Intensive Reading Course Research Articles

Students’ Perception on Using Electronic Module Learning Material in Distance Learning: Presented by an Asynchronous

The world of education is currently experiencing a transformation in the learning process which allows the implementation of distance learning. Therefore, learning media is needed to facilitate students in the distance learning process, one of which is using e-module learning materials presented using an asynchronous method. This research aims to determine students' perceptions regarding electronic modules (e-modules) as a distance learning media using asynchronous methods. Four things are measured in knowing student perceptions regarding the electronics module (e-module), namely the clarity and suitability of text, images, and animations in the e-module, the presentation of learning material in the e-module, the usefulness of the e-module, and ease of access. Research data was collected using a questionnaire that was filled out online by students using Google Forms. The populations in this study were students from the 2023 class of the FKIP-UIR English Language Education, with a total of 65 students who were also the samples in this study. The data was analyzed using data verification steps, scoring, calculating the percentage of each answer category, and displaying the data in table form. Then the researcher interprets the results of the data analysis. The research results show that the average overall student perception results are 96% in the positive category. This indicates that the electronic module (e-module) for the Intensive Reading course is suitable for use as a distance learning media using an asynchronous method. The implication of research, the study can be used for other learning course and other method.

Practice and Exploration of the Integration of Morals and Values Education throughout the Curriculum into the Construction of First-Class Japanese Language Intensive Reading Course

Practice and Exploration of the Integration of Morals and Values Education throughout the Curriculum into the Construction of First-Class Japanese Language Intensive Reading Course

Validity of Test: English Lecturers perceptions of Test Validity in Intensive Reading Course' Final Exam at Universitas Prima Indonesia in academic year 2022/2023

This study was inspired from the researcher’ effort in order to enrich knowledge related to language testing’ component, one of component is validity and also curiosity to investigate the validity of Intensive Reading Final Test given by English lecturers in University of Prima Indonesia (UNPRI) in academic year 2022/2023. The research addresses two key questions: the lecturers’ perception of test validity in Intensive Reading Final Test in English Education Study Program of Teacher Training and Education Faculty of Universitas Prima Indonesia (UNPRI) and the reason of English lecturers in English Education Study Program of Teacher Training and Education Faculty of Universitas Prima Indonesia (UNPRI) Medan have such perceptions. This study applies qualitative research design in which involving 10 English lecturers at University of Prima Indonesia (UNPRI) as the respondents of this research, analyzing the perception of English lecturers related to validity of test in Intensive Reading Subject Final Exam. Findings shows that lecturers show their positive response to test validity with the information as follows: ALWAYS carry out an analysis of the question items before carrying out the Final Test” is in the percentage of 80%, “FREQUENTLY carry out crosschecks between basic competencies and indicators determined in the questions” is in the percentage of 100 %, “ALWAYS (60 %) and FREQUENTLY (20%) Carry out reliability/consistency measurements (reliability)”, “ALWAYS (60%) Providing feedback on test results given to students. Lecturers take such action in preparing final semester exam questions for Intensive reading courses are: Analyzing test items is crucial in creating effective assessments, Feedback on tests is crucial for students' learning and development, crosschecking between indicators and test items to make sure that educational tests are valid and reliable, the reliability of question items critical for producing accurate, consistent, and trustworthy assessment results. It supports the meaningful interpretation of scores and allows for valid comparisons across individuals or groups. A way to make a high-test validity, it can be done in some ways such as compile the test grid before writing and selecting items to be tested, and making or selecting items on the test based on standard competence, basic competence, learning objectives that have been formulated in the syllabus

Penggunaan Media Pembelajaran Visual Untuk Meningkatkan Keterampilan Membaca Dan Pelafalan Kosa Kata di Komunitas Manggrove Leaf – Kota Kupang

Numerous efforts have been made to improve English language learning in non-formal institutions. One of them is by developing interesting teaching-learning media. The learning media used in this program is a student final exam product which is assessed in the Intensive Reading Course, where students are asked to read continuously about one short story, then conduct it into literary elements such as characterization, storyline, etc. After this progress, creative visual learning media was created using materials like paper or cardboard equipped with attractive colors. The objectives of this program include several things; firstly, improving the English language skills of children in the Manggrove Leaf Community, secondly, through learning media, it can be integrated into mastering vocabulary and pronunciation, and thirdly, children can retell what they hear in their own words. It is hoped that the method applied will continue to increase children's efforts in creative and enjoyable learning processes in various non-formal institutions. Some things that are considered priority problems that must be resolved include first, increasing English vocabulary, second, pronunciation of English vocabulary, and third, increasing enthusiasm and motivation for learning English. The solution offered is creative and fun English learning through visual learning media.

