The Use of Close Reading to Pinpoint Student’ Skills in
Reading Comprehension: An Indonesian Case
Siti Sariah
1
, Predari Siswayani
1
, Nanang Kosim
1
and Rahendra Maya
2
1
State Islamic University of Sunan Gunung Djati Bandung, Jl. A.H Nasution No.105, Bandung, Indonesia
2
Sekolah Tinggi Agama Islam Al-Hidayah Bogor, Jl. RayaDramaga Bogor, Indonesia
Keywords: Close Reading, Reading Comprehension, Students’ Reading Comprehension Skills, Senior High School
Level
Abstract: There are many researches about reading comprehension over the years. However, the tendency of those
researches is to find out the relationship and the effectiveness of a method or technique used to foster
students’ reading comprehension with quantitative approach. Moreover, in line with the reading
comprehension researches, the student’s meaning-making process is also still rare. Therefore, this case
study is attempted to investigate the meaning-making process of students with close reading to pinpoint
students’ reading comprehension skill in one of Islamic senior high school and qualitative methodology is
employed in this study. An after-school-session is held to earn the data for document analysis with eleven
students from tenth grade as the participants. After analysing the data, it indicates that 73% of participants
belong to literal level of comprehension and 27% participants are identified to be in inferential level.
Furthermore, the study on close reading might be conducted quantatively. In addition, the text complexity
used for close reading might also be considered to be studied as a matter of fact that Indonesia’s curriculum
does not have measurement for text complexity assigned to certain grade.
1 INTRODUCTION
What has gone wrong in Indonesia educational
system? Is it the curriculum, the teachers or the
students?. As an evidence, Indonesia has been in the
same place for fifteen years in the term of reading
proficiency top 10 from the last, based on the
Programme for International Student Assessment
(PISA) has shown once every three years, among
many countries that participated e.g. Vietnam,
Malaysia, Korea, etc. After years, being schooled
how to read and read to learn by teachers, the result
still was not pleasant for everyone. Climbing the
PISA rank is not an easy task for Indonesia. However,
if there is no better improvement, reading proficiency
in Indonesia might get worst.
Low reading performance on PISA should have
gather attention from all aspects that relevant to this
matter. Roberts & Roberts (2008) showed that poor
reading performance of students is due to students’
reading purpose that often read for information just to
fulfil an assignment rather than to understand the text
deeply. As for Lee & Spratley (2010) suggested that
it might be due to students have problems with the
text e.g. unknown vocabularies, lack knowledge of
text topic and generic structure of the text. It caused
them nonchalant on what to do to understand the text
so that they could not monitor their understanding.
The unpleasant result from PISA test meant that
Indonesia has a low reading habit. Fixing this
problem by revising our reading routine was probably
the solution to this matter.
The revising tool of this issue is close reading. It
is likely to be the wind of change for Indonesia
reading world. Close reading is a reading approach
that insists students generate meaning from text by
examining carefully how language is used in the text
itself (Snow and O’Connor, 2013). Fisher & Frey
Sariah, S., Siswayani, P., Kosim, N. and Maya, R.
The Use of Close Reading to Pinpoint Student’ Skills in Reading Comprehension: An Indonesian Case.
DOI: 10.5220/0008216702650272
In Proceedings of the 1st Bandung English Language Teaching International Conference (BELTIC 2018), pages 265-272
ISBN: 978-989-758-416-9
Copyright
c
 2020 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
265

(2012) explained that close reading has text-
dependent questions (TDQ) that used as a tool to
promote the habit of re-reading text to build schema.
TDQ was a trigger for student to start the habit of re-
reading text since it could only be answered by stating
the evidence provided from the text not from other
sources. Using close reading in classroom would help
teacher to change student’s reading habit and pinpoint
students reading comprehension skills as well.
Therefore, an urgent research needs to be done to
eradicate the problem.
Over the years, there have been several researches
conducted on close reading. (FISHER AND FREY,
2014) did an experimental research on struggling
middle school readers (7 & 8 graders) with low
achievement in reading. They held an after-school
reading intervention with an intention to foster the
academic reading achievement. The result showed,
there were 75 participants who completed the study,
48 (64%) made at least one level increase, 26 (35%)
also made the same result on the more difficult test,
and 1 (1%) performed worse than the previous year.
