Panjang Teks dan Pemahaman: Kajian Empiris pada Pembelajaran Membaca Pemahaman Mahasiswa FLE

https://doi.org/10.23960/pranala.v8i2.1505
Published: Dec 16, 2025

Abstract:

Kajian penelitian dilakukan untuk (1) menganalisis pengaruh panjang teks terhadap kualitas pemahaman membaca mahasiswa Bahasa Prancis tingkat A2, (2) menguji perbedaan skor pemahaman membaca antara dua teks panjang yang setara tingkat kesulitannya, dan (3) mengidentifikasi faktor kognitif yang dominan memengaruhi pemahaman teks panjang. Pendekatan kuantitatif deskriptif–komparatif–korelasional digunakan pada 29 mahasiswa FLE level A2. Data dikumpulkan melalui tes membaca (15 butir soal dengan variasi pilihan ganda, benar–salah, isian singkat, evaluasi kognitif) dan angket beban kognitif berbasis Cognitive Load Theory dan Paas Mental Effort Scale. Instrumen valid (KMO=0,79; Bartlett’s p<0,001) dan reliabel (α tes=0,86; angket=0,84). Hasil menunjukkan pemahaman membaca berada pada kategori sedang (rerata 74,9/100) dan tidak ada perbedaan signifikan antara dua teks panjang yang setara kesulitannya (t=1,21; p=0,234). Analisis regresi mengungkap Germane Load dan strategi kognitif paling berpengaruh positif terhadap pemahaman,sementara Extraneous Load dan Intrinsic Load tidak signifikan.

Keywords:
1. pemahaman membaca
2. teks panjang
3. beban kognitif
4. CECRL A2
Authors:
1 . Diana Rosita
2 . Setia Rini
Universitas Lampung
3 . Endang Ikhtiarti
Universitas Lampung
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How to Cite
Rosita, D., Rini, S., & Ikhtiarti , E. . (2025). Panjang Teks dan Pemahaman: Kajian Empiris pada Pembelajaran Membaca Pemahaman Mahasiswa FLE. PRANALA: Jurnal Pendidikan Bahasa Prancis, 8(2), 97–108. https://doi.org/10.23960/pranala.v8i2.1505
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Vol. 8 No. 2 (2025): PRANALA: Jurnal Pendidikan Bahasa Prancis
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References

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  2. Conseil De L’europe. (2018). Cadre Européen Commun De Référence Pour Les Langues : Apprendre, Enseigner, Évaluer Volume Complémentaire Avec De Nouveaux Descripteurs. Strasbourg Cedex.
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  5. Karabiyik, C., Arslan, S., & Kavakli, N. (2022). Comparison of input modes: L2 comprehension and cognitive load. Participatory Educational Research, 9(6), 173–191. https://doi.org/10.17275/per.22.134.9.6
  6. Koda, K. (2005). Insights into Second Language Reading: A Cross-Linguistic Approach (1st ed.). Cambridge University Press. https://doi.org/10.1017/CBO9781139524841
  7. Mayer, R. E., Lee, H., & Peebles, A. (2014). Multimedia Learning in a Second Language: A Cognitive Load Perspective. Applied Cognitive Psychology, 28(5), 653–660. https://doi.org/10.1002/acp.3050
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  9. Paas, F., Ayres, P., & Pachman, M. (2008). Assessment of Cognitive Load in Multimedia Learning.
  10. Paas, F. G. W. C., & Van Merriënboer, J. J. G. (1994). Instructional control of cognitive load in the training of complex cognitive tasks. Educational Psychology Review, 6(4), 351–371. https://doi.org/10.1007/BF02213420
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  12. Sweller, J. (2018). Measuring cognitive load. Perspectives on Medical Education, 7(1), 1–2. https://doi.org/10.1007/S40037-017-0395-4
  13. Sweller, J. (2020). Cognitive Load Theory and Educational Technology. Educational Technology Research and Development, 68(1), 1–16. https://doi.org/10.1007/s11423-019-09701-3
  14. Todorova, M. (2024). Cognitive Processes in Reading Comprehension: A Theoretical Framework for Foreign Language Acquisition.

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