Autonomous Learning Material with YouTube: Case Study for Intensive Reading Course

The education paradigm has now changed from teacher-centred to student-centred, and media technology has become a current issue that needs to be interested. The objective of the present study is to investigate the utilization of YouTube media as a learning material for teaching Intensive Reading skills, as well as to determine the impact on students' learning attitudes. YouTube is used to acquire new knowledge and information and help complete the learning material, particularly in delivering technical matters. Besides, YouTube also provides a variety wide range of aspects with unlimited content. Thus, It can cultivate students’ autonomous learning capability. Students who are capable of autonomous learning can set their goals, create a study plan, choose skills and methods to be used, monitor their acquisition, and evaluate what they have learned. This study offered a case studies research design. The case study is based on autonomous learning used in this study. Autonomous learning is an innovative concept that adheres to the advantages of online teaching-learning using YouTube to deliver learning material media. The questionnaire was distributed to 78 students involved in the intensive reading classes to obtain the data. A statistical assessment of the analysis data shows that autonomous learning of intensive reading classes using YouTube positively impacts students' learning attitudes. In other wordss, YouTube application is a learning alternative that allows students to manage the learning process through independence, self-exploration and freedom of learning to achieve optimal learning results.

EFL learners’ perception and attitude in synchronous meetings through Zoom videoconferencing

Recently, incorporating technology in English as a foreign language (EFL) courses has been the topic of much debate. Technology can facilitate student interaction in the learning process and create an interactive and communicative classroom environment. Zoom is a solution for faculty members to engage and motivate students in virtual courses as it provides real interaction and direct feedback. This present study aimed to explore EFL students' perceptions as well as attitudes toward synchronous learning through Zoom Videoconferencing. The participants were 72 undergraduate students in the Intensive Reading course. The data was collected through questionnaires, observations, and interviews. The contents of the instrument were validated using expert judgment. The quantitative data were analyzed by using descriptive statistics while qualitative data were analyzed using thematic coding. The findings demonstrated that students had positive perceptions of Zoom videoconferencing in terms of actual use, perceived ease of use, intrinsic motivation, behavioral intention, and attitude. Further research into using Zoom videoconferencing to develop innovations in an online course is strongly recommended.

Efficient Classroom: English Teaching Design and Practice of Intensive Reading Course Based on BOPPPS Model in ESL Class

Efficient Classroom: English Teaching Design and Practice of Intensive Reading Course Based on BOPPPS Model in ESL Class

Communicative language teaching method at improving students� macro and micro-skills of reading comprehension in intensive reading course

Several university students seem to meet difficulties in reading comprehension. The lecturer needs to use a suitable method for teaching reading; one of them is Communicative Language Teaching (CLT). This research aims to analyse whether CLT improves students' macro-skills and micro-skills of reading comprehension in an intensive reading course. Research method employed in this study is a case study. The research participants were 21 first-semester students of a private university in Indonesia. The instruments were close-ended questionnaires and open-ended interviews. The findings showed that there was a significant improvement on students' macro-skills and micro-skills of reading comprehension in an intensive reading course after implementing CLT. Students also contend that learning reading using CLT is fun, engaging, and understandable. The researchers conclude that the CLT contributes learners� macro-skills and micro-skills of reading comprehension in the intensive reading course.

The Impact of an Intensive English Reading Course Based on the Production-Oriented Approach on the L2 Motivational Self System Among Chinese University English Majors From a Dynamic Systems Theory Perspective.

This article reports on a study that took a Dynamic Systems Theory (DST) perspective to second language (L2) motivational self system (L2MSS). More specifically, it investigated the influence of an Intensive English Reading course based on the Production-Oriented Approach (POA) upon the L2MSS of Chinese university English majorsfrom the DST perspective. To this end, two intact classes composed of 50 students were assigned into experimental group (EG) (N = 23) and control group (CG) (N = 27), who responded to an L2MSS scale before and after the one-semester intervention. Eight and five students were respectively selected using the purposive sampling method from the experimental and control groups for follow-up semi-structured interviews. The quantitative results revealed that the overall and dimensional (Ideal L2 Self and L2 Learning Experience) levels of L2MSS were significantly strengthened over time in the EG while kept stable in the CG. The qualitative results suggested that the enhanced Ideal L2 Self of the participants stemmed from an attractor basin that was deepened by a number of attractors encompassing Output Tasks and Peer Performance. The interview results also showed that the increased L2 Learning Experience of the participants pertained to an attractor basin that was consolidated by an array of attractors containing Output Tasks, Teacher Guidance, Group Discussion, and Peer Assessment. The findings indicated that the attractors at the subjective and social dimensions in the POA-based course collectively worked together to cause changes in L2MSS among the participants. The implications for intervening L2 motivation from a POA approach in English as a Foreign Language (EFL) classrooms were discussed.