Blouin (2014) also did the pre-experimental study to
the fifth grade students with specific learning
disabilities and the result showed that there is no
evidence as to whether or not close reading strategies
are more effective than explicit reading strategies.
Another researcher also has devoted an effort to
compare close reading with another reading
technique called shared reading (WATERS, 2014).
In line with these researches, most of my fellow
researchers conducted a reading research to seek the
relationship between something, the effect of a
method or technique to foster students reading
comprehension. Strangely, there is less research
about student’s meaning-making process (how
student understood a text). Therefore, this research
study will identify the meaning-making process of
students with close reading to pinpoint students
reading comprehension skills.
2 READING COMPREHENSION
Reading is different from reading comprehension.
Reading needs decoding skills or reading fluency but
reading comprehension needs the reader to
understand what they are reading and make relation
with experiences etc. For instance, reader with bahasa
as a native language, surely, could read the English
text due to it had the same alphabetic with English but
reader rarely understood the meaning of the text itself.
Therefore, when reader read an English text and it
was simply just word calling a language that had same
alphabetic, in contrast, reading comprehension
assures the reader to read and re-read to comprehend
the text. In conclusion, reading comprehension is the
process to reveal what is behind the text that involves
the reader mental skills.
Inferential level of comprehension is reading
between the lines, the opposite of the literal level
(reading on the line). Lah & Hashim (2014) listed the
demand skills in inferential level: summarize,
compare and contrast, make conclusion and
prediction. They both continued that reader’s
intuition, prior knowledge and understanding of the
text a.k.a literal level was also needed. This level
demands a high level of thinking from the reader
since it also involves reasoning beyond the text.
The paper size must be set to A4 (210x297 mm).
The document margins must be the following:
2.1 Skills in Reading Comprehension
Reading comprehension is the technique or strategy
that helps reader engage with the text. Teacher has to
notice that certain skills belong to certain level of
comprehension. There are some sub-skills from
reading comprehension skill that consider to be used
in this research seeing from comprehension levels
above (Day and Jeong-suk, 2005; Hussein, 2012; Lah
and Hashim, 2014). Above all, it has to be known that
each reading comprehension skill is overlapping one
another.
2.1.1 Vocabulary
Primary skill in learning English in foreign language
(EFL) is knowledge of word meaning or vocabulary.
Moore (1996) argued to relieve word-meaning
readers need to have semantic sense to construct
meaning simply before they could understand the
whole passage or text they need to know the word
meaning first. Semantic senses are root words,
prefixes, and suffixes (Pacheco and Goodwin, 2013),
if readers have semantic sense they probably will be
able to guess the word in certain context. When reader
has an idea or concept that wish to be expressed, they
need to be rich in vocabulary that exist in the
working memory from here they can select the
word that express the idea or concept (Alqahtani,
2015).
2.1.2 Main Idea
Determining the main idea is needed. Knowing about
the main idea placement helps the reader in
performing other skills e.g. summarizing, describing
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events, ideas, and the overall structure of the text. So
they can combine ideas across texts (Lord, 2015).
Knowing how to locate the main idea defines whether
you are good or poor reader (Wang, 2009). Main idea
is reader’s statement about the main point of certain
text/passage that included in topic sentences (author’s
statement). If they could comprehend this skill, they
will have insight about generic structure and type of
the text that they were reading.
2.1.3 Supporting Details
Every paragraph has a main idea. When readers have
their main idea, they also need a reason why it is what
it is. This reason called as supporting detail, it ggives
the reader clues about the general idea of text (main
idea). Supporting detail can come up as fact, quote,
example etc. It will lead your way to make sense of
the text. According to McWhorter & Sember (2012)
supporting details are facts and ideas that help to
located or explain the gist of a passage. There are two
type of supporting details e.g. major and minor.
Major detail is crucial fact that support the main idea
and minor was the additional information to major.
During reading text, usually you will find the signal
words that mark the supporting details, it is also
known as outlining.
