Teaching Of Reading Research Articles

Integrating Reading Lesson Into Speaking Practice Through Jigsaw Technique (A classroom research in Bina Sarana Informatika University)

To have an effective learning and teaching English, it should cover four language skills such as listening, speaking reading, and writing. It is shown in practice, that the process of teaching involved some language skills i.e when teaching listening will involve speaking and reading. And when teaching speaking will include listening and reading, the same case when teaching reading will contain speaking and listening. Though the main purpose of teaching reading is to develop knowledge and get information, but speaking practice could be placed in. Through jigsaw reading technique, it is a good idea then to integrate the reading activities into speaking practice. Therefore, this technique is applied to students of Bina Sarana Informatika University. The purpose of this research is to know if teaching reading will also result speaking skill. The research was carried out from October 2023 to January 2024. This an action research that applied six (6) stages in presenting jigsaw reading. They include; 1). Preparation, 2). Expert group, 3). Presentation group, 4). Debriefing, 5). Group processing, and 6). Individual accountability. The action research employs twenty (20) students of semester 3 Bina Sarana Informatika University. The result shows that most students gained good speaking skill. This conclusion is made based on the presentation speaking test result which the grade of “the accuracy & fluency” aspect was range from good to excellent score. The number of this scores reached to 18 (90%) out of 20 students. The result showed that students who got fair score is only 2 (10%). After learning and discussing the content of the paragraph most students can answer the questions orally. The students who got good score on “Content Mastery “ is 12 students (60%), and the aspect of “answering questions” is 18 students (90%) got good scores. Since the main subject is reading, therefore the researcher also evaluated the result of the reading comprehension test. Based on the test result most students can do the test well. This is shown with the average score is 87. Therefore, it is concluded that integrating reading lesson into speaking practice through jigsaw technique is effective and applicable for students of university. The process also created togetherness among the students. Jigsaw technique also stimulated students to read intensively. By doing such activity that students speaking ability is improved

The Effectiveness of Jigsaw Technique in Teaching Reading at The Second Grades Student of Senior High School

The Effectiveness of Jigsaw Technique in Teaching Reading at The Second Grades Student of Senior High School

읽기관의 변화와 읽기 교수학습 방법으로서의 ‘커뮤니케이션’의 탐색: 읽기 교수법의 패러다임 전환을 위한 시론

읽기관의 변화와 읽기 교수학습 방법으로서의 ‘커뮤니케이션’의 탐색: 읽기 교수법의 패러다임 전환을 위한 시론

Professional context of teaching reading to foreign economics students

The article continues a series of studies dedicated to teaching Ukrainian-language reading skills to foreign students specializing in economics. It underscores the significance of achieving communicative objectives in education to ensure that foreign students in higher education comprehend their specialty and various forms of Ukrainian-language communication. However, the initial level of text comprehension among students at the onset of the main stage of learning is insufficient to effectively support the educational process in Ukrainian higher education institutions within their chosen specialties. The article emphasizes the pivotal role of reading in fostering foreign language communicative competence. Reading, as a fundamental educational skill, serves as the cornerstone for the development of all other language skills. The training in reading for economics students necessitates specification, systematization, and the exploration of novel methodological approaches, which should subsequently be incorporated into reading materials tailored to the professional orientation of higher education students. The authors propose fundamental approaches to organizing educational content and various strategies for working with professionally oriented texts. They identify and analyse the primary challenges encountered by foreign students when reading Ukrainian-language texts related to their profession and suggest strategies for overcoming these obstacles. One of their recommendations is the utilization of specialized vocabulary and economic terminology during the instruction of foreign students in reading professionally oriented texts. The article substantiates that the optimization of reading education hinges on the careful selection of educational texts relevant to the students’ specialties, which constitute the primary educational unit. Additionally, it stresses the importance of employing a structured system of language and speech exercises developed based on professionally oriented economics texts, encompassing pre-text, text, and post-text tasks. Moreover, the article underscores the significance of professional orientation, informativeness, and relevance as the main criteria for selecting educational materials and determining their content. It also emphasizes the linguistic appropriateness of educational texts. The authors propose a systematic approach to working with professionally oriented texts in reading classes for first-year foreign students majoring in Economics (specialty 051).

