English Reading Class Research Articles

Interactive Activities as an Alternative to Encourage Students Involvement in English Reading Class

ABSTRACT : The common problem found in reading was the students could not comprehend the text easily, because the students were passive. They never worked together in discussion or presentation. When the teacher asked them to read some texts and to find out the main ideas from the texts, most of the student could not or it easily. An interactive activity as a technique that is possible for them to improve the ir involvement in learning English , especially in reading class. This technique can help the students to comprehend the content of reading text in group ; beside that, they can share, cooperate , and support each other, achive learning objective, and make the learning enjoyable. Interactive activities will help the teacher to engage the students. Teacher can use interactive activities in classrooms from high school to university . The choice of strategies is affected by a number of considerations: the level of the objectives, the abilities of the students, teacher teaching skills and preferences, the size of the class, and many other factors. However, since school is supposed to help students sharpen their higher-order thinking skills, strategies that promote active involvement in learning should be the goal of every teacher. Interactive lecturing and structured discussions are methods that promote a degree of student involvement. KEY WORDS : I nteractive activities, teaching-learning process, invol ve ment the student, and reading comprehension in English. About the Author: Endang Kusrini, M . Hum . is a Lecturer at the Department of English Education, Faculty of Education and Teacher Training UMP (Muhammadiyah University of Purwokerto), Jalan Raya Dukuhwaluh, P.O. Box 202, Purwokerto, Central Java, Indonesia. She can be reached at: endang_kusrini@yahoo.com How to cite this article? Kusrini, Endang. (2012). “Interactive Activities as an Alternative to Encourage Students Involvement in English Reading Class” in EDUCARE: International Journal for Educational Studies , Vol.4(2) February, pp.191-200. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI in Bandung, West Java; and FKIP UMP in Purwokerto, Central Java, ISSN 1979-7877. Chronicle of the article: Accepted (December 11, 2011); Revised (January 24, 2012); and Published (February 17, 2012).

Rosenblatt's Transactional Theory and Its Implementation in the Teaching of Integrated Reading

The transactional theory signifies that both the reader and the text play important roles in the formation of meaning. Meaning is produced by continuous transaction between the reader and the text, employing the meaning potential of the text and the reader's experiential reservoir. While the reader is active in selecting and synthesizing the potential in his reservoir, the text contributes to the shaping of his selection and hypotheses, resulting in an interplay between them. Reading and writing are interrelated skills in which the transactional theory is also applicable. The transactional theory provide some implications for the classroom language instruction. Then, an experience in doing journal writing for an English reading class, as one way to put the theory into practice, is presented.

高校英語におけるTeacher Talkの特徴(実証研究,第45回中部地区英語教育学会和歌山大会)

高校英語におけるTeacher Talkの特徴(実証研究,第45回中部地区英語教育学会和歌山大会)

English Reading Class Analyses Based on the Reading Processing Model

English Reading Class Analyses Based on the Reading Processing Model

Vocabulary Exercises With Different Involvement Load After Reading in a University EFL Reading Class

This study aimed to explore whether the type of vocabulary exercises with different involvement loads in the form of supplementary work after reading influences the vocabulary learning and retention of Korean EFL learners at two different proficiency levels. To this end, this study employed sentence writing and sentence blank filling as vocabulary exercises in English reading classes with 72 Korean-speaking EFL learners in a South Korean university. The students randomly carried out one of two vocabulary exercises after reading. Immediate and delayed posttests were conducted to assess whether the two different vocabulary exercises with different involvement loads made any difference in the vocabulary learning and retention of the Korean EFL learners at two different proficiency levels. The result showed that the type of vocabulary exercises had no effect on the vocabulary learning and retention of the students across proficiency levels as there appeared to be no significant difference between the two exercise groups even though the sentence writing group scored slightly higher than the sentence blank filling group on both immediate and delayed posttests. Instead, there appeared to be a significant influence of proficiency levels on vocabulary learning and retention. This result provides some insight into vocabulary learning and retention in an EFL reading class.

Engaging Students in Literature Circles: Vocational English Reading Programs

This article reports the findings of ethnographic classroom research on the deployment of literature circles in English reading classes in the vocational secondary education sector in Indonesia. Grounded in micro-interactional, thematic, and discourse analyses, empirical findings showed that the students engaged actively in text selection, role assignment, and text meaning making through sharing-and-discussion sessions. Empirical data also revealed that they could learn a wide array of lexico-grammar through discussing chosen texts with others. This group discussion activity also paves the way for sharing and discussing both content knowledge (vocational subjects) and genre and lexico-grammatical features. This suggests that literature circles could promote students’ content knowledge and language learning enrichment. Through role scaffolding by teachers and peer support, students could not only explore varied features of the language—e.g., how lexico-grammar was used in context through texts but also enrich their content knowledge. This empirical evidence supports the use of the literature circles in intensive reading programs in order to engage students in collaborative learning and to build a learning community in which teachers play a pivotal role as a guide throughout the literature circle process.