Literasi Mahasiswa: Studi Kebiasaan dan Sikap Membaca Mahasiswa Program Studi Ilmu Perpustakaan

Literacy is the ability of reading and also writing. In a broader sense, literacy deals with reading ability accompanied by positive habits and attitudes towards reading activity. This study aimed at eliciting information about students’ reading habits and attitudes.This literacy information was obtained from the fifth semester students of Library Science Study Program, Faculty of Humanities, State Islamic University Raden Fatah Palembang. The selection of 39 students who participated in this study used opportunity sampling technique. Easy accessibility, students’ willingness and availability were the considerations of using this sample selection technique in Covid-19 pandemic situation. The participants were also the students who joined in Intensive Reading Course in which the researcher taught them in the ongoing semester.Data were collected by using questionnaire survey sent via WhatsApp facility. The participants’ responses were sent back to Google Classroom platform. The results of the study showed that the majority of the students (95%) have reading likeness since they were in school ages, particularly in elementary school. Meantime, they also have positive attitudes (view and feeling) towards reading activity and its impact on increasing their literacy ability and academic performance.

Research on the Application of Group Cooperative Learning in Japanese Intensive Reading Course

Research on the Application of Group Cooperative Learning in Japanese Intensive Reading Course

EVALUATING FLIPPED CLASSROOM APPROACH IN EFL STUDENTS READING CLASSES

This paper examines the implementation of flipped classroom approach in an EFL private university in Indonesia. It explores how this approach impacts on students reading comprehension and how students perceive the flipped classroom in their learning process. Under the mixed method design, data were collected from pre-test and post-test, classroom observations, and students reflective notes. There were 47 students in the experimental groups and 25 students in the control groups. Those 72 students from both groups took a compulsory 2-credit Intensive Reading Course in their first year in the pre-service teacher training. Both groups were taught the same reading skills and tasks comprising of the total 14 meetings for the whole semester and each meeting took 100 minutes. Results indicate that students in the traditional classrooms gained an increase in their post-test score compared to their counterpart in the flipped classrooms. This might relate with the teacher-led instructions and scaffolding which are commonly conducted in traditional classrooms where students listen to teachers explanation and students can ask directly. Other reasons arehesitation/inconvenience in using technology in learning, task-related time management, and technology-related workload. However,for many students flipped classrooms are perceived as promoting independent, responsible, active, and free learning. Both benefits and drawbacks of flipped classrooms in this context are also discussed

An Attempt to Task-based Teaching in Intensive English Reading Course in Higher Vocational Education

With the continuous progress of the time and the continual development of society, the frequency of international communication has been increasing. So higher vocational education must pay more attention to improve students’ English ability. And the most important thing is to develop communicative ability of students’ language. Now this thesis takes the English reading teaching in the higher vocational English as the research object, and first analyzes the current situation of English reading teaching, and then finds that there are a series of problems such as lack of excellent students, fuzzy teaching goals for teachers and rigid teaching methods. Therefore, after analyzing, this article starts with the analysis of the task-based teaching method, and puts forward the application research of task-based teaching method in intensive English reading in higher vocational education, so as to effectively improve the teaching quality of English.

How to Ease the Students’ Anxiety in Intensive English Course

Foreign language anxiety is a situation-specific activity that mainly comes up in the foreign language classroom. It is one of the most important elements that affect the effectiveness of foreign language learning. Reasons that cause foreign language anxiety have been studied by educators both at home and abroad. To realize the effectiveness of the intensive reading course, teacher can promote students’ ability of cooperation and create a harmonious learning environment. And at the same the teaching evaluation mode should be diversified to stimulate the students for more active participation in the learning process both inside the class and outside the class.

Research on the Design of Japanese Intensive Reading Course based on Computer Network Teaching

With the development of the times and the deepening of foreign language teaching reform, the traditional Japanese teaching mode can no longer meet the needs of modern teaching. Computer aided Japanese intensive reading teaching has been more and more used in Japanese Teaching in Colleges and universities in China. Computer assisted Japanese intensive reading teaching breaks through the limitations of single course learning, arouses the enthusiasm of students, improves the teaching effect in unit time, and makes up for the deficiency of traditional Japanese intensive reading teaching. Therefore, in the future Japanese teaching, we should give full play to the role of computer network technology in teaching and improve the level of teaching modernization.

The Optimization of Blended Learning in Extensive and Intensive Reading Course

This study aimed to describe 1) the application of Blended Learning in extensive and intensive reading subjects, and (2) the students’ perception of the application of blended learning. The subject of this study was the students of the English education department at the Muhammadiyah University of Enrekang. The data in this study were the activities of students and the lecturer in the teaching and learning processes and the students’ perception of the learning process in the classroom. The results showed that (1) the students and the lecturer were actively engaged in live learning and online conversation, and (2) the students had a positive perception of learning.