Question Types on Reading Comprehension in TOEFL Test: An Implication in Teaching Reading TOEFL to Students

Reading section in TOEFL is challenging because there are many texts and test items to be completed in a relatively short time. Thus, test-takers should read quickly and precisely. This study describes the types of reading comprehension in Pre-Test and Post-Test TOEFL and its implications in teaching reading TOEFL. This research is descriptive and qualitative. The result analysis shows that several types of reading questions in Pre-Test and Post-Test TOEFL are 1) idea of passage questions, 2) directly answered questions, 3) indirectly answered questions, 4) vocabulary questions, and 5) overall review questions. When teaching TOEFL reading to students, it is important to employ several general strategies. These include introducing the various categories of reading questions, followed by questions that refer to specific sentences in the reading. Additionally, providing explanations on how to answer the questions is essential for effective comprehension. The TOEFL reading teaching strategy involves introducing various types of reading questions, and exercises that refer to certain sentences in the reading, as well as providing explanations on how to answer the questions. Through this approach, students can gain a better understanding of the structure and types of questions that may appear in the TOEFL exam.

Development of Reading Competence of Non-Philological University Students Through Vocational Texts (On the Example of the English Language)

This article is devoted to the methodical problem of teaching reading in English classes, and the description of the methodical problem of teaching reading in English classes is widely covered. It has been suggested that teaching the language based on English texts in English classes is a more effective method, but the development of reading competence in vocational English teaching has not been thoroughly studied. The article also presents the scientific research and expected results on the use of English texts in vocationally oriented English teaching.

THE EFFECT OF TRADING PLACE STRATEGY ON READING COMPREHENSION AT EIGHT GRADE STUDENTS AT MADRASAH TSANAWIYAH MADINATUSSALAM SEI ROTAN

<p>This research was aimed to find out whether the students’ ability in reading comprehension who taught by trading place strategy is better than without trading place strategy. The method of this research was quantitative method with the experimental research. The population of this research was the eight grade student which is distributed into two classes totally 60 students. There were 30 students in experimental class and there were 30 students in the control class. The finding of this research shows that teaching reading comprehension by using trading place strategy is effective. The mean of experimental class from pre-test was 34.00 and post-test was 71.67. It was proved by tvalues (17.530) which is higher than ttable (1.671) in degree significance 5%. Furthermore, the hypothesis test that sign 2- tailed (p) was 0.00 while alpha (α) was 0.05 (0.00 < 0.005). It means that Ho was rejected and Ha was accepted. So, the students’ ability in reading comprehension who taught trading place strategy is better than without trading place strategy.</p>

"فعّالية استخدام الطريقة الموجهة في تعليم مهارة القراءة في معهد "مفتاح العلوم الشرعية, جاندونج

In the thesis, the researcher is looking for teacing the skill of reading. Reading skill is the ability to recognize the contents of something written and understand it by reading it or digesting it by heart, but many of the students did not understand the contents of the reading text. This research is done through the students’ questionnaires when the teacher asks about the text that that they are reading. The purposes of this research are to find out the appropriate method for teacing reading skills at the “Miftahul Ulumi Syar’iyyah, Canduang”. The researcher used exsperimental research, and the same researcher worked at the “Miftahul Ulumi Syar’iyyah, Canduang meaning in chapter eigh 40 people, 220 in the exsperimental class and 20 in the control class. The result of the teaching a reading skill to students after using the directed method is the result. The mean for the post-test in the exsperimental semester is 75.5. the average result for the post-test in the control class is 65,5. The researcher found that the result of the calculation letter 2,001 and the result of the table 2,093. So the result of the calculation letter is smaller that the result of the table letter and the difference between them is 0,092. The researcher reached the conclusion that using the directed method is effective in teacing the reading skill and can improve the result of teaching reading to students in the eighth semester at the “Miftahul Ulumi Syar’iyyah, Canduang”.

Exploration of the Teaching Path about English Reading Enabled by Internet + Technology of Senior High School

“ordinary high school English curriculum standard” points out that teaching should attach importance to the modern information technology under the background of teaching mode and learning mode change. So how to effectively apply information technology in English reading teaching? The writer selected FLTRP (2019) B2U1 “Neither pine nor apple in pineapple?” as an example to explain how to use information technology to help English reading teaching.

The Design and Implementation of Junior High School English Reading Teaching Activities Guided by the Concept of Authenticity

Based on the concept of authenticity, this paper explores how to create real situations, design real questions and implement real feedback in the reading class of English for People's Education Press, so as to arouse students' deep emotions, truly mobilize students' thinking to solve practical problems, and promote the consolidation of new knowledge in immediate feedback. Finally improve the core quality of students' English subject.

