Unraveling the Predictive Roles of Grammar Mastery, Logical Ability, and Schemata Toward University Students' Reading Comprehension in Indonesian Language

Authors

  • Siti Samhati

    Department of Language Education in Indonesia, University of Lampung, Bandar Lampung 35145, Indonesia
  • Muhammad Nurwahidin

    Department of Educational Technology, University of Lampung, Bandar Lampung 35145, Indonesia
  • Edi Suyanto

    Department of Language Education in Indonesia, University of Lampung, Bandar Lampung 35145, Indonesia
  • Mulyanto Widodo

    Department of Language Education in Indonesia, University of Lampung, Bandar Lampung 35145, Indonesia
  • Nadya Amalia Nasoetion

    Department of Islamic Communication and Broadcasting, UIN Raden Intan, Bandar Lampung 35145, Indonesia
  • Vito Frasetya

    Department of Communication Science, University of Lampung, Bandar Lampung 35145, Indonesia

DOI:

https://doi.org/10.30564/fls.v7i11.11612
Received: 13 August 2025 | Revised: 29 August 2025 | Accepted: 5 September 2025 | Published Online: 27 October 2025

Abstract

Reading comprehension in Indonesian language is essential for academic success, yet many university students struggle due to limited grammar mastery, logical ability, and schemata (prior knowledge). Previous studies have examined these factors separately, but their combined predictive power has relatively remained unexplored. The purpose of this study is to examine grammar mastery, logical ability, and schemata as the predictors of university students' reading comprehension in the Indonesian language. Using a non-experimental survey design with a quantitative approach, data were collected from 600 students at a public university in Bandar Lampung, Indonesia, selected through cluster random sampling. Four validated and reliable multiple-choice tests were used to measure grammar mastery, logical ability, schemata, and reading comprehension. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS v.4. Results showed that grammar mastery (β = 0.365, p < 0.001), logical ability (β = 0.330, p < 0.001), and schemata (β = 0.274, p = 0.001) each significantly predicted reading comprehension, accounting for 78% of its variance. Moderate effect sizes were found for grammar mastery and logical ability, and a smaller but significant effect for schemata. The findings confirm that reading comprehension is a multi-component skill requiring linguistic, cognitive, and experiential knowledge. Implications include integrating grammar, reasoning, and prior knowledge development into reading instruction to improve university students' academic literacy in the Indonesian language.

Keywords:

Grammar Mastery; Logical Ability; Schemata; Reading Comprehension; Indonesian Language; University Students

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Samhati, S., Nurwahidin, M., Suyanto, E., Widodo, M., Amalia Nasoetion, N., & Frasetya, V. (2025). Unraveling the Predictive Roles of Grammar Mastery, Logical Ability, and Schemata Toward University Students’ Reading Comprehension in Indonesian Language. Forum for Linguistic Studies, 7(11), 1242–1262. https://doi.org/10.30564/fls.v7i11.11612

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Vol. 7 , Iss. 11 (November 2025)

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Copyright © 2025 Siti Samhati, Muhammad Nurwahidin, Edi Suyanto, Mulyanto Widodo, Nadya Amalia Nasoetion, Vito Frasetya

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