Teaching Design and Practice of Intensive Reading Course Based on BOPPPS

BOPPPS, based on constructivism and communicative approach, is famous for effective teaching. It is a closed-loop teaching activity model that emphasizes students’ participation and feedback in the process of classroom teaching organization. Taking the course of Intensive English as an example, the paper designs teaching plan based on BOPPPS, formulates teaching tasks and implementation approaches in line with BOPPPS, implements the teaching plan, and reflects the teaching effect through teaching practice. Taking features of Intensive Reading course into consideration, the paper claims that BOPPPS is an effective teaching model, which not only stimulates students’ self-directed learning, but also save teachers and students’ energy to solve puzzles within the limited credit periods. Hopefully, BOPPPS might be gradually and widely applied to the English teaching.

Engaging EFL Readers in Literature Circles to Escalate Intercultural Communicative Competence

Cultural clashes have driven the goal of language instruction toward mastering intercultural communicative competence (ICC). However, the instruction on ICC in expanded circles has not gained its traction in English instruction although its significance has been confirmed by teachers in teaching and testing context. This work study investigated Indonesian student-teachers’ cultural viewpoints as they encounter the notion of ‘otherness’ in intercultural circles. Thirty-five first-semester students partook in literature circles, embedded with culturally-laden readings, during 3 weeks of an Intensive Reading course. The study evinced that intercultural circles had significantly improved the students’ ICC, with Intercultural knowledge found dominant in determining the overall ICC. The students voiced positive attitude on the power of intercultural circles to encourage them to be open-minded and tolerant to cultural differences.

POSITIVE LEARNERS’ RESPONSES ON MORAL VALUES BASED STORIES: CONSTRUCTING AND DEVELOPING KNOWLEDGE

Purpose of the study: The study aims at investigating the students’ responses about moral education values behind the sentences from different historical texts in a classroom action research on the Intensive Reading course to find out their responses based on their experiences and to understand the values as well as understanding micro text elements.
 Methodology: The subjects of the research are the 2nd-semester students at the English Language Education Program of Slamet Riyadi University, Indonesia. The research method is a classroom action research. The methods in collecting the data were observation, a questionnaire, and document analysis. The data were analyzed through data reduction, data display, and conclusion drawing/ verification.
 Main Findings: Research findings showed that the students’ responses on the passages entitled (1) “Restaurant Then and Now” indicates that they responded about local product, i.e. local food and beverages and beneficial activities during eating; (2) “Ray Harry hausen, Special Effects Genius” indicates they respond innovation, creativity, professionalism, and trust; (3) “Interview with a Young Environmentalist” indicates they respond professionalism, autonomous, creative, and working social activities together; and (4) “A New College Course: What Motivates Altruism?” show their response that valuable, sense of regard, autonomous, professionalism, and trust for altruism.
 Applications of this study: The study can be useful in the area of English language teaching, especially in teaching reading because students have to read and respond. Responding occurs if there is integration between prior knowledge, language experience, and critical thinking; therefore the researchers intend to encourage them to respond to understand the texts fully.
 Novelty/Originality of this study: Positive responses for positive sentences dominate the students’ response; so that they understand which sentence’s content is good or not at their mind. Their positive responses indicate that they are open, able to differentiate between good and bad activities, and able to read and assess the phenomena based on their various educational background.

Morphological Intervention in Promoting Higher-Order Reading Abilities among College-Level Second Language Learners

Reading success in a second language (L2) is vital to sustainable language and academic development because reading serves as a tool to absorb and learn new knowledge. Particularly in the context of college English as a foreign language (EFL), students constantly face the challenge to read English material to develop content knowledge. The current study investigated the effect of explicit morphological instruction on L2 students’ higher-order inferencing and comprehension abilities. Sixty-two Chinese collegiate EFL students who were taking an intensive reading course (31 in the treatment class and 31 in the control class) participated in this study. The morphological intervention in the treatment class focused on identifying, decomposing, analyzing, associating, applying word parts in context. The control class received no explicit instruction in morphological awareness. After one semester of instruction, a series of morphology, inferencing and comprehension measures were administered to the participating students. The results showed that the didactic intervention of morphological awareness contributed to morphological knowledge and word-meaning inferencing ability, whereas there was no significant relationship between morphological intervention and text-based inference and comprehension abilities. The findings suggest that the intervention has a direct impact on word learning ability; however, higher-order processing skills may not directly benefit from it in a short period of time. Given that reading comprehension requires fine-tuned understandings of both local meanings and global contextual information, morphological awareness may not have an immediate effect on comprehension. Applied implications are also discussed in relation to effective morphological instruction and reading development in L2 contexts.