2.1.4 Sequences
Spivey (2010) defines sequencing as putting events,
ideas, and objects in a correct order. In narrative story
the sequences commonly starts in the beginning, the
middle and the end. Likewise, when someone asked,
“Can you tell me what you did yesterday?” the answer
probably will be things that have been done in the
morning until night. That is a sequences and it is
something that was built in mental representation.
Briner et al. (2012) and Gouldthorp et al., (2017)
classified the events/sequences into causal or
temporal. The casual network in narrative identifies
cause-effect and effect-cause process specifically. In
contrast, the temporal system is a chronological event
that exists in model representation. The temporal
system will be needed to work on casual network.
2.1.5 Compare and Contrast
Compare and contrast are searching for a likeness and
differences to form a conclusion or new sight. In the
narrative text, teacher can tell students to compare
and contrast two similar stories as they explained how
these two stories are alike and different in the certain
aspect. Silver (2010) argued that compare and
contrast have five goals (an effective way to build
students memory, develop level of thinking, student
comprehension development, improve students'
writing in the content areas and develop students'
habits of thinking). This skill basically demands
reader to be detail-oriented.
2.1.6 Summarizing
Summarizing is an effective learning strategy that
constructs and retains a succinct summary of
important propositions from text (Pakzadian and
Eslami Rasekh, 2013). They continued that copying
part of the text in the summary and paraphrasing
summary without abolish the original meaning/idea
were also type of summary. Teaching summarizing is
beneficial for the students as well as the teacher.
Westby et al. (2010) stated that students can point
important things and reassuring their understanding
about the text. Besides, summarizing is an exercise
for improving decision making and sequencing. It
also said that teacher might use the summary as prove
of student’s comprehension, decision making and
sequencing skills. Ability to summarize is an aid for
students when they are stepping into higher level of
education.
2.1.7 Making Prediction
Extrapolating or known as making prediction is a
capacity to guess what will happen next in the text
without ending or else. Good reader makes a
prediction about the text during their reading. Here,
readers need to support they prediction with the clues
from the text and knowledgeable about the topic itself
(background knowledge or prior knowledge).
According to Robb (2003) making prediction is an
activity that required a high-level of thinking because
reader will be playing role as a detective who search
for evidence in the text and use what they have known
about the text’s topic to create the reasoning in
extrapolating. When student provides a prediction
with a complete and logic evidence from the text then
they have a chance of understanding the text deeply.
However, if they are not so, they are not reading the
text deeply or we can say they are not engage with the
reading.
2.1.8 Inference
Making inferences based on text information (text-
based inferences) and world knowledge (schema-
based inferences) is a reading comprehension that
needed when reader want to related clues or
evidence. Kispal et al. (2008) wrote down the kind
The Use of Close Reading to Pinpoint Student’ Skills in Reading Comprehension: An Indonesian Case
267

of inferences that cited most in reading activity.
Below:
a. Inter-sentence inferences b. Gap-filling
inferences
b. Local inferences or coherent representation at the
local level of sentences and paragraphs
c. Global inferences or a coherent representation
covering the whole text
d. On-line inferences or inferences drawn
automatically during reading
e. Inferences drawn strategically after reading
2.2 Close Reading
Close reading can be said as the new way of teaching
thinking of thinking or metacognition that is needed
in 21
st
century. Metacognition involves the
comprehension monitoring and metacognition
control as Cromley (2005) claimed. Close reading is
a technique that directed reader’s attention merely to
the text and it was different with other traditional
reading instruction e.g. shared or guided reading
(Burke, 2013). It is one of instructional routine that
promote metacognition thinking (Houck, (2017).
Close reading is better compare to the early model of
reading e.g. bottom-up and top-down (Nunan, 1991)
or interactive model (Rumelhart and McClelland,
1982) tend to make reader became a passive.
Now, we need to emphasize on how to make
student became self-aware, continuous the cognitive
behaviour during the reading or active reader. In close
reading, there are phases in teaching students based
on the comprehension level that demand them to
coming back to the text for evidence and thinking
differently whenever a new question is given.
