Strategi Membaca Mahasiswa Ph.D Universitas Liverpool

Strategi Membaca Mahasiswa Ph.D Universitas Liverpool

Walaupun telah memenuhi kriteria yang dipersyaratkan untuk bisa mengenyam pendidikan di negara berbahasa Inggris termasuk memiliki prestasi-prestasi akademik yang gemilang dan telah memenuhi skor tes bahasa Inggris internasional (TOEFL iBT dan IELTS), kebanyakan dari mahasiswa internasional yang berasal dari berbagai latar belakang akademik yang berbeda masih perlu berjuang keras untuk memahami dan beradaptasi dengan sistem pembelajaran yang baru bagi mereka. Penggunaan strategi membaca yang sesuai, olehnya, menjadi krusial dalam membantu mereka dalam mengatasi keterbatasan referensi untuk bisa berprestasi di lingkungan akademik yang berbeda itu. 

Dari berbagai strategi membaca, berikut beberapa strategi yang umum diterapkan oleh mahasiswa Indonesia yang sedang menempuh pendidikan doktor di Universitas Liverpool. 

• I have a purpose in mind when I read
• When text becomes difficult, I pay closer attention to what I am reading. 
• When text becomes difficult, I re-read to increase my understanding. 
• When reading, I decide what to read closely and what to ignore.
• I read slowly and carefully to make sure I understand what I am reading.
• I adjust my reading speed according to what I am reading. 

Sementara strategi yang paling jarang digunakan ialah:

• When text becomes difficult, I read aloud to help me understand. 
• I try to picture or visualize information to help remember what I read.
• When reading, I translate from English into my native language. 

Strategi lainnya yang juga cukup sering digunakan berikut.

• I think about what I know to help me understand what I read.
• I take notes while reading to help me understand what I read.
• I think about what I know to help me understand what I read. 
• I take an overall view of the text to see what it is about before reading it. 
• I think about whether the content of the text fits my reading purpose. 
• I review the text first by noting its characteristics like length and organization.
• I try to get back on track when I lose concentration.
• I underline or circle information in the text to help me remember it.
• I use reference materials (e.g. a dictionary) to help me understand what I read.
• I use tables, figures, and pictures in text to increase my understanding.
• I stop from time to time and think about what I am reading. 
• I use context clues to help me better understand what I am reading.
• I paraphrase (restate ideas in my own words) to better understand what I read.
• I use typographical features like bold face and italics to identify key information.
• I critically analyze and evaluate the information presented in the text.
• I go back and forth in the text to find relationships among ideas in it.
• I check my understanding when I come across new information.
• I try to guess what the content of the text is about when I read.
• I ask myself questions I like to have answered in the text.
• I check to see if my guesses about the text are right or wrong.
• When I read, I guess the meaning of unknown words or phrases.
• When reading, I think about information in both English and my mother tongue.

Source: An article by Nashriyah, MA on "A Study on Students' Reading Strategies" with three Indonesian Ph.D students studying at Liverpool University and one at Liverpool John Moores University as the research subjects.

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