Language Experience Approach Research Articles

INCREASING STUDENTS’ READING COMPREHENSION ABILITY ON DESCRIPTIVE TEXT BY USING LANGUANGE EXPERIENCE APPROACH AT THE TENTH GRADE OF SMA NEGERI 1 LAHOMI

The purpose of this study is to improve the reading comprehension skills of SMA Negeri 1 Lahomi tenth grade students by utilizing the Language Experience Approach. This study was developed using the use of classroom action research (CAR). Thirty-two students from X-MIPA 2 SMA Negeri 1 Lahomi served as research subjects. The instruments utilized to collect the data were the written test and the observation paper. Two cycles of two sessions each were used for action research in this study. Each cycle consisted of four steps: plan, action, observation, and reflection. Data were collected in both qualitative and quantitative forms. The multiple choice test yielded the quantitative data, while the observation sheet offered the qualitative data. The results of the researcher's observation sheet for the first meeting in cycle I were 72%, and for the second meeting, 84%, according to data analysis. Students' cycle I observation sheet results for the first meeting were 71%, and for the second meeting, 81%. In cycle II, the researcher's observation sheet yielded an 83% result for the first encounter and a 90% result for the second. In the first meeting, the cycle II student observation sheet result was 85%, and in the second meeting, it was 88%. Additionally, the average score for students in cycle I was 61, whereas it was 74 in cycle II. The conclusion drawn from the data is that the Language Experience Approach is a useful strategy for teaching reading. The Language Experience method (LEA) is advised for English teachers to use while instructing students in reading descriptive texts. This will assist the students become more proficient readers by using the language experience method. The researcher suggests that English teachers should use the Language Experience Approach (LEA) as one of the alternative methods to improve students' reading skills, their potential or ability with as an educator in providing information in the learning process of reading, especially when reading descriptions. Students could improve and developed their reading comprehension by using Language Experince Approach (LEA), because LEA attracted the students’ interest and motivation in teaching and learning process.

المنهج التكاملي في تعليم اللغة بين النظرية والممارسة

The study aimed at studying the integrated approach in teaching language between theory and practice. To achieve the purpose of the study, the researchers designed a model of whole- language approach, Language experience approach, whole text approach, the cognitive academic approach, then, they designed a comprehensive model for an integrated approach to recognize the nature of this approach. The study relied on an analytical descriptive approach. So, it described the integrated approach, analyzed its structure, and clarified the relationship between its elements. Based on the findings of the study, the researchers recommends to curry out experimental studies and training courses to recognize the effectiveness of the integrated approach, and including the importance of integrated approach in the students’ curricula.

“We Can Draw and Think About It Ourselves”: Putting Culture and Race in Phonics Reading Research

ABSTRACTYoung children of Color from minoritized communities can co‐author decodable stories using phonics skills they have been taught, their lived experiences, and home languages, including nondominant English languages, to develop decoding skills using student‐generated decodable readers. While traditional and curricular decodable readers are used during phonics instruction to support children's decoding development, they are written in White Mainstream English and may include diverse characters with experiences more familiar to the White dominant group of American society. Because there is a population of readers experiencing a gap between their identities and phonics instruction, there is an urgent need for their experiences to be improved. Building on my experiences as a primary grades teacher and researcher, I discuss a quantitative and qualitative study conducted in an urban second grade classroom where children of Color and I put culture and race into phonics instruction. Culturally relevant education and the language experience approach were used to advance children's decoding development using their funds of knowledge and existing language experiences which are often a part of their racial identities. By combining these approaches with co‐authorship, children of Color from minoritized communities were placed at the center of phonics instruction to receive more equitable educational opportunities while advancing their decoding skills as co‐authors of their decodable stories.

