PREPARING STUDENTS’ READING ABILITY FOR IR 4.0: UNDERSTANDING THEIR MOST PROBLEMATIC READING COMPREHENSION SKILLS AND THE SOLUTIONS

The Industrial Revolution 4.0 (IR 4.0) signifying manufacturing digitalization has become a major concern around the globe. Not only does it deal with industrialists or engineers, but it also deals with teachers, and education policy makers. This new revolution requires educational institutions to prepare their students to be able to adapt themselves in this new era. English, serving as a global lingua franca, still plays an important role for all students in different majors that need to be mastered. One of the English language skills, reading, must be given sufficient attention by English teachers for their students to be able to read and comprehend English texts in their job fields in the future. This study attempts to reveal the reading comprehension mastery of the Business Administration students in a private university. It examines three series of English proficiency test (EPT) exercises and a final EPT they took as the requirements to complete their study in the university. Among the thirteen micro skills in this kind of test, the students’ most problematic skills are: answering transition questions correctly (25% correctly answered), determining the tone, purpose, or course (37%), and using context to determine meaning of difficult words (42%). Possible causes and recommendations to minimize those problems are also comprehensively


Introduction
The world we live in has changed dramatically for centuries. Advancement revolutions of technology and industry identify the development of mankind and environment. The first industrial revolution occurred in the end of the 18 th century by the introduction of mechanical production machines powered by water and steam (Aberšek, 2017). The second industrial revolution started in the beginning of the 20 th century when mass production lines powered by electric energy were introduced.
In the early 1970s, the use of electronics and IT in autonomous production marked the third phase of the industrial era. And now, we are entering the fourth industrial revolution which stimulates the advances of science and technology, in which the Internet of Things (IoT) and its supporting technologies serve as backbones for Cyber-Physical Systems (CPS) and smart machines are used as the main promoters to optimize production chains (Liao, Loures, Deschamps, Brezinski, & Venâncio, 2018) and be based upon a combination of the existing and the new (Hajar Halili, 2019).
The development of each phase of industrial revolution brings effects on education. Not only did they happen to the previous three revolutions but also to the fourth revolution. Industry 4.0 inspires the emergence of Education 4.0 (Anggraeni, 2018), referring to technologyimplemented up-skilling in the teaching and learning process (Hariharasudan & Kot, 2018). Industry 4.0, signifying automation and digitalization of industries, requires knowledgeable professionals in the technological world who can make informed decisions related to usability, sustainability, safety, and ethics in that world. Working with cyber-physical systems, digitalization, robotics, artificial intelligence (AI) and the internet highlight the importance of human interaction for idea sharing, critical thinking, and emphasizing with others (Shanks, 2006 English. It is the most commonly preferred language in the digital era (Hariharasudan & Kot, 2018;Anggraeni, 2018). It also serves as a global lingua franca (Jenkins, 2008;Hülmbauer, Böhringer, & Seidlhofer, 2008;Fiedler, 2011), a medium language for native and non-native speakers of English around the world to communicate. In this era of 4.0, English also serves as Digital English, the language that is preferred worldwide in the digital world since applications of the Internet of Things (IoT), digitalization and industrial operations done through the medium of English (Hariharasudan & Kot, 2018). Therefore, mastering English has become more essential to be able to thrive in Industry 4.0 than ever before. Further, as Industry 4.0 is also the era of IoT (Internet of Things) in which people can access almost any information through their laptops or mobile phones, the need of being able to understand written English is skyrocketing.
Hence, it is important for colleges and universities graduates are equipped with sufficient English skills to fulfil the needs of the prospective employers in the job market (Awaludin, 2018).
One of the English language skills, reading, must be given sufficient attention by English teachers for their students to be able to read and comprehend English texts in their future job fields. A report by Gunawan (2016) provides support that according to a study conducted by Central Connecticut State University in the US, Indonesia is the second lowest among 61 most literate nations in the world, one position better than Botswana in the last rank. In Indonesian context, a recent study conducted by Suryanto (2017) shows that Indonesian students still face difficulties in mastering English reading comprehension skills. Based on his thematic analyses through literary studies, it is found that there are three English reading problems in Indonesia, especially those related to cultural-based, English teaching and learning, and social-context. Therefore, in order to obtain better insights on what particular reading comprehension skills the university level students face most, this study is conducted. It also tries to Edisi No. 46 Oktober 2019 find out the possible causes and offers some solutions to overcome the challenges.

