Recognizing The Effect of Prior Knowledge in Economics and Cohesion Devices on Comprehending Business English Texts
AbstractComprehending a text successfully is influenced by many factors. Texts will be easier to comprehend if learners are able to identify these essential factors. This study was aimed at recognizing the effect of using prior knowledge in economics and cohesion devices in comprehending business English texts. The research was conducted in Faculty of Economics and Business, Perbanas Institute – Jakarta. 75 students as respondents were selected using two stage cluster random sampling. Then three tests for all variables were given to the respondents. The data was used for analysis using SPSS multiple regression analysis. The result revealed that (1) prior knowledge in economics significantly influenced reading comprehension in business English text (2) the mastery of cohesion devices significantly influenced reading comprehension in business English texts (3) simultaneously both prior knowledge in economics and cohesion device mastery significantly influenced reading comprehension in business English texts.
Anderson, Eleanor (1992). Changes. Buckingham: Open University Press
Beaumont, Mike (1990). Teaching Reading Skills in A Second Language: What Skills Readers Know and Do When They Read. (Unit 1 ). Menchester Center for English Language Studies in Education (CELSE), Manchester University
Birch, E.R., Williams, A., 2009. The determinants of academic performance in first year university economics. In: Robinson, T., Tang, T., Fletcher, A. (Eds.), Proceedings of the 14th Annual Australasian Teaching Economics Conference, QUT, pp. 13–25
Brown, G., & Yule, G. (1983). Discourse Analysis. London: Cambridge University Press. http://dx.doi.org/10.1017/CBO9780511805226
Cameron, Michael P. and Steven Lim. Recognising and building on freshman tudents’ prior knowledge of economics, New Zealand Economic Papers, 2015 Vol. 49, No. 1, 22–32, http://dx.doi.org/10.1080/00779954.2013.863721
Carrel, P. L. and J. C. Eisterhold (1983)."Schema Theory and ESL Reading Pedagogy" in TESOL Quarterly. 17, 553-573.
Coady, James (1979). A Psycholinguistic Model for ESL Reader. In Mackay, Ronald et al. Reading in A Second Language: Hypotheses, Organization, and Practice. Rowley: Newbury House Publisher Inc
Cook, Guy (1989). Discourse. Oxford: Oxford University Press
Durden, G.C., Ellis, L.V., 1995. The effects of attendance on student learning in principles of economics. Amer. Econ. Rev. 85 (2), 343–346
Ehrlich MF. The processing of cohesion devices in text comprehension.In Psychol Res. 1991;53(2):169-74. Laboratoire de Psychologie Expérimentale, CNRS URA 316, Université René Descartes, Paris, France.
Halliday, M. A. K. and R. Hasan (1976). Cohesion in English. London: Longman UK Group Limited
Happ, Roland, Manuel Förster, Olga Zlatkin-Troitschanskaia, Vivian Carstensen. Assessing the previous economic knowledge of beginning students in Germany: Implications for teaching economics in basic courses. Citizenship, Social and Economics Education 2016, Vol. 15(1) 45– 57, © The Author(s) 2016
Hasanejad, Mohammad Reza and Mohammad Reza Mollahosainy. The Impact of Cohesive Devices on Iranian Intermediate EFL learners' Reading Comprehension Skills. in Iranian EFL Journal, Volume8-3 June 2012. ISSN On-line: 1836-8751, ISSN Print: 1836-8743
He, Qinghsun A Study of Lexical Cohesion Theory in Reading Comprehension. In International Journal of English Linguistics; Vol. 4, No. 6; 2014, ISSN 1923-869X E-ISSN 1923-8703. Canadian Center of Science and Education
Mallik, G., Lodewijks, J., 2010. Student performance in a large first year economics subject: Which variables are significant? Econ. Pap. 29 (1), 80–86.
Moreillon, Judi.( 2007) Collaborative strategies for teaching reading comprehension : maximizing your impact . Chicago: The American Library Association.
Nunnan, David (1993). Introducing Discourse Analysis. London: Penguin Book Ltd.
Nuttal, Christin. (1982).Teaching Reading Skills in A Foreign Language. London: Heineman Educational Books
Oakhill.Jane, Kate Cain, Carsten Elbro. (2015). Understanding and teaching reading comprehension: a handbook., New York: Routledge
Peter, Tze-Ming Chou. (2011).The Effects of Vocabulary Knowledge and Background Knowledge on Reading Comprehension of Taiwanese EFL Students. Electronic Journal of Foreign Language Teaching . Vol. 8, No. 1, pp. 108–115. Singapore: Center for Language Studies, National University of Singapore
JIBS (Jurnal Ilmiah Bahasa dan Sastra) allows readers to read, download, copy, distribute, print, search, or link to the full texts of its articles and allow readers to use them for any other lawful purpose. The journal allows the author(s) to hold the copyright without restrictions. Finally, the journal allows the author(s) to retain publishing rights without restrictions
This work is licensed under a Creative Commons Attribution-ShareAlike 2.0 Generic License.