ENHANCING COMPREHENSION AND MOTIVATION IN LOWER LEVEL ECUADOR EFL STUDENTS: AN ACTION RESEARCH STUDY OF THREE READING STRATEGIES AT UNAE

It has been observed that EFL students at the National University of Education (UNAE) struggle with acquiring basic vocabulary, reading comprehension skills, and intrinsic motivation to promote reading in English. To address this issue, a qualitative exploratory action research was conducted aimed at improving these areas through the use of three reading strategies—extensive reading, language experience approach (LEA), and literacy circles—on the reading and motivation of 89 lower-level EFL students in UNAE within three different courses which were conducted over a six-month period. Qualitative and quantitative tools such as diagnostic and summative exams, questionnaires, observations, and reflective journals were used to understand and identify students' improvement and progress throughout the exploratory, intervention, and reflection phases of the study. Throughout this period the teachers regularly observed the strategies being utilized in the classes and reflected on their experiences. The findings from these tools suggest that the implementation of the different reading strategies together had a positive impact on students' reading abilities, writing abilities, vocabulary, comprehension, engagement, and motivation. Additionally, students were more motivated to read not only in class but also for pleasure, which promoted increased reading in English. The study provides insights into the potential benefits of using these strategies to facilitate autonomous reading, improve overall language competencies and may support EFL teachers in the development of reading programs that foster autonomous learning, increase motivation, and promote language development among EFL learners.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0056/a.php" alt="Hit counter" /></p>

Penerapan Language Experience Approach dalam Meningkatkan Keterampilan Membaca Siswa di Kelas Rendah

Language Experience Approch is an approach to learning to improve elementary school students' reading skills. This study aims to determine the extent to which the Language Experience Approach (LEA) approach improves students' reading skills in lower grades. This research was conducted at SDN 01 Ladang Cakiah. The research uses a qualitative approach with interview techniques as a data collection tool. The research sample consisted of elementary school teachers who teach in lower grades. The results of the data analysis show that the students' experiences in learning with the LEA approach are very positive. Teachers revealed that learning with the LEA approach made them more interested in reading because they were given the opportunity to use their own language in learning. In addition, learning with the LEA approach encourages active participation of students in learning. This study shows that the LEA approach is very effective in improving students' reading skills in lower grades. Therefore, the LEA approach can be used as an effective alternative learning method in improving students' reading skills in low grades.

TEACHING READING STRATEGY FOR YOUNG LEARNERS

Nowadays English is a compulsary subject must be taught for students, because English is global language. English has some skills namely listening, speaking, reading and writing. One of the important skills is reading, because through reading students will have broad insight, so the habit of reading has to start with students in Elementary. Elementary students are English young learners that should be facilitated well in their learning reading by using good strategy. Teaching English for young learner is different with teaching English for adult learner. Young learners have different characteristics and learning preference. In teaching reading, English teachers should implement appropriate strategies and interesting to young learners which can be a stimulus to become active students and participate in teaching and learning process. Therefore, this article aimed to explain some reading strategies that can be applied by the teachers for young learners. The method employed is library research which has four steps to collecting the data namely note-taking, outlining, describing, and draw conclusion. The strategies that are described are Emergent Literacy, Mnemonic Strategy, Read aloud strategy, Decoding Strategy, and Language Experience Approach.

From story to book: Discourse analysis between teacher and student in the creation of a culturally relevant text

Lack of representation of children from nondominant cultural and linguistic backgrounds continues to be problematic in children’s literature, and especially within early literacy texts for beginning readers. One remedy is for children to tell their own stories through the language experience approach, which can then be printed into culturally relevant texts and used for beginning reading material in classrooms. To truly capture a student’s story, especially if the student is an emergent bilingual, a teacher must listen very closely and take care when adjusting the child’s story. Two Bakhtinian concepts support the careful examination of a teacher’s scribing of story in this study: chronotope, used here as the time-space sphere above the text, and revoicing, or the retelling of a child’s story that is paraphrased or altered. Findings show that gesture within the chronotope of the story is an especially generative tool for student storytelling and that teachers must reflect closely on intentional or unintentional reasons for revoicing a child’s story. Language experience approach holds possibilities for the creation of children’s culturally relevant texts. As such, it is important that teachers reflect on their language experience approach techniques so that the book remains true to the child’s story.

