THE INFERENTIAL READING COMPREHENSION OF READING TEXT
DOI:
https://doi.org/10.56489/sb3yhj68Keywords:
inferential reading, comprehension, reading textAbstract
This study aims to describe the inferential reading comprehension ability of senior high school students in understanding English reading texts. Inferential reading comprehension refers to the ability to understand implied meanings in a text, including inferring unstated main ideas, identifying the author’s purpose, and drawing conclusions. This research employed a descriptive qualitative design. The participants of the study were 46 third-year students of SMAN 4 Berau in the 2007/2008 academic year. The primary instrument used for data collection was a multiple-choice reading test consisting of 20 items, designed to measure students’ abilities in inferring unstated main ideas, detecting the author’s purpose, drawing conclusions, and general reading comprehension. The results of the study showed that the overall mean score of students’ inferential reading comprehension was 68.26%, which falls into the “good” category. Specifically, the students’ ability in inferring unstated main ideas reached 74.27% (good), detecting the author’s purpose reached 69.56% (good), drawing conclusions reached 61.23% (fair), and general reading comprehension reached 67.39% (good). The distribution of students’ achievement levels indicated that 15.2% of the students were classified as excellent, 43.5% as good, 30.4% as fair, and 10.9% as poor. These findings suggest that although the students generally demonstrate a good level of inferential reading comprehension, they still face difficulties particularly in drawing conclusions from reading texts. Therefore, continuous practice and appropriate instructional strategies are necessary to further improve students’ inferential reading comprehension skills.
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