Teaching to Read: The Insights and Voices of Reading Teachers

Teaching to Read: The Insights and Voices of Reading Teachers

Exploring the Implications of English as an International Language in Reading Instruction

The global expansion of the English language has sparked a growing demand for English education, transforming it into a tool for both local communication and international pursuits. This shift has led to a departure from mere imitation of native speakers towards embracing English as an International Language (EIL). English has evolved from being a language of a few dominant nations to a global lingua franca, resulting in profound implications for English language instruction. The English as an International Language (EIL) program emphasizes the multifaceted role of English in a globalized world. This paper discuss about English as an International Language (EIL) on the pedagogy of reading instruction within the Indonesian educational milieu, where English functions as a foreign language. It delves into the importance of reading as a fundamental skill for academic and professional success, highlighting the complexity of reading as an active cognitive process. Three theoretical perspectives on reading are discussed: the traditional bottom-up approach, the cognitive top-down processing approach, and the meta-cognitive perspective. Each perspective offers valuable insights into effective reading instruction. The paper provides the implication of English as the International Languagefor teaching reading, encompassing pre-reading activities that build vocabulary and background knowledge, during-reading strategies to promote active engagement with the text, and post-reading activities that encourage critical thinking and discussion. It emphasizes the need for a balanced approach that combines psycholinguistic and linguistic components in EFL reading instruction.

Introduction to Magic E in Reading English Words CVCe

English vowels consist of five letters that have different pronunciations (sounds) in English words. There are 20 vowel sounds and 24 consonant sounds in English. It is a challenge for English teachers to teach English learners the concept of reading English words. English vowels with the symbols a, i, u, e, and o have different pronunciations when they are positioned between consonants in the word CVC and when the word CVC is added by the letter e in the word CVCe. Therefore, this paper analyzed the influence of the letter e (which is referred to as magic e) in the pronunciation of English vowel sounds. This research is qualitative research with documentation study methods to analyze and explain how the vowel sounds are pronounced in CVC and CVCe words so that English reading teaching steps are obtained that are easy to understand. The results showed that English vowels were pronounced as short vowel sounds in CVC words and pronounced as long vowel sounds in CVCe words. The steps to teach magic e that can be applied are to repeat the short vowel sound material, introduce the concept of sounds and letters, introduce the concept of short and long vowel sounds, read two words similar in the concept of CVC and CVCe, and practice reading the word CVCe regularly.

Applying Quizziz Application to Improve the Reading Comprehension in Narrative Text of 10th Grade Students

Reading skills is skill that can explore the vast world of knowledge and information. One method to develop students' reading comprehension that can be taken is to use media-based learning online application. The purpose of this study was to analyze the effectiveness of the Quizizz application in teaching English language to students. The writer employed a quasi-experimental design, and the sample was taken from two classes, X IPA2 and X IPA 4. The researcher reported the students' pre-test and post-test scores for the experimental and control classes in this section. The researcher used the ANCOVA component of the SPSS 25 software to analyze the data. The findings show that the significant value of the class is 0.646 which is higher than 0.05. Therefore, the null hypothesis is accepted, and the alternative hypothesis is rejected based on the result above. It means that students who are taught by Quizziz Application doesn’t have better achievement than students who are taught using Textbook. The reseason of not effective is because their signal is in the bad condition, some of them can not use Quizziz properly, and they said that using Quizziz make the study more complex and complicated, maybe there are some reasons why Teaching reading comprehension using Quizziz doesn’t effective.

The Application of Schema Theory in the Teaching of Reading in Senior High School

Reading is an important part of English teaching. Traditional English teaching has always on the basis of teaching new words, grammar and long and difficult sentences, however, it is necessary for us to carry out the reform and innovation of English teaching in order to change the ineffective way of English teaching. In this paper, three schema forms of schema theory are introduced into high school English reading teaching activities. It is hoped that schema theory can help students overcome difficulties in learning, improve the quality and speed of reading, stimulate their interest in learning, change the way from passive learning to active learning, and find a way in using schema to better help senior high school students improve their reading abilities.

Implications of High School English Reading Teaching in the Context of the New Curriculum Standards

English reading, as one of the five major skills including listening, speaking, reading, viewing, and writing, has always been emphasized by English teachers. With the deepening of the new curriculum reform, high school English reading teaching faces new requirements and goals. However, there are still some issues in the classroom practice of English reading teaching. This paper aims to delve into the implications of high school English reading teaching under the new curriculum standards, aiming to shift students from mere test-takers to genuine readers. Firstly, the paper reviews the requirements of the new curriculum standards for high school English teaching, emphasizing the focus on core literacy, adhering to a people-oriented educational philosophy, and giving special attention to the importance of reading. Secondly, by analyzing the perspectives of both teachers and students, the current situation of high school English teaching is comprehensively examined, revealing the challenges faced by educators and students in adapting to the changes brought by the new curriculum standards. By comprehensively applying these insights, we hope to promote the reform of high school English reading teaching, cultivating students with more profound thinking, innovative capabilities, and interdisciplinary literacy. Teaching students how to read is an integral part of this process.