My Writing: An E-LEA-Based Android Application to Develop Kindergarten Children's Early Literacy

My Writing is a tool that preschool children can use to improve their reading and writing skills, which can be used both at school and at home. This tool was developed based on the Language Experience Approach (LEA) and is in the form of an Android application designed for children. It is used to help children understand that the spoken language can be altered into the written one and still retains its meaning. 10 teachers were included in this study and data were collected from teacher opinions and assessments. The findings showed that My Writing is an effective application for developing literacy in young children, and that it is easy to use by children and parents, making it simple for teachers to assess children’s literacy skills while they study at home.
 Keywords: Language Experience Approach (LEA), Digital LEA, E-LEA, My Writing, early reading and writing

تنمية مهارات إنتاج الدلالة الموازية باللغة العربية لدى تلاميذ المرحلة الابتدائية

هدف البحث الحالي إلى تنمية مهارات إنتاج الدلالة الموازية باللغة العربية لدى تلاميذ المرحلة الابتدائية باستخدام مدخل الخبرة اللغوية؛ وللتحقق من فاعلية المدخل في تنمية تلک المهارات أعد الباحث قائمة بمهارات إنتاج الدلالة الموازية المناسبة لتلاميذ الصف الخامس الابتدائي، وبرنامجا قائما على مدخل الخبرة اللغوية لتنمية تلک المهارات، واختبارا لمهارات إنتاج الدلالة الموازية، ولتحقيق هذا الهدف اختار الباحث عينة من تلاميذ الصف الخامس الابتدائي بلغ عددهم اثنين وثلاثين تلميذا من مدرسة فجر الإسلام الخاصة، وبتطبيق أدوات الدراسة ومواد المعالجة التجريبية ومعالجة البيانات، أوضحت النتائج وجود فرق ذي دلالة إحصائية بين متوسطي درجات التلاميذ في مهارات إنتاج الدلالة الموازية عند مستوى (0,01) لاختبار مهارات إنتاج الدلالة الموازية قبليا وبعديا لصالح التطبيق البعدي؛ مما يؤکد فاعلية مدخل الخبرة الغوية في تنمية مهارات إنتاج الدلالة الموازية لدى تلاميذ المرحلة الابتدائية، وأوصت باستخدام مدخل الخبرة اللغوبة لتنمية مهارات الاستماع والتحدث لدى تلاميذ المرحلة الابتدائية. Developing Parallel Significance Production Skills in Arabic Language for Primary School Pupils Abstract The aim of the current research is to demonstrate the effectiveness of using the language experience approach in developing parallel significance production skills for primary school pupils. To achieve this goal,. To verify the effectiveness of the entrance, the researcher has prepared a list of skills parallel significance production suitable for fifth grade primary students, a program based on the entrance to language experience to develop those skills, a test of parallel significance production skills, the researcher has chosen a sample of thirty-five primary students from Fajr Al Islam Private School and the application of study tools, experimental processing materials and data processing, the results showed and the atmosphere D is a statistically significant difference between the average pupils' scores in parallel significance production skills at (0,01) level for pre and post parallel significance production test in favor of post-implementation, which confirms the effectiveness of the language experience approach in developing parallel significance production skills for primary school pupils, and recommended the use of the language experience approach in Developing listening and speaking skills for primary school pupils.

School–Family Partnerships for Culturally Sustaining Texts

AbstractEducators of young students who want to invigorate relationships with students’ families and boost student literacy can do so by cocreating culturally sustaining texts. A culturally sustaining text seeks to sustain a reader’s cultures, literacies, and backgrounds. The author shares step‐by‐step instructions on how to make a culturally sustaining text with students and their families using photos from the students’ neighborhoods and a language experience approach. Four major outcomes were found: School personnel increased their understanding of students’ home context, families were more willing to come into school, schools and families built relationships that paved the way for future communication, and students gained a culturally sustaining text to support their literacy learning.