Method
This research is a quantitative study which discusses reading skill problems, the possible causes, and also the suggested technics of teaching TOEFL reading. The researchers collected the data from seventy-one Business Faculty students who took an English Proficiency Test (EPT) preparation course held by Widya Mandala Language Institute. The EPT preparation course was given in 10 meetings and it took 2 hours in each meeting. The EPT itself is one of the graduation requirements for Business Faculty of a private university in Surabaya. Three different tests were administered in different days with five passages each; the first test was given in the first meeting, second test was administered in the sixth meeting, and the third was in the eighth meeting. Among those tests, the students were explained the content of each question and how to answer them. As the focus of this research is on students' reading ability, the researchers only analyzed students' answers from the reading section which consists of 50 multiple-choice questions. The analysis was based on 13 reading skills (skill 14 was excluded since it was particular for computer test) developed by Phillips (2001)  The third most problematic EPT reading skill was skill 10, using context to determine meanings of difficult words, with 42% of all students answered correctly. Phillips (2001) described a difficult word as a word that the students are not expected to know the meaning which actually is clearly indicated in the passage. Here is an example of skill 7 question taken from students' pre-test: The word "pooled" in line 6 could be best replaced by….
On the other hand, it was shown that skill 2, recognizing the organization of ideas, got the highest percentage of 100% since all students answered this type of question correctly. Then, the second highest percentage (70%) represented the questions which were correctly answered by the students; under skill 12: determining where specific information is found. The third one was skill 5, finding pronoun referents, with 68% of all the students answered correctly.
There were some reasons behind the students' problems in answering the EPT reading question items. Actually, there were 52% of the students who had taken an English course before. However, the duration of how long they took the course might be varied. Some took it in 8 days, 3-6 months, 1-3 years, 6 years, and even 12 years. The questionnaire also showed that most of the students (57%) had never taken any English courses. It was because they did not have time to do it, did not like English, focused on their formal education, the English course cost was pretty high, and some preferred learning English from movies, games, and songs. Some students who preferred learning English from movies said that they watched English movies only occasionally. However, the students who preferred learning English by listening to songs said that they listened to English songs in every day. Besides, while taking the EPT preparation course, the students also identified some obstacles. First, they were not able to do the structure part since they did not have a good understanding about English structure. Second, they did not have a good ability in understanding English. Third, they found difficulties in listening and reading, especially Edisi No. 46 Oktober 2019 for long reading passages. Fourth, the students sometimes did not get the lectures well. Fifth, they were too shy to consult their difficulties to the lecturer.
Overall, the students found that actually the most difficult part in EPT test was structure, followed by listening, and the last one was reading.
Most students also found it was useful to join the EPT preparation course since they thought that their ability in doing the EPT test was increased.

Discussions
Comprehending reading passages is one essential skill for college and university students to possess in order to be successful in the era of Industry 4.0. An indicator that they have such ability is by having sufficient knowledge and skills to succeed in TOEFL tests. However, there are some factors that hinder them from understanding English texts, such as: lack of ability to understand certain texts, having limited vocabulary and some phrases (Samad, Jannah, & Fitriani, 2017), ambiguous words, and limited available time to cognitively process the text (Qarqez & Ab Rashid, 2017).
Those things have a strong impact on the students' ability in answering questions in reading comprehension section of TOEFL tests.
The students statement that they found a difficulty in answering transition questions was also in the study conducted by Ntereke & Ramoroka (2017) in Botswana. Transition questions require the test takers to understand that a good reading passage contains transitions from one paragraph to the following. A particular paragraph may contain an idea that will be further explained in the next paragraph. In another case, it is possible that the question asks for information which is probably available in the previous paragraph.

Conclusion and Suggestions
From Table 1, it can be seen that only four out of thirteen skills had correct answers below 50%, which were skills 6, 7, 10, and 13. The rest had better percentages. It indicates that reading comprehension of the students taking these EPT tests can be categorized into moderate to good.
However, in order to improve the students' ability in reading comprehension in the era of Industry 4.0, there are several considerations that can be taken into account. First, the students must have strong motivation to succeed and the role of their teachers to strengthen their motivation is crucial (Özütürk & Hürsen, 2014;Bahous et al., 2011). The score of the students' EPT must be at least 450 as the minimum requirement for them to be allowed to graduate. Succeeding in achieving a high score in EPT test is not only important for graduation but also for their future career which has become more competitive every day. Second, the students are lack of reading strategies. To be effective readers, they should be capable of employing some reading strategies like predicting, text mapping, and summarizing (Suryanto, 2017), bottom-up and top-down processing (Sattar & Branch, 2017), or pre-reading, while-reading and post-reading stage reading strategies (Antoni, 1992). Third, the teachers need to choose appropriate teaching techniques, such as Think-Pair-Share or others to accommodate different levels of students' proficiency in the class (Marzban & Alinejad, 2014). Although not all teachers have fundamental knowledge of implementing Cooperative Learning techniques, it is worthtrying. Combining extensive reading activities and Learning Management System, such as Edmodo or Schoology, may also motivate them understanding a reading passage better (Santoso, Rochasantiningsih, & Sujoko, 2014). Hopefully, by doing all these, the teachers can equip their students with sufficient reading comprehension skills to thrive in the Industrial Revolution 4.0