Moving beyond a balanced approach to reading instruction – In search of a contextualised alternative

Background: The teaching of reading or reading instruction has largely been carried out in terms of well-developed pedagogies in the field. These pedagogical approaches are, however, derived from research and development in a broad international context, and are often adopted by and implemented in various country settings. Given the contextual variation and resource disparities in South Africa, we feel such settings where approaches are adopted and used to represent a ‘one size fits all’ approach can be less than ideal.Aim: To explore scientific approaches to reading instruction as alternative approaches that are context specific.Setting: This article questions reading instruction as prescribed in the National Curriculum of South Africa.Methods: A conceptual review of literature was conducted to distil and propose alternatives to the dominant discourses for reading instruction.Results: Given the resource disparities and contextual variations, we argue for and propose a structured approach to reading instruction.Conclusion: Such an alternative should consider scientific evidence, and the teaching of reading needs to be explicit and systematic as well as contextually relevant. We believe it holds promise for improvement in literacy rates as it provides flexible and adaptable approaches.Contribution: We advocate for an alternative approach to reading instruction that is grounded in scientific evidence and emphasises explicit, systematic, and contextually relevant instruction.

Exploring the Teaching of Reading for Comprehension in IsiZulu Home Language: A Bibliometric Review

Reading literacy has attracted the attention of a growing number of researchers in recent times. Though it is seen as an essential competency, thorough bibliometric analyses on the subject are lacking within a few African contexts, one of which is reading for comprehension in the isiZulu home language. This study attempted to fill this gap, by selecting 95 articles through the Preferred Reporting Items for Systematic Review and Meta-Analysis Protocol (PRISMA-P) method and leveraging tools such as VOSviewer, CitNetExplorer’s visualization citation network, and counting techniques. The results indicated that South Africa is a central player, experiencing a notable increase in publications over the past decade. Authors such as Probert, Paulsrud B., Tian Z., Toth J., Port R.F., McKinney C., Tyler R. Moodley V., and Wildsmith-Cromarty R. stand out, alongside prolific journals like English-Medium Instruction and Translanguaging, Language Learning, and Language Teaching. Crucial topics identified include Cultural Context, Language Proficiency, Interactive Read-Alouds, and Differentiated Instruction. The results emphasized the pivotal role of reading motivation in formal education, highlighting the complex nature of online activities. The study concluded that the field of research on teaching reading for comprehension in isiZulu has evolved into a well-established and cross-disciplinary field, with South Africa leading in contributions and collaborations, and anticipates continued growth which will solidify isiZulu reading instruction as a promising and enduring subject of study. Keywords: isiZulu, Home Language, Reading Comprehension, CitNetExplorer, PRISMA-P, Bibliometric Review, Community Involvement

Guiding Students to Ask Themselves Questions in Teaching Reading Comprehension of Modern Vietnamese Short Stories in High Schools in Vietnam

Guiding students to ask themselves questions when teaching reading comprehension of modern Vietnamese short stories is a positive teaching method. However, currently, in high schools in Vietnam, teachers' use of questions in teaching reading comprehension still has many limitations, so they cannot guide students on how to read and understand works on their own. by genre. Therefore, the article poses the problem of "Guiding students to ask themselves questions in teaching reading comprehension of modern Vietnamese short stories in high schools in Vietnam" to provide orientations, measures, and processes to help students learn. Students ask themselves questions, thereby forming the skill of asking questions fluently and effectively.

Research on the Cultivation of Cross-Cultural Awareness in High School English Reading Teaching

English reading instruction plays a vital role in English language teaching, particularly in the high school stage where reading materials often encompass diverse cultural backgrounds. The revised 2017 edition of the “The New English Curriculum Standards” further emphasizes the importance of cross-cultural communication skills in English teaching. This study seeks to analyze the present state of high school students’ cross-cultural awareness and communication abilities, while also exploring the significance of fostering cross-cultural awareness through reading, as well as the challenges faced in this process. The study also provides suggestions to enhance students’ cross-cultural awareness and communication abilities.