic competence and lack of lecturers training on background knowledge theory
and its instructional techniques.
Based on the result above, the researcher suggested to students that they have
to learn and understand the role of background knowledge in English reading and
improve their reading comprehension. For the lecturers, the researcher suggested that
they give more exercises on variety of techniques of activating background
knowledge and overcome the difficulties in teaching reading so that the students
would comprehend text better. Then, for the future researcher, they are suggested to
conduct the deeper study of background knowledge in reading comprehension
especially on students’ perspective. | en_US |