استخدام مدخل الخبرة اللغوية لتنمية مهارات السرعة القرائية في اللغة العربية لدى تلاميذ المرحلة الابتدائية

هدف البحث الحالي إلى بيان فاعلية استخدام مدخل الخبرة اللغوية في تنمية مهارات السرعة القرائية لدى تلاميذ المرحلة الابتدائية؛ وللتحقق من ذلک أعد الباحث قائمة بمهارات السرعة القرائية المناسبة لتلاميذ الصف الخامس الابتدائي، واختبارا لمهارات السرعة القرائية وبرنامجا قائما على مدخل الخبرة اللغوية لتنمية تلک المهارات، ولتنفيذ البرنامج اختار الباحث عينة من تلاميذ الصف الخامس الابتدائي بلغ عددهم اثنين وثلاثين تلميذا من مدرسة فجر الإسلام الخاصة وقام بتدريسهم الموضوعات المحددة في برنامج الدراسة، وبتطبيق أدوات الدراسة ومواد المعالجة التجريبية ومعالجة البيانات، أوضحت النتائج وجود فرق ذي دلالة إحصائية بين متوسطي درجات التلاميذ في مهارات السرعة القرائية عند مستوى (0,01) لاختبار السرعة القرائية قبليا وبعديا لصالح التطبيق البعدي؛ مما يؤکد فاعلية مدخل الخبرة الغوية في تنمية مهارات السرعة لدى تلاميذ المرحلة الابتدائية، وأوصت الدراسة باستخدام مدخل الخبرة اللغوية في تنمية مهارات الاستماع والتحدث لدى تلاميذ المرحلة الابتدائية: Using the Language Experience Approach in developing speed reading skills for primary school pupils. Study summary The aim of the current research is to demonstrate the effectiveness of using the language experience approach in developing speed reading skills for primary school pupils. To achieve this goal, the researcher has chosen a sample of thirty-five primary students from Fajr Al Islam Private School. To verify the effectiveness of the entrance, the researcher has prepared a list of skills speed Reading suitable for fifth grade primary students, a program based on the entrance to language experience to develop those skills, a test of reading speed skills, and the application of study tools, experimental processing materials and data processing, the results showed and the atmosphere D is a statistically significant difference between the average pupils' scores in reading speed skills at (0,01) level for pre and post reading speed test in favor of post-implementation, which confirms the effectiveness of the language experience approach in developing speed skills for primary school pupils, and recommended the use of the language experience approach in Developing listening and speaking skills for primary school pupils.

Using Language Experience Approach (LEA) and Talk Massage Symbol Visible (TMSV) Method in Learning of Speech Skill of Indonesia Students

The study was described using language experience approach (LEA) and talk massage symbol visible (TMSV) method in learning speech skill. The results of this study used a descriptive quantitative approach. The research was set at Elementary School, Gowa Regency of Indonesia. The data of this study was speech skills include linguistic and non-linguistic factors. The technique used in data collection is, 1) observation, 2) pre-test. Data analysis includes stages: 1) data collection, 2) data reduction, 3) data presentation, and 4) verification and conclusion. The conclusion of the results of the data analyst was as follows: a) Data obtained from the observation of students categorized above the average value of 75 as many as 20 students or 87%, while those who obtain scores below the average of 75 are 3 students or 13%. The results of these data indicated that the ability of students in speaking skill of learning very satisfying, b) Data obtained from inferential statistical test results obtained t count =22.94 and t table =2.074 obtained data t count > t table or 22.94 >2.074. It concluded that Ho rejected and H 1 accepted. It means that the application of the TMSV method affect in learning of speech skill at Elementary School of Indonesia.

Using Language Experience Approach (LEA) and Talk Massage Symbol Visible (TMSV) Method in Learning of Speech Skill of Indonesia Students

Abstract The study was described using language experience approach (LEA) and talk massage symbol visible (TMSV) method in learning speech skill. The results of this study used a descriptive quantitative approach. The research was set at Elementary School, Gowa Regency of Indonesia. The data of this study was speech skills include linguistic and non-linguistic factors. The technique used in data collection is, 1) observation, 2) pre-test. Data analysis includes stages: 1) data collection, 2) data reduction, 3) data presentation, and 4) verification and conclusion. The conclusion of the results of the data analyst was as follows: a) Data obtained from the observation of students categorized above the average value of 75 as many as 20 students or 87%, while those who obtain scores below the average of 75 are 3 students or 13%. The results of these data indicated that the ability of students in speaking skill of learning very satisfying, b) Data obtained from inferential statistical test results obtained t count =22.94 and t table =2.074 obtained data t count > t table or 22.94 >2.074. It concluded that Ho rejected and H 1 accepted. It means that the application of the TMSV method affect in learning of speech skill at Elementary School of Indonesia.

INVESTIGATING TEACHERS’ TEACHING METHODS USED IN READING CLASSROM

To achieve better knowledge, students are expected to be able to read some books in a week. But nowadays, reading no longer becomes student’s habit. It seems because teachers teaching method is still need to be modified in order to get students attention and interest. This research aims to find out the methods used by the teacher in teaching reading and student response on the method. The research adopted descriptive-qualitative research method and in collecting the data observation and interview were used as the instruments of the research. After doing the research, the data found that there are two kinds of method are used by the teacher while he/she teaches reading classroom, namely; direct method and language experience approach (LEA). Meanwhile, the student response toward teacher reading method shown that most of students like teachers reading method, only few students dislike about teachers teaching methods.

Effects of Technology-Supported Language Experience Approach for English Learners With Exceptional Needs

The language experience approach (LEA) to reading instruction uses learner-dictated passages to foster reading development. In this study, researchers explored LEA instruction for English learners with exceptional needs that were supported by voice typing, word prediction, and screen reading tools. A multiple baseline design was used to investigate the effects of technology-supported LEA on the oral reading of three emerging bilingual (Arabic/English) students with developmental delay, speech-language impairment, or at-risk status. All participants demonstrated slight increases in the number of words read correctly per min on reading curriculum-based measures during technology-supported LEA instruction. Similarly, increases occurred in the number of words read correctly from learner-dictated passages while decreases occurred in the percentage of meaning-change miscues made during oral reading. Social validation data indicated high participant satisfaction with technology-supported LEA. Implications relate to the feasibility of implementation and the need for future research.

Talk to Read and Write: Using Speech-Recognition Apps in a First-Grade Writing Center

Similar to the Language Experience Approach, speech recognition apps can magically transform children’s oral language into written text. This article describes affordances and challenges.

Improving the Quality of Storytelling through a Language Experience Approach

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Literacy programs efficacy for developing children’s early reading skills in familiar language in Zambia

This study investigated the comparative efficacy of a phonics-based reading program and a language experience approach based literacy program to develop reading skills among Zambian early childhood school learners. The learners (n = 1 986; Grade 2 level; females = 50.1%) took either the phonics-based reading program (n = 1 593) or the alternative language experience approach based program (n = 393). They were all assessed for reading skills utilising the Early Grade Reading Assessment test (EGRA) in four languages (Cinyanja, Icibemba, Kiikaonde, and Silozi). Results suggest that learners in phonics-based literacy program were significantly better in letter-sound knowledge in all the four languages. Additionally, they were significantly better in reading skills (non-word reading, oral passage reading, and reading comprehension), yet only in Icibemba and Silozi, as compared to those who took the alternative program. Results reveal that children in the Primary Literacy Program (PLP) had significantly better performance in most reading skills than in the Primary Reading Program (PRP). However, the effect sizes were small or medium. The high floor effect in all reading-related measures is an indication that by following either PRP or the recently implemented PLP, most children do not acquire basic reading skill of the transparently written language they are familiar with. Instruction of the sounds of letters requires special attention where digital training tools (such as GraphoGame) may provide the most effective help to both teachers and children.

From The Editors

From The Editors

The Efficacy of Using Language Experience Approach in Teaching Reading Fluency to Indonesian EFL Students

This research was aimed at finding out the efficacy of language experience approach (LEA) in teaching reading fluency to Indonesian EFL students. This research was conducted at the fifth semester of English education study program of IAIN Palopo, an Indonesian University. The total number of samples was 20 students. This research used a pre-experimental method with pre-test and post-test design. The pre-test was given to find out the basic ability of the students in reading fluency and the post-test given to find out the students’ improvement in reading fluency after giving the treatment through, Language Experience Approach (LEA). The findings showed that LEA approach is effective in teaching reading fluency of Indonesian EFL students. It is supported by the result of significance test through SPSS 20 program that the P was 0.00. Therefore, it is recommended to use Language Experience Approach (LEA) in developing reading fluency of Indonesian EFL students.