Fisher & Frey (Fisher and Frey, 2015) listed the
phases of close reading through questions such as
“what does the text say? How does the text work? and
How does the text mean?”. These questions also show
the intense phases in close reading. The first phase, it
starts with the “what does the text says?” where
literal level of comprehension are demanded and
students capable of finding the text’s general
understanding and key details. The second phase, it
works on “How does the text work?” where the
vocabulary, text structure and author’s craft of the
text are discussed, this phase still belong to literal
level. As for the next phase, “How does the text
mean?” focuses on the inferential level of
comprehension where inferences, opinions and
argument, and inter-textual connection take place.
There are common elements that close reading has
and it helps teacher to make students getting intense
with the text. According to (Fisher and Frey, 2013)
there are four things to be considered in close reading.
Below:
a. Short worthy/complex passages
In close reading using short passage is useful
rather than long text type since reading closely
needs quite some time to be closed to. The passage
was selected by current complexity Fisher, Frey, &
Lapp (2012) made three dimensions of complexity,
in order to get the right text to be read closely. First,
qualitative dimensions of text complexity are where
teacher analysing the text’s content or the
readability of the text etc. Second, quantitative
dimensions of text complexity is done by measuring
the lexical density of the text by using the Fry (Fry,
2002) etc. Last, reader and task consideration are
where teacher should consider the reader’s
experience, language proficiency, background
knowledge, and motivation of their students.
Teacher should consider the given questions to
influence students to return to the text for an answers
(text-based questions) and teacher also need to be an
expert as she/he decided to use a text for the student
to read closely based on experience, professional
judgment, and the subject and knowledge of their
students.
b. The practice of rereading/ Repeated reading
Repeated reading is an act of coming back to the
text for evidences. According to Fisher & Frey
(Fisher and Frey, 2013), repeated reading was one
the reason students engage in close reading. They
both continued that repeated reading could be
done alone, with group, with read-aloud by teacher,
or any combination of those. Repeated reading is an
effective way to improve students reading fluency,
accuracy, and comprehension (Han and Cheng-ling,
2010). Teacher could do the close reading with some
help from other teaching technique likewise read-
aloud. Read-aloud can enhance students’ fluency,
vocabulary development, oral language, developed
critical thinking and problem solving skills.
Especially when teacher read-aloud with narrative
text (Johnston, 2015).
c. Annotation
Annotation is traces made by the reader.
Annotation helps teacher to know what is important
to students during and after reading. Fisher & Frey
(2013) listed the type of annotating in close reading:
Highlight the main points of the passages, circle
unknown/new words, use a question mark for
something you are going to ask late, write an
exclamation mark for things that unusual or
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unexpected, and briefly note what it was that caught
your attention, draw an arrow when you find ideas
that connected to something inside the text or to an
idea or experience outside the text and note your
connections, write EX when the author provides an
example to support your claim.
d. Text-dependent questions (TDQ)
TDQ includes questions about the phrases that
have mentioned and its function to make student
coming back to the text for evidence to support their
claim or answer so it’s not bias. To be clear below
the type of TDQs as Santori & Belfatti (2016)
display below.
Table 1: Text-Dependent Question Types
Question type
Question purpose
General
understanding
a. Draw on the overall view of
the piece, especially main ideas
or arguments.
Key detail
a. Who/what/where/when/why/h
ow questions that is essential to
understanding the meaning of the
passage.
Vocabulary
And text
structure
a. Bridge explicit with implicit
meanings, especially in
focusing on words and phrases as
well as the way the author has
organized the information.
b. May include text features and
discourse structures.
Author’s
purpose
a. Draw the reader’s attention to
genre, point of view, multiple
perspectives, and critical literacies,
such as speculating on alternative
accounts of the same event.
Inferences
a. Challenge students to examine
the implicitly stated ideas,
arguments, or key details in the
text.
Opinions,
arguments,
Inter-
textual
connections
a. Allow students to use their
foundational knowledge of one
text to assert their opinion or make
connections to other texts, using
the target text to support their
claim..
Text-dependant question plays important role in
close reading that stimulus students’ thinking during
close reading. This question assign to level of
comprehension or it can be interpreted close
reading start with the easiest to the hardest question.
TDQ is proposed to know why and how they are
answering like this, think, or conclude different
from each other. Since, there are no way two
students whose reading the same text would give the
exact same answer, unless she/he cheated, comment
etc.
3 METHODOLOGY
3.1 Research Design
The research methodology was the logical blueprint
of the research (Yin, 2011). As this research questions
started with how then qualitative research was being
used, Patton & Cochran (2002) said qualitative
method was needed when the research questions used
what, how, and why. Qualitative research was useful
in producing culturally specific information about the
opinions, behaviours and etc. of particular
populations (Mack et al., (2005). Case study is one
the most useful method in qualitative research
(Cadena, (2006) and this study were using the case
study as the research method. This research would
only cover the investigation of using close reading on
the first grade students in one of Islamic senior high
school in Sukabumi merely to update student’s
reading comprehension skills and students respond
toward close reading technique.
3.2 Research Site
The research conducted in one of Islamic senior high
school in Sukabumi. This school has an A score from
the National accreditation corporation (BAN-SM).
This school was chosen due to the low reading
interest shown by the students judging from the
purpose of their library visit. According to the
librarian mostly students came to the library in order
to borrow a book that teacher needed during the class,
due to a homework of making summary, review or
etc. It is not because students were interesting to read,
it was simply because teacher told them to do so.
Despite all that, the library has an ample space for
student to read and sometime it was being used for
teaching and learning activities.
3.3 After-School Sessions
The after-school-session was held with purpose to
filter the students who originally wanted to learn
English after school. The first and second session
were done by close reading the incomplete story of
Cinderella skeleton. On the first session student were
The Use of Close Reading to Pinpoint Student’ Skills in Reading Comprehension: An Indonesian Case
269

given the literal questions and the next session,
student was gave mix question of literal and
inferential question in order to see if they could move
to higher level or not. Students were given half story
so it could be observed their inferences and prediction
skill etc. The last session, they read the end of the
story. Therefore; they can make summary, compare,
and contrast the text with other text.
3.4 Participant
This research used purposive sampling, According to
McMillan (2004) purposive sampling was a selection
of particularly informative or useful subject. The
first-grade students of Islamic senior high school
were selected, the students with three years
experiences in learning English and students’ who
were willing to volunteer and devote themselves to
spare their time to have another additional hour to
learn English (they were not being forced). The
English teacher of first grader announced about the
after-school-session and student who were willing to
join, they were told to gather in particular classroom
to start the session. They were eleven students who
completed the session.
3.5 Data Collection Technique
The data came from the after-school-session that
consisted of three sessions. Each session student was
reading one text but met different question level in
each session. the students’ comprehension skills
profile was assessed by using the text-dependent
questions rubric that have adopted from (Evers, 2016)
see table 2.
a. Document
Document analysis of students work from the
after- school-session would be used as evidence that
reflected student’s reading comprehension skill. The
finding would be shown by analysing participant’s
answer per-question. Due to Indonesia’s curriculum
does not have the lexical measurement so that the
mini research was held in order to find the appropriate
text for the 10th graders. The textbook called “Bahasa
inggris: first and second semester edition” were
selected as the government provided this book for
guidance to English teacher. After analysing the
lexical measure of all the texts that could be found in
the textbook, two narrative texts were found and the
scale of the reading ease was 80.8 and 80.5.
According to the Flesch formula, text that scored 70
to 80 had characteristic easy to read. After that,
narrative text with similar readability level was being
searched and Cinderella Skeleton by Robert D. San
Souci was picked with 76.3 readability level.
In conclusion, the text could be used for the 10th
graders due to the level of readability that existed in
same scale with the narrative text from the
government textbook. Meanwhile, the qualitative
dimension of the text was measure by the teacher
a.k.a. the observer and the task was made with
indication, it would make the students return to the
text for evidence. Students work were evaluated by
three experts to make the data valid.
4 RESULT AND DISCUSSION
After conducting the after-school-session, teacher
should alarm on how to engage the student in their
reading process. If student do not want to pursue their
reading due to the complexity or the many unknown
words in the text, they will not engage in the reading.
In close reading, the teacher can use the same text for
few meeting, and each session students meet the
multi-level of questions e.g. TDQ. The beneficial part
of close reading is repeated reading that allowed the
teacher to assign each reading to the current level of
question. It can lead teacher to see what students
capable in reading comprehension. In second
language acquisition, it is proved that repeated
reading is highly converging evidence of its potency
for reading fluency, accuracy, and comprehension.
Rereading activities are designed to increase
students’ interaction and understanding with the text
during the close reading aside from TDQ and
annotation (Houck, 2017). Therefore, it is okay to use
complex text for English class with an intention that
the chosen text utilized for few meeting instead of one
meeting.
On the last session of the after-school-session,
80% of the participants showed improvement than
previous sessions because they have read the text
multiple times and comprehend the text better than
the first reading by themselves. The first session,
participants read the text by themselves and it can be
observed during the reading that they are struggling
to understand the text and tend to translate the text
word by word. Translating word by word by circling
the new or unknown words are the form of annotation
as Fisher & Frey (2013) explained. The second and
the third session the teacher used read-aloud to help
participants understood the story even better.
(Johnston, 2015) suggested that read-aloud with
narrative text enhanced fluency, vocabulary
development, oral language, developed critical
thinking and problem solving skills. To conclude,
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using text or passage that consider as a complex text
is acceptable if the teacher uses the text for few
meetings instead of one meeting which is impossible
for students to understand the complex text in one-
hour session (duration for English class in Indonesia).
Based on the first session result, all participants
earned average 50 to 90 expect for P2 and then the
2nd sessions, expect for P1, all participant’s score
were lower than the previous day especially P2 who
got 8 from scale 100. The last day, P1, P3 and P8 got
their score lower than the 2nd sessions, the rest were
showing improvement. After analyzing participant’s
work the next step is classified the participant based
on their level of comprehension
Based on the pictures above, there are eight
participants with literal level of comprehension. They
are P2, P3, P4, P5, P6, P8, P9 and P11. They were
being classified as readers with literal comprehension
due to their answer toward text-dependent question
only using something stated from the text or lack of
inferencing skills. At the first session, the TDQ
demanded the literal level of comprehension and they
scored 40 to 80.
However, in the next meeting where the TDQ
was about "how does the text work?” and “what
does the text mean?” they could not afford to give
sufficient evidence (explicit or implicit) to support
their answer e.g. while reading prediction (question
number 3 2nd session). Expect for P9, the rest were
incapable to use the stated evidence (Cinderella
Skeleton’s half foot) to make a prediction. Event
when P9 succeed with the prediction still s/he failed
with the other questions. The last session, the TDQ
was still about “what does the text mean?” they were
answering using the fact stated in the text e.g.
compare and contrast question number 4. Even if
there was participant that support h/his claimed with
implicit evidence, it was insufficient.
Participant with inferential level of
comprehension went smoothly in the literal level
questions. They gave sufficient evidence to support
their claim in the session as it was shown at
participant's figure that P1, P7 and P10 got the score
higher compare to other participants. Same thing
happened to the second session and the last meeting.
Indeed, if the whole score from three sessions were
measure in percentage. Participant with inferential
level earned more than 70% compare to the
participant with literal level comprehension less than
70%.
5 CONCLUSIONS
Based on the data earned from the research, 73% of
participant belong to literal level of comprehension
which according to Day & Jeong-suk (200) and
Lah& Hashim (2014) mean they were able to get
the meaning of words or phrase, fact (date, time,
location etc.), sequence (logical order of events) and
context (main idea and supporting detail). The kinds
of answer that they wrote also tend to be copying
what was written in the text rather than inferring
from the text. In contrast, inferential level
participants tend to answer with their own words
and quote something from the text for the validity of
their claim and 27% participants were identified to
be in inferential level.
They passed the literal level smoothly and were
able to summarize, compare and contrast, make
conclusion and prediction as well as other skills that
exist in literal level as Lah & Hashim (2014)
described. After all, participants have read the text
multiple times as it could be observed during the
after-school-sessions for understanding or as an
evidence to support their claim.
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