A CLASSROOM-BASED PSYCHOLINGUISTIC STUDY OF ENGLISH L2 COMPREHENSION THROUGH TEXTUAL READING AMONG 1ST ENGLISH LITERATURE STUDENTS
DOI:
https://doi.org/10.52657/js.v10i2.3594Keywords:
psycholinguistics, language comprehension, L2 learning, reading comprehension, textual readingAbstract
This study investigates how first-year English Literature students at Universitas Pamulang comprehend English as a second language (L2) through textual reading activities from a psycholinguistic perspective. Using a one-group pretest-posttest design, the study involved 150 students across five classes over a fourteen-week semester. Data were collected through reading comprehension tests focusing on vocabulary knowledge, syntactic/language structure, and decoding ability. The findings revealed substantial improvement in all three components, with vocabulary and decoding showing the greatest development. The study concludes that textual reading activities effectively support L2 comprehension by strengthening key psycholinguistic components of reading comprehension.
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Copyright (c) 2024 Rizky Tazkiyatul Ummami, Ratna Juwitasari Emha, Lisa Suhayati, Astari Amalia Putri
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