Perceived Readability of Model Paragraphs: Junior High EFL Learners in Cirebon’ Insights into Lexical, Structural, and Contextual Factors

This research investigates junior high school (SMP) learners of English as a Foreign Language (EFL) in Cirebon and how they receive the factors related to readability of model paragraphs of writing lesson. Writing model paragraphs are commonly used materials in writing instruction to help students understand what good paragraphs look like, but the success of this approach depends on whether students perceive and understand the content, language, and structure of the paragraphs. Based on the quantitative approach of the descriptive survey method, the questionnaires were addressed to 279 students of junior high school at some public and private school in Cirebon, West Java taken by purposive sampling. The data were examined through the use of descriptive statistical analysis and SEM-PLS techniques.

In the analysis, 74% of students had trouble understanding model paragraphs with rare vocabulary, and 66% of the students mentioned that the sentence structure was long and complex. By contrast, 82 percent of students reported that it was easier to understand paragraphs that had simple language, clear idea structure and relevancy to everyday life. SU of the model paragraphs was most influenced by Readability Contribution (lexical and structural) ($\\beta = 0.42, p\