The effects of pre-reading activities and students’ preferences on the achievement of the reading tests in the online English reading class

The effects of pre-reading activities and students’ preferences on the achievement of the reading tests in the online English reading class

Is Self-Directed Learning Effective in an Online Reading Environment?

The purpose of this study was to examine the impact of self-directed learning in English reading classes during a 16-week period. 79 university students from two general English classes participated in the study. They were divided and assigned into either a self-directed group or a teacher-directed group. All of the participants were assigned the same textbook and instructed to complete specific online activities. The self-directed learners’ groups were advised to treat the online activities as assignments and were encouraged to carry them out by themselves for their own benefit. Teacher-directed learners’ groups, on the other hand, were asked to complete the online assignments by instructors, who continuously checked their progress in order to facilitate their students’ learning. Participants took a diagnostic reading test, a mid-term and a final exam. Also, online activities from LMS data and the Self Directed Learners Readiness Scale (SDLRS) survey were analyzed. Results indicated that there were no significant differences in the mid-term exam between the two groups, but there was a mean difference in the final exam. The SDLRS survey yielded mixed results. As for the online activities, positive correlations were found between the online activities’ scores and the exam scores. Pedagogical implications and future studies were suggested.

IMPROVING STUDENTS READING COMPREHENSION BY USING MEDIA AT THE GRADE X3 OF SMA NEGERI I TAMBANG-KAMPAR

At the grade X3 of SMAN I Tambang, the researcher found that the students havelow reading comprehension. One of the factors was the students’ lack of vocabulary. Theaimed of this research was to identify whether media can better improve students’ readingcomprehension and to find out what factors can influence the improvement of students’reading comprehension at the tenth grade students of SMAN 1 Tambang. This research wasClassroom Action Research (CAR). It had been carried out since May to June 2011. It hadtwo cycles and consisted of four meetings in each cycles. The participants of this researchwere the students at class X3 of SMAN I Tambang. They consisted of 39 students. Theresearcher found that media can better improve students’ reading comprehension at the gradeX3 of SMA Negeri I Tambang-Kampar. In conclusion, media can help the students toimprove their reading comprehension. The finding of this research implies that the use ofmedia can be used to enhance the students’ reading comprehension in English reading class.

The impact of E-dictionary strategy training on EFL class

The present study attempts to clarify how effective strategy training has been with pocket electronic dictionaries for non-English major EFL learners in an English reading class. The study was designed on the basis of the results of my previous study (LET Kansai Chapter Collected Papers 15:109–119, 2015), which concluded that the reading task with dictionary strategy training for 10 weeks might positively affect the participants’ attitude to leaning, and also the dictionary strategies and reference skills have been well retained. The present study, therefore, provided the participants with: (1) metacognitive tasks as an outside-class activity; (2) setting a collaborative learning environment with peer review; (3) an explicit presentation of the strategies and reference skills with a projector. The results showed that the strategies and reference skills could have been retained by the non-English majors doing these tasks. Additionally, their attitude to learning English seemed to be improved in the present study.

The Application of Blog-Based JiTT in English Reading Teaching

JiTT (Just-in-Time Teaching) is a teaching method which emerged at the end of 20th century in America, whose core is “web-based active and interactive learning”. By introducing the essential features and the theoretical basis, this article emphasizes on the application of JiTT in English reading class. Three steps of JiTT are presented in this article.

Study on the Group Discussion-Based English Reading Teaching

As an effective way of cooperative learning, group discussion is frequently used in English language teaching. It gives students a good opportunity to express their own ideas and enhances their language proficiency. This paper tries to probe into the theoretical basis of group discussion and analysis the effective ways to organize group discussion in English reading classes with a view to giving some implications to English language teaching.

Native English Speaking Teachers' (NESTs') Teaching Practices in English Reading Classes for University Students

This paper investigated what types of classroom practices were being used in reading classes with native English speaking teachers. With the issues of NESTs' quality of teaching and lack of experience teaching reading over conversational English, understanding what went on in the actual classroom was urgently needed. Seven NESTs' classrooms were observed for teaching practices and were analyzed for their productivity. Findings covered: 1) meaning-oriented discussion; 2) accuracy over fluency; 3) no comprehension check as failed literacy pedagogical content knowledge; 4) activities without clear linguistic goals. It was found that while NESTs provided rich meaning-oriented discussion, they lacked their monitoring of students' comprehension and did not design class activities with strong linguistic goals. They tended to concentrate on accuracy over fluent reading. Based on these findings, the educational implications for NEST training and model classroom practices were suggested. (Woosong University)

INDONESIAN TERTIARY STUDENTS’ ATTITUDES TOWARDS THE USE OF LOCAL CULTURE VS TARGET CULTURE READING MATERIALS IN ENGLISH READING CLASS

This paper aims at portraying Indonesian tertiary students’ attitudes towards the use of local and target culture reading texts in English reading classes with regard to today’s role of English. It has been widely recognized that today’s role of English is as an international language (EIL) and as a lingua franca (ELF). Regarding this international role of English language, ideally teaching and learning English should be matched with appropriate pedagogical approach, in this case, EIL pedagogy approaches. In other words, teaching and learning EIL should be different from teaching and learning of any other second or foreign languages. Since Indonesia is categorized as an EFL country, it is interesting to find out whether this issue has an impact on ELT practices such as English reading class in this country. The subjects of the study are first year English Education Department students. The data were gained by delivering Likert scale questionnaire to the students on their attitude towards the reading materials given to them in one semester. In addition to this, an interview was conducted to verify the data and gain further information. The findings revealed that in general they show positive attitude to both local culture and target culture reading materials, with the majority of them prefer reading target culture reading materials. Furthermore, a considerable number of the students also acknowledge the importance of the use international culture along with English language teaching.

Korean EFL Learners’ Attitudes, Motivations and Achievements in English Grammar and Reading Classes

Korean EFL Learners’ Attitudes, Motivations and Achievements in English Grammar and Reading Classes

An Action Research Report on Applying Co-Operative Learning Techniques in an Intensive English Reading Class in China

This study is to examine whether the implementation of CL in an intensive reading class has a positive effect on improving the passive situation of students, whether it helps activate their enthusiasm for and ease their anxiety of participation in language class activities, and whether it is helpful to their improvement of English proficiency. The research questions to be addressed in the study are: 1) what, if any, psychological changes appear to happen to students in a co-operative learning situation? 2) In what ways do students behave differently in a co-operative learning classroom? 3) What difficulties might teachers have in implementing co-operative learning and how can they be overcome? To answer these questions I conducted a 16-week action research project in one of my classes. The whole process of the research was divided into three stages with cycles of planning, implementing and reflecting on progress. Classroom observation, teacher’s diary, questionnaire and informal interview were used as instruments to collect data for reflection throughout the research. The final results show that, CL does have some positive effects on improving the present passive situation in my English classroom. However, there are some problems arising from the action research.

The Application of Multimedia-Based Technology

With the continuous improvement of information technology, multimedia-based instruction is becoming more and more popular in Sino college English classes. However, some problems still exist in college English reading classes. On the basis of the constructivism theory and the learner autonomy theory, some suggestions are put forward to enhance the efficiency of college English reading classes in China.

Designing a Culture-based College English Reading Class for the Development of Cultural Literacy

Designing a Culture-based College English Reading Class for the Development of Cultural Literacy

Working with textbooks: reconceptualising student and teacher roles in the classroom

Student reactions to different methods of in-class textbook use have received little attention in the literature on English language teaching. This article explores the responses of 57 Japanese university students to the replacement of teacher-led textbook lessons with small group, role-based textbook work in regular English reading classes. Insights into the challenges and opportunities presented by small group, role-based work were gained through a qualitative analysis of the students' written lesson reflections. The findings reveal that although the students tended to view the new approach favourably, there were underlying issues related to responsibility, pressure and collaboration that emerged from the students' lesson reflections. Conclusions point to the context-dependent and individually realised nature of classroom enterprise. In this article, the authors also contend that insights into classroom activity are best gained through research methodologies that allow for inquiry into teaching/learning environments without disturbing pedagogical endeavour.

Schema Theory and College English Reading Teaching

Reading plays a dominant role among the four skills in foreign language acquisition for college students. Unfortunately, over the past few decades, English teaching practice shows that Chinese students are vulnerable in it. Both their reading speed and their reading skills are far from being satisfactory. Schema theory presents a very efficient course in developing students' reading skills and improving their reading abilities. Based on a descriptive research, this paper aims to expound on the schema theory, its activation and construction on college English reading class. The research shows that the application of the theory is fulfilled throughout the whole reading process by designing various activities before, during and after the reading. The results testifies the assumption that its application is beneficial to cultivate students’ reading interest, quicken their reading speed and make proper judgments.