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

https://doi.org/10.23960/pranala.v8i2.1505
Diterbitkan: Des 16, 2025

Abstrak:

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.

Penulis:
1 . Diana Rosita
2 . Setia Rini
Universitas Lampung
3 . Endang Ikhtiarti
Universitas Lampung
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Cara Mengutip
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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Terbitan & Bagian
Vol 8 No 2 (2025): PRANALA: Jurnal Pendidikan Bahasa Prancis
Articles
Referensi

    Alderson, J. C. (2005). Assessing reading (1. publ., 5. pr). Cambridge University Press.

    Conseil De L’europe. (2018). Cadre Européen Commun De Référence Pour Les Langues : Apprendre, Enseigner, Évaluer Volume Complémentaire Avec De Nouveaux Descripteurs. Strasbourg Cedex.

    Doane, S. M., McNamara, D. S., Kintsch, W., Polson, P. G., & Clawson, D. M. (1992). Prompt comprehension in UNIX command production. Memory & Cognition, 20(4), 327–343. https://doi.org/10.3758/BF03210918

    Grabe, W., & Stoller, F. L. (2013). Teaching and researching reading (Second edition). Routledge, Taylor & Francis Group.

    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

    Koda, K. (2005). Insights into Second Language Reading: A Cross-Linguistic Approach (1st ed.). Cambridge University Press. https://doi.org/10.1017/CBO9781139524841

    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

    Ouwehand, K., Lespiau, F., Tricot, A., & Paas, F. (2025). Cognitive Load Theory: Emerging Trends and Innovations. Education Sciences, 15(4), Article 4. https://doi.org/10.3390/educsci15040458

    Paas, F., Ayres, P., & Pachman, M. (2008). Assessment of Cognitive Load in Multimedia Learning.

    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

    Stoller, F. L., Anderson, N. J., Grabe, W., & Komiyama, R. (2013). Instructional Enhancements to Improve Students’ Reading Abilities.

    Sweller, J. (2018). Measuring cognitive load. Perspectives on Medical Education, 7(1), 1–2. https://doi.org/10.1007/S40037-017-0395-4

    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

    Todorova, M. (2024). Cognitive Processes in Reading Comprehension: A Theoretical Framework for Foreign Language Acquisition.

  1. Alderson, J. C. (2005). Assessing reading (1. publ., 5. pr). Cambridge University Press.
  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.
  3. Doane, S. M., McNamara, D. S., Kintsch, W., Polson, P. G., & Clawson, D. M. (1992). Prompt comprehension in UNIX command production. Memory & Cognition, 20(4), 327–343. https://doi.org/10.3758/BF03210918
  4. Grabe, W., & Stoller, F. L. (2013). Teaching and researching reading (Second edition). Routledge, Taylor & Francis Group.
  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
  8. Ouwehand, K., Lespiau, F., Tricot, A., & Paas, F. (2025). Cognitive Load Theory: Emerging Trends and Innovations. Education Sciences, 15(4), Article 4. https://doi.org/10.3390/educsci15040458
  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
  11. Stoller, F. L., Anderson, N. J., Grabe, W., & Komiyama, R. (2013). Instructional Enhancements to Improve Students’ Reading Abilities.
  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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