Analysis of Peer Reading Habits in Improving English Text Comprehension of English Education Students
Abstract
The findings revealed that peer reading activities positively affected students’ English text comprehension. Most students showed improvements in vocabulary mastery, understanding of sentence structures, and interpretation of text meaning through collaborative discussions with peers. Peer reading also increased students’ motivation, confidence, communication skills, and participation in learning activities. Observation results indicated that 8 out of 11 students were categorized as “Very Good,” 1 student as “Good,” and 2 students as “Less” in peer reading performance. Students commonly used strategies such as discussion, role sharing, dictionary use, internet resources, skimming, and scanning to understand difficult texts. However, some challenges were identified, including limited vocabulary, differences in comprehension levels, lack of participation, and low confidence among certain students.
In conclusion, peer reading habits have a significant positive impact on improving English text comprehension among English Education students. Collaborative learning through peer interaction helps students better understand texts while also enhancing their social and academic skills. Therefore, lecturers and educational institutions are encouraged to facilitate structured peer reading activities to support students’